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Al-Ta'rib
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Al-Ta'rib: Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya
Published by Institut Agama Islam Negeri Palangka Raya
ISSN : 23545887     EISSN : 26555867     DOI : https://doi.org/10.23971/altarib
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Al-Ta’rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya (ISSN 2354-5887 and E-ISSN 2655-5867) is a peer-reviewed open-access journal and follows a double-blind review policy. This journal is scheduled for publication biannually, in June and December, with the first issue to appear in June 2013. The Journal welcomes research-based papers touching the ground of Arabic language teaching and learning with insights from applied linguistics, literature, and related academic disciplines.
Arjuna Subject : -
Articles 286 Documents
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Developing Islamic Value-Based Arabic Speaking Materials Using Flashcards: تطوير مواد تعليمية لمهارة الكلام مستندة إلى القيم الإسلامية باستخدام البطاقات Mualim Wijaya; Yeniati Ulfah
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 13 No 2 (2025)
Publisher : Universitas Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v13i2.10298

Abstract

Speaking skills are a critical component in learning Arabic as a foreign language, yet they are often neglected in curricula and teaching materials that tend to be text-dominant and lacking in Islamic religious context. This gap causes difficulties for students in achieving oral proficiency that aligns with their academic and spiritual needs. This development research aims to create a speaking skills textbook that integrates Islamic values and utilizes picture cards as an interactive medium for foreign learners in the Arabic Language Education Study Program at Universitas Islam Nurul Jadid. Adapting the Borg & Gall model, the research involved needs analysis, design, expert validation, and limited trials. The needs analysis confirmed the inadequate attention given to speaking skills and a strong desire for religiously nuanced teaching materials. A trial with 17 students showed a statistically significant improvement, indicating the product's effectiveness. The study concludes that integrating cultural values with a visual-interactive pedagogical approach can enhance oral skills learning. It is hoped this product can be adapted more broadly and combined with digital media.
Measuring the Technique and Quality of Instagram Caption Auto-Translation to Improve @alarabiya Account Translation Results Gelsya Serinastity; M. Zacky Mubarok; Akhmad Saehudin; Darsita Suparno; Fathalah Mohamed Fathalah
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 13 No 2 (2025)
Publisher : Universitas Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v13i2.10410

Abstract

The increasing use of machine translation (MT) on social media poses challenges for cross-linguistic and cross-cultural understanding, as these systems often fail to capture contextual meaning and cultural nuances. This study analyzes the techniques and quality of MT in social media content, an area with limited prior research. Using a qualitative-descriptive method, the study evaluates captions from Instagram @alarabiya by applying Molina & Albir's (2002) translation technique theory and Nababan's (2012) translation quality assessment scale. Analysis of 18 data samples revealed the dominance of the literal translation technique (27.27%). The quality assessment yielded average scores below the 'adequate' category in readability (μ=2.24), acceptability (μ=2.43), and accuracy (μ=2.50) on a 1-5 scale. These findings confirm the limitations of MT in processing informative texts rich in cultural context, resulting in outputs that tend to be difficult to understand, less acceptable, and inaccurate. This study highlights the urgency of enhancing cultural sensitivity in MT development and the importance of user literacy in critically engaging with automated translation outputs on digital platforms.
Arabic Language Environment and the Development of Communicative Competence among Foreign Language Learners: Evidence from an Islamic University in Brunei Darussalam: دور البيئة اللغوية العربية في تنمية الكفاية الاتصالية لدى متعلمي العربية لغةً أجنبية: أدلة من جامعة إسلامية في بروناي دار السلام Achmad Yani; Siti Sara Binti Haji Ahmad; Rafidah Binti Abdullah; Siti Shalihah
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 14 No 1 (2026)
Publisher : Universitas Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v14i1.10435

