JICALLS: Journal of Arabic Education, Linguistics, and Literature Studies

Eksplorasi Metode Qirā'atul Khabar dalam Meningkatkan Kosakata Siswa Sekolah Menengan Atas Islam

2025-02-05T20:26:11+07:00

The Qirā’ah method in Arabic language learning at MA Mambaul Ulum Sukodadi Paiton, Probolinggo, is implemented through Qirā’atul Khabar using varied reading texts according to students' interests. This research employs a descriptive method with a qualitative approach and is based on the assumption that students' understanding, especially in reading news texts, is not yet optimal. The research results show that students can read aloud with correct pronunciation and intonation. They can also understand the sentences in the text and their meanings well. Various topics such as Education, Inspirational Figures, and Local Wisdom keep students interested and not bored learning Arabic. This research suggests that in the future, the Qirā’ah method through Qirā’atul Khabar should be developed with more interactive and technology-based teaching materials. The use of digital media or learning applications is expected to improve student participation and create a more interesting and relevant learning experience.

Pendekatan Repetitif melalui Hafalan Kitab Muḥāwarah untuk Meningkatkan Kepercayaan Diri Berbicara Bahasa Arab

2025-04-02T05:59:39+07:00

In this era of globalization and increasing access to information, Arabic has become not only an essential medium for religious expression but also a bridge for intercultural communication. However, field observations reveal that many students still struggle with hesitation and anxiety when speaking, largely due to a lack of supportive linguistic environments and the pressure to achieve linguistic perfection. This situation raises a critical question regarding the effectiveness of current teaching methods and calls for innovative approaches that prioritize psycholinguistic factors. This study aims to examine the effectiveness of a repetitive approach through the memorization of the Muḥāwarah Book in enhancing the speaking confidence of students in Arabic. Speaking skills (maharah kalām) often pose a major challenge for learners, primarily due to doubt, anxiety, and limited language environments. Through systematic repetition of dialogues, students are expected to internalize sentence patterns automatically while cultivating a sense of security in communication. This qualitative descriptive study was conducted at Pondok Pesantren Darullughah Wadda’wah, Bangil, involving 120 new students. Data were collected through interviews, observations, and documentation, and analyzed thematically. The findings indicate that the structured repetition of muḥāwarah dialogues significantly improves oral participation, reduces anxiety, and strengthens students’ psychological readiness to speak. Repetitive memorization also produces a snowball effect by enhancing spontaneity, vocabulary acquisition, and fluency. This study underscores that learning Arabic requires not only linguistic strategies but also psycholinguistic approaches that build learners’ confidence.

Strategi Efektif Simplifikasi Nahwu dalam Percakapan Arab pada Kelas Intensif Daurah Ramadhan

2025-04-04T16:47:14+07:00

This study aims to explore effective strategies for simplifying Arabic grammar (nahwu) to enhance maharah kalam (speaking skills) among students participating in the intensive Daurah Ramadhan program at Pondok Pesantren Darullughah Wadda’wah (Dalwa). Using a descriptive qualitative approach, this research involved 60 takhassus students from diverse pesantren backgrounds who had prior knowledge of nahwu and sharaf but still struggled with active Arabic conversation. Data were collected through participatory observation, in-depth interviews with both teachers and students, and documentation of teaching materials and student evaluations. The data analysis employed thematic analysis, involving data reduction, categorization of themes, and interpretation of findings. To ensure data validity, triangulation methods were used, including triangulation of sources (comparing data from interviews and observations) and triangulation of methods (combining observation, interviews, and documentation). The findings reveal that simplified grammar instruction—such as recognizing the implicit meaning of "is" in jumlah ismiyyah, applying patterns with "أن", and using "قبل–بعد" structures—significantly boosted students' confidence and fluency in speaking. Moreover, the integration of mnemonic techniques, peer learning, and the jigsaw method strengthened both comprehension and communicative competence in a collaborative and contextual learning environment. This study confirms that grammar simplification is not merely a technical adjustment but a pedagogical strategy that effectively supports communicative-based Arabic language learning.

Dirāsah Taḥlīlīyah Lianwā‘i “Mā” fī Matani Kitāb Ta’līm Al Muta’allim li Syaikhi Al Zarnūjī wa Ṭarīqatu Ta’līmihā

2025-05-24T08:15:44+07:00

This research aims to know the types of mā “what” in the text of the book “Ta’līm Al Muta’allim” by Sheikh Al-Zarnuji and to know the appropriate way to teach the meanings of the types of mā “what”. To achieve this, the researcher used the descriptive research method. The method of collecting data is through a desk study and documentation. The method of analysis is descriptive analysis and content analysis. After the analysis, the researcher obtained the research results as follows: The number of types of mā “what” found in the text of the book “Ta’līm Al Muta’allim” is 144 (one hundred and forty-four) forms. It has meanings: connected (91), interrogative (7), negative (15), infinitive (2), and superfluous (29). The methods of teaching grammar are often divided into two methods: the standard method and the inductive method. Each method has advantages and disadvantages, and one method cannot be preferred over the other. For students to understand the science of grammar, especially learning the rules of the types of mā “what” and their meanings easily, an appropriate method is necessary to overcome their difficulties, and this is done by not focusing on only one method, but rather combining all methods that suit the students’ needs, situations, and circumstances.