Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab

Developing Arabic Fluency through Interactive Question–Answer A Study in Malaysia

Muhammad Muhith — 2026-08-05

This study investigates the role of interactive question–answer instruction in developing Arabic oral fluency among learners in a Malaysian educational context. Despite prolonged exposure to Arabic instruction, many learners struggle to produce spontaneous and fluent speech due to limited opportunities for sustained oral interaction. Employing a classroom-based qualitative research design, this study focuses exclusively on question–answer interaction as the primary instructional strategy, deliberately excluding other speaking techniques such as role-play or storytelling. Data were collected through classroom observations, audio-recorded interactions, and semi-structured learner interviews, and were analyzed using thematic and discourse-oriented approaches. The findings reveal that interactive question–answer instruction contributes significantly to Arabic oral fluency by enhancing response speed, improving speech continuity, and reducing hesitation during real-time communication. Learners demonstrated increased confidence and greater willingness to engage in spontaneous speech, indicating improved linguistic automaticity. These results suggest that structured questioning functions as an effective pedagogical mechanism for activating linguistic resources and facilitating fluent oral production. The study contributes to Arabic language pedagogy by positioning interactive questioning as a core, low-resource instructional strategy for fluency development, offering practical implications for Arabic language educators in Malaysia and similar non-Arabic-speaking contexts.

Qowaid Nahwu dalam Irama: Strategi Bernyanyi Untuk Meningkatkan Pemahaman Siswa Kelas IX di Pondok Pesantren Hubulo

Khairus Sakinah Chaeruddin — 2026-08-10

The teaching of qawāʿid nahwu in Islamic boarding school settings presents persistent pedagogical challenges, as the subject's abstract conceptual framework and reliance on rote memorisation have been consistently associated with low learner engagement and insufficient depth of grammatical comprehension among students. This study aimed to investigate the effect of a singing strategy a systematically designed instructional intervention that embeds qawāʿid nahwu rules within rhythmically and lyrically structured songs explicitly aligned with the pesantren curriculum on the comprehension of ninth-grade students at Hubulo Islamic Boarding School. A quantitative quasi-experimental design with a Nonequivalent Control Group pretest–posttest framework was employed, with participants assigned to an experimental group receiving singing-based instruction and a control group receiving conventional teacher-centred methods. Qawāʿid nahwu comprehension was measured through a validated and reliability-tested written instrument assessing students' ability to identify grammatical functions, determine i'rāb, and apply Nahwu rules in sentential contexts; data were analysed using descriptive statistics, normality and homogeneity assumption tests, and an independent samples t-test via SPSS software. The results demonstrated that the experimental group achieved a mean posttest score of 82.30 compared to 71.25 in the control group, with the between-group difference confirmed as statistically significant (Sig. = 0.000, p < 0.05) and the effect size quantified at Cohen's d = 1.94 a very large effect indicating educationally substantial improvement. Complementary observational data further revealed that the singing strategy fostered markedly higher levels of active participation, sustained attention, and learning enthusiasm among experimental group students. These findings establish the singing strategy as a statistically effective, practically meaningful, and culturally appropriate instructional approach for qawāʿid nahwu in pesantren contexts, extending prior local scholarship beyond vocabulary-focused and descriptive accounts to provide the first controlled experimental evidence of singing's effectiveness in classical Arabic grammatical comprehension.

Policy Analysis of Arabic Language Learning Outcomes in Madrasahs under the Directorate General of Islamic Education Decree No. 9941 of 2025: Impact, Effectiveness, and Implementation Implications

