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Lisanudhad: Jurnal Bahasa, Pembelajaran, dan Sastra Arab
Published by Universitas Darussalam Gontor
ISSN : 23561998     EISSN : 25276360     DOI : https://www.doi.org/10.21111/lisanudhad.v13i1.7
Core Subject :
The Lisanudhad is a scientific journal which focuses on the theme and topic of Arabic language teaching for non-native speakers: Methodology of Arabic teaching for non-native speakers; Teaching for Arabic Competences; Strategy for teaching and learning Arabic for non-native speakers; Models of Arabic teaching for non-native speakers; The Technology of Arabic teaching; Design of Arabic teaching for non-native speakers; Evaluation in Arabic teaching for non-native speakers. Linguistics pedagogy (Studies on phonology, morphology, syntax and semantics in teaching Arabic for non-native speakers.
Arjuna Subject : -
Articles 31 Documents
 1   2   3   4 
Arabic Linguistic Landscape as a Pedagogical Space in Bilingual Pesantren Nasikul Mustofa Efendi; Kamal Yusuf; Nasaruddin; Muflihah; Muhammad Alfa Choirul Murtadho
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 13 No. 1 (2026): Lisanudhad: Jurnal Bahasa, Pembelajaran, dan Sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/lisanudhad.v13i1.37

Abstract

Linguistic Landscape (LL) studies examine the visibility of language in public spaces through signs, symbols, and written displays that shape social interaction and meaning-making. Although LL research has expanded considerably in educational contexts, limited scholarly attention has been directed toward the pedagogical functions of Arabic Linguistic Landscapes within pesantren as bilingual Islamic learning environments. This article delves into investigation on how Arabic linguistic signs operate not only as institutional markers but also as pedagogical resources in Pesantren Modern Al-Amanah Junwangi, Indonesia. Adopting a descriptive qualitative design, data were collected through observation and documentation of Arabic linguistic displays across the pesantren environment, including slogans, informational boards, directional signs, and other visual texts. The data were analyzed to identify the forms, distribution, and educational functions of Arabic signs within students’ everyday linguistic practices. The findings reveal that the Arabic Linguistic Landscape performs multiple interconnected roles: representing institutional identity, reinforcing language policy, and facilitating informal language acquisition beyond classroom settings. Continuous exposure to Arabic signage contributes to vocabulary development, habituates students to authentic linguistic expressions, and strengthens the implementation of language activities in daily interaction. More importantly, the study demonstrates that the integration of Arabic signs into the pesantren environment constructs an immersive and socially embedded language-learning ecology that bridges formal instruction and authentic communicative practice. By situating Arabic Linguistic Landscape as a pedagogical mediator within bilingual Islamic education, this study extends current LL scholarship beyond symbolic representation toward its role in sustaining environment-based language learning.
Evaluating Nahwu Teaching Materials in Islamic Higher Education: Lecturer and Student Perceptions Noza Aflisia; Abdiel Faiz Abbasyah; Jilan Jauza; Erda Anggelia
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 13 No. 1 (2026): Lisanudhad: Jurnal Bahasa, Pembelajaran, dan Sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/lisanudhad.v13i1.38

Abstract

The evaluation of Nahwu teaching materials in Islamic State Higher Education Institutions requires further attention, particularly regarding their alignment with the demands of twenty-first-century learning and educational technology development. Therefore, this study aims to evaluate the Nahwu teaching materials used in Arabic Education Study Programs at Islamic State Higher Education Institutions in Bengkulu Province based on lecturers’ and students’ perceptions. A mixed methods approach with an embedded design was employed, utilizing questionnaires as the primary data source and documentation as supporting data. The respondents consisted of 4 Nahwu lecturers and 251 students from IAIN Curup and UIN Fatmawati Sukarno Bengkulu. The results indicate that 62.50% of lecturers and 48.36% of students perceived the existing Nahwu teaching materials as less appropriate or inappropriate. Most materials are classical textbooks published no later than 2011 and lack integration with Education 4.0 and 5.0 learning technologies. Although some materials support grammatical comprehension, limitations in innovation, learning motivation, and higher-order thinking skills remain evident. Therefore, this study recommends developing more adaptive, contextual Nahwu teaching materials integrated with the TPACK framework to enhance effective learning in this Institutions
Arabic Language Learning through Musicalization, Drama, and Sholawat in Fostering Religious Muslim Intellectuals at UIN Maliki Malang and UII Dalwa Pasuruan Ahmad Nurcholis; Bobby Rachman Santoso; Rizqiyana Hendi Rahmawati; Dhea Syahzana Sahreebanu
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 12 No. 2 (2025): Lisanudhad: Jurnal Bahasa, Pembelajaran, dan Sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/lisanudhad.v12i2.40

