An Analysis of the Implementation of Insyā’ Ṭalabī Learning in Enhancing Arabic Speaking Skills among Grade X Students
Analisis Penerapan Metode Pembelajaran Insyā’ Ṭalabī dalam Meningkatkan Keterampilan Berbicara Bahasa Arab di Kalangan Siswa Kelas X
DOI:
https://doi.org/10.58194/eloquence.v5i2.3480Keywords:
Insyā’ Ṭalabī, Arabic Speaking Skills, Arabic Language Learning, Balāghah, Communicative LearningAbstract
Background: Arabic balāghah instruction often emphasises theoretical mastery, leaving a gap in understanding how Insyā’ Ṭalabī can be operationalised as a communicative resource for developing students’ speaking skills in pesantren-based education.
Purpose: This study aimed to describe the implementation of Insyā’ Ṭalabī instruction and analyse its role in supporting the Arabic speaking skills of tenth-grade female students at SMAS IMMIM Putri Pangkajene.
Method: This study employed a descriptive qualitative design with an interpretive orientation. Participants were purposively selected and included one Arabic teacher and fifteen tenth-grade female students with direct experience with Insyā’ Ṭalabī instruction. Data were collected through in-depth, open-ended interviews supported by interview notes and audio recordings. The data were transcribed verbatim and analysed thematically through familiarisation, initial coding, theme development, theme review, interpretation, and source triangulation.
Results and Discussion: The findings showed that Insyā’ Ṭalabī was taught contextually by integrating amr, nahy, istifhām, tamannī, and nidā’ into classroom and dormitory-related communicative situations. Instruction progressed from modelling and imitation to pattern modification, pair interaction, situational practice, and independent dialogue production, reflecting the value of contextual and communicative Arabic learning. Students reported greater confidence, responsiveness, and independence in initiating and maintaining simple Arabic interactions, although vocabulary limitations, morphological difficulties, pronunciation issues, and reliance on prepared texts remained evident. These findings fill the research gap by connecting balāghah-pragmatic knowledge with actual speaking practices in a female pesantren context, where contextual language use is particularly important for communicative development.
Conclusions and Implications: Insyā’ Ṭalabī can function as a pragmalinguistic framework for contextual Arabic speaking instruction when supported by gradual practice, authentic interaction, vocabulary scaffolding, and constructive feedback. Future studies should incorporate classroom observations, actual speech analysis, multi-site designs, and mixed or quasi-experimental approaches to examine speaking development more comprehensively.
References
[1] D. W. Dai, “What do second language speakers really need for real-world interaction? A needs analysis of L2 Chinese interactional competence,” Lang. Teach. Res., vol. 30, no. 2, pp. 655–692, Feb. 2026, https://doi.org/10.1177/13621688221144836.
[2] R. Saad, H. Baharudin, and N. M. R. Nik Yusoff, “The Use of Digital Teaching Tools to Support Arabic Speaking Skills in Secondary School: A Systematic Literature Review,” Educ. Process Int. J., vol. 17, no. 1, 2025, https://doi.org/10.22521/edupij.2025.17.404.
[3] S. Almelhes, “Enhancing Arabic Language Acquisition: Effective Strategies for Addressing Non-Native Learners’ Challenges,” Educ. Sci., vol. 14, no. 10, p. 1116, Oct. 2024, https://doi.org/10.3390/educsci14101116.
[4] H. Han and B. Li, “Perceptions of social interactions and second language willingness to communicate in different activities,” Asian-Pacific J. Second Foreign Lang. Educ., vol. 10, no. 1, p. 4, Jan. 2025, https://doi.org/10.1186/s40862-024-00312-x.
[5] I. Muttaqin, B. M. Bakheit, and M. Hasanah, “Arabic Language Environment for Islamic Boarding School Student Language Acquisition: Capturing Language Input, Interaction, and Output,” Al-Hayat J. Islam. Educ., vol. 8, no. 3, pp. 891–907, Jul. 2024, https://doi.org/10.35723/ajie.v8i3.624.
