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Many students face difficulties and lack confidence when it comes to English pronunciation, often doubting whether their pronunciation is correct. One significant challenge they face is the difference in dialect and pronunciation between their native language and the target language. In Indonesia, a Muslim-majority country, many students are familiar with Arabic, particularly in pesantren-based schools. Arabic and English share certain phonetic features, especially in the fricative consonant sounds, which could help Indonesian students learn English pronunciation more easily. This study explores how learning Arabic might aid in improving English pronunciation, specifically focusing on fricative sounds. Using a mixed-methods approach that combines both quantitative and qualitative data, this research applies a pre-experimental one-group pre-test and post-test design. The study involved fifteen junior high school students in grade VIII from an Islamic character school. The primary goal of the research was to assess how the students’ English pronunciation, particularly on fricative sounds, improved after learning Arabic. The results show a significant improvement in the pronunciation of /f/, /ʃ/, /s/, /z/, and /ʒ/ sounds. However, the students showed less improvement in the pronunciation of /ð/ and /θ/ sounds. This suggests that while Arabic may offer some advantages in mastering specific English sounds, there may be challenges that still hinder the improvement of other English consonants. These findings could provide insights into language learning strategies and the potential role of Arabic in enhancing English pronunciation.

The Maharah qiroah learning strategy at Pondok Pesantren Rofiu Darojah plays a crucial role in enhancing students' Arabic reading skills. This study aims to analyze the applied strategies and the challenges faced in improving students' reading competence. A qualitative research method with a descriptive approach was used, involving interviews with the parents’ caregivers, teachers, and students. The findings indicate that the qiroah mufasshiroh, talaqqi, and drill methods are effective in improving students' comprehension and reading fluency. However, challenges remain, such as difficulties in understanding complex sentence structures and a lack of independent reading practice. Therefore, further efforts are needed, including strengthening nahwu and shorof learning, increasing reading practice intensity, and utilizing educational technology. With the implementation of more innovative strategies and full support from educators, students’ reading abilities are expected to improve significantly.

This study examines the implementation of Arabic language learning based on the Qur'an at Mushollah Zubhatul Hasan, focusing on the sorogan and talaqqi methods. The sorogan method allows students to read directly in front of their teacher, receiving guidance on pronunciation, meaning, and sentence structure. This individual approach provides a more personalized learning experience, enabling students to receive immediate corrections. Meanwhile, the talaqqi method emphasizes listening and repeating the teacher’s recitation collectively, improving fluency, tajwid accuracy, and linguistic comprehension. Additionally, the practice of daily Arabic conversations in the Mushollah environment plays a crucial role in reinforcing language acquisition. Initially, students faced challenges in speaking Arabic, but continuous practice helped them develop confidence and fluency. This immersive approach allows students not only to learn Arabic theoretically but also to internalize it through practical use. The findings highlight that combining sorogan, talaqqi, and Arabic-speaking habits effectively enhances students’ Arabic proficiency, both in understanding Qur'anic texts and applying the language in daily interactions. This study underscores the importance of integrating structured teaching methods with real-life practice to achieve comprehensive Arabic language mastery in a religious learning setting.

This study examines the Arabic language learning strategies at MTs Nurul Istifadah Gebangan, focusing on the implementation of audio-visual methods, educational games, and digital learning applications. The research employs a qualitative approach through interviews with the Principal (Sulhan Wahyudi), Vice Principal for Curriculum (Misbahus Sudur), Arabic Language Teacher (Muslihatul Ilfah), and a 10th-grade student (Budianto). The findings reveal that the audio-visual method enhances students’ comprehension and pronunciation through interactive videos, songs, and recorded conversations. Educational games, such as Arabic Scrabble and role-playing, make learning more engaging and boost students' motivation. The use of digital applications like Duolingo Arabic and Nahwu Shorof enables flexible learning both inside and outside the classroom. This study concludes that a combination of technology-based strategies and active interaction can improve students' interest and understanding of the Arabic language. As a recommendation, the school should further develop the use of AI-based media and blended learning methods to enhance learning effectiveness.

Reading comprehension in Arabic is an essential skill for students at MA Darul Mukhlasin Tegalsiwalan. This ability supports the understanding of religious texts and enhances overall language competence. This study aims to analyze the strategies implemented to improve Arabic reading comprehension at the madrasa. This research employs a qualitative approach with a descriptive method. Data were collected through classroom observations, interviews with Arabic teachers, and analysis of learning documents. The study focuses on the teaching strategies applied, the challenges encountered, and the effectiveness of the methods in enhancing students' reading comprehension. The findings indicate that the strategies used at MA Darul Mukhlasin Tegalsiwalan include the talaqqi method, authentic text-based learning, and a contextual approach. These strategies effectively help students comprehend the meaning and increase their interest in learning. However, some challenges persist, such as the limited availability of diverse reading materials and restricted learning time allocation. Evaluating and developing more innovative methods is expected to further enhance students' Arabic reading comprehension at the madrasa.

