JALIE: Journal of Applied Linguistics and Islamic Education

DESIGNING TALABY: AN ANDROID-BASED DIGITAL MODULE TO ENHANCE STUDENTS’ LEARNING OUTCOMES IN ARABIC LANGUAGE EDUCATION

Anggi Nurul Baity — 2026-03-27

The rapid advancement of mobile technologies has created new opportunities for enhancing language learning through flexible and learner-centered instructional media. In response to this development, this study aimed to design and evaluate Talaby, an Android-based digital learning module developed to support Arabic language instruction and improve students’ learning outcomes. The study was conducted at an Islamic senior secondary school (MAN 1 Kediri, Indonesia) and employed the ADDIE development model within a Research and Development (R&D) framework. A total of 26 tenth-grade students participated in the study. Data were collected through observations, interviews, questionnaires, and achievement tests. The validation results indicated that Talaby met the feasibility standards, with media and content validation scores of 78% and 86%, respectively. Furthermore, a paired-sample t-test revealed a statistically significant improvement in students’ learning outcomes after using the module (p < 0.05), with a large effect size (Cohen’s d ? 1.30). These findings suggest that Talaby effectively facilitates active, contextual, and learner- centered Arabic language learning, highlighting the potential of Android-based digital modules as innovative instructional media in language education, particularly in secondary education contexts.

THE IMPLEMENTATION OF COGNITIVE AND EMOTIONAL-BASED INTERACTIVE VIDEO TO IMPROVE LISTENING SKILL AT SENIOR HIGH SCHOOL 1 BLITAR

Luluk Yuliani — 2026-03-27

This study aims to examine the instructional procedures and the effectiveness of cognitively and emotionally based interactive video in improving Arabic listening skills of tenth-grade students at senior high school 1 Blitar. This research employed a mixed-method approach with a quasi-experimental non-equivalent control group design. The research subjects consisted of two classes: an experimental class taught using cognitively and emotionally based interactive video and a control class taught using conventional instructional methods. Data were collected through listening tests (pretest and posttest), questionnaires, and documentation. Quantitative data were analyzed using normality testing, homogeneity testing, an independent samples t-test, and N-Gain analysis, while qualitative data were analyzed descriptively. The results indicate that listening instruction using cognitively and emotionally based interactive video was implemented systematically and successfully enhanced students’ cognitive and emotional engagement. Furthermore, there was a significant difference between the listening achievement of students in the experimental and control classes, with the experimental class showing a higher improvement in listening skills. Therefore, cognitively and emotionally based interactive video is proven to be an effective instructional medium for improving Arabic listening skills at the senior high school level.

MAPPING CONTEMPORARY TRENDS IN ARABIC LINGUISTICS: A SYSTEMATIC LITERATURE REVIEW WITH THEMATIC AND BIBLIOMETRIC INSIGHTS (2010–2025)

Muhammad Syafii Tampubolon — 2026-03-27

This study examines methodological and thematic developments in contemporary Arabic linguistics through a systematic literature review. Following the PRISMA framework, a structured search was conducted across Scopus, Web of Science, and Google Scholar for publications between 2010 and 2025. The initial search yielded 1248 records, which were reduced to 936 unique studies after deduplication. Through a multi-stage screening process based on predefined inclusion and exclusion criteria, 82 peer-reviewed publications were retained for final analysis. The selected studies were analyzed using a combination of thematic coding and bibliometric mapping in order to identify dominant research orientations and emerging methodological patterns. The analysis employed a three-layer analytical framework consisting of thematic synthesis, bibliometric mapping using the software VOSviewer (version 1.6.20), and paradigm-oriented interpretation. Taken together, these findings indicate that contemporary Arabic linguistics is experiencing significant methodological diversification driven by empirical data and digital analytical tools. However, the persistence of traditional grammatical scholarship within citation networks and thematic clusters suggests that the field is evolving toward a hybrid research landscape rather than undergoing a complete paradigm replacement. The results highlight the growing role of corpus methodologies and computational modeling in shaping current research practices while demonstrating the continued relevance of classical linguistic frameworks in the interpretation of Arabic linguistic structure.

