scholarly journals Strategi Group Investigation dalam Pembelajaran Mahārat al-Qirā’ah pada Mahasiswa Jurusan Bahasa dan Sastra Arab, UIN Maulana Malik Ibrahim, Malang

Al-Ma rifah ◽  
2020 ◽  
Vol 17 (1) ◽  
pp. 1-11
Author(s):  
Amalia H. Islamiyah ◽  
Muassomah
Keyword(s):  
Learning Process ◽  
Reading Skills ◽  
Arabic Language ◽  
Critical Reading ◽  
Critical Attitude ◽  
Language And Literature ◽  
Investigation Strategy

In learning reading skills (mahārat al-qirā’ah), especially Arabic texts, students are required to be able to reach existing indicators, which are at the level of critical reading. One effort to foster a critical attitude is to implement a group investigation strategy in the learning process. Therefore, the purpose of this study is to see how far the effectiveness of applying the group investigation strategy in learning mahārat al-qirā’ah 2 to the students of Arabic Language and Literature Department, UIN Maulana Malik Ibrahim. The results of this study prove that the application of the group investigation strategy applied in learning mahārat al-qirā’ah 2 can make students active and critical in analyzing discourse. The obstacle is the lack of student commitment to time so that the learning seems rushed. The solution, students are accustomed to reading Arabic texts so that they are familiar with new mufradāt (vocabulary), and commitment to the time given by lecturers so that learning is more effective and efficient.

scholarly journals PROCESSES AND OBSTACLES IN LEARNING READING UNDERSTANDING USING THE KWLA STRATEGY

2021 ◽  
Vol 3 (1) ◽  
pp. 36-46
Author(s):  
Yulianah Prihatin
Keyword(s):  
Learning Process ◽  
Reading Skills ◽  
Research Approach ◽  
Research Subjects ◽  
Learning To Read ◽  
Survey Techniques ◽  
Reduction Techniques ◽  
Language And Literature ◽  
Qualitative Descriptive ◽  
Faculty Of Education

This study aims to determine the processes and obstacles in learning to read comprehension using the KWLA (Know, What, Learning, and Affect) strategy. The learning process goes through two cycles, namely cycle I and cycle II, while the intended obstacles are the obstacles experienced by lecturers, students and the environment during the learning process. This research approach uses qualitative descriptive methods. As for the object of research is learning or lecturing reading skills and the research subjects are students of third semester Indonesian Language and Literature Education, Faculty of Education, Hasyim Asy’ari University, totaling eighteen people, 13 girls and 5 boys. The resulting data will be analyzed. Data collection techniques used: survey techniques, recording techniques, observation techniques and note taking techniques. Data analysis techniques used data reduction techniques, data presentation, conclusing drawing / verification. The results showed that during the learning process the obstacles experienced by lecturers, students and the environment were reduced from cycles I and II.

scholarly journals Reconstruction of Morphological (ʻIlmu Sharf) Learning Methods For Arabic Language and Literature Students/ Rekonstruksi Metode Pembelajaran Morfologi (`Ilmu Sharf) Bagi Mahasiswa Jurusan Bahasa Dan Sastra Arab

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Akhmad Muzakki
Keyword(s):  
Reading Skills ◽  
Student Learning Outcomes ◽  
Arabic Language ◽  
Test Results ◽  
Language And Literature ◽  
New Learning ◽  
The Subject ◽  
Research Students ◽  
Formula Method

Success in learning Arabic, both in reading skills (qirāʻah), listening (istimā`), speaking (kalām), writing (kitābah) and syntactic abilities (qawāʻid), the role of mastery of morphology (ʻilm sharf) is very decisive. This study aims to find a new learning method that is fun, meaningful, and effective. This type of research is an experiment with the subject of research students of the 2nd semester of Arabic Language and Literature Department 2019/2020 Faculty of Humanities UIN Maulana Malik Ibrahim Malang, Indonesia. This study indicates that the hijāʻiyah letter formula method makes students excited to learn morphology compared to conventional methods. The test results in the control class and the experimental class, two steps to conclude the independent sample t-test: first, looking at the Equal Variances Assumed, it is known that the Sig. (2-tailed) value is 0.000 α 0.05. Second, based on the comparison between the t-count value of 4.669 t-table of 2.021. From these two decisions, it can be concluded that H0 is rejected and Ha is accepted; namely, the letter hijāʻiyah formula method has a significant effect on student learning outcomes in the morphology subject.

scholarly journals An Investigation of Turkish Language and Turkish Language and Literature Teacher Candidates’ Critical Reading Self-efficacy (The Case of Mehmet Akif Ersoy University)

2019 ◽  
Vol 10 (4) ◽  
pp. 14
Author(s):  
Hasan BAĞCI
Keyword(s):  
Self Efficacy ◽  
Teacher Candidates ◽  
Reading Skills ◽  
Language Skills ◽  
Critical Reading ◽  
Reading Habits ◽  
New Information ◽  
Basic Language ◽  
Language And Literature ◽  
Turkish Language

The basic purpose of native language teaching is ensuring that students develop their skills in four basic language skills at an adequate level. For this purpose, Turkish Language and Turkish language and literature teachers who work in different teaching levels, especially classroom teachers, have important duties. Reading, which is among basic language skills, is a comprehension ability for individuals to reach new information and improve themselves. The thing that is important in reading is combining new information with previous information, and making sense of new information through previously learned information. A good reader should be able to make evaluations about text in a critical manner, in other words, s/he should be able to read critically. Turkish Language and Turkish Language and Literature teachers, who have the responsibility of giving students reading skills in formal education institutions, must have improved critical reading skills. In this study, the purpose was to determine the critical reading self-efficacy levels of Turkish Language and Turkish Language and Literature teacher candidates through some variables. The study data were collected by using the “Critical Reading Self-Efficacy Scale”. The SPSS 21.00 Program was used to analyze the data. From the analysis of the data, it was found that Turkish Language and Turkish Language and Literature teacher candidates have moderate critical self-efficacy levels. It was also observed that the critical reading self-efficacy perceptions of teacher candidates do not change according to gender; however, the reading self-efficacy perceptions of Turkish Language teacher candidates were found to be higher than that of the Turkish Language and Literature teacher candidates. It was also concluded that the critical reading self-efficacy perceptions of the teacher candidates, who said that they had reading habits, were higher than the teacher candidates, who said that they did not have reading habits.

