Alibbaa': Jurnal Pendidikan Bahasa Arab

The AI Revolution in Arabic Language Learning: An Analysis of ChatGPT’s Role in Autonomous Learning

2026-01-06T20:05:07+07:00

The rapid advancement of artificial intelligence (AI) has increasingly influenced language education, including Arabic as a foreign language. This study examines the role of ChatGPT as an AI-based conversational model in supporting autonomous Arabic language learning and explores the pedagogical implications of its use in the digital era. Employing a qualitative conceptual library research approach, the study synthesizes academic literature published between 2020 and 2025 on AI-assisted language learning, learner autonomy, and Arabic language pedagogy. This synthesis is complemented by structured interaction simulations with ChatGPT, which are employed as analytical artifacts. Through conceptual and thematic analysis, the study identifies three core pedagogical functions of ChatGPT: (1) providing interactive and adaptive linguistic input, (2) delivering corrective feedback, and (3) functioning as a co-writing partner that supports text revision. These functions enable flexible, iterative, and reflective language practice while maintaining learner control over the learning process. The findings suggest that the use of ChatGPT should be integrated within a well-defined pedagogical framework, underscoring the continued importance of human instructors and the need for further empirical research. This study proposes a conceptual framework that positions ChatGPT as a learning companion in Arabic language education.

Revisiting Arabic Grammar Instruction: An Experimental Study on the Pedagogical Application of Antoun Dahdah’s Linguistic Framework

2026-01-06T20:05:07+07:00

Arabic grammar instruction is often perceived as complex and cognitively demanding due to its abstract and rule-based nature. This study revisits Arabic grammar instruction by examining the pedagogical application of Antoun Dahdah’s linguistic framework, which emphasizes the visual and systematic organization of grammatical rules. Using a quasi-experimental design, the study was conducted at a public Islamic senior high school (MAN 1 Lamongan, Indonesia) and involved two intact eleventh-grade classes: an experimental group taught using Dahdah’s framework and a control group taught through conventional instruction. The instructional focus was on fiʿl muḍāriʿ mansūb and majzūm. Data were collected through pre-tests and post-tests to measure grammar achievement and a questionnaire to examine students’ perceptions. The results showed a significant difference in post-test scores in favor of the experimental group. Normalized gain analysis indicated that the Dahdah-based instruction was moderately effective in improving students’ grammatical competence. In addition, students reported highly positive perceptions toward the clarity and organization of the instructional framework. These findings suggest that Antoun Dahdah’s linguistic framework offers a pedagogically valuable approach to reorganizing Arabic grammar instruction in secondary education.

Aristotelian Rhetoric and Arabic Balāghah in Teaching Arabic as a Foreign Language: A Conceptual Comparative Study

2026-01-09T04:46:07+07:00

This study examines the conceptual relationship between Aristotelian rhetoric and Arabic balāghah within the context of Teaching Arabic as a Foreign Language (TAFL), with a particular focus on speaking skills (maharah al-kalām). Using a conceptual comparative approach, the study analyzes primary rhetorical texts and relevant secondary literature to identify differences in epistemological orientation, rhetorical mechanisms, and pedagogical implications. The findings reveal that Aristotelian rhetoric is grounded in rational–pragmatic persuasion, positioning language as an instrument to influence audiences, whereas Arabic balāghah is oriented toward the appropriateness of meaning and context, viewing language as a system of contextualized meaning. These differences result in distinct approaches to speech design, rhetorical evaluation, and assessment in TAFL. The study argues that uncritical adoption of Aristotelian rhetorical frameworks risks neglecting the language-specific and contextual nature of Arabic rhetoric. Consequently, it proposes an integrative pedagogical perspective that combines the structural strengths of Aristotelian rhetoric with the linguistic–pragmatic foundations of Arabic balāghah to enhance the teaching of Arabic speaking skills.

