Lingeduca: Journal of Language and Education Studies

Implementation of Communicative Arabic Language Skills Based on TBL (Technology- Based Learning) for Students of Mti Tanjung Barulak and Ppti Malalo Tanah Datar

2026-05-20T10:16:58+07:00

The low communicative Arabic speaking skills of madrasah and Islamic boarding school students remain a major challenge due to the dominance of grammar-oriented instruction, particularly nahwu and sharaf, and the limited availability of contextual oral practice. This condition was also identified among students of MTI Tanjung Barulak and PPTI Malalo, Tanah Datar Regency, who experienced difficulties in expressing ideas orally in Arabic. This study employed a descriptive evaluative design within a community service-based research framework to implement and assess a Technology-Based Learning intervention for improving students’ communicative Arabic speaking skills. The intervention was carried out through structured mentoring, guided training, interactive conversation exercises, audio-visual learning, dialogue simulations, and simple digital content production. The program was implemented in two stages: face-to-face activities and intensive mentoring. The participants consisted of 50 students from both institutions. The findings indicated observable improvements in students’ confidence, fluency, active participation, and motivation in Arabic speaking activities. Teachers and students perceived the TBL approach as more relevant, engaging, and contextual than conventional methods because it provided students with more meaningful opportunities to practice Arabic communication. The integration of technology with communicative learning also supported the creation of a more interactive learning environment. The study concludes that TBL-based communicative Arabic learning has the potential to strengthen students’ maharah al-kalam and may serve as an alternative instructional model for similar madrasah and Islamic boarding school contexts.

DEMOCRATIZING LANGUAGE PROFICIENCY: THE IMPACT OF GENERATIVE AI ON LEARNER AUTONOMY AND ACADEMIC INTEGRITY IN SECOND LANGUAGE ACQUISITION

2026-05-21T08:50:41+07:00

Generative artificial intelligence has rapidly transformed second language acquisition by providing learners with continuous access to automated feedback, translation support, grammar correction, and interactive language practice. Expansion of AI-assisted learning environments has increased opportunities for independent language development and reduced barriers associated with instructional access and linguistic anxiety. Simultaneous growth of AI integration in education has also generated concerns regarding academic integrity, technological dependency, and the authenticity of learner language production within academic contexts. This study aimed to examine the impact of generative AI on learner autonomy and academic integrity in second language acquisition. Particular attention was directed toward analyzing how AI-assisted language learning influences self-regulated learning behavior, writing performance, language confidence, and ethical awareness among second language learners in higher education environments. A mixed-methods sequential explanatory design was employed involving 300 undergraduate students enrolled in second language learning programs across three universities. Quantitative data were collected through learner autonomy scales, academic integrity perception questionnaires, and AI usage surveys, while qualitative findings were obtained through interviews, classroom observations, and reflective journals. Statistical analysis included ANOVA, regression analysis, and correlation testing to identify relationships between AI usage and educational outcomes. Results demonstrated that generative AI significantly improved learner autonomy, writing performance, and language confidence through personalized linguistic support and immediate feedback. High-frequency AI users, however, exhibited stronger technological dependence and lower academic integrity awareness regarding authentic language production. Findings confirm that generative AI democratizes language learning opportunities while simultaneously requiring balanced pedagogical frameworks supporting ethical engagement, authentic linguistic development, and responsible educational technology integration.

THE VARIETIES OF QUR’ANIC STYLISTIC EXPRESSION (USLUB) AS A QUR’ANIC COMMUNICATION STRATEGY FROM THE PERSPECTIVE OF BALAGHAH

2026-05-28T22:24:22+07:00

This article discusses the varieties of Qur’anic stylistic expression (uslub) from the perspective of balaghah. The study is grounded in the importance of understanding the linguistic distinctiveness of the Qur’an not merely as a form of literary beauty, but also as a Qur’anic communication strategy that possesses semantic power, rhetorical force, and spiritual influence. This research employs a library research method using a descriptive-analytical approach. The data were obtained from relevant literature on ulumul Qur’an, balaghah, and Qur’anic stylistics. The findings indicate that the varieties of Qur’anic stylistic expression can be understood in multiple layers. The first layer relates to modes of delivery, such as uslub ‘ilmi, uslub adabiy, uslub khithaby, uslub iltifat, and uslub al-hakim. The second layer includes forms of expression, such as amtsal, jadal, aqsam, and qashash. The third layer comprises rhetorical devices in balaghah, such as ijaz, ithnab, musawah, isti‘arah, tasybih, and kinayah. This study affirms that the Qur’anic style does not function merely as verbal ornamentation, but operates as a Qur’anic communication system that integrates clarity, beauty, argumentation, politeness, and depth of meaning.

THE EXPRESSION OF MEANING IN THE LANGUAGE STYLE OF THE QUR’AN: A BAL?GHAH PERSPECTIVE

2026-05-28T22:21:53+07:00

The expression of meaning in the Qur’an constitutes an essential aspect of bal?ghah studies, demonstrating the linguistic excellence of the revealed text. Meaning in the Qur’an is not merely literal; rather, it is constructed through the interaction between linguistic structure, context, and rhetorical devices. This study aims to comprehensively examine the expression of meaning in the language style of the Qur’an from the perspective of bal?ghah. This research employs a descriptive qualitative approach using the library research method, drawing upon various scholarly works related to ‘ilm al-ma‘?n?, ‘ilm al-bay?n, and ‘ilm al-bad?‘ as the primary data sources. The data were analyzed through content analysis focusing on the expression of meaning. The findings reveal that meaning in the Qur’an is contextual and dynamic, developed through the harmony between structure and context (‘ilm al-ma‘?n?), the variation of implicit and symbolic expressions (‘ilm al-bay?n), and the reinforcement of aesthetic and rhetorical elements (‘ilm al-bad?‘). These three aspects function integratively in producing meanings that are not only linguistically precise but also rhetorically persuasive and aesthetically powerful. This study underscores the importance of a holistic approach to understanding the language style of the Qur’an and contributes conceptually to the development of Qur’anic linguistic studies based on bal?ghah.