Abstract

Developing communicative competence remains a major challenge in Arabic as a Foreign Language (AFL) education, particularly in multilingual contexts where opportunities for authentic language use are limited. This study investigates the role of the Arabic language environment in fostering communicative competence among foreign language learners at Sultan Sharif Ali Islamic University (UNISSA), Brunei Darussalam. Employing a cross-sectional descriptive–correlational quantitative design, data were collected from 22 first-year students selected through purposive sampling using a five-point Likert-scale questionnaire. Descriptive statistics, Pearson correlation, and simple linear regression were used to analyze the data. The findings indicate that the institutional Arabic language environment is generally perceived positively, with particularly strong teacher-mediated interaction (86.7%), while peer communication (71.7%) and the use of Arabic in extracurricular activities (66.7%) remain comparatively limited. Students also reported that the language environment positively supports the development of speaking (75.0%) and writing (73.3%) skills. The study argues that communicative competence is shaped by a multidimensional institutional ecosystem encompassing formal instruction, teacher interaction, peer communication, linguistic landscape, and extracurricular engagement. These findings extend current perspectives on Arabic language environments in non-Arab contexts and provide practical insights for strengthening communicative Arabic education in multilingual Islamic higher education institutions.
Training Arabic Language Teachers in Pronunciation through the Natural Method across Educational Levels in Indonesia: تدريب مدرسي اللغة العربية على نطق الأصوات بالأسلوب الطبيعي في جميع المراحل التعليمية بإندونيسيا Ridha Darmawaty; M. Kamil Ramma Oensyar; Ali Ma’youf al-ma’youf
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 13 No 2 (2025)
Publisher : Universitas Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v13i2.10468

Abstract

Teachers and learners of Arabic across various levels of education frequently encounter difficulties that impede the development of their linguistic competence. A principal challenge lies in the articulation of Arabic phonemes absent from their mother tongue, particularly for Indonesian speakers. This circumstance gives rise to phonological interference, namely the tendency to substitute unfamiliar sounds with those from their first language. To address this issue, the present study proposes the utilisation of Uslub al-Tabi’iyyah wa al- Muḥākāt (the method of natural imitation), which relies on spontaneous, unplanned articulatory patterns as the foundation for training in the pronunciation of unfamiliar phonemes. The researchers implemented an intensive training programme employing a direct procedural approach, encompassing the stages of analysis, design, implementation, evaluation, and reflection. The findings reveal that this method was positively received by both teachers and learners, as it was perceived as straightforward and consonant with  their natural learning tendencies. However, learners continued to experience difficulties in pronouncingcertain consonants such as ṣād (ص), ḍād (ض), ṭāʾ (ط), and ẓāʾ (ظ) especially within words and sentences. These challenges were shaped by previous linguistic habits and constrained training time. Overall, the method of natural imitation has proven to be more practical, effective, and aligned with learners’ linguistic instincts, rendering it a viable primary option in pronunciation instruction, particularly at the introductory level.
Exploring Students’ Motivation in Learning Arabic Speaking Skills: A McClellandian Perspective from an Islamic Boarding University Gautama Veri Vetiana; Rohmanudin Rohmanudin; Fadhilah Samhabib; Laili Mas Ulliyah Hasan; Moh. Buny Andaru Bahy; Umma Fatayati
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 14 No 1 (2026)
Publisher : Universitas Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v14i1.10480

