Al-Ma'rifah : Jurnal Budaya, Bahasa dan Sastra Arab
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Taṣawwur Muqtaraḥ li-Ta‘zīz ba‘ḍ al-Qiyam al-Akhlāqīyah bi-Manāhij Ta‘līm al-Lughah al-‘Arabīyah li-al-Nāṭiqīna bi-Ghayrihā fī al-Mamlakah al-‘Arabīyah al-Su‘ūdīyah
No full textThe current study aimed at identifying the indicators of thought immunity among the Saudi University students in the light of some contemporary challenges, namely, extremism, fanaticism and atheism. The researcher made use of the descriptive method for fulfilling the purpose of the study. Furthermore, a questionnaire was developed for collecting the target data. The questionnaire was administered to 90 staff members and 3000 university students (males and females) in the Saudi universities. The study depicted the most significant indicators of the thought immunity and the most and the least available thought immunity indicators among the study participants. The results of the study also revealed that there were statistically significant differences among the participants responses due to the specialization variable. There were statistically significant differences among the study participants in the light of the study year, gender and specialization variables.
 
Athar Istikhdām al-Qiṣṣah al-Iliktrūnīyah fī Tanmīyat Mahārāt al-Kitābah al-Nāqidah ladá Muta‘allimī al-Lughah al-‘Arabīyah al-Nāṭiqīna bi-Lughāt Ukhrá
Get PDFThis research aims to help teachers identify the methods of how to develop critical writing skills among students enrolled in the second level of the Bachelor program which is offered by the Institute of Teaching Arabic to non-native speakers at Umm Al-Qura University. The research also aims at investigating the effects of using electronic story in developing Critical writing skills and keep pace with modern trends that rely on the use of technology in the development of critical writing skills. Lack of use of modern technology in developing the critical writing skills in addition to the lack of use of other skills related to the critical writing such as inference, investigation, conclusion, observation and evaluation in writing. The researcher used a semi-experimental approach. The research is resulted in creating a list of critical writing skills which is suitable for the second level of students enrolled in the Bachelor's program which is designed to prepare teachers of Arabic language to teach non-native Arabic speakers. There is a remarkable result also exist here, which is the effective impact on the use of electronic story in teaching non-native students enrolled in the Bachelor program of Arabic language teachers. Also, There are statistically significant differences at (0.05) among the average scores of the Arabic-speaking learners whose first language is not Arabic. These differences are between the control group and the experimental group in favor of the experimental group when testing the skills of critical writing
Pengaruh Program Kampung Arab terhadap Motivasi Belajar dan Hasil Belajar Mahasiswa Pendidikan Bahasa Arab Universitas Negeri Jakarta
Get PDFPenelitian ini bertujuan untuk memperoleh data tentang pengaruh program Qaryah Arabiyyah terhadap motivasi belajar dan hasil belajar keterampilan berbahasa Arab mahasiswa Program Studi Pendidikan Bahasa Arab, Universitas Negeri Jakarta. Penelitian ini dilaksanakan di Prodi Pendidikan Bahasa Arab Universitas Negeri Jakarta pada semester I Tahun Ajaran 20017 2017–2018, yang di mulai dari bulan November 2017 hingga Januari 2018. Metode yang digunakan dalam penelitian ini adalah metode campuran (mixed methods) dengan model yang digunakan adalah sequential explanatory. Sumber data penelitian adalah 222 mahasiswa yang mengikuti program Qaryah Arabiyyah. Instrumen yang digunakan dalam penelitian kuantitatif adalah nilai mata kuliah keterampilan berbahasa meliputi Istima', Kalam, dan Qira'ah pada mahasiswa semester 1 dan semester 2. Berdasarkan hasil analisis data statistik, terdapat peningkatan hasil belajar pada angkatan 2014 ada 26 mahasiswa dan pada angkatan 2015 ada 42 mahasiswa dan pada angkatan 2016 ada 47 mahasiswa. Setelah analisis dilakukan, didapatkan