LISANIA: Journal of Arabic Education and Literature

EQAWI: An E-Book for Qawāʿid al-Lughah al-ʿArabiyyah Al-Ibtidāiyyah Based on Student-Centered Learning

Moh Fauzan, Moch Wahib Dariyadi, Moh. Fery Fauzi; Said Ardif — Fri, 19 Jun 2026 00:00:00 +0000

This study aims to develop an Electronic Book Qawāʿid al-Lughah al-ʿArabiyyah (EQAWI) based on Student-Centered Learning (SCL) and to evaluate its feasibility. The developed EQAWI was tested on students of the Department of Arabic Literature, State University of Malang (DSA UM). Development comprises five steps: analysis, planning, development, evaluation, and revision. To determine the feasibility of EQAWI, the product was validated by material experts, media specialists, and lecturers of the Qawāʿid al-Lughah al-ʿArabiyyah Al-Ibtidāiyyah course at DSA UM. The final product, an Electronic Book (e-book), consists of 28 chapters, including cover pages, remarks by the head of DSA UM, introduction, table of contents, the main texts, references, and the author’s curriculum vitae. The EQAWI e-book was designed to support independent and interactive learning through the implementation of Student-Centered Learning principles. It also provides systematic and accessible materials that help students understand Arabic grammar more effectively. In addition, the use of digital media in EQAWI is expected to increase students’ motivation and participation in the learning process. Validation scores were consistently high: 98% from material experts, 96% from media experts, and 95% from the course instructor, indicating that the product is highly feasible. Students' trials involving 20 students yielded a score of 94.25%, which also indicates that the product is highly feasible. Overall, EQAWI achieved an average score of 95.81%, confirming that the product is highly feasible and does not require revision.

Speech Intervention for Deaf-Autistic Students in Addressing Difficulties in Arabic Letter Pronunciation

Fri, 19 Jun 2026 00:00:00 +0000

Speech intervention for deaf-autistic students is a crucial yet under-researched area within Qur'an learning framework. Previous scholarship predominantly features visual and sign-language media, frequently neglecting touch-based articulation therapies like anatomical massage. This study aims to delineate targeted speech intervention models for deaf- autistic students and analyze the clinical factors dictating their implementation. Utilizing a qualitative descriptive design, primary data were gathered through field investigations at Qotrunnada Islamic Special School (SLB) in Bantul, Yogyakarta. The research subjects comprised four deaf- autistic students differentiated by age, hearing-loss severity, and behavioral spectrums. Data validation was secured via collaborative data triangulation involving the clinical expert consultant. The findings establish three primary empirical components of the intervention: (1) structured facial and lip desensitization massage, (2) targeted tongue placement training using customized spatels, and (3) systematic phonetic articulation drillings. Based on these components, the study presents three distinct pedagogical typologies categorized according to the students’ neurological and auditory baseline capacities. These results demonstrate that speech proficiency outcomes are strictly conditional upon individual attention spans and speech-organ elasticity rather than visual stimuli alone. Ultimately, this systemic framework provides an evidence-based roadmap for special education practitioners developing tactile speech therapy instruments for multi-disabled learners.

Semantic Change of Arabic Loanwords in Indonesian: A Comparative Analysis of Religious and Secular Contexts

Fri, 19 Jun 2026 00:00:00 +0000

This study examines the semantic changes of Arabic loanwords in Indonesian by comparing their use across religious and secular contexts. The analysis focuses on five Arabic loanwords—īmān, zakāt, ‘ilm, ‘ādil, and ḥākim—which were selected through purposive sampling based on their occurrence across multiple textual sources, morphological productivity, and conceptual significance in Indonesian discourse. Employing a descriptive qualitative approach, the study integrates semantic theory and Hockett’s language borrowing theory. Data were collected from the Kamus Besar Bahasa Indonesia (KBBI), religious texts, public speeches, digital media, and relevant academic literature. The analysis was conducted through identification, classification, and interpretation of contextual meanings. The findings indicate that īmān and ‘ilm have undergone semantic broadening, extending beyond their original religious meanings into wider social, psychological, educational, and intellectual domains. In contrast, zakāt and ḥākim have experienced semantic narrowing due to institutional specialization within religious, legal, and administrative contexts. Meanwhile, ‘ādil has undergone a connotative shift from a predominantly moral-religious concept to a more pragmatic socio-political meaning. From the perspective of language borrowing theory, the findings suggest that these loanwords exhibit characteristics consistent with the processes of adoption, adaptation, and assimilation within Indonesian. The study demonstrates that semantic change in loanwords is shaped not only by linguistic factors but also by social, cultural, and institutional developments. These findings contribute to a deeper understanding of the relationship between language contact, semantic change, and socio-cultural transformation in contemporary Indonesian society.

