Cognitive Activation in Reading Non-Vocal Arabic Texts: A Psycho-Morphosyntactic Analysis of the Process of Understanding and Interpretation of Meaning

Partomuan Harahap

Authors

Partomuan Harahap Universitas Islam Negeri Mahmud Yunus Batusangkar Author

Keywords:

Cognitive Activation, Maharah al-Qira’ah, Vocalization of Arabic Text

Abstract

This study examines students’ cognitive activation in reading non-vocalized Arabic texts through a psycho-morphosyntactic approach. Arabic texts without vowel marks require the integration of cognitive, morphological, and syntactic abilities to identify word forms, determine grammatical functions, and construct meaning from context. This study employs a descriptive qualitative method using observation and document analysis of Arabic language textbooks for Madrasah Aliyah published before and after the implementation of the Competency-Based Curriculum. The analysis focuses on non-vocalized text characteristics, morphological patterns, syntactic structures, and cognitive processes involved in reading comprehension. The findings indicate that successful reading of non-vocalized texts is strongly influenced by students’ morphological ability to recognize wazan, word formation, and derivational relationships, as well as their syntactic ability to identify grammatical functions and sentence structures. Cognitive strategies, including meaning prediction, activation of prior knowledge, contextual interpretation, and inference, also contribute significantly to resolving textual ambiguity. Comparison of the textbooks demonstrates that non-vocalized texts provide greater opportunities for students to engage in analytical thinking and linguistic problem-solving. The study concludes that integrating linguistic and psycholinguistic perspectives is essential for developing maharat al-qirā’ah, particularly in reading non-vocalized Arabic texts. Their systematic use is recommended to sustain students’ cognitive engagement, improve reading comprehension, and strengthen learning outcomes. The findings further highlight the teacher’s role in designing gradual reading activities that integrate morphological analysis, syntactic interpretation, contextual reasoning, and meaning construction according to students’ proficiency levels.

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