Abstract

This study analyzes the model of Arabic language learning through poetry musicalization, drama performance, and shalawat-based artistic practices in fostering religious Muslim intellectuals at UIN Maulana Malik Ibrahim Malang and UII Dalwa Pasuruan. Using a qualitative multiple-case study design, the research involved students, lecturers, santri, and pesantren leaders. Data were collected through observations, interviews, and document analysis, and were analyzed thematically. The findings reveal that the three artistic media serve distinct yet complementary pedagogical functions. At UIN Maliki, musicalization and Arabic drama enhance linguistic competence, public speaking, creativity, and digital literacy. At UII Dalwa,shalawat performances and traditional drama (tamthīliyyāt) strengthen religious identity, emotional engagement, and the preservation of pesantren cultural traditions. Across both institutions, these practices contribute to the formation of religious Muslim intellectuals, defined in this study as learners who integrate Arabic linguistic proficiency with Islamic ethical values, spiritual discipline, and cultural-literary appreciation. Theoretically, this study enriches holistic learning discourse by integrating cognitive, affective, psychomotor, cultural, and spiritual dimensions. Practically, it offers an integrative model that connects artistic performance with Arabic language mastery and character formation in both modern higher education and traditional pesantren environments
The Cognitive Approach in Learning to Read Arabic Texts: A Philosophical and Pedagogical Analysis Ainur Rizqi Widyadhana; Aisyah Amalia Salim; Kamal Yusuf; Vera Wati Agustina
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 12 No. 2 (2025): Lisanudhad: Jurnal Bahasa, Pembelajaran, dan Sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/lisanudhad.v12i2.41

Abstract

Reading Arabic texts is a fundamental skill in mastering the Arabic language, requiring not only linguistic knowledge but also meaningful comprehension and contextual understanding. This study examines the cognitive approach to learning Arabic reading from philosophical and pedagogical perspectives. Philosophically, the analysis is grounded in classical cognitivist theories, particularly Piaget’s constructivism, Ausubel’s theory of meaningful learning, and Vygotsky’s sociocultural perspective, which emphasize active meaning construction, the role of prior knowledge, and guided learning through social interaction. Pedagogically, the study highlights the application of cognitive and metacognitive strategies such as schema activation, scaffolding, meaning elaboration, and reflective thinking within a structured reading model consisting of pre-reading, during-reading, and post-reading stages. This study employs a qualitative approach using critical literature analysis of primary and secondary sources in educational psychology and language pedagogy. The findings indicate that a cognitive-based approach supports deeper comprehension of Arabic texts, encourages reflective understanding, and facilitates meaningful learning. Moreover, the integration of cognitive strategies with Islamic educational values underscores the relevance of this approach in fostering intellectual, ethical, and reflective engagement with Arabic texts. Overall, the cognitive approach positions Arabic reading as an active and reflective learning process that bridges theoretical foundations and pedagogical practice.
The Use of Albert Bandura’s Method for learning Arabic speaking skill using TikTok Inayah Fitri Ulinnuha; Nuril Mufidah
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 12 No. 2 (2025): Lisanudhad: Jurnal Bahasa, Pembelajaran, dan Sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/lisanudhad.v12i2.42

