Al-Ma'rifah : Jurnal Budaya, Bahasa dan Sastra Arab
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Metode Hafalan dalam Pembelajaran Naḥwu di Madrasah Diniyah Kyai Mojo, Tembelang, Jombang
Get PDFMany studies that discuss learning methods naḥwu, there is no method that can be accurate to be applied to all Madrasahs. Madrasah Diniyah Kyai Mojo, Tembelang, Jombang, is one of the Madrasahs that applies the rote method to improve the quality of understanding naḥwu. The purpose of this study is to find out how the application of memorization methods in Madrasah Diniyah Kyai Mojo, Tembelang, Jombang, in improving the quality of students’ understanding of naḥwu. This study uses descriptive qualitative, and the instrument for collecting data using direct observation, and unstructured interviews. The results of this study indicate that the application of the memorization method in improving naḥwu in the Madrasah Kyai Mojo, Tembelang, Jombang consists of two stages, namely the preparation stage and the implementation and evaluation stages. The study concludes that the memorization method is very helpful in improving the quality of students’ understanding of naḥwu, even though the level of understanding is still at the level of translating and interpreting and has not yet reached the stage of extrapolating (estimating). his study suggests teachers be creative in using learning methods by paying attention to situations and conditions so that learning is not monotonous by using one method.Many studies that discuss learning methods naḥwu, there is no method that can be accurate to be applied to all Madrasahs. Madrasah Diniyah Kyai Mojo, Tembelang, Jombang, is one of the Madrasahs that applies the rote method to improve the quality of understanding naḥwu. The purpose of this study is to find out how the application of memorization methods in Madrasah Diniyah Kyai Mojo, Tembelang, Jombang, in improving the quality of students’ understanding of naḥwu. This study uses descriptive qualitative, and the instrument for collecting data using direct observation, and unstructured interviews. The results of this study indicate that the application of the memorization method in improving naḥwu in the Madrasah Kyai Mojo, Tembelang, Jombang consists of two stages, namely the preparation stage and the implementation and evaluation stages. The study concludes that the memorization method is very helpful in improving the quality of students’ understanding of naḥwu, even though the level of understanding is still at the level of translating and interpreting and has not yet reached the stage of extrapolating (estimating). his study suggests teachers be creative in using learning methods by paying attention to situations and conditions so that learning is not monotonous by using one method
Needs Analysis of Creating an Android-Based for Istimā‘ Learning Materials
Get PDFThe growing users of Android-based devices among students and demands the implementation of online learning to encourage innovation in the preparation of learning. One of the innovations following these conditions is the preparation of teaching materials based on Android. The purpose of this study is to find out of needs analysis of Android-Based learning materials for istimāʻ (lisetening) III in Arabic Language Education Study Program, Faculty of Languages and Arts, Universitas Negeri Jakarta. The study analyses the student needs using the descriptive method. While the data will be collected questionnaire. Then, the data analyzed with a quantitative technique. There are three steps of the process that will go through, namely data reduction, data display, and taking a conclusion. The sample of this study was 40 fifth semester students. The result of the study shows that all students own and use based on Android smartphones and students want istimāʻ III materials to build in the based-on Android application
Dirāsah Taqyīmīyah ‘alá Barāmij al-Qaryah al-‘Arabīyah fī Qism Ta‘līm al-Lughah al-‘Arabīyah bi-Jāmi‘at Jākartā al-Ḥukūmīyah
No full textThe purpose of this study was to evaluate the 3rd Qaryah ‘Arabīyah (QA) program carried out by the Arabic Language Education Study Program, Universitas Negeri Jakarta. This QA activity has been carried out for 3 years ago. The method used in this study is program evaluation using the CIPP model which consists of 4 component elements, namely Context, Input, Process, and Product. The results of the study show the following: (1) Context evaluation got a value of 73.6%, indicating that the context evaluation was in a Good category; (2) Evaluation of input scores 68.7%, these results indicate that evaluation of inputs is in a Good category; (3). Process evaluation gets a value of 67.7%, which indicates that the Evaluation Process is in a Good category; 4) Product evaluation gets a value of 73.7%, which indicates