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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.
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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.
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Articles 5 Documents
 1 
Search results for , issue "Vol. 1 No. 3 (2025): November" : 5 Documents clear
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

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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

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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

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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

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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

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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.

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