Lisanudhad: Jurnal Bahasa, Pembelajaran, dan Sastra Arab

Arabic Language Learning through Musicalization, Drama, and Sholawat in Fostering Religious Muslim Intellectuals at UIN Maliki Malang and UII Dalwa Pasuruan

Tue, 30 Dec 2025 00:00:00 +0800

Abstract. This study aims to analyze the model of Arabic language learning through poetry musicalization, drama, and shalawat in fostering religious Muslim intellectuals at UIN Maulana Malik Ibrahim Malang and UII Dalwa Pasuruan. The research background is based on the challenges of the Industrial Revolution 4.0, which has led to moral and cultural degradation, thus requiring a more humanistic, religious, and contextual educational format. Using a qualitative approach and a multiple-case study design, this research involved students, lecturers, santri, and pesantren leaders as participants. Data were collected through observations, interviews, and document analysis, then analyzed using thematic techniques. The findings reveal that at UIN Maliki, musicalization functions as a medium for enhancing linguistic competence, digital creativity, and soft skills development. At UII Dalwa, however, musicalization emphasizes the strengthening of religious identity, the preservation of pesantren traditions, and the formation of collective spirituality. These differences illustrate the pedagogical flexibility of musicalization, which can be adapted to both modern and traditional contexts. Theoretically, this study contributes to holistic learning discourse by incorporating religious and cultural dimensions. Practically, it offers an alternative model that integrates cognitive, affective, psychomotor, religious, and digital domains within Arabic language learning.

The The Use of Albert Bandura’s Method for learning Arabic speaking skill using TikTok

inayah fitri ulinnuha, Nuril Mufidah — Tue, 30 Dec 2025 00:00:00 +0800

Abstract: This article aims to describe the application of modeling, reinforcement, and self-efficacy methods in teaching Arabic speaking skills through TikTok to students, as well as the factors that support and hinder the application of these methods using TikTok. A descriptive qualitative method was used, with data collected through interviews with students about the use of TikTok in improving their speaking skills and through observation. The research subjects were fifth- and seventh-semester students majoring in Arabic language education at the State Islamic University of Malang. Data analysis used the Miles and Huberman model. The results of the study showed that modeling was applied in stages: observing, imitating, and practicing. Reinforcement and positive comments given during the learning process played a role in increasing students› confidence to continue practicing. Self-efficacy is a crucial aspect in achieving learning success. Arabic language learning through TikTok is supported by problem-focused coping, self-efficacy, platform flexibility, and positive feedback. Meanwhile, the obstacles include low self-efficacy, avoidance coping, digital distractions, social comparison, and a lack of constructive support for students› learning motivation resilience in practice.

Deconstructing Arabic Language Learning: A Bridge between Philosophical Analysis and Pedagogical Innovation

Linura, Kamal Yusuf , Mahjatin Nabilah Syarofina, Nur Aqilah L.R.O — Tue, 30 Dec 2025 00:00:00 +0800

Abstract: Conventionally, Arabic language learning is often trapped in a doctrinal system that prioritizes grammar and the beliefs of native speakers, thereby limiting its meaning in the context of global communication. This study aims to deconstruct the metaphysical concepts underlying Arabic language learning and to bridge or interpret the relationship between philosophical analysis and pedagogical innovation in Arabic language learning. Using descriptive qualitative methods and a literature study approach, this article analyzes the principles of deconstruction initiated by Jacques Derrida and applies them to understand the paradigm structure in Arabic language learning. Several deconstructions were found in Arabic language learning that dismantled several strategies, such as the role of teachers, learning resources, learning methods, and learning evaluation. The results of this study proposed an innovative Arabic language learning model that can be used as a practical guide for teachers and curriculum designers to integrate a deconstructive approach into their teaching materials.

Navigating the Labyrinth of Motivation: Students’ Subjective Experiences in Arabic Language Learning

Muhammad An Naufar Prastyo, Yeni Maratus Solekah — Tue, 30 Dec 2025 00:00:00 +0800

Abstract: This phenomenological study explores the subjective experiences and motivational labyrinth of students learning Arabic language at SMP Muhammadiyah 6 Ngawi. Through in-depth interviews with 12 participants and classroom observations, this research investigates how students navigate their motivational journey in Arabic language learning, uncovering the complex interplay between intrinsic and extrinsic factors, challenges, and coping strategies. Using Braun and Clarke’s thematic analysis, four main themes emerged: (1) Religious and Cultural Connectivity (students’ deep connection to Islamic identity and desire to understand religious texts), (2) Academic and Social Pressures (external demands from family, school expectations, and peer influences), (3) Linguistic Complexity and Learning Barriers (challenges in Arabic grammar, pronunciation, and limited practice opportunities), and (4) Adaptive Resilience and Support Systems (strategies students develop to overcome obstacles and maintain motivation). The findings reveal that Arabic language learning motivation is a dynamic, multifaceted phenomenon influenced by students’ religious identity, social environment, and individual learning experiences. These insights contribute to understanding motivation in second language acquisition within Islamic educational contexts and provide implications for pedagogical approaches in Arabic language teaching.

