Borneo Journal of Language and Education

The Effectiveness of a SAVI-Based Teaching Module on Arabic Language at Madrasah Aliyah Ismailiyah Jombang

Ani Rohmah Wati — 2026-04-13

Despite decades of formal Arabic instruction in Indonesia, many Madrasah Aliyah students still struggle due to unprepared teachers and monotonous, non-contextual teaching materials. This study aims to analyze the effectiveness of teaching materials based on the Somatic, Auditory, Visual, Intellectual (SAVI) approach in improving Arabic language learning outcomes at Madrasah Aliyah Ismailiyah. Through a collaborative method that optimizes all sensory modalities, the SAVI approach is designed to create a fun, independent, and flexible learning environment. This research employs a quantitative approach with a pre-experimental design, specifically the One Group Pretest - Posttest model. The sample included the entire population through saturated sampling. Data collection was primarily conducted through pre-test and post-test instruments, supplemented by observation and documentation to provide context. The research instruments underwent rigorous testing for validity, reliability, item difficulty, and discrimination power. Data analysis was performed using normality tests as a prerequisite, followed by a Paired Sample T-Test to determine significance and an N-Gain test to measure the effectiveness of the teaching materials. The results of the N-Gain analysis indicate that the use of SAVI-based teaching materials significantly improved learning outcomes, with an effectiveness percentage of 79.80%, categorized as "effective." These findings indicate that the SAVI approach is an effective alternative for improving Arabic instruction at the Madrasah Aliyah level.

Problems of Learning Arabic in Elementary School

Nikmatul Makfiro — 2026-04-13

Arabic language learning plays an important role in Islamic-based educational institutions in Indonesia because it is closely related to religious practices and Islamic knowledge. However, the implementation of Arabic language learning at the elementary school level often faces various challenges that affect the effectiveness of the learning process. This study aims to identify the challenges encountered in Arabic language learning at the elementary level and to analyze the strategies used by teachers to address these challenges. This research employed a qualitative descriptive approach and was conducted at SDIT Robbani Singosari Malang. Data were collected through interviews and classroom observations involving an Arabic language teacher. The data were analyzed using qualitative data analysis techniques including data reduction, data display, and conclusion drawing. The findings reveal that the challenges in Arabic language learning arise from both linguistic and non-linguistic factors, such as students’ ability to read Hijaiyah letters, differences in educational background, and low learning interest. To overcome these challenges, teachers apply several strategies including the singing method, peer tutoring, and the use of pocket dictionaries to support vocabulary learning. These strategies help create a more engaging learning environment and improve students’ participation in the classroom. The results of this study highlight the importance of varied and interactive teaching methods to enhance the effectiveness of Arabic language learning at the elementary school level.

An Exploration of Students’ Perceptions of Teacher Feedback and Its Influence on Their Motivation to Learn English

Muhammad Farid Ubaidillah — 2026-04-13

This study explores how students perceive teacher feedback and how it affects their motivation to learn English, with a specific focus on the acceleration class at MTsN 1 Surabaya. Adopting a mixed-method pragmatism with a qualitative descriptive approach, the research involved 31 students from the seventh grade, selected through purposive sampling. Data were gathered using a structured Google Form questionnaire consisting of 30 Likert-scale statements, 15 focused on teacher feedback and 15 on learning motivation. Descriptive statistics were used to highlight general response patterns, while thematic analysis helped interpret students’ perceptions in more depth. The findings show that students more to view their teacher's feedback in a positive light, describing it as clear, specific, and encouraging. This positive perception strongly correlates with higher motivation. The study suggests that effective feedback helps students feel more competent and confident, creates a psychologically safe environment where they are not afraid to make mistakes, and empowers them to take more ownership of their learning. While the results were largely positive, a small percentage of students expressed neutral views, indicating that feedback is not equally effective for everyone. The study concludes that teacher feedback is a crucial tool for building and sustaining student motivation. It recommends that educators focus on providing supportive and actionable feedback to foster a positive and productive learning atmosphere.

