(P-ISSN: 2615-5885,E-ISSN: 2656-3533) Asalibuna is a journal of linguistics and education on Arabic fields, published biannually: in June and December by the Arabic Education Department, Faculty of Tarbiyah, UIN Syekh Wasil Kediri, Indonesia. This journal accepts research based on papers from Arabic language teachings, linguistics, and translations. Papers are all subject to peer review before being accepted and published. Contributions for future editions are welcome. Journal Title : Asalibuna ISSN : 2656-3533 (online), 2615-5885 (print) Frequency : 2 issues per year Editor in Chief : Moh. Sholeh Afyuddin, M.Pd.I Email : asalibuna@iainkediri.ac.id DOI Prefix : Prefix 10.30762 by Crossref Publisher : UIN Syekh Wasil Kediri, Indonesia Indexation : Scholar, Garuda, Sinta 2, DOAJ
Beyond a Professional Association: IMLA Indonesia in the Transformation of Arabic Education in Indonesian Higher Education
Arabic language education in Indonesia has undergone substantial transformation over the past two decades, as reflected in curriculum reforms, the expansion of undergraduate and graduate programs, and the growing volume of scholarly publications and academic networks. However, previous studies have predominantly focused on pedagogical aspects, while the role of professional associations as agents of educational transformation has received comparatively limited scholarly attention. This study aims to examine the contribution of the Indonesian Ittihadu al-Mudarris al-Lughah al-'Arabiyyah (IMLA) to the transformation of Arabic language education in higher education institutions. Employing a qualitative historical approach through the perspective of oral history, the study draws on in-depth interviews with twelve key informants representing different leadership periods of IMLA, complemented by organizational documents. The data were analyzed using qualitative content analysis based on the framework proposed by Graneheim and Lundman. The findings reveal that IMLA has evolved beyond the conventional functions of a professional association by performing three interconnected roles: as an epistemic community, a professional association and platform for academic consolidation, and a driving force behind the transformation of Arabic language education. The study further demonstrates that the transformation of Arabic language education has been shaped not only by pedagogical reforms and educational policies but also by the interaction between knowledge production, collective agency, and educational structures. These findings highlight the complementary explanatory power of Epistemic Community Theory and Structuration Theory in demonstrating how a professional association can transcend its representative function to become a catalyst for the transformation of Arabic language education in Indonesian higher education.
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Digitalization of the "Al-Fatih" Thematic Dictionary to Enhance Arabic Language Learning
Learning vocabulary is a fundamental task for students to master Arabic. Therefore, it is important for students to learn vocabulary to facilitate their mastery of Arabic. In fact, students' lack of understanding of vocabulary is one of the factors that hinder the learning of Arabic. This study aims to 1) Develop a digital thematic dictionary for Arabic language learning; 2) Describe the feasibility of a digital thematic dictionary for Arabic language learning; 3) Analyze the effectiveness of a digital thematic dictionary for Arabic language learning among MA Darul Faqih students. This study uses the ADDIE development method, which consists of 1) analyzing needs; 2) designing; 3) developing the product; 4) implementing; and 5) evaluating. The researcher used SPSS to calculate the t-test to determine whether there was a significant difference between before and after the implementation of the digital thematic dictionary .The data used in this study were the results of needs analysis obtained through observation and questionnaires, development assessment results, and pre-test and post-test scores. The data sources were students, Arabic language teachers, and subject matter and media experts. Meanwhile, the data collection techniques used were observation, interviews, and questionnaires. The results of this study are: 1) A digital thematic dictionary developed based on the Arabic language textbook for first-year high school students published by the Ministry of Religious Affairs in 2019. 2) The validation test results from subject matter experts were 88% and from media experts were 84%, indicating that the dictionary is suitable for use in Arabic language learning. 3) The results of the t-test analysis on pretest and posttest scores showed a significant increase (t = –6.006; p < 0.001), indicating that the use of the digital thematic dictionary learning media has a positive impact on students' learning outcomes.
Artificial Intelligence in Arabic Speaking Instruction for Non-Native Learners: A PRISMA-Guided Systematic Review of Comparative Evidence Gaps
This PRISMA 2020 systematic review maps AI technologies, populations, and speaking-related outcomes, evaluates comparative pedagogical evidence, and identifies gaps for a future research agenda. Framed by PICo with SPIDER elements, peer-reviewed English-language articles 2020–2025 were retrieved from Scopus and ERIC, with hand-searching in IEEE Xplore, ACM Digital Library, and Web of Science. Two reviewers screened records independently, disagreements were resolved by a third. Quality was appraised using the JBI Critical Appraisal Tools and the Mixed Methods Appraisal Tool (MMAT), synthesis followed a narrative approach. Of 1,485 records, 19 studies met inclusion criteria. Reclassified pedagogically, 14 of 19 were technical or model-development studies, 2 of 19 qualitative case studies, and 3 of 19 diagnostic, descriptive, or adoption studies. Speech and audiovisual systems dominated the evidence base 11 of 19, followed by NLP text-only applications 4 of 19 and a heterogeneous cluster 4 of 19. Only 4 of 19 studies involved non-native learners, none operationalised fluency, prosody, comprehensibility, or communicative competence. No study directly compared AI-supported and non-AI Arabic instruction. The Arabic AI literature demonstrates technological feasibility but not pedagogical superiority. Second Language Acquisition grounding remains limited, implicit, or insufficiently operationalised.