Speech Acts as a Communicative Strategy in Arabic Language Teaching

Muzakki Abdurrahman, Mahjatin Nabilah Syarofina, Nur Aqilah Lutfiya Rahma Opier — Fri, 19 Jun 2026 00:00:00 +0000

Arabic language learning requires effective communication between teachers and students to support classroom interaction. Differences in linguistic background and communicative competence may influence how messages are delivered and understood during learning activities. Therefore, tadāwul af‘āl al-kalām (exchange of speech acts) becomes important in creating meaningful classroom communication. Speech acts also function as communicative tools that help teachers manage instruction and assist students in responding appropriately during classroom interaction. Through effective speech acts, the learning process can become more active, interactive, and learner-centered. This study aims to examine the forms, functions, and meanings of speech acts in Arabic classroom interaction and their role as communicative strategies in learning activities. This research employed a qualitative method using a pragmatic discourse analysis approach. Data were collected through classroom observation, interviews, and documentation at grade 10 of MAN 2 Gresik. The analysis focused on speech act dimensions, including locutionary, illocutionary, and perlocutionary acts, as well as speech act categories consisting of directive, assertive, expressive, commissive, and declarative forms. The findings show that teachers predominantly used directive speech acts to organize classroom activities and encourage participation. Students commonly employed assertive speech acts to express understanding and provide responses, while expressive and commissive speech acts appeared in emotional and participatory contexts. These findings indicate that speech acts contribute to classroom interaction by supporting communication, participation, and learner engagement. The use of speech acts in Arabic language learning may help create a more interactive and communicative learning environment.

Development of Arabic Pocket Dictionary for Hajj and Umrah Based on Communication Needs in Places of Worship

Amalia Fauziah Rahma, Zukhaira — Fri, 19 Jun 2026 00:00:00 +0000

This study aims to develop an Arabic Pocket Dictionary for Hajj and Umrah to support pilgrims’ communication during worship activities. The study used a modified 4D model consisting of the Define, Design, and Develop stages. Data were collected through questionnaires and interviews to identify pilgrims’ language needs. Based on these needs, the researchers developed an A6-sized Arabic-Indonesian pocket dictionary containing thematic vocabulary and commonly used expressions for Hajj and Umrah activities. Expert validation showed a feasibility score of 94.06%, indicating that the dictionary is highly feasible as a communication and learning resource for pilgrims. However, this study did not examine the effectiveness of the dictionary in actual communication situations.

Separation Symbols in Al-Muqaddimah Ath-Thalaliyyah of Al-Mu’allaqāt by Tharafah ibn Al-ʿAbd: A Semiotic Analysis

Fri, 19 Jun 2026 00:00:00 +0000

This study examines the symbolic representation of separation in the first five verses of Al-Muqaddimah Ath-Thalaliyyah that opens Tharafah bin al-‘Abd al-Bakrī’s al-Mu‘allaqāt. The research aims to reveal how symbols of loss and longing are constructed through poetic imagery related to the poet’s separation from his beloved, Khaulah. The study employs a descriptive qualitative method using Michael Riffaterre’s semiotic framework, including heuristic and hermeneutic readings, as well as the identification of the matrix, model, variants, and hypogram. The heuristic reading focuses on linguistic structures, while the hermeneutic reading interprets deeper literary meanings within the poem’s cultural context. The findings show that emotional suffering caused by separation functions as the matrix governing the poem’s symbolic structure. This meaning is represented through images of abandoned ruins, fading tattoo marks, and ships crossing the waterways of Dad Valley as symbols of memory and Khaulah’s departure with her tribe. The analysis also reveals an intertextual relationship with Imru’ al-Qays’ al-Mu‘allaqāt, especially in the motif of companions consoling a grieving lover. The study also shows that symbolic expressions in the poem reflect the emotional condition of the poet and the cultural traditions of pre-Islamic Arab society. In addition, the use of semiotic analysis helps uncover implicit meanings that are not directly expressed in the text. This study contributes to Arabic literary studies by showing how Riffaterre’s semiotic theory uncovers symbolic structures and cultural meanings in classical Arabic poetry.

