Al-Lisan: Jurnal Bahasa (e-Journal) <div style="text-align: justify;">Al-Lisan: Jurnal Bahasa (e-Journal) focuses on the publication of research-based and conceptual articles within the fields of English and Arabic Education, Linguistics, and Literature. It welcomes contributions from researchers, academicians, students, professionals, and practitioners worldwide. The journal covers topics such as English and Arabic language teaching and learning, language testing and assessment, instructional materials, curriculum design, Information and Communication Technology in language education, applied linguistics, language acquisition, discourse analysis, and translation studies. The Journal has already registered numbers ISSN 2442-8965 (print) and ISSN <a href="" target="_blank" rel="noopener">2442-8973 </a>(online).</div> <hr /> en-US <h3 class="mycustom-background">Copyright Notice</h3> <p>Authors who publish in Al-Lisan: Jurnal Bahasa (e-Journal) agree to the following terms:</p> <ol> <li class="show">Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a&nbsp;<a href="" target="_blank" rel="noopener">Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) License</a>&nbsp;that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.</li> <li class="show">Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.</li> <li class="show">Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.</li> </ol> <p>&nbsp;</p> (Enni Akhmad) (Alvons) Thu, 29 Feb 2024 00:00:00 +0000 OJS 60 Incorporating Cultural Background in Teaching EFL Writing in Libyan: A Critical Literature Review <p>This study explores the crucial influence of cultural background on the writing performance of English as a Second Language (ESL) and English as a Foreign Language (EFL) students, focusing specifically on the Libyan context. The impact of cultural background is observed across various dimensions of writing, encompassing content, organization, style, language, and conventions. Additionally, cultural backgrounds shape the writing strategies adopted by EFL and ESL learners. Considering the significance of this influence, the paper advocates for awareness among EFL and ESL teachers regarding the cultural backgrounds of learners when designing or adopting instructional techniques for teaching EFL writing. The literature review critically examined the roles played by learners' cultural backgrounds in shaping their writing skills. It explores the role of the English language in Libya and assesses the current practices in teaching EFL writing within the Libyan educational landscape. The study discovered that very few studies have been conducted concerning EFL and cultural background in the Libyan context. Thus, it identifies challenges faced by Libyan undergraduates in EFL writing due to their different cultural and linguistic backgrounds, which differ from that of the English language. In conclusion, this study offers valuable insights into the complex relationship between cultural background and EFL writing performance. The paper contributes to a deeper understanding of the challenges faced by Libyan students and provides practical recommendations for instructors. Furthermore, the study identifies potential avenues for future research in the dynamic field of EFL writing instruction.</p> Eman Fathia Baresh Copyright (c) 2024 Eman Fathia Baresh Thu, 29 Feb 2024 00:00:00 +0000 Pre-service EFL Teachers' Oral Corrective Feedback on Students' Foreign Language Production <p>In the context of classroom communication, offering Oral Corrective Feedback (OCF) carries several advantages for enhancing students' proficiency in speaking a foreign language. It is crucial for pre-service teachers to possess the necessary skills to deliver constructive OCF to students. This research aimed to investigate the kinds of OCF provided by Pre-service EFL teachers. Two pre-service EFL teachers participated in this research. To gain data, the researchers employed recording and observation sheets to capture and document OCF within classroom settings. The data were analyzed by using descriptive analysis. The data were tabulated first. Then, each type was completed with an example of how they delivered it. After that, it was counted which type of OCF was mostly used by pre-service teachers. This research found that when providing oral comments, the two pre-service EFL teachers under observation had distinct preferences. While the other is still restricted, the first is very diversified. Nonetheless, elicitation is the OCF type that both of them employ the most frequently. This study provides benefits for different groups, the lecturer who handles teaching practicum subjects, students as foreign language learners, and pre-service EFL teachers themselves.