Abstract

يهدف هذا المقال إلى وصف تطبيق أساليب النمذجة، والتعزيز، والكفاءة الذاتية في تعليم مهارة الكلام باللغة العربية عبر تطبيق تيك توك للطلبة، وكذلك بيان العوامل الداعمة والمعيقة لتطبيق هذه الأساليب باستخدام تيك توك. وقد استخدم المنهج الوصفي النوعي، مع جمع البيانات من خلال مقابلات مع الطلبة حول استخدامهم لتطبيق تيك توك في تحسين مهارة الكلام لديهم، بالإضافة إلى الملاحظة المباشرة. وتمثلت عينة البحث في طلبة الفصلين الخامس والسابع من قسم تعليم اللغة العربية في جامعة الدولة الإسلامية في مالانج. واعتمد تحليل البيانات على نموذج مايلز وهو بيرمان. أظهرت نتائج الدراسة أن أسلوب النمذجة طُبق على مراحل تشمل: الملاحظة، والمحاكاة، والممارسة. كما لعب التعزيز والتعليقات الإيجابية المقدمة أثناء عملية التعلم دورا مهما في زيادة ثقة الطلبة بأنفسهم وتشجيعهم على الاستمرار في التدريب. وتبين أن الكفاءة الذاتية تُعد عنصرا محوريا في تحقيق النجاح التعليمي. كما كشفت الدراسة أن تعلم اللغة العربية عبر تيك توك تدعمه مجموعة من العوامل، من أبرزها: المواجهة الموجهة للمشكلة، والكفاءة الذاتية، ومرونة المنصة، والتغذية الراجعة الإيجابية. وفي المقابل، تتمثل أبرز المعوقات في ضعف الكفاءة الذاتية لدى بعض الطلبة، واستخدام استراتيجيات التجنب، والمشتتات الرقمية، والمقارنة الاجتماعية، إضافة إلى نقص الدعم البنّاء اللازم لتعزيز دافعية الطلبة وقدرتهم على الصمود في الممارسة.
Analysis on the Interference of Indonesian Morphology in the Translation of Classical Arabic Texts Syifa Saqmi; Muh. Naim Madjid
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 12 No. 2 (2025): Lisanudhad: Jurnal Bahasa, Pembelajaran, dan Sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/lisanudhad.v12i2.43

Abstract

This study analyzes the phenomenon of morphological interference from Indonesian in the translation of Classical Arabic texts. It examines how Indonesian morphological structures, such as affixation, compounding, and reduplication, affect meaning transfer and grammatical equivalence in Arabic-Indonesian translation. Using a descriptive-analytical approach, the study synthesizes findings from previous research on morphological transfer, interference, and translation strategies in second-language contexts. The results show that learners often unconsciously apply Indonesian morphological patterns during translation, causing mistranslation, redundancy, or distortion of Arabic word forms. These findings indicate that interference arises not only from linguistic differences between Arabic and Indonesian but also from cognitive and cultural factors influencing the translation process. The study concludes that integrating contrastive and contextual approaches in Arabic morphology and translation pedagogy can reduce interference and enhance students’ linguistic awareness and translation accuracy.
Analysis Of The White Lily Metaphor As A Representation Of Inner Conflict In جندي يحلم بالزنابق البيضاء Mahmoud Darwish’s Poem Sabrina Azzindani Putri; Misbahus Surur
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 12 No. 2 (2025): Lisanudhad: Jurnal Bahasa, Pembelajaran, dan Sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/lisanudhad.v12i2.45

Abstract

This article analyzes Mahmoud Darwish’s poem جندي يحلم بالزنابق البيضا through Viktor Shklovsky’s concept of defamiliarization within the framework of Russian Formalist theory. The poem reveals the inner conflict of a weary soldier who dreams of peace symbolized by the white lily. Using a qualitative descriptive approach, this study explores how Darwish’s poetic language—rich in metaphors, paradoxes, and imagery—transforms conventional meanings of purity and heroism into reflections on trauma, loss, and existential struggle.The white lily, which traditionally represents innocence and peace, becomes a contradictory symbol bridging beauty and suffering, life and death. The findings indicate that Darwish employs defamiliarization techniques to challenge familiar discourses of nationalism and war, compelling readers to reinterpret universal concepts such as “homeland” and “victory” in more personal and human terms. Ultimately, Darwish’s aesthetic strategy not only deepens the reader’s emotional engagement but also encourages critical reflection on the human condition amid conflict.
Navigating the Labyrinth of Motivation: Students’ Subjective Experiences in Arabic Language Learning Muhammad An Naufar Prastyo; Yeni Maratus Solekah
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 12 No. 2 (2025): Lisanudhad: Jurnal Bahasa, Pembelajaran, dan Sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/lisanudhad.v12i2.46

