Alibbaa': Jurnal Pendidikan Bahasa Arab

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

Sitti Wardatul Humairoh, Nurul Hadi, Umi Hanifah — Fri, 02 Jan 2026 11:10:32 +0700

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

Gilang Mahirul Mursyid — Tue, 06 Jan 2026 19:59:08 +0700

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

Muhammad Dhiya’ Syaifullah, Kamal Yusuf, Sovia Fahraini — Thu, 08 Jan 2026 20:48:11 +0700

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

Nisa Ainul Itsna, Agus Yasin, Najma Ulayya Alfany — Fri, 09 Jan 2026 09:44:58 +0700

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

Mustaghfirin, Masrun, Rusdi — Sat, 10 Jan 2026 09:21:34 +0700

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

Nursyahidatul Urwati, Zailani Novian, Abd Syakur, Sarah Salsabila, Hesti Agustin — Thu, 15 Jan 2026 14:31:56 +0700

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

Lutfiya Naillul Muna, Inayah Inayah, Zulaikha Zulaikha, Mufidah Mufidah — Fri, 16 Jan 2026 10:25:08 +0700

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 and providing evidence-based insights for instructional practices in Islamic elementary education, and recommends further quantitative or mixed-method research.

Readability of a Translated Nazam Text: The Case of Tafsīriyah Muqaddimah Jazariyah in Arabic Language Pedagogy

Shafa Salsabila, Rinaldi Supriadi — Sat, 24 Jan 2026 10:21:20 +0700

Readability research has largely focused on prose-based texts, leaving translated nazam materials in Arabic language pedagogy underexplored. This study investigates the readability of the Indonesian translation module of Tafsīriyah Muqaddimah Jazariyah by Abu Ezra al-Fadhli within the framework of Arabic language pedagogy. Using a qualitative descriptive approach, three discourse samples from the beginning, middle, and end sections of the module were analyzed through the Gunning Fog Index as a heuristic tool to assess linguistic load based on sentence length and lexical density. The results show an average Fog Index score of 6.08, indicating that the module is generally categorized as easy to read, although variations in readability appear across sections. The findings demonstrate that sentence structure plays a more significant role in pedagogical accessibility than lexical complexity alone. This study highlights the need to interpret readability formulas critically when applied to translated nazam texts and contributes to a genre-sensitive understanding of readability in Arabic instructional materials.

Fostering Mahārah Kitābah through Picture-Based Controlled Writing with AI-Generated Visual Stimuli

Riqqa Aurelia Nandatasia; Ahmad Rizki Nugrahawan — Sun, 25 Jan 2026 16:05:49 +0700

Although visual-based approaches have been applied in Arabic writing instruction, their integration with controlled writing remains underexplored. This study examines the effectiveness of Picture-Based Controlled Writing in improving Arabic writing skills, known as mahārah kitābah, among tenth-grade students at MA Al-Falah Klender. Using a quantitative quasi-experimental design, 22 students were divided into experimental and control classes. The treatment combined sequenced visual stimuli with controlled writing tasks through guided sentence completion to help students organize ideas and use Arabic grammatical structures more accurately. To strengthen the quality and consistency of learning resources, generative AI was employed to create the visual stimuli and selected sentence prompts used in instructional materials as well as the pre-test and post-test. The experimental class showed a moderate learning gain with an N-Gain value of 0.53, suggesting the potential of the Picture-Based Controlled Writing approach in supporting Arabic writing development.

Interactive Metadiscourse in Arabic Abstracts: A Comparative Study of Kitābah Implications for Native and Non-Native Writers

Siti Nursa'adah, Syihabuddin, Rinaldi Supriadi — Sun, 25 Jan 2026 19:29:36 +0700

This study investigates the use of interactive metadiscourse in Arabic research article abstracts, with particular attention to rhetorical differences between native Arab writers and non-native Indonesian writers. Metadiscourse in abstracts is crucial, as it shapes textual clarity, coherence, and the perceived credibility of scholarly work. Drawing on Hyland’s framework of interactive metadiscourse, this study analyzed forty Arabic research article abstracts, consisting of twenty abstracts written by native Arab authors and twenty by non-native Indonesian authors. The data were coded using a structured codebook and quantitatively analyzed to examine the distribution of interactive metadiscourse categories across both groups. The findings reveal significant rhetorical differences. Non-native writers tend to employ interactive metadiscourse more explicitly to signal research purposes, stages, and logical relations, while native writers rely more heavily on implicit cohesion, reflecting established Arabic rhetorical conventions. These patterns indicate that cultural and academic backgrounds play an important role in shaping abstract writing practices. By situating these findings within the perspective of contrastive rhetoric, this study extends existing metadiscourse research and provides pedagogical implications for improving kitābah instruction for non-native learners of Arabic.

