https://jurnalpasca.uinkhas.ac.id/index.php/ARKHAS/issue/feedJournal of Arabic Language Teaching2025-06-01T00:08:55+07:00Dr. H. Syamsul Anam, M.Pd.syamsulanam65@gmail.comOpen Journal Systems<p><a href="https://jurnalpasca.uinkhas.ac.id/index.php/ARKHAS/about"><strong>ARKHAS</strong></a> ("<strong>AR</strong>" Arabic, "<strong>KHAS</strong>" KH. Achmad Siddiq) is an Arabic teaching journal published by PBA Pascasarjana UIN KH. Achmad Siddiq Jember, Indonesia. The editors invite experts and academics to contribute their manuscripts, whether in the form of research results, in-depth opinions, book reviews relating to Arabic teaching themes. This journal is published periodically twice a year, the first issue in June, the second issue in December as a vehicle for scientific communication around Arabic teaching written in Arabic or English.</p>https://jurnalpasca.uinkhas.ac.id/index.php/ARKHAS/article/view/2202Analysis of Phonological Errors in Reading Skills Arabic Text at School2025-05-01T08:33:34+07:00Bayu Wahyu MaulanaWahyumaulana2266@gmail.comM. Rizqi Zainal Islammuhammadrizqi935@gmail.comHamza Shoubakihamza_ys2007@yahoo.com<p>This research is based on the existence of problems related to the low ability of students to recite letters, words, or sentences in Arabic. This study attempts to analyze students' mistakes in reading skills in Arabic texts viewed in terms of phonology. This research is a type of qualitative research with a descriptive research design. The research method used is descriptive qualitative with data collection techniques through observation, interviews, and documentation. The research subjects were Arabic teachers and students of class XI Senior High School 2 Jember. The results of this study are as follows. First, phonological errors in Arabic text reading skills of class XI students in the Senior High School 2 Jember. such as consonant errors in throat groups and tongue groups; vocal errors such as vocal omission errors, vocal change errors, and short long vocal errors; diphthong error; double consonant error, and the fifth is the clothing assimilation error (ال) . Second, the factors that cause language errors in reading skills include linguistic factors and non linguistic factors. Non linguistic factors such as low interest and motivation in language, and lack of application of Arabic.</p>2025-05-01T00:00:00+07:00##submission.copyrightStatement##https://jurnalpasca.uinkhas.ac.id/index.php/ARKHAS/article/view/2245ترقية التفكير الإبداعي والنقدي في مهارة الكلام العربي بوسيلة بودكاست في المدرسة2025-05-04T13:33:19+07:00Shobirin Shobirinbirinsho489@gmail.comNiswatush Sholihahniswah.am@gmail.comUril Baharuddinurilbahruddin@pba.uin-malang.ac.id<p>Using podcasts to teach speaking skills can significantly enhance students' critical and creative thinking abilities. Podcasts also promote greater linguistic interaction, which helps students improve their pronunciation and understanding of Arabic kalam. However, teachers often face challenges, such as limited training or lack of experience using this method. This qualitative research explores how podcast integration contributes to developing speaking skills and thinking abilities among Zainul Hasan Genggong Model High School students. Data were collected through interviews, observations, and documentation. Semi-structured interviews with teachers and students revealed their experiences, opinions, and challenges in using podcasts as a learning tool. Observations were conducted during lessons involving podcasts, focusing on student engagement, participation, and speaking improvement. Supporting documentation included lesson plans, activity notes, podcast recordings, and speech assessments. Data were analyzed thematically, involving coding and identifying recurring themes. Triangulation of sources and methods was used to ensure credibility. The podcast implementation process involved planning, execution, and evaluation. Teachers also received phased training—starting with basic tools, followed by hands-on practice, and ongoing support. With their interactive, creative, and collaborative nature, podcasts offer valuable opportunities to foster students' speaking proficiency and stimulate their critical and innovative thinking.</p>2025-04-26T00:00:00+07:00##submission.copyrightStatement##https://jurnalpasca.uinkhas.ac.id/index.php/ARKHAS/article/view/2249Effectiveness of Quantum Learning-Based Speech Skills Learning Using Flip Book Media2025-05-07T16:26:22+07:00Nurwa Purnamanurwapurnama0210@gmail.comYuniar Yuniaryuniar_uin@radenfatah.ac.idKemas Kuhammadkemasmuhammad_uin@radenfatah.ac.idAchamd Yaniachmad.yani@unissa.edi.bn<p>Mastery of Arabic speaking skills <em>(maharah kalam)</em> poses a significant challenge for students, particularly in the context of primary education where exposure to the language is limited. Previous research has examined the use of Quantum Learning and digital media in language learning, but few have examined the impact of the combination of the two methods, particularly in teaching Arabic speaking skills. This study aims to examine the effectiveness of Quantum Learning-based <em>maharah</em> <em>kalam</em> learning using flipbook media at MI Al-Ishlah Palembang. Using a mixed method approach, this study combines quantitative data obtained from pre-test and post-test scores with qualitative interviews and observations. The data analysis process included descriptive statistics, t-test, and thematic analysis to evaluate both the effectiveness of the method and the student experience. The results showed a significant improvement in students' speaking skills, with an average increase from 72.92 in the pre-test to 89.17 in the post-test. In addition, students reported higher levels of engagement and motivation during learning. This study concludes that the integration of Quantum Learning and flipbook media is an effective strategy in improving Arabic speaking skills and can provide a more dynamic and interesting learning environment for students.