scholarly journals PETA PERKEMBANGAN LEKSIKOGRAFI ARAB DI INDONESIA: STUDI KRITIS ATAS KAMUS KARYA MAHMUD YUNUS

2017 ◽  
Vol 2 (1) ◽  
pp. 19
Author(s):  
Muhbib Abdul Wahab
Keyword(s):  
Language Teaching ◽  
Science And Technology ◽  
Evaluation Study ◽  
Arabic Language ◽  
Critical Study ◽  
Bilingual Dictionary

This critical study is aimed to explain the position of Arabic-Indonesian dictionary (the work of Mahmud Yunus) in the mapping of Arabic lexicography development in Indonesia. This study was carried out through bibliographical based qualitative with the work of Mahmud Yunus as the main source. The results indicate that Mahmud Yunus Dictionary is categorized into bilingual dictionary following the sarfi alifbai system, in which the entry and vocabulary are systemized alphabetically. The display of the dictionary is a bland of common dictionary and pictorial dictionary, because the dictionary is provided with pictures adapted from al-Munjid. The critical and substantive evaluation study show that the compiling process of the dictionary is not fully based on lexicology and modern linguistics. Some mistakes (such as printing, diction, meaning, and entry), pictures, and classic illustrations, and some involvement of the ammiyyah vocabularies should be revised and contextualized in accordance to the development of science and technology. This study need to be developed to make the dictionary contribute the development of Arabic language teaching.

scholarly journals Dynamic Learning for the Arabic language

2019 ◽  
Vol 2 (2) ◽  
pp. 25-31
Author(s):  
Muh Barid Nizarudin Wajdi
Keyword(s):  
Language Teaching ◽  
Human Life ◽  
Science And Technology ◽  
Logical Consequence ◽  
Arabic Language ◽  
Islamic Education ◽  
Dynamic Learning ◽  
Teaching Grammar ◽  
General Perspective

The teaching of Arabic is very interesting to be studied in comprehensive. Not only because of its function and essence for the life of Islamic communication, but because of its nature that is in the midst of ongoing education traditions are in need of various innovations, as a logical consequence the development of science and technology. The development of science and technology that is so rapidly for human life, it is necessary to work on language teaching technicians. In addition to the above, more interesting, in the spotlight that has a criticism from experts and society to the ability of students or students, especially students of IAIN or STAIN against the Arabic language. From the existing phenomenon, many among Islamic education institutions in Indonesia, more leaving the impression of the importance of teaching grammar mastery alone, as seen in memorizing the rules of language. Consequently we will not be surprised that while there is one who is good at mastering the Arabic grammar, but weak in terms of the functioning of the Arabic language itself, as a language of communication. Therefore, in this paper we are trying to raise the theme of "A general perspective on learning Arabic

scholarly journals The Effectiveness of the Use of Animation in Arabic Language Learning

2017 ◽  
Vol 13 (10) ◽  
pp. 124 ◽  
Author(s):  
Norhayati Che Hat ◽  
Mohd Fauzi Abdul Hamid ◽  
Shaferul Hafes Sha'ari ◽  
Safawati Basirah Zaid
Keyword(s):  
Student Achievement ◽  
Language Learning ◽  
Language Teaching ◽  
Arabic Language ◽  
Control Group ◽  
Teaching Aid ◽  
Significant Difference ◽  
Post Test ◽  
The Difference ◽  
Experimental Group

Implementation of animation as an Arabic language teaching aid is an innovation in creating an atmosphere that can influence student achievement. This study aimed to identify the effectiveness of the use of animation in Arabic language teaching and learning among diploma students at Universiti Sultan Zainal Abidin (UniSZA), Terengganu, Malaysia. A total of 66 diploma students were randomly selected and divided into experimental group (n = 33) and control group (n = 33). The results obtained from the data collected from pre-and post-test for each group were analyzed using t-test in SPSS version 17.0. The results showed a significant difference of (t = 8789, df = 64, p <0.05) between the achievement of the experimental group and the control group in the post test. The difference in mean score of the experimental group and the control group was 33.03. This shows that there is significant improvement in Arabic language according to the groups. The difference prove that the use of animation in learning sessions contribute to the achievement of students in the Arabic language. This study advocate the idea that animation applications can be integrated as part of language teaching aid to positively improve student achievement, classroom learning environment and student motivation. 

scholarly journals hikaayaat kaliila wa-dimna li-tulaab al-lughat al-carabiyya (Tales from Kalila wa Dimna for Students of Arabic [retold])

