scholarly journals تغيرات الزيادة العربية والإندونيسية و تأديّتها في تعليم اللغة العربية

Abjadia ◽  
2017 ◽  
Vol 2 (1) ◽  
pp. 44 ◽  
Author(s):  
Muhamad Isbah Habibii
Keyword(s):  
Second Language ◽  
First Language ◽  
Arabic Language ◽  
National Language ◽  
Foreign Languages ◽  
Contrastive Analysis ◽  
Language Analysis ◽  
Level Of Difficulty ◽  
Similarities And Differences ◽  
Bahasa Indonesia

<p>منذ 28 أكتوبر 1928 تكون اللغة الإندونيسية لغة رسمية في الإندونيسيا، وهي من اللغات الأوسترونية. ويبدو واضحا من الاختلافات الأنفة الذكر أنها يسبب لأخطأ دارس اللغة العربية. الدارس كثيراما يبدأ الأخطأ في عملية تدريس اللغة العربية. ومن بين اسباب الأخطأ هي خصائص اللغة الثانية أو لغة الهدف لا توجد في لغته الأم. أما المنهج الذي انتجته الباحثة في هذه الدراسة فهو البحث الوصفي والمنهج البحث المكتبي والميداني، ولتحقيقه استخدم هذا البحث البحث الإجرائي. ونتائج هذا البحث قسمان. الأول: وجوه التشبّهات و الإختلافات: فوجوه التشبّهات توجد 10 تشبّهات. ووجوه الإختلافات توجد 25 إختلافات. والثاني: تأديّته في تعليم اللغة العربية. أ) إن وجوه الإختلافات تؤدي إلى مواجهة الصعوبة في مهارة الكتابة. فينبغي للمدرس أن يختار وجوه التشبّهات؛ ب) هذه التقايلية كالأساس في صياغ التقنيق التعليمي في تعليم اللغة العربية ل سيما في ترتيب المواد اللغة لتكون سهلة ولائقة حسب المستوى</p><p>Since October 28, 1928, Indonesian language is officially used by the Indonesian as national language. And when viewed from the clump of this language includes Austronesian based on the classification, and Arabic language includes semid based on the classification. This difference of classification leads to errors in learners’  language. Such as the first language fragmentation of a second language (Arabic) which is also called Interference language. To analyze this research,  the researcher used contrastive analysis. The instruments used in this study are documentation, observation and interviews. The results of this study are divided into two poin, including: similarities and differences Affix Arabic And Indonesian. The first: aspect of the similarities there are ten similarities, and aspects of the two aspects of difference there are twenty-five differences. Second: The implication in maharah kitabah are: a) The contrastive analysis can be used to predict the mistakes of students studying foreign languages. The points of difference in each of the first and second language levels will give students difficulties in learning the second language. Preferably the same items will make it easier for students to learn a second language; b) The contrastive analysis can provide a comprehensive and consistent contribution and as a means of controlling the preparation of teaching materials and second language lessons efficiently. By comparison of differences in each level of language analysis, the material can be arranged according to the level of difficulty of each level.</p><p>Sejak tanggal 28 Oktober 1928, bahasa Indonesia resmi digunakan oleh bangsa Indonesia sebagai bahasa nasional. Jika dilihat dari rumpunnya, bahasa ini termasuk rumpun bahasa Austronesia. Sedangkan bahasa Arab merupakan bahasa Semit. Perbedaan rumpun ini menyebabkan terjadinya kesalahan-kesalahan pada para pelajar bahasa tersebut seperti pergesekan bahasa pertama terhadap bahasa kedua (bahasa Arab) yang disebut juga dengan Interferensi bahasa. Peneliti menggunakan analisis kontrastif. Instrumen yang digunakan adalah dokumentasi, observasi dan wawancara. Adapun hasil penelitian ini terbagi menjadi dua, diantaranya: 1) Persamaan dan perbedaan afiksasi dalam bahasa Arab dan Indonesia. Terdapat sepuluh persamaan, meliputi faidah afiksasi dalam kedua bahasa. Selain itu, terdapat dua puluh lima perbedaan meliputi faidah afiksasi yang ada dalam kedua bahasa. 2) Implikasi Anakon terhadap maharah kitabah adalah: a) anakon dapat digunakan untuk meramal kesalahan siswa mempelajari bahasa asing atau bahasa kedua. Butir-butir perbedaan dalam tiap-tiap tataran bahasa pertama dan kedua memberikan kesulitan kepada para siswa dalam mempelajari bahasa kedua itu. Sebaiknya, guru menggunakan butir-butir yang sama untuk mempermudah siswa mempelajari bahasa kedua;  b) anakon dapat memberikan satu sumbangan yang menyeluruh dan konsisten sebagai alat pengendali penyusunan materi pengajaran dan pelajaran bahasa kedua secara efisien. Dengan membandingkan perbedaan pada setiap tataran analisis bahasa, bahan ajar dapat disusun sesuai dengan tingkat kesulitan masing-masing tataran</p>

