Al-Wazan: Journal of Arabic Education

The Language System in Cognitive Science: Framing and Computation From the Human Mind to the Computational Mind

Abdelmajid Kaddouri — 2025-07-28

The cognitive revolution brought by modern linguistic theories has compelled researchers to explore increasingly complex issues concerning the mental processes involved in language, often situated at the intersection of multiple disciplines. In the current era, where technological sciences dominate and serve as a driving force for the advancement of all human sciences, a new interdisciplinary field has emerged—one that bridges linguistics and computer science. This study addresses the central problem of how the language system in the human mind can be logically and formally represented for computational purposes. The objective of this paper is to examine the modular and computational structures of language from the perspective of cognitive sciences, focusing on the phonological lexicon, morphological lexicon, and lexical semantics. The study employs a qualitative-descriptive method, with a theoretical analysis approach that synthesizes concepts from linguistics, cognitive psychology, and computer science. The findings demonstrate that the construction of a computational mental lexicon enables the standardization of linguistic data in computer memory and facilitates the automation of language processing across linguistic levels. The main contribution of this research lies in offering a conceptual framework for building natural language processing systems grounded in cognitive and linguistic principles. Such systems not only simulate how humans perceive, store, and produce language but also bring us closer to modeling a computational theory of mind. This reinforces the strategic role of linguistics in the digital age and its vital relevance in advancing intelligent language technologies.

Arabic Language Teachers’ Strategies for Developing Students’ Speaking Skills through Thematic Hadith Discussions

Mahbub Nawawi — 2025-08-14

Developing speaking skills (maharah al-kalam) among Arabic learners remains a persistent challenge, particularly in Islamic secondary schools where communicative competence often lags behind receptive abilities. This study addresses the problem of how to effectively engage students in spoken Arabic by examining the integration of theme-based hadith discussions into classroom practice. The aim is to investigate how teachers at MAN 2 Banyuwangi design, implement, and evaluate such activities, and to assess their impact on students’ participation and fluency. Employing a qualitative approach within an intrinsic case study framework, the research collected data through classroom observations, semi-structured interviews, and document analysis, enabling triangulation of findings across multiple sources. The distinctive contribution of this work lies in its focused linkage between the moral and social themes of hadith and targeted speaking skill development, alongside a detailed analysis of teachers’ day-to-day instructional strategies. Results indicate that approaches such as linguistic scaffolding, contextual role-play, and small-group discussions anchored in selected hadith topics elevated student participation to approximately 90% and improved speaking fluency by 67%. Furthermore, the use of the ADDIE instructional design cycle ensured systematic planning, execution, and evaluation, enhancing both student engagement and language outcomes. This study contributes practical, evidence-based strategies for Arabic language instruction in Islamic educational contexts, demonstrating that selecting relevant themes, employing interactive methods, and applying structured pedagogical models can significantly advance speaking proficiency while reinforcing moral education.

The Dynamics of Arabic Linguistic Variation

Mohammad Zainal Hamdy — 2025-08-29

Arabic is one of the official languages recognized by the United Nations and serves as the national language in many countries across West Asia and North Africa. Beyond its political role, Arabic has historically functioned as a language of education, science, and religion. In Indonesia, the teaching of Arabic began with the spread of Islam, positioning it as the language of high prestige among Muslims since it acts as the medium of transmission for Islamic knowledge. Consequently, Arabic has become a priority language within Islamic education, particularly in pesantren and specialized language centers. However, the use of Arabic in non-native environments inevitably leads to variations, both in oral and written forms, as learners adapt the language according to their level of exposure and interaction. This study aims to investigate the phenomenon of linguistic variation in Arabic usage within Markaz Lughah Al-‘Arabiyah, a learning environment where students from diverse backgrounds engage with Arabic in formal and informal contexts. The research employs a qualitative method, utilizing natural settings to interpret the variations in language use, supported by observation, interviews, and document analysis. The findings reveal that linguistic diversity at the center manifests in code-switching, simplification of grammatical structures, and creative adaptations in oral communication. In writing, learners often exhibit a blend of classical and modern expressions, reflecting both challenges and innovations. The contribution of this study lies in providing insights into how Arabic develops in non-Arabic-speaking contexts, offering implications for Arabic pedagogy, curriculum design, and sociolinguistic studies