that the product evaluation is in a Good category. Based on the calculation of the interpretation of the four components, a result of 74.4% was found for the evaluation of the QA, these results indicate that the implementation of the 3rd QA is in the category of Good. The results of the study indicate that the QA program is a program that is useful for increasing students' learning motivation and Arabic language competence because of the creation of a good Arabic speaking environment.The purpose of this study was to evaluate the 3rd Qaryah ‘Arabīyah (QA) program carried out by the Arabic Language Education Study Program, Universitas Negeri Jakarta. This QA activity has been carried out for 3 years ago. The method used in this study is program evaluation using the CIPP model which consists of 4 component elements, namely Context, Input, Process, and Product. The results of the study show the following: (1) Context evaluation got a value of 73.6%, indicating that the context evaluation was in a Good category; (2) Evaluation of input scores 68.7%, these results indicate that evaluation of inputs is in a Good category; (3). Process evaluation gets a value of 67.7%, which indicates that the Evaluation Process is in a Good category; 4) Product evaluation gets a value of 73.7%, which indicates that the product evaluation is in a Good category. Based on the calculation of the interpretation of the four components, a result of 74.4% was found for the evaluation of the QA, these results indicate that the implementation of the 3rd QA is in the category of Good. The results of the study indicate that the QA program is a program that is useful for increasing students' learning motivation and Arabic language competence because of the creation of a good Arabic speaking environment
Tanawwu‘ al-Lughāt: Kalimāt al-Nidā’ al-‘Arabīyah wa-Dukhūluhā fī al-Lughah al-Indūnīsīyah bi-Madīnat Medan
No full textArabic is one of the languages in the world that is used to interaction and communication, has the function to send messages and ideas. Arabic in Indonesia influences the vocabulary of the Indonesian language. With the absorption of the vocabulary of the language, it gives rise to a variety of languages. A variety of languages is a variant in a language that can be a dialect, style and even variations of the standard language. A variety of languages can be found in the form of verbal language that can be used in terms of address in the Arabic language. Terms of address in the Arabic language like ummi, abi, jid, jiddah, khale, khalati, amme, ammeh, ane, ente, antum, ustad, Muhammad, habib, bin, binti, akhi, ukhti, buya, and others. Besides that, the researcher also uses the Indonesian dictionary as a reference to see the term of address taken from Arabic. This research uses a survey or direct observation of the location also conducted a literature study on a variety of language: terms of address in the Arabic language in vocabulary developments of Indonesian language in the city of Medan
Taṭwīr al-Waṣīlah al- Ta‘līmīyah “Ludo” li-Māddat al-Lughah al-‘Arabīyah fī Madrasat al-Azhar al-Thānawīyah al-Islāmīyah, Kelapa Gading, Jakarta
No full textThis study aimed to develop the Ludo game as a media to improve students learning motivation and help students in grade XI Al-Azhar Islamic High School Kelapa Gading doing the vocabularies task; to know the feasibility of learning media Ludo based on research from material experts and media experts, and to find out the assessment of students towards Ludo’s learning media. The results of the study were obtained through five steps in producing Ludo’s learning media: (1) Analyzing students’ needs in learning. It was considered as important for the product to be developed; (2) Designing the product which is game board design and question cards containing Arabic images and vocabulary; (3) Development; the process of evaluating product design was conducted by giving an assessment. Product assessment was carried out by material experts and media experts; (4) Implementation; testing the feasibility of learning media Ludo with 15 field trial students. The trial was conducted to determine the effectiveness of the product; (5) Evaluation; the product based on the results of the questionnaire were given to material experts, media experts, and Al-Azhar Islamic High School Kelapa Gading students. The level of feasibility of Ludo learning media based on assessment: (1) The material expert showed the average percentage is 96% (very decent); (2) media expert showed the average percentage is 94% (Very decent). The scoring of the students in the experiment showed that the average percentage is 89% (very decent). Therefore, Ludo is suitable to be used as a learning media
Khaṣā’iṣ al-Mustawá al-Ṣarfī li-Lahjat al-‘Arabīyah al-Nījīrīyah
