Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab

Navigating Interactive Web-Assisted Learning: A Case Study of Learners' Responses and Adaptive Strategies Using Automatic Speech Recognition and Text-to-Speech in Arabic Listening

Rizky Aulia Nur Salsabila — 2026-10-05

The increasing integration of Automatic Speech Recognition (ASR) and Text-to-Speech (TTS) in language learning has created new opportunities for improving Arabic listening instruction. However, previous studies have primarily focused on the technical effectiveness of these technologies and learning outcomes, while limited attention has been paid to learners' responses and the adaptive learning strategies that emerge during technology-mediated learning. This study investigates learners' responses and adaptive strategies when using an interactive web-assisted learning environment integrating ASR and TTS in Arabic listening instruction. A qualitative case study was conducted with 28 secondary school students in Malaysia over eight instructional sessions. Data were collected through questionnaires, semi-structured interviews, classroom observations, field notes, and learning activity records, and were analysed using the Miles and Huberman interactive model. The findings reveal that learners demonstrated positive responses, reflected in increased motivation, active engagement, and improved listening comprehension. They also developed adaptive strategies, including repeated audio playback, integrating visual and auditory information, and independently utilizing automated feedback to improve pronunciation and comprehension. The study contributes to the literature on Computer-Assisted Language Learning (CALL) by demonstrating that the pedagogical integration of ASR and TTS supports adaptive learning behaviours and learner autonomy. Furthermore, it extends the application of Cognitive Load Theory by showing how multimodal feedback can facilitate more meaningful and learner-centred Arabic listening instruction.

Morphological Analysis of Words in the Science of Sharaf as an Effort to Deepen Understanding of Arabic Texts through a Case Study

miftahul huda — 2026-10-06

This research is motivated by the need to develop a more applied approach to Arabic morphology (Sharaf), particularly in understanding how morphological patterns contribute to the interpretation of classical Arabic texts. Although Sharaf has traditionally been taught as a theoretical discipline focusing on word formation and transformation, many learners still experience difficulties in applying morphological concepts to authentic texts. This gap indicates the need for an analytical framework that connects morphological theory with contextual interpretation. The novelty of this research lies in the development of a contextual Sharaf analysis framework that focuses specifically on shighah (morphological forms) as an analytical instrument for examining the relationship between word patterns and meaning construction in classical Arabic texts. Rather than limiting Sharaf learning to memorization of morphological rules, this study demonstrates how the identification and analysis of different shighah forms can provide deeper understanding of semantic nuances and textual interpretation. This research employs a qualitative approach using literature review and case study analysis. The literature review establishes the theoretical foundation of Sharaf, while the case study examines selected classical Arabic texts through the identification and analysis of shighah patterns. The analysis focuses on the classification of word forms, their morphological structures, and their contribution to contextual meaning. To ensure the validity of the findings, the morphological analysis is verified through expert checking by Arabic linguists and Sharaf specialists. The findings indicate that analysis based on shighah provides a systematic method for understanding the interaction between morphological structure and textual meaning. The study demonstrates that recognizing specific morphological forms can improve the accuracy of interpretation and bridge the gap between theoretical Sharaf knowledge and practical text analysis. This research contributes to Arabic language studies by offering an applied and contextual model of Sharaf learning that emphasizes morphological awareness as a foundation for deeper engagement with classical Arabic texts.

Inclusive Arabic Language Curriculum Design Through Universal Design for Learning

Nafissatul Jamila — 2026-10-07

Arabic language instruction in Indonesia continues to face challenges, including uneven proficiency achievement, the dominance of grammatical-procedural approaches, and evaluation practices that emphasize written cognitive outcomes rather than performative competence across the four language skills (istimā‘, kalām, qirā’ah, and kitābah). These challenges become increasingly complex in heterogeneous classrooms that require adaptive and equitable curriculum frameworks. This article aims to (1) analyze the conceptual foundations of an inclusive Arabic language curriculum; (2) examine the integration of UDL principles into Arabic curriculum components; and (3) identify implementation challenges and recommendations. This study employs qualitative library research by analyzing primary and secondary documents related to Arabic language curriculum development, inclusive education, and Universal Design for Learning (UDL). Data were analyzed through content analysis involving coding procedures and thematic synthesis to identify relevant curriculum design patterns. The findings reveal four essential components for developing an inclusive Arabic language curriculum: differentiated learning objectives, contextualized and tiered learning materials, multimodal instructional strategies, and adaptive-performative assessment systems. These components provide flexible learning pathways that accommodate diverse learner characteristics and support more equitable development of the four maharah. The study concludes that the integration of UDL offers a systematic framework for translating inclusive education principles into practical Arabic curriculum design by promoting accessibility, participation, and language competence development. Further empirical research is recommended to examine the effectiveness of UDL-based curriculum implementation and to develop validated performative assessment instruments suitable for diverse educational contexts.

