The study, titled The Effectiveness of Using Mubasyaroh Media in Arabic Language Learning, addresses common challenges in Arabic instruction at Islamic educational institutions. Its findings offer practical insights for teachers and Islamic boarding school administrators seeking to create learning activities that help students understand vocabulary and use Arabic in everyday communication.
Arabic Language Learning Needs Direct Experience
Arabic plays an important role in Islamic education because it is the language of the Quran, hadith, and many Islamic scholarly texts. Learning Arabic also involves developing four fundamental skills: listening, speaking, reading, and writing. Therefore, effective instruction requires more than vocabulary memorization, teacher explanations, or translation exercises.
In practice, Arabic language instruction in some educational institutions faces challenges such as limited teaching media, monotonous classroom activities, insufficient vocabulary mastery, and students' lack of confidence when speaking Arabic. These conditions can restrict opportunities for learners to practice the language directly.
One approach that may address these challenges is the Mubasyaroh method, also known as the direct method. This approach encourages teachers and students to use Arabic as the primary language of classroom communication rather than relying mainly on translation to explain meaning.
Teachers can introduce vocabulary by displaying objects, using pictures, demonstrating actions, or creating simple communication situations. Students then connect Arabic expressions directly with the objects or actions they observe.
Suranto and Kurniawan's study specifically examines the instructional media that support this approach. The distinction is important: Mubasyaroh refers to the teaching method, while Mubasyaroh media refers to the concrete resources used to implement it in the classroom.
Observations of One Teacher and Ten Students
Suranto and Kurniawan employed a descriptive qualitative approach to examine how Mubasyaroh media were implemented and how students responded to the learning activities. The study took place in one second-grade Ulya-level Arabic class at Anshorussunnah Al Islamy Islamic Boarding School during the 2026–2027 academic year.
The researchers collected data through three methods: classroom observations, semi-structured interviews, and learning documentation. They observed four Arabic language lessons and interviewed one Arabic language teacher and ten students selected according to their experience and involvement in classroom activities.
The observations focused on instructional media, vocabulary comprehension, oral responses, teacher–student interaction, and classroom engagement. Interviews explored the experiences of teachers and students, while documentation helped researchers compare participants' accounts with the learning activities observed.
The researchers then compared information from these sources to identify consistent patterns. This approach provided an in-depth understanding of students' learning experiences, although it did not produce statistical measurements of how much their language abilities improved.
Five Key Findings on the Use of Mubasyaroh Media
Observations, interviews, and documentation revealed several ways Mubasyaroh media supported Arabic language learning.
1. Helping students connect words with meaning
The teacher used familiar classroom objects, including books, pens, tables, and bags. When introducing vocabulary, the teacher displayed each object while pronouncing its Arabic name. Students were then asked to identify the objects, repeat the words, and use them in simple expressions.
This approach helped students understand what each word referred to without depending entirely on Indonesian translation.
2. Encouraging classroom participation
Students paid attention to the objects and pictures presented by the teacher, repeated vocabulary, answered questions, and followed simple instructions in Arabic. Some students who initially gave limited responses became more involved in question-and-answer activities and short conversations.
These findings indicate observable changes in classroom behavior rather than statistically measured increases in student engagement.
3. Supporting vocabulary recall
During an interview, one student explained that seeing an object directly made it easier to remember its Arabic name because the student understood what the word referred to. The teacher also reported that students understood new vocabulary more easily when objects or pictures accompanied the explanations than when the material was presented through verbal explanations alone.
These experiences suggest that concrete learning materials can help students connect vocabulary with meaning. Rather than simply hearing or memorizing words, learners can see the objects those words represent.
4. Building confidence in speaking Arabic
The instructional media provided clear topics for conversation. Students could name objects, answer questions, follow instructions, and practice short dialogues based on the items presented in class.
The teacher observed that students were more willing to respond when they understood the objects being discussed. However, their speaking activities remained limited to vocabulary and simple expressions. The study did not establish comprehensive improvements in fluency, grammatical accuracy, or advanced communication skills.