JOYFUL LEARNING AS PEDAGOGICAL INNOVATION IN ELEMENTARY ARABIC INSTRUCTION: EVIDENCE FROM AN INDONESIAN CASE STUDY

Habib Muharrom Sudarmawan — 2026-03-28

This study aims to describe the forms of joyful learning innovation in Arabic language instruction within the Ta’lim Lughoh course and to analyze its impact on students’ motivation and learning participation at Muhammadiyah Sokonandi Elementary School, Yogyakarta. The research employed a qualitative approach with a case study design. Data were collected over one semester from 3 teachers and students from grades 1 to 3 of the Tahfidz classes through classroom observations, semi-structured interviews, and documentation of instructional materials. The data were analysed using thematic analysis to identify patterns in the implemetation of joyful learning strategies. The findings show that joyful learning strategies, including ice breaking, fun cards, digital media, and Arabic games, effectively increased student participation and vocabulary retention. The presence of multiple teachers and diverse instructional activities further supported engagement suggest that joyful learning holds significant potential for strengthening elementary students’ motivation and basic Arabic competencies.

CONVERSATION-BASED ONLINE INSTRUCTION FOR MAHARAH KALAM: AN EXPLANATORY CASE STUDY OF COMMUNICATIVE PRACTICE IN SANTRI PEDIA

Vira Saputri — 2026-03-28

Maharah kalam is a key indicator of communicative competence, yet its development remains challenging in online environments where interaction is often limited in spontaneity and depth. Although digital platforms provide opportunities for interaction, their effectiveness depends on how communicative activities are systematically designed. This study examines the implementation of conversation-based activities in an online Arabic course at Santri Pedia by integrating Communicative Language Teaching and Online Learning Theory. Using a qualitative-explanatory case-study design, data were collected through online observations, semi-structured interviews with one-founder, three-instructors, and 19-participants, as well as documentation analysis, and analyzed thematically using Spradley’s framework. The findings show that learning is structured through stages of vocabulary preparation, guided dialogue, interactive speaking tasks, and reflective feedback, supported by tutor scaffolding and peer interaction. The gradual increase in task complexity and communicative load facilitates learners’ transition toward more spontaneous communication, focusing fluency, vocabulary use, and confidence. However, limitations such as the lack of authentic materials, absence of placement testing, and limited post-course reinforcement affect learning sustainability. This study concludes that effective online Maharah Kalam instruction requires structured communicative interaction, pedagogical scaffolding, and sustained engagement, while future research should explore longitudinal outcomes, authentic task integration, and adaptive instructional design.

STRATEGIC EVALUATION AND CONTINUOUS QUALITY IMPROVEMENT IN ISLAMIC JUNIOR HIGH SCHOOLS: A MULTISITE CASE STUDY

Muhammad Arif Syihabuddin — 2026-03-31

This study aims to analyze and describe the evaluation of the quality improvement strategy of Islamic educational institutions. The focus of the study is directed at how the strategy evaluation process is designed, implemented, and used as a basis for strategic decision-making in sustainable quality improvement. The research uses a qualitative approach with a multisite case study type. This research was conducted in two institutions, namely YIMI Junior High School and Islamic Qon Junior High School in Gresik. Data collection techniques were carried out through in-depth interviews, participant observations, and documentation studies. Data analysis uses Miles and Huberman's interactive model which includes data condensation, data presentation, and conclusion drawing and verification. The results of the study show that the evaluation of the quality improvement strategy is carried out through systematic stages, including determining the focus of the evaluation, determining success indicators based on national education standards and the vision of the institution, periodic data collection, and analyzing program achievements. Evaluations are carried out in the form of formative and summative evaluations with weekly, monthly, semester, and yearly time spans. The findings of the study confirm that strategy evaluation not only functions as a control tool, but also as an organizational learning instrument that encourages continuous improvement and strengthening of quality culture in Islamic educational institutions.