Academic Writing in the Age of AI: Formulating Responsible Use Strategies to Preserve Academic Integrity in Arabic Higher Education
The integration of Artificial Intelligence (AI) into students’ academic writing provides significant support for the development of ideas and linguistic accuracy. However, its indiscriminate and uncontrolled use risks undermining originality and academic integrity. This study examines patterns of AI utilisation, perceptions of academic integrity, and formulates strategies for the ethical and effective use of AI amongst students on the Arabic Language Education programme at UIN Syekh Wasil Kediri. Employing a qualitative descriptive design, this study involved 63 students and 4 lecturers teaching academic writing courses. Data were collected via an online questionnaire, in-depth interviews and classroom observations, and were subsequently analysed thematically. The research findings indicate that students actively utilise various AI platforms, such as language chatbots, machine translators and grammar checkers, as writing aids. However, this pragmatic and instantaneous pattern of use tends to undermine critical thinking, the depth of argumentation and intellectual independence, even though students are aware of the ethical risks involved. This study emphasises the need for programme-level strategies that integrate AI literacy and academic ethics, establish clear guidelines for use, and position AI as a cognitive partner rather than a substitute for the thinking process. This step is crucial for strengthening responsible academic writing practices in higher education. Abstrak: Integrasi Artificial Intelligence (AI) dalam penulisan akademik mahasiswa memberikan dukungan signifikan pada pengembangan ide dan akurasi linguistik. Namun, penggunaan yang instan dan tidak terkendali berisiko mengancam orisinalitas serta integritas akademik. Penelitian ini mengkaji pola pemanfaatan AI, persepsi integritas akademik, serta merumuskan strategi penggunaan AI yang etis dan efektif di kalangan mahasiswa Program Studi Pendidikan Bahasa Arab UIN Syekh Wasil Kediri. Menggunakan desain deskriptif kualitatif, studi ini melibatkan 63 mahasiswa dan 4 dosen pengampu mata kuliah penulisan akademik. Data dikumpulkan melalui kuesioner daring, wawancara mendalam, serta observasi kelas, lalu dianalisis secara tematis. Hasil penelitian menunjukkan bahwa mahasiswa secara aktif memanfaatkan berbagai platform AI seperti chatbot bahasa, penerjemah mesin, dan pemeriksa tata bahasa sebagai alat bantu penulisan. Meski demikian, pola penggunaan yang pragmatis dan instan cenderung melemahkan pemikiran kritis, kedalaman argumentasi, dan kemandirian intelektual, sekalipun mahasiswa memahami risiko etisnya. Studi ini menegaskan perlunya strategi tingkat program yang mengintegrasikan literasi AI dan etika akademik, menetapkan pedoman penggunaan yang jelas, serta memposisikan AI sebagai mitra kognitif bukan pengganti proses berpikir. Langkah ini penting untuk memperkuat praktik penulisan akademik yang bertanggung jawab dalam pendidikan tinggi.
Negotiating Meaning and Aesthetic Effects: Figurative Language Distribution and Translation Patterns in Sapardi Djoko Damono’s Indonesian–Arabic Poetry
Figurative language plays a central role in constructing meaning and aesthetic effects in poetry, yet its translation across linguistic and cultural boundaries remains challenging. Studies on Indonesian–Arabic poetry translation, particularly Sapardi Djoko Damono’s works, are still limited. This study aims to analyze the distribution of figurative language and identify translation patterns in the Arabic translation of Hujan Bulan Juni (Hammuka Daimun). Employing a qualitative descriptive approach, the study analyzes 120 figurative language units identified from 33 poems translated into Arabic. The data were examined by comparing figurative expressions in the source and target texts and classifying their translation patterns. The findings reveal that personification, symbolism, and metaphor are the dominant figurative forms. Five translation patterns were identified: retention, transformation, reduction, recreation, and partial reduction. Retention is the most frequent pattern (99 data; 82.5%), followed by partial reduction (7), transformation (6), reduction (6), and recreation (2). These findings indicate that the translation of figurative language in Hammuka Daimun involves continuous negotiation between meaning and aesthetic effects, balancing the preservation of poetic imagery with adaptation to Arabic linguistic and literary conventions. Abstrak: Bahasa figuratif memiliki peran penting dalam membangun makna dan efek estetika dalam puisi, tetapi penerjemahannya lintas bahasa dan budaya menghadapi tantangan karena penerjemah harus melakukan negosiasi antara mempertahankan makna dan menjaga efek puitis. Kajian mengenai penerjemahan sastra Indonesia–Arab, khususnya penerjemahan puisi Sapardi Djoko Damono, masih terbatas. Penelitian ini bertujuan untuk menganalisis distribusi bahasa figuratif dan mengidentifikasi pola penerjemahan dalam puisi Hujan Bulan Juni karya Sapardi Djoko Damono yang diterjemahkan ke dalam bahasa Arab melalui Hammuka Daimun. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan data berupa 120-unit bahasa figuratif yang ditemukan dari 33 puisi dalam Hujan Bulan Juni. Data dianalisis melalui perbandingan ekspresi figuratif pada teks sumber dan teks sasaran serta klasifikasi pola penerjemahan. Hasil penelitian menunjukkan bahwa personifikasi, simbolisme, dan metafora merupakan bentuk bahasa figuratif yang dominan. Penelitian ini menemukan lima pola penerjemahan, yaitu retention, transformation, reduction, recreation, dan partial reduction. Retention menjadi pola yang paling dominan dengan 99 data (82,5%), diikuti oleh partial reduction (7 data), transformation (6 data), reduction (6 data), dan recreation (2 data). Temuan ini menunjukkan bahwa penerjemahan bahasa figuratif dalam Hammuka Daimun merupakan proses negosiasi makna dan efek estetika melalui upaya mempertahankan citra puitis sekaligus menyesuaikan ekspresi dengan konvensi bahasa dan sastra Arab.
