Lahjatuna: Jurnal Pendidikan Bahasa Arab

Optimising Arabic Language Localisation In E-Commerce Marketing: A Qualitative Study Of User Experience, Trust, And Cultural Adaptation

Mohammad Rifqi Junaidi — 2026-04-30

This study examines the optimisation of Arabic as a strategic marketing asset in e-commerce platforms targeting Arabic-speaking consumers, particularly in the Middle East. Using a qualitative approach, the study draws on secondary data from academic literature, industry reports, policy documents, and digital observations of selected platforms such as Amazon.ae and Noon.com. The data were analysed thematically to identify patterns related to Arabic interface design, localised marketing content, cultural adaptation, consumer trust, and platform competitiveness. The findings show that Arabic optimisation improves e-commerce competitiveness by enhancing platform accessibility, strengthening consumer trust, increasing user engagement through culturally relevant marketing, and supporting customer retention through Arabic-based services. The study also highlights challenges such as dialect variation, translation quality, right-to-left interface integration, and localisation costs. The novelty of this article lies in positioning Arabic not merely as a translation medium, but as a strategic marketing resource that integrates linguistic, cultural, technological, and commercial dimensions. These findings provide practical implications for global e-commerce companies seeking to expand into Arabic-speaking markets.

Foreign Language Anxiety and the Reorientation of Self-Confidence in Students Through the Fun Al-Lughawy Program

Narul Hasyim Muzadi — 2026-04-04

Foreign language anxiety is a significant barrier to effective language learning, often hindering students' motivation and academic performance. This study explores the perspectives of students (santri) in the Fun al-Lughawy program, aiming to assess the program’s effectiveness in reducing foreign language anxiety and enhancing self-confidence. Using a qualitative approach with a case study design, data were gathered through observations, interviews, and document analysis. The study was guided by Horwitz and Cope's Foreign Language Anxiety theory (1986), which identifies three types of anxiety: communication anxiety, test anxiety, and anxiety due to negative perceptions. The findings reveal that the Fun al-Lughawy program successfully creates a supportive and interactive learning environment, which allows students to practice foreign languages more freely and confidently. This program reduces various forms of anxiety: communication anxiety, test anxiety, and anxiety due to negative perceptions by fostering positive peer interactions and offering opportunities for practice in non-threatening settings. Ultimately, the study concludes that the Fun al-Lughawy program is effective in reducing foreign language anxiety, significantly boosting students' self-confidence, and enhancing their active participation in language learning.

Analysis of Metacognitive Learning Strategies in The Development of Writing Skills (Maharah Kitābah) Arabic

Amanda Maulidiya — 2026-04-10

Learning Arabic, particularly writing skills (maharah kitābah), presents challenges as it demands mastery of grammar, vocabulary, and logical organization of ideas. Metacognitive strategies provide a practical approach that enables students to regulate and evaluate their thinking processes, which is crucial for productive skills like writing. This study aims to analyze how metacognitive strategies—planning, monitoring, and evaluating—enhance students' awareness, autonomy, and accuracy in Arabic writing. Using a library research method with a qualitative and content analysis approach, data were collected from books, journal articles, and previous studies, then analyzed through descriptive and comparative synthesis to explore theoretical relationships between metacognitive approaches and maharah kitābah development. The findings show that applying metacognitive strategies through three stages—planning, monitoring, and evaluating—significantly improves students’ cognitive awareness, independence, and systematic organization in writing. These strategies also strengthen self-assessment, problem-solving, and linguistic precision. Consequently, metacognitive strategies emphasize not only writing outcomes but also the mental processes that shape them. The study concludes that integrating metacognitive learning into Arabic writing instruction enhances both theoretical understanding and practical teaching, promoting independent and reflective learners. Future research is encouraged to test these findings empirically across various educational contexts.

Differentiated Instruction in the Merdeka Curriculum for Arabic Language Learning: An Ethnographic Study at SMAIT Raudhatul Jannah Cilegon