[6] Y. Marlius, B. Bambang, and M. Wirman, “The Efforts to Improve Students’ Arabic Speaking Skills Through Language Environment Activation: A Study of Phenomenology,” Al-Ta’rib J. Ilm. Progr. Stud. Pendidik. Bhs. Arab IAIN Palangka Raya, vol. 9, no. 1, pp. 35–48, Jun. 2021, https://doi.org/10.23971/altarib.v9i1.2585.
[7] Mursyidatul Mahsunah, M. Akmal Binashril Hadi, Dyah Ayu Khoirunnisa, and Nuril Mufidah, “Tanfīż Barāmij Al-lugat Al-ʿArabiat li Taḥsīn Mahārah Kalām Ladayya At- Ṭullāb fi Maʿhad,” al Mahāra J. Pendidik. Bhs. Arab, vol. 9, no. 2, pp. 257–268, Dec. 2023, https://doi.org/10.14421/almahara.2023.092-06.
[8] S. Kayhan, “The effect of intervention studies on foreign language speaking anxiety: A meta-analysis study,” J. Pedagog. Res., May 2025, https://doi.org/10.33902/JPR.202533156.
[9] U. F. Ifadah, “Analisis Bentuk Variasi Makna Kalam Insyā’ Ṭalabī dalam Surat al-Anfal,” Tamaddun J. Kebud. dan Sastra Islam, vol. 22, no. 2, pp. 145–157, Jan. 2023, https://doi.org/10.19109/tamaddun.v22i2.15273.
[10] N. Nursyamsiah, H. Maulani, and S. M. Khalid, “Stylistics of Nida Ilahi and Its Implications in Character Learning,” J. Al Bayan J. Jur. Pendidik. Bhs. Arab, vol. 13, no. 2, pp. 353–368, Jul. 2021, https://doi.org/10.24042/albayan.v13i2.9247.
[11] P. Emilda, “Kajian Ilmu Ma’ani Kaidah Insya’ Thalabi Amr dalam QS. Al-‘Alaq Ayat 1,” Al-I’jaz J. Stud. Al-Qur’an, Falsafah dan Keislam., vol. 5, no. 1, pp. 86–101, Jul. 2023, https://doi.org/10.53563/ai.v5i1.100.
[12] E. Rufaiqoh, A. W. Rosyidi, U. Machmudah, N. I. E. J. Ibrahim, and A. J. Sodik, “The Learning of Arabic Speaking Skills With Constructive Theory Perspective,” Izdihar J. Arab. Lang. Teaching, Linguist. Lit., vol. 6, no. 3, Dec. 2023, https://doi.org/10.22219/jiz.v6i3.27405.
[13] A. Maghfurin, M. A. Husna, N. Cholid, N. A. Mazlan, and Jumiati, “Enhancing Arabic Speaking Skills In Traditional Pesantren,” Alsinatuna, vol. 9, no. 1, pp. 16–28, Dec. 2023, https://doi.org/10.28918/alsinatuna.v9i1.1957.
[14] M. R. Mubarak, N. A. Audina, and B. Muhammad, “Enhancing Arabic Speaking Skills: A Societal Approach at an Indonesian Islamic Boarding School University - Implementation Challenges and Remedies,” J. Arab. Lang. Learn. Teach., vol. 1, no. 2, pp. 101–116, Feb. 2024, https://doi.org/10.23971/jallt.v1i2.148.
[15] L. Harnika, Z. Abidin, M. F. Maulana, S. Saputri, A. M. Salsabila, and A. Azim, “Impact of Linguistic Environment on Speaking Skills of Female Students at the Arabic Language Center Islamic Boarding School in Indonesia,” J. Arab. Lang. Learn. Teach., vol. 2, no. 2, pp. 121–136, Apr. 2024, https://doi.org/10.23971/jallt.v2i2.180.
[16] U. Flick, The SAGE Handbook of Qualitative Research Design. 1 Oliver’s Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2022. https://doi.org/10.4135/9781529770278.