Empathy-Driven Conversation with Chat GPT: Insights from Higher-Ed Arabic Learners
This research examines an empathy-driven approach to Arabic language education, utilizing an AI-powered chatbot, with a focus on enhancing conversational skills among students with diverse learning backgrounds. The study addresses how the chatbot adjusts its interactions to meet emotional and cognitive needs, supporting personalized learning pathways tailored to individual preferences. Methodologically, data were gathered through participant observations and chatbot interactions, analyzing responses to structured prompts and assessing language acquisition progress. Results indicate that students from a traditional Islamic boarding school initially faced challenges in applying conversational Arabic despite strong grammatical knowledge. However, with tailored prompts and supportive interactions from the chatbot, students showed a marked improvement in daily conversational skills, reflected in increasingly spontaneous and contextually appropriate responses observed during later chatbot interaction sessions. The study highlights the crucial role of the chatbot in offering emotional support, providing feedback, and facilitating adaptive learning experiences, thereby fostering a collaborative and inclusive learning environment. This research recommends that scholars explore similar AI-driven frameworks in diverse educational contexts, emphasizing the integration of empathy and personalized learning strategies. Such approaches not only enhance language acquisition but also contribute to broader pedagogical innovations in digital learning environments. Abstrak Penelitian ini mengkaji pendekatan pembelajaran bahasa Arab berbasis empati dengan memanfaatkan chatbot AI, yang difokuskan pada peningkatan keterampilan percakapan mahasiswa dari latar belakang belajar yang beragam. Studi ini menyoroti bagaimana chatbot menyesuaikan interaksi untuk memenuhi kebutuhan emosional dan kognitif, sekaligus mendukung jalur pembelajaran personal sesuai preferensi individu. Data diperoleh melalui observasi partisipan dan interaksi dengan chatbot, dengan menganalisis respons terhadap instruksi terstruktur serta menilai perkembangan penguasaan bahasa. Hasil menunjukkan bahwa mahasiswa dari pesantren tradisional, pada awalnya mengalami kesulitan dalam menerapkan bahasa Arab percakapan meskipun memiliki pemahaman tata bahasa yang kuat. Namun, dengan arahan yang disesuaikan dan interaksi suportif dari chatbot, para mahasiswa menunjukkan peningkatan nyata dalam keterampilan percakapan sehari-hari, yang tercermin dalam respons yang semakin spontan dan kontekstual selama sesi interaksi chatbot berikutnya. Penelitian ini menegaskan peran penting chatbot dalam memberikan dukungan emosional, umpan balik, dan pengalaman belajar adaptif, sehingga tercipta lingkungan belajar yang kolaboratif dan inklusif. Rekomendasi penelitian ini mendorong para akademisi untuk mengeksplorasi kerangka kerja berbasis AI serupa di berbagai konteks pendidikan, dengan penekanan pada integrasi empati dan strategi pembelajaran personal. Pendekatan semacam ini tidak hanya meningkatkan pemerolehan bahasa, tetapi juga berkontribusi pada inovasi pedagogis dalam lingkungan pembelajaran digital.
Effectiveness of Role-Playing on Arabic Language Skills in Higher Education: A Systematic Literature Review
Arabic language learning in non-Arabic-speaking contexts often faces challenges related to limited communicative practice, low engagement, and insufficient interactive opportunities. Addressing these issues through communicative, student-centered education, this systematic literature review aimed to evaluate the effectiveness of role-playing in improving Arabic language proficiency in higher education. Following the PRISMA 2020 guidelines, a comprehensive search was conducted across four electronic databases (ERIC, Google Scholar, Springer Nature Link, and Wiley Online Library) for empirical quantitative studies published between 2015 and 2025. The methodological quality of eligible studies was assessed using the Joanna Briggs Institute (JBI) Critical Appraisal Tools. Six higher education studies met the inclusion criteria. A comparative synthesis showed that quasi-experimental studies consistently reported improvements in objective language outcomes, particularly speaking fluency, dialogue competence, and vocabulary acquisition. Conversely, cross-sectional survey studies primarily highlighted gains in learner motivation, self-confidence, engagement, and communicative competence. Notably, implementations featuring authentic scenarios, collaborative activities, and active instructor facilitation yielded broader linguistic and affective benefits. Despite variations in study design and duration, the methodological quality ranged from moderate to high. Overall, role-playing is an effective, low-cost, and adaptable pedagogical strategy. These findings support integrating structured role-playing activities into Arabic language curricula while emphasizing thoughtful instructional design to maximize learning outcomes. Abstrak Pembelajaran bahasa Arab di konteks non-penutur asli sering kali menghadapi tantangan terkait keterbatasan praktik komunikatif, rendahnya keterlibatan pembelajar, dan kurangnya kesempatan belajar interaktif. Menjawab tantangan tersebut melalui pendekatan pendidikan yang komunikatif dan berpusat pada siswa, tinjauan literatur sistematis ini bertujuan untuk mengevaluasi efektivitas teknik role-playing dalam meningkatkan kemahiran bahasa Arab di perguruan tinggi. Mengikuti panduan PRISMA 2020, pencarian komprehensif dilakukan di empat basis data elektronik (ERIC, Google Scholar, Springer Nature Link, dan Wiley Online Library) untuk penelitian kuantitatif empiris yang terbit antara tahun 2015 dan 2025. Kualitas metodologis dari studi yang memenuhi syarat dinilai menggunakan Joanna Briggs Institute (JBI) Critical Appraisal Tools. Enam studi di tingkat perguruan tinggi memenuhi kriteria inklusi. Sintesis komparatif menunjukkan bahwa studi kuasi-eksperimental secara konsisten melaporkan peningkatan pada hasil bahasa yang objektif, terutama kelancaran berbicara, kompetensi berdialog, dan penguasaan kosakata. Sebaliknya, studi survei potong-lintang terutama menyoroti peningkatan pada motivasi, kepercayaan diri, keterlibatan, dan kompetensi komunikatif pembelajar. Penerapan yang menggunakan skenario otentik, kegiatan pembelajaran kolaboratif, dan fasilitasi aktif dari pengajar terbukti memberikan manfaat linguistik dan afektif yang lebih luas. Terlepas dari variasi desain dan durasi penelitian, kualitas metodologis secara umum tergolong sedang hingga tinggi. Secara keseluruhan, role-playing merupakan strategi pedagogis yang efektif, berbiaya rendah, dan adaptif. Temuan ini mendukung pengintegrasian aktivitas role-playing terstruktur ke dalam kurikulum bahasa Arab dengan menekankan pentingnya rancangan pembelajaran untuk memaksimalkan hasil belajar.
