Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
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ARABIC LEARNING AT MADRASAH ALIYAH BASED ON THE 2013 CURRICULUM
Full text linkThe purpose of this study was to obtain information and data about the implementation of the 2013 curriculum from the aspects of planning, implementation and evaluation as well as the factors that influence the process of implementing the 2013 curriculum at Madrasah Aliyah Nurul Hikmah Haurgeulis Indramayu. The study was conducted in Madrasah Aliyah Nurul Hikmah Haurgeulis as a representation of madrasas that have implemented the 2013 Curriculum in learning Arabic. This research was a field research with a qualitative approach. Data obtained from three sources, namely observation, interviews and documentation. The subjects of this study were the principal, the curriculum section and the tenth grade students of Madrasah Aliyah Nurul Hikmah Haurgeulis Indramayu. The results of this study indicate that the implementation of the 2013 Curriculum at Madrasah Aliyah Nurul Hikmah Haurgeulis Indramayu, especially in learning Arabic, was still not running optimally according to the parameter criteria. There were several factors that influence the implementation process of the 2013 Curriculum, namely teachers, students and infrastructure
ON THE TYPOLOGY OF THE NEGATION MARKER MÂ IN MODERN ARABIC DIALECTS: KUWAITI, JORDANIAN, SUDANESE, AND YEMENI
Full text linkModern Arabic Dialects (MADs) have an identical morphological system with some similarities and differences in the choice of the negation morphemes. The main concern of this paper is to discuss the typological properties of the negation morpheme mâ- ما and its variation in four Modern Arabic Dialects (MADs), JA (Jordanian Arabic), KA (Kuwaiti Arabic), SA (Sudanese Arabic), and YA (Yemeni Arabic) taking into account two negation strategies identified by Brustad (2000), namely Verbal Negation and Predicate Negation. Specifically, the study will shed light on the types and positions of the negation morphemes regarding VN and PN strategies. The study employed a descriptive-analytical approach. The data were taken from previous studies on negation in MADs and online sources, i.e., published articles and YouTube. The study found that when the negation morpheme mâ - ما is used as a one-negation system or a two-negation system, as a verbal and predicate negation, it changes to the negation morpheme mâ- ما due to phonological conditions and its pre-verbal position. The study concluded that three negation templates might be generalized in the four dialects, namely one-morpheme template, two-morpheme-template, and predicate negation template. Moreover, blocking of the negation morpheme movement in the sentences happens to do to phonological conditions
FÂ’ILIYAH BARNÂMAJ QÂIM ‘ALA AL-TA’ALLUM AL-TA’ÂWUNÎ FÎ TANMIYAH MAHÂRÂT AL-TAFKÎR AL-NÂQID
No full textThe aim of the research is to know the effectiveness of a program based on cooperative learning in developing critical thinking skills among learners of the Arabic language speaking other languages. The research method used in this research is the semi-experimental approach based on the design of one group with two pre and post-tests. The sample consisted of (46) fourth-level educated learners at the Institute of Arabic Language Teaching at the Islamic University in Madinah. The research tools were defined in the list of necessary critical thinking skills, and tests of critical thinking skills. Statistical methods: The Pearson correlation coefficient, Alpha Cronbach coefficient, T-test, ETA square, and Black equation. The research resulted in a statistically significant difference at (0.01) between the mean scores of the research sample in the pre and post measurements in the test of critical thinking skills as a whole and separately in favor of telemetry
ARABIC DISCOURSE MARKERS IN AL-JAZEERA.NET NEWS ARTICLE
Full text linkThis study investigates discourse markers (DMs) development and diversity in accordance with the Modern Standard Arabic (MSA) approach employed in online news articles. 867 football news articles were downloaded from Al-Jazeera.net to analyse the use of discourse markers (DMs) based on previous studies along with Modern Standard Arabic grammar books as well as the theories of Fraser (2005) and Al-Khawaldeh (2014). Both data coding and analysis were completed manually. The results showed that in linking textual fragments, discourse markers under the Additive category are the most frequently used within all the articles. In fact, the study also found that DM wa was most frequently used in articles compared to other discourse markers. For each category, the researcher discovered a set of new discourse markers that were not considered in previous works. The manual coding process has also led to the discovery of a new category – Affirmative, with a comprehensive list of discourse markers. It is hoped that this study can function as an important reference for researchers who are interested to delve deeper into the area
TAHLÎL MULÂIMAH BUNÛD IKHTIBÂR AL-LUGHAH AL-‘ARABIYYAH AL-NIHÂÎ AL-WATHANÎ LI MANHAJ MUSTAWÂ AL-WAHDAH AL-TA’LÎMIYYAH (KTSP) WA TASHNÎF BLOOM AL-MU’ADDAL
No full textThis study aims to describe the suitability of Arabic language question item with educational unit level curriculum (KTSP) and Bloom’s taxonomy at the Final National Standard Madrasah (UAMBN) at Senior High School. This study used a qualitative approach with a descriptive type. Data was collected from exam documents on 2009/2010 and analysed using Krippendorff’s theory of content analysis . The findings of this study are (1) question items of Arabic language test of UAMBN academic year 2011/2012 for Senior High School level is suitable with Education Unit Level Curriculum in which the question items include: a) language element, and language skill (question items of reading and writing skills) that suitable with standard competency and basic competency. However, those question items are not including question items of phonetic and question items of listening and speaking skills. b) the suitable theme represented in each Standard Competency and Basic Competency from the first grade to third grade. (2) there is a correspondence between items of question that have met LOTS, MOTS and some HOTS
