scholarly journals Analisis Kebutuhan Materi Ajar “Berbicara Bahasa Arab” Berbasis Pendekatan Komunikatif bagi Pembelajar Non-Bahasa Arab

Intizar ◽  
1970 ◽  
Vol 23 (2) ◽  
pp. 261-270
Author(s):  
Achmad Syarifuddin
Keyword(s):  
Foreign Language ◽  
Category Learning ◽  
Daily Life ◽  
Arabic Language ◽  
The State ◽  
Human Being ◽  
Learning Method ◽  
Communicative Approach ◽  
Living Being ◽  
Speaking Skills

Speaking is very synonymous with a person's ability to use the language in communication. Therefore, to have Arabic skill means that ability to use the Arabic language in speaking. Not just to say "Arab" that everyone can do it. But, however, speaking is often considered as a big problem, so it is not uncommon to target this ability is avoided because it is considered difficult. In addition, for Indonesian people, especially who do not or rarely interact with people who speak Arabic in their daily life, speaking Arabic is is bored thing and it does not become a necessity. In fact, every human being is given a gift by God in the form of the ability to speak. Even in terms of mantiq science, human is referred to as "al-hayawan al-natiq" (human being is a living being who speaks). This study analyzed the need to speak Arabic as a foreign language in the State Islamic College (PTKIN) includes needs category, learning method in Communicative approach. From the result of the research, it can be concluded that the non-linguistic department students in PTKIN (especially UIN Raden Fatah Palembang) are included in the category of beginner in learning Arabic, while the Arabic learning requirement category is included in the category of normative needs. However, with a communicative approach the Arabic learner can achieve speaking skills in the form of short conversations and introducing himself.

3. German Retrospect

1890 ◽  
Vol 36 (153) ◽  
pp. 278-288
Author(s):  
W. W. Ireland
Keyword(s):  
Daily Life ◽  
The State ◽  
Human Being ◽  
Mental Processes ◽  
Waking State ◽  
Previous Condition

The title of this pamphlet has its attraction, and the author excites our curiosity by promising to prove that in every man there are the traces of a second personality. After a little examination one finds that Mr. Dessoir has nothing new to tell us; he simply takes advantage of words used too vaguely to state a view which his evidence cannot sustain. It is true, as he says, that consciousness and memory are the two elements of personality. It is also admitted that a man may lose for a time the remembrance of the antecedent and accompanying circumstances of his daily life, the when, where, and how which he habitually carries about with him. This is lost in dreams, and sometimes is missing on the first awaking from sleep, and in deep reverie. It is generally lost in the state of somnambulism and in the induced condition of hypnotism. Mr. Dessoir tells us that the hypnotized person or the sleep-walker forgets his previous condition in the ordinary waking state, while his memory runs back to events and experiences in the previous condition of somnambulism or hypnotism. This is certainly not always the case, but granting that it often is so, we cannot admit that it proves a double personality any more than that the dreamer is a different person from the man awake. Moreover, the sleep-walker or hypnotized person is not entirely deprived of memory. He retains his powers of language and acquired accomplishments. It is deeply interesting and deeply mysterious that one human being should have his memory running along two distinct links of association as in the cases of Felida and Leonie, cited by Mr. Dessoir. He tells us that Wolfart relates a case in which a woman remembered what had happened to her thirteen years before in magnetic sleep, of which she had no memory in the waking condition. Nevertheless, double memory will not make two distinct beings; neither will the consciousness of two parallel acts. We quite agree with Max Dessoir that a man can follow out two mental processes at once, especially if they are of a dissimilar character. This was well-known to the old metaphysicians. It has been explained as owing to the two hemispheres exerting themselves independently of one another. Dessoir rejects this explanation in a very summary manner.

scholarly journals البيئة العربية ودورها في تنمية مهارة الكلام ( دراسة متعددة في معهد الأمانة الحديث كريان سيدووارجو و معهد دار الحكمة الحديث تاوانج ساري تولونج أجونج

ASALIBUNA ◽  
2018 ◽  
Vol 2 (2) ◽  
Author(s):  
Putri Kholida Faiqoh
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Boarding School ◽  
Arabic Language ◽  
Speaking Skill ◽  
Language Environment ◽  
Teaching Learning ◽  
Arabic Speaking ◽  
Speaking Skills