Fostering Arabic Writing Proficiency through an AI-Driven Spiral Learning Model
Writing proficiency in Arabic is one of the most challenging skills to acquire, particularly for learners without a strong linguistic background. Existing digital and AI-based approaches often address isolated aspects of writing—such as grammar or fluency—but rarely produce holistic improvements in morphology, syntax, vocabulary, and discourse organization. This study introduces and validates an AI-driven Spiral Learning Model, a recursive cycle of generate–evaluate–revise–reflect that integrates ChatGPT, Sarf.One, and ar-Radif with human intervention. Using a research and development design, the model was validated by experts and tested with 64 undergraduates of Arabic writing. Results showed significant improvements across linguistic and discourse features, while student reflections revealed increased critical awareness and autonomy in engaging with AI outputs. The findings contribute theoretically by extending spiral curriculum concepts into AI-assisted pedagogy and practically by offering a replicable strategy for higher education Arabic writing instruction. Abstrak: Kemahiran menulis dalam bahasa Arab merupakan salah satu keterampilan yang paling menantang untuk dikuasai, khususnya bagi pembelajar yang tidak memiliki latar belakang linguistik yang kuat. Pendekatan digital dan berbasis kecerdasan buatan yang telah ada umumnya hanya menargetkan aspek-aspek menulis secara terpisah—seperti tata bahasa atau kefasihan—namun jarang menghasilkan peningkatan yang bersifat holistik pada aspek morfologi, sintaksis, kosakata, dan organisasi wacana. Penelitian ini memperkenalkan dan memvalidasi Model Pembelajaran Spiral Berbasis Kecerdasan Buatan, yaitu suatu siklus rekursif generate–evaluate–revise–reflect yang mengintegrasikan ChatGPT, Sarf.One, dan ar-Radif dengan intervensi manusia. Menggunakan desain penelitian dan pengembangan (research and development), model ini divalidasi oleh para ahli dan diujicobakan kepada 64 mahasiswa pada mata kuliah menulis bahasa Arab. Hasil penelitian menunjukkan peningkatan yang signifikan pada berbagai aspek linguistik dan wacana, sementara refleksi mahasiswa mengungkapkan meningkatnya kesadaran kritis dan kemandirian dalam berinteraksi dengan keluaran kecerdasan buatan. Temuan ini memberikan kontribusi teoretis dengan memperluas konsep kurikulum spiral ke dalam pedagogi berbantuan AI, serta kontribusi praktis melalui penyediaan strategi yang replikatif untuk pembelajaran menulis bahasa Arab di pendidikan tinggi.
The Representation of Sadness in the Qur'an: A Semiotic Analysis of Prophetic Narratives
This study examines the representation of sadness in the Qur'anic stories of the prophets using Roland Barthes' semiotic framework integrated with Nasr Hamid Abu Zayd's hermeneutics and Pargament's Positive Religious Coping theory. Employing a qualitative content analysis design, the study analyzes four prophetic narratives selected through purposive sampling based on themes of family relationships and experiences of suffering. The findings reveal that the Qur'an constructs sadness through three interconnected levels of signification. At the denotative level, different lexical signifiers represent distinct forms and intensities of sadness. At the connotative level, sadness is transformed into a spiritual process oriented toward patience, surrender, and trust in Allah. At the mythological level, the Qur'an constructs a counter-myth that redefines emotional responses to suffering. Rather than legitimizing the pre-Islamic tradition of hysterical mourning, the narrative of Prophet Ya'qub naturalizes somatic sadness as a legitimate human condition without diminishing faith, while the story of Prophet Nūḥ reconstructs the concept of family by prioritizing the bond of faith over biological lineage. Furthermore, the prophetic narratives embody four forms of Positive Religious Coping: Collaborative Religious Coping, Benevolent Religious Reappraisal, Religious Surrender, and Spiritual Connection. These findings contribute to Arabic language pedagogy by demonstrating how lexical-semantic and semiotic analyses of Qur'anic discourse can enrich the teaching of Qur'anic Arabic, semantics, and discourse interpretation while fostering students' emotional and spiritual literacy. Abstrak Penelitian ini bertujuan menganalisis representasi kesedihan dalam kisah-kisah para nabi di dalam Al-Qur'an menggunakan kerangka semiotika Roland Barthes yang diintegrasikan dengan hermeneutika Nasr Hamid Abu Zayd dan teori Positive Religious Coping Kenneth Pargament. Penelitian ini menggunakan pendekatan analisis isi kualitatif terhadap empat narasi para nabi yang dipilih secara purposive berdasarkan tema hubungan keluarga dan pengalaman penderitaan. Hasil penelitian menunjukkan bahwa Al-Qur'an membangun representasi kesedihan melalui tiga tingkat pertandaan yang saling berhubungan. Pada tataran denotatif, Al-Qur'an