Abstract

This phenomenological study explores the subjective experiences and motivational labyrinth of students learning Arabic language at SMP Muhammadiyah 6 Ngawi. Through in-depth interviews with 12 participants and classroom observations, this research investigates how students navigate their motivational journey in Arabic language learning, uncovering the complex interplay between intrinsic and extrinsic factors, challenges, and coping strategies. Using Braun and Clarke’s thematic analysis, four main themes emerged: (1) Religious and Cultural Connectivity (students’ deep connection to Islamic identity and desire to understand religious texts), (2) Academic and Social Pressures (external demands from family, school expectations, and peer influences), (3) Linguistic Complexity and Learning Barriers (challenges in Arabic grammar, pronunciation, and limited practice opportunities), and (4) Adaptive Resilience and Support Systems (strategies students develop to overcome obstacles and maintain motivation). The findings reveal that Arabic language learning motivation is a dynamic, multifaceted phenomenon influenced by students’ religious identity, social environment, and individual learning experiences. These insights contribute to understanding motivation in second language acquisition within Islamic educational contexts and provide implications for pedagogical approaches in Arabic language teaching.
Deconstructing Arabic Language Learning: A Bridge between Philosophical Analysis and Pedagogical Innovation Linura Tuada; Kamal Yusuf; Mahjatin Nabilah Syarofina; Nur Aqilah L.R.O
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 12 No. 2 (2025): Lisanudhad: Jurnal Bahasa, Pembelajaran, dan Sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/lisanudhad.v12i2.47

Abstract

تقليديا، غالبا ما يكون تعلم اللغة العربية محاصرا في نظام عقائدي يركز على القواعد والمعتقدات للمتحدثين الأصليين، مما يحد من معناها في سياق التواصل العالمي. تهدف هذه الدراسة إلى تفكيك المفاهيم الميتافيزيقية الكامنة وراء تعلم اللغة العربية وربط أو تفسير العلاقة بين التحليل الفلسفي والابتكار التربوي في تعلم اللغة العربية. باستخدام الطرق النوعية الوصفية ومنهج دراسة الأدبيات، يحلل هذا المقال مبادئ التفكيك التي بادَر بها جاك دريدا ويطبقها لفهم بنية النماذج في تعلم اللغة العربية. وقد تم العثور على عدة حالات من التفكيك في تعلم اللغة العربية أدت إلى تفكيك العديد من الاستراتيجيات، مثل دور المعلمين، وموارد التعلم، وطرق التعلم، وتقييم التعلم. من المتوقع أن تقترح نتائج هذه الدراسة نموذجًا مبتكرًا لتعلم اللغة العربية يمكن استخدامه كدليل عملي للمعلمين ومصممي المناهج لدمج نهج التفكيك في موادهم التعليمية.
Namūdhaj Ta‘līm Mahārah al-Kalām ‘abra Muḥtawā Tīk Tūk li Markaz al-Kāfah fī al-Ta‘līm al-Iliktrūnī bi Madrasah al-Risālah al-Islāmiyyah 2 Jember fahmi alwan; Muhammad Ainin; Muhammad Khusairi; Hanik Mahliatus Sikah; Kholid Farid Musthofa Ayyash
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 13 No. 1 (2026): Lisanudhad: Jurnal Bahasa, Pembelajaran, dan Sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/lisanudhad.v13i1.50

Abstract

يواجه تعليم مهارة الكلام في اللغة العربية تحديات متعددة، أبرزها ضعف الممارسة وقلة الثقة لدى الطلاب، خاصة في بيئة التعليم الإلكتروني التي تركز غالبًا على الجوانب النظرية. تهدف هذه الدراسة إلى وصف نموذج تعليم مهارة الكلام عبر محتوى تيك توك، وتحليل تطبيقه، وبيان أثره في تنمية مهارة التحدث لدى الطلاب. اعتمدت الدراسة على المنهج النوعي الوصفي بتصميم دراسة الحالة، من خلال الملاحظة والمقابلة والتوثيق في مدرسة الرسالة الإسلامية 2 جمبر. أظهرت النتائج أن هذا النموذج القائم على عرض الفيديو، والممارسة، والتكرار، يسهم في تحسين النطق، وزيادة الطلاقة، وتعزيز الثقة بالنفس، إضافة إلى رفع دافعية التعلم بفضل جاذبية الوسائط وسهولة الوصول. كما كشفت الدراسة عن بعض التحديات، مثل محدودية التفاعل المباشر وتشتيت الانتباه. وتخلص الدراسة إلى أن توظيف تيك توك يمثل نموذجًا تعليميًا مبتكرًا وفعالًا في تنمية مهارة الكلام، شريطة توجيهه تربويًا لتحقيق التوازن بين التقنية وجودة التعلم. الكلمات المفتاحية: مهارة الكلام، تعليم اللغة العربية، تيك توك، التعليم الإلكتروني.

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