Designing Digital Arabic Worksheets for Vocabulary Practice: A Descriptive Study

Kiki Cahya Muslimah — 2026-10-10

Vocabulary mastery is a fundamental component of learning Arabic as a foreign language, particularly at the primary education level. This study aims to describe the design and implementation of Digital Arabic Worksheets for Arabic vocabulary practice and to examine their verbal and visual representations through the lens of Dual Coding Theory. Employing a qualitative descriptive approach, the study was conducted at Muhammadiyah 1 Wringinanom Elementary School, Gresik. Data were collected through non-participant classroom observations, semi-structured interviews with an Arabic language teacher, and documentation of Digital Arabic Worksheets designed using the Canva platform. Data were analyzed through data reduction, data display, and conclusion drawing, with the worksheets coded deductively according to their instructional functions, task formats, verbal representations, visual representations, and integration of verbal and visual elements. The findings reveal that the Digital Arabic Worksheets comprised ten types: Hijaiyah letter introduction, Hijaiyah letter rewriting, word construction, letter–word matching, Arabic vocabulary reading, gap filling, Hijaiyah letter games, transliteration, Arabic numeracy, and vocabulary coloring. These worksheets integrated Arabic vocabulary with meaningful visual representations through varied task formats, while their implementation showed that students demonstrated active engagement and meaningful responses during classroom activities. From a theoretical perspective, the findings demonstrate how verbal–visual integration can be examined through Dual Coding Theory in the design of Arabic vocabulary worksheets. The study contributes a ten-type classification of Digital Arabic Worksheets and identifies verbal–visual integration as a central design principle for developing cognitively informed digital materials for primary-level Arabic vocabulary practice.

Implementation of CEFR-Based Arabic Language Learning in Developing the Arabic Language Competence of Indonesian Diaspora Students in Qatar

Siti Khumairotuzzahra — 2026-10-15

This study aims to describe the implementation of CEFR Level A1-based Arabic language learning for Indonesian diaspora students in Qatar, covering planning, teaching materials, media, methods, assessment, and implementation challenges. The study is motivated by the gap between students' need to use Arabic in the social environment of Qatar and their limited proficiency due to the dominance of English in formal education. The method used is qualitative with a descriptive field approach, involving 5 students aged 8-11 years in the Murabbee class over 8 months. Data were collected through diagnostic assessments, observations, semi-structured interviews, and documentation, analyzed through data condensation, data presentation, and conclusion drawing, and their validity was tested through triangulation of techniques, member checking, transferability, dependability, and confirmability. The research results indicate that planning is outlined in the syllabus and lesson plans based on diagnostic assessments that place all students at the A1 level. The material is organized into 15 chapters, progressing from personal-concrete competencies to descriptive, functional-transactional, and contextual competencies, supported by e-books, videos, interactive quizzes, and Google Forms. An eclectic method integrates reading, grammar-translation, aural-oral methods, and a communicative approach with role-playing, moving from controlled exercises to free practice. Assessment shows development across all four skills. Linguistic, motivational, and multilingual learning environment challenges are addressed by the tutor in a flexible and gradual manner. The study concludes that CEFR A1 serves as a useful reference framework to guide Arabic language learning for diaspora children toward basic communicative competence that is measurable, contextual, and responsive to a multilingual environment.

Developing and Piloting a Kahoot-Based Arabic Reading Assessment for Seventh-Grade Students at MTs Al-Yasini Pasuruan

Wilda Rihlasyita — 2026-10-17

This study developed and evaluated a Kahoot-based assessment tool for Arabic reading (maharah qirā’ah) among seventh-grade female students at MTs Al-Yasini, Pasuruan. Using research and development procedures guided by the ADDIE model, the study involved 26 students in one class. The instrument was reviewed by three experts, implemented in a one-group pretest–posttest design, and evaluated through tests, questionnaires, interviews, and classroom observations. The mean score increased from 45.69 (SD = 13.59) before implementation to 90.00 (SD = 8.47) afterward; a paired-samples t test showed a statistically significant difference, t(25) = −15.88, p < .001, with a very large within-group effect (dᶻ = 3.11). Expert validation scores were 68.6%, 98.2%, and 98.1%. Teacher and student responses were generally favorable. Overall, the assessment was feasible in this class, and scores improved substantially after implementation; however, the one-group design does not establish that Kahoot caused the improvement or support broad generalization.

The Communicative Approach in Teaching Arabic: Integrating Language Skills to Develop Listening and Speaking Skills in Islamic Boarding Schools (A Case Study at Ittihadul Bayan Islamic Boarding School)

Arya Yudiawan — 2026-10-19

This study aims to examine the implementation of the communicative approach in Arabic language teaching and its contribution to developing mahārah al-istimā’ (listening skills) and mahārah al-kalām (speaking skills) among santri at the Ittihadul Bayan Islamic Boarding School. A qualitative case study design was employed to explore the instructional practices, interaction patterns, and contextual factors shaping the integration of receptive and productive language skills within the pesantren environment. Data were collected through classroom observations, in-depth interviews with teachers and santri, documentation, and assessments of students’ performance in listening and speaking activities. The data were analyzed using the Miles, Huberman, and Saldaña framework, which involved data condensation, data display, and conclusion drawing, with source and method triangulation and member checking to strengthen data credibility. The findings reveal that the communicative approach is implemented through thematic dialogues, role-play, language games, communicative drills, information-gap activities, and context-based interactions. These practices provide meaningful opportunities for santri to comprehend spoken Arabic, respond appropriately, express ideas, and participate in spontaneous conversations. The findings also indicate improvements in speaking fluency, listening comprehension, self-confidence, and the consistency of Arabic use in daily interactions. However, implementation is constrained by variations in students’ initial language proficiency, limited audio-learning resources, and inconsistent participation in the Arabic-speaking environment. These challenges are addressed through differentiated instruction, accessible technological resources, peer support, and daily muḥādatsah activities. This study highlights the importance of integrating listening input and speaking output through contextualized communicative activities supported by a consistent language environment. The findings provide practical insights for developing adaptive Arabic language instruction in Islamic boarding schools and offer a basis for further research using quantitative and comparative designs to examine learning outcomes across different pesantren contexts.