menggunakan pilihan leksikal yang berbeda untuk merepresentasikan ragam bentuk dan intensitas kesedihan. Pada tataran konotatif, kesedihan ditransformasikan menjadi proses spiritual yang mengarahkan manusia kepada kesabaran, kepasrahan, dan kepercayaan kepada Allah. Pada tataran mitologis, Al-Qur'an membangun counter-myth yang merekonstruksi respons manusia terhadap penderitaan. Alih-alih melegitimasi tradisi meratap histeris pada masyarakat Arab pra-Islam, kisah Nabi Ya'qub menaturalisasikan kesedihan somatik sebagai bagian yang wajar dari fitrah manusia tanpa mengurangi kualitas keimanan, sedangkan kisah Nabi Nuh merekonstruksi konsep keluarga dengan menempatkan ikatan akidah di atas hubungan biologis. Selain itu, narasi para nabi merepresentasikan empat bentuk Positive Religious Coping, yaitu Collaborative Religious Coping, Benevolent Religious Reappraisal, Religious Surrender, dan Spiritual Connection. Temuan ini berkontribusi terhadap pedagogi bahasa Arab dengan menunjukkan bahwa analisis leksikal-semantik dan semiotik terhadap wacana Al-Qur'an dapat memperkaya pembelajaran bahasa Arab Al-Qur'an, semantik, dan interpretasi wacana, sekaligus mengembangkan literasi emosional dan spiritual peserta didik.
Reframing Arabic Language Learning through Peer Teaching: A Constructivist Case Study of Student Learning Experience
Although peer teaching has been widely examined as a collaborative learning strategy, relatively few studies have explored how it shapes students' learning experiences from a constructivist perspective within intensive Arabic language programs. This study examines the implementation of peer teaching and interprets how it shapes students' learning experiences within a constructivist learning framework. The study employed a descriptive case study at the Arabic Intensive Program (PKPBA), UIN Maulana Malik Ibrahim Malang, integrating a student perception questionnaire completed by 50 students with classroom observations as contextual evidence. Questionnaire data were analyzed descriptively using mean scores, while classroom observations were used to support the interpretation of the findings. The questionnaire indicated consistently positive student perceptions across the five measured constructs, with mean scores ranging from 3.45 to 3.60 on a five-point Likert scale, covering learning motivation, psychological safety, collaborative interaction, confidence in using Arabic, and reflective learning strategies. Classroom observations corroborated these descriptive findings and demonstrated how peer interaction encouraged students to negotiate meaning, participate more actively, and gradually assume greater responsibility for their own learning. The findings suggest that peer teaching functions as a constructivist learning practice that supports students' gradual shift from passive recipients of knowledge toward active learning agents. These findings provide practical implications for integrating peer teaching into Arabic language instruction and may also inform constructivist learning design in other second-language (L2) contexts. Abstrak Meskipun peer teaching telah banyak diteliti sebagai strategi pembelajaran kolaboratif, relatif sedikit studi yang mengeksplorasi bagaimana hal itu membentuk pengalaman belajar mahasiswa dari perspektif konstruktivis dalam program bahasa Arab intensif. Studi ini meneliti implementasi peer teaching dan menafsirkan bagaimana hal itu membentuk pengalaman belajar mahasiswa dalam kerangka pembelajaran konstruktivis. Studi ini menggunakan studi kasus deskriptif di Program Khusus Perkuliahan Bahasa Arab (PKPBA), UIN Maulana Malik Ibrahim Malang, dengan mengintegrasikan kuesioner persepsi mahasiswa yang diisi oleh 50 mahasiswa dengan observasi kelas sebagai bukti kontekstual. Data kuesioner dianalisis secara deskriptif menggunakan skor rata-rata, sementara observasi kelas digunakan untuk mendukung interpretasi temuan. Kuesioner menunjukkan persepsi siswa yang konsisten positif di kelima konstruk yang diukur, dengan skor rata-rata berkisar antara 3,45 hingga 3,60 pada skala Likert, yang mencakup motivasi belajar, keamanan psikologis, interaksi kolaboratif, kepercayaan diri dalam menggunakan bahasa Arab, dan strategi pembelajaran reflektif. Observasi kelas menguatkan temuan deskriptif ini dan menunjukkan bagaimana interaksi teman sebaya mendorong mahasiswa untuk menegosiasikan makna, berpartisipasi lebih aktif, dan secara bertahap memikul tanggung jawab yang lebih besar atas pembelajaran mereka sendiri. Temuan ini menunjukkan bahwa peer teaching berfungsi sebagai praktik pembelajaran konstruktivis yang mendukung pergeseran bertahap mahasiswa dari penerima pengetahuan pasif menuju agen pembelajaran aktif. Temuan ini memberikan implikasi praktis untuk mengintegrasikan pengajaran oleh teman sebaya ke dalam pengajaran bahasa Arab dan juga dapat memberikan informasi untuk desain pembelajaran konstruktivis dalam konteks bahasa kedua (L2) lainnya.