The Influence of the Reciprocal Teaching Method on Students’ Reading Comprehension of the Recount Texts at an Indonesian Islamic Secondary School

Sevina Putri Pramesti — 2026-04-13

This quantitative pre-experimental study examined the influence of Reciprocal Teaching in improving tenth-grade students’ reading comprehension of recount texts among the tenth graders at an Indonesian Islamic Secondary School in the province of Lampung, Indonesia. This research used a one-group pre-test post-test design with 18 students. After the implementation of the Reciprocal Teaching method, a post-test aligned with the four core strategies, namely: predicting, clarifying, questioning, and summarizing, was conducted. The Shapiro-Wilk normality test showed that the pre-test scores were not normally distributed (p-value = .020), while the post-test met the normality assumption (p-value = .139). A Wilcoxon test was then applied and revealed a highly significant improvement (p-value = .000), indicating that Reciprocal Teaching had a strong positive effect on students’ reading comprehension on recount text. The findings conclude that the structured scaffolding provided by RT effectively enhances students' ability to construct meaning and internalize reading strategies. This study highlights the significance of RT as a robust instructional tool for EFL teachers to foster independent reading habits and improve academic outcomes in Islamic secondary school settings. The results recommend broader implementation of strategy-based instruction to address persistent literacy gaps in foreign language learning.

Islamic Literature and Al-Iltizam (Commitment) in the Short Story “Al-Kabus” from the Anthology Al-Kabus wa Qasas Ukhra by Najib Al-Kailani

Dian Rizki Pratiwi — 2026-04-13

Arabic literature has developed since the Jahiliyah period and continued until the emergence of Islam. Then, Islamic literature was born which played an important role in conveying Islamic values and teachings. This study discusses one of the concepts in Islamic literature initiated by Najib al-Kailani in his book Madkhal Ila al-Adab al-Islami, namely al-Iltizam (Commitment). The purpose of this study is to reveal how Najib al-Kailani, a figure who initiated the concept of al-Iltizam in Islamic literature, applies his own concept in building stories, characters, and messages conveyed in his work in the form of a short story entitled “al-Kabus”. This study is a library research with a qualitative descriptive type, which focuses on the analysis of narratives in the literary work. The results of this study indicate that the concept of Al-Iltizam or commitment in Islamic literature has a very important role in forming literary works that are not only aesthetic but also meaningful, and contain Islamic teachings and values in them. Thus, al iltizam in Islamic literature can be a powerful means to spread moral and spiritual messages, as well as to shape the character of a better society.

Academic Relational Positioning in EFL Higher Education: Lexico-Pragmatic Development Across Digitally Mediated Interaction

Andi Nurhikmah — 2026-04-13

In the increasingly digitalized era of higher education, digital academic communication spaces have become a primary arena for the formation of academic identity and legitimacy. Although studies on EFL communicative competence and digital pragmatics continue to grow, few studies have explored micro-longitudinally how lexico-pragmatic development contributes to the formation of academic relational positioning in digitally mediated academic interactions. This study aims to investigate the trajectory of this development in the context of EFL higher education. The study employed an ethnographically informed longitudinal qualitative inquiry design involving 12 students and 2 lecturers over one semester. Data in the form of authentic archives of digital interactions (WhatsApp groups and LMS) were collected through systematic archiving and analyzed using a theoretically informed qualitative analysis grounded in positioning theory and relational work. The results show a shift from formulaic minimalism to collocational alignment, an expansion of the lexico-pragmatic repertoire, and a more contextual and strategic relational orchestration stage. These findings confirm that the development of academic competence is not solely linguistic, but also relational and institutional. This study concludes that digitally mediated interaction is a crucial space for the process of academic discourse socialization in digitalized higher education.

