Insyirah: Jurnal Ilmu Bahasa Arab dan Studi Islam

Stand Up and Speak: Implementing the ‘Qum Takallam’ Method to Foster Arabic Oral Expression

2025-11-24T10:40:34+00:00

The mastery of Arabic mahārah kalām (speaking skills) remains one of the most challenging aspects of foreign language pedagogy, especially in non-Arabic speaking contexts where learners often possess adequate knowledge of vocabulary and grammar but struggle with fluency, confidence, and spontaneous oral performance. This study introduces and evaluates the Qum Takallam method, a pedagogical approach that requires students to “stand up and speak” in Arabic for ten minutes on a chosen or spontaneous topic. Conducted at Darullughah Wadda’wah Boarding School in Pasuruan, Indonesia, the research employed a mixed-methods design involving 30 intermediate-level male students. Data were collected through pre- and post-tests of oral expression, classroom observations, and semi-structured interviews, and analyzed using paired sample t-tests and thematic analysis. The quantitative results demonstrated significant improvements across fluency, vocabulary, and confidence, with large effect sizes, while accuracy improved more modestly. Qualitative findings revealed that the method reduced anxiety, fostered autonomy, and encouraged peer learning, although some students continued to struggle with coherence and persistent grammatical errors. These outcomes align with previous research on communicative and experiential learning yet extend the discussion by situating spontaneous stand-up speaking within Arabic pedagogy. Overall, the Qum Takallam method provides a simple, low-cost, and sustainable strategy for integrating structured oral practice into Arabic curricula. By balancing linguistic creativity with communicative competence, it contributes to developing confident and expressive Arabic speakers, while highlighting the need to complement fluency-focused approaches with explicit grammar instruction.

The Adaptation of Madurese Local Culture in The Translation of Tarbiyatus Shibyan

2026-05-07T14:53:02+00:00

This study explores the adaptation of Madurese local culture in the translation of Tarbiyatus Shibyan by K.H. Muhammad Habibullah Ra’is, specifically focusing on the chapter Adab al-Ta‘allum (Ethics of Students in Seeking Knowledge). The research addresses the limited scholarly attention to how regional languages, particularly Madurese, serve as cultural mediators in translating classical Islamic texts used in pesantren (Islamic boarding schools). This gap highlights the need to understand translation not only as linguistic transfer but also as a process of cultural and educational transmission. Employing a descriptive qualitative method, the study applies content analysis to examine the Arabic source text and its Madurese translation. The findings reveal that the translation process adopts a communicative and contextual approach that reflects the integration of Islamic educational values with Madurese cultural expressions. The use of local idioms and moral expressions effectively strengthens students’ ethical awareness, respect, and spiritual responsibility. Moreover, the translation demonstrates that local languages function as cultural bridges in sustaining religious education and preserving local wisdom within the Islamic boarding schools tradition.

The Influence of Age Gap on Differentiated Arabic Language Learning in Heterogeneous Students at Sekolah Indonesia Makkah

2026-02-20T14:42:22+00:00

This study employed a quantitative approach with a correlational comparative design to analyze the relationship between students’ age and Arabic language learning outcomes and to identify factors influencing age differences in Arabic language learning at Sekolah Indonesia Makkah. From a total population of 77 students, a sample of 20 students was selected using purposive sampling based on specific research criteria, particularly students who had complete academic records and were enrolled in heterogeneous classes with noticeable age variation. Data were collected through report card documentation and questionnaires measuring learning readiness, motivation, learning environment, and parental support. Considering the relatively small sample size, non-parametric statistical techniques were applied to ensure the robustness of the analysis. Data were analyzed using the Spearman Rank correlation test, independent sample tests, and multiple linear regression with SPSS version 25. The findings indicate that student age has no significant relationship with Arabic learning outcomes (correlation value = 0.012; sig. = 0.959 > 0.05). Similarly, the independent sample test shows no significant differences in learning outcomes among different age groups (sig. = 0.791 > 0.05). These results suggest that age differences do not significantly influence students’ Arabic learning outcomes, indicating that age is not a primary factor determining students’ success in heterogeneous classes. Instead, learning motivation particularly intrinsic motivation plays a crucial role in encouraging students to achieve optimal learning outcomes. Therefore, efforts to improve students’ achievement should focus on strengthening intrinsic motivation.