Rhetorical Moves in the Abstracts of Arabic Research Articles in Journals Indexed in Scopus and SINTA

Zakia Jauharotul Munfarida, Jenal Bustomi, Muhammad Ibnu Pamungkas — Fri, 19 Jun 2026 00:00:00 +0000

This study aims to analyze and compare the rhetorical move structures of Arabic-language journal article abstracts indexed in Scopus and Sinta based on Hyland’s (2000) five-move model. A genre analysis framework using a comparative corpus linguistics method was employed to examine rhetorical structures and linguistic features in academic abstracts. The corpus consists of 35 journal article abstracts selected through purposive sampling, covering Scopus (Q1, Q3, Q4) and Sinta (S1–S6) journals. The data were analyzed to identify the frequency and distribution of each rhetorical move. The findings show high consistency (>86%) in Purpose (Move 2), Method (Move 3), and Product (Move 4) across both groups. Variations appear in contextualization and concluding elements. Sinta journals show higher Move 1 frequency (90%), whereas Scopus journals show lower Move 1 (40%) and higher Move 5 (80%). Differences were identified in rhetorical preferences, particularly in the balance between background information and concluding statements. Move 5 occurred less frequently in the Sinta corpus than in internationally indexed journals, indicating differences in rhetorical emphasis between national and international publication contexts. These findings suggest that internationally indexed journals tend to emphasize research implications and concluding remarks more consistently. Furthermore, the findings may serve as a useful reference for researchers and students in improving the effectiveness and quality of academic abstract writing. The study also contributes to genre analysis research by providing empirical data on rhetorical practices in Arabic-language academic publishing contexts.

The Relationship between Self-Confidence and Arabic Speaking Skills among Arabic Education Students

Yolanda Selvy, Budi Sanjaya, Putri Hardiyanti — Fri, 19 Jun 2026 00:00:00 +0000

This research aims to determine the level of students’ self-confidence, the level of Arabic speaking skills proficiency, and the relationship between self-confidence and speaking skills in Arabic language learning. This study employed a quantitative correlational design using random sampling. The subjects were students of the Arabic Language Education Study Program at Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi. A total of 63 students completed the self-confidence questionnaire, while 54 students were selected for the speaking test based on the Krejcie and Morgan sample size table. Data were collected through a Likert-scale questionnaire and an Arabic speaking interview test, then analyzed using descriptive statistics and Pearson Product Moment correlation. The results show that the students’ self-confidence level is in the high category (M = 3.43, SD = 0.69), with the self-efficacy and resilience aspects obtaining the highest average scores (M = 3.82, SD = 0.68) and (M = 3.64, SD = 0.55), while the social anxiety aspect shows the lowest score (M = 2.83, SD = 0.80). Students’ speaking proficiency is generally categorized as good, with the highest percentages found in comprehension (56.3%) and pronunciation (51.6%), although variations still appear in vocabulary and fluency aspects. The correlation test results indicate that the relationship between self-confidence and speaking skills is positive but very weak and not statistically significant (r = 0.161; p = 0.246). These findings suggest that self-confidence alone does not significantly influence students’ Arabic speaking ability without support from other linguistic and pedagogical factors. In addition, the findings highlight the importance of integrating psychological and instructional aspects in improving Arabic speaking competence among university students.

