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Farasyah: Journal of Linguistics and Language Education
Published by PT. Hilyah Educational Research
ISSN : -     EISSN : 31247008     DOI : -
Core Subject :
Farasyah: Journal of Linguistics and Language Education is a peer-reviewed journal that publishes original research articles and scholarly reviews in the fields of linguistics and language education. The journal serves as a platform for researchers, educators, and practitioners to share their findings and advance global understanding of language learning, language use, and linguistic theory. Farasyah accepts high-quality submissions from around the world with the aim of contributing to interdisciplinary dialogue and the development of research in linguistics and language pedagogy. Farasyah welcomes submissions covering a broad spectrum of topics related to linguistics and language education, including but not limited to: Linguistics Theoretical and applied linguistics, Sociolinguistics and language policy, Bilingualism and multilingualism, Translation studies, Discourse analysis and pragmatics. Language Education Language acquisition and learning, Language teaching methodologies, Curriculum development in language education, Assessment and evaluation in language learning, Educational technology and digital learning tools. Research that integrates linguistics and language education, or that explores emerging trends and interdisciplinary perspectives, is highly encouraged. All manuscripts submitted to Farasyah undergo a rigorous double-blind peer-review process to ensure academic integrity, methodological precision, and originality. The journal prioritizes innovative studies that offer empirical evidence or critical theoretical insights contributing to the advancement of linguistics and language education. As an open-access journal, Farasyah provides unrestricted global access to its publications to support researchers, educators, and students across diverse regions, while fostering international collaboration and the exchange of knowledge in the field.
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Articles 10 Documents
 1 
Immersive Arabic Islamic Environment and Student Engagement: Evaluating the Linguistic Impact of World Arabic Language Abdullah Mukhasibi; Iqmal Wahyudi
Farasyah: Journal of Linguistics and Language Education Vol. 1 No. 1 (2026): January
Publisher : PT. Hilyah Educational Research

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Abstract

This study investigates the linguistic impact of an Arabic–Islamic immersive festival conducted during World Arabic Language Day at Dalwa Islamic Boarding School. Using a mixed-method design, the study collected quantitative data from 240 students and 100 teachers, complemented by interviews, focus group discussions, and participant observations. Paired-sample t-test results show modest yet statistically significant improvements in students’ behavioral engagement (M_pre = 3.11; M_post = 3.34), communicative confidence (2.98 → 3.21), willingness to speak Arabic (3.05 → 3.28), and perceived immersion (3.22 → 3.47), all at p < .05. Qualitative findings reveal that Arabic-speaking zones, rhetorical performances, dramatic enactments, and calligraphy exhibitions created a culturally authentic, emotionally resonant environment that encouraged spontaneous Arabic use and strengthened Islamic identity. The study introduces the FILM (Festival-Based Islamic Immersive Linguistic Engagement Model) to explain how festival elements generate immersive environments, sociocultural mediation, and affective–cognitive shifts that ultimately enhance linguistic engagement. Despite its short duration and reliance on self-reported measures, the festival demonstrates substantial pedagogical value as a culturally grounded intervention that increases motivation, confidence, and authentic communication in pesantren settings.
"Lepak" as a Sociolinguistic Arena: Oral Interaction and Arabic L2 Fluency in Northern Malaysia Muhammad Muhith; Nur Aunie Batrisya
Farasyah: Journal of Linguistics and Language Education Vol. 1 No. 1 (2026): January
Publisher : PT. Hilyah Educational Research