Metode dan Media Pembelajaran Bahasa Arab Berbasis Internet di Era Teknologi Informasi

1970 ◽  
Vol 14 (3) ◽  
pp. 348-445
Author(s):  
Muhandis Azzuhri
Keyword(s):  
Information Technology ◽  
Language Learning ◽  
Learning Process ◽  
Arabic Language ◽  
Learning System ◽  
Information Channel ◽  
Technology Advancement ◽  
Other Information

Information technology era necessitate changing of learning system, mainly on method and media Arabic language learning. Arabic language learning system nowadays criticized because its monotone, traditional, and not innovative compared with other language learning. This is because absolutism and lack of creativity of Arabic learning sta­keholders (lecturer, teacher, Kiai) to apply method and Arabic language learning media that appropriate with information technology advancement. internet- based Arabic language learning embarked because as most communicative learning media at information technology era because integrate internet and other information channel as tools to empower learning process to more creative, innovative, and competitive. .

Amâlî (Imla) As Arabic Writing Technique

Metahumaniora ◽  
2017 ◽  
Vol 7 (1) ◽  
pp. 128
Author(s):  
Dicky Rachmat Pauji
Keyword(s):  
Middle East ◽  
Teaching And Learning ◽  
Arabic Language ◽  
Wide Scope ◽  
Writing Style ◽  
Learning Space ◽  
Islamic School ◽  
Related Literature ◽  
Language And Literature ◽  
The Subject

Amâlî (Imla) is a methodology used in studying Arabic language and literature that has a very wide scope. Amâlî (Imla) itself can be translated as: to dictate, to add, to fill in and etc. Amâlî (Imla) may also be interpreted further by the following narration: A teacher (ustadz) comes to a place like a mosque, an Islamic school or any learning space in general. In the process of teaching and learning, all that are spoken by the teacher is written down by the students on pieces of paper they had prepared earlier then be compiled into a book which will be preserved. This paper presents a brief summary of Amâlî (Imla) as a methodology which is discussed in many Amâlî (Imla) related literature works written from the beginning of 7th century until the 14th century. The subject Amâlî (Imla) is written in exceedingly diverse manner, unique to each of numerous known authors. This paper also discusses about various meaning of the word Amâlî (Imla) that has been interpreted differently among authors. In addition, the method of separating chapters and other minor distinct writing style that each of various groups of Amâlî (Imla) authors had developed was presented in this work. And lastly, this paper discusses the fact that Amâlî (Imla) related textbook authors were not only originated from the Middle East, but also from regions such as Iran (Huzistan) and Andalusia

من الاشتراك الدلالي إلى تغير المعنى

2019 ◽  
Author(s):  
saber lahbacha
Keyword(s):  
Cognitive Linguistics ◽  
Arabic Language ◽  
Pragmatic Approach ◽  
Cognitive Approach ◽  
Meaning Change ◽  
Language And Literature ◽  
Lexical Concepts

From polysemy to meaning change: lexical cognitive perspectivesSaber Lahbacha By:PhD. Arabic language and Literature, University of Manouba, Member of association of Arabic lexicology in TunisAbstract:Many essays to find a model to study polysemy in most words emerged in several semantic, lexical, cognitive and pragmatic perspectives. Diverse dimensions of this phenomenon are activated according to the requirements of each discipline. If the lexical treatment gives priority to distinguish between polysemy (one entry) and homonymy (many entries), the pragmatic approach includes the contextual non-linguistic operators in building polysemy. The cognitive approach considers that lexical concepts are sets of semantic complicated nuances built on polysemy. This cognitive approach considers that there is no way to distinguish between meanings and the boundaries between them are ambiguous.Key words: Semantics – Polysemy – cognitive linguistics – lexicology – homonymy. ملخصلم تنقطع محاولات إيجاد منوال لمقاربة الاشتراك الدلالي (تعدّد المعاني) في معظم الكلمات عن البروز ضمن منظورات دلالية ومعجمية وعرفانية وتداولية متعددة. وبحسب مقتضيات كلّ فرع لساني، يجري تنشيط الأبعاد المختلفة للظاهرة ويتم التركيز على مناحٍ دون أخرى. فإذا كانت المعالجة المعجمية تضع أولوية اهتمامها في توضيح التمييز بين الاشتراك الدلالي (مدخل واحد) والاشتراك اللفظي (مداخل متعددة)، فإن المقاربة التداولية تؤصل مشاركة العوامل السياقية غير اللغوية في تأسيس الاشتراك الدلالي. أما المقاربة العرفانية فترى أن المفاهيم المعجمية هي مجموعات من الفروق الدلالية المتراكبة التي تقوم على الاشتراك الدلالي ولا ترى أن التمييز بين المعاني ممكن بل إن الحدود بين المفاهيم المعجمية ضبابية.الكلمات المفاتيح: علم الدلالة - الاشتراك الدلالي – اللسانيات العرفانية – المعجمية - الاشتراك اللفظي.

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