This study aims to analyze the implementation of short text analysis strategies in Maharah Qira’ah to enhance Arabic language comprehension at Madrasah Aliyah Al-Masduqiyah Patokan Kraksaan. Maharah Qira’ah, as one of the core skills in Arabic language learning, requires a deep understanding of language structures and text meanings. Therefore, short text analysis strategies are applied as a method to strengthen students’ understanding of vocabulary, grammar, and contextual meaning in Arabic texts. This research employs a descriptive qualitative approach with data collection techniques, including observation, interviews, and documentation. The findings indicate that using short texts in Maharah Qira’ah instruction has a positive impact on students' comprehension, particularly in word meaning interpretation, sentence structure understanding, and critical thinking skills. However, the study also identifies several challenges, such as students' limited vocabulary, text difficulty levels, and insufficient teaching resources. By understanding the benefits and challenges, this strategy can be further developed through more innovative approaches, such as digital media utilization and the integration of contextual learning methods in Arabic language instruction. This study is expected to contribute to the development of Arabic language teaching methods at the Madrasah Aliyah level.  

Arabic language learning at the Nurul Hasan Elementary School level has an important role in building a foundation of language understanding for students. However, one of the challenges faced by students is the lack of understanding in understanding Arabic texts effectively. This study aims to improve students' Arabic language understanding through the short text analysis method at the Nurul Hasan Elementary School Kertosono Gading, Probolinggo. The research method used is a qualitative approach with observation, interview, and documentation study techniques. The subjects of the study consisted of students in grades V and VI who had difficulty understanding Arabic texts. The results of the study showed that short text analysis helped students improve their language understanding, namely in terms of vocabulary, understanding sentence structure, and improving their ability to read and translate texts. This method has long been applied to grades V and VI before to produce a young generation who can develop foreign language skills. In addition, this method can also increase students' motivation in learning Arabic because of its more contextual and applicable approach. Thus, the use of short text analysis can be an effective strategy in improving Arabic language understanding at the Nurul Hasan Elementary School. It is hoped that this research can contribute to the development of Arabic language teaching methods that are more interactive and easy for students to understand.

The English language teaching at Pondok Pesantren Nurul Falah aims to improve the students' communication skills in English through an approach that is more adaptive to the organizational culture. This pesantren has a habit of using Arabic in daily life, so in the teaching of English, Arabic terms such as “huwa,” “huma,” and “huna” are used in teaching pronouns. The method applied involves interactive teaching, adapted to the students’ habits, where each session begins with an explanation of English concepts, which are then linked to Arabic terms that the students are already familiar with. This activity took place over four meetings per month, with morning and afternoon sessions. The results of the teaching activity showed an improvement in the students' understanding of basic English concepts, especially in teaching pronouns, which were easier to understand when linked to Arabic. The discussion in this activity revealed that adapting the language of instruction to the local culture, in this case, Arabic, can create a more comfortable atmosphere and support the students' enthusiasm for learning. Students, who initially felt less confident in speaking English, became more active and open to practicing. In conclusion, English teaching that is adapted to the organizational culture, especially through the use of Arabic in teaching, has proven effective in improving students' understanding and communication skills in English, as well as creating a learning environment that is more enjoyable and relevant to their needs

spam is posting unsolicited messages or advertising on social media, particularly Twitter. These messages are normally designed to sell specific products and services or links. In this research, we developed a fuzzy control system to detect Arabic spam tweets based on deep learning with a large language model. Initially, we performed text cleaning and further transformed text into vectors with the help of AraGpt and AraBert. Subsequently, we employed a multi-layer perceptron network model in feature extraction of essential features. Finally, we adopted the fuzzy logic control system for classifying spam tweets using features filtered from deep networks. Employing the proposed Fuzzy logic control system provided nearly a 100% comparative to only utilizing the deep neural networks, which yielded an almost 99% throughput for both large language models Aragpt and Arabert, with a 100% F1 score for the Aragpt model and 99% for Arabert model respectively.