Abstract

Motivation plays a crucial role in fostering learners’ success in acquiring Arabic speaking skills, particularly within immersive language environments. However, limited studies have examined Arabic speaking motivation through McClelland’s theory of needs in Islamic higher education contexts. This study aims to explore the motivational dynamics underlying students’ engagement in learning mahārah al-kalām within the matriculation program at Darussalam Gontor University. Employing a qualitative case study design, data were collected through classroom observations, semi-structured interviews, and document analysis involving matriculation students and instructors. The findings reveal that students’ motivation is shaped by three interrelated needs proposed by McClelland: achievement, affiliation, and power. Achievement needs are reflected in students’ efforts to improve speaking performance and attain academic excellence. Affiliation needs emerge through intensive social interactions in the boarding-school environment, which encourage consistent Arabic language use. Meanwhile, power needs are manifested in students’ aspirations to influence peers, lead discussions, and demonstrate communicative competence. The study further highlights the significant role of the boarding-based language environment in strengthening these motivational dimensions and sustaining speaking practice. The findings contribute to the theoretical development of motivation studies in Arabic language learning and offer practical implications for designing language-environment-based speaking programs in Islamic higher education institutions.
Mind Bunyan Cards: Innovation in Arabic Learning Media to Improve Simple Sentences in Writing Skill Keysya Mahya Kamila; Ana Taqwa Wati
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 13 No 2 (2025)
Publisher : Universitas Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v13i2.10519

Abstract

Mastery of basic Arabic sentence construction for beginners is often hindered by monotonous, memorization-focused teaching methods, creating a need for innovative approaches that facilitate creative understanding. This quasi-experimental study investigates the effectiveness of Mind Bunyan Cards, a visual tool for sentence structuring, in enhancing Arabic writing skills. Involving 42 student participants, the study compared an experimental group (using the cards) with a control group (conventional method). Test data were analyzed using ANCOVA, controlling for pre-test scores. Results showed a statistically significant difference (F(1,39) = 13.52, p = 0.001) in favor of the experimental group, with a substantial effect size (ηp² = 0.257), indicating that 25.7% of the skill improvement is attributable to the intervention. These findings validate the tool's effectiveness as an innovative learning medium that shifts the paradigm from mechanical memorization to meaningful and creative sentence formation.
From Need to Action: Developing an E-Module for Teaching Arabic Rhetoric (Ilm al-Bayan) through the CLIL Approach Meliza Budiarti; Mohammad taufiq Abdul Ghani
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 13 No 2 (2025)
Publisher : Universitas Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v13i2.10534

Abstract

Arabic Rhetoric (Ilm al-Bayan) is often perceived as challenging by university students due to its abstract concepts and reliance on traditional, teacher-centered instruction. Despite its linguistic and cultural importance, efforts to modernize its teaching through pedagogically sound, technology-enhanced methods remain limited. This study addresses this gap by integrating the ADDIE instructional design model with the Content and Language Integrated Learning (CLIL) approach to develop an interactive e-module tailored specifically for Ilm al-Bayan instruction. Employing a quasi-experimental design, the research involved 110 undergraduate students from the Arabic Language Department at State Islamic University in Padang. Data collected through expert validation, questionnaires, pre-tests, and post-tests were analyzed both statistically and thematically. The findings reveal that while students acknowledge the value of Ilm al-Bayan for developing linguistic, aesthetic, and critical skills, they face significant challenges due to outdated resources, teacher-centered approaches, and limited interactivity. Students expressed a strong preference for flexible, autonomous, and interactive learning tools, particularly digital platforms. Results demonstrate that the CLIL-based e-module effectively addresses these needs by combining meaningful content with language learning through multimedia, interactive exercises, and instant feedback, thereby enhancing comprehension, motivation, and self-directed learning. This need analysis confirms the timeliness and necessity of developing a CLIL-integrated e-module for Ilm al-Bayan, offering a transformative approach that makes Arabic Rhetoric education more engaging, accessible, and effective in higher education contexts.
Enhancing Arabic Vocabulary Mastery through Kahoot: Evidence from Elementary Madrasah Students Mohammad Zaki
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 13 No 2 (2025)
Publisher : Universitas Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v13i2.10544