[17] Abdul Rohman and Wildan Taufiq, “Ilmu Ma’ani dan Peranannya dalam Tafsir,” J. Al-Fanar, vol. 5, no. 1, pp. 84–101, Feb. 2022, https://doi.org/10.33511/alfanar.v5n1.84-101.
[18] R. Safii, S. R. Shaleh, and C. P. Doni, “Uslub Kalam Khabar dan Insya’ dalam Dialog Kisah Nabi Zakariyah dalam Al-Qur’an,” `A Jamiy J. Bhs. dan Sastra Arab, vol. 11, no. 2, p. 395, Sep. 2022, https://doi.org/10.31314/ajamiy.11.2.395-406.2022.
[19] A. Nurwahid, W. I. Fatimatul Djamilah, and F. Anam, “Bentuk Variasi Makna Kalam Insya’ Talabi dalam Komik Nawadir Juha Li Al-Atfal,” Kitabina J. Bhs. Sastra Arab, vol. 2, no. 01, pp. 26–39, Jul. 2022, https://doi.org/10.19109/kitabina.v2i01.13178.
[20] A. Rusydi, L. Qomariyah, Taufiqurrahman, and N. Munirah, “Tāhlil āl-Insyā’ āl-Thālābi wāl Mā’ānihi fii Surāh Ghāfir,” Mantiqu Tayr J. Arab. Lang., vol. 4, no. 1, pp. 60–77, Dec. 2023, https://doi.org/10.25217/mantiqutayr.v4i1.3974.
[21] H. Setiawan, “Kalãm al-Inshã at-Thalabi Fi Kitãb al-Akhlãq Lil Banin al-Juz’u al-Thãni,” Al Mi’yar J. Ilm. Pembelajaran Bhs. Arab dan Kebahasaaraban, vol. 7, no. 1, p. 335, Mar. 2024, https://doi.org/10.35931/am.v7i1.3229.
[22] A. H. Zaid, A. C. Setiadi, and S. A. Qonita, “The Stylistic Form and Meaning of Imperative and Prohibition Structures in al-Qira’ah al-Wafiyah Book l Shiyaghu wa Ma‘ani Asalibi al-‘Amr wa al-Nahy fi Kitabi al-Qira’ah al-Wafiyah,” J. Al Bayan J. Jur. Pendidik. Bhs. Arab, vol. 15, no. 1, pp. 151–172, Jun. 2023, https://doi.org/10.24042/albayan.v15i1.14123.
[23] P. Hakimi and M. Misnawati, “Fungsi Retoris Istifham dalam Surah Al-Mulk: Analisis Balaghah pada Ayat-Ayat Terpilih,” Lathaif Literasi Tafsir, Hadis dan Filol., vol. 5, no. 1, pp. 116–127, Jun. 2026, https://doi.org/10.31958/lathaif.v5i1.17115.
[24] A. Al Janadbah and A. Al Sharef, “Improving the Language Competencies of Non-native Arabic Speakers through the Communicative Approach,” Int. J. Learn. Teach., vol. 10, no. 3, 2024, https://doi.org/10.18178/ijlt.10.3.418-427.
[25] S. A. Almelhes and H. E. Alsaiari, “A Conceptual Framework for Teaching Arabic as a Second Language,” Theory Pract. Lang. Stud., vol. 14, no. 7, pp. 2110–2118, Jul. 2024, https://doi.org/10.17507/tpls.1407.18.
[26] A. Ramadan Elbaioumi Shaddad and B. Jember, “A step toward effective language learning: an insight into the impacts of feedback-supported tasks and peer-work activities on learners’ engagement, self-esteem, and language growth,” Asian-Pacific J. Second Foreign Lang. Educ., vol. 9, no. 1, p. 39, Feb. 2024, https://doi.org/10.1186/s40862-024-00261-5.
[27] S. A. Almelhes, “Gamification for teaching the Arabic language to non-native speakers: a systematic literature review,” Front. Educ., vol. 9, Mar. 2024, https://doi.org/10.3389/feduc.2024.1371955.
