The Implications of Using Fusha and 'Amiyah Arabic on Indonesian Students at Al Azhar University in Egypt: A Sociolinguistic Perspective

Triani Agustin; Khaerul Muttakin; Faqih Tsabitul Azmi; Ilham Dhya'ul Wahid

doi:10.25217/mantiqutayr.v6i1.7072

Authors

Triani Agustin Arabic Education Study Program Universitas Islam Negeri Sunan Kalijaga Yogyakarta, Indonesia.
Khaerul Muttakin Arabic Education Study Program Universitas Islam Negeri Sunan Kalijaga Yogyakarta, Indonesia.
Faqih Tsabitul Azmi Islamic Education Management Islam Universitas Islam Negeri Prof. K.H. Saifuddin Zuhri Purwokerto, Indonesia.
Ilham Dhya'ul Wahid Islamic and Arabic Studies Universitas Al-Azhar Kairo, Egypt.

DOI:

https://doi.org/10.25217/mantiqutayr.v6i1.7072

Keywords:

Bilingualism, Colloquial Arabic, Communicative Competence, Sociolinguistics, Standard Arabic

Abstract

The use of Fuṣḥa and 'Āmiyah in the context of Islamic higher education in Egypt creates complex linguistic dynamics for Indonesian students at Al-Azhar University. This study aims to analyze the relationship among the choice of Arabic language varieties, academic demands, and students' social adaptation in a real diglossic environment. Using a descriptive qualitative approach, data were collected through open-ended questionnaires and semi-structured interviews with 25 Indonesian students and subsequently analyzed using content analysis from a sociolinguistic perspective. The results show that Fuṣḥa functions not only as a formal academic medium but also as a symbol of scholarly authority and legitimacy of academic identity. At the same time,‘Āmiyah becomes the main instrument in building social relations, understanding local culture, and achieving practical communication effectiveness. The continuous interaction between the two varieties fosters adaptive communicative competence, characterized by strategic code-switching, sensitivity to social norms, and pragmatic flexibility. These findings show that Arabic diglossia functions as a productive linguistic resource rather than merely a barrier to learning. This study provides a conceptual contribution to the study of Arabic sociolinguistics. It offers pedagogical implications for the development of Arabic language learning for foreign speakers that align with sociolinguistic realities.

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