scholarly journals Analisis Kontrastif Kalimat Pasif Bahasa Indonesia dengan Bahasa Inggris

Humaniora ◽  
2012 ◽  
Vol 3 (1) ◽  
pp. 290
Author(s):  
Djuria Suprato
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Qualitative Methods ◽  
First Language ◽  
First Language Acquisition ◽  
Past Participle ◽  
Contrastive Analysis ◽  
Reference Library ◽  
Similarities And Differences ◽  
Bahasa Indonesia

The difficulty of a teacher to teach a second language to students can be addressed by contrastive analysis, where it is assumed that learning a second language is influenced by the first language acquisition. The purpose of this article is to describe the level of a comparable degree of passive sentences in Indonesian and English to provide benefits as a reference in the teaching of English as a second language. This study was conducted with qualitative methods, the reference library of resources Indonesian and English. Passive Sentences in Indonesian views of the structure using the "di", "ter" or "ke", in English we use "to be + past participle" depends on the time it happened. Context of the sentence must be considered so that the meaning contained in them can be understood. Once analyzed and searched in the matching and comparison of passive sentences in Indonesian and English, the authors have found similarities and differences which can be structurally or pragmatically.  

KALIMAT PASIF DALAM BAHASA INGGRISDAN BAHASA INDONESIA: SUATU ANALISIS KONTRASTIF

Jurnal KATA ◽  
2017 ◽  
Vol 1 (2) ◽  
pp. 109
Author(s):  
Nova Mustika
Keyword(s):  
Second Language ◽  
Mother Tongue ◽  
Past Participle ◽  
Contrastive Analysis ◽  
General Acceptance ◽  
English Grammar ◽  
Similarities And Differences ◽  
Passive Sentence ◽  
Bahasa Indonesia ◽  
Descriptive Qualitative

<p><em>Contrastive analysis is a method that can be used to help the difficulties of a teacher in teaching a second language to their students, where learning a second language is strongly influenced by the mastery of the mother tongue. The purpose of this article is to describe comparison of passive sentences in Indonesian and English. The method of this research is descriptive qualitative to provide an overview of the form of the passive sentence and find differences and similarities between passive sentencesin Indonesian and English. Examples was created by the author herself taking into account the level of general acceptance by referring to the book of Tata Bahasa Indonesian and English Grammar. Passive sentences in Indonesian are characterized by use of the "di-", "ter" or "ke-". While in English it used “to be + V3 (Past participle)" which is based on the tenses used (time of occurrence). After comparing passive sentences in Indonesian and English, the author  found similarities and differences.</em></p><p><em><br /></em></p><p><em>Analisis kontrastif merupakan suatu cara yang dapat digunakan untuk membantu kesulitan seorang pengajardalam mengajarkan bahasa kedua kepada para siswanya, di mana dalam mempelajari bahasa kedua sangat dipengaruhi oleh penguasaan bahasa ibu. Tujuan artikel ini adalah untuk mendeskripsikan perbandingan kalimat pasif dalam bahasa Indonesia dan bahasa Inggris. </em><em>Metode penelitian ini bersifat deskriptif kualitatif dengan menggunakan metode deskriptif komparatif-kontras yang bertujuan memberikan gambaran tentang bentuk kalimat pasif serta menemukan perbedaan dan persamaan kalimat pasif bahasa Indonesia dan bahasa Inggris. Contoh dibuat oleh penulis sendiri dengan mempertimbangkan tingkat keberterimaan secara umum dengan merujuk kepada buku Tata Bahasa Indonesia dan Grammar Bahasa Inggris. </em><em>Kalimat pasif dalam bahasa Indonesia dilihat dari strukturnya menggunakan “di-”, “ter-” ataupun “ke-”. Sementara dalam bahasa Inggris hanya mengenal “to be+ </em><em>V3 (Past Participle)</em><em>” yang </em><em>berdasarkankepada tenses yang digunakan (waktu kejadian)</em><em>. Setelah </em><em>membandingkan</em><em> kalimat pasif dalam bahasa Indonesia dan </em><em>b</em><em>ahasa Inggris, penulis telah menemukan persamaan dan perbedaan</em><em>nya</em><em>. </em><em></em></p><p><em><br /></em></p>

scholarly journals Interrogative Sentence: A Contrastive Study of Arabic and Indonesian

