Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
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OPTIMIZING ARABIC SPEAKING SKILLS BASED ON INTEGRATION OF LEARNING THEORY FRAMEWORK IN HIGHER EDUCATION
Full text linkThis study aimed to investigate the implementation of the learning theory framework on learning Arabic speaking skills and explore the supporting factors of successful speaking skills instruction at the Ar-Raayah College of Arabic Language (STIBA) Sukabumi. This study used a descriptive qualitative approach with a case study research method. The data were collected by interviews and documentation. Data analysis included data collection, data classification, display data, and conclusion based on Milles and Huberman\u27s theory. The results showed that the implementation of the learning theory in speaking skills instruction was found in a) learning speaking skills based on the theory of behaviorism by establishing a learning environment, memorizing vocabulary method, Arabic language competitions, and the application of conversations in daily activities; b) learning based on cognitive theory which is done by discussion and qawaid and tarjamah method, c) learning speaking skills based on the constructivism theory which implemented cooperative learning, contextual learning, language games, and song methods. The study also revealed that factors that support the successful learning of Arabic speaking skills are internal and external factors, such as self-motivation, language environment, teachers and native speakers, and adequate learning facilities
STYLISTIC OF THE QUR’AN: READING THE STORY OF SULAIMAN
Full text linkThis paper examines the stylistic of Sulaiman\u27s story in the Qur’an and its chronology. The language style has a building in the historical social context of the Arab community when it came down to the Qur’an. This article aimed to find the chronology and function of each language style used in the story of Sulaiman. This study was a library research with descriptive and analytical data presentation methods. The primary data were taken from the Qur’an in Surah Şād (30–40). A hetorical and chronological analysis wass used in this research. The finding of this study showed that the rhetoric of Sulaiman\u27s story in Surah Şād still used a high style of language. Based on these findings, a strong language style is a characteristic of the Sulaiman\u27s story to strengthen the prophet\u27s heart, console the prophet and give the encouragement of spreading da’wa of Muhammad. This study contributes to a complete understanding of language style
ACQUISITION OF ARABIC AS A SECOND LANGUAGE IN EARLY CHILDREN IN ISLAMIC KINDERGARTEN
Full text linkIt is believed that memorizing the Qur’an would be able to improve the acquisition of a second language, especially Arabic language, particularly for early childhood. This is because children have quite sharp hearing, so they quickly acquire Arabic language as their second language. The language acquisition is done by listening and kinesthetic methods. For this purpose, the study aims to describe the process of acquiring Arabic in early childhood at Daarut Tahfidz lil Athfal Malang. Researchers applied descriptive qualitative research and case study methods. Data obtained by observation and interviews. The results showed that learning activities to memorize the Qur’an can accelerate language acquisition in early childhood who previously had not been able to pronounce sentences perfectly. At the opening and closing of the lesson, the teacher in the class always reminds the mufradât (vocabulary) that has been delivered, so that it will strengthen their memory in Arabic language. The research is expected to provide an overview of the importance of providing Arabic language learning from an early age in order to strengthen Islamic teachings from an early age
POLICY IMPLEMENTATION OF THE SABILILLAH SPECTACULAR STAGE (SSS) PROGRAM TO INCREASE STUDENTS’ SPEAKING SKILLS
Full text linkOne of the factors that support and influence students\u27 fluency in Arabic communication is the presence of a language-learning environment (bi\u27ah lughawiyah). This study aimed to describe how Pesantren Sabilillah implemented the policies in the Sabilillah Spectacular Stage program in improving Maharatul Kalam and how the program improved students’ speaking skills (maharah al-kalam). This study used a qualitative approach. The data were obtained from interviews, observations, and documentation. Participants included the boarding school caretakers, the Arabic language program coordinator, asatidz and ustadzat, and all students living in the boarding school dormitory. This study\u27s results indicate that the Spectacular Stage policies include formulating objectives in the Sabilillah Spectacular Stage program and the timing of the program. Meanwhile, the implementation of this policy includes the policy of grouping students, the formation of the Katibah al-Mukhalifah group, Taqdim al-Mufradat, and Tadrib al-Barnamij
MA’ÂYIR AL-ADAWÂT AL-TAQWÎMIYAH LI AL-KITÂB AL-MADRASÎ LI AL-LUGHAH AL-‘ARABIYAH LI AL-INDÛNÎSIYÎN : DIRÂSAH BINÂIYAH TAKÂMULIYAH
No full textThere are several problems regarding textbooks in Indonesia, especially Arabic textbooks. First, the procurement stage, such as the process of writing, obtaining texts, evaluating, and publishing. Second, the distribution stage such as access to textbooks, and purchasing power of textbooks. Third, the stage of the use of books which covers the confusion of teachers in using textbooks and the period of use of school books. The aspects of the evaluation of textbooks will be important in the future. Therefore, this research aims to construct instrumental assessment of arabic teaching books from national and international perspectives. This is important to do as an effort to obtain quality Arabic textbooks with international insight. This research uses a Research and Development (R & D) approach and content analysis. The results of this study show that the Arabic textbook assessment instrument made by the National Education Standards Agency (BSNP) and the American Council on Teaching of Foreign Languages (ACTFL) is still lacking because it does not accommodate all the points and basic elements contained in a Arabic textbooks as a Foreign language. So, the construction of a comprehensive integrated integrative Arabic textbook assessment instrument is absolutely necessary in order to obtain good and quality Arabic textbooks