No full textThe Arab tribes locally known as Shuwa Arabs represent a segment of Nigerian society. They came from the Arabian Peninsula for varied aims. And they spoke an Arabic dialect which conforms or differs from other ancient or modern Arabic dialects in many traits which they inherit from their forefathers, which shows that they preserve their Arabic Identity. Although this dialect is strictly following Arabic morphology. But at times they have their unique morphology perhaps it can be traced to some ancient Arabic dialects. Morphology has gained great importance because it helps to understand the meaning of phrases and words through usage. To fathom this fact in the Nigerian Arabic dialects, the researcher tries to tackle this topic by studying the morphological issues which may help to reach what he wants
Pengawasan dan Evaluasi Program Bahasa Arab untuk Peningkatan Berkelanjutan di Universitas Islam Negeri Maulana Malik Ibrahim, Malang
Get PDFThis research to find out and explain how controlling and evaluation management occur in the Intensive Program for Arabic Language at the State Islamic University (UIN) Maulana Malik Ibrahim Malang. The background of this research is due to PKPBA is the only language center that organizes Arabic language learning for all new students from all majors, which indeed requires special handling. This research uses descriptive qualitative research, and uses interview techniques, observation, and documentation in collecting data. The results showed that the controlling of a special Arabic language development program at UIN Maulana Malik Ibrahim was an internal controlling carried out by the head of program management, also included in external controlling carried out by the ministry of religion, including active controlling by looking at the program directly, and passive controlling by viewing teacher and student attendance lists, teaching journals, and other learning tools. As well as preventive and repressive controlling carried out to plan and implement the program so that it runs effectively and efficiently and controlling is also carried out after the learning activities are carried out to find out the results of the implementation of the program for further evaluation if there are deviations. While the program evaluation is conducted twice a year, this controlling and evaluation is carried out for continuous improvement which will be carried out every year for the development of the program.This research to find out and explain how controlling and evaluation management occur in the Intensive Program for Arabic Language at the State Islamic University (UIN) Maulana Malik Ibrahim Malang. The background of this research is due to PKPBA is the only language center that organizes Arabic language learning for all new students from all majors, which indeed requires special handling. This research uses descriptive qualitative research, and uses interview techniques, observation, and documentation in collecting data. The results showed that the controlling of a special Arabic language development program at UIN Maulana Malik Ibrahim was an internal controlling carried out by the head of program management, also included in external controlling carried out by the ministry of religion, including active controlling by looking at the program directly, and passive controlling by viewing teacher and student attendance lists, teaching journals, and other learning tools. As well as preventive and repressive controlling carried out to plan and implement the program so that it runs effectively and efficiently and controlling is also carried out after the learning activities are carried out to find out the results of the implementation of the program for further evaluation if there are deviations. While the program evaluation is conducted twice a year, this controlling and evaluation is carried out for continuous improvement which will be carried out every year for the development of the program
Usus wa-Ru’á fī Tadrīs al-Lughah al-‘Arabīyah li-Ghayr al-Nāṭiqīna bi-hā
No full textThe research aims to explain (1) Teaching and disseminating the Arabic language among non-native speakers in a correct way; (2) Teaching language skills in a clear and integrated manner; (3) Choose the appropriate method of teaching; (4) Finding the most effective way to communicate the Arabic language to the whole world; (5) Keep the sounds of the Arabic language as is. Therefore, the researcher presents the problem of this research: the need of non-Arab societies for the Arabic language, and learning them in an often non-systematic way, which led to the spread of the language incorrectly. The results show that (1) Learners of the Arabic language in general, their education must be based on confirming the four language skills and their learners from non-native speakers in particular, it must be trained and practiced on these skills; (2) There is no complete and imperfect teaching method, but it is the educational position that imposes a certain type of method; (3) Some learners of the Arabic language who are not their children have reached a stage of mastery that may exceed their children. This is due to his keen desire to learn it. (4) The teacher of the Arabic language for non-native speakers of it must be broad-educated, familiar with the cultures of the people who study Arabic, to know the differences between the voices of the Arabic language and the sounds of the learner’s mother language, as well as the significance of the vocabulary that differs from one people to another
