Jul 2026· Kalamuna Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban· Vol 7, pp. 230-247· 0 citations· 31 references
Abstract
This study examines the role of listening to short Arabic audio clips as a primary input in developing Arabic speaking skills and fostering a linguistic environment at Ma'had Al-Tibyan. The study aims to analyze how listening activities are implemented and how they contribute to students' speaking development within an immersive language environment. A qualitative case study design was employed, involving students, teachers, and supervisors selected through purposive sampling. Data were collected through in-depth interviews, observations, and document analysis, and analyzed using thematic analysis. The findings reveal that systematic and repeated exposure to short, authentic Arabic audio materials significantly enhances students’ pronunciation, vocabulary acquisition, and ability to imitate and produce spoken Arabic. This effectiveness is attributed not only to the availability of comprehensible input but also to its integration with social interaction and contextual language use within the dormitory environment. The study concludes that listening becomes more effective when transformed from a passive activity into an interactive learning process that supports meaningful communication. The findings reinforce the complementary roles of input, interaction, and output in second language acquisition and provide practical insights for strengthening Arabic language teaching programs in immersive educational settings.
Listening comprehension (maharah istima’) is a fundamental component of Arabic language proficiency and serves as the foundation for developing other language skills. However, many learners encounter difficulties in understanding authentic spoken Arabic due to limited vocabulary, variations in pronunciation, and insufficient exposure to native speakers. This study aims to examine the instructional strategies employed at the Islamic Institute of Al-Ghurabaa (IAI Al-Ghurabaa), Jakarta, to improve students’ Arabic listening skills. This study adopted a qualitative research design. Data were collected through semi-structured interviews, classroom observations, and document analysis. The data were analyzed using the stages of data reduction, data display, and conclusion drawing to identify patterns in the implementation of listening instruction.The findings indicate that Arabic listening instruction at IAI Al-Ghurabaa Jakarta is based on the Direct Instruction strategy integrated with the drill-and-practice and Audiolingual methods. The instructional process is systematically organized into three stages: planning, implementation, and evaluation. Classroom implementation follows the pre-listening, while-listening, and post-listening framework, supported by authentic learning resources, including native-speaker audio recordings, Arabic-language videos, and digital learning platforms. The study also identifies several supporting factors, such as the availability of digital learning media, internet access, and students’ learning motivation, as well as challenges related to learners’ vocabulary limitations, differences in prior proficiency, the speed of native-speaker speech, and limited instructional time. These challenges are addressed through pre-listening vocabulary activities, repeated listening practice, and continuous feedback. The study concludes that integrating Direct Instruction with the drill-and-practice and Audiolingual methods effectively enhances students’ Arabic listening comprehension. The findings suggest that systematic listening instruction based on the pre-listening, while-listening, and post-listening stages, supported by authentic digital media, provides an effective pedagogical approach for developing Arabic listening competence in higher education.
