Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab

Enhancing Arabic Vocabulary with Hilyah Book

Menik Mahmudah — 2025-02-02

Mastering Arabic vocabulary remains a significant challenge for non-native learners, particularly those studying in Islamic boarding schools. Traditional vocabulary learning methods, such as rote memorization and isolated word lists, often fail to ensure long-term retention and meaningful application in communication. This study explores the effectiveness of Hilyah Book as a structured vocabulary resource in enhancing Arabic vocabulary acquisition among students at Pondok Pesantren Darullughah Wadda’wah (Dalwa), Pasuruan, Indonesia. Using a qualitative approach, data were collected through semi-structured interviews, classroom observations, and document analysis, involving 25 intermediate-level Arabic learners and 5 Arabic instructors. The findings indicate that Hilyah Book facilitates vocabulary retention through thematic organization, contextualized examples, and bilingual Arabic-English explanations, which help learners establish stronger associations between words and their meanings. Compared to conventional memorization techniques, students reported increased engagement and recall due to the book’s structured format. However, the study also identified challenges, such as difficulties in spontaneous vocabulary application and the need for guided reinforcement through interactive learning activities. These findings suggest that while Hilyah Book is an effective tool for vocabulary acquisition, its impact is maximized when integrated with conversational practice, writing exercises, and teacher-led reinforcement strategies. This study contributes to Arabic language pedagogy by providing empirical insights into the role of structured vocabulary books in enhancing language acquisition in Islamic boarding schools and similar educational settings.

Classroom Action Research on Digital Interactive Learning for Arabic Speaking Development in Islamic Junior High Schools

Moh. Tohiri Habib — 2025-02-06

The rapid advancement of digital technology offers new opportunities for transforming language education, yet developing Arabic speaking proficiency (Maharah Kalam) remains a significant challenge in Islamic junior high schools. This study aims to evaluate the effectiveness of interactive digital learning media in enhancing Arabic speaking skills among Grade 8 students at Madrasah Tsanawiyah Darullughah Wadda’wah (MTs Dalwa). Employing a quasi-experimental design, 30 students were purposively selected and divided equally into an experimental group and a control group. The experimental group engaged with AI-assisted pronunciation tools, gamification-based vocabulary learning applications, and augmented reality (AR) conversation simulations, while the control group received traditional textbook-based instruction and teacher-led drills. Data were collected using pre- and post-tests to assess speaking proficiency (covering fluency, pronunciation, vocabulary usage, and grammatical accuracy), complemented by classroom observations and semi-structured interviews with students and teachers. The findings revealed that the experimental group exhibited a statistically significant improvement, with a 32.5% increase in post-test scores compared to a 12.3% improvement observed in the control group. Additionally, qualitative feedback indicated that students experienced higher engagement, reduced speaking anxiety, and enhanced motivation. Despite these positive outcomes, challenges such as technical limitations and the need for structured teacher training were noted. In conclusion, the integration of interactive digital tools in Arabic language instruction can effectively enhance speaking proficiency, bridging the gap between theoretical knowledge and practical communication skills in Islamic educational settings. Further research is recommended to address implementation challenges and explore long-term retention effects.

The I’rab Method of Habib Hasan Baharun: Impact on Arabic Grammar Instruction

Segaf Baharun — 2025-02-09

Mastering Arabic syntax (nahwu), particularly the system of i‘rab (case inflection), poses persistent challenges for non-native learners in Islamic boarding schools (pesantren). This study investigates the pedagogical design and instructional impact of Kitab I’rab authored by Habib Hasan Baharun, founder of Pondok Pesantren Darullughah Wadda’wah (Dalwa), Indonesia. Employing a mixed-methods approach, the research involved 120 intermediate-level students and Arabic teachers through observations, interviews, and questionnaires. The findings reveal that the I’rab Method promotes grammatical awareness, student engagement, and instructional clarity through simplified explanations, contextual examples, and emotionally resonant content. This method contrasts sharply with traditional models by aligning with constructivist theory and integrating multimodal, affective, and cultural learning dimensions. The study concludes that the Kitab I’rab serves as an effective localized grammar tool that bridges classical Arabic rigor with contemporary learner needs. Its practical application offers a replicable model for other pesantren and Islamic institutions seeking to revitalize Arabic grammar education.

Integrating Technology in Remote Arabic Language Education: Opportunities and Challenges

Munapi — 2025-02-15

This study explores the integration of digital technology into remote Arabic language education, with a specific focus on formal educational institutions in Southeast Asia. Drawing upon a qualitative descriptive methodology, the research investigates both the opportunities and challenges associated with virtual Arabic instruction in Indonesia and Malaysia. The findings indicate that technology enhances learner engagement, vocabulary acquisition, and access to authentic Arabic content, particularly through tools such as Zoom, Google Classroom, and E-campus. Moreover, student-centered approaches enabled by digital platforms increase confidence and autonomy, especially among introverted learners. However, several obstacles persist, including limited infrastructure, disparities in internet access, lack of teacher training in digital pedagogy, and difficulties in delivering grammar instruction effectively in online environments. These challenges underscore the need for adaptive learning models that address affective, cognitive, and technological aspects of language acquisition. The study contributes to the growing body of Arabic language pedagogy by offering region-specific insights and highlighting the importance of context-sensitive, inclusive, and flexible instructional strategies in the era of digital transformation.

Mastering Arabic Vocabulary through Drill Technique: A Study on Primary Learners

Hasan — 2025-02-27

Vocabulary acquisition is fundamental to mastering a second language, especially at the primary education level where learners are building their linguistic foundation. This study explores the effectiveness of the drill technique in enhancing Arabic vocabulary retention among fourth-grade students at an Islamic primary school. Using a qualitative descriptive approach, the research involved 60 students over a four-week period, employing classroom observations, interviews, and document analysis. The findings reveal that structured and repetitive drills, when implemented with contextual relevance and learner engagement, significantly improve vocabulary recall and student motivation. Moreover, the method’s low-resource demands make it highly suitable for underfunded or traditional learning environments. By reintroducing drill-based instruction as a viable pedagogical strategy, this study contributes both practical and theoretical insights into Arabic language education for young learners.