How Does “SPEAKING” Work in Pesantren?: An Ethnography of Arabic Communication Based on Dell Hymes' Framework
Arabic language learning in pesantren faces a paradox between the demands of active participation of students and a communication structure that emphasizes hierarchy, obedience, and ta'zim to ustadz. This study aims to analyze the communication model of Arabic language learning at the Al Muhsin Islamic Boarding School Metro Lampung using the communication ethnographic approach and the Dell Hymes SPEAKING framework. The study used a qualitative design with data collected over three months through participant observation of 12 learning activities and 8 informal interactions, recording of six 75-minute communication events, in-depth interviews with five informants, and documentation. Data are analyzed through condensation, presentation and verification of conclusions. The results of the study show that Arabic language learning communication takes place in a participatory-controlled communication pattern based on adab. Ustadz still has linguistic and epistemic authority in determining the material, the turn of speaking, the choice of code and the accuracy of the answers, while the students gain space to imitate, ask questions, dialogue, translate and help their peers. Arabic is positioned as the language of knowledge, religion and identity of Islamic boarding schools, while code transfer to Indonesian functions as pedagogical scaffolding, a means of collaboration and comprehension support. The norm of waiting for the turn of the speaker functions as a class management as well as strengthening the manners and authority of the ustaz. Theoretically, these findings extend the use of the SPEAKING framework from simply mapping the elements of communication to an instrument for uncovering language ideologies, power relations, epistemic authority and negotiations between obedience and participation in traditional religious institutions. This study concludes that learning Arabic in Islamic boarding schools can develop the active participation of students without eliminating hierarchy and adab values, if the authority of the ustadz is accompanied by a space for dialogue, peer assistance, pedagogical code transfer, and contextual communication practices. Abstrak Pembelajaran bahasa Arab di pesantren menghadapi paradoks antara tuntutan partisipasi aktif santri dan struktur komunikasi yang menekankan hierarki, kepatuhan, serta ta’zim kepada ustadz. Penelitian ini bertujuan menganalisis model komunikasi pembelajaran bahasa Arab di Pondok Pesantren Al Muhsin Metro Lampung menggunakan pendekatan etnografi komunikasi dan kerangka SPEAKING Dell Hymes. Penelitian menggunakan desain kualitatif dengan data yang dikumpulkan selama tiga bulan melalui observasi partisipan terhadap 12 kegiatan pembelajaran dan 8 interaksi informal, perekaman enam peristiwa komunikasi berdurasi 75 menit, wawancara mendalam terhadap lima informan, serta dokumentasi. Data dianalisis melalui kondensasi, penyajian dan verifikasi kesimpulan. Hasil penelitian menunjukkan bahwa komunikasi pembelajaran bahasa Arab berlangsung dalam pola komunikasi partisipatif-terkendali berbasis adab. Ustadz tetap memiliki otoritas linguistik dan epistemik dalam menentukan materi, giliran berbicara, pilihan kode dan ketepatan jawaban, sementara santri memperoleh ruang untuk menirukan, bertanya, berdialog, menerjemahkan dan membantu teman sebaya. Bahasa Arab diposisikan sebagai bahasa ilmu, agama dan identitas pesantren, sedangkan alih kode ke bahasa Indonesia berfungsi sebagai pedagogical scaffolding, sarana kolaborasi dan dukungan pemahaman. Norma menunggu giliran berbicara berfungsi sebagai manajemen kelas sekaligus penguatan adab dan otoritas ustadz. Secara teoretis, temuan ini memperluas penggunaan kerangka SPEAKING dari sekadar pemetaan unsur komunikasi menjadi instrumen untuk mengungkap ideologi bahasa, relasi kuasa, otoritas epistemik dan negosiasi antara kepatuhan dan partisipasi dalam institusi keagamaan tradisional. Penelitian ini menyimpulkan bahwa pembelajaran bahasa Arab di pesantren dapat mengembangkan partisipasi aktif santri tanpa menghilangkan hierarki dan nilai adab, selama otoritas ustadz disertai ruang dialog, bantuan teman sebaya, alih kode pedagogis, dan praktik komunikasi yang kontekstual.
Enhancing Speaking Fluency: A Quasi-Experimental Study of TBLT-Based Vyond Animation in Arabic Speaking Classes
This study aims to examine the effectiveness of using Vyond animation media based on Task-Based Language Teaching (TBLT) on Arabic speaking skills (maharah kalam) at the higher education level. The primary challenge in contemporary Arabic language learning is the dominance of conventional methods, which leads to low student participation and high levels of speaking anxiety. This research employed a quasi-experimental design with a nonequivalent control group model. The sample consisted of 41 students, purposively divided into an experimental class (N=21) and a control class (N=20} Data were collected through structured oral tests validated using performance rubrics. Descriptive statistical analysis showed that the experimental class achieved a post-test mean score of 82.48, significantly higher than the control class, which obtained an average of 68.50. The hypothesis test via Independent Samples T-test yielded a Sig. (2-tailed) value of 0.000 < 0.05 with a t-value of 7.188, confirming a strong positive effect of the intervention. Furthermore, the mean N-Gain score of 0.58 (58.3%) placed this media in the quite effective category for enhancing students' communicative performance. These findings indicate that the integration of Vyond media with the TBLT approach successfully creates interactive visual contexts, reduces psychological barriers, and encourages more authentic language production. Pedagogically, this research recommends the use of digital animation media as an alternative strategy to enrich Arabic language teaching methodologies in the digital era. Absrtak Penelitian ini bertujuan untuk menguji efektivitas penggunaan media animasi Vyond berbasis Task-Based Language Teaching (TBLT) terhadap keterampilan berbicara bahasa Arab (maharah kalam) pada tingkat pendidikan tinggi. Tantangan utama dalam pembelajaran bahasa Arab saat ini adalah dominasi metode konvensional yang menyebabkan rendahnya partisipasi aktif siswa serta tingginya tingkat kecemasan saat berkomunikasi secara lisan. Penelitian ini menggunakan desain eksperimen semu (quasi-experimental) dengan model nonequivalent control group design. Sampel penelitian terdiri dari 41 siswa yang terbagi secara purposif ke dalam kelas eksperimen (N=21) dan kelas kontrol (N=20). Data dikumpulkan melalui instrumen tes lisan terstruktur yang divalidasi menggunakan rubrik penilaian performa berbicara. Hasil analisis statistik deskriptif menunjukkan bahwa kelas eksperimen mencapai nilai rata-rata post-test sebesar 82,48, secara signifikan lebih tinggi dibandingkan kelas kontrol yang memperoleh rata-rata 68,50. Hasil uji hipotesis melalui Independent Samples T-test menunjukkan nilai Sig. (2-tailed) sebesar 0,000 < 0,05 dengan nilai t-hitung 7,188, yang mengonfirmasi adanya pengaruh positif yang kuat dari intervensi yang diberikan. Selain itu, perolehan rata-rata N-Gain score sebesar 0,58 (58,3%) menempatkan media ini dalam kategori cukup efektif untuk meningkatkan performa komunikatif siswa. Temuan ini mengindikasikan bahwa integrasi media Vyond dengan pendekatan TBLT mampu menciptakan konteks visual yang interaktif, mengurangi hambatan psikologis, dan mendorong produksi bahasa yang lebih autentik. Secara pedagogis, hasil penelitian ini merekomendasikan penggunaan media animasi digital sebagai strategi alternatif untuk memperkaya metodologi pengajaran bahasa Arab di era digital.
