Semantic Strategies in Arberry’s Qur’an Translation: Pedagogical Implications for Arabic Language Teaching

Acep Hermawan; Asep Supriyadi; Munib Munib; Abujela Ibrahim Mohammed

doi:10.22373/h8x6bc43

Authors

Acep Hermawan Universitas Islam Negeri Sunan Gunung Djati Bandung
Asep Supriyadi Institut Agama Islam Alazhary Cianjur
Munib Institut Agama Islam Nazhatut Thullab Sampang
Abujela Zawiya University

DOI:

https://doi.org/10.22373/h8x6bc43

Keywords:

Semantic Strategies, Qur’an Translation, Arberry, Arabic Language Teaching

Abstract

This study investigates the semantic strategies employed by Arberry in The Koran Interpreted and explores their implications for Arabic language teaching. Using a qualitative descriptive approach with textual analysis, the study examines linguistic units reflecting semantic phenomena such as polysemy, metaphor, and semantic shift. The findings reveal that Arberry consistently applies three major strategies: lexical, contextual, and idiomatic-figurative semantics. At the lexical level, he prioritizes core meaning through context-sensitive word selection. At the contextual level, meanings are adjusted to align with the discourse of each verse, ensuring coherence and interpretability. At the idiomatic and figurative level, Qur’anic metaphors are largely preserved to maintain symbolic and rhetorical depth. These strategies indicate that Arberry’s translation is interpretative and meaning-oriented rather than form-based. Pedagogically, the findings highlight the relevance of semantic translation for enhancing learners’ contextual vocabulary understanding, semantic awareness, and interpretative competence through text-based approaches in Arabic language teaching.

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