ADAPTING MULTISENSORY APPROACHES TO ARABIC VOCABULARY INSTRUCTION FOR DYSLEXIC STUDENTS: EVIDENCE FROM AN INCLUSIVE MADRASAH

Millatul Hamidah — 2026-04-01

This study aims to explore Arabic vocabulary learning strategies for dyslexic students at MTs Miftahussa’adah through the application of Mufradat Cards and Estafet Cards. Vocabulary mastery is the main foundation of Arabic language skills, but dyslexic students face significant phonological and visual barriers. This study used a descriptive qualitative approach with data collection techniques. Data were collected from one Arabic teacher and three dyslexic students through classroom observation, semi-structured interviews, and documentation over a period of 40 days. The results show that visual-kinesthetic card-based strategies can increase learning motivation, strengthen vocabulary retention, and create an inclusive classroom atmosphere without discrimination. Teachers adjusted the learning process by providing special space for dyslexic students so that they could participate equally with regular students. Supporting factors included teacher involvement and group interaction, while inhibiting factors included limited facilities and media variation. These findings are in line with multisensory learning theory, which emphasizes the integration of visual, auditory, and kinesthetic elements in language learning. This study recommends further research using a quasi-experimental design to test the long-term effectiveness of the Mufradat Card and Estafet Card strategies compared to conventional methods, as well as the integration of digital technology in Arabic language learning for dyslexic students.

LEXICAL-SEMANTIC ANALYSIS OF “WASA?AN” (QUR’AN 2:143) AND ITS PEDAGOGICAL IMPLICATIONS FOR ARABIC LANGUAGE EDUCATION

Muhammad Farih — 2026-04-11

This study examines the lexical-semantic structure of Wasa?an (???????) and its relevance to Arabic language learning. Using a qualitative-descriptive method with library research, the study applies Izutsu’s semantic field theory and Versteegh’s linguistic analysis. Analysis covers root meaning, contextual meaning, and semantic field in QS. Al-Baqarah 2:143. Morphologically, Wasa?an is rooted in ?-?-? with the pattern ????? (Fa‘al), denoting a “middle” position. Semantically, it extends to justice (al-‘Adl), balance, and excellence (al-khiy?r), and in the Qur’anic context, reflects a sociological principle requiring moderate, just, and objective attitudes. Its meaning contrasts with extremism (Ghuluw), negligence (Tafr??), and excessiveness (Ifr??), forming equilibrium in individual and social life. The study highlights that semantic analysis integrates linguistic and axiological dimensions. An approach combining morphology, syntax, and semantics enhances Arabic learning and fosters moderate character. Wasa?an thus bridges language, values, and education, offering a model for value-based Arabic instruction.

EXPLORING LISTENING CHALLENGES IN UNDERSTANDING DIVERSE ENGLISH ACCENTS AMONG EFL LEARNERS

Nunun Indrasari — 2026-04-20

Understanding spoken English across diverse accents remains a significant challenge for learners of English as a Foreign Language (EFL). This study investigates EFL learners’ experiences in comprehending various English accents in the process of learning English. Specifically, it examines students’ exposure to different English accents, the listening comprehension difficulties they encounter, and the strategies they employ to address these challenges. A mixed-methods approach, combining quantitative and qualitative data, was adopted. Data were collected through questionnaires and semi-structured interviews administered to first-year students in an English Education program. The findings reveal that learners experience considerable difficulty in understanding different English accents, primarily due to variations in pronunciation, vocabulary use, and speech rate. To cope with these challenges, participants commonly reported strategies such as watching films featuring diverse accents, engaging in conversations with foreign speakers, and conducting repeated listening practice. In addition, the study highlights the role of learners’ motivation and self-confidence in facilitating their engagement with and comprehension of different English accents.