Artificial Intelligence in Arabic Writing Instruction: Students’ Lived Experiences in Learning Maharah al-Kitabah

Agus Alfaya Arif, Adhi Setiyawan, Dudung Hamdun — Tue, 27 Jan 2026 13:45:17 +0700

Writing skills are increasingly marginalized in the rise of digital literacy practices. The rapid growth of Artificial Intelligence (AI) has not yet been accompanied by a well-established cyber-pedagogical framework capable of maintaining students’ independent writing competencies. This study aims to explore the lived experiences of Arabic Language Education students in utilizing AI within maharah al-kitabah learning and to analyze its implications for writing proficiency and academic ethics. A qualitative phenomenological approach was applied through semi-structured interviews with 23 students actively using AI-based applications in Arabic writing activities. The findings reveal that AI is perceived as a cognitive support tool that assists students in generating ideas, improving grammatical structures, enriching vocabulary, and enhancing coherence and writing fluency. However, students also acknowledge the risks of dependency and reduced critical thinking if AI is used without proper pedagogical guidance. These results underline the need for a reflective and ethically grounded integration of AI in maharah al-kitabah instruction to ensure sustainable development of independent writing skills.

Aligning Curriculum, Language, and Learners: An Evaluation of Arabic Reading Materials in Primary Education

Sandia Al Maidah, Nino Indrianto, Faisol Nasar Bin Madi — Tue, 27 Jan 2026 15:14:05 +0700

This study examines the alignment of Arabic reading (maharah qirā’ah) instructional materials with the Indonesian curriculum policy KMA 183 of 2019 and evaluates their linguistic quality and pedagogical relevance in primary education. Using a qualitative content-based approach, the study analyzed an Arabic textbook for Grade 3 through document analysis, classroom observation, and semi-structured interviews. The findings show that the materials are generally aligned with curriculum requirements at the level of early reading competence, particularly in vocabulary recognition and simple sentence structures. However, the linguistic content demonstrates limited variation and a relatively flat progression of difficulty, while reading activities predominantly emphasize decoding and literal comprehension. Observational and interview data confirm that classroom practices largely replicate these patterns, with limited opportunities for contextual meaning-making. The study highlights a gap between curriculum expectations and pedagogical realization, emphasizing the need for instructional materials that better support gradual and meaningful reading development in primary Arabic education.

قيمة الحنين في شعر محمود درويش وكياهي الحاج مصطفى بسري: دراسة في الادب المقارن | The Value of Longing in the Poetry of Mahmoud Darwish and K.H. Mustofa Bisri: A Comparative Literature Study

Wed, 28 Jan 2026 11:47:33 +0700

This article examines the value of longing in the poems “Ilā Ummī” by Mahmud Darwish and “Ibu” by K.H. Mustofa Bisri through a comparative literature approach. The study aims to explain how longing is constructed differently in two cultural contexts, Arab-Palestinian and Indonesian. The method employed is qualitative with a close reading technique, grounded in Raymond Williams’s Cultural Materialism approach, which views literary works as cultural practices. The analysis focuses on longing as a value that shapes human relations with the self, with others, and with the origins of life. The findings show that in Darwish’s poetry, longing functions as a cultural response to experiences of alienation and loss, whereas in Gus Mus’s poetry, longing serves as an ethical reflection on sustained relationships. These findings confirm that longing is not merely a personal emotion, but a cultural value shaped by the social and historical conditions of the poet. This study contributes to comparative literature by positioning longing as an analytical category based on cultural context.