Spontaneous Arabic speaking remains a major challenge for university students because many learners can understand grammatical rules and memorize dialogues but still hesitate to produce Arabic orally in unscripted interaction. This study aims to examine how task-based interaction enhances spontaneous Arabic speaking among students at Universitas Islam Internasional Darullughah Wadda’wah. Using a mixed-method classroom intervention design, the study involved 30 undergraduate students of Arabic language education. Quantitative data were collected through pre-test and post-test speaking assessments, while qualitative data were obtained from classroom observation, field notes, and semi-structured interviews. The findings showed that students’ mean speaking score increased from 60.60 to 78.90, with significant improvement in fluency, vocabulary use, pronunciation, accuracy, and especially interactional responsiveness. The paired-sample t-test also indicated a significant difference, t(29) = 13.42, p < .001, with a large effect size. Qualitative findings revealed that task-based interaction reduced dependence on memorized dialogues, increased confidence, activated vocabulary more quickly, and encouraged meaningful peer communication. The study contributes analytically by positioning spontaneous Arabic speaking as a specific dimension of mahārah al-kalām, particularly through immediate response, turn-taking, repair strategies, and interactional courage
Abdurrahman Ahmad Aqil· Kalamuna Jurnal Pendidikan B...· 0 citations
This study addresses the persistent challenge of low student motivation and limited oral communication competence in Arabic language learning, particularly in maharatul kalam. It aims to examine how a constructivist approach strengthens students’ Arabic verbal expression through meaningful learning experiences and active participation. Using a qualitative case study design, the research was conducted at Kelompok Studi Khusus (KSK) Nurul Jadid. Data were collected through classroom observations, semi-structured interviews, and documentation, and analyzed using thematic analysis. The findings reveal that constructivist learning, implemented through authentic speaking tasks, learner autonomy in selecting themes and presentation styles, collaborative interaction, structured performance activities, constructive feedback, and reward systems, substantially enhances students’ intrinsic and extrinsic motivation. These strategies also foster greater confidence, communicative courage, active participation, and richer linguistic performance in oral Arabic communication. The study contributes to Arabic language pedagogy by demonstrating that constructivist principles effectively integrate cognitive, social, and linguistic dimensions of verbal expression, providing an innovative framework for developing communicative competence and sustainable learner motivation in Arabic speaking instruction
S. Sumiati, Suliman H Suliman El Warfali, Zeid B. Smeer· Journal of Arabic Literature· 0 citations
This study examines the use of English audio recordings as a pedagogical strategy to support vocabulary acquisition among rural eighth-grade students. The research adopts a pre-experimental quantitative design supported by qualitative data, involving 25 students from a public rural school in Rocafuerte, Manabí. In contexts where access to authentic linguistic input is limited due to technological and geographical constraints, alternative low-cost strategies become essential for effective language learning. The intervention consisted of the systematic use of English audio recordings across eight sessions over a four-week period. Vocabulary performance was assessed through a pre-test and post-test, complemented by classroom observations and field notes to capture students’ engagement and response to auditory input. The results show measurable improvements in students’ vocabulary performance following the intervention, evidenced by higher post-test scores and a more homogeneous distribution of results across the group. These findings suggest that exposure to consistent auditory input may support the development of phonological awareness and facilitate the connection between lexical form and meaning. However, due to the descriptive nature of the study and the absence of a control group, the results are interpreted as observed progress within a specific sample rather than as evidence of a causal relationship. Qualitative observations further indicate increased student engagement and greater familiarity with pronunciation patterns. The study concludes that English audio recordings constitute a practical and cost-effective pedagogical resource for vocabulary development in rural EFL contexts. Additionally, it highlights the importance of context-sensitive instructional strategies and recommends further research with larger samples and controlled designs to validate these findings and explore their long-term impact.
Janny Elizabeth García García, Dolores Katerine Lara Alcívar· Ibero-American Journal of Ed...· 0 citations
In order to comprehend spoken language and effectively engage in communication, listening is a crucial English language acquisition ability. However, a lack of exposure to real listening materials, new terminology, and pronunciation variations make it challenging for many English as a Foreign Language (EFL) learners to comprehend spoken English. Podcasts have become a popular educational tool that offers meaningful listening experiences and real listening input. The purpose of this study is to investigate how students use podcasts to improve their listening comprehension of English. This study used a qualitative descriptive design. Five pupils from a secondary school in Garut, West Java, Indonesia, took part. Semi-structured interviews and classroom observations were used to gather data. The interactive model put forth by Miles and Huberman, which includes data reduction, data display, and conclusion drawing, was used to examine the data. The findings revealed four major themes: podcasts enhanced students’ listening comprehension, podcasts created enjoyable learning experiences, students encountered challenges during podcast listening activities, and podcasts increased students’ confidence in learning English. The findings indicate that podcasts provide meaningful listening exposure that supports listening development while creating a more engaging learning environment. Although students experienced difficulties related to unfamiliar vocabulary and pronunciation, they generally perceived podcasts as beneficial for improving listening comprehension. Therefore, podcasts can be considered an effective learning medium for supporting English listening instruction in EFL classrooms.