Constructivist Principles in Arabic Reading Instruction: An Analysis of the Fathul Kutub Program in an Islamic Boarding School

2026-01-09T13:04:06+07:00

This study examines how constructivist learning principles are manifested in Arabic reading instruction through the Fathul Kutub program in an Islamic boarding school and explores the learning processes that characterize students’ engagement with Arabic texts. Employing a qualitative case study design, data were collected through classroom observations, semi-structured interviews with students and teachers, and document analysis. The findings reveal that Arabic reading instruction in the Fathul Kutub program is characterized by active student engagement, gradual meaning construction, and facilitated learning interactions. Text comprehension does not emerge instantly but develops through a sequence of independent reading, peer discussion, and guided clarification. Teachers play a facilitative role by prompting students’ thinking and supporting meaning-making rather than providing direct explanations. The study highlights Arabic reading instruction as a learning process shaped by interaction among learners, texts, and pedagogical practices. Rather than evaluating program effectiveness, this study contributes conceptually by emphasizing a process-oriented understanding of qirā’ah instruction within a pesantren context

AI-Augmented Game-Based Learning for Enhancing Arabic Speaking Skills: Evidence from a Quasi-Experimental Study

2026-01-10T09:22:58+07:00

This study investigates the effectiveness of AI-augmented game-based learning in enhancing Arabic speaking skills (maharah kalām) among junior secondary students. Employing a quasi-experimental design with a pretest–posttest control group, the study was conducted at SMP Islam Baitul Qur’an Riau involving 40 students divided into an experimental group and a control group. The experimental group received Arabic speaking instruction through a Truth or Dare game designed with instructional support from artificial intelligence, while the control group followed conventional instruction. Data were collected through speaking tests and analyzed using paired-samples and independent-samples t-tests. The findings reveal that both groups showed improvement; however, the experimental group demonstrated a significantly higher increase in speaking performance than the control group. These results indicate that integrating game-based learning with AI-supported instructional design can create a more interactive and communicative learning environment, thereby effectively improving Arabic speaking skills

Bridging Fusha and ‘Ammiyah: Rethinking Arabic as a Foreign Language Curriculum in Diglossic Contexts

2026-01-15T14:34:17+07:00

Although Arabic diglossia between fusha and ‘ammiyah has been widely examined in sociolinguistic studies, Arabic as a Foreign Language curricula in Indonesia largely remain fusha-centered and structurally oriented, with limited attention to the sociolinguistic and communicative realities of Arabic-speaking communities. This study addresses this gap by examining the functional use of fusha and ‘ammiyah in social interaction and analyzing their implications for Arabic language curriculum development in Indonesia. Employing a descriptive qualitative approach based on a critical review of relevant sociolinguistic and pedagogical literature, this research synthesizes conceptual findings on Arabic diglossia and curriculum orientation. The findings indicate that the dominance of a fusha-centered structural approach creates a mismatch between learners’ linguistic competence and the communicative practices of native Arabic speakers, who predominantly rely on ‘ammiyah in everyday interaction. This study contributes to Arabic language pedagogy by proposing a conceptual framework for integrating selective ‘ammiyah elements into the curriculum alongside the development of intercultural communicative competence. Such integration is expected to enhance learners’ contextual, pragmatic, and sociocultural abilities, enabling more effective and authentic communication in real-life Arabic-speaking environments.

Enthusiasm and Participation in Arabic Language Learning: A Qualitative Case Study in an Islamic Primary School Based on Curran’s Theory

2026-01-16T10:26:12+07:00

This study identifies problems in Arabic language learning by examining student enthusiasm, participation and influencing factors. Using qualitative case explanatory field research, data wre collected through observation, interviews, and open-ended questionnaires from fifth grade students of the Islamic Special Program (Takhasus) at Madrasah Ibtida’iyah (MI) Taufiqiyah Semarang. The findings indicated that low enthusiasm and participation are influenced by limited learning motivation, insufficient teacher resources, perceptions of Arabic as a difficult subject, and limited instructional variation. These findings align with Charles Curran's theory, which emphasizes emotional support and a sense of security in learning. The use of interactive strategies such as educational games, group discussion, quizzes, and reward programs, was found to increase student engagement and interest. This study contributes theoretically and practically by enriching the literature on Arabic learning problems related to students’ enthusiasm and participation and providing evidence based insights to support instructional practices in Islamic elementary education.