This articel discusses improving the ability to memorize the mufrodat of class IV students in the Arabic language subject material My Aspirations by applying flash card learning media in the private Ibtidaiyah Madrasah Tarbiyah Islamiyah Jelutung, Jambi City. This research uses the classroom action method which refers to the Kemmis and MC models. Taggart went through four stages, namely: (1) planning, (2) action, (3) observation and (4) reflection. This research consisted of initial observations and 2 cycles. The data analysis technique used in this research is qualitative and quantitative data analysis. The research sample was class IV students at MIS Tarbiyah Islamiyah Jelutung, Jambi City in 2024/2025, totaling 14 people. The aim of this research is (1) by applying flash card media, it can improve class IV students' memorization of mufrodat in Arabic language subjects about my dreams. (2) the ability to memorize mufrodat in Arabic language lessons regarding ideals can be increased through the application of learning media flash cards. Data collection techniques in this research use observation sheets, tests and documentation. The results of this study stated that there was an increase in the ability to memorize mufrodat, this was proven by the pre-cycle percentage which was 37%, then the percentage of cycle I meeting I showed 43% of students who completed it, then cycle I meeting II was at 50%, cycle I experienced an increase but did not increase rapidly and had not yet reached the percentage of completeness, then cycle II, meeting I was 64%, had not yet reached the percentage of completeness, then continued in cycle II, meeting II showed 78% of students had completed. The findings of this research are that by applying flash card media you can improve your ability to memorize Arabic language subjects with my dream material.      

This research aims to analyze the management of training and development programs for Arabic language teachers in Madrasah Aliyah Mamba’ul Ulum, Bungah, Gresik. This research was descriptive qualitative and collected through observation and interview. The data was analyzed through the three steps namely data reduction, data presentation, and conclusion drawing. The findings showed that only few of Arabic language teachers have appropriate academic qualifications, with details that there were 3 Arabic language teachers, but there was only one teacher who had a bachelor’s degree in Arabic Language Education, while other teachers had a bachelor’s degree in Islamic Religious Education and Islamic Boarding School graduates. Then, the professional development program for Arabic teachers was held in the form of workshops and seminars related to learning twice in the last three years. However, the material presented only focuses on teaching materials according to the national curriculum, without any programs or activities to improve the ability of teachers to choose active, effective, and efficient learning methods. In conclusion, Arabic teacher qualifications are poorly managed at Madrasah Aliyah Mamba’ul Ulum, Bungah, Gresik, regardless of the fields’ quality of teachers or suitability.

The development of digital technology has a major impact on Arabic language learning, both in terms of opportunities and obstacles. This journal aims to identify opportunities and obstacles in Arabic language learning from the perspective of teachers and students. This research approach uses qualitative methods with interviews and literature studies to obtain a comprehensive picture of how digital technology can improve or hinder the Arabic language learning process. The results of the study indicate that the existence of digital technology provides many great opportunities for Arabic language learning, including: First, access to learning materials becomes wider. Second, there is global interaction. Third. Learning becomes more innovative and interesting. Fourth. Efficiency of time and place of learning. Fifth. The existence of digital technology can help advance educational institutions to the international level. However, there are also significant challenges from the existence of digital technology in Arabic language learning, including: First, the lack of maturity of teachers and students in using and utilizing digital technology. Second, there is digital distraction. Third, there is a technological gap and others.

The book Al Arabiyah Baina Yadaik is a guide book for learning Arabic which includes four skills in Arabic, namely speaking skills, listening skills, reading skills and writing skills. In this book there are many important aspects to improve students' speaking skills. The method used in this research is descriptive qualitative. This method was chosen to be able to describe real phenomena without any engineering involved. The data source in this research is Arabic Language and Culture students at Al Azhar University Indonesia. The problem discussed in this research is measuring the effectiveness of the book Al Arabiyah Baina Yadaik in speaking proficiency. The aim of this research is to see the effectiveness of using the Al Arabiyah Baina Yadaik book in speaking proficiency. The results of this research are related to the components of book content, the role of the teacher, and the role of students in speaking proficiency in the Arabic language learning process.

The book Al Arabiyah Baina Yadaik is a guide book for learning Arabic which includes four skills in Arabic, namely speaking skills, listening skills, reading skills and writing skills. In this book there are many important aspects to improve students' speaking skills. The method used in this research is descriptive qualitative. This method was chosen to be able to describe real phenomena without any engineering involved. The data source in this research is Arabic Language and Culture students at Al Azhar University Indonesia. The problem discussed in this research is measuring the effectiveness of the book Al Arabiyah Baina Yadaik in speaking proficiency. The aim of this research is to see the effectiveness of using the Al Arabiyah Baina Yadaik book in speaking proficiency. The results of this research are related to the components of book content, the role of the teacher, and the role of students in speaking proficiency in the Arabic language learning process.