IZDIHAR ◽  
2020 ◽  
Vol 2 (3) ◽  
Author(s):  
Khoirin Nikmah
Keyword(s):  
Qualitative Research ◽  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
First Language ◽  
Contrastive Analysis ◽  
Contrastive Study ◽  
Similarities And Differences ◽  
Interrogative Sentence ◽  
Descriptive Qualitative

Involving first language (L1) in second language learning (L2) is considered as an effective method to be practiced. This research focuses on a contrastive study between Arabic and Indonesian. It aims to investigate similarities and differences of the two languages, especially about their interrogative sentence forms. It is descriptive qualitative research which applies two methods; observation and introspection method. Then, Contrastive Analysis (CA) is used to analyze the data. The result shows that similarity concept between Arabic and Indonesian is many shown on matā, ayna, limādzā, and hal. Meanwhile, differences between both of them are shown on mā, man, ayy, and kayfa. As a result, it may occur errors in the use of question, errors in translating interrogative sentence, and errors in understanding question.

scholarly journals Analisis Kontrastif Hubungan Kata Kerja Transitif dan Objek Dalam Bahasa Arab dan Bahasa Melayu

2014 ◽  
Vol 12 ◽  
pp. 35-54
Author(s):  
Kamarul Shukri Mat Teh
Keyword(s):  
Second Language ◽  
Teaching Methods ◽  
First Language ◽  
Arabic Language ◽  
Contrastive Analysis ◽  
Grammatical Aspect ◽  
Indirect Object ◽  
Transitive Verbs ◽  
Target Languages ◽  
The Relationship

Pengetahuan dan pengalarnan bahasa pertama sering digunakan oleh pelajar semasa mempelajari bahasa asing/kedua. Perbezaan dan persamaan kedua-dua bahasa ibunda dan sasaran memberi implikasi positif dan negatif terhadap pembelajaran bahasa asing/kedua. Artikel ini memerihalkan suatu analisis kontrastif terhadap hubungan kata kerja transitif dan objek dalam bahasa Arab dan Melayu. Struktur dan elemen bagi aspek tatabahasa dalam kedua-dua bahasa tersebut telah dikaji. Analisis kontrastif menunjukkan terdapat beberapa persamaan seperti kata kerja bahasa Arab dan Melayu boleh ditransitifkan melalui penambahan imbuhan; kata kerja transitif yang melampaui kepada dua objek dalam bahasa Arab dan Melayu memerlukan kepada objek tepat dan objek sipi; dan objek di dalam frasa kerja aktif asalnya terletak di akhir ayat. Antara perbezaan yang dikenal pasti adalah pentransitifan kata kerja bahasa Arab kebiasaannya menerima imbuhan awalan atau dalaman sedangkan kata kerja bahasa Melayu menerima imbuhan awalan sahaja, atau awalan dan akhiran sekali gus; kata kerja transitifbahasa Arab boleh melampaui kepada tiga objek dan is tidak berlaku dalam bahasa Melayu; dan alamat i'rab dalam bahasa Arab memainkan peranan penting untuk membezakan objek daripada unsur-unsur bahasa yang lain, sedangkan penentuan objek dalam bahasa Melayu dibuat melalui makna perkamusan dan gaga bahasa. Hasil kajian telah membawa kepada implikasi pedagogikal seperti keperluan perkongsian maklumat analisis dengan pelajar, penyusunan bahan pengajaran, dan pengemaskinian kaedah pengajaran berdasarkan keputusan analisis.Knowledge and experience in the first language are often used by students in learning foreign/second language. The differences and similarities of both native and target languages have resulted in positive and negative implications on learning a foreign/second language. This paper describes a contrastive analysis on the relationship between transitive verbs and objects in Arabic and Malay languages. The structure and element from the grammatical aspect in both languages have been studied. Contrastive analysis showed that there are several similarities such as the verbs for Arabic and Malay languages can be made transitive through the addition of prefixes and suffixes; transitive verbs that require two objects in Arabic and Malay languages need direct object and indirect object; and the object in the original active verb phrase is placed at the end of the sentence. Among the differences identified is that the transitivisation of verbs in the Arabic language usually involves adding prefixes or infixes whereas for the verbs in Malay language it only involves adding the prefixes, or prefixes and suffixes at same time; transitive verbs in the Arabic language could require three objects and this does not happen in Malay language; the i'rab address (flexi) in Arabic language plays an important role in differentiating objects from elements of other languages, while determining objects in Malay language is done through the meaning of lexicography and language style. Findings of the study led to pedagogical implications such as the need for sharing of analysis information with students, compilation of teaching materials, and updating teaching methods based on analysis outcomes.

