Grammatical Gender and Mutabaqah in Arabic Language Learning: A Conceptual Analysis of Muzakkar and Muannats

Authors

  • Joko Andi Koiruman Pendidikan Bahasa Arab, Universitas Islam Nusantara Al-Azhaar Lubuklinggau, Indonesia Author
  • Hapizil Umam Pendidikan Bahasa Arab, Universitas Islam Nusantara Al-Azhaar Lubuklinggau, Indonesia Author
  • Arianto Pendidikan Bahasa Arab, Universitas Islam Nusantara Al-Azhaar Lubuklinggau, Indonesia Author

DOI:

https://doi.org/10.65793/j.j.khazanah-tarbawi.2026.112

Keywords:

Arabic language, muzakkar, muannats, grammatical gender, mutabaqah, Arabic grammar learning

Abstract

This article aims to analyze the conceptual problems of muzakkar and muannats in Arabic language learning for non-native speakers. This study employs a library research method using a narrative literature review and conceptual analysis of Arabic grammar, second language acquisition, grammatical gender, and grammar teaching strategies. The findings show that the main problem in learning muzakkar and muannats does not merely lie in the complexity of grammatical rules, but in learners’ tendency to understand gender mechanically as a formal marker or biological category. The major misconceptions include reducing muannats to ta’ marbuthah, equating grammatical gender with biological sex, weak application of mutabaqah, and difficulty identifying gender forms that are not morphologically transparent. These problems are caused by the transfer of Indonesian as a gender-neutral first language, the cognitive load of beginner learners, non-hierarchical teaching materials, and the dominance of memorization-based grammar instruction. This article proposes a conceptual-contextual learning model through contrastive explanation, lexical mapping, gradual mutabaqah practice, meaningful production, and error reflection. The study emphasizes that muzakkar and muannats should be positioned as a fundamental basis for mastering Arabic grammatical structures in an applicable and meaningful way.

References

Abdalla, E. A. M. A. (2024). A Model for Teaching Arabic Grammar in Light of the Common European Framework of Reference for Languages. Ijaz Arabi Journal of Arabic Learning, 7(3). https://ejournal.uin-malang.ac.id/index.php/ijazarabi/article/view/27825

Abu-Chacra, F. (2007). Arabic: An Essential Grammar. Routledge. https://books.google.co.id/books?id=pPlgz3PnYLoC

Al-Thubaiti, K. A. (2024). Verbal gender agreement in L2 Standard Arabic by L1 English and L1 French speakers. Proceedings of the 48th Annual Boston University Conference on Language Development, 31–44.

Alhafni, B., Habash, N., & Bouamor, H. (2022). The {A}rabic Parallel Gender Corpus 2.0: Extensions and Analyses. In N. Calzolari, F. Béchet, P. Blache, K. Choukri, C. Cieri, T. Declerck, S. Goggi, H. Isahara, B. Maegaard, J. Mariani, H. Mazo, J. Odijk, & S. Piperidis (Eds.), Proceedings of the Thirteenth Language Resources and Evaluation Conference (pp. 1870–1884). European Language Resources Association. https://aclanthology.org/2022.lrec-1.199/

Alharbi, B. Y. (2025). On Adjectival Agreement in Standard Arabic. Forum for Linguistic Studies, 7(2 SE-Article), 149–159. https://doi.org/10.30564/fls.v7i2.8100

ALthubaiti, K. (2025). Verbal gender agreement in Standard Arabic: A comparison between Arabic heritage speakers and French-speaking L2 learners. Journal of Research in Language & Translation, 5(2). https://www.japksu.com/index.php/languages/article/view/182

Badawi, E. S., Carter, M., & Gully, A. (2013). Modern Written Arabic: A Comprehensive Grammar. Taylor & Francis. https://books.google.co.id/books?id=OQqY9x2xx2IC

Bettega, S., & D’Anna, L. (2022). Gender and Number Agreement in Arabic. Brill. https://books.google.co.id/books?id=G6qgEAAAQBAJ

Braun, V., & Clarke, V. (2021). Can I use TA? Should I use TA? Should I not use TA? Comparing reflexive thematic analysis and other pattern-based qualitative analytic approaches. Counselling and Psychotherapy Research, 21(1), 37–47. https://doi.org/10.1002/capr.12360

Byrne, D. (2022). A worked example of Braun and Clarke’s approach to reflexive thematic analysis. Quality & Quantity, 56(3), 1391–1412. https://doi.org/10.1007/s11135-021-01182-y

Długosz, Kamil. (2023). Processing gender agreement in an additional language: The more languages the better? Second Language Research, 39(4), 997–1026. https://doi.org/10.1177/02676583221113333

Gudmestad, A., & Edmonds, A. (2022). EXPLORING CROSSLINGUISTIC INFLUENCE IN GENDER MARKING IN SPANISH. Studies in Second Language Acquisition, 44(4), 998–1019. https://doi.org/DOI: 10.1017/S0272263121000796

Henry, Nick. (2025). The effects of Processing Instruction on the acquisition and processing of grammatical gender in German. Language Teaching Research, 29(4), 1426–1457. https://doi.org/10.1177/13621688221096368