5. Creating a more interactive learning environment
Classroom documentation showed that objects, pictures, demonstrations, and oral communication were integrated into learning activities. The media were not merely displayed; teachers incorporated them into pronunciation practice, object identification, questioning, and short dialogues.
This combination gave students more opportunities to respond and use Arabic actively during lessons.
Why Can Real Objects Support Language Learning?
The findings are consistent with the concept of embodied cognition, which suggests that understanding can be connected to sensory experiences and physical actions. In language learning, students can develop associations between words and meanings through what they see, observe, and do.
For example, when a teacher displays a book while pronouncing its Arabic name, students receive two complementary forms of information: the sound of the word and the object it represents. When students are asked to pick up, identify, or describe the object, they also have opportunities to use the vocabulary in an action-based context.
This approach can make vocabulary learning less abstract. However, its success depends on how teachers integrate instructional media into meaningful activities. Real objects alone do not automatically lead to Arabic proficiency.
Teachers still need to model pronunciation, provide structured repetition, ask questions, and encourage students to construct sentences or participate in dialogues. Activities should also match students' existing language abilities.
Benefits for Teachers and Islamic Educational Institutions
Suranto and Kurniawan's findings offer a practical option for teachers seeking to improve Arabic instruction using readily available resources. Everyday classroom objects can serve as teaching materials without requiring digital devices or substantial additional expenditure.
Teachers can begin a lesson by introducing several objects and teaching their Arabic names. Students can then identify the objects, answer questions, compare items, construct sentences, and practice conversations in pairs.
Islamic boarding school administrators can also use this approach when evaluating ways to diversify classroom instruction. Concrete materials can be combined with pictures, gestures, and communication exercises to prevent lessons from becoming repetitive.
Nevertheless, the findings must be interpreted within the study's limitations. The research was conducted in a single class, with ten students interviewed and one teacher participating. The researchers did not use pretests and posttests, comparison groups, or statistical significance testing to measure causal effects.
Consequently, the findings demonstrate contributions to students' learning experiences and observable classroom behavior in the setting examined. They do not prove that Mubasyaroh media will produce the same improvements in every school or Islamic boarding school.
Further research involving larger samples, longer observation periods, and measurable assessments of vocabulary and speaking skills could provide stronger evidence about the extent of these benefits.
Author Profiles
Joko Suranto is the first author and corresponding author of the article. He is affiliated with the Arabic Language Education Study Program at Bustanul Ulum College of Tarbiyah Sciences, Central Lampung, Indonesia. His listed correspondence email is surantojokosuranto61@gmail.com.
Wakib Kurniawan is the second author and is affiliated with the Arabic Language Education Study Program at Bustanul Ulum College of Tarbiyah Sciences, Central Lampung, Indonesia.
The supplied article does not specify the authors' academic degrees or provide detailed descriptions of their individual areas of expertise. These details have therefore not been added to avoid presenting unverified information.
Research Source
Article title: The Effectiveness of Using Mubasyaroh Media in Arabic Language Learning
Authors: Joko Suranto and Wakib Kurniawan
Affiliation: Arabic Language Education Study Program, Bustanul Ulum College of Tarbiyah Sciences, Central Lampung, Indonesia
Publication year: 2026
Journal: Asian Journal of Education and E-Learning (AJAE)
DOI: https://doi.org/10.55927/ajae.v5i4.17083
Journal website: https://journal.formosapublisher.org/index.php/ajae
Conclusion: Mubasyaroh media offer a practical way to make Arabic language learning more concrete and communicative. Real objects, pictures, demonstrations, and direct practice can help students connect vocabulary with meaning, participate more actively in classroom discussions, and gain confidence in using simple Arabic expressions. For teachers and Islamic boarding schools, this approach provides an accessible option for diversifying instruction, although its benefits require further investigation through larger and more systematically measured studies.
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