Arabic Alphabet Learning for Students with Hearing Impairments: A Phenomenological Exploration
The research aimed to explore Arabic alphabet learning for Students with Hearning Impairment. Inclusive education should not merely be a particular school's slogan or categorization. It must also be able to implement inclusive education processes, including in Arabic language learning. This research employed a qualitative phenomenological model. Data collection techniques included interviews, observation, and documentation. Data sources were determined using a purposive sampling technique: caregivers, religious teachers, and students. The research location was Darul Ashom Islamic Boarding School in Yogyakarta. The results showed that the characteristics of deaf students at Darul Ashom Islamic Boarding School in Yogyakarta ranged in age from 7 to 20. They were categorized as mild, moderate, severe, and profound. The majority were proficient in standard and non-standard Indonesian sign language (SIBI), but they could not initially sign Arabic letters. The Arabic letter learning process took place in the main hall of the Islamic boarding school. However, the students are divided into several groups according to their abilities and attendance at the Islamic boarding school, namely the Abu Hurairah class, the Ali bin Abi Thalib class, the Usman bin Affan class, the Umar bin Khattab class, the Abu Bakar As Siddiq class for boys, the Fatimah class, the Maryam class, and the Khadijah class for girls. The strategy used in the learning process is the Cooperative Learning strategy. Abstrak Penelitian ini bertujuan untuk mengeksplorasi pembelajaran alfabet Arab bagi siswa dengan gangguan pendengaran. Pendidikan inklusif seharusnya bukan hanya sekadar slogan atau kategorisasi sekolah tertentu. Lembaga ini juga harus mampu menerapkan proses pendidikan inklusif, termasuk dalam pembelajaran bahasa Arab. Penelitian ini menggunakan model fenomenologi kualitatif. Teknik pengumpulan data meliputi wawancara, observasi, dan dokumentasi. Sumber data ditentukan menggunakan teknik pengambilan sampel bertujuan: pengasuh, guru agama, dan siswa. Lokasi penelitian adalah Pondok Pesantren Darul Ashom di Yogyakarta. Hasil penelitian menunjukkan bahwa karakteristik siswa tunarungu di Pondok Pesantren Darul Ashom di Yogyakarta berkisar usia 7 hingga 20 tahun. Mereka dikategorikan sebagai ringan, sedang, berat, dan sangat berat. Mayoritas mahir dalam bahasa isyarat Indonesia standar dan non-standar (SIBI), tetapi awalnya mereka tidak dapat memberi isyarat huruf Arab. Proses pembelajaran huruf Arab berlangsung di aula utama naskah Islam. Namun, para siswa dibagi menjadi beberapa kelompok sesuai dengan kemampuan dan kehadiran mereka di naskah Islam, yaitu kelas Abu Hurairah, kelas Ali bin Abi Thalib, kelas Usman bin Affan, kelas Umar bin Khattab, kelas Abu Bakar As Siddiq untuk laki-laki, kelas Fatimah, kelas Maryam, dan kelas Khadijah untuk perempuan. Strategi yang digunakan dalam proses pembelajaran adalah strategi Pembelajaran Kooperatif.