[28] A. M. A. Shaikha and M. Hamzeh, “Using Classroom Activities in Teaching Speaking Skills for Non-Native Arabic Learners: Teacher’s Perspective,” J. Lang. Teach. Res., vol. 14, no. 6, pp. 1524–1534, Nov. 2023, https://doi.org/10.17507/jltr.1406.10.
[29] I. Irfandi, M. Sayuti, and M. A. K. Hasan, “The Active Participle (Ism Fā ‘il) in Surah Al-Anfāl: Patterns, Functions, and Its Relevance in the Study of Arabic Morphology (Ilm al-Ṣarf): Partisip Aktif (Ism Fā ‘il) dalam Surah Al-Anfāl: Pola, Fungsi, dan Relevansinya dalam Studi Morfologi Arab (Ilm ,” ELOQUENCE J. Foreign Lang., vol. 4, no. 2, pp. 161–175, 2025, doi: https://doi.org/10.58194/eloquence.v4i2.2822.
[30] M. F. Anwari and W. Retnaningsih, “Perception of the Use of Artificial Intelligence for Improving English Academic Writing Skills: Persepsi Penggunaan Kecerdasan Buatan untuk Meningkatkan Keterampilan Menulis Akademik Bahasa Inggris,” ELOQUENCE J. Foreign Lang., vol. 4, no. 2, pp. 259–274, 2025, doi: https://doi.org/10.58194/eloquence.v4i2.2749.
[31] A. Abdullah, L. Pateda, and S. Kadir, “Management of Language Tests at the Grade Level (Format, Rubric, Validity),” ELOQUENCE J. Foreign Lang., vol. 1, no. 3, pp. 190–205, 2022 https://doi.org/10.58194/eloquence.v1i3.3046.
[32] S. D. Kadir, S. Sarif, and A. H. N. Fuadi, “Item Analysis of Arabic Thematic Questions to Determine Thinking Level Ability,” ELOQUENCE J. Foreign Lang., vol. 3, no. 1, pp. 434–447, 2024, doi: https://doi.org/10.58194/eloquence.v3i1.1498.
[33] S. M. Gass and A. Mackey, “Input, Interaction, and Output in L2 Acquisition,” in Theories in Second Language Acquisition: An Introduction, 3rd Editio., B. VanPatten, G. D. Keating, and S. Wulff, Eds., Routledge, 2020, pp. 192–222. https://doi.org/10.4324/9780429503986-9.
[34] J. M. Alharbi, “Acquired Versus Learned Systems in Second Language Acquisition: A Review of Studies Based on Krashen’s Hypothesis,” Theory Pract. Lang. Stud., vol. 14, no. 1, pp. 177–185, Jan. 2024, https://doi.org/10.17507/tpls.1401.21.
[35] A. Atabik, M. S. Yahya, and M. Mustajab, “Life Skills Approach in Arabic Language Learning at Islamic Boarding School-Based Madrasah Aliyah,” Al-Hayat J. Islam. Educ., vol. 7, no. 2, p. 327, Jul. 2023, https://doi.org/10.35723/ajie.v7i2.378.
[36] R. Saad, H. Baharudin, and N. M. R. N. Yusoff, “The Use of Digital Teaching Tools to Support Arabic Speaking Skills in Secondary School: A Systematic Literature Review.,” Educ. Process Int. J., vol. 17, p. e2025404, 2025.
[37] T. Jauharoh, Kamal Yusuf, Umi Hanifah, and Abdul Wahab Naf’an, “The Relationship between the Linguistic Landscape and Female Students’ Motivation to Learn Arabic in Islamic Boarding School,” LISANIA J. Arab. Educ. Lit., vol. 9, no. 1, pp. 247–271, Jun. 2025, https://doi.org/10.18326/lisania.v9i1.247-271.
[38] K. Dikilitas and K. Reynolds, Eds., Research Methods in Language Teaching and Learning. Wiley, 2022. https://doi.org/10.1002/9781394260409.