hasil dari dua komponen berpengaruh sebagai berikut : (1) Motivasi belajar mendapat nilai 90,18%, hasil tersebut menandakan bahwa pengaruh program Qaryah Arabiyyah terhadap motivasi belajar berada pada kategori 'berpengaruh', (2) Hasil Belajar mendapat nilai 86,26%, hasil tersebut menandakan bahwa pengaruh program Qaryah Arbiyyah terhadap hasil belajar berada pada kategori 'sangat berpengaruh'. Setelah dilakukan penghitungan interpretasi pada dua komponen tersebut, didapati hasil 88,22% untuk pengaruh program Qaryah Arabiyyah, hasil tersebut menandakan bahwa pelaksanaan Qaryah Arabiyyah berada pada kategori 'sangat berpengaruh'. Hasil Penelitian tersebut menunjukkan bahwa program Qaryah Arabiyyah adalah program yang bermanfaat untuk meningkatkan motivasi belajar dan hasil belajar keterampilan berbahasa Arab mahasiswa Program Studi Pendidikan Bahasa Arab, Universitas Negeri Jakart
Ma‘āyīr Taqyīm Mu‘allimī al-Lughah al-‘Arabīyah li-Ghayr al-Nāṭiqīna bi-hā
No full textThis research aims to understand and establish criteria for evaluating the performance of the Arabic teachers for non-native speakers. The standards of learning foreign languages and integrating them into the curriculum and its applications in the field of language education. The researcher also pointed to the most important standards in the field of teaching Arabic to non-native speakers. To achieve the objectives set for this study, the researcher followed the descriptive method based on the development of the data required to answer the questions of the study describing the phenomenon under study and derived and analyzed to reach tangible results. The researcher chose this approach because it is comprehensive and provides the researcher with a lot of information about the phenomenon and its relevance to the subject of study. The researcher concluded from this study the results of the most important of which is to prove the role of the educational assessment of the teacher of the Arabic language for non-native speakers and how to achieve the goals of education effectively and strive to provide him with what helps to reflect his ideas abstraction and transfer it to knowledge and planning and application in the best ways to modify the environment of education and the need for educational renewal The need to evaluate the teacher according to basic and functional standards in the educational process such as ACTFI standards, CEFR standards, TESOL standards, Australia’s AFMLTA. The need for teaching Arabic language curricula for non-native speakers to the development and activation
الاشتقاق في مادة "حاء، سين، باء" ومعانيها في القرآن الكريم: الاشتقاق الأكبر والاشتقاق الصغير
No full textهذا البحث لوصف الاشتقاق الأكبر في مادة "حاء، سين، باء" ومشتقاتها ومعانيها في القرآن الكريم ، في قسم تربية اللغة العربية بجامعة جاكرتا الحكومية. والطريقة المستخدمة في هذا البحث هي الطريقة التحليلية الوصفية وهي من البحث النوعي من خلال الاشتقاق الأكبر في مادة "حاء، سين، باء" ومشتقاتها ومعانيها .إن نتائج البحث تشتمل على 212 آية في 69 سورة في القرآن التي تضم ألفاظاً من الاشتقاق الأكبر في مادة "حاء، سين، باء" ومشتقاتها ومعانيها. وبتوزيعها إلى 18 معنى في القرآن وهي في مادة "حاء، باء، سين" معنى واحدة وهي توقفون في مشتقات فعل مضارع. في مادة "حاء، سين، باء" 8 معان وهي: (1) ظنّ في مشتقات فعل ماض و فعل مضارع، (2) يسروه يخبركم يوم القيامة في مشتقات فعل مضارع، (3) الكافي في مشتقات صفة مشبهة ومصدر، (4) عرض عمله في مشتقات مصدر، (5) جازاه عليه في الدنيا في مشتقات مصدر، (6) محصين في مشتقات اسم الفاعل، (7) حافظ في مشتقات صفة مشبهة، (8) يجروبها في مشتقات مصدر. و في مادة "سين، باء، حاء" 6 معان وهي: (1) نزّهه في مشتقات فعل ماض وفعل مضارع، (2) يدورون في مشتقات فعل مضارع، (3) يصلون في مشتقات فعل مضارع وفعل أمر، (4) تعجب في مشتقات مصدر، (5) تصرّفا في إشغالك في مشتقات المصدر، (6) الذاكرين الله في مشتقات اسم الفاعل. و في مادة "سين، حاء، باء" 3 معان وهي: (1) يجروبها في مشتقات فعل مضارع، (2) غيم في مشتقات مصدر، (3) بالمطر في مشتقات مصدر.Penelitian ini dilakukan untuk memperoleh deskripsi yang jelas tentang makna-makna dari lafadz Ha Sin Ba dan derivatnya dalam Al-Quran. Metode yang digunakan dalam penelitian ini adalah metode deskriptif kualitatif dengan menganalisis . Istiqaq Akbar