Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
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PENGEMBANGAN TEMA DALAM BUKU AL-QIRA\u27AH AR-RASYIDAH UNTUK PELATIHAN MENULIS KREATIF BAHASA ARAB
No full textDeveloping theme in a text of Arabic reading is the basis in a creative writing. By understanding the pattern of theme development in a text, beginner who wants to write in Arabic is easier in arranging the idea. This article is a research to see a great correlation between thematic progression with the creative writing in Arabic. The book taken as sample was al-Qirâ’ah al-Râsyidah which is used in MAN Karang Anyar and MAN 1 Surakarta. Related to the rheme in developing the theme, the students of both school wrote their daily activity by using thematic progression patterns. The result of the study showed that there is a great correlation between thematic progression pattern with the creative writing in Arabic.DOI: 10.15408/a.v2i2.209
MANHAJ TADRIS AL-ADAB AL-\u27ARABI LI GHAIR AL-\u27ARAB
No full textThe approaches and methods are used in the teaching of Arabic literature in the Arab and non-Arab universities. The Orientalists drawer since the late nineteenth century exaggerate the formal side, and freeze history, and still today. Western professors studying Arabic literature in the light of traditional concepts fixed. The purpose of this research is to present and discuss methods of teaching Arabic literature at universities in Europe and the United States of America. The researcher uses in the study the descriptive and analytical and comparative, and reached a number of conclusions from the most important being that the teaching of literature should be based on a correct understanding of the meaning of literature firstly, a thorough knowledge of the characteristics of an Arab literature secondly, and a good choice of odels that are placed in the hands of students thirdly. Moreover, it poses a researcher a new approach to the teaching of Arabic literature to non-Arab Arabic literature to non-Arab aims to literary taste the development of the students\u27 non-Arab, and focused on the basic four areas namely linguistics, history, literary criticism, and comparative literature.DOI: 10.15408/a.v2i2.222
PEMBELAJARAN BAHASA ARAB DI ERA POSMETODE
Get PDFThis article is aimed to answer two essential problems; (1) development map of Arabic learning method from 1990s until today which has been formulated unclearly, and (2) developing Arabic learning in posmethod era by optimilizing teacher’s strategic role in the process of Arabic learning. This article used bibliographic sources from some books and articles in scientific journal about linguistic and Arabic learning. The interpretation data of academician thought and Arabic linguistic experts was done by using historical-critical approach and content analysis for substancial interpretation. B. Kumaravadivelu concept in Beyond Methods: Macrostrategies for Language Teaching (2003) which requires teacher to play three essential roles; pasif technician, reflective practician, and transformative intelectual is very inportant in Arabic learning in posmethod era. The principle of at-tharîqatu ahammu min al-mâddah (method is more important than content) can be developed to be main principle “spirit, profesionality and strategic role of language educator is more important in teaching Arabic than the method itself”, since basically there is no most appropriate and ideal method for any goals and situation of Arabic learning.DOI: 10.15408/a.v2i1.151
ANDRAGOGI DALAM PEMBELAJARAN BAHASA ARAB
Get PDFThe objective of this study is to get empirical evidence whether there is a significant difference between the class which is taught by andragogy technique and which is taught by conventional technique. This article describes that technique is one of the important factors in conducting Arabic class. This study categorized as an experimental research. The data is collected by giving the test for both experimental and conventional class. The result of the study shows that experimental class which is taught by applying andragogy technique get higher score than the conventional one. Means that Al-Ittihad Islamic Boarding School get higher score than Ulil Albâb. It seems that technique influences the quality of teaching and learning Arabic.DOI: 10.15408/a.v2i1.151
MODEL PEMBELAJARAN DISKOVERI SEBAGAI STRATEGI PEMBELAJARAN BAHASA ARAB
Get PDFTeaching strategy is very important in Arabic Classroom. It covers design and dimension. One of the model in the instructional design is discovery learning. In teaching Arabic language discovery model called guided discovery. In this model the exposure of linguistic material is given firstly, and followed by the rule of language. DOI: 10.15408/a.v1i2.113
ANALISIS KETAMPANAN NABI YUSUF DALAM PERSPEKTIF SEMIOTIKA AL-QUR’AN
Get PDFThe topic of this research is the Qur’an semiotics on surah Yusuf. This research collaborates the theory of semiotics and al-Qur’an. This research aims to find out the sense, meaning, and messege of the Qur’an on surah Yusuf. The theories used in this research are theory of meaning component, theory of sense relation, and theory of semiotics. This research is used two approaches. First, heuristic or semantics and second, retroactive or semiotics. DOI: 10.15408/a.v1i2.114
POLA-POLA PENGGUNAAN KATA ISIM DAN FI\u27IL DALAM AL-QUR’AN
No full textThe aim of this paper is to examine the use of the word isim and fi’il in the Qur\u27an. This research method is to process data related to the books of fi’il and isim that have relevance aspect to the language of the Qur’an. Among the results of this study are: the nature of isim is not only a noun, but also adjectives, state, pronouns, appoint, name, and mashdar. Isim divided into seven categories there are (mudzakkar, muannats, simplex, mutsanna, and plural, and ma\u27rifat nakirah, munsharif and ghair munsharif, maqshur and manqush, jamid and musytaq, mu\u27rab and mabni). While fi’il consists of three parts, (simple past fi’il madhi, simple present fi’il mudhari \u27, and simple future fi’il amr). DOI: 10.15408/a.v1i2.114
PENDEKATAN KOMUNIKATIF DALAM PEMBELAJARAN BAHASA ARAB
Get PDFThe communicative approach in language learning emphasizes on the mastery of language proficiency. Communicative approach is based on some psychological theories of language and learning. The purpose of language learning, according to this approach, is factual communication, where students can use foreign language as a communication tool. In other words, the purpose of this approach is that students have the competence to communicate in a language they have learned in a variety of social situations. Communicative approach is also called the functional approach, in which the language is used as its functions. This article describes the application of communicative approach for teaching Arabic in Indonesian contexts. DOI: 10.15408/a.v1i1.112