Lahjatuna: Jurnal Pendidikan Bahasa Arab

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

Narul Hasyim Muzadi — Sat, 04 Apr 2026 00:00:00 +0000

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, Maman Abdurrahman — Fri, 10 Apr 2026 00:00:00 +0000

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, Mochamad Mu’izzuddin, Lalu Turjiman Ahmad — Wed, 15 Apr 2026 00:00:00 +0000

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, Muhammad Fadhil Hadziq, Bulqis — Mon, 20 Apr 2026 00:00:00 +0000

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, Mokhammad Miftakhul Huda, Asep Maulana, Mohammed Saeed — Wed, 29 Apr 2026 00:00:00 +0000

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.