scholarly journals TA'TSIR AL-BI'AH AL-LUGHAWIYAH 'ALA TA'LIM AL-LUGHAH AL-'ARABIYAH WA TA'ALLUMIHA LI AL-NATHIQIN BI GHAIRIHA

2020 ◽  
Vol 5 (2) ◽  
pp. 231
Author(s):  
Mirwan Akhmad Taufiq
Keyword(s):  
Language Development ◽  
Language Skills ◽  
Arabic Language ◽  
Asian Students ◽  
Academic Experience ◽  
The Difference ◽  
Written Test ◽  
Language Environment ◽  
Southeast Asian Students ◽  
Descriptive Method

This study aims to discover the effect of language environment on learning the Arabic language held in Indonesia and Sudan and also to identify the patterns of influence in the acquisition of the Arabic language. In this study, the researcher used the analytical and comparative descriptive method by using various tools: oral and written test for Southeast Asian students who are learning the Arabic language in the Center for Language Development in Indonesia and the Institute of Arabic Language in Sudan. The interview was held to some experts in Arabic teaching who had academic experience in both environments. From this research, it is found that the difference between both environments in the effect is very low; the Indonesian environment may affect students more active than average students in the Sudanese environment. Active learning and active acquisition may remove these environmental boundaries and enables them to improve their Arabic language skills.

scholarly journals Variations in the Home Language Environment and Early Language Development in Rural China

2021 ◽  
Vol 18 (5) ◽  
pp. 2671
Author(s):  
Yue Ma ◽  
Laura Jonsson ◽  
Tianli Feng ◽  
Tyler Weisberg ◽  
Teresa Shao ◽  
...  
Keyword(s):  
Language Development ◽  
Child Language ◽  
Language Skills ◽  
Rural China ◽  
Home Language ◽  
Early Language ◽  
Early Language Development ◽  
Language Environment ◽  
Conversational Turns ◽  
Home Language Environment

The home language environment is critical to early language development and subsequent skills. However, few studies have quantitatively measured the home language environment in low-income, developing settings. This study explores variations in the home language environment and child language skills among households in poor rural villages in northwestern China. Audio recordings were collected for 38 children aged 20–28 months and analyzed using Language Environment Analysis (LENA) software; language skills were measured using the MacArthur–Bates Mandarin Communicative Developmental Inventories expressive vocabulary scale. The results revealed large variability in both child language skills and home language environment measures (adult words, conversational turns, and child vocalizations) with 5- to 6-fold differences between the highest and lowest scores. Despite variation, however, the average number of adult words and conversational turns were lower than found among urban Chinese children. Correlation analyses did not identify significant correlations between demographic characteristics and the home language environment. However, the results do indicate significant correlations between the home language environment and child language skills, with conversational turns showing the strongest correlation. The results point to a need for further research on language engagement and ways to increase parent–child interactions to improve early language development among young children in rural China.

scholarly journals Implementing the Method of Memorizing Vocabulary in Pushing Students to Learn Arabic

2018 ◽  
Vol 4 (1) ◽  
pp. 65
Author(s):  
Rohmatul Faizah
Keyword(s):  
Language Skills ◽  
Arabic Language ◽  
Educational Methods ◽  
The Difference ◽  
Attention To Students ◽  
The Way

The method of memorizing the vocabulary is one of the educational methods in teaching Arabic in the Madrasah Tanwir al-Tsanawiyah al-Islamiyah Talun Sumberrejo Bojonegoro East Java. The activities of teaching students to memorize certain vocabulary under the supervision and guidance of the teacher, then given the task of memorizing the vocabulary in a certain period of time. The student pretended to memorize the vocabularies in front of the teacher temporarily or non-temporary depend on the desire of the teacher. It helps students to answer the question about the lesson on the Arabic language during the exam. So, students compete to learn Arabic in order to get the results fully in the lesson. Students return with training to memorize vocabularies. This method will make it easier for students to learn four language skills so that the Arabic language can be embodied and united in them. Problems in the implementation of the way to memorize the vocabulary is the teachers felt difficulty to apply the method of keeping vocabulary because of the difference in the ability of pupils in compositing of sentences of the vocabulary they memorized. Students feel difficulty writing the vocabulary they memorized than students feel heavy punishment. As the solution of the problems, the teacher should teach the Arabic language patiently and understand the conditions of the students, take care of the process of teaching, take the time to give greater attention to students with weak memory, give the students a lot of motivation to be active in learning and help students memorize and arrange the correct sentences, also to train students in writing the vocabulary repeatedly to read the vocabulary and order them to write.

scholarly journals البيئة اللغوية العربية في تعليم اللغة العربية لغير الناطقين بها

2017 ◽  
Vol 2 (1) ◽  
pp. 28-41
Author(s):  
Mabruroh Maburoh
Keyword(s):  
Language Learners ◽  
Native Speakers ◽  
Language Skills ◽  
Arabic Language ◽  
Hard Work ◽  
The World ◽  
Language Environment

Arabic is a language studied in various parts of the world. Learning Arabic is not an easy one, but it takes hard work from various parties, wether from the teacher or students. Especially if the Arabic language learners are not from native speakers, of course this will be a tough challenge for an Arabic teacher. The existence an Arabic language environment will greatly help learning Arabic for non-native speakers, either in their own learning or in improving language skills. The Arabic environment consists of two types, namely the formal Arabic environment and the non-formal Arabic environment. Each of them play a very important role in learning Arabic, inside or outside the classroom, because everything around the student, whether audio or visual, will greatly influence the success of learning Arabic. So, it is very important for researchers to know about what is the Arabic environment and what is the role in helping Arabic learning for non-native speakers.

scholarly journals PEMEROLEHAN MORFEM ANAK USIA 2 TAHUN SAMPAI 2 TAHUN 6 BULAN (THE MORPHEME ACQUISITION OF 2 UP TO 2 YEARS OLD AND A HALF KIDS)

2018 ◽  
Vol 3 (1) ◽  
pp. 163
Author(s):  
Sri Mauