cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Engkizar
Contact Email
engkizar@iisdrc.org
Phone
+6282171342649
Journal Mail Official
jaliter@iisdrc.org
Editorial Address
International Islamic Studies Development and Research Center (IISDRC) Jl. Enggang III No.1a, Komplek Perumahan Permata Putih Parupuk Tabing Kota Padang, Sumatera Barat. Zipcode 25171. Phone/fax: +6282171342649.
Location
Kota padang,
Sumatera barat
INDONESIA
Journal of Arabic Literature, Teaching and Learning
Published by International Islamic Studies Development and Research Center
ISSN : -     EISSN : 31089755     DOI : -
Core Subject :
This journal encompasses original research articles, review articles, and short communications, including: Teaching Arabic as a Foreign Language, Arabic Linguistic, Arabic Literature, Arabic History, History of Arabic Education, Strategy of Arabic Teaching, Arabic Islamic Culture, Media of Arabic Teaching, Technology of Arabic Teaching, Modern Standard Arabic, Arabic Second Language Acquisition. Journal of Arabic Literature, Teaching and Learning is a double-blind peer-reviewed scholarly open access journal. This journal publishes articles third a year, namely March, July, and November.
Arjuna Subject : -
Articles 12 Documents
 1   2 
Seven Challenges for Arabic Department Students in Memorizing Hadith Wulandari Wulandari; Syaza El Millah; Torkis Lubis; Zainul Arifin
Journal of Arabic Literature, Teaching and Learning Vol. 1 No. 2 (2025): July
Publisher : Journal of Arabic Literature, Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Memorizing hadith is an activity that cannot be separated from the routine of Islamic studies students in fulfilling the demands of the course. But in reality there are still students who have difficulty memorizing hadith. So it is necessary to conduct a study to find out these difficulties. This study aims to find out how the difficulties of students in memorizing hadith. This research uses qualitative methods with the type of case study. The research data were taken through direct interviews with eleven students at one of the Arabic language education institutions in Padang, Indonesia. All interview data were then analyzed thematically using the Miles and Huberman analysis technique. The findings of the study showed seven difficulties of students in memorizing hadith, the seven difficulties are i) not proficient in reading Arabic texts, ii) not knowing the translation of hadith, iii) not understanding the content of hadith, iv) not used to memorizing hadith, v) laziness often arises, vi) the matan of hadith is too long, vii) the mufradat in hadith is garibah. The findings in this study have proven that students experience difficulties in memorizing hadith. The results of this study can be used as a reference for further research in examining this discussion in other contexts.
Problematics of Arabic Language Learning: Case studies in Islamic Educational Institutions Rosi Guspita; Achyar Rahman; Burhanuddin Burhanuddin; Suci Fajriani
Journal of Arabic Literature, Teaching and Learning Vol. 1 No. 2 (2025): July
Publisher : Journal of Arabic Literature, Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Arabic language learning often faces various challenges, both linguistic and non-linguistic. These obstacles can affect the effectiveness of the teaching and learning process and the achievement of learning objectives. This study aims to identify and analyze the problems faced in Arabic language learning, as well as provide recommendations for strategies that can be applied to improve the quality and effectiveness of Arabic language learning at various levels of education. This research uses descriptive qualitative method through literature study, data collected through in-depth review of various literatures, scientific journals, and relevant documents that discuss the problems of Arabic language learning. The results of this study indicate that there are five causes of Arabic language learning problems, the five are i.) low student motivation, ii.) lack of language proficiency, listening, writing and reading iii.) Less varied learning media, iv.) lack of vocabulary and v.) using the lecture method while students are the audience. This study recommends the importance of providing continuous training programs, so that Arabic language learning will become more effective, interesting, and relevant to students' needs, as well as contribute to improving Arabic language competence.
Arabic Language Program Management for Muhadatsah Class Rifki Zaitul Ikhlas; Krim Ulwi; Patri Patri
Journal of Arabic Literature, Teaching and Learning Vol. 1 No. 2 (2025): July
Publisher : Journal of Arabic Literature, Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Faced with a growing demand for Arabic language learning, course institutions such as OCEAN Pare Arabic language course institution are faced with the responsibility of providing quality education. Effective program management is key in ensuring optimal learning quality. This study aims to find out the organizing management practices in the Arabic language program of muhadatsah class at Ocean Pare Arabic language course institution. This study used a qualitative approach using interview techniques and document analysis. Data were collected from various sources, teachers, institute managers, as well as related documents. Data analysis was conducted to understand how the program was organized and managed. The result of this study is that OCEAN Pare Arabic language course institution implements a management system that includes planning, organizing, implementing, and supervising. In planning, the institution sets a vision of creating a smart generation through Arabic language education with a mission to improve teaching effectiveness and love for knowledge. Organizing is done with a clear organizational structure, teacher qualifications determined by the mudir, and recruitment of students every month. Program implementation consists of classroom and dormitory learning activities with various levels of Arabic language proficiency and daily practice. Supervision is carried out through daily, weekly and end-of-program evaluations, as well as control in the dormitory by musyrifs.
The Effect of Hot Seat Strategy on Students' Reading Aloud Skills Nurul Faddhia; Muhamad Firdaus Bin Alias; Wirdatul Urfa
Journal of Arabic Literature, Teaching and Learning Vol. 1 No. 2 (2025): July
Publisher : Journal of Arabic Literature, Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The interactive learning hot seat strategy in which a student sits in the “hot seat” and assumes the role of a character from a text that has been read. Other students then ask questions to the student in the hot seat, who must answer as if they were the character. This study aims to Analyze the process of applying the hot seat strategy in teaching reading aloud as well as Knowing the level of students' reading aloud ability before the application of the hot seat strategy. This study used a quantitative approach with a quasi-experimental method. The research design applied was Nonequivalent Control Group Design, which is a design with unequal control groups. In this design, there are two groups: an experimental group that receives treatment and a control group that does not receive treatment, but the placement of subjects into these groups is not randomized. The results showed students' initial ability in reading aloud before using the hot seat strategy. The implementation of this study shows that, this study is expected to provide new insights in the method of teaching reading aloud, especially in the context of Arabic language education at the secondary school level.
The Effect of Instagram Reels on Arabic Vocabulary Learning Outcomes Fadila Khairunisa; Muhammad Tolal Kaema; Barihan Ibrahim
Journal of Arabic Literature, Teaching and Learning Vol. 1 No. 2 (2025): July
Publisher : Journal of Arabic Literature, Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

As one of the important elements in language, vocabulary learning should be a priority in language learning, especially Arabic. However, in reality there are still many students who have not mastered the Arabic vocabulary taught and the lack of media utilization used by teachers in learning Arabic vocabulary. This study aims to determine the effect of Instagram Reels media on Arabic vocabulary learning outcomes. This research used pre-experimental method with one group pretest posttest design through quantitative approach. The instrument in this study consisted of Arabic vocabulary written test in the form of pretest and posttest. The results of this study indicate that there is an increase in the learning value of students' Arabic vocabulary as evidenced by the paired t-test with a significance level (sig) two-sided p 0.001 <0.05 so that Ha is accepted and H0 is rejected. The implication of this study shows that the use of Instagram reels is proven effective in improving the mastery of Arabic vocabulary, because it presents the material visually and interestingly. The creative short video content facilitates understanding and strengthens the learner's memory of new vocabulary. with that Instagram reels can be used as an innovative and fun alternative learning media in the Arabic language learning process.
The Implementation of Contextual Teaching and Learning in Arabic Language Instruction: A Case Study in Indonesia Abdillah Rofiif Fatih Ritonga; Rifki Zaitul Ikhlas; Rahmat Hidayat; Dasrizal Dasrizal
Journal of Arabic Literature, Teaching and Learning Vol. 1 No. 3 (2025): November
Publisher : Journal of Arabic Literature, Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Arabic language learning holds an important role in education in Indonesia. However, challenges such as differences in linguistic structure and complex vocabulary often hinder the learning process. This study aims to investigate how the implementation of contextual teaching and learning can enhance the quality of Arabic language instruction by making it more meaningful and relevant. Employing a qualitative case study approach, data were collected through observation, interviews, and document analysis. The findings reveal that the application of contextual teaching and learning includes the integration of everyday contexts, project-based learning, collaborative activities, and cultural exploration. Positive impacts observed include improved Arabic language proficiency, increased learning motivation, greater awareness of the importance of Arabic, the development of social and emotional skills, and students’ contextual understanding of Arab culture. The novelty of this study lies in applying contextual teaching and learning specifically to Arabic language learning in Indonesia, a field that has been rarely explored in depth. Unlike previous research that primarily focused on structural or grammatical challenges, this study emphasizes how contextual teaching and learning can integrate daily contexts, project-based learning, collaboration, and cultural exploration to make Arabic learning more meaningful and relevant. The findings provide new insights into enhancing language proficiency, learning motivation, and cultural awareness, while also demonstrating the potential of contextual teaching and learning to strengthen Islamic education through contextualized learning practices.
The Use of Artificial Intelligence-Based Translation Tools for Language Department Students Dafallah Ibrahim; Yousuf Aboujanah; Khuloud Alouzi; Hajer Albshkar; Mohieddin Masoud; Sumaia Almajri
Journal of Arabic Literature, Teaching and Learning Vol. 1 No. 3 (2025): November
Publisher : Journal of Arabic Literature, Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study explores the integration and use of Artificial Intelligence translation tools among university level language students engaged in Arabic-English and English-Arabic translation tasks. With the increasing availability and sophistication of AI-based translation tools such as Google Translate, DeepSeek, and ChatGPT, translation tasks are experiencing a revolutionary paradigm shift. Drawing on qualitative and quantitative data collected from undergraduate students at a Libyan university, this research investigates students' attitudes toward AI-based translation tools, their frequency and purpose of use, perceived benefits and limitations, and the implications for translation teaching and practices. The findings reveal a strong engagement with AI-based translation tools, primarily for vocabulary learning, initial text drafts, and understanding complex sentence structures. However, challenges such as overreliance, inaccurate cultural, literal, scientific or idiomatic rendering, and limited post-editing skills are also evident. The study highlights the urgent need for pedagogical strategies that integrate AI-based translation tools within a framework of critical literacy and human supervision and intervention.  
The Utilization of Arabic Language Animated Video Media on Students' Speaking Skills Octa Syakila Salsabila; Surya Hidayat; Muhammad Khatami; Abdurrasyid Abdurrasyid
Journal of Arabic Literature, Teaching and Learning Vol. 1 No. 3 (2025): November
Publisher : Journal of Arabic Literature, Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research aims to describe the effectiveness of utilizing Arabic language animated video-based learning technology on students' speaking skills at Islamic Junior High School in Indonesia. The study adopts a qualitative approach with a case study method. Data collection techniques include direct observation of the utilization of Arabic language animated video media and in-depth interviews with informants. The qualitative approach was chosen to provide a deep understanding of teachers' and students' experiences and perspectives regarding the use of Arabic language animated video-based learning media. Based on data analysis, the research concludes that the use of technology media significantly benefits in improving students' Arabic speaking skills at Islamic Junior High School in Indonesia. Through this learning media, teachers can present learning materials in a more engaging and interactive manner, which directly captures students' interest and attention. Furthermore, Arabic language animated video media also enhances students' motivation to learn and speak Arabic.
Teacher Strategies in Arabic Language Learning to Improve Student Motivation Muhammad Saminu; Nabil Rosyadi; Silvia Ramadani; Azhar Jaafar
Journal of Arabic Literature, Teaching and Learning Vol. 1 No. 3 (2025): November
Publisher : Journal of Arabic Literature, Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to analyze Arabic teaching strategies that can increase student motivation at the Islamic Junior High School level. The research method used is qualitative research with a case study approach, through classroom observation, interviews with teachers and students, and documentation of learning activities. The results of the study indicate that student learning motivation increases when teachers present interesting material, use varied learning methods, and utilize appropriate learning media. These strategies not only make the learning atmosphere more enjoyable, but also encourage students to actively engage in the Arabic language learning process. The implications of this study emphasize the importance of teacher innovation in designing materials, choosing methods that suit student characteristics, and optimizing the use of learning media to improve the quality of Arabic language learning in Islamic secondary schools.
The Role of Reading Skills in Understanding Classical Arabic Texts: Challenges and Solutions for Students Danil Mesa; Aldi Muhammad Alfin; Quratun Aini
Journal of Arabic Literature, Teaching and Learning Vol. 1 No. 3 (2025): November
Publisher : Journal of Arabic Literature, Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to analyze the problems faced by students in mastering Arabic reading skills and to find appropriate solutions to improve their abilities. Reading skills are considered the main gateway to understanding Arabic texts, both in the context of other language skills (listening, speaking, writing) and in understanding Islamic teachings such as the Quran, hadith, and classical books. The research method used is qualitative research with a case study approach to students' difficulties in reading Arabic texts, including limited vocabulary, difficulty in understanding sentence structure, and weak phonological mastery. The results show that the reading learning process takes place in stages, starting from mastery of letters and sounds (phonetics), vocabulary enrichment, to understanding nominal and verbal sentence structures. These findings confirm that phonological mastery is the main foundation, while vocabulary enrichment and understanding of grammar are determining factors for reading success. The implication of this research is the need for a systematic and continuous reading teaching strategy, with an emphasis on phonological exercises, vocabulary development, and understanding of language structure so that students are able to understand classical Arabic texts more optimally.

Page 1 of 2 | Total Record : 12

 1   2 

Filter by Year

2025 2026


Reset
Filter By Issues
All Issue Vol. 2 No. 1 (2026): March Vol. 1 No. 3 (2025): November Vol. 1 No. 2 (2025): July