Social Media Trends in Arabic Language Learning at the University of Muhammadiyah Malang and KH. Abdul Chalim

M. Ainur Roziqi, Abdul Haris, Alfa Naja Imamuna — Fri, 19 Jun 2026 00:00:00 +0000

This study aims to compare social media use trends, student characteristics, and the supporting and inhibiting factors in Arabic language learning at Universitas Muhammadiyah Malang (UMM) and Universitas Abdul Chalim (UAC) Mojokerto. A mixed-methods approach with a Parallel Convergent Design was employed, in which quantitative and qualitative data were collected and analyzed simultaneously but separately. Quantitative data were obtained through questionnaires administered to 80 students, while qualitative data were gathered through interviews with 10 informants. The findings revealed that students at both universities primarily used YouTube and WhatsApp as the main platforms for Arabic language learning. Students at UMM tended to focus on searching for learning materials and developing independent learning, whereas students at UAC more intensively utilized WhatsApp as a collaborative medium for completing academic assignments, reflecting the collective culture of the pesantren-based environment. Furthermore, the major challenge identified in both institutions was the high level of non-academic social media use, which often distracted students from learning activities. The findings also indicate that differences in institutional culture influence students’ preferences and patterns of social media use in the learning process. These findings provide important implications for the development of digital-based Arabic language learning curricula and instructional models that are more adaptive to local social and cultural contexts.

Exploring Self-Directed Learning to Enhance Arabic Language Skills among Pre-Service Teachers at an Indonesian Islamic University

Fri, 19 Jun 2026 00:00:00 +0000

This study aims to investigate the level of Self-Directed Learning (SDL) skills and the factors influencing them among preservice Arabic teachers in Indonesia. This study used a mixed-method approach with a sequential explanatory design. Quantitative data were collected through questionnaires completed by 262 students of the Arabic Language Education Study Program and supported by Focus Group Discussions. The results showed that students’ SDL levels varied, with learning strategies categorized as high (Mean = 3.71) and learning activities categorized as moderate (Mean = 3.18). Self-efficacy, social support, and institutional facilities were identified as the main supporting factors, while low intrinsic motivation and dependence on external feedback became the major inhibiting factors. The findings indicate that students’ SDL skills have developed but still require improvement, especially in motivation and self-evaluation. Therefore, institutional support through interactive learning strategies and digital learning resources is needed to strengthen students’ learning independence.

Educational Games in Arabic Language Learning: A Meta-Analysis of Outcomes and Moderating Factors

Fri, 19 Jun 2026 00:00:00 +0000

This study examined the effectiveness of educational games in Arabic language learning through a meta-analysis of 38 independent effect sizes from empirical studies conducted in various educational contexts. A random-effects model was used to estimate the overall effect and analyze moderator variables, including school level, country, language skill, game type, and sample size. The results showed a statistically significant and large overall effect of educational games on Arabic language learning outcomes (SMD = 1.649, 95% CI = 1.303–1.996, p < .001). However, substantial heterogeneity was found among the studies (I² = 93.02%), indicating variation across educational contexts. Subgroup analyses revealed positive effects across all moderator categories. The largest effects were identified among primary school students, studies conducted in Saudi Arabia, and interventions targeting speaking, listening, and writing skills. Traditional educational games produced slightly larger effects than digital games. Sensitivity analysis confirmed the robustness of the findings, although PET-PEESE analysis indicated the presence of publication bias and small-study effects. Overall, the findings suggest that educational games are a promising instructional approach for improving Arabic language learning outcomes across different educational settings. This study also contributes to Arabic language education research by identifying contextual factors associated with variations in learning outcomes.

Language and Thought in Classical Arabic Poetry: A Linguistic–Philosophical Analysis

Asep Majidi Tamam, Adi Supardi, Rohanda, Dadan Mardani — Fri, 19 Jun 2026 00:00:00 +0000

This article examines the relationship between language and thought in classical Arabic poetry from a linguistic–philosophical perspective. Language is viewed not only as a medium of expression but also as a framework for shaping human thought and worldview. In classical Arabic literary tradition, poetry functions as an intellectual and cultural space where linguistic structures, rhetorical devices, and symbolic expressions reflect rational, emotional, and spiritual ways of thinking. This study employs a qualitative approach using textual analysis and literary hermeneutics to analyze selected classical Arabic poems, including pre-Islamic poetry, the works of al-Mutanabbī, and Sufi poetry represented by Ibn al-Fāriḍ. The analysis focuses on linguistic features such as metaphor (isti‘ārah), symbolism, rhythm, and rhyme, and their role in constructing cognitive and philosophical meanings. Drawing on theories of linguistic relativity and conceptual metaphor, this study argues that poetic language in classical Arabic literature not only represents thought but also shapes it. The findings show that classical Arabic poetry reflects symbolic and analogical thinking, where language connects rational reflection, emotional experience, and spiritual awareness. This study contributes to Arabic literary and linguistic studies by highlighting the cognitive and philosophical dimensions of poetic language in the classical Arabic tradition.

