Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab

Introduction to Arabic Dictation (Imlā’): A Foundational Guide to Writing Accuracy

Wira Nama Wira Bangsa — 2025-08-06

The mastery of imlāʾ (Arabic dictation) constitutes a fundamental component of Arabic language learning, yet it often receives less pedagogical attention compared to reading, speaking, and grammar. This study investigates the implementation of Kitāb Imlāʾ by Ustaz Hasan Basri as a practical instructional resource designed to improve students’ spelling accuracy. Employing a qualitative case study at Pondok Pesantren Darullughah Wadda’wah in Pasuruan, Indonesia, the research involved 32 fourth-grade (ibtidāʾī) students through classroom observations, semi-structured interviews, and pre- and post-test dictation tasks. Findings indicate that the systematic use of the kitab, with its step-by-step exercises and repetitive drills, effectively reduced error rates from 38% to 17%. Students demonstrated significant improvement in distinguishing tāʾ marbūṭah from hāʾ and in applying hamzah rules, while teachers confirmed that the kitab provided practical exercises rather than abstract theory. Nonetheless, certain challenges persisted, particularly in mastering hamzah rules and overcoming mother-tongue interference. The study highlights the value of localized, practice-oriented resources in enhancing imlāʾ pedagogy and recommends integrating Kitāb Imlāʾ as a central element in Arabic literacy instruction.

Enhancing Arabic Speaking Skills through Short-Phrase Memorization in an Islamic Boarding School

Lutfi zarkasi — 2025-08-10

This study examines the effectiveness of the Short-Phrase Memorization Method in enhancing Arabic speaking skills among students at Ma’had al-Akhlāq al-Karīmah, Kulon Progo, Indonesia. A quantitative experimental design employing a pre-test–post-test control group was used. Fourteen boarding students were purposively selected and assigned to an experimental group receiving short-phrase-based instruction and a control group taught through conventional vocabulary memorization. Data were collected through speaking tests, classroom observation, and interviews. The findings reveal a statistically significant difference between the post-test scores of the experimental and control groups (t = 5.691, p < .01), indicating the superior effectiveness of phrase-based instruction. The experimental group showed substantial improvement in fluency, accuracy, and confidence, while the control group demonstrated limited progress. Qualitative observations further confirmed increased learner engagement, participation, and motivation throughout the intervention. These results support cognitive chunking theory and communicative language teaching principles, suggesting that learning language in functional units facilitates automaticity in speech production. The study concludes that short-phrase memorization constitutes a viable and pedagogically sound strategy for improving Arabic oral proficiency in Islamic boarding school contexts. Future research is recommended to extend the intervention to larger samples and explore integration with technology-enhanced instruction.

The Efficacy of Role-Playing Techniques in Fostering Arabic Speaking Proficiency Among Female Learners

Nurul Fauzah — 2025-08-15

This study examines the effectiveness of role-playing techniques in enhancing Arabic speaking proficiency among female learners in an Islamic boarding school context. The study aims to (1) determine the extent to which role-playing improves learners’ oral performance and (2) identify the speaking components most affected by this pedagogical intervention. Adopting a mixed-methods approach, the research combines quantitative pre- and post-test measures with qualitative classroom observations and semi-structured interviews. The quantitative findings demonstrate a statistically significant improvement in overall speaking proficiency (p < .001), with the greatest gains observed in learners’ self-reported communicative confidence, followed by fluency and vocabulary use. Qualitative evidence further reveals reduced speaking anxiety, heightened motivation, and increased classroom engagement, indicating that role-playing creates a supportive affective and communicative learning environment. Grounded in Communicative Language Teaching (CLT) and Vygotsky’s Sociocultural Theory, the findings suggest that gender-sensitive, interactive pedagogy facilitates meaningful participation and expressive language use among female learners. The study concludes that role-playing is not merely an instructional activity but a pedagogical strategy that effectively bridges linguistic competence and communicative confidence. These findings offer practical implications for Arabic language educators seeking to implement experiential and culturally responsive speaking instruction in female Islamic educational settings.

Contemporary Arabic Vocabulary Acquisition in Pesantren: Challenges and Pedagogical Innovations

Achmad Makki Lazuardi — 2025-08-20

This study examines the effectiveness of role-playing techniques in enhancing Arabic speaking proficiency among female learners in an Islamic boarding school. The research aims to evaluate how role-playing activities influence learners’ fluency, vocabulary use, pronunciation accuracy, and communicative confidence. Adopting a mixed-methods design, the study integrates quantitative pre- and post-test measurements with qualitative classroom observations and semi-structured interviews. Quantitative analysis reveals a statistically significant improvement in students’ overall speaking performance (p < 0.001), with the most notable gains observed in fluency and self-rated speaking confidence. Qualitative findings further indicate that role-playing activities reduce speaking anxiety, increase learner motivation, and foster higher levels of classroom engagement by providing meaningful and contextually relevant communicative practice. Grounded in Communicative Language Teaching (CLT) and Vygotsky’s sociocultural theory, the findings suggest that interactive and gender-sensitive pedagogical approaches create a supportive learning environment that facilitates authentic language use. The study concludes that role-playing serves not only as a speaking practice technique but also as an affective scaffold that empowers female learners to participate more actively in Arabic communication. Practically, the study offers an adaptable instructional model for Arabic educators seeking to integrate experiential learning strategies to bridge linguistic competence and communicative confidence in speaking instruction.

Enhancing Arabic Vocabulary Mastery through Tafsir al-Shawi: A Pedagogical Approach in Islamic Education

Asep Sunarko — 2025-08-25

This study examines the pedagogical use of Tafsir al-Shawi as an authentic linguistic resource for enhancing Arabic vocabulary mastery in Islamic educational contexts, particularly in pesantren. The study aims to explore how exegetical explanations support learners’ semantic understanding, morphological awareness, and contextual vocabulary retention beyond rote memorization. Using a qualitative descriptive design, data were collected through classroom observations, semi-structured interviews, and document analysis involving Arabic teachers and intermediate-level students at a pesantren in Wonosobo, Indonesia. The findings indicate that Tafsir al-Shawi facilitates vocabulary development through contextual interpretation, semantic elaboration, and root-based morphological analysis. Pedagogical strategies derived from its use include lexical highlighting, semantic mapping, cross-verse comparison, and guided meaning construction, which promote deeper cognitive processing and long-term retention. Although students initially encountered challenges related to classical Arabic style and time constraints, teacher scaffolding effectively mitigated these difficulties. This study concludes that tafsir-based vocabulary instruction offers a viable pedagogical model that bridges classical Islamic scholarship with contemporary Arabic language pedagogy, contributing to both lexical competence and Qur’anic literacy.