scholarly journals A Brief Discussion on the Application of Contrastive Analysis Theory in English Phonetics Teaching

2021 ◽  
Vol 5 (1) ◽  
pp. 251
Author(s):  
Sha Li
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
First Language ◽  
Target Language ◽  
Contrastive Analysis ◽  
Reinforcement Theory ◽  
Stimulus Response ◽  
Analysis Theory ◽  
Similarities And Differences

Contrastive analysis is an important theory in second language acquisition, which aims to compare the similarities and differences between the learner’s first language and the target language, so as to predict the difficulties in second language acquisition. Although the theory has its limitations, its role in second language acquisition is undeniable. Especially for English teachers, the transfer theory and Stimulus-Response-Reinforcement theory provide a lot of guidance for phonetics teaching.

scholarly journals INTERFERENSI FONETIS BAHASA ARAB DALAM BAHASA INDONESIA: ANALISIS UJARAN BAHASA INDONESIA OLEH PENUTUR ARAB

2017 ◽  
Vol 1 (2) ◽  
pp. 201
Author(s):  
Nasaruddin Nasaruddin
Keyword(s):  
Error Analysis ◽  
Native Speaker ◽  
First Language ◽  
Arabic Language ◽  
Contrastive Analysis ◽  
Lecture Recordings ◽  
Speech Events ◽  
Manner Of Articulation ◽  
Analytical Frameworks ◽  
Bahasa Indonesia

This article aims to  analyze the forms of phonetic interference of Arabic language in the Indonesian language speech spoken by an Arabic native speaker. The source of the data and the object of analysis in this article are the recordings of religious lectures of a preacher from Madinah, Saudi Arabia, Sheikh Ali Jabir, which have been delivered in Indonesian language and widely circulated on YouTube site. The lecture recordings are positioned as Indonesian speech events delivered by an Arabic native speaker. The analytical frameworks used in this paper are the theory of the first language interference over the second language, the theory of contrastive analysis, and the theory of error analysis. The interference theory is applied to understand the flow and the form of interference between Arabic and Indonesian language. The contrastive analysis is applied to identify the phonemic differences between Arabic and the Language of Indonesia and to predict the interferences they cause. Meanwhile, the error analysis is applied to identify the forms of phonetic interference of Arabic over the Indonesian language and to explain their causes and motives. This research finds that there are forms of interference of Arabic sounds in Indonesian speeches spoken by an Arabic native speaker which can generally be patterned in two forms, namely, changes in the pronunciation of unknown Indonesian sounds in Arabic, and changes in the pronunciation of the sounds of the Indonesian words derived from the Arabic language. Both of these two patterns are marked by the change of point and manner of articulation of some Indonesian sounds.

scholarly journals Analisis Kontrastif Pemarkah Lokatif ‘di’ dalam Bahasa Indonesia dengan ‘ni’ dan ‘de’ dalam Bahasa Jepang

2012 ◽  
Vol 10 (2) ◽  
Author(s):  
Elizabeth Ika Hesti Aprilia Nindia Rini
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Mother Tongue ◽  
Contrastive Analysis ◽  
Similarities And Differences ◽  
Bahasa Indonesia

Understanding the mother tongue is as important as understanding the second language for language learners. Contrastive analysis provides a means to compare and find similarities and differences between the two languages so that the exchange f meaning can be done with accuracy. The word “di”, “ni”, and “de” have the same function as a locative marker, however, each has distinct uses in the sentence. Kata kunci : Analisis Kontrastif, ‘di’,  Partikel Kasus ‘ni’ dan ‘de

scholarly journals Dynamic Transfer and Relations between First Language (L1) Proficiency and Second Language (L2) Writing Skills Performance