[39] S.-A. Mirhosseini and W. S. Pearson, “How do language education researchers attend to quality in qualitative studies?,” Lang. Teach., vol. 58, no. 1, pp. 99–115, Jan. 2025, https://doi.org/10.1017/S0261444824000053.
[40] A. H. Zaid, Y. A. Mustofa, and S. Arifin, “Analysis of Insya Thalabi in the Maulid al-Dibai’ by Imam ‘Abd al-Rahman al-Diba’i: Types and Meanings | Tahlīl al-Insyā al-Thalabī fī Kitāb Maulid al-Dība’ī lil Imām ‘Abd al-Rahmān bin ‘Alī bin Muhammad bin ‘Abdullah Al-Diba’i: Anwā’uhu wa Ma’ānihi,” Ta’lim al-’Arabiyyah J. Pendidik. Bhs. Arab Kebahasaaraban, vol. 8, no. 2, pp. 387–403, Dec. 2024, https://doi.org/10.15575/jpba.v8i2.39305.
[41] A. Sánchez-Hernández and J. Barón, “Teaching second language pragmatics in the current era of globalization: An introduction,” Lang. Teach. Res., vol. 26, no. 2, pp. 163–170, Mar. 2022, https://doi.org/10.1177/13621688211064931.
[42] A. Sarbaini and N. Rahmi, “Enhancing Arabic Speaking Skills: A Study on Instructional Design, Implementation, and Assessment,” Arab. J. Bhs. Arab, vol. 8, no. 2, pp. 641–662, Oct. 2024, https://doi.org/10.29240/jba.v8i2.10828.
[43] Å. Haukås and T. Tishakov, “Sharing interview questions in advance: Methodological considerations in applied linguistics research,” Eur. J. Appl. Linguist., vol. 12, no. 1, pp. 54–68, May 2024, https://doi.org/10.1515/eujal-2023-0045.
[44] D. Guo, R. L. M. Ramos, and F. Wang, “Qualitative online interviews: Voices of applied linguistics researchers,” Res. Methods Appl. Linguist., vol. 3, no. 3, p. 100130, Dec. 2024, https://doi.org/10.1016/j.rmal.2024.100130.
[45] F. Yulia, E. M. E. Ali Hasan, A. N. Bahri, M. Fiqiyah, and M. Taufiq, “Effectiveness of Instructional Communication of Mahārah Al-Kalām at Sultan Idris Education University,” Ta’lim al-’Arabiyyah J. Pendidik. Bhs. Arab Kebahasaaraban, vol. 8, no. 2, pp. 216–233, Dec. 2024, https://doi.org/10.15575/jpba.v8i2.39201.
[46] S. Consoli, “Reports from British Association for Applied Linguistics with Cambridge University Press seminars 2023 Developing Researcher Reflexivity for Applied Linguistics,” Lang. Teach., vol. 57, no. 3, pp. 433–436, Jul. 2024, https://doi.org/10.1017/S0261444824000028.
[47] K. Yaw, L. Plonsky, T. Larsson, S. Sterling, and M. Kytö, “Research ethics in applied linguistics,” Lang. Teach., vol. 56, no. 4, pp. 478–494, Oct. 2023, https://doi.org/10.1017/S0261444823000010.
[48] M. Riazi, H. Ghanbar, and R. Rezvani, “Qualitative Data Coding and Analysis: A Systematic Review of the Papers Published in the Journal of Second Language Writing,” Iran. J. Lang. Teach. Res., vol. 11, no. 1, pp. 25–47, 2023, https://doi.org/10.30466/ijltr.2023.121271.
[49] A. M. Riazi, R. Rezvani, and H. Ghanbar, “Trustworthiness in L2 writing research: A review and analysis of qualitative articles in the Journal of Second Language Writing,” Res. Methods Appl. Linguist., vol. 2, no. 3, p. 100065, Dec. 2023, https://doi.org/10.1016/j.rmal.2023.100065.