Dialects, Emojis, and Engagement: A Corpus-Based Study of Arabic Linguistic Features in TikTok Comments
This study employed a mixed-methods corpus-based discourse analysis to examine the linguistic features of Arabic used in TikTok comments. The data consisted of 2,160 Arabic comments collected from 36 TikTok videos published between September 2025 and January 2026. After data cleaning, the final corpus contained 28,742 tokens and 6,914-word types. Quantitative corpus procedures were conducted using AntConc 4.3.1 and Sketch Engine to generate frequency lists, normalized frequencies, concordance lines, and lexical clusters. The quantitative results were subsequently integrated with qualitative discourse-pragmatic interpretation informed by Computer-Mediated Communication, pragmatics, and discourse analysis. The findings show that Arabic in TikTok comments is predominantly informal, interactive, and multimodal. The dominant features include dialectal expressions, religious language, orthographic elongation, repetition, emoji usage, Arabic–English code-switching, and engagement-driven language. Emoji and multimodal elements were the most frequent feature (38.7%), followed by dialectal expressions (28.3%) and engagement-driven language (19.5%). These results indicate that communication on TikTok resembles spoken language that is expressive and socially oriented rather than formal written Arabic. Theoretically, this study extends Arabic corpus linguistics by focusing on an underexplored digital platform. Practically, the findings provide useful implications for Arabic digital language pedagogy and the development of NLP systems that can better handle non-standard Arabic varieties. The study also calls for expanding Arabic NLP frameworks to accommodate multimodal and non-standard digital registers. Abstrak: Penelitian ini menggunakan analisis wacana berbasis korpus dengan desain metode campuran untuk mengkaji karakteristik linguistik bahasa Arab dalam komentar TikTok. Data penelitian terdiri atas 2.160 komentar berbahasa Arab yang dikumpulkan dari 36 video TikTok yang dipublikasikan antara September 2025 dan Januari 2026. Setelah proses pembersihan data, korpus akhir berisi 28.742 token dan 6.914 tipe kata. Prosedur kuantitatif berbasis korpus dilakukan menggunakan AntConc 4.3.1 dan Sketch Engine untuk menghasilkan daftar frekuensi, frekuensi ternormalisasi, baris konkordansi, dan klaster leksikal. Hasil kuantitatif tersebut kemudian diintegrasikan dengan interpretasi kualitatif wacana-pragmatik berdasarkan teori Computer-Mediated Communication, pragmatik, dan analisis wacana. Hasil penelitian menunjukkan bahwa bahasa Arab dalam komentar TikTok bersifat informal, interaktif, dan multimodal. Fitur dominan meliputi ekspresi dialektal, ungkapan religius, pemanjangan ortografis, repetisi, penggunaan emoji, alih kode Arab–Inggris, serta bahasa berbasis keterlibatan (engagement). Emoji dan elemen multimodal muncul paling tinggi (38,7%), diikuti ekspresi dialektal (28,3%) dan bahasa berbasis keterlibatan (19,5%). Temuan ini menunjukkan bahwa komunikasi di TikTok lebih menyerupai bahasa lisan yang ekspresif dan berorientasi relasi sosial daripada bahasa tulis formal. Secara teoretis, penelitian ini memperluas kajian linguistik korpus bahasa Arab pada platform digital yang masih kurang dieksplorasi. Secara praktis, hasil penelitian ini bermanfaat bagi pengembangan pedagogi bahasa Arab digital dan sistem NLP bahasa Arab yang adaptif terhadap ragam non-standar. Penelitian ini juga menekankan perlunya pengembangan dan perluasan kerangka kerja NLP bahasa Arab agar mampu mengakomodasi ragam bahasa digital yang bersifat multimodal serta non-standar.
Redefining Arabic Proficiency Testing: A Flexible and Standardized Online TOAFL System
This study aimed to develop an online Test of Arabic as a Foreign Language (TOAFL) platform based on a Learning Management System (LMS) and to construct a comprehensive item bank at UIN Syekh Wasil Kediri. TOAFL functions as a standardized instrument for assessing Arabic language proficiency among non-native speakers and enables universities to compare students' proficiency across diverse academic backgrounds. The institutional need arose from a substantial infrastructure imbalance. The Language Center had only one laboratory with 20 computers, whereas each testing period served approximately 1,000 to 1,500 examinees. This condition reduced the efficiency and accessibility of test administration. The study employed a Research and Development (R&D) design using the 4-D model, which comprises Define, Design, Develop, and Disseminate. Subject-matter and media experts validated the product to assess its feasibility and functionality. The study produced an LMS-based online TOAFL platform that supports a Test from Anywhere (TfA) system and integrates a structured item bank. The platform enables examinees to complete the test remotely without attending the UIN Syekh Wasil Kediri Language Center in person, thereby expanding access, reducing dependence on institutional computer laboratories, and improving the efficiency of TOAFL administration. Abstrak: Penelitian ini bertujuan untuk mengembangkan platform ujian daring Test of Arabic as a Foreign Language (TOAFL) berbasis Learning Management System (LMS) dan menyusun bank soal yang komprehensif di UIN Syekh Wasil Kediri. TOAFL berfungsi sebagai instrumen terstandarisasi untuk menilai kemahiran bahasa Arab bagi penutur non-jati dan memungkinkan universitas untuk membandingkan kemahiran mahasiswa dari berbagai latar belakang akademik. Kebutuhan institusional ini muncul akibat ketidakseimbangan infrastruktur yang substansial. Pusat Bahasa hanya memiliki satu laboratorium dengan 20 komputer, padahal setiap periode ujian melayani sekitar 1.000 hingga 1.500 peserta. Kondisi ini mengurangi efisiensi dan aksesibilitas pelaksanaan ujian. Penelitian ini menggunakan desain Research and Development (R&D) dengan model 4-D, yang terdiri dari Define (Pendefinisian), Design (Perancangan), Develop (Pengembangan), dan Disseminate (Penyebarluasan). Pakar materi dan media memvalidasi produk ini untuk menilai kelayakan dan fungsionalitasnya. Penelitian ini menghasilkan platform TOAFL daring berbasis LMS yang mendukung sistem Test from Anywhere (TfA) dan mengintegrasikan bank soal yang terstruktur. Platform ini memungkinkan peserta untuk menyelesaikan ujian dari jarak jauh tanpa harus hadir langsung di Pusat Bahasa UIN Syekh Wasil Kediri, sehingga memperluas akses, mengurangi ketergantungan pada laboratorium komputer institusi, dan meningkatkan efisiensi pelaksanaan TOAFL.