DEVELOPMENT OF MAHÂRAH AL-ISTIMÂ’ TEST INSTRUMENT FOR ELECTRONIC BASED ARABIC STUDENT USING THE KAHOOT! APPLICATION
Full text linkThis study aimed to develop the feasibility of the Mahârah al-Istimâ’ test instrument for electronic-based Arabic students using the Kahoot! application at UIN Sunan Kalijaga Yogyakarta. The method used in this research is the research and development of Borg and Gall model through analysis, design, and testing. Eligibility is based on the expert validator test and the final operation field test. The results of the study can be concluded that: 1) Preparation of the Test Instrument refers to the 5 objectives or indicators of Mahmud Kamil an-Naqah into 50 questions in product design using the Kahoot! application, 2) From the results of the expert validator it is known that the results of the material quality are obtained by an average 5.37 and the media quality of the application is obtained by an average of 4.75 (very feasible), 3) After being obtained from the main field test to 20 students there are 6 questions or 12% that are not feasible because they are invalid and have not discrimination index, then the author revise and test the revision results to 70 students with 100% valid results and are suitable for use
NAMÛDZAJ TATHWÎR MAWÂD TA’LÎM AL-LUGHAH AL-‘ARABIYAH FÎ DHAU AL-TAKÂMULI BAINA AL-‘ILMI WA AL-WAHYI
No full textThe aims of the article to develop Arabic language teaching materials based on the complementarity between science and relevation for students of the Department of Mathematics and Science. This research used the research and development approach using Dick and Carey\u27s development model that was modified by Lawrence Cunning Ham. The method to obtain the data used in this research is observation, questionnaire, interview and test. The educational material development model has been modeled in light of the complementarity between science and revelation, evident in two places: Firstly, in defining the educational objectives and educational outcomes that include attitudes, knowledge and skills, and secondly in defining the teaching materials related to mathematics and the natural sciences, and for those subjects and Hay Dal (Qur’anic verses) in them. The development model in this research is called Teaching Arabic for Special Purposes. The results of the research are evident from all the results of students in the four academic divisions in education, which indicate a high rate of over 0.70 (70%)
UNVEIL THE MEANING OF IBN AL-FARID\u27S SUFISTIC POETRY USING THE RIFFATERRE\u27S SEMIOTICS
No full textThis study was a multidisciplinary study to interpret symbols behind the words in the Sufism poems of Syaraf al-Din Umar Ibn al-Farid in his diwan, Nazm as-Suluk or at-Ta’iyyah al-Kubra and al-Khamriyyah. Ibn al-Farid resembled his love for his God in beautiful, imaginative, and meaningful poetry. This research used the semiotic literary reading method (al-qirâʻah al-simi\u27iyyah) to unveil the meaning of Ibn al-Fārid\u27s Sufistic poetry which is not only about the genre of Sufism un sich, but also the language and literary styles and levels of imagination through heuristic and hermeneutic interpretations. The beauty of his words with its solid essence is very important to be studied, analyzed and conveyed to the public so that the universe of knowledge is exposed not only about the flow of Sufism un sich, but also language and literary styles and levels of imagination through heuristic and hermeneutic interpretations along with the search for matrices, models and variants in the framework of finding the theme, and the final steps is looking for common ground between the texts and the existing ones through the hypogram
RECRUITMENT MANAGEMENT FOR MEMBERS OF ARABIC LEARNING IN ARABIC LANGUAGE STUDENT ASSOCIATION
Full text linkWe steered this research to explore the recruitment and selection management of members based on interests applied by the selection team in the Arabic language student association. This research was a case study with a qualitative approach. The data were collected by interview, documentation, and observation. The results revealed that students who took part in the selection were classified based on their interests or skills through interviews and tests conducted by the selection team. However, the selection team experienced 2 obstacles: 1) time constraints during the selection process, 2) obstacles after the recruitment process. The first obstacle was when some students did not know what interests they have and the second one was when the members lost their motivation and commitment to learn. These obstacles affect other members and the learning process in the Arabic language student association. Therefore, the right recruitment process will attract more members that meet the qualifications and influence the student association. Then, in turn, it will make students more creative, explore themselves, become generation of achievers
MU’ALLIM AL-LUGHAH AL-‘ARABIYAH FÎ DHAU AL-TSAURAH AL-SHINÂ’IYAH AL-RÂBI’AH: TAHADIYÂTUHU WA MATHÂLIBUHU
No full textThis study aims to describe the challenges of Arabic teachers in the context of the industrial revolution 4.0 and their demands in facing these challenges. The study used a qualitative approach with 20 Arabic teachers as respondents. In this study the data were collected by using questionnaires and interviews. To analyze the data, the researcher used the interactive technique of Miles and Huberman, while to test the validity of the data, the method of triangulation technique was used. The research showed that the Industrial Revolution 4.0 created various challenges for Arabic language teachers. These challenges are around the ability to cope with technology and the development of technology-based media and methods, the diverse conditions of students in learning the Arabic language, the poor condition of the Arabic language in some academic institutions, and the faith. These challenges require Arabic language teachers to master technology, develop their methodological competence, be creative and innovative, and upgrade the ability to cooperate with others, carry out scientific research, and strengthen the faith