ABSTRAK
Untuk memahami bahasa lisan dan terlibat secara efektif dalam komunikasi, mendengarkan merupakan kemampuan penting dalam pemerolehan bahasa Inggris. Namun, kurangnya paparan terhadap materi mendengarkan yang sebenarnya, terminologi baru, dan variasi pengucapan membuat banyak pembelajar Bahasa Inggris sebagai Bahasa Asing (EFL) kesulitan memahami bahasa Inggris lisan. Podcast telah menjadi alat pendidikan populer yang menawarkan pengalaman mendengarkan yang bermakna dan masukan mendengarkan yang nyata. Tujuan penelitian ini adalah untuk menyelidiki bagaimana siswa menggunakan podcast untuk meningkatkan pemahaman mendengarkan bahasa Inggris mereka. Penelitian ini menggunakan desain deskriptif kualitatif. Lima siswa dari sebuah sekolah menengah di Garut, Jawa Barat, Indonesia, berpartisipasi. Wawancara semi-terstruktur dan observasi kelas digunakan untuk mengumpulkan data. Model interaktif yang dikemukakan oleh Miles dan Huberman, yang mencakup reduksi data, tampilan data, dan penarikan kesimpulan, digunakan untuk memeriksa data. Temuan mengungkapkan empat tema utama: podcast meningkatkan pemahaman mendengarkan siswa, podcast menciptakan pengalaman belajar yang menyenangkan, siswa menghadapi tantangan selama kegiatan mendengarkan podcast, dan podcast meningkatkan kepercayaan diri siswa dalam belajar bahasa Inggris. Temuan menunjukkan bahwa podcast memberikan paparan mendengarkan yang bermakna yang mendukung pengembangan kemampuan mendengarkan sekaligus menciptakan lingkungan belajar yang lebih menarik. Meskipun siswa mengalami kesulitan terkait kosakata dan pengucapan yang tidak familiar, mereka umumnya menganggap podcast bermanfaat untuk meningkatkan pemahaman mendengarkan. Oleh karena itu, podcast dapat dianggap sebagai media pembelajaran yang efektif untuk mendukung pengajaran mendengarkan bahasa Inggris di kelas EFL.
E. Febrianti, Y. Fajriah, Wahid Hasim· TEACHING Jurnal Inovasi Kegu...· 0 citations
This study examines the role of AI Chatbot as an adaptive conversational medium in enhancing Arabic speaking skills within digital communication contexts. The research addresses the challenges faced by university students in developing maharah kalam, including limited opportunities for authentic interaction, communication anxiety, and varying levels of language proficiency. A qualitative case study design was employed, involving 20 participants consisting of lecturers, students, and faculty leaders in an Arabic Language Education program. Data were collected through in-depth interviews, participant observation, documentation, and supported by pretest-posttest results. The findings indicate that AI Chatbot is positively perceived as a flexible and low-pressure communication medium that enhances students’ confidence and speaking engagement. The integration of AI also resulted in measurable improvement in speaking performance, with mean scores increasing from 63 (pretest) to 81 (posttest). However, challenges were identified, including contextual limitations of AI responses, technical constraints, and concerns regarding over-reliance on technology. The study concludes that AI Chatbot functions effectively as an adaptive conversational medium that supports both cognitive and affective aspects of language learning. Its optimal use lies in complementing, rather than replacing, human interaction. The findings contribute to the development of AI-mediated communication practices in language education and provide practical implications for integrating AI into Arabic language learning in digital environments.
Keywords: AI Chatbot, Adaptive Conversational Medium, Arabic Speaking Skills, Digital Communication, Language Learning
M. Rohman, Fahrur Rosikh· Journal of Creative Arts and...· 0 citations
