Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
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KITÂBAH ‘ARAB PEGON KHASHÂISHUHÂ WA ISHÂMÂTUHÂ FÎ TATHWÎR TA’LÎM AL-LUGHAH AL-‘ARABIYYAH BI INDÛNÎSIYYÂ
No full textThis study aims to determine the characteristics and contribution of Arab Pegon script in the development of learning Arabic language in Indonesia. The Pegon script is an Arabic sript modified to write the Javanese, Sundanese, Madurese and Indonesian language. The phonological system of the Pegon script is based on the Javanese phonological system “Hanacaraka”, so that the consonants are twenty-one, and the vowels are seven. The Pegon script has similarities and differences with Arabic script and Jawi script developed and used in Malaysia, Brunei, Singapore and Pattani Thailand. Arabic Pegon script has a real contribution in the development of learning Arabic in Indonesia. Contribution of Pegon script is found in the teaching of yellow book (Islamic literature) in traditional Islamic boarding school, traditional Islamic school, as well as in Islamic traditional boarding school-based universities in Indonesia
PERENCANAAN PEMBELAJARAN BAHASA ARAB DI PERGURUAN TINGGI PARIWISATA
Get PDFThis study aims to analyze the lesson plans of Arabic teaching-learning in STIE Pariwisata YAPARI. The researcher hopes that this research can describe the Arabic teaching-learning concept in tourism College. The research uses qualitative approach with descriptive analysis. The research subjects were an Arabic lecturer, and 11 students on their fourth semester. The data were collected by interview and document analysis as triangulation. The result showed that the planning of Arabic teaching-learning can be categorized as good. The vision-mission of institution, curriculum, lesson plan, and academic management were connected well. There were some problems: The campus had no written guideline of lesson plans writing and less of credit semester system. The recommendations of this research were: the campus should make guideline of lesson plans writing and the addition of the number of credit semester system
WÂQI’ TA’LÎM MAHÂRAH AL-KITÂBAH BI INDÛNÎSIYYÂ MUSYKILATAN WA HULÛLAN
No full textThe purpose of this study was to describe the variant of student thesis on learning to write Arabic language and description of the students’ thesis results. This research used descriptive qualitative research method by using content analysis. The author analyzed 42 related theses of writing Arabic in accordance with the variant of kitâbah discussion and the results of those theses. The results of this study were 1) the study variant of Arabic writing consisted of 6 studies on Arabic painting, 16 studies on writing imlâ, 19 studies on the making of insyâ, and 1 study on Arabic writing material analysis. 2) The result of this thesis research was that experimental study about the use of technique, method, and media was effective in improving learning result except one research stating ineffective. The results of this research showed that there were alternatives that can solve the problem of learning to write Arabic nowadays
EPISTEMOLOGI NAHW TA‘LÎMÎ DALAM PERSEPEKTIF LINGUIS ARAB KONTEMPORER
Get PDFThis paper amis to analyze the essence, source, approach and validity of syntax of pedagogical Arabic in the perspective of contemporary linguists. This was based on linguists who hold a classical syntax, saying renewal of pedagogical syntax in the contemporary era is not yet epistemological because it only redefines and implies classical syntax. With the philosophy approach of language education and educational linguistic theory based on library data with discourse analysis, it is found that pedagogical syntax iss Arabic grammar for learning to be proficient in speaking; derived from the Quran, hadith, poetry and syntax of classical schools and modern Arabic writing. The drafting approach is structural-behavioral with prescriptive, relevance, gradation, structural, clarity and simple principles. The methods are naqd, damj, tarjîh al-’arâ’, ziyâdah, tabwîb and ikhtishâr. The validity is pragmatic. On this basis, pedagogical syntax has its own distinct epistemology with classical syntax
PROSES AFIKSASI MORFOLOGI ISM (NOMINA) DALAM BAHASA ARAB
Get PDFArabic is a language full of polymorphism. Where Arabic verbs have an inflectional form and derivative of agglutinative type. This study aims to analyze and explore various types of isim (nouns) in Arabic, which has various affixation variations. Various forms of Arabic word processing give rise to various meanings. This research is library research with qualitative approach and descriptive syncronic method. The findings of this study resulted that the variety of affixation isim (nouns) can be formed from verbs and adjectives with the addition of letters. The affixing process can occur early / prefix (as-sabiq), infixs / insertion (ziyadah), and confixs / prefix and suffixs (as-saabiq wa al-laahiq). The addition of the affixes of the prefix verbs, and the base of the hamzah prefixes, of the adjectiva and verb infix using alif letters, from the noun base consist of suffix ya \u27syaddah, alif-nun confixs, nun-wawu, nun-ya\u27 and nun-alif-ta\u27. Basic verb conjunction with mim-alif, mim-ta\u27 and mim-wawu. Meanwhile, the conceivable meanings include isim alat, isim maf’ul, isim faa’il, isim makan, dan isim zaman