Pada Madah “ Ha Sin Ba†Kata Bentukan dan Maknanya dalam Al-Quranul Karim. Dari hasil penelitian, dapat diketahui bahwa ditemukan 212 ayat dalam 69 surat Al-Quran yang terdapat lafadz Ha Sin Ba serta derivatnya . Terkelompok dalam 18 makna sebagai berikut: Pada Madah “ Ha Ba sin†terdapat 1 makna yaitu : (1) menghentikan ditemukan dalam fi’il mudhari. Pada Madah “ Ha sin Ba†terdapat 8 makna yaitu : (1) mengira ditemukan dalam pola fi’il madhi, dan fi’il mudhari (2) Kejahatan yang dirahasiakan akan dibuka dihari kiamat ditemukan dalam pola fi’il madhari (3) kecukupan ditemukan dalam pola sifat mushabahah dan masdar (4) balasan bagi perbuatannya ditemukan dalam pola masdar (5) pengawas ditemukan dalam pola sifat Musabahah (6) yang menghitung ditemukan dalam pola isim fail (7)balasan atas perilaku di dunia ditemukan pada pola masdar (8) berotasi ditemukan pada pola masdar. Pada Madah “Sin Ba Ha†terdapat 6 makna yaitu: (1) memuliakan atau pujian ditemukan dalam pola fi’il madhi dan fi’il mudhari, (2) berotasi atau berkeliling ditemukan dalam pola fi’il Mudhari (3)berdoa ditemukan dalam pola fi’il Mudhari dan Amr (4) takjub ditemukan dalam pola masdar (5) penuh kesibukan ditemukan dalam pola masdar. (6) Orang yang mengingat Allah ditemukan dalam pola isim fail. Pada Madah “ Sin Ha Ba†terdapat 3 makna yaitu :(1) menarik atau berotasi ditemukan dalam pola fi’il Mudhari (2) awan ditemukan dalam pola masdar (3) Hujan ditemukan dalam pola Masdar
Istikhdām al-Taqnīyāt al-Mukhtalifah fī Ta‘līm al-Lughah al-‘Arabīyah li-al-Nāṭiqīna bi-Ghayrihā
Get PDFThis study aims to show the influence of using various techniques on learning Arabic by nonnative speakers. It tries to highlight the modern techniques that suit such learning. It also attempts to present the usefulness of such use. The significance of the study stems from the importance of teaching Arabic to nonnative speakers due to the increasing willingness to learn the language for different purposes. The method used in this study is descriptive and analytic. The study came out with some findings. The major ones are: Using various techniques in teaching Arabic to nonnative speakers makes the teaching process more effective, contributes in fulfilling the educational objectives, helps in easing the process of learning, motivates learners and draws their attention. The use of techniques also extends the learners' experience, develops their abilities and transfers them from oral learning to practical learning. Moreover, it can enable them to communicate with others
al-Lughah al-‘Arabīyah wa-Mutaṭallabāt Tadrīsihā al-Ijtimā‘īyah wa-al-Thaqāfīyah: Qirā’ah Taḥlīlīyah li-al-Lughah fī al-Siyāq al-Ma‘rifī li-Sūsiyūlūjīyat al-Lughah wa-al-Ta‘allum
No full textThe problem of this study revolves around the most important tool in building human knowledge and the most important means of understanding and friction among the members of the society to practice life or knowledge in all fields of social life and to meet their needs and determine how to satisfy them. The question of this study is based: how to link Arabic language education to its social and cultural dimensions? The importance of the topic lies in uncovering the profound historical and social links of the language to achieve an integrated dynamic of social and cultural structure that will add to the teaching of the Arabic language associated with the teaching of Arabic culture. This research was based on a descriptive approach. The study reached the following results: the need to learn the Arabic language interspersed with the culture of society, and linking the linguistic studies of the Arabic language to social anthropology studies
Tawẓīf al-Maqāṭi‘ al-Ṣawtīyah fī Ta‘līm al-Imlā’ al-Waẓīfī: al-Hamzah al-Mutawassiṭah Numūdhajān