[50] L. Plonsky, “Study quality as an intellectual and ethical imperative: A proposed framework,” Annu. Rev. Appl. Linguist., vol. 44, pp. 4–18, Mar. 2024, https://doi.org/10.1017/S0267190524000059.
[51] N. Maryani, I. Syafei, and A. Kosim, “Improving Arabic Speaking Proficiency (Muhādatsah) Using Interactive-Communicative Instruction,” Ta’lim al-’Arabiyyah J. Pendidik. Bhs. Arab Kebahasaaraban, vol. 8, no. 1, pp. 18–33, Jun. 2024, https://doi.org/10.15575/jpba.v8i1.34894.
[52] Z. Liu, D. Sun, L. Zhang, X. Wang, and Y. Yang, “The impact of classroom interaction on willingness to communicate: The mediating roles of speaking self-efficacy and foreign language enjoyment,” PLoS One, vol. 20, no. 7, p. e0328226, Jul. 2025, https://doi.org/10.1371/journal.pone.0328226.
[53] K. I. Alahmed, “Factors Affecting Nursing College Students’ Willingness to Communicate in EFL Classrooms,” J. Tikrit Univ. Humanit., vol. 30, no. 11, 1, pp. 21–44, Nov. 2023, https://doi.org/10.25130/jtuh.30.11.1.2023.24.
[54] L. M. Pavelescu, “Emotion, motivation and willingness to communicate in the language learning experience: A comparative case study of two adult ESOL learners,” Lang. Teach. Res., vol. 30, no. 1, pp. 238–261, Jan. 2026, https://doi.org/10.1177/13621688221146884.
[55] D. Shaalan, “Role of Learning Environment in Arabic as a Foreign Language in Saudi Arabia,” Theory Pract. Lang. Stud., vol. 13, no. 9, pp. 2186–2194, Sep. 2023, https://doi.org/10.17507/tpls.1309.04.
[56] Q. Zhou, “Translating Willingness to Communicate into Learner Talk in a Chinese as a Foreign Language (CFL) Classroom,” Lang. Teach. Res., vol. 30, no. 5, pp. 2433–2477, Jul. 2026, https://doi.org/10.1177/13621688231176035.
[57] R. H. B. R. Sulaiman, N. B. A. Wahid, and N. B. N. @ C. Ahmad, “A Contextual-Based Learning Approach in Enhancing Mastery of Balaghah,” Int. J. Res. Innov. Soc. Sci., vol. 9, no. 30, pp. 422–425, Dec. 2025, https://doi.org/10.47772/IJRISS.2025.930000056.
[58] Q. Aini, Wahyu Suci Anggrayani, and Fathul Maujud, “Innovative Learning Strategies Towards Improving Students’ Arabic Speaking Skills,” Sustain. J. Kaji. Mutu Pendidik., vol. 8, no. 2, pp. 109–120, Dec. 2025, https://doi.org/10.32923/xhxgm221.
[59] A. Suja, Muassomah, and Sutaman, “Arabic genre pedagogy: teaching, learning, and assessing in context,” Innov. Lang. Learn. Teach., pp. 1–3, Mar. 2025, https://doi.org/10.1080/17501229.2025.2478284.
[60] S. Sutaman and S. R. Febriani, “Optimizing Arabic Speaking Skills Based on Integration of Learning Theory Framework in Higher Education,” Arab. J. Pendidik. Bhs. Arab dan Kebahasaaraban, vol. 8, no. 1, pp. 75–89, Jun. 2021, https://doi.org/10.15408/a.v8i1.20423.
[61] Y. Gao, S. N. Kew, H. Feng, T. Zhang, and Z. Ren, “Facilitating Second Language Willingness to Communicate in English: A Systematic Review on Types of Classroom-based Instructional Practices and Their Effects,” Arab World English J., vol. 15, no. 4, pp. 328–351, Dec. 2024, https://doi.org/10.24093/awej/vol15no4.21.