Pre-Linguistic Development Among Children in Indonesia: A Psycholinguistic Perspective

Moh. Supriyadi — 2025-09-29

The pre-linguistic stage represents a crucial foundation in children’s language development, characterized by non-verbal communication such as crying, cooing, and babbling. This study addresses the problem of understanding how early non-verbal behaviors form the basis for later linguistic competence, particularly within the Indonesian context, where linguistic diversity adds complexity to language acquisition. The objective of this research is to describe the stages of pre-linguistic development in children of varying ages and to analyze the factors influencing their progress. Employing a descriptive qualitative approach, data were collected through observation and interviews with parents and caregivers, followed by content analysis to identify recurring behavioral patterns. The analysis considered the frequency of communicative behaviors, the contexts in which they occurred, and the role of adult responses in shaping children’s early language skills. The findings reveal that language development among Indonesian children is influenced by overlapping factors including family environment, multilingual exposure, educational practices, and digital technology. Children raised in linguistically supportive environments exhibit faster and more effective language growth, especially in their early years. This study contributes to the understanding of early language development by highlighting both the opportunities and challenges of multilingual contexts, offering insights for educators, parents, and policymakers in fostering optimal language acquisition

The Effectiveness of Visual Media in Enhancing Arabic Vocabulary Mastery

Devi Afniatus Zulinda Alfah — 2025-10-18

This study investigates the effectiveness of using visual media in enhancing students’ mastery of Arabic vocabulary among tenth-grade students at MA Abdul Hadi Ngudirejo Jombang. The research addresses the problem of limited vocabulary acquisition and low student engagement in Arabic language learning when conventional teaching methods are applied. The study aims to determine whether image-based media can significantly improve students’ vocabulary mastery compared to traditional instruction. The research employed an experimental method using a Non-Equivalent Pretest–Posttest Control Group Design. Two groups were selected through cluster random sampling: one experimental class and one control class, each consisting of twelve students. The experimental class was taught using image media, while the control class followed conventional learning. Data were collected through pretests and posttests to measure the improvement in vocabulary mastery. The results revealed that students in the experimental class achieved significantly higher posttest scores than those in the control class, demonstrating that the use of visual media effectively enhanced vocabulary learning. The findings suggest that incorporating image-based learning tools can foster greater engagement, retention, and comprehension in Arabic vocabulary instruction. This study contributes to the development of more interactive and effective pedagogical approaches for Arabic language teaching in secondary education

Developing Interactive Quizizz-Based Learning Media to Enhance Arabic Vocabulary and Grammar Skill

Binti Mar’atul Muthongah — 2025-10-18

Media plays a crucial role in the learning process, and the advancement of technology has introduced various innovative tools that can enhance student engagement and learning outcomes. However, the integration of technology-based media in Arabic language instruction remains limited in several educational institutions, including MTsN 3 Kediri, particularly among eighth-grade students. This study aims to develop and describe the use of Quizizz interactive learning media in Arabic language learning to improve students’ mastery of mufradāt (vocabulary) and qawāʿid (grammar). Employing a Research and Development (R&D) design with the ADDIE model—Analysis, Design, Development, Implementation, and Evaluation—this research was conducted from January to February in class VIII-B, involving 36 students. The study used a one-group pretest–posttest design to evaluate the effectiveness of the developed media. Validation results from media, material, and learning experts yielded an average score of 89%, categorized as very feasible, while student responses indicated 88% satisfaction, classified as very interesting. Furthermore, the pretest mean score of 60 increased to 87 in the posttest, with a t-test result of tcount = 13.26 > ttable = 1.67 (α = 0.05), indicating a significant improvement in learning outcomes. These findings confirm that Quizizz-based interactive media effectively enhance students’ Arabic vocabulary and grammar skills while promoting engaging, technology-oriented learning experiences aligned with the needs of the digital generation.