Perubahan Makna Kosakata Bahasa Arab yang Diserap ke dalam Bahasa Indonesia
Get PDFThe amount of Arabic vocabulary absorbed into Indonesian can cause several problems, one of which is in the field of word meaning. Absorption words that come from different languages are very possible to experience changes from the original meaning. Therefore, the researcher wants to study further about the form of Arabic vocabulary that has been absorbed into Indonesian and experienced changes in meaning and what factors can cause changes in meaning in Arabic vocabulary that are absorbed into Indonesian. The method used is a descriptive qualitative method followed by analyzing the data obtained and presenting it in the form of a description. The results of this study indicate that changes in meaning that occur in Arabic vocabulary that are absorbed into Indonesian include three things, namely the expansion of meaning, narrowing of meaning, and change in total meaning. The factors that cause changes in meaning are developments in science and technology, social and cultural development, differences in usage fields, the existence of associations, differences in responses, grammatical processes, and the development of terms.The amount of Arabic vocabulary absorbed into Indonesian can cause several problems, one of which is in the field of word meaning. Absorption words that come from different languages are very possible to experience changes from the original meaning. Therefore, the researcher wants to study further about the form of Arabic vocabulary that has been absorbed into Indonesian and experienced changes in meaning and what factors can cause changes in meaning in Arabic vocabulary that are absorbed into Indonesian. The method used is a descriptive qualitative method followed by analyzing the data obtained and presenting it in the form of a description. The results of this study indicate that changes in meaning that occur in Arabic vocabulary that are absorbed into Indonesian include three things, namely the expansion of meaning, narrowing of meaning, and change in total meaning. The factors that cause changes in meaning are developments in science and technology, social and cultural development, differences in usage fields, the existence of associations, differences in responses, grammatical processes, and the development of terms
al-Akhṭā’ fī Istikhdām al-Af‘āl al-Mujarradah wa-al-Af‘āl al-Mazīdah fī al-Jumal al-Basīṭah ladá Ṭullāb Qism Ta‘līm al-Lughah al-‘Arabīyah, Jāmi‘at Jākartā al-Ḥukūmīyah
No full textThis study aims to factually get data about the form of mistakes in the use of al-fi‘l al-mujarrad and al-fi‘l al-mazīd as well as the percentage of the mistakes including the types of mistakes done by the students and its causes. The study was conducted in the Arabic Language Education Study Progam, Universitas Negeri Jakarta in the academic year (107) of 2017–2018. For students of 2015. The data of this study are students answer papers about the use of al-fi‘l al-mujarrad and al-fi‘l al-mazīd with the amount of 44 questions with the 35 samples that randomly chosen. The method of this study is descriptive with the procedures: collecting data, identifying the mistakes, classifying the mistakes, describing the mistakes, and interpreting the mistakes. Based on the result, out of 1540 answers, there are 701 mistakes at the 1st meeting and 647 mistakes at the 2nd meeting including (1) mistakes in the use of al-thulathī al-mujarrad with an average of 177,5 mistakes; (2) mistakes in the use of al-rubā‘ī al-mujarrad with an average of 42 mistakes; (3) mistakes in the use of al-thulāthī al-mazīd bi-ḥarf with an average of 108 mistakes; (4) mistakes in the use of al- thulāthī al-mazīd bi-ḥarfayn with an average of 140,5 mistakes; (5) mistakes in the use of al-thulāthī al-mazīd bi-thalāthah aḥruf with an average of 129 mistakes; (6) mistakes in the use of al-rubā‘ī al-mazīd bi-ḥarf with an average of 27 mistakes; (7) mistakes in the use of al-fi‘l al-rubā‘ī al-mazīd bi-ḥarfayn with an average of 52 mistakes. From all mistakes mentioned above, the highest mistakes in the use of al-fi‘l al-rubā‘i al-mujarrad with an average of 42 mistakes