</p>2025-05-07T00:00:00+07:00##submission.copyrightStatement##https://jurnalpasca.uinkhas.ac.id/index.php/ARKHAS/article/view/2252استخدام لعبة "الحية والسلم" في تعليم التصريف الاصطلاحي: حيا نلعب فنحفظ ثم نتعود2025-05-12T22:07:20+07:00Faris Maturedymaturedy94@gmail.comMuhammad Nidom Hamami Abicandranidomhamami@gmail.comSegaf Baharunsegafbaharun@uiidalwa.ac.idWildana Wargadinatawildana@bsa.uin-malang.ac.id<p><em>Tashrif Ishtilahi</em> learning at Muhammadiyah Senior High School has become monotonous for students. The teacher implemented a "fun learning" strategy supported by a snakes and ladders game as instructional media to address this issue. This study aims to: describe the use of the snakes and ladders media in <em>Tashrif Ishtilahi</em> instruction, and examine classroom learning activities involving this media. This research adopts a qualitative approach. Data were collected through observation, interviews, and documentation. Observations and interviews were conducted to explore the classroom activities utilizing the Snakes and Ladders media, while interviews specifically captured teachers' responses to these learning activities. Documentation was used to gather visual data during the implementation process. Data were analyzed using Miles and Huberman's model, which involves three stages: data condensation, data display, and conclusion drawing. To ensure data validity, source triangulation was applied. The study yielded two main findings: the snakes and ladders media was designed using Canva, printed on A3 paper, and equipped with four tokens and one die to accommodate group play; and the gameplay resembled that of a conventional snakes and ladders game, with students required to correctly pronounce <em>Tashrif Ishtilahi </em>forms before moving to the next square.</p>2025-05-12T22:00:38+07:00##submission.copyrightStatement##https://jurnalpasca.uinkhas.ac.id/index.php/ARKHAS/article/view/2253Enhancing Nahwu Learning Effectiveness Through Pantun-Based Pedagogical Media2025-05-17T16:00:35+07:00Uswatun Khasanahkhasanahukh22@gmail.comKristina Imronkristinaimron@radenfatah.ac.idKemas Muhammadkemasmuhammad_uin@radenfatah.ac.idMikdar Rusdimikdar.rusdi@gmail.comKeysha Aurellia Az-Zahraxrl0720@gmail.comMuhammad Fadlul Amalfadlulamal19@gmail.com<p><em>Nahwu</em> learning is a crucial aspect of mastering Arabic but is often seen as difficult and monotonous. This study examines the effectiveness of using pantun, a traditional Indonesian poetic form, as a medium to enhance <em>Nahwu</em> learning. A mixed-method approach was used, combining quantitative and qualitative data through observation, interviews, documentation, and pretest-posttest assessments. The analysis included validity, normality, Wilcoxon, homogeneity, and N-Gain tests. The results showed a significant improvement in students' scores, with pretest averages of 66.42 rising to 92.38 on the posttest. Statistical analysis using SPSS revealed that the data were not normally distributed, which led to the use of the Wilcoxon signed-rank test. The test results (p = 0.000 < 0.05) indicate a significant improvement in learning outcomes. The homogeneity test result (p = 0.341 > 0.05) confirmed consistent data characteristics, and the N-Gain analysis showed a high average score of 78.92, categorized as effective. Qualitative data supported this, showing increased student motivation and engagement when pantun was used. This study proves that pantun is an effective teaching medium and contributes to culturally responsive pedagogy in Arabic education. It fills a research gap by demonstrating how local cultural media can enhance traditional grammar instruction.</p>2025-05-17T00:00:00+07:00##submission.copyrightStatement##https://jurnalpasca.uinkhas.ac.id/index.php/ARKHAS/article/view/2257The Effect of Arabic Literacy Program and Learning Motivation on Arabic Language Learning Outcomes2025-06-01T00:08:55+07:00Retisfa Khairanisretisfakhairanis182001@gmail.comMunirul Abidinmunirul@bio.uin-malang.ac.idSulthan Al Azizslthaz15@gmail.com<p>This study investigates the influence of an Arabic literacy program and learning motivation on students' Arabic learning outcomes at SMP IT Al Amin Padang. The persistent issue of low Arabic achievement highlights the urgency of exploring strategies integrating language literacy with motivational factors. Prior research has often examined these variables in isolation; however, studies that analyze their combined impact, particularly within Arabic language education, are still limited. This research addresses that gap by assessing how both variables jointly affect student performance. Employing a quantitative correlational approach, the study was conducted on 30 students selected through stratified random sampling. Data were gathered using a validated Likert-scale questionnaire to evaluate students' perceptions of the literacy program and their motivation, while academic records were used to assess Arabic learning outcomes. Data analysis included tests of validity and reliability, normality checks, and Pearson correlation analysis. Findings reveal a significant correlation between the literacy program, learning motivation, and student outcomes, with a coefficient of determination of 75.2%. The results suggest integrating literacy initiatives and motivational support can significantly improve Arabic learning. This study offers valuable insights for developing more effective Arabic language teaching strategies at the secondary education level.</p>2025-06-01T00:00:00+07:00##submission.copyrightStatement##