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This study explores lepak as a sociolinguistic arena for Arabic as a second language (L2) oral interaction among learners in Northern Malaysia. Employing a qualitative sociolinguistic approach, the research examines how Arabic is used, negotiated, and sustained within naturally occurring, informal peer gatherings that are culturally embedded and free from formal instructional control. Data were collected through prolonged observations, audio-recorded lepak interactions, and semi-structured interviews with Arabic L2 learners, and were analyzed using thematic and interactional analysis. The findings reveal that lepak functions as a low-anxiety interactional space that facilitates spontaneous Arabic use, peer alignment, and collaborative meaning-making. Arabic oral fluency in this context emerges not from grammatical accuracy or task-based performance, but from interactional flow, communicative responsiveness, and sustained participation. Code-switching between Arabic, Malay, and English operates as a strategic communicative resource that maintains conversational continuity while reinforcing Arabic as a symbolic and identity-bearing language. In addition, subtle teacher guidance such as encouraging learners to note unfamiliar vocabulary during interaction and revisit it later supports the integration of informal oral practice with reflective lexical development. This study contributes to Arabic L2 research by foregrounding culturally embedded informal practices as legitimate sites of language development and by extending sociolinguistic perspectives on fluency beyond classroom-centered models. Pedagogically, the findings suggest that Arabic education in Islamic contexts may benefit from recognizing informal peer interaction spaces such as lepak as complementary learning ecologies that support oral fluency, communicative confidence, and linguistic identity formation.
Speaking Arabic as an Introverted Learner: A Psycholinguistic Study of Oral Communication Strategies Samsul Huda; Adham Hasif bin Najmuddin Najmuddin; Muhammad Nizar
Farasyah: Journal of Linguistics and Language Education Vol. 1 No. 1 (2026): January
Publisher : PT. Hilyah Educational Research

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Abstract

Speaking competence (maharah kalām) remains one of the most challenging skills for learners of Arabic as a foreign language, particularly for learners with introverted personality traits. While many introverted learners possess adequate linguistic knowledge, they often struggle to externalize internal language processing into oral communication due to heightened anxiety, cognitive overload, and sensitivity to evaluative pressure. This study aims to explore introverted learners’ experiences of Arabic oral communication through a psycholinguistic lens by examining the effectiveness of gradual, word-by-word speaking strategies. Employing a qualitative descriptive design, the study involved 40 introverted students at a Madrasah Aliyah. Data were collected through classroom observations, audio-recorded paired speaking activities, and semi-structured interviews, and analyzed thematically. The findings indicate that gradual oral production reduces cognitive load, facilitates the transition from inner speech to external articulation, and significantly enhances interactional confidence while lowering speaking anxiety. Rather than forcing spontaneous performance, structured and low-pressure speaking tasks enabled learners to participate more consistently and meaningfully in face-to-face interaction. This study contributes to Arabic language pedagogy by proposing a psycholinguistically grounded, personality-sensitive model of speaking instruction that reconceptualizes oral competence as a staged and inclusive process aligned with introverted learners’ cognitive and affective characteristics.
Beyond Anxiety: Linguistic Calmness and the Emergence of Arabic Speech Flow Syarif Muhammad Syaheed; Ahmad Azkia Salam
Farasyah: Journal of Linguistics and Language Education Vol. 1 No. 1 (2026): January
Publisher : PT. Hilyah Educational Research

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Abstract

Second language (L2) speaking has frequently been examined through the lens of anxiety, particularly in Arabic language education where strong normative expectations and accuracy-oriented practices often constrain oral interaction. However, anxiety-centered approaches offer limited insight into how fluent speech actually emerges during real communicative engagement. This study shifts the analytical focus from anxiety reduction to the emergence of Arabic speech flow under conditions of linguistic calmness. Linguistic calmness is conceptualized as an enabling affective state characterized by emotional stability, perceived communicative safety, and reduced self-monitoring. Employing a qualitative-dominant mixed-methods design, the study involved 40 Arabic learners in Malaysia and drew on classroom observations, audio-recorded speaking activities, and semi-structured interviews. The findings indicate that linguistic calmness emerges dynamically through interaction rather than preceding it, enabling learners to sustain oral production despite linguistic limitations. Speech flow was found to manifest as interactional continuity and communicative momentum rather than accuracy-driven performance. The study contributes theoretically by introducing linguistic calmness as a distinct affective construct that complements existing frameworks on willingness to communicate and fluency. Pedagogically, it highlights the importance of designing emotionally supportive speaking environments that facilitate natural and sustained Arabic oral interaction.    
Gamified Instruction in Arabic Morphosyntax: Enhancing Learner Motivation in Nahwu–Sharaf Education Kasmaluddin Kasmaluddin; Ahmad Fauzan; Achmad Makki Lazuardi
Farasyah: Journal of Linguistics and Language Education Vol. 1 No. 1 (2026): January
Publisher : PT. Hilyah Educational Research