No full textThe purpose of this research is to illustrate the impact of the use of clips in teaching Arabic as a second language in dictation skills, especially the writing of the medium hamza, which shows that teaching students the audio clips and mastery, and learning the base of the strongest movements in dictation helps them to master the writing of the medium hamza and facilitates The student must write the medium hamza and explain the writing in a scientific way, thus addressing the phenomenon of students weakness in spelling skills, and raising their language proficiency in the readings of the words. The researcher followed the descriptive analytical approach, between the concept of audio clips, types, how to analyze the word to its vocal passages, correct the word characters, and the application of the strongest movements, the crumb, the bundle, the slot, and what fits the movement, the crumb fits the tone, and the package fits the F The slot fits a thousand, explaining the writing of the medium Hamza according to the spelling rules. The researcher concluded with the following results: The performance of the students in the writing of the medium hamza, the increase of their spelling, and their ability to explain the writing of the middle hamza according to a scientific method based on the audio clips, and to address the weakness of students in spelling skill according to a scientific spelling theory.
 
Ta‘līm al-Naḥw al-‘Arabī li-Ghayr al-Nāṭiqīna bi-al-‘Arabīyah ‘alá Ḍaw’ Naẓarīyat Chomsky
No full textThis research aims to study the concept of transformational-generative grammar by Noam Chomsky as well as the foundation of this theory and its actional principles in terms of language acquisition, and try to use the theoretical data in teaching Arabic grammar to non-native Arabic speakers. This can be done by using the analytical descriptive approach. This research is considered important because it deals with a modern linguistic theory which has a scientific value in the modern language lesson and employs it in the field of teaching Arabic grammar. The study has benefited from data of the transformational-generative grammar in the case of coping with teaching the rules of Arabic grammar to answer fundamental questions, which are: what are the foundations of transformational-generative grammar theory? What are the rules of transformational in Arabic grammar? What are the benefits of the transformational-generative grammar theory non-native Arabic speakers? The research concluded that the conscious practice of language takes place from a constructional point of view within the meaning and not just to the practical. Second language learner must be familiar with the vocal, and grammatical system in order to be able to practice the language with its rules. Finally, the aim is not to limit the linguistic attitudes in the educational process; as the generative grammar believes that a person has a tremendous ability to produce unlimited linguistic patterns of limited linguistic elements
Tadrīs al-Lughah al-‘Arābīyah fī al-Madāris al-Sharqīyah al-Taqlīdīyah al-Dīnīyah fī Sharq Turkiyā: Madāris Tillo and Jazīrat Ibn ‘Umar Numūdhajan
No full textThe research aims to identify the traditional religious schools in Eastern Turkey in general with a historical and descriptive perspective. It will also focus on these educational institutions in terms of their programs and curricula in teaching Arabic to non-native speakers about some important historical developments relating to and affecting them. We will also analyze publications and books circulating in the hands of teachers and students in these institutions (in Tillo and Jazeera) and address them descriptively and concisely. We will examine these institutions in terms of particular characteristics such as formality, descriptive, financial sources, and development in the current time. Finally, we will identify the extent of the attractiveness of graduates amongst citizens and their status in society, and the employment and permanence of graduates from these institutions. The method of research is through descriptive, analytical, and comparative methods. The research concludes that the basis of teaching in this school is primarily voluntary free teaching. The method of teaching is to take the lessons either individually or in a group and to memorize the text and then supplement than with commentaries deeply and logically before and after the class. The system by which the books are taught are systematically and to complete them in entirety