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This community service program aims to improve Arabic language skills through creative learning strategies based on educational games designed for the learning aspects of maharah istima', kalam, qira'ah, kitabah, and qawa'id learning. Mastery of maharah al-'arabiyah at the Madrasah Aliyah level still faces various obstacles. Mainly low learning motivation, lack of method variation, and dominated by textual learning approaches. This activity was carried out at the Madrasah Aliyah Swasta Terpadu Permata Umat, Trenggalek using qualitative methods through observation, interviews, direct mentoring, and documentation of student activities during the training process. The results of this community service program show that the implementation of educational games such as matching games, interactive dialogues, istima' habits, kitabah habits, roleplay games, guessing games, and grammar materials (nahwu and sharaf) combined with a reward system can foster and increase active participation, courage to speak, and increase student motivation in learning Arabic. This activity emphasizes that educational games are an effective approach in improving Arabic language competency in the madrasah environment.

This community service program aims to improve Arabic language skills through creative learning strategies based on educational games designed for the learning aspects of maharah istima', kalam, qira'ah, kitabah, and qawa'id learning. Mastery of maharah al-'arabiyah at the Madrasah Aliyah level still faces various obstacles. Mainly low learning motivation, lack of method variation, and dominated by textual learning approaches. This activity was carried out at the Madrasah Aliyah Swasta Terpadu Permata Umat, Trenggalek using qualitative methods through observation, interviews, direct mentoring, and documentation of student activities during the training process. The results of this community service program show that the implementation of educational games such as matching games, interactive dialogues, istima' habits, kitabah habits, roleplay games, guessing games, and grammar materials (nahwu and sharaf) combined with a reward system can foster and increase active participation, courage to speak, and increase student motivation in learning Arabic. This activity emphasizes that educational games are an effective approach in improving Arabic language competency in the madrasah environment.

This community service initiative was designed to increase students' enthusiasm for Arabic language instruction by applying singing techniques in co-curricular activities at Hasanka Islamic Elementary School. The program emerged in response to the low interest of students in learning Arabic, which was considered to be lacking in variety and uninteresting for elementary school children. The approach applied is Participatory Action Research (PAR), which emphasizes active participation between educators, students, and facilitators in all stages of the activity. This method is implemented through a repetitive cycle that includes planning, implementation, observation, and joint evaluation to ensure that each activity is appropriate to the needs of the students and the school environment. Data was obtained through field observations, in-depth dialogues with teachers and students, activity records, and post-instruction group discussions. Descriptive analysis was conducted to identify changes in learning behavior, engagement levels, and students' emotional responses to singing activities. The findings showed a significant increase in student motivation and participation in Arabic language learning. The findings show a significant increase in student motivation and participation in Arabic language learning. Themed songs help them remember vocabulary more effectively, improve simple communication skills, and create a more enjoyable learning atmosphere. Furthermore, students have taken the initiative to compose lyrics and lead study groups. Implicitly, the application of singing techniques has proven to be effective not only in improving linguistic competence, but also in building confidence, creativity, and cooperation in the elementary school environment.

The evaluation of textbooks is a strategic step to ensure the alignment of instructional materials with curricular goals and the needs of learners. In the context of teaching Arabic at the university level, writing skills (mahārah kitābah) are an essential component in shaping productive and communicative language abilities. This study aims to evaluate the representation and development of writing skills in the Arabic Language Book Marhalah Three, published by the Language Center of UIN Sultan Syarif Kasim Riau in 2018. The study employs a descriptive qualitative approach using a document analysis method. Data were collected through content analysis of the textbook using a foreign language textbook evaluation rubric, which includes aspects such as content, instructional approach, and the suitability of the material to students' competencies. The findings indicate that although the book is organized with a systematic instructional structure and thematically relevant content, the development of writing skills is still primarily based on a structural approach and lacks diverse, communicative exercises. These findings suggest the need for improvement in the textbook by integrating communicative, integrative, and contextual approaches in order to enhance the effectiveness of mahārah kitābah instruction in higher education settings.

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

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.