Exploring Student Motivation in Arabic Language Learning at State Madrasah Aliyah Schools in Samarinda

Edy Rizki Molyono — 2026-04-13

Low student motivation remains one of the most persistent barriers to successful foreign language acquisition, particularly in Arabic language learning at madrasahs, where variations in teaching strategies often fail to fully engage learners. This study aims to analyze students' motivation in Arabic language learning and its role in promoting academic achievement at State Madrasah Aliyah 1 Samarinda and State Madrasah Aliyah 2 Samarinda. This research employed a descriptive qualitative approach with a multi-case study design. Data were collected through observation, interviews, and documentation involving Arabic language teachers of grades X–XII and selected high-achieving students. Data were analyzed using the Miles, Huberman, and Saldana interactive model, including data condensation, data display, and conclusion drawing. The findings reveal that both madrasahs implement the Merdeka Curriculum with distinct instructional characteristics: MAN 1 emphasizes game-based, engaging learning, while MAN 2 focuses on academically challenging instruction. Students' motivation is shaped by intrinsic and extrinsic factors, which in turn influence their competencies in vocabulary, speaking, grammar, and reading. Strengthening both motivation and instructional strategies is essential to improve learning outcomes.

The Influence of Language Interest on Foreign Language Learning Outcomes (Arabic-English) in Immersion-Based Learning at the Modern Islamic Boarding School in South Tapanuli

Irsal Amin — 2026-04-13

High student interest and motivation in learning a foreign language do not guarantee high language learning outcomes, because many factors influence the outcomes as additional variables. This study aims to explain the influence of language interest on foreign language learning outcomes through the formation of a language environment. If previous studies explain that interest influences learning outcomes, then this study tries to see the influence of interest on learning outcomes that do not stand alone, but there are other factors that also influence such as biah lughah. This research is quantitative research with data collection techniques through questionnaires, tests, and interviews. The population of this study consisted of 380 students, while the sample was 141 students with an accidental sampling model. After the research data were collected, they were analyzed using descriptive statistics (frequency, percentage, and mean). The study found that Arabic language learning was implemented through an immersion strategy, including daily activities, language weeks, and integrative learning between furu'iyah and wahdah. Most students showed greater interest in Arabic (73.05%) compared to English (46.8%). This suggests that the language of instruction significantly impacts language interest, with Arabic being more relevant in the context of Islamic boarding school life. A significant relationship (Sig. 0.002 < 0.005) was found between language interest and learning outcomes, though the contribution was minimal (R2 = 0.04%). This indicates that foreign language learning success is influenced by a combination of intrinsic and extrinsic factors, rather than interest alone.

Designing Arabic Reading Instructional Materials Based on Qutrub’s Linguistic Triangles for University Students

Zul Afrian — 2026-04-13

This study examines the design of Arabic instructional materials intended to improve university students’ reading skills, especially in reading unvowelled Arabic texts, through the use of Qutrub’s linguistic triangles. The study addresses three main questions: how Qutrub’s linguistic triangles can support the development of Arabic reading skills, what form of instructional materials can be designed on the basis of these triangles, and how such materials may be pedagogically implemented in higher education. This research employed a qualitative library research design with a descriptive-analytic approach. Data were collected from Qutrub’s al-Muthallathat, its commentaries, classical and modern lexicons, and relevant studies on Arabic reading pedagogy and instructional-material development. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, involving data condensation, data display, and conclusion drawing. The findings show that linguistic triangles provide not only lexical enrichment but also phonological, morphological, and semantic discrimination that can help learners distinguish visually similar lexical items in unvowelled texts. Based on the analysis, the study proposes instructional materials organized into vocabulary presentation, contextualized dialogues, guided reading texts, sentence-pattern exercises, and comprehension tasks. The study argues that Qutrub’s linguistic triangles may serve as a linguistically grounded resource for developing Arabic reading materials for non-native learners at the university level. The novelty of this study lies in integrating the classical Arabic lexical heritage of al-muthallathat into the contemporary design of Arabic reading instructional materials.

