Developing Inner Speech for Arabic Fluency: Evidence from the Islamic Education Institution in Malaysia

Masnun Masnun; Nur Hanifansyah; Menik Mahmudah; Nur Aina Faqihah

doi:10.32332/an-nabighoh.v28i1.277-298

Authors

Masnun Masnun Universitas Islam Internasional Darullughah Wadda'wah
Nur Hanifansyah Universitas Islam Internasional Darullughah Wadda'wah https://orcid.org/0000-0003-1669-3027
Menik Mahmudah Institut Agama Islam Al-Yasini Pasuruan https://orcid.org/0009-0001-1760-0665
Nur Aina Faqihah International Islamic University Malaysia

DOI:

https://doi.org/10.32332/an-nabighoh.v28i1.277-298

Keywords:

Arabic speaking fluency, Islamic education, cognitive regulation, Malaysia, Inner speech

Abstract

Background: Arabic-speaking fluency remains a central yet challenging goal in Malaysian Islamic education, where Arabic functions as both a religious and academic language. Although students receive formal instruction in grammar, vocabulary, and reading, many still rely on mental translation before speaking, limiting spontaneity and confidence. Inner speech, which is understood as silent Arabic self-talk, subvocal rehearsal, and internal sentence formulation, offers a cognitive pathway for strengthening oral fluency. Research Objectives: This study examines the extent to which students in Islamic educational institutions in Malaysia develop inner speech in Arabic and investigates how it contributes to speaking fluency, confidence, and self-regulation. Methodology: A mixed-methods design involving 60 final-year secondary and diploma-level students from two Islamic education institutions in Kedah, Malaysia, was employed. Data were collected through questionnaires, semi-structured interviews with 15 participants, classroom observations, and institutional documents. Quantitative data were analyzed using descriptive statistics, chi-square testing, Pearson correlation, and partial correlation, whereas qualitative data were examined through thematic analysis and triangulation. Results: The findings show that 68.3% of students regularly used Arabic inner speech. Advanced learners demonstrated stronger direct Arabic formulation, whereas beginners remained dependent on Malay-to-Arabic mental translation. A significant relationship was found between the proficiency level and the inner speech pattern, χ²(2)=15.34, p<0.001, Cramer’s V=0.51. Arabic inner speech was also moderately correlated with perceived speaking fluency, r=0.58, p<0.001. Unique Contribution: This study extends inner speech theory to Arabic language acquisition in Islamic educational contexts and introduces inner Arabic thought as a measurable psycholinguistic factor in fluency development. Conclusion: By supporting rehearsal, vocabulary retrieval, self-correction, confidence building, and emotional regulation, inner speech functions as a cognitive bridge between linguistic knowledge and spontaneous Arabic speaking. Recommendations: Digital-based inner speech training through AI voice assistants, speech-recognition tools, or mobile Arabic self-talk diaries should be explored in future studies to strengthen internal rehearsal, reduce mental translation, and improve spontaneous Arabic fluency.

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Author Biographies

Masnun Masnun, Universitas Islam Internasional Darullughah Wadda'wah

Masnun is a seasoned educator and researcher in the field of Arabic language education. He earned his Bachelor’s degree (S1) in Arabic Education from STAIN Mataram in 1999. He pursued further studies at UIN Maulana Malik Ibrahim Malang, where he completed his Master’s degree (S2) in 2009 and Doctorate (S3) in 2020, specializing in Arabic Language Education. His academic interests include Arabic curriculum development, instructional methodology, and the integration of Islamic values in language teaching. With over two decades of experience, Masnun actively advances Arabic pedagogy within Indonesia’s Islamic educational institutions. He can be contacted at [email protected].
Nur Hanifansyah, Universitas Islam Internasional Darullughah Wadda'wah

Nur Hanifansyah earned his Bachelor’s degree in Islamic Education from Sekolah Tinggi Agama Islam Darullughah Wadda'wah. He pursued his Master’s degree in Arabic Language Education at the Institut Agama Islam Darullughah Wadda’wah. He has completed his doctoral degree (S3) in Islamic Education at Universitas Islam Internasional Darullughah Wadda'wah. He is currently pursuing a second doctoral degree in Arabic Language Education at the same university. His academic interests include the integration of Islamic education and Arabic language instruction, as well as the development of technology-based learning strategies in Islamic boarding school environments. He can be reached at [email protected].
Menik Mahmudah, Institut Agama Islam Al-Yasini Pasuruan

Menik Mahmudah obtained her Bachelor’s and Master’s degrees in Arabic Language Education from Universitas Negeri Malang. She is currently pursuing her doctoral degree at the same university. She currently serves as a lecturer in the Department of Arabic Language Education at IAI Al-Yasini Pasuruan. Her academic interests include Arabic language pedagogy, curriculum development, and innovative instructional strategies for enhancing language learning outcomes. She can be contacted at this email: [email protected].
Nur Aina Faqihah, International Islamic University Malaysia

Nur Aina Faqihah is an alumna of Maktab Mahmud Yan, Kedah, Malaysia, where she completed her secondary Islamic education with a strong focus on Arabic studies. She continued her academic journey at the International Islamic University Malaysia (IIUM), pursuing a Bachelor-level Foundation (Asasi) in Arabic. Her academic interests include Arabic language learning in Islamic institutions, cognitive strategies for language acquisition, and immersive Arabic environments in Southeast Asian boarding school contexts. She is actively involved in academic and linguistic activities aimed at strengthening the Arabic proficiency of youth in Malaysia. She can be reached at [email protected].

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