2019 ◽  
Author(s):  
Abdulelah Alkhateeb
Keyword(s):  
Second Language ◽  
Language Learning ◽  
English Language ◽  
First Language ◽  
Writing Skills ◽  
Arabic Language ◽  
Future Research ◽  
Dynamic Relationship ◽  
Arabic And English ◽  
L1 And L2

This study investigates the transfer relationship between first language (L1) (Arabic) proficiency and second language (L2) (English) performance in writing skills of a Saudi bilingual graduate student. Several studies have discussed the transfer issues in language learning, yet a few of them focus on the transfer relationships between Arabic and English language writing skills. Regardless of the huge linguistic distinction between the English language and Arabic language, it is presumed that Arabic and English writing skills positively, negatively, and neutrally transferred in a dynamic relationship. The researcher has conducted observations and interviews with Fatimah, the participant of this study, and analyzed her texts in both languages to illustrate how dynamic relationships between L1 and L2 in the composition skills is and what the effects of language transfer in the composition skills between L1 and L2 are. The data were collected and analyzed in January 2018. The results demonstrate effects of L2 on L1 as the following; first, a reverse or backward transfer implemented in three ways; positive, negative, and neutral transfer. Second, they indicate that there is a dynamic relationship between second language performance and first language proficiency in composition particularly. It is hoped that this knowledge will assist students in being aware of the effects of L2 on L1 specifically in composition and taking the advantages to accelerate the rate of language learning. It is recommended for future research to conduct studies in bilingual writings to investigate how L1 could be a resource and advocate of language development.

Introduction to L2 attrition

2019 ◽  
pp. 329-348 ◽  
Author(s):  
Teodora H. Mehotcheva ◽  
Barbara Köpke
Keyword(s):  
Second Language ◽  
Large Scale ◽  
First Language ◽  
Foreign Languages ◽  
Future Research ◽  
Theoretical Frameworks ◽  
Research Directions ◽  
Short Overview ◽  
Future Research Directions ◽  
The Subject

As the introduction to the section on second language (L2) attrition, this chapter provides a broad presentation to research on attrition of L2 and foreign languages (FL). We will first discuss the terminology used in the field, focusing on some important differences in the terminology used in first language (L1) attrition studies. It provides a short overview of the development of the field, outlining major challenges and obstacles that research on the topic has to deal with. Next, it briefly describes the major findings and knowledge amassed on the subject before reviewing in more detail the findings of some of the most significant and large-scale projects carried out on L2/FL attrition. A final presentation of several theoretical frameworks of interest for L2/FL attrition research will allow us to show how L2/FL attrition is commonly explained but also to provide some ideas for future research directions.

scholarly journals Interferensi antara bahasa arab Dengan bahasa madura (Studi Kasus Pada Mahasiswa Prodi Pendidikan Bahasa Arab STAI Syaichona Moh. Cholil Bangkalan

2019 ◽  
Vol 10 (1) ◽  
pp. 76-85
Author(s):  
Humaidi .
Keyword(s):  
Qualitative Research ◽  
Second Language ◽  
Interference Pattern ◽  
Social Life ◽  
First Language ◽  
Arabic Language ◽  
Communication Tool ◽  
Morphological Process ◽  
Correct Pronunciation ◽  
Descriptive Qualitative

In the aspect of social life, the function of language is traditionally as a verbal medium and also as a communication tool to convey thoughts of ideas and concepts, If in a society it consists of various regions with different language uses, language contacts and language interference will arisebetween the first language and the second language, that's why the researchers chose the title of interference that occurs between the languages first language (Madurans language) with the second language (Arabic language). In this research there are two formulations of the problem studied, the first is how is the form of interference used by students of syaichona cholil state, the second is how to speak the correct pronunciation of Arabic after interference. The formulation are intended to find out the various forms of interference that are often used and to provide knowledge on how to pronounce the correct language.This research uses descriptive qualitative research with the method of collecting data through three types, interviews, observation, and documentation with using the miles analysis model.The results of this research concluded that the occurrence of phonological and morphological interference was categorized into three typesfirst, elemental interference,interference is which occurs because of the inclusion of the morphological elements of the Madurans language into Arabic-like morphology, affixesthe example of the word astaghfirullah becomes poralla and syaitan becomes satan and others. Second, the interference pattern is morphological interference in the form of the use of the Madura language morphological process patterns in the formation of Arabic words the example of la ba’tsa( لابأس  ) becomes la madza madza (لا ماذا ماذا. )Third, combination interference is the occurrence of elemental interference and interference patterns in one sentence like the word قلب قلب (be careful).

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