2003 ◽  
Vol 20 (1) ◽  
pp. 160-162
Author(s):  
Paul Roochnik
Keyword(s):  
Language Teaching ◽  
Arabic Language ◽  
Third Century ◽  
The West ◽  
The Third ◽  
Language Study ◽  
Literary Arabic

The title Kalila wa Dimna first came to my attention long ago in my secondyear of Arabic language study. Ahmad Amin mentions Kalila waDimna in passing in his autobiography, Hayati (Cairo: 1952), an excerpt ofwhich I read in Farhat Ziadeh’s Reader in Modern Literary Arabic. Overthe years, I tried occasionally to read a bit of the original and found the classicalArabic intimidating. The task of reviewing Munther Younes’s retellingof these stories represented the opportunity to taste the stories’ flavor withoutthe drudgery of dictionary look-up. Among other accomplishments,Younes simplifies the grammar and lexicon to the point where intermediatestudents of Arabic will understand what they read without excessive struggle.This review will touch upon the structure and substance of Kalila waDimna itself and Younes’ approach to retelling the stories and their utilizationas an Arabic language teaching tool.In the West, most of us hear and then read Aesop’s Fables as children.These stories, which date back as far as 620 BCE, feature anthropomorphicanimals who play out their dramas and conflicts in order to teach a moral.Kalila wa Dimna, attributed to the Indian author Bidpai and written inSanskrit during the third century, does much the same, but also includes asmattering of human characters. As Younes tells us, the Sassanid KingKhosro Anoushrawan sent his physician Burzuwayh to India to collect andtranslate Bidpai’s fables into Persian. In the process, Burzuwayh added storiesby other authors. What had now become a book was then translatedinto Syriac in 570; 200 years later, Abdullah ibn al-Muqafac translated itinto Arabic. Since its Arabization some 12 centuries ago, Kalila wa Dimna

scholarly journals MANAJEMEN IMPLEMENTASI KURIKULUM BAHASA ARAB DI MADRASAH

2012 ◽  
Vol 10 (2) ◽  
pp. 215
Author(s):  
Ahmad Zubaidi
Keyword(s):  
Implementation Strategy ◽  
Curriculum Implementation ◽  
School Principals ◽  
Language Teaching ◽  
Arabic Language ◽  
School Level ◽  
Language Curriculum ◽  
Reading And Writing ◽  
Planning Phase ◽  
Ultimate Responsibility

Abstract: The Arabic language teaching has begun to exist in the Madrasah curriculum since 1976. Based on Permenag no. 2 on 2008, the SKL & SI of Arabic includes four proficiencies that should be mastered by students; they are listening, speaking, reading and writing. In relation to its implementation in Madrasah, school principals and Arabic teachers have ultimate responsibility. The realization of curriculum is divided into two levels: 1) implementation at the school level and 2) implementation at the classroom level. In this vein, school principals should establish good and fruitful coordination with the teachers. There are at least three essential things which may affect the implementation of the Arabic curriculum that must be considered by both the principals and Arabic teachers, they are the characteristic of curriculum, implementation strategy, and the users of Arabic curriculum. After implementing the curriculum, it should be proceeded by conducting evaluation which aims (1) to look at the process of the implementation of the Arabic language curriculum functioning as a control whether its implementation has achieved the objective, and as a refinement if there is a deficiency in the process, 2) to see the final result which can be achieved compared to the planning phase.

scholarly journals HUMANISM-BASED ARABIC LANGUAGE TEACHING DEVELOPMENT TO IMPROVE LIVING VALUE OF UNSIQ WONOSOBO STUDENTS

2020 ◽  
Author(s):  
Ahmad Rois ◽  
Rifqi Aulia Rahman
Keyword(s):  
Research And Development ◽  
Language Teaching ◽  
Arabic Language ◽  
Field Trials ◽  
Teaching Material ◽  
Teaching Materials ◽  
Central Java ◽  
Class B ◽  
Original Product ◽  
Product Forms