Analysis Of The White Lily Metaphor As A Representation Of Inner Conflict In جندي يحلم بالزنابق البيضاء Mahmoud Darwish’s Poem

Sabrina Azzindani Putri, Misbahus Surur — Tue, 30 Dec 2025 00:00:00 +0800

Abstrak: This article analyzes Mahmoud Darwish’s poem جندي يحلم بالزنابق البيضا through Viktor Shklovsky’s concept of defamiliarization within the framework of Russian Formalist theory. The poem reveals the inner conflict of a weary soldier who dreams of peace symbolized by the white lily. Using a qualitative descriptive approach, this study explores how Darwish’s poetic language—rich in metaphors, paradoxes, and imagery—transforms conventional meanings of purity and heroism into reflections on trauma, loss, and existential struggle.The white lily, which traditionally represents innocence and peace, becomes a contradictory symbol bridging beauty and suffering, life and death. The findings indicate that Darwish employs defamiliarization techniques to challenge familiar discourses of nationalism and war, compelling readers to reinterpret universal concepts such as “homeland” and “victory” in more personal and human terms. Ultimately, Darwish’s aesthetic strategy not only deepens the reader’s emotional engagement but also encourages critical reflection on the human condition amid conflict.

An Analysis on the Interference of Indonesian Morphology in the Translation of Classical Arabic Texts

Syifa Saqmi, Muh. Naim Madjid — Tue, 30 Dec 2025 00:00:00 +0800

Abstract: This study analyzes the phenomenon of morphological interference from Indonesian in the translation of Classical Arabic texts. It examines how Indonesian morphological structures, such as affixation, compounding, and reduplication, affect meaning transfer and grammatical equivalence in Arabic-Indonesian translation. Using a descriptive-analytical approach, the study synthesizes findings from previous research on morphological transfer, interference, and translation strategies in second-language contexts. The results show that learners often unconsciously apply Indonesian morphological patterns during translation, causing mistranslation, redundancy, or distortion of Arabic word forms. These findings indicate that interference arises not only from linguistic differences between Arabic and Indonesian but also from cognitive and cultural factors influencing the translation process. The study concludes that integrating contrastive and contextual approaches in Arabic morphology and translation pedagogy can reduce interference and enhance students’ linguistic awareness and translation accuracy.

The Cognitive Approach in Learning to Read Arabic Texts: A Philosophical and Pedagogical Analysis

Ainur Rizqi Widyadhana; Aisyah Amalia Salim; Kamal Yusuf, Vera Wati Agustina — Tue, 30 Dec 2025 00:00:00 +0800

Abstract: Reading Arabic texts is a fundamental skill in mastering the Arabic language, requiring not only linguistic knowledge but also meaningful comprehension and contextual understanding. This study examines the cognitive approach to learning Arabic reading from philosophical and pedagogical perspectives. Philosophically, the analysis is grounded in classical cognitivist theories, particularly Piaget’s constructivism, Ausubel’s theory of meaningful learning, and Vygotsky’s sociocultural perspective, which emphasize active meaning construction, the role of prior knowledge, and guided learning through social interaction. Pedagogically, the study highlights the application of cognitive and metacognitive strategies such as schema activation, scaffolding, meaning elaboration, and reflective thinking within a structured reading model consisting of pre-reading, during-reading, and post-reading stages. This study employs a qualitative approach using critical literature analysis of primary and secondary sources in educational psychology and language pedagogy. The findings indicate that a cognitive-based approach supports deeper comprehension of Arabic texts, encourages reflective understanding, and facilitates meaningful learning. Moreover, the integration of cognitive strategies with Islamic educational values underscores the relevance of this approach in fostering intellectual, ethical, and reflective engagement with Arabic texts. Overall, the cognitive approach positions Arabic reading as an active and reflective learning process that bridges theoretical foundations and pedagogical practice.