Lahjatuna: Jurnal Pendidikan Bahasa Arab

Innovative Approaches to Teaching Arabic Vocabulary to Novice Learners

Segaf Baharun — Tue, 08 Apr 2025 00:00:00 +0000

In Islamic boarding schools such as Darullughah Wadda’wah, novice Arabic learners are expected to acquire basic conversational skills within their first three months—an intensive demand that often leads to anxiety and limited vocabulary retention when traditional rote methods are applied. This study explores innovative approaches to enhance Arabic vocabulary acquisition among beginner-level students through gamification, task-based learning, and multimodal input. Using a qualitative case study design, data were collected from 120 first-year students aged 12–16 through classroom observations, interviews, focus group discussions, and document analysis. The findings reveal that integrating interactive and mnemonic-based strategies significantly improved student engagement, motivation, and vocabulary recall. Mnemonic storytelling and contextualized learning tasks allowed learners to associate words with meaningful experiences, thereby reducing cognitive load and enhancing language use in real-life situations. Despite challenges related to classroom management and technological adaptation, the study demonstrates that a balanced integration of traditional and innovative methods can transform vocabulary learning into an engaging and effective process. This research contributes a practical, learner-centered model for Arabic language instruction within immersive educational environments.

Enhancing Arabic Language Proficiency through Interactive Learning Programs

Achmad Makki Lazuardi, Syarif Muhammad Syaheed — Thu, 25 Apr 2024 00:00:00 +0000

This study examines the effectiveness of interactive learning programs in enhancing Arabic language proficiency among intermediate-level students at Pondok Pesantren Darullughah Wadda’wah, Indonesia. This study employed a mixed-methods design, integrating both descriptive statistics and thematic analysis to provide comprehensive insights. Grounded in constructivist pedagogy and employing a mixed-methods approach, the research integrates quantitative data from pre- and post-test assessments with qualitative insights derived from classroom observations, teacher interviews, and student surveys. Interactive strategies—including role-plays, peer collaboration, muhawarah simulations, and gamified digital tools—were implemented to foster active engagement and contextual language use. Quantitative findings revealed statistically significant improvements across all language domains, with the most substantial gains observed in speaking fluency (+22.4 points) and reading comprehension (+20.4 points). Qualitative data further illustrated a marked shift in student behavior, from passive reception to confident participation, as well as reductions in language anxiety and heightened motivation. The use of digital media enhanced learner autonomy and vocabulary retention, while also supporting the development of a stronger linguistic identity among students. Despite challenges related to classroom management and teacher readiness, the study underscores the transformative potential of interactive, technology-enhanced, and culturally grounded pedagogy in Islamic boarding schools. The results offer practical implications for Arabic language curriculum design, teacher training, and policy reform, while also contributing to the broader discourse on learner-centered education in non-native Arabic-speaking contexts.

Improving Students' Vocabulary Mastery Through Structured Listening Exercises

Nurul Fauzah , Rifqi Muzaki Husni, Heykal Fikri, Iqmal Wahyudi — Fri, 25 Apr 2025 00:00:00 +0000

This study explores the impact of structured listening practice on enhancing vocabulary acquisition among Arabic language students at Pondok Pesantren Dalwa. Despite the critical role of listening skills in language acquisition, they are often underemphasized in traditional curricula. This research utilizes a qualitative case study design, involving first-year students enrolled in an intensive Arabic language program at Dalwa. Data were gathered through in-depth interviews with students and teachers, along with classroom observations. The findings indicate that structured listening exercises significantly contribute to vocabulary development by providing students with exposure to authentic language contexts and opportunities for active engagement. The results suggest that listening activities, when designed to match students’ proficiency levels and encourage participation, can substantially enhance both comprehension and vocabulary retention. The study highlights the need for incorporating structured listening into Arabic language teaching programs, especially in Islamic boarding schools, and offers practical recommendations for educators in similar settings.

Social Support and Arabic Language Fluency: An Analysis of Student Interaction Quality

Fri, 25 Apr 2025 00:00:00 +0000

This study investigates the impact of social support on enhancing Arabic language fluency, with a specific focus on speaking skills among students at Dalwa. Employing a qualitative approach grounded in Social Support Theory, the research involved in-depth interviews with 30 students and 5 lecturers, alongside participatory classroom observations. Findings reveal that emotional support, including peer encouragement and motivational feedback, significantly bolsters students’ confidence, while practical support, such as lecturer feedback and collaborative learning, directly improves speaking competence. Despite the positive influence of social support, challenges such as language anxiety and fear of public mistakes persist, particularly during formal speaking activities. The study highlights the importance of fostering supportive educational environments where emotional security and constructive feedback are prioritized. Furthermore, the results align with broader theoretical frameworks, including Self-Determination Theory and Ecological Systems Theory, emphasizing the interconnected role of emotional, academic, and environmental factors in second language acquisition. This research contributes contextual insights into Arabic language learning within Islamic higher education institutions, offering practical recommendations for integrating social support mechanisms into pedagogical strategies to enhance students' speaking proficiency.

Integrating Arab Cultural Elements in Arabic Language Education

Achmad Sulton, Saleh Muhammad Kabir — Fri, 25 Apr 2025 00:00:00 +0000

This study investigates the integration of Arab cultural elements into Arabic language education in Indonesia, focusing on its impact on student engagement, vocabulary acquisition, and communicative competence. Data were collected through classroom observations, semi-structured interviews with Arabic teachers, focus group discussions with students, and document analysis. The findings reveal that incorporating cultural elements—such as traditional Arabic greetings, oratory practices (khitabah), poetry, culinary activities, and religious expressions—enhances student motivation, lowers anxiety, and fosters a more immersive and meaningful learning environment. The study concludes that integrating cultural content is not merely an aesthetic addition, but a pedagogical necessity that promotes contextualized and emotionally resonant Arabic language instruction. This research contributes to a growing body of literature advocating for intercultural and humanistic approaches in Arabic language pedagogy, particularly in non-Arabic-speaking contexts such as Indonesia.