The purpose of this research is to develop humanism-based Arabic language teaching materials, which are the vision and mission of the Wonosobo Al-Qur'an Science University. This textbook will be used to enhance the sense of humanism in UNSIQ students. The method in this study is Research and Development (R&D), which is by developing Arabic language teaching materials based on humanism, which form the basis of vision in UNSIQ universities. This teaching material is not just a textbook but by using the humanism approach that has been implemented at the university. This research step consists of: (1) proposing information, (2) conducting design, (3) developing original product forms, (4) conducting limited trials, (5) conducting revisions, (6) conducting field trials, (7) ) make revisions. Textbooks developed were validated by experts and students during the trial. The subjects of this research trial were PAI students in class A and PAI class B in semester 4 of the Tarbiyah and Teaching Faculty of UNSIQ, Central Java in Wonosobo. Limited trials were conducted on 14 students. Field trials were conducted on two classes consisting of 30 students in the experimental class and 30 students in the control class. Data was collected using validation sheets, observation sheets, and assessment sheets.The results of this research and development are. (1) The model of teaching material developed is Arabic teaching material based on humanism, which is used as the vision of the Al-Qur'an Science University (UNSIQ). Textbooks that are developed are in accordance with established criteria. The assessment of teaching materials and tools from all aspects falls into the "very goodcategory." (2) after using teaching materials that are developed on the basis of humanism, it enhances student's living values compared to before using textbook development materials.

scholarly journals تعليم اللغة العربية في الجامعات الصينية / Arabic Language Teaching in Chinese Universities: Inheritance and Innovation

2021 ◽  
Vol 1 (1) ◽  
pp. 20-36
Author(s):  
Ye Liangying
Keyword(s):  
Language Teaching ◽  
Rapid Development ◽  
Arabic Language ◽  
Arab Countries ◽  
Chinese Universities ◽  
Republic Of China ◽  
Strategic Cooperation ◽  
Belt And Road ◽  
Educational Guidance ◽  
The Belt And Road

Abstract The Arabic language is the common official language for the Arab nation, and one of the most important components of its identity, and it is also the link that connects the past of the Arabs with their present and their future, as it recorded the historical changes of the Arab nation over the course of the development extending for more than 1,600 years, and embodied its characteristics and preserved its culture and civilization through time. Arabic is one of the oldest foreign languages taught in China, and it played a pivotal role in promoting exchanges between China and Arab countries in various fields, politically, economically and culturally. After the founding of the People’s Republic of China, Arabic language teaching in Chinese universities achieved a remarkable development under the enlightened educational guidance, and succeeded in preparing batches of distinguished people who contributed and are contributing to the development of relations between Arab countries and China. After entering the 21st century and with the establishment of the China-Arab States Cooperation Forum and the consolidation of Sino-Arab strategic cooperation relations, especially with the launch of the Belt and Road Initiative and the concept of “One Community with a Shared Future for Mankind”, the cooperation relations between China and the Arab countries have reached a new threshold on various levels. Simultaneously, Arabic teaching in Chinese universities has entered the path of rapid development and achieved unparalleled remarkable results.

Development of Arabic Language Teaching Materials with a Communicative Approach in the Language Dormitory of the Salafiyah Islamic Boarding School, Syafi'iyah, Sukerejo Situbondo

2020 ◽  
Vol 6 (2) ◽  
pp. 188-194
Author(s):  
Nazilatil Maghviroh
Keyword(s):  
Language Teaching ◽  
Boarding School ◽  
Arabic Language ◽  
Teaching Materials ◽  
Communicative Approach

The function of language Arabic as languages communication. And the proces of languages teaching nennds elements of support, incluiding teaching contens, because it is a medium that contains a variety of knowledge that must be mastered by student, therefore auther chosee the title Development of Arabic Contens Based on Communicative Aproach. This study used to find out how the process of Development of Arabic Contens Based on Communicative Aproach in Language Boarding school of Salafiyah Syafi’iyah Sukorejo Situbondo. The result of this study is from of product Arabic Language contens and exercies based on Communicative Aproach that can be received by students in Language Boarding school of Salafiyah Syafi’iyah Sukorejo Situbondo and they has a good respon for it because the majority of student (4,97 %)agreed that the contens and exercises that developed cans motivate and help them to communicate with the Arabic Language both speaking and writing.