Arabic Language Learning Management Practices in a Non-Formal Course Institution: Evidence from At-Tasnim, Indonesia

Fri, 30 Jan 2026 08:12:08 +0700

This study examines Arabic language learning practices in a non-formal course institution through an institutional case study approach. Employing a qualitative design, the research focuses on how Arabic language learning is planned, organized, implemented, and evaluated in Lembaga Kursus Bahasa Arab (LKBA) At-Tasnim, Yogyakarta, Indonesia. Data were collected through semi-structured interviews with a key institutional actor and supported by document analysis. The findings reveal that Arabic language learning is managed as a structured and progressive process, characterized by an internally designed curriculum, a tiered learning system, flexible yet controlled implementation, and a staged evaluation mechanism oriented toward mastery of language competencies. The study also shows that institutional factors, such as organizational vision, leadership, and the integration of linguistic and religious orientations, play a central role in shaping learning practices. This research contributes to the field of Arabic language education by highlighting how non-formal institutions can organize Arabic language learning in a systematic and meaningful manner beyond formal education settings.

Integrating Puzzle-Based Learning Activities into Arabic Reading Skills Instruction: A Development Study

Fri, 30 Jan 2026 12:55:04 +0700

This study aimed to develop a broken text puzzle learning media to support Arabic reading skill learning on the at-taʿāruf topic for seventh-grade students at MTs Ar-Rois Cendekia Semarang. A research and development approach using the ADDIE model was employed, consisting of analysis, design, development, implementation, and evaluation stages. The media was validated by material, language, and media experts to assess its feasibility, while student responses were used to determine practicality and acceptance. Expert validation indicated that the media met the “very feasible” criteria in terms of content, language, and visual design. Student responses showed a high level of engagement and positive perception, with the majority categorizing the media as very positive. The broken text puzzle integrates cooperative, game-based learning, encouraging students to arrange fragmented texts into coherent passages. The findings suggest that this interactive media can support reading comprehension and engagement, and provide a model for future research on innovative Arabic learning approaches.

Politeness Strategies in Arabic Request Speech Acts by Non-Native Speakers at Ma'had Al Imarat

Sat, 31 Jan 2026 07:04:03 +0700

This study aims to identify the request strategies employed by non-native speakers of Arabic and to analyze how these strategies reflect politeness orientations within the framework of pragmatic competence. A descriptive qualitative approach was adopted, with data collected through a Discourse Completion Test (DCT) consisting of ten communicative situations. The participants were twenty intermediate-level students at Ma’had Al Imarat Bandung. The data were analyzed by integrating the Cross-Cultural Speech Act Realization Project (CCSARP) model and Brown and Levinson’s politeness theory. The findings reveal that the dominant request strategy used by non-native speakers is the conventionally indirect strategy, particularly the query preparatory, which is consistently associated with negative politeness. In contrast, positive politeness strategies occur relatively infrequently. These results indicate that the selection of request and politeness strategies is strongly influenced by the Ma’had’s socio-cultural context, which emphasizes hierarchy and pragmatic caution. Therefore, this study recommends the explicit integration of pragmatic competence, particularly request and politeness awareness, into Arabic language instruction

Constructing Servanthood in Popular Islamic Music: A Semiotic Analysis of Maher Zain’s “Qalbi Sajad”

Rahima Wandra Prasetya, Laily Fitriani — Fri, 06 Feb 2026 09:11:49 +0700

Arabic religious songs have become an important medium for expressing and transmitting Islamic values; however, their lyrical meanings are often overlooked due to linguistic barriers and listeners’ focus on musical elements rather than textual interpretation. Despite the popularity of Qalbi Sajad, scholarly studies that examine its ideological meaning construction through semiotic analysis remain limited. This study aims to analyze how the concept of servanthood is constructed in the lyrics of Qalbi Sajad through denotative, connotative, and mythological levels of meaning using Roland Barthes’ semiotic framework. Employing a qualitative semiotic approach, this study analyzes selected lyrical expressions as cultural signs operating within a system of signification. The findings reveal that servanthood is represented denotatively through acts of worship such as prostration, calling, supplication, and crying; connotatively through inner devotion, spiritual communication, absolute dependence, and unconditional love; and mythologically through the naturalization of Islamic ideological values such as tauhid, tawakkal, and mahabbah as the existential condition of the servant. By extending Barthes’ concept of myth to contemporary Arabic religious song lyrics, this study contributes to semiotic scholarship and Islamic cultural studies, while also highlighting the pedagogical potential of Arabic religious songs as authentic materials in Arabic language education.

