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.