Advancing Arabic Language Teaching and Learning

10.1596/35917 ◽  
2021 ◽  
Author(s):  
Laura Gregory ◽  
Hanada Taha Thomure ◽  
Amira Kazem ◽  
Anna Boni ◽  
Mahmoud Abduh A. Elsayed ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Language Teaching ◽  
Arabic Language ◽  
Language Teaching And Learning

scholarly journals الأخطاء التركيبية لدى متعلمي اللغة العربية للناطقين بغيرها: دراسة تحليلية/ Structural Error of Non-native Arabic Learners: An analytical study

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Abeer Al-Shabel ◽  
Mustafa Bany Ziyab
Keyword(s):  
Second Language ◽  
Error Analysis ◽  
Language Learners ◽  
Analytical Study ◽  
Language Teaching ◽  
Arabic Language ◽  
Psychological Factor ◽  
Modern Language ◽  
Structural Error ◽  
Grammatical Errors

ملخص البحث:      هدفت هذه الدراسة إلى تحليل الأخطاء التركيبية اللغوية: الصوتية، والصرفية، والنحوية، لدى متعلمي اللغة العربية بوصفها ثانية، وذلك عن طريق التعرف إلى أسبابها، والعوامل التي تؤدي إلى الوقوع فيها، ومظاهر تلك الأخطاء، والكشف عن تلك الأخطاء التركيبية الشائعة لدى متعلمي اللغة العربية كلغة ثانية، ومحاولة تصنيفها، واتجاهات تحليل تلك الأخطاء حسب نظريات تعليم اللغة الحديثة وتعلمها، والاقتراحات والحلول لعلاج تلك الأخطاء. وقد دلت النتائج التي أشارت إليها بعض الدراسات التي تناولت هذا الجانب أن أسباب الأخطاء التركيبية لدى متعلمي العربية كلغة ثانية تعود إلى: فرط التعميم، أو القياس الخاطئ، أو الترجمة الحرفية، أو استعمال اللغة دون الاستعداد والتحضير، وبعض تلك الأخطاء سببه نفسيّ: كالقلق، أو التعب والإرهاق، ومنها أسباب بيولوجية، وتمّت مناقشة تلك الأسباب، وكيفية معالجتها، وختمت الدراسة بمجموعة من النتائج والتوصيات ذات الفائدة للدارسين، والباحثين، وأهل الاختصاص. الكلمات المفتاحية: مستويات اللغة-التراكيب اللغوية-نظريات تعليم اللغة-اتجاهات تحليل الأخطاء اللغوية-الأخطاء التركيبية.   Abstract This study aims at analyzing the syntactic, linguistic, and grammatical errors of the learners of Arabic as a second language, by identifying the causes, the factors that lead to them, the manifestations of those errors and the detection of these syntactical errors that are common among the Arabic language learners as a second language. The study attempts to classify them and categorizes these errors according to the theories of modern language teaching in addition to suggesting solutions to remedy those errors.The results indicated that the reasons for the syntactic mistakes committed by the learners of Arabic as a second language are due to excessive generalization, wrong measurement, literal translation, or use of language without preparation. Some of these mistakes are caused by a psychological factor such as exhaustion or tiredness and other biological causes which were discussed and deliberated in addition to finding solutions to them. The study concluded with a set of conclusions and recommendations that would be of interest to scholars, researchers, and specialists in the field.   Keywords: language levels - language structures - language teaching theories -linguistic error analysis trends - structural mistakes.   Abstrak Kajian in bertujuan untuk menanalisa kesalahan tatabahasa dan penggunaan bahasa para pelajar bahasa Arab sebagai bahasa kedua dengan mengenalpasti sebab-sebab, faktor yang membawa kepada perkara tersebut, manifestasi kesalahan tersebut serta cara mengesan kesalahan tersebut yang merupakan perkara yang biasa dalam kalangan pelajar bahasa Arab sebagai bahasa kedua. Kajian ini bertujuan untuk mengklasifikasi kesalahan-kesalahan mereka mengikut teori-teori moden bahasa dan juga untuk turut menangani kesalahan-kesalahan tersebut.  Kesimpulan kajian menunjukkan bahawa sebab-sebab untuk kesalahan tatabahasa yang dilakukan oleh para pelajar bahasa Arab sebagai bahasa kedua adalah disebabkan oleh sifat generalisasi yang berlebihan, analogi yang salah, terjemahan harfiyah atau penggunaan bahasa tanpa persediaan. Sebahagian kesilapan-kesilapan ini adalah disebabkan oleh faktor psykologi seperti kepenatan dan sebab-sebab bilogi lain yang telah dibincangkan disamping mencari penyelesaian untuk masalah tersebut. Kajian ini merumuskan beberapa pemerhatian dan cadangan yang akan dapat dimanfaatkan oleh para pengkaji, cendekiawan and pakar dalam bidang tersebut.   Katakunci: Tahap-tahap bahasa – struktur bahasa – teori pengajaran bahasa – teori analisa kesalahan bahasa – kesalahan sruktur

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