Social media is often used as a learning tool, one of which is Arabic learning. This study aims to explore social media-based Arabic learning carried out by Arabic Language Education study program lecturers at IAIN Palangka Raya. By using descriptive qualitative research methods, this study describes the steps for implementing Arabic language learning which is carried out using social media, such as accessing, selecting, understanding, analyzing, verifying, evaluating and producing. The findings in this study describe that social media is used as: First, as a publication forum for project-based assignments; Second, as a means of digital literacy to obtain information; Third, as a way for students to optimize social media as a medium for literacy. The social media used in learning Arabic in the PBA IAIN Palangka Raya study program are; Whatsapp is used as a learning resource for Maharah Istima, Instagram is used as a learning resource in Maharah Kalam. Facebook is used as a learning resource for Maharah Qiraah and Kitabah. Meanwhile, Youtube is mostly used for the publication of project-based assignments. Further research recommended is the effectiveness of using social media in improving Arabic learning skills, as well as digital literacy-based Arabic learning using other information technologies.

Students who will learn Arabic have different abilities. Likewise, in terms of pronouncing the sounds of Arabic sentences, if there is an error, it will impact the meaning contained in the sentence.  The purpose of this study is to find out how the forms of phonological errors that occur in Class VIII students of MTs Negeri 1 Gorontalo City in the 2023-2024 school year, this research is a type of research using the Anakes method (Error Analysis) using a Descriptive Qualitative approach, the data collection technique is by Oral Test, and Sound Recording, while the data analysis technique uses the Ellis technique based on language error analysis using the Anakes procedure. The results of the forms of phonological errors in reading Arabic texts that researchers get in the field are students who find it challenging to pronounce Makhoriul letters by the nature of the letters so that letter swapping occurs, such as errors in swapping letters ع read أ, ذ readز, ظ is read,ز ث is read,س ض is read,د ح is read,ه and learners who have difficulty distinguishing the pronunciation of letters that are almost the same as the error أَبْدَأُ is read أَبْدَعُ, إِذَنْ is read إِزَنْ ثُمَّ is read سُمَّ, رِحْلَةٌ is read رِهْلَةٌ.

Arabic Language Education study program students at IAIN Palangka Raya are prospective Arabic teachers who are prepared to have foreign language competence, but students still experience difficulties for various reasons. It makes all PBA Education study program lecturers simultaneously implement several activities in selected subjects to build literacy in reading books in foreign languages, both Arabic and English. This research aims to describe the process carried out by lecturers in building reading literacy of foreign language books, either Arabic or English, on PBA students in IAIN Palangka Raya. This research used the descriptive qualitative method. Data was collected from the interview, observation, and documentation, then further analyzed through data reduction, presentation, and verification, and validated with the triangulation method. The initial result of this research indicated that the lecturers do various activities to build students’ reading literacy, those are: introducing reading references in Arabic and English language, explaining the advantages of reading these references to the students, giving insight into reading steps, assigning students to review the references, and assisting students in composing and publishing scientific papers. This research suggests writing literacy for students and further research on different subjects and locations.

Indeed, the urgency of the dictionary in foreign language learning - especially Arabic - is something that does not need a special report when we realize that past studies have confirmed that a teacher reduces his role in a lesson. A teacher should focus more on learning to students by using media that can help students to acquire language in a successful and effective way. A dictionary would be very effective if designed according to the needs of the students.The purpose of this study is to: 1) describe the characteristics of the dictionary in terms of learning that has been developed 2) describe the extent to which the feasibility of the developed dictionary 3) Describe the effectiveness of learning Arabic language using a developed dictionary.The research method used in this research is research and development method of Sugiyono development model. The assessment steps are: 1) Needs analysis, 2) Data collection, 3) Product design, 4) Product development, 5) Expert validation, 6) Product revision, 7) Field test, 8) Product revision, and 9) Product end. Research data in the form of quantitative and qualitative data. The data source of this research is one expert Arabic field and one design expert. The data collection techniques used are questionnaires and tests.The results show that: 1) the characteristics of this dictionary lies in the specificity of this dictionary for learning Arabic. The number of vocabularies in this dictionary is about 2000 vocabularies. Everything is arranged alphabetically to make it easier for readers. 2) The percentage value indicates that the dictionary is eligible for use by IAIN students Sultan Amai Gorontalo 3) The use of this dictionary is effective to assist students in translating terms related to learning.