INTEGRATIVE ARABIC LANGUAGE TEACHING OF INTEGRATED ISLAMIC ELEMENTARY SCHOOLS IN SOLO RAYA
Full text linkIntegrated Islamic Schools, which is very influential in the education system in Indonesia, stand behind this research. This research explored Arabic language teaching at the Integrated Islamic Elementary Schools in Solo Raya with different integrative system backgrounds. It aimed to answer how the language was taught and learned in Integrated Islamic Elementary Schools in Solo Raya and the learning process from Hector Hammerly\u27s perspective. This research was a field research model with a case study approach under the constructivist research paradigm. The results show that the Arabic language is taught depending on the need in Integrated Islamic Elementary Schools in Solo Raya, and it follows the curriculum of each school. The Hector Hammerly perspective in Arabic language teaching applies cognitive, collaborative, natural, and communicative approaches. The teaching strategies were, among others, presentation, L1 usage, visual aids, practices, error correction, technological aids, evaluation (the students’ performance or teacher-and-student quizzes to evaluate daily progress), and CA-OB (cognitive audio-oral bilingual) method
THE UTILIZATION OF A NEUROLINGUISTIC APPROACH TO STUDENTS FOR ARABIC LANGUAGE LEARNING DEVELOPMENT
Full text linkThis study aimed to analyze Arabic language learning with a neurolinguistic approach at SMK Muhammadiyah 3 Yogyakarta. Students have not been able to accept the material presented by the teacher. Students have not responded with their brain intelligence, both in understanding mufradât as well as understanding muhâdatsah. This research used a case study approach, involving the principal, the representative of Ismuba (al-Islam, Kemuhammadiyahan, and Arabic Language) and the Arabic language teacher. Data were collected by observation and in-depth interviews. The results of the study prove that the neurolinguistic approach can understand students in mastering Arabic learning through brain synchronization, both right brain, and left brain. Optimizing Arabic language skills rests on his brain. This neurolinguistic approach can facilitate students in mastering istimâ\u27, kalâm, qirâ\u27ah, and kitâbah abilities in Arabic learning
TEACHING MATERIALS DEVELOPMENT FOR IMLÂ’ LESSON TO ENHANCE STUDENT’S WRITING SKILLS
Full text linkMost of Indonesian students can read Arabic texts, but they cannot write good Arabic according to its rules. This research was aimed to study the characteristics of the teaching materials in Imlâ’ and find out its effectiveness for enhancing writing skill. The research used Research & Development (R&D) methodology, and used four research instruments to collect the data: interviews, questionnaires, tests, and documents for collecting data. In analyzing data, Paired Sample t-Test was used. The procedures started from the literature review, planning, design, validity and experiment to the students. Among the most important results of this research is the presence of teaching materials in the form of a textbook. Its validity is good grade, with a percentage score of 86.4%, meaning that the designed materials can be used with little modification and correction. As for its effectiveness, the researcher studied that Sig. (2-tailed) result is (0,000) < (less than) (0,005). It means that the teaching materials designed for the Imlâ’ are effective to develop the writing skill of students
MODELLING DOMINANT LANGUAGE PEDAGOGICAL PRACTICES TO IMMERSE ARABIC LEARNERS
Full text linkThe achievements of language pedagogical models have been studied through the use of input-output models. While teaching and learning programmes are the input, learners’ achievements are the output. However, some specific models have been found to be more effective and evaluated more than others. It is noted that of all the components of language pedagogical models, the specific language learning strategies employed have received less attention. This study evaluates four dominant language pedagogical models namely the Alliance Francaise Model (for French), the Goethe Institut Model (for German), Instituto Cervantes Model (for Spanish), and the model the European-funded Pan-European Task-based Activities in Language Learning (PETALL) project which is co-funded by the Lifelong Learning Programme of the European Union. Consequently, the strengths identified are reformulated as principles guiding best language pedagogical practices and translated into curriculum conceptual and design framework for a proposed and tentatively tagged, “The Arabic World”. The ultimate purpose wass to replicate some of such successful outcome-based dominant language pedagogical practices in the context of Modern Standard Arabic
AL-HÂJÂT AL-TADRÎBIYAH LI MU\u27ALLIMÎ AL-LUGHAH AL-\u27ARABIYAH FÎ INDONESIA WA \u27ALÂQATUHÂ BI AL-JINS WA AL-MUAHAL AL-\u27ILMÎ
No full textAmong the problems of learning Arabic in Indonesia is the low pedagogic competence of teachers, which can be improved by attending regular and planned training. The purpose of the article is to understand (1) the need for Arabic teachers for instructional training (2) to measure the correlation between teacher needs and training with gender and educational background. This research is descriptive quantitative, using a questionnaire instrument. Data analysis using the SPSS program. The results showed a significant difference between the mean score of the study sample and the hypothetical mean in lesson planning. There is a significant difference between the average score of the study sample and the hypothetical average in the implementation of the lesson. There is a significant difference between the mean score of the study sample and the hypothetical mean in the learning technique. There was no significant difference between the samples in Arabic teacher training needs other than the gender variable. There is a significant difference between the Bachelors and Masters groups in learning technology, and not in other educational backgrounds