Language Environment Approach (Bi’ah Lughowiyah) is a language learning approach that aims to enhance the ability of learners in a foreign language through the utilization of the environment as a learning resource. Speaking skills (Maharah Kalam) are one type of productive skills of learners who require the ability to pronounce sounds correctly, it is a major part of the curriculum of foreign language learning. The Al-Amanah Islamic Boarding School and Darul Hikmah Islamic Boarding School is two of the cottages that there are several activities that aim to develop the ability to speak with students in Arabic, such as Mufrodat Kulla Yaum, Usbu' al-'Araby, Muhadharah, and all of activities about daily speaking skills until monthly. But unfortunately, most students of this cottage did not speak Arabic correctly because mixed by language of their region (Jawa). This research uses a qualitative approach, as well as the type of Multisite research. The results of this study are: 1) The role of Bi'ah Arobiyah in developing Maharah Kalam at the cottage, in terms of the psychological, the role is very helpful, but less. In terms of pedagogic, the role is ineffective. In terms of instructional, there is major role. 2) Supporting factors of Bi'ah Arobiyah that affect the ability of students to speaking Arabic, the position and the positive appreciation of all the inhabitants of the cottage to the Arabic language, Arabic learning materials, Language Activator Division of cottage, rules and punishment, the implementation of the teaching-learning processing a fun atmosphere, and strong motivation of most students. And the inhibiting factors are: the lack of a good education funding for the implementation of Bi'ah Arobiyah, at least media language learning, and most students of this cottage did not speak Arabic correctly because mixed by language of their region. And to solve the problems, intensive evaluation followed by corrections in learning is needed. Keywords: Arabic Environment, Arabic Speaking Skill

scholarly journals Speaking skills development in ESL E-learning educational environment

2021 ◽  
pp. 577-588
Author(s):  
Safin Ildar Khamzovich ◽  
Khasanova Oxana Vladimorovna ◽  
Karimova Anna Anatolyevna ◽  
Semushina Elena Yurievna ◽  
Shustova Svetlana Viktorovna
Keyword(s):  
Foreign Language ◽  
Experimental Testing ◽  
Educational Institution ◽  
Educational Environment ◽  
Educational Process ◽  
Full Time ◽  
Language Practice ◽  
E Learning ◽  
Communicative Approach ◽  
Speaking Skills

The article focuses on the peculiarities of teaching speaking in E-learning educational environment, which today is a must for organizing educational process of high quality. The material to analyze is based on the on-line part of the course "Foreign language practice (English)", worked out for the students of Bachelor’s Program "Pedagogical Education (double major) and Second Foreign language " (5 years, full time) of Kazan Federal University. The status of foreign language teachers has always been high as they play an important role in fostering cross-cultural communication, in promoting tolerance and bridging nations and countries. It is up to teachers to make students understand the essence of successful communication that lies in respecting the diversity of cultures, peoples, nations, and languages. In this respect being culturally competent is of great importance (MINGAZOVA; MELLO; GAFIYATOVA, 2017). The course "Foreign language practice (English)" is located on the platform edu.kpfu.ru. Special attention is paid to the implementation of a communicative approach when teaching speaking, considering the individual educational trajectory of the student or the study group. In addition, the research gives the gist of the theoretical analysis and the results of the experimental testing of the teaching speaking approaches, the effectiveness of the methods used when forming speaking skills of the students. Thus, we could state that when teaching speaking in E-learning educational environment, it is necessary to conduct preparatory stages in the form of studying and training new vocabulary online, which leads to the possibility to give more time to group forms of work during face-to-face classes. The groundwork and analysis of the selected factual material indicate that, teaching speaking can be effectively carried out online, if certain requirements are met, such as the use of a communicative approach, the proper organization of individual and group work, high self-discipline and motivation of the student and the teacher. The use of E-learning educational environment can improve the quality of training speaking skills in higher educational institution.

Efektivitas Metode Langsung dalam Meningkatkan Keterampilan Berbicara Bahasa Arab

An Naba ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 38-45
Author(s):  
Muhammad Zaky Sya'bani
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Language Skills ◽  
Direct Method ◽  
Direct Methods ◽  
Arabic Language ◽  
Islamic Religion ◽  
Interest And Motivation ◽  
Speaking Skills

Arabic language which is a foreign language in Indonesia has now been studied in schools specifically based on Islamic religion. As an Arabic language subject certainly has indicators in a learning, one of them is SMP IT Al Farabi which wants to improve the ability to speak students by applying Direct Methods to learning in the classroom. Researchers collect data through observations, interviews, and documentation. The results of the data are then analyzed qualitatively. From the results of the research that has been carried out it was found that learning Arabic by applying Direct Methods can improve students' language skills especially on students' speaking skills, in addition students' interest and motivation increases. This is evidenced by the increasing value and activity of students during the Learning Process of Arabic using Direct Method.