Comparison Between Aristotle and Ibn Sina Regarding the Theory of the Active Intellect

Ahmad Naweed Rahimi Khamoush — 2026-04-13

This study examines the concept of the “Active Intellect” (al-‘aql al-fa‘āl) in the philosophies of Aristotle and Avicenna through a comparative analytical approach based on their primary works, De Anima and The Book of Healing. The research is motivated by the importance of understanding the development of the concept of intellect in the history of philosophy and its role in linking knowledge, the soul, and reality. In addition, the study highlights the relevance of philosophical texts in Arabic language education, particularly in fostering critical thinking and conceptual understanding. The objective is to identify similarities and differences between the two philosophers and to trace the transformation of the concept from the Greek to the Islamic context. The method employed is a descriptive-analytical comparative approach based on close textual reading. The findings show that both philosophers agree on the cognitive function of the Active Intellect as the actualizer of intellectual potential, yet differ in its ontological and metaphysical foundations. Aristotle’s account remains ambiguous, whereas Avicenna provides a more systematic cosmological framework. This study concludes that the concept of the Active Intellect is not only philosophically significant but also pedagogically relevant for Arabic language teaching through philosophical texts.

Anjangsana as Cultural Infrastructure: Social Capital and Turath Literacy in Situbondo

Efan Chairul Abdi — 2026-04-13

Anjangsana Ihya’ in Situbondo constitutes a socio-cultural practice that sustains the continuity of community-based turāth learning. This topic is important because studies of kitab kuning are often confined to institutional settings, whereas the mechanisms through which non-formal adult practices integrate ritual, social relations, and community governance remain underexplored. This study employs a qualitative ethnographic approach, drawing on participant observation, in-depth ethnographic interviews with key actors (shaikhs, qāri’ [readers], mustami’ [active listeners], technical organizers, hosts, and students), and documentation (schedules, field notes, and WhatsApp group communications). Data analysis follows Spradley’s stages (domain, taxonomic, componential, and cultural theme analyses). The findings indicate that Anjangsana Ihya’ operates as a rotating community event (homes, mosques, and public venues) with a stable format: ritual opening (tawassul and al-Fātiḥah), rotating readings, collective meaning negotiation, ritual closing (tahlīl and supplication), and a social phase of hospitality. Continuity is maintained through a structured role ecology, ritual framing, layered hospitality, and WhatsApp-based hybrid governance that coordinates schedules and extends discussion beyond meetings. The practice contributes to social capital (trust, shared norms, and reciprocity) and cultural reproduction through turāth literacy, cross-edition textual verification, and the reinforcement of values such as adab, khidmah, and intergenerational togetherness. Overall, the findings position Anjangsana Ihya’ as “cultural infrastructure” that keeps turāth learning alive while strengthening community cohesion.

Why Mudzakarah Still Matters: A Classical Learning Practice for Strengthening Arabic Grammar Understanding

Riko Andrian — 2026-04-13

Mudzakarah is a traditional Islamic learning method still used today. It helps students understand what they learned in class. Although well-known, there are few studies on its use in learning Arabic at Islamic schools. This study looks at how mudzakarah is used and its impact on fifth-grade girls learning Arabic at Pondok Pesantren Dar Al-Nahda Thawalib Bangkinang. The study uses a qualitative approach and descriptive method. Data were collected through observation, interviews, and document analysis. The subjects were fifth-grade girls in the diniyah education program. The results show that mudzakarah involves structured group discussions, Q&A sessions, and repeating learned material. This method helps reinforce learning and encourages active participation. The study found that mudzakarah improves understanding of Arabic grammar rules, especially in reading and understanding texts. It also boosts confidence, motivation, and cooperation among students. Factors that help mudzakarah work well include a supportive school environment and motivated students. Challenges include differences in student abilities and limited time. Overall, mudzakarah plays a key role in improving understanding of Arabic grammar and supports effective language learning in Islamic schools.