Arabic for Specific Purposes in Islamic Higher Education: Systemic Learning Challenges among Non-Pesantren Students

A. Gazali, Nihayatur Rahmah, Roychan Yasin, Muhammad Ridwan, Alya Raihana Sari — Sat, 07 Feb 2026 17:05:19 +0700

Arabic competence is essential in Sharia Accounting programs for accessing Islamic legal sources and disciplinary terminology. However, non-pesantren students often face persistent difficulties due to limited prior exposure and misaligned instructional practices. This study investigates the systemic challenges of Arabic language learning among non-pesantren students in the Sharia Accounting Program at the State Islamic University of Madura. Using a qualitative descriptive approach, data were collected through classroom observations, semi-structured interviews, and document analysis, and analyzed through triangulation. The findings reveal that learning challenges are structural in nature and arise from the interaction of three dimensions: linguistic–cognitive limitations, affective disengagement, and pedagogical–institutional mismatch. Instructional designs that assume prior Arabic competence increase cognitive load, limit communicative development, and indirectly generate anxiety and low motivation. The significance of this study lies in its contribution to understanding Arabic learning difficulties as a systemic issue rather than an individual deficit, providing empirical evidence to inform curriculum alignment, pedagogical reform, and the development of Arabic for Specific Purposes (ASP) in Sharia Accounting within Islamic higher education.

Patterns, Challenges, and Implications of Communicative Language Teaching (CLT) in Arabic Speaking Instruction at MI, MTs, and MA Levels: A Systematic Literature Review

Nisa Yuliya Nurpadilah, Sopwan Mulyawan, Nanin Sumiarni — Mon, 09 Feb 2026 15:48:09 +0700

Arabic speaking skills are a core component of communicative Arabic proficiency; however, instructional practices in madrasahs remain predominantly grammar-oriented and insufficiently communicative. This condition highlights the need for a systematic synthesis of empirical evidence on the implementation of Communicative Language Teaching (CLT) in Arabic speaking instruction. This study aims to examine implementation patterns, pedagogical challenges, and reported benefits of CLT in teaching Arabic speaking skills at the Madrasah Ibtidaiyah (MI), Madrasah Tsanawiyah (MTs), and Madrasah Aliyah (MA) levels. Employing a Systematic Literature Review (SLR) guided by the PRISMA framework, literature searches were conducted using Google Scholar and Semantic Scholar. Fourteen peer-reviewed articles published between 2020 and 2025, written in Indonesian, Arabic, or English, and indexed in SINTA 1-3 or reputable international journals were selected. The synthesis reveals that CLT implementation is adaptive across educational levels and consistently enhances students’ speaking proficiency, self-confidence, and learning motivation. Nevertheless, persistent challenges include limited teacher competence, passive learning culture, and the lack of supportive Arabic-speaking environments. These findings have pedagogical implications for strengthening communicative-oriented Arabic language instruction in madrasah contexts.

Pragmatic Amplification and Rhetorical Patterning in Arabic Political Interview Discourse

Diah Ayu Sri Nariyati, Ma’rifatul Munjiah — Thu, 12 Feb 2026 11:42:40 +0700

This study examines conversational implicatures and departures from Grice’s maxims in political interviews on Al Jazeera Arabic’s YouTube platform, focusing on their linguistic realization in contemporary formal spoken Arabic. Employing a qualitative pragmatic approach, the data consist of purposively selected interview excerpts that indicate maxim-related departures. The analysis began with structural-linguistic examination before categorizing instances under the maxims of quantity, quality, relevance, and manner and identifying the implicatures produced. The findings reveal the dominance of quantity and quality departures, linguistically manifested through informational expansion, categorical declaratives, evaluative intensification, and temporal projection. Rather than representing conversational breakdowns, these patterns function as rhetorically structured devices embedded in Arabic media discourse. The study contributes to Arabic pragmatic scholarship by demonstrating the need for language-sensitive application of Gricean theory and offers pedagogical implications for developing pragmatic literacy in advanced Arabic language instruction.