scholarly journals PEMBELAJARAN KETERAMPILAN BERBICARA BAHASA ARAB MELALUI PENDEKATAN KOMUNKATIF

2017 ◽  
Vol 3 (2) ◽  
pp. 196
Author(s):  
Muspika Hendri
Keyword(s):  
Language Learning ◽  
Language Skills ◽  
Reading Skill ◽  
Arabic Language ◽  
Listening Skills ◽  
Dialogue Model ◽  
Speaking Skill ◽  
Communicative Approach ◽  
Own Name ◽  
Speaking Skills

This article describes the Arabic learning in terms of speaking skills using communicative approach. In Arabic language learning is known four language skills that must be possessed by students that are listening skills (maharah al-istima '), speaking skill (maharah al-kalam), reading skill (maharah al-qira`ah), writing skill (maharah al-kitabah ). To obtain language skills in the learning process and become a daily habit in the environment would require the competence of Arabic teachers who have an innovative approach in teaching. One of the approaches of learning speaking skills is by using a communicative approach. The steps are (1) the learner hears, reads, then practices a two-line dialogue with his partner, (2) hears and repeats it, (3) listens to the dialogue model and then repeats it by observing the names in the dialog with their own name, (4) ) read the question hint and make a question, (5) read a two-line dialogue framework then practice with his partner, (6) hear reading the question model and ask.

scholarly journals THE EFFECT OF DIFFERENTIATED LEARNING METHOD IN TEACHING ARABIC LANGUAGE ON STUDENTS MOTIVATION

2014 ◽  
Vol 5 (1) ◽  
pp. 671-678
Author(s):  
Najiba Abdullah Meyad ◽  
Samsilah Roslan ◽  
Maria Chong Abdullah ◽  
Pabiyah HajiMaming
Keyword(s):  
Foreign Language ◽  
Arabic Language ◽  
Control Group ◽  
Learning Method ◽  
Significant Difference ◽  
Post Test ◽  
Comparison Groups ◽  
Differentiated Learning ◽  
And Control ◽  
Experimental Group

This paper investigates the effect of Differentiated Learning Method (DLM) on students motivation towards studying the Arabic language (AL) as a foreign language in Malaysia. The participants in this study were 100 (47 males and 53 females) Malaysian form four students attending secondary school in Kolej Islam Sultan Alam Shah (KISAS). They were selected for this study to determine the effect of DLM on their motivation towards studying AL. The pre-and post-questionnaire comparison groups design was used to determine if there were significant differences between the experimental and control groups. The experimental group was taught using DLM based on the Universal Design of Learning model (UDL) and Differentiated Instruction model (DI), while the control group was taught using the Teacher Centered Method (TCM). Descriptive statistics were used to determine the effect of DLM on students motivation towards studying AL. The statistical results demonstrated that there was a significant difference in the post-test between the experimental group (M=155.740, SD=12 .663) and the control group (M=145.280, SD= 14.405); t (3.856); p<.05). The experimental group was generally more motivated than the control group which proves that the DLM is an effective approach in improving students motivation towards studying the Arabic Language as a foreign language in Malaysia.

scholarly journals Implementasi Metode Bernyanyi dalam Pembelajaran Mufradāt

2017 ◽  
Vol 5 (1) ◽  
pp. 25-36
Author(s):  
Ahmad Qomaruddin
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Arabic Language ◽  
Learning Method ◽  
Quality Of Learning

Language is a system of sound symbol used by a particular group of people to communicate and interact. The success of language learning is influenced by the learning method, which facilitate the ease of learning. One aspect of Arabic language learning is mufradāt. Mufradāt is a means or medium for learning Arabic, not the goal of learning Arabic. However, there is no doubt that vocabulary (mufradāt) is important in the learning a foreign language, not the exception, Arabic. The application of the singing method, i.e. introducing a new song to students and facilitating them to sing the song completely and verse to verse, is expected to be able to increase reference and improve the quality of learning Arabic, especially in learning mufradāt.

scholarly journals THE EFFECT OF DIFFERENTIATED LEARNING METHOD ON STUDENTS’ ACHIEVEMENT IN WRITING SKILLS IN LEARNING ARABIC AS A FOREIGN LANGUAGE