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Abstract

Arabic morphosyntax (Nahwu–Sharaf) instruction plays a central role in Islamic educational institutions; however, it is often perceived by learners as abstract, cognitively demanding, and monotonous, resulting in low motivation and limited engagement. Addressing this challenge, the present study investigates the implementation of gamified instruction in Nahwu–Sharaf education and examines its impact on learner motivation. Employing a mixed-methods sequential explanatory design grounded in Self-Determination Theory, the study was conducted in a pesantren context involving 36 students. Quantitative data were collected through pre- and post-intervention motivation questionnaires, while qualitative data were obtained from classroom observations and semi-structured interviews. The findings reveal a statistically significant improvement in learners’ motivation following the gamified intervention, with notable increases in learning interest, classroom engagement, persistence, and enjoyment. The paired-samples t-test confirmed a significant motivational gain with a large effect size (d = 1.64). Qualitative evidence further indicates that gamified activities reduced learners’ anxiety toward grammatical rules, fostered a sense of competence, and encouraged active participation. These results suggest that gamified instruction effectively transforms Nahwu–Sharaf learning into a more engaging and learner-centered experience. The study contributes to Arabic language pedagogy by integrating motivation-oriented gamification within classical grammar instruction and offers practical implications for enhancing learner engagement in Islamic educational settings.
Arabic Love Poetry as a Humanistic Medium in Arabic Language Learning at Islamic Boarding Schools Zara Aqeela; Mahfuz Rizqi Mubarak
Farasyah: Journal of Linguistics and Language Education Vol. 1 No. 2 (2026): July
Publisher : PT. Hilyah Educational Research

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Abstract

Arabic language learning in Islamic boarding schools often emphasizes grammatical mastery and memorization, which can limit students’ emotional engagement and expressive confidence. This study examines the role of Arabic love poetry as a humanistic pedagogical medium in Arabic language learning at Islamic boarding schools. Using a qualitative case study design, the research was conducted in selected pesantren in Indonesia. Data were collected through classroom observations, semi-structured interviews with students and teachers, and document analysis, and analyzed using thematic analysis with data triangulation. The findings indicate that the integration of Arabic love poetry enhances students’ motivation, participation, and confidence, while supporting vocabulary development, reading comprehension, and expressive language use. Poetry-based instruction also fosters emotional engagement and moral reflection, enabling learners to connect linguistic forms with personal experience and values. This study demonstrates that Arabic love poetry can function as an effective humanistic resource in Arabic language pedagogy and offers practical implications for integrating affective literary texts into religious educational contexts
Enhancing Reading Skills in Classical Arabic Texts (Mahārah Qirā’ah) through Arabic Vocabulary Development M. Yusuf Harun; Yusuf Arisandi; Adli Fakhri
Farasyah: Journal of Linguistics and Language Education Vol. 1 No. 2 (2026): July
Publisher : PT. Hilyah Educational Research

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Reading unvowelled classical Arabic texts poses persistent challenges for non-native learners, particularly in Islamic educational settings where such texts dominate the curriculum. While traditional instruction has largely emphasized grammatical mastery, growing evidence suggests that limited vocabulary knowledge constitutes a major obstacle to reading comprehension. This study investigates the effectiveness of Arabic vocabulary development in enhancing reading skills (Mahārah Qirā’ah) in classical Arabic texts. Employing a quasi-experimental design, the study compared an experimental group receiving structured, vocabulary-focused instruction with a comparison group following conventional reading instruction. Quantitative analyses revealed statistically significant improvements in reading comprehension among students in the experimental group, accompanied by large effect sizes. The findings indicate that vocabulary development functions as a primary mechanism for facilitating access to meaning in lexically dense, unvowelled texts. This study contributes to Arabic language pedagogy by empirically demonstrating that strengthening lexical competence is essential for improving classical Arabic reading proficiency among non-native learners.
Enhancing Arabic Synonym Mastery through Crossword Puzzles: A Vocabulary-Based Pedagogical Study Nur Aina Faqihah; Ahmad Tarikul Majid
Farasyah: Journal of Linguistics and Language Education Vol. 1 No. 2 (2026): July
Publisher : PT. Hilyah Educational Research