Jaakkola, E. (2020). Designing conceptual articles: four approaches. AMS Review, 10(1), 18–26. https://doi.org/10.1007/s13162-020-00161-0

Keppenne, V., Hopman, E. W. M., & Jackson, C. N. (2021). Production-based training benefits the comprehension and production of grammatical gender in L2 German. Applied Psycholinguistics, 42(4), 907–936. https://doi.org/DOI: 10.1017/S014271642100014X

Lee, Andrew H. (2024). The effects of proactive form-focused instruction and individual differences on second language acquisition. Language Teaching Research, 28(6), 2354–2384. https://doi.org/10.1177/13621688211051032

Lee, A. H., & Lyster, R. (2023). The effects of different types of form-focused instruction on the acquisition of grammatical gender by second language learners of French. Language Awareness, 32(3), 508–529. https://doi.org/10.1080/09658416.2022.2149762

Li, F., & Sun, Y. (2024). Effects of different forms of explicit instruction on L2 development: A meta-analysis. Foreign Language Annals, 57(1), 229–255. https://doi.org/10.1111/flan.12726

Li, S., Ou, L., & Lee, I. (2026). The timing of corrective feedback in second language learning. Language Teaching, 59(1), 29–45. https://doi.org/DOI: 10.1017/S0261444824000478

Loewen, S. (2025). Introduction to instructed second language acquisition. Routledge. file:///C:/Users/Asus/Downloads/10.4324_9781003355212_previewpdf.pdf

Luque, A., Rossi, E., Kubota, M., Nakamura, M., Rosales, C., López-Rojas, C., Rodina, Y., & Rothman, J. (2023). Morphological transparency and markedness matter in heritage speaker gender processing: an EEG study. Frontiers in Psychology, Volume 14-2023. https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2023.1114464

McManus, K. (2021). Crosslinguistic influence and second language learning. Routledge.

Mohamed, S. (2023). The development of an Arabic curriculum framework based on a compilation of salient features from CEFR level descriptors. The Language Learning Journal, 51(1), 33–47. https://doi.org/10.1080/09571736.2021.1923781

Mohamed, S. (2024). Text classification and gradation in Arabic textbooks. The Language Learning Journal, 52(6), 629–649. https://doi.org/10.1080/09571736.2023.2213695

Nicmanis, Mitchell. (2024). Reflexive Content Analysis: An Approach to Qualitative Data Analysis, Reduction, and Description. International Journal of Qualitative Methods, 23, 16094069241236604. https://doi.org/10.1177/16094069241236603

Pawlak, M. (2021). Teaching foreign language grammar: New solutions, old problems. Foreign Language Annals, 54(4), 881–896. https://doi.org/10.1111/flan.12563

Rassaei, E. (2024). The effects of recasts on L2 grammar: a meta-analysis. The Language Learning Journal, 52(1), 16–36. https://doi.org/10.1080/09571736.2022.2097298

Rouillier, C. (2024). A parallel corpus-based exploration of deflected agreement in Arabic varieties. Proceedings of the Linguistic Society of America, 9(1 SE-Articles), 5685. https://doi.org/10.3765/plsa.v9i1.5685

Ryding, K. C. (2005). A Reference Grammar of Modern Standard Arabic. In Reference Grammars. Cambridge University Press. https://doi.org/DOI: 10.1017/CBO9780511486975

Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333–339. https://doi.org/10.1016/j.jbusres.2019.07.039

Sukhera, J. (2022). Narrative Reviews: Flexible, Rigorous, and Practical. Journal of Graduate Medical Education, 14(4), 414–417. https://doi.org/10.4300/JGME-D-22-00480.1

Supardi. (2023). Contrastive Analysis of Concord in Arabic, English, and Indonesian. Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab, 15(2), 356–379. https://doi.org/10.24042/albayan.v15i2.14315

Syihabuddin, M., Mubaraq, Z., & Mustofa, M. (2023). Elucidating Eco-Religious in Islamic Studies and the Future of Environmental Ethics. Al Adalah, 26(2), 189–207. https://doi.org/10.35719/aladalah.v26i2.370

Wright, W. (2022). A Grammar of the Arabic Language: Vol. I. Salzwasser-Verlag. https://books.google.co.id/books?id=xXeXEAAAQBAJ

Xu, J., & Li, C. (2022). Timing of form-focused instruction: Effects on EFL learners’ grammar learning. Studies in Second Language Learning and Teaching, 12(3), 405–433.

Xu, M., & Zeng, S. (2023). Optimal timing of treatment for errors in second language learning – A systematic review of corrective feedback timing. Frontiers in Psychology, Volume 14-2023. https://doi.org/10.3389/fpsyg.2023.1026174

Downloads

Published

2026-06-22

Article Statistics

Abstract Views 19 Views
PDF Downloads 17 Downloads

How to Cite

Grammatical Gender and Mutabaqah in Arabic Language Learning: A Conceptual Analysis of Muzakkar and Muannats (Joko Andi Koiruman, Hapizil Umam, & Arianto, Trans.). (2026). Khazanah Tarbawi: Jurnal Pendidikan Islam, 2(1), 13-22. https://doi.org/10.65793/j.j.khazanah-tarbawi.2026.112