[62] S. Fathonatul Ula and A. Ghofur, “Analysis Of Kalam Insha’ Tolabi in The Book ‘Al-Arbaun An-Nisaiyyah’ By Muhammad Bin Syakir Asy-Syarif (Balaghah Approach),” ALLAIS J. Arab. Lang. Lit., vol. 3, no. 1, pp. 39–59, Jul. 2024, https://doi.org/10.22515/allais.v3i1.9274.
[63] S. Sokip, A. Nurcholis, K. Kojin, M. Z. Faizin, and A. Hanifa, “The Contribution to Understanding the Study of Psycholinguistics in Facilitating Balaghah Learning,” J. Al Bayan J. Jur. Pendidik. Bhs. Arab, vol. 15, no. 1, pp. 133–150, Jun. 2023, https://doi.org/10.24042/albayan.v15i1.14462.
[64] M. Hamid, M. A. C. Murtadho, A. Y. Firdaus, and M. Masturi, “Language Environment and Acquisition Dynamics of Arabic in Pesantren: Perspectives on Islamic Education and Learning Tradition,” Int. J. Islam. Thought Humanit., vol. 3, no. 2, pp. 387–400, Sep. 2024, https://doi.org/10.54298/ijith.v3i2.608.
[65] A. C. Setiyadi, N. Hidayah, M. Wahyudi, and M. Br Maha, “Bī’ah Lughawiyah Programs in Arabic Language Learning to Improve Student’s Arabic Speaking Skills,” Ta’lim al-’Arabiyyah J. Pendidik. Bhs. Arab Kebahasaaraban, vol. 7, no. 1, pp. 29–46, Jun. 2023, https://doi.org/10.15575/jpba.v7i1.24173.
[66] M. Masnun, “Exploring the Impact of Contextual Arabic Language Learning in Pesantren: A Case Study of Madrasah Aliyah Students,” لســـانـنــا J. Ilmu Bhs. Arab dan Pembelajarannya, vol. 15, no. 1, pp. 1–12, Aug. 2025, https://doi.org/10.22373/ls.v15i1.30603.
[67] M. R. Falaqi, N. Qomari, and A. W. Ritonga, “Maharah Kalam Learning in Higher Education Using a Collaborative Learning Based on Constructivism Theory,” J. Adv. Res. Soc. Sci. Humanit., vol. 8, no. 2, 2023, https://doi.org/10.26500/JARSSH-08-2023-0204.
[68] M. Yahya and M. F. Shodiq, “Musykilatu Tathbiqi Maharati Al-kalami Li At-thullabi Al-fashli Al-awwali Lil-‘Aliyah Fi Ma’hadi Al-mukmin Ngruki Sukoharjo Al-‘am Ad-Dirosiy 2023/2024,” Ukazh J. Arab. Stud., vol. 5, no. 2, pp. 247–255, Jun. 2024, https://doi.org/10.37274/ukazh.v5i2.979.
[69] S. Nematizadeh, “A Per-second Investigation of the Interconnectedness between Linguistic and Cognitive Factors Underlying L2 Willingness to Communicate,” J. Psychol. Lang. Learn., vol. 4, no. 2, pp. 1–14, Aug. 2022, https://doi.org/10.52598/jpll/4/2/8.
[70] T. Takdir, N. Agung, and A. AR, “Optimizing Students’ Speaking Skills: Arabic Language Learning Model Based on Bi’ah Lugawiyyah in Islamic Higher Education Institutions | Tahsin Maharat al-Kalam lada al-Tullab: Namudhaj Ta’allum al-Lughah al-’Arabiyyah al-Qa’im ’ala al-Bi’ah al-Lughawiyy,” Al-Ta’rib J. Ilm. Progr. Stud. Pendidik. Bhs. Arab IAIN Palangka Raya, vol. 12, no. 2, pp. 455–468, Dec. 2024, https://doi.org/10.23971/altarib.v12i2.9151.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Nurhikmah, Amrah Kasim, Andi Abdul Hamzah
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