This research aims to examine the use of loan words as teaching material for Indonesian Language for Foreign Speakers (BIPA) in mastering vocabulary. This research is motivated by the development of the Indonesian language, one of the processes of which is through loanwords. Data was obtained from various sources such as scientific journals, books and relevant articles. Data analysis was carried out qualitatively with a focus on identifying main themes, patterns and relationships between various variables in the literature that had been collected. The results of the research show that loan words can be used as BIPA teaching materials which are useful for facilitating understanding and enriching vocabulary for BIPA learners. Loan words originating from various languages such as Arabic, Dutch, English, Sanskrit, Portuguese, French, Chinese, Japanese, Persian, Greek, Hindi and others are proof that Indonesian is adaptive and open to other languages. The strategies used for BIPA learning using loanwords include cognitive approaches, use in daily conversations, introduction to grammatical concepts, and approaches to daily contexts, academic use, and use in the field of technology.

Linguistics plays a crucial role in studying and understanding the structure of language, including in the context of Arabic. The Arabic language, with its complex system of morphology, syntax, and phonology, requires an in-depth linguistic approach to analyze its grammatical structure. This study aims to explore how linguistic theories, such as phonology, morphology, syntax, and semantics, contribute to understanding the basic structure of Arabic. Through linguistic approaches, a clearer and more structured understanding of sentence structure, word patterns, and the relationships between language elements can be achieved. This paper also discusses the challenges faced in applying linguistic theories to Arabic, as well as the importance of a linguistic approach in teaching Arabic to non-native speakers. The findings of this study are expected to provide broader insights into the role of linguistics in learning and teaching Arabic more effectively and systematically. 

Artificial Intelligence (AI) and digital technologies have revolutionized language education, providing new opportunities to enhance sociolinguistic awareness and Arabic language skills, including listening, speaking, reading, and writing. This study explores how AI-driven applications and digital platforms support learners in understanding and using various Arabic dialects alongside Modern Standard Arabic. The study uses a qualitative approach to analyse how these technologies bridge the gap between theoretical knowledge and practical communication. The study focuses on tools such as interactive chatbots, speech recognition systems, assistive technologies, virtual assistants, and language learning platforms. These tools align with the Common European Framework of Reference (CEFR) for Languages 2020 and Sustainable Development Goals 4 (SDG 4), highlighting their potential to promote inclusive and equitable language education. The study analyses how AI and digital tools contribute to Arabic learning and enhance communicative competence rather than involving testing or experiments. The findings suggest that these technologies offer significant potential for improving language proficiency and addressing diverse learners' needs.

This article looks at developments in learning to understand Arabic. The main aim of this article is to find out how effective learning tools are that focus on mastering knowledge first rather than improving other language skills. Vocabulary is very important to master Arabic. The problem raised is how effective media is in increasing mastery of Arabic vocabulary. The results of research and discussions show that this learning tool is very effective in improving Arabic language comprehension.

The problem behind this research is the decline in motivation in studying Arabic among PBA students in 2021 UINSU. The purpose of this research is to find out what factors are behind demotivation in studying Arabic among PBA 2 students of Stambuk 2021 UINSU. This research hopes to perfect previous studies and so that educators can develop strategies in reviving the motivation of Arabic language learners. The method used in this research is a qualitative method. The data collection technique is by conducting observations and interviews with PBA 2 students of 2021 UINSU. The data collected were then analyzed and grouped based on the similarity of the informants' answer patterns. The results of this study indicate that the factors behind student demotivation in studying Arabic are; First. The burden of the Academy. Second; Learning Methods. Third; Arabic language complexity. Fourth; Not having a language environment. Fifth. Teacher's personality. Sixth. Economic Factors.    

Students are required to memorize tashrif in the Shorof course, because tashrif is the main basis in understanding the structure of the Arabic language, especially in word formation and change. Mastery of tashrif helps students recognize the patterns of word changes from roots to derivatives, which is very important for understanding religious texts such as the Qur'an, Hadith, and classical books. In addition, this ability improves reading, writing and speaking skills in Arabic. By memorizing tashrif, students are also more confident in using Arabic actively, both in academic and practical contexts. Therefore, tashrif is an important part of Arabic language learning that not only facilitates text comprehension, but also builds language skills.This study aims to analyze the effect of the singing method on the ability to memorize tashrif in the Shorof course of class 5B students of class 2022. using quantitative approach research with data collection through questionnaires filled out by 28 students. The data obtained were analyzed using descriptive statistics to see the tendency of the influence of the singing method on memorizing tasrif. The use of this singing method is very helpful in improving students' memory in memorizing tasrif. In addition, students consider this method fun and motivate them to be more active in learning.