Abstract

Previous studies on technology-enhanced Arabic language learning have predominantly focused on general applications or higher education levels, leaving a significant gap regarding interactive, game-based tools for vocabulary acquisition at the primary Islamic school (Madrasah Ibtidaiyah/MI) level. This study investigates the effectiveness of interactive, game-based digital media, specifically Kahoot!, in developing Arabic vocabulary among fifth-grade students at Madrasah Ibtidaiyah. Addressing the identified gap, the research employs a quantitative approach, utilizing pre-test and post-test measurements. The results demonstrate a significant increase in learning outcomes, with the average score rising from 30.90 (pre-test) to 80.00 (post-test). Statistical analysis (t-test, t-value = 11.260 > t-table 1.721, df=21) confirms that the use of Kahoot! positively and significantly enhances students' Arabic vocabulary mastery. The findings indicate that this method successfully boosts student enthusiasm and active participation. Consequently, Kahoot! is recommended as an effective and innovative alternative medium for Arabic vocabulary learning at the primary Islamic school level.
Application of Virtual Reality Via the Delightex Platform for Enhancing Proficiency in Arabic Speaking Skills Alifka Humayrah Humayrah; Moh. Ismail; Mannar Thalia
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 13 No 2 (2025)
Publisher : Universitas Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v13i2.10556

Abstract

Proficiency in speaking skills (maharah kalām) is crucial for Arabic language acquisition, yet conventional, teacher-centered approaches often provide limited opportunities for contextual communication. This study develops and evaluates an immersive Virtual Reality (VR) learning medium using the Delightex platform to enhance students’ Arabic speaking performance. Employing an R&D design with the ADDIE model, participants were 30 seventh-grade female students at a modern Islamic boarding school. Data were collected via observations and semi-structured interviews, speaking tests (pre–post), and questionnaires, and analyzed using mixed methods. Results indicate substantial improvement: the average score increased from 66.1 (pre-test) to 85.5 (post-test), with 28 of 30 students (98%) meeting the minimum mastery criterion KKM. The normalized gain (N-Gain) attained a value of 0.57, classified as medium-high. Qualitative findings show higher engagement, reduced speaking anxiety, better contextual vocabulary use, and increased confidence during avatar-based dialogues in a virtual library scenario. The findings indicated that Delightex-VR media is highly efficient in enhancing maharah kalām and aids in the advancement of technology-driven Arabic language learning methods in Islamic boarding schools.
Strengthening Arabic Language Learning Through Language Environment: A Case Study in Pesantren Riau Saproni Muhammad Samin; Rojja Pebrian; Alfitri Alfitri; Harif Supriady; Yenni Yunita; Mohammad Dhiya'ul Hafidh bin Fatah Yasin
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 13 No 2 (2025)
Publisher : Universitas Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v13i2.10565

Abstract

A critical gap exists between the theoretical importance of Arabic language environments in Islamic boarding schools (pesantren) and their practical implementation effectiveness. While previous research has identified various obstacles in Arabic language learning, comprehensive analysis of implementation conditions and systemic challenges in Riau Province remains underexplored. This study addresses this gap by examining Arabic language environment implementation conditions in 12 pesantren in Riau Province using qualitative exploratory case study design. Data were collected through semi-structured interviews with pesantren leaders, participant observation, and document analysis. Thematic analysis with triangulation was used for data analysis. Findings reveal a significant gap between policy and practice: 58.3% of pesantren have formal regulations but only 33.3% require full Arabic communication. Main challenges include Santri psychological factors (58.3% shyness/lack of confidence), limited competent teachers (50%), and inadequate facilities (41.7% have no supporting facilities, 0% have language laboratories). Program effectiveness is low (58.3% rate as less effective) with traditional approaches dominating (66.7% daily vocabulary memorization). However, 100% of leaders support the program and 66.7% of Santri are religiously motivated. The study recommends a holistic implementation model integrating five components: strengthening regulations, improving human resources, developing facilities, implementing communicative programs, and establishing evaluation systems. This research contributes to theoretical understanding of language environment implementation and provides practical recommendations for strengthening Arabic language programs in pesantren.

Page 27 of 29 | Total Record : 286

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