Ahmad Sirojudin Abas — 2026-04-15

Arabic Language at the senior high school level is one of the elective foreign language subjects that must be studied. However, the varying backgrounds and abilities of students present unique challenges in the learning process, particularly due to highly heterogeneous inputs: from students who have never studied Arabic, to those with moderate proficiency from Islamic-based schools, and students graduating from Islamic boarding schools with strong Arabic skills. The Merdeka Curriculum was introduced with an approach that focuses on the needs of learners, one of which is through the implementation of differentiated instruction. Differentiated instruction is a teaching approach in which teachers identify and teach students according to their individual talents, profiles, learning styles, and needs. This study aims to describe the practice of differentiated instruction in Arabic language learning at SMAIT Raudhatul Jannah Cilegon, to explore the experiences of teachers and students in its implementation, and to identify the strategies used, the challenges encountered, and the meaning of differentiated instruction for students. This research employs a qualitative approach using ethnographic methods. Data collection techniques include participant observation, in-depth interviews, and document analysis. The findings reveal that the implementation of differentiated instruction involves three main stages: mapping student needs, designing differentiation strategies (content, process, and product), and conducting evaluation and reflection. Teachers reported improved understanding of learning concepts and greater satisfaction in teaching. Meanwhile, students showed increased creativity, independence, and positive relationships with teachers. Key challenges in implementation include complex planning, time management, and the development of flexible materials. Overall, students felt valued, more comfortable in the learning process, and demonstrated higher motivation and active participation in Arabic language learning.

The Use of KineMaster Video Media in Learning Maharatul Kalam for Grade IX Students at Al-Azhar 32 Islamic Junior High School Padang

Sri Jomila Oktari — 2026-04-20

This study aims to analyze the use of KineMaster video media in the teaching of maharatul kalam (Arabic speaking skills) among ninth-grade students at SMP Islam Al-Azhar 32 Padang. The background of the research is the low interest and speaking ability of students due to conventional, monotonous teaching methods and a lack of innovative media. The study employs Classroom Action Research (CAR) with a descriptive qualitative approach. The research subjects were 20 ninth-grade students, and data were collected through observation, interviews, questionnaires, documentation, and speaking skill tests. The results show that the use of KineMaster video media can improve students’ learning motivation, fluency of pronunciation (lahjah), and learning independence. As many as 80% of students felt motivated to learn, 70% demonstrated fluency in pronunciation, and 65% were able to learn independently using video media. KineMaster video media also made learning more interactive, creative, and enjoyable. However, some technical challenges were found in the creation and utilization of video media, indicating the need for teacher training and school facility support. Overall, KineMaster video media is effective in enhancing students’ maharatul kalam skills and can be an innovative solution for Arabic language learning in the digital era. This study recommends the continuous integration of digital media in the learning process.

The Implementation of the C3T Method Using Interactive Tests to Enhance Arabic Language Teaching at Jalaluddin Rumi Junior High School, Jember

Muhammad Badrus Salam — 2026-04-29

This study examines the integration of the C3T method and Kahoot-based interactive tests to improve the quality of Arabic language learning assessment at SMP Jalaluddin Rumi Junior High School, Jember. It addresses the limited use of formative and interactive assessment in Arabic instruction, where conventional evaluation methods remain dominant and less effective in developing speed, accuracy, and collaboration. The study employed Classroom Action Research based on the Kemmis and McTaggart model in two cycles involving 21 seventh-grade students divided into seven groups. Data were collected through tests, observation, and documentation, and analyzed using descriptive quantitative and qualitative techniques within a formative assessment framework. The findings show continuous improvement in both learning process and outcomes. Student participation, collaboration, and engagement increased from Cycle I to Cycle II, along with more effective classroom interaction. Quantitatively, the average group score improved from 6.78 to 7.71 across all groups. These results indicate that the integration of the C3T method with interactive assessment contributes to a more formative, objective, and efficient evaluation system through real-time feedback, time constraints, and collaborative learning. The novelty lies in systematically combining C3T with interactive digital formative assessment that emphasizes speed, accuracy, collaboration, and immediate feedback. In conclusion, this integration contributes to improving Arabic language assessment quality, although its implementation is influenced by technological access, classroom management, and student discipline.

العلاقة بين القلق اللغوي ومهارة الكلام لدى طالبات المستوى الأول العالي (أ) بمعهد دار اللغة والدعوة

Alvia Putri Prima Sari — 2025-04-29

This study aimed to investigate the relationship between language anxiety and speaking skills among first-year female students of Class A at Darullughah Wadda’wah Islamic Boarding School. In learning a foreign language, many students experience language anxiety, especially when speaking in front of the class, which may be associated with their speaking performance. This study employed a quantitative correlational design involving 37 students as the research sample. Data were collected through the Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire to measure language anxiety and an oral speaking test to assess speaking skills. The data were analyzed statistically using correlation and multiple regression analysis with Microsoft Excel, while Cronbach’s Alpha was used to test the reliability of the instrument. The findings revealed a statistically significant relationship between language anxiety and speaking skills, with a correlation coefficient of 0.611 and a significance value of 0.001. The results also showed that test anxiety was the only dimension that reached statistical significance, while communication anxiety and fear of negative evaluation were not statistically significant. These findings indicate that language anxiety is associated with students’ speaking performance in learning Arabic.