Are There Gender Differences in Politeness? A Sociopragmatic Analysis of Guests’ Opinions in Podcast

2026-05-22T06:31:01+00:00

Studies on language and gender describe females as more polite, indirect, and cooperative, while males are portrayed as more assertive. However, these generalizations do not fully reflect the complexity of language use in the Arab digital context, as Arabic language use remains deeply embedded in gender-based social structures, including politeness. Podcasts, as an emerging digital medium, offer a more open space where guests may negotiate or even shift these expectations. This study raises an important question: do gendered politeness patterns in podcasts indicate a shift from traditional stereotypes, or continue to reflect established norms? This study examines two Finjān podcast episodes by (1) identifying the politeness strategies employed by male and female guests when expressing opinions and (2) examining the patterns and trends in its use. Employing a descriptive qualitative approach, the data were collected through Simak method and analyzed using Brown and Levinson’s (1987) framework. Findings reveal that both guests employed all four strategies: bald on record, positive politeness, negative politeness, and off record, but with varying frequencies. Positive politeness was the most used by guests, reflecting the importance of solidarity and interpersonal closeness in discussions on parenting. The female guest consistently employed a combination of positive and negative politeness to maintain conversational harmony, while male guests, in addition to positive politeness, also employed off record strategies, including metaphors and illustrative examples, to reduce face threats. These tendencies suggest a subtle reshaping of gendered norms in digital interaction, while still reflecting broader social expectations.

Direction in Student-Centered Arabic Language Learning: The Actualization of Discovery Learning

2026-04-13T14:59:03+00:00

Arabic language learning occupies a strategic position in education but still faces complex challenges, particularly the dominance of teacher-centered learning methods. Discovery learning emerges as a solution by encouraging students to become more active through independent inquiry, integrating the four language skills, and promoting a student-centered learning approach. This study employs a mixed-method design with an explanatory sequential approach, combining qualitative and quantitative analyses. Data were collected through observation, interviews, questionnaires, documentation, and tests. Qualitative data were analyzed through data reduction, presentation, and conclusion drawing, while quantitative data were analyzed using normality testing, N-Gain, and hypothesis testing. The findings reveal that before implementing discovery learning, students experienced difficulties understanding Arabic, teachers did not prepare written lesson plans, and evaluation focused mainly on grammar, translation, and vocabulary. After implementation, learning shifted to a student-centered model where students became more active and engaged. The application of discovery learning also enhanced conceptual understanding, learner autonomy, and academic achievement. This improvement was demonstrated by a significant difference between the pre-test mean score of 36.5 and the post-test mean score of 82.8, with hypothesis testing results of 0.000 < 0.05. Therefore, the implementation of discovery learning has a positive and significant impact on Arabic language learning outcomes.

Development and Feasibility Test of UNO Card Learning Media to Improve Understanding of Kāna wa Akhwātuhā Material in Islamic High School Students: A Study at MAN 20 Jakarta

2026-05-25T08:16:12+00:00

Due to the abstract nature of Arabic grammar and the lack of engaging classroom resources, students often struggle to understand kāna wa akhwātuhā material. To enhance students' understanding of the subject, this study aims to develop and evaluate the viability and effectiveness of UNO-based learning materials. The R&D methodology for this study used the ADDIE model, which comprises the stages of analysis, design, development, implementation, and evaluation. Students from MAN 20 Jakarta carried out the study. Questionnaires, expert validation sheets, and pre- and post-test instruments were used for data collection. Expert validation and positive student responses, both classified as very achievable, indicate that the developed media are very achievable. In addition, the performance test shows a high N-Gain and increased average scores, indicating a significant improvement in student achievement. This study focuses on the teaching of kāna wa akhwātuhā and progresses towards the production of game-based Arabic grammar teaching material. UNO cards are an alternative learning tool that can help create a more dynamic, engaging, and student-centered learning environment.

Research Trends in Developing Communicative Arabic Teaching Materials through QR Code Integration and Monopoly-Based Gamification: A Systematic Literature Review

2026-06-09T06:12:36+00:00

This study aims to analyze research trends in the development of communicative Arabic teaching materials integrated with digital technology. The review also examines how QR Code technology and gamification have been incorporated within this broader development trend. The method used is Systematic Literature Review with reference to the PRISMA procedure which includes the identification, selection, eligibility, and inclusion stages. The data source was obtained through national and international scientific articles published in the 2022–2026 range and according to the topics of communicative teaching materials, digital technology-based learning, and gamification of Arabic language learning. The results of the study have shown the development of Arabic teaching materials still tends to lead to the integration of digital technology to increase interactivity and student involvement. In addition, a communicative approach has proven to be an important foundation in supporting the mastery of Arabic language skills in a contextual manner. Furthermore, the application of gamification, especially through educational games such as monopoly, shows significant potential in increasing learning motivation and active participation of students. However, there are still research gaps related to the simultaneous integration of communicative teaching materials, QR Code technology, and monopoly games in one complete learning design. Therefore, this research provides important implications as a conceptual basis in the development of innovative Arabic teaching materials that are able to integrate communicative approaches, digital technology, and gamification to improve the quality of Arabic language learning.