</p> Nur Fadillah Nurchalis, Nur Zamzam, Ali H, Muhammad Aswad Copyright (c) 2024 Nur Fadillah Nurchalis, Nur Zamzam, Ali H, Muhammad Aswad Thu, 29 Feb 2024 00:00:00 +0000 Improving Balaghah Mastery Through Teams Games Tournaments with Crossword Puzzle Media in Higher Education <p>The selection of appropriate teaching methods by educators and the optimization of learning media utilization are crucial factors in achieving success and effectiveness in the learning process. Accordingly, this research aims to examine the impact of using the Teams Games Tournament method with crossword puzzle media on the learning outcomes of <em>Balaghah</em> (Arabic rhetoric) students at the State Islamic University Imam Bonjol Padang. This research employed a quantitative approach with a quasi-experimental pretest-posttest control group design. Data collection techniques involved administering pretests and posttests to both the control and experimental groups. The collected data were analyzed using descriptive statistical tests, tests for normality and homogeneity (Kolmogorov-Smirnov test), and independent sample t-tests. The research results indicated a significant variation in student learning outcomes before and after using the Teams Games Tournament method with crossword puzzle media in <em>Balaghah</em> learning. Based on the findings, the average pretest scores for the experimental group and control group were 52.83 and 52.23, respectively, while the average posttest scores for the experimental group were 92.87 and 81.46 for the control group. The independent sample t-test showed a significance value of 0.000 &lt; 0.05, indicating sufficient evidence to support the alternative hypothesis (Ha). Therefore, it was concluded that there was a significant difference in student learning outcomes before and after implementing the Teams Games Tournament method with crossword puzzle media in <em>Balaghah</em> learning. These findings validated the effectiveness of this method in enhancing understanding and student learning outcomes in <em>Balaghah</em> material.</p> Renni Hasibuan, Mamluatul Hasanah, Faisol Copyright (c) 2024 Renni Hasibuan, Mamluatul Hasanah, Faisol Thu, 29 Feb 2024 00:00:00 +0000 Textual Equivalence of Cohesive Devices in Arabic-Indonesian Personal References <p>The textual equivalence between the source text (ST) and the target text (TT) is greatly influenced by cohesive device translation. This article aims to analyze textual equivalence in translating personal references from Arabic to Indonesian. This research is a qualitative descriptive study using Halliday and Hasan's (1976) theory of cohesion and Baker's (2018) theory of cohesiveness in textual equivalence. The data came from the narrative discourse of the saga genre of the book 'Wali Tanah Jawa' in the form of the Arabic text "Ahla Al-Musamarah fi Hikayati Al-Auliya' Al-'Asyrah" by Sheikh Abul Fadhol Senori (1961) and the translation by M. Solahudin (2020). The results of the analysis showed that there were three findings in the translation of cohesive personal reference devices from Arabic into Indonesian, namely variations in the form of alignment of personal reference translators, differences in the frequency of appearance of personal references in equivalent language units, and the interrelationship of social and cultural relationship factors in the translation of personal references.</p> Shofiy Petrina Mufidah, Moh Masrukhi Copyright (c) 2024 Shofiy Petrina Mufidah, Moh Masrukhi Thu, 29 Feb 2024 00:00:00 +0000 A Literature Review on Assessment Models for Maharah Kitabah in Arabic Instructions: A Conventional to Digital Based Assessment <p>The form of tests or evaluations applied by teachers or educators in various educational institutions until now is still considered less interesting and tends to be monotonous so there is no intense interaction between educators and students in the evaluation process carried out. Often, students feel bored with ordinary tests or text forms that are rigid and monotonous, so there needs to be an update in the model or form of tests that are interactive, innovative, fun, and not boring for students. The purpose of this study is to find out various kinds of interactive Arabic test or quiz models that can be used in learning Arabic so that learning becomes more interesting and fun. This study uses literature research with a qualitative descriptive approach. Secondary data is used as a data source, with data collection techniques in the form of documentation. The result of this research is that there are various forms or models of interactive tests that can be utilized by teachers or Arabic instructors, either by developing their own using several computer-based applications or by utilizing website-based test or quiz applications that already exist on the Internet, where some of these applications can be accessed for free. These findings contribute to the current discussion about appropriate language assessment approaches.</p> Okitra Asri Nurazim, R Umi Baroroh Copyright (c) 2024 Okitra Asri Nurazim, R Umi Baroroh Thu, 29 Feb 2024 00:00:00 +0000