2015 ◽  
Vol 6 (2) ◽  
pp. 889-895
Author(s):  
Naj Abdullah ◽  
Samsilah Roslan ◽  
Maria Chong Abdullah ◽  
Pabiyah HajiMaming
Keyword(s):  
Foreign Language ◽  
Writing Skills ◽  
Arabic Language ◽  
Control Group ◽  
Learning Method ◽  
Significant Difference ◽  
Post Test ◽  
Comparison Groups ◽  
Differentiated Learning ◽  
Experimental Group

Differentiated Learning is a method of teaching which has been set and used in education to meet learners’ various needs and preferences. This paper investigates the effect of Differentiated learning method (DLM) on students’ achievement in writing skills in learning Arabic as a foreign language in Malaysia. A total of 100 students (47 males and 53 females), who were randomly selected, participated in this study. The pre-and post-tests comparison groups design was used to determine if there was significant differences between the experimental and control groups. The experimental group was taught using DLM, while the control group was taught using the teacher-centered method (TCM). Descriptive statistics were used to determine the effect of DLM on students’ achievement in writing skills. The statistical results demonstrated that there was a significant difference in the post-test between the experimental group (M=10.14, SD=2.79) and the control group (M=8.20, SD= 2.38); t (3.73), p < .05). The experimental group’s achievement was generally more than the control group’s which proves that the DLM is an effective approach in improving students’ writing achievement in learning Arabic Language as a foreign language in Malaysia.

scholarly journals Takwīn al-Bīah al-Lughawiyyah Litarqiyah al-Mahārah al-Intājiyyah fī al-Ma’āhid al-‘Aṣriyyah bi Ponorogo

2021 ◽  
Vol 5 (2) ◽  
pp. 237-251
Author(s):  
Moh. Munir ◽  
Rizka Eliyana Maslihah
Keyword(s):  
Foreign Language ◽  
Natural Language ◽  
Writing Skills ◽  
Boarding Schools ◽  
Arabic Language ◽  
Language Competition ◽  
Language Environment ◽  
Writing Exercises ◽  
Environmental Activities ◽  
Speaking Skills

This qualitative research aimed to find out: 1) the formation of formal and natural language environment to improve students' speaking skills in various modern Islamic boarding Schools at Ponorogo. 2) the formation of formal and natural language environment to improve students' writing skills in various Modern Islamic Boarding Schools at Ponorogo. The results indicate that: 1) Students' speaking skills are improved through the following Arabic language environmental activities: using Arabic in daily conversation, Arabic learning, the use of language laboratory, adding new daily vocabulary, annual language competition, listening to foreign language news, language error correction, speech competition, poetry reading, debate, and Arabic storytelling. 2) Students' writing skills are improved through the following Arabic language environmental activities: writing foreign-language articles, speeches, debate, English storytelling, poetry, songs, drama texts, and Arabic news texts, weekly writing exercises, and writing Arabic articles competition.

scholarly journals Metode Pembelajaran Keterampilan Berbicara Bahasa Arab di MAN 1 Metro, Lampung

Al-Ma rifah ◽  
2020 ◽  
Vol 17 (2) ◽  
pp. 127-138
Author(s):  
Nurul Daroeni ◽  
Walfajri ◽  
Khotijah
Keyword(s):  
Foreign Language ◽  
Qualitative Method ◽  
Direct Method ◽  
Learning Activities ◽  
Learning Method ◽  
Public Facilities ◽  
Teacher Students ◽  
Effectiveness And Efficiency ◽  
Arabic Speaking ◽  
Speaking Skills

This study aims to determine how the learning method is a very important factor in learning foreign language speaking skills, especially Arabic. The method used in this research is the descriptive qualitative method. The object of this research is Madrasah Aliyah Negeri (MAN) 1 Metro, Lampung. Meanwhile, the instruments in this study were interviews and literature studies. It can be noted that the learning method greatly influences the learning process and outcomes. The results of this study indicate that the learning method used in MAN 1 Metro, Lampung, is the direct method (mubāsharah). The effectiveness and efficiency of this method can be proven in learning activities for vocabulary development, the practice of Arabic in daily communication, the practice of Arabic speech, and Arabic drama, and the use of Arabic vocabulary in public facilities. However, this is also not free from inhibiting factors, namely the background of educators who do not have an Arabic education background and a lack of competence as an Arabic teacher, students who are less motivated in learning Arabic, the background of students who do not understand Arabic, as well as teaching materials that are less relevant for students to use in learning Arabic speaking skills.

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