REALISASI PENERJEMAHAN ASPEK IMPERFEKTIF DALAM ALQURAN SURAT AL-QASHASH
Get PDFThe imperfective aspect of Arabic language can be used for the past-tense, present-tense, and future-tense. This study used a descriptive-qualitative method with analysis content design. The purpose of this study was to examine the translation of imperfective aspect and tense contained in the Quran on the chapter Al-Qashash. This study revealed that the imperfective aspect which was used for the past-tense was translated into Indonesian word ‘telah’ and ‘dahulu’. The imperfective aspect used for the present-tense was translated into Indonesian word ‘sedang’. Finally, the imperfective aspect used for the future-tense was translated into Indonesian using ‘akan’, ‘hendak’, ‘agar’, or ‘mudah-mudahan’
PENGARUH METODE PEMBELAJARAN EKLEKTIK TERHADAP HASIL BELAJAR BAHASA ARAB SISWA
Get PDFThis research is aimed to know the effect of learning method’s towards Arabic Achievement of the Fifth Grade Students of Islamic Elementary School Pembangunan Islamic State University Sharif Hidayatullah Jakarta 2009/2010. The research questions were: is there any difference in Arabic learning achievement as a whole between a group of students who have been given intiqâiyyah methods and another group of students who have been given conventional methods. This research was an experimental study using randomized control group design. The influencing factorial variable are learning methods on Arabic. The Arabic learning achievement was used to know the students’ skill or capability Arabic learning. In experimental class, intiqâiyyah methods as experiment methods, and conventional methods as control methods. This research concluded that there was any difference between students Arabic achievements of group of students who have been given intiqâiyyah methods and group of students who have been given conventional methods
METONIMIA KONSEPTUAL DALAM AL-QURAN: ANALISIS KOGNITIF MAKNA WAJH DAN YAD
Get PDFMetonymy in the traditional view is the referring an entity with another word that has a meaning relation with the word referring to that entity. While in the view of cognitive linguistics, metonymy is regarded as a cognitive tool for conceptualization an entity through another entity. Using the data sourced from twenty surah of The Quran, this paper aims to explain the meaning of conceptual metonymy in The Quran using human body-related terms especially word wajh ‘face’ and yad ‘hand’. The study was based on general conceptual metonymy theory. In those 20 surahs, found 20 verses using word wajh and 24 verses using word yad. Based on analysis, word wajh referred to person, God’s substance, and pleasure. Word yad referred to meaning of person, power, authority, fingers and palm, and miserly. The metonymic concepts used were part for whole, whole for part, place for what located there, and cauce for effect
AL-USHÛL AL-‘ARABIYYAH LI ASMÂ AL-ISYÂRAH FÎ LUGHÂT AL-‘ÂLAM MIN MANZHÛR NAZHARIYYAH JADZR AL-KALIMAH
No full textThis paper aims to establish the Arabic cognates or origins of "demonstrative pronouns" in the world languages from a radical consonantal (lexical root) theory perspective. The data comprises key demonstrative pronouns like this, that in eleven major and minor families like Indo-European, Sino-Tibetan, Afro-Asiatic, Austronesian, Dravidian, Turkic, Mayan, Japonic, Niger-Congo, Uto-Aztec, and Tai-Kadai, which make up 60% of world languages and 96% of world population. The results showed that all such demonstrative pronouns have true Arabic cognates with the same or similar forms and meanings. Therefore, the results support the adequacy of the radical consonantal or lexical root theory according to which, unlike the Comparative Method and/or Family Tree Model, all world languages are related to one another. Thus, Arabic can be safely said to be the radical language itself to which all languages can be related for sharing demonstrative pronouns with all languages and for having a huge phonetic, morphological, grammatical, and lexical repertoire
DESAIN PERKULIAHAN BAHASA ARAB MELALUI GOOGLE CLASSROOM
Get PDFIn this modern day, the number of different ways of learning in addition to being in the classroom, one of them is learning through Google Classroom. This type of research was a qualitative research in the form of field research. Arabic lectures were conducted by using Google Classroom media and administrated by six different classes in non-language study program environments. This study showed that this application can help and facilitate the lecturers and students in carrying out the learning process in depth. This was because both students and lecturers can collect the assignments, distribute the assignments, and assess the assignments at home or anywhere without being bound by time limits or hours of study