Analisis Kontrastif Frasa Nominal Arab Indonesia untuk Pembelajaran Menulis Berbasis Revisi Digital

Abstract

Arabic–Indonesian comparison can inform writing instruction when structural contrasts are linked to learners’ decisions rather than treated as automatic predictions of error. This article develops a conceptual framework for teaching Arabic nominal constructions through digital revision. A purposive narrative review connects reference grammars, attention to linguistic form, translation-related learner challenges, and assessment interpretation. Constructed examples distinguish adjectival modification, possession through iḍāfah, and nominal predication. The analysis shows why similarity in Indonesian word order does not remove Arabic requirements involving definiteness, case, and agreement, and why adding or omitting the definite article can alter the relation between a demonstrative and a nominal expression. The proposed learning sequence combines a communicative purpose, contrastive comparison, initial writing, evidence-based revision, and transfer to a new description. Digital comments record the intended meaning and the reason for a correction instead of merely supplying an edited sentence. An initial rubric separates grammatical relations, meaning preservation, explanation of revision, and independent application. No student errors were collected and no prevalence or effectiveness estimates are reported. The contribution is therefore an untested instructional framework requiring expert review, actual writing samples, and independent scoring before claims can be made about learning gains or cross-linguistic influence.