Muhammad Fadhil Hadziq — 2026-08-15

This study aims to analyze the substance, implementation, impacts, effectiveness, and future implications of the Arabic Language Learning Outcomes (Capaian Pembelajaran/CP) policy stipulated in the Decree of the Director General of Islamic Education No. 9941 of 2025 for madrasahs in Indonesia. This study employs a qualitative approach with a library research design. Data were collected through systematic documentation and literature review of the decree as the primary source and relevant scholarly literature as secondary sources. Data were analyzed using qualitative content and thematic analysis, supported by source triangulation and George C. Edwards III’s policy implementation framework, which encompasses communication, resources, disposition, and bureaucratic structure. The findings indicate that the policy provides a structured and standardized framework for Arabic language learning across educational levels while promoting competency development, process skills, contextual learning, and the integration of Islamic values. However, its implementation is constrained by variations in teacher readiness, policy understanding, learning resources, infrastructure, teaching materials, assessment practices, and institutional capacity, particularly in disadvantaged, frontier, and outermost regions. The study further reveals that MGMP plays a strategic role in policy dissemination, professional collaboration, and coordination. Overall, effective implementation requires synergy among communication, resources, implementer disposition, and adaptive bureaucratic structures. The study concludes that strengthening teacher training, MGMP, contextual teaching materials, authentic assessment, digital resources, and differentiated institutional support is essential to ensure equitable and sustainable implementation of Arabic language CP in madrasahs.

English-Mediated Arabic Comprehension: A Systematic Review of Contrastive Grammar, Translanguaging, and Metalinguistic Awareness in Arabic as a Foreign Language Learning

Muhamad Maulana — 2026-08-20

This study examines English-mediated Arabic comprehension through a systematic literature review of contrastive grammar, translanguaging, and metalinguistic awareness in Arabic as a foreign language learning. The review responds to the growing reality that Arabic is increasingly learned in multilingual, transnational, digital, and English-mediated academic environments, where learners often encounter Arabic through English-based textbooks, dictionaries, grammar explanations, online platforms, and scholarly resources. Although English is sometimes viewed as a source of dependency in Arabic learning, this study argues that English can function as a strategic cognitive and pedagogical bridge when it is used selectively to support Arabic comprehension. The review analyzed recent literature published between 2022 and 2026, focusing on Arabic-English contrastive grammar, translanguaging practices, English-medium instruction, Arabic learning trends, and metalinguistic awareness. The findings reveal four major themes: English as a mediating language, contrastive grammar as a pathway to Arabic understanding, translanguaging as pedagogical support, and metalinguistic awareness as the core cognitive outcome. The study proposes a four-stage model of English-mediated Arabic comprehension consisting of access, comparison, negotiation, and internalization. This model positions English not as a replacement for Arabic, but as a temporary scaffold that helps learners move toward deeper Arabic-based understanding. The study contributes to Arabic language pedagogy by offering a conceptual framework for using English responsibly, critically, and strategically in multilingual Arabic learning contexts.

Analysis of Engagement Rate by View on Arabic Language Education TikTok Accounts: A Comparative Study of Audience Engagement Levels

Putri Syahrina Yusuf — 2026-08-25

This study aimed to analyze and compare the level of audience engagement across five Arabic language educational TikTok accounts using the Engagement Rate by View (ERV) metric. A quantitative approach with a comparative descriptive design was employed. Secondary data were collected through documentation of the six most recent videos published by each account, resulting in a sample of 30 videos. Data analysis involved calculating ERV by comparing total interactions (likes, comments, shares, and saves) with total video views, followed by descriptive comparative analysis. The findings revealed significant differences in engagement performance among the sampled accounts. The account @Belajar Bahasa Arab achieved the highest average ERV (11.55%), despite having the smallest follower base, followed by @BALA | Bahasa Arab Pemula (7.12%), @Bahasa Arab Al Jauhar (6.70%), @Hadi | Mentor Bahasa Arab (6.44%), and @Cikgu Bahasa Arab (6.42%). These findings demonstrate that audience engagement is influenced more strongly by content relevance and users’ interaction behavior than by follower count alone, supporting the proposition that TikTok's recommendation algorithm prioritizes user interests over social connections. Furthermore, the results extend previous qualitative research by providing objective behavioral evidence that educational effectiveness can be evaluated using platform generated interaction data. This study concludes that Engagement Rate by View (ERV) is an appropriate quantitative indicator for assessing the effectiveness of educational content on algorithm-driven social media platforms and contributes a data driven framework for evaluating Arabic language educational content. The findings also provide practical implications for educators and content creators to prioritize instructional quality, content relevance, and meaningful audience interaction in developing social media-based learning strategies.