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Abstract

This study investigates the effectiveness of crossword puzzle–based instruction in enhancing Arabic synonym mastery among learners of Arabic as a foreign language. Synonym learning in Arabic often poses challenges due to semantic nuance and the dominance of memorization-oriented instructional practices. To address this issue, the study employed a quantitative quasi-experimental design with a pre-test–post-test approach involving 30 intermediate-level learners. The instructional intervention integrated crossword puzzles into regular vocabulary lessons to promote active recall, semantic association, and deeper lexical processing. Data were collected through vocabulary tests administered before and after the intervention and analyzed using descriptive statistics, paired-samples t-tests, and effect size measurement. The results revealed a statistically significant improvement in learners’ post-test scores, with a very large effect size, indicating substantial gains in Arabic synonym mastery. The findings suggest that crossword puzzle–based instruction effectively supports lexical depth, vocabulary retention, and learner engagement. This study contributes to Arabic language pedagogy by demonstrating that crossword puzzles can function as a structured and meaningful instructional strategy for developing synonym competence beyond rote memorization.
Experiencing Foreign Language Anxiety in Arabic Speaking (Muhādathah): Evidence from Non-Pesantren University Students Achmad Fairuz Husein; Hasan Hasan; Nur Irfan Qaleesha
Farasyah: Journal of Linguistics and Language Education Vol. 1 No. 2 (2026): July
Publisher : PT. Hilyah Educational Research

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Abstract

Foreign language anxiety (FLA) significantly impacts Arabic language acquisition, particularly in speaking skills (Muhādathah) among non-pesantren university students in Indonesia. Unlike pesantren counterparts immersed in Arabic-speaking environments, non-pesantren students face unique challenges from limited exposure to Arabic oral communication. This mixed-methods study investigated speaking anxiety manifestation, sources, and intensity among 120 non-pesantren undergraduate students at Universitas Islam Internasional Darullughah Wadda'wah (UII DALWA) in Pasuruan, East Java. Using the Foreign Language Classroom Anxiety Scale (FLCAS) and semi-structured interviews, findings revealed moderate to high speaking anxiety levels, primarily driven by fear of negative evaluation (M = 3.78), communication apprehension (M = 3.61), and test anxiety (M = 3.34). Pronunciation difficulties, limited vocabulary, lack of practice opportunities, and comparative self-assessment with pesantren-educated peers constituted primary anxiety triggers. The absence of Arabic-speaking environments outside formal classes intensified students' apprehension during Muhādathah activities. Results underscore institutional context's profound influence on anxiety formation and highlight the need for targeted pedagogical interventions accommodating anxious learners while building linguistic competence in non-immersive Islamic university settings.
Reflective Discourse in Ibn 'Ata' Allah's Al-Hikam: Integrating Linguistics, Psychology, and Language Education Paola Colonello; Kholili Hasib; Lilik Aminah
Farasyah: Journal of Linguistics and Language Education Vol. 1 No. 2 (2026): July
Publisher : PT. Hilyah Educational Research

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This article examines Al-Hikam, the celebrated aphoristic work of Ibn ‘Ata’ Allah al-Iskandari, as a body of reflective discourse that can enrich contemporary conversations in linguistics, psychology, and language education. The study is motivated by a practical problem in language classrooms: learners often encounter language primarily as technique, grammar, or assessment, while the human work of interpretation, self-understanding, ethical imagination, and emotional regulation remains marginal. This study aims to analyze how selected aphorisms of Al-Hikam function as reflective discourse and how they may be pedagogically adapted for humanistic language education. Through qualitative document analysis and reflexive thematic interpretation, selected Arabic aphorisms from Al-Hikam are read as compact pedagogical events. The analysis identifies four discourse features: aphoristic compression, dialogic address, metaphorical reframing, and evaluative self-positioning. These features are connected to psychological themes such as hope after failure, self-regulation, humility, presence, and relational growth. The article argues that Al-Hikam may be approached not merely as devotional literature but also as an authentic text for humanistic language education. Its reflective language can support close reading, translation awareness, discourse analysis, reflective journaling, and dialogic classroom practice. As an analytical contribution, the article proposes the Reflective Linguistic Pedagogy model, a four-stage classroom sequence consisting of encounter, linguistic noticing, psychological reflection, and communicative transformation. The article concludes that a careful, non-reductive use of Al-Hikam can help language education recover its deeper human purpose: to cultivate articulate, attentive, ethically aware, and emotionally resilient learners.

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