لدى طلبة دبلوم التأهيل التربوي وممارساتهم التدريسية في جامعة دمشق (VARK) العلاقة بين أنماط التعلم المفضلة وفق نموذج فارك

Ebtisam Mohmed Fares — Fri, 19 Jun 2026 00:00:00 +0000

This study explored the relationship between preferred learning styles based on the VARK model and teaching practices among Diploma of Educational Qualification students at Damascus University using a descriptive-analytical design. A total of 120 students participated in the study, and data were collected through a VARK-based learning styles questionnaire and a teaching practices scale to identify students’ dominant learning preferences and instructional tendencies. The findings indicated that the kinesthetic learning style was the most dominant among students (M = 4.75), while teaching practices tended to emphasize auditory-verbal practices, with an overall moderate level (M = 3.27). The results also revealed no statistically significant relationship between learning styles and teaching practices (χ² = 6.829, p > 0.05), suggesting that preferred learning styles may not directly influence classroom teaching practices. Furthermore, multiple linear regression analysis showed that learning styles were not significant predictors of teaching practices (F = 0.682, p > 0.05). In addition, no statistically significant differences were found in either learning styles or teaching practices based on gender, college type, or years of experience, indicating relatively similar instructional tendencies among participants regardless of demographic background. Based on these findings, the study recommends enhancing teachers’ use of diverse instructional strategies that accommodate various learning styles and developing effective guidelines to improve teaching practices, while also emphasizing the importance of learner-centered approaches in teacher preparation programs.

الحقائق الإنسانية في شخصية عبد الكريم بقصة "أرخص الليالي" ليوسف إدريس: دراسة في البنيوية الجينية عند لوسيان غولدمان

Mohammad Farhan Kholil, Andi Holilulloh, Fouad Larhzizer — Fri, 19 Jun 2026 00:00:00 +0000

This research analyzes the human realities represented in Abdul Karim’s character in Yusuf Idris’s short story “Arkhas al-Layali” (“The Cheapest Nights”) through Lucien Goldmann’s Genetic Structuralism framework. Using a qualitative descriptive method and close reading of the original Arabic text, the study examines the relationship between social and individual realities reflected in the character’s experiences. The findings show that structural poverty, unequal power relations, and oppressive social conditions shape Abdul Karim’s life, while his reflective awareness and symbolic resistance reveal individual agency and social consciousness. The analysis demonstrates that social structures do not fully determine individual consciousness, as the character continues to resist domination through language and imagination. Abdul Karim ultimately represents the worldview of the oppressed rural class in postcolonial Egyptian society. The study also highlights literary language as a medium for expressing social criticism and human suffering in Egyptian rural life, particularly through symbolic narration and psychological representation. Furthermore, the findings illustrate the close connection between literary structure and social reality in shaping the character’s worldview and existential struggles. This study confirms the relevance of Goldmann’s Genetic Structuralism in analyzing modern Arabic literature.

تطوير معجم الاقتران اللفظي العربي وتوظيفه فى تعليم الإنشاء الموجه لطلبة الجامعة

Moh. Munir, Rizka Eliyana Maslihah — Fri, 19 Jun 2026 00:00:00 +0000

This article aims to describe the outcomes of Insyā’ Muwajjah learning for university students through the use of an Arabic collocation dictionary. The study employed a mixed-method approach with a Sequential Exploratory Design integrating Research and Development (R&D) and qualitative methods. The Borg and Gall R&D model was used to develop an Arabic collocation dictionary tailored to students’ needs, while the qualitative approach examined its implementation through classroom observations and interviews. The novelty of this study lies in the application of an Arabic collocation dictionary specifically designed for Insyā’ Muwajjah learning. The findings indicate that the dictionary effectively supports students in improving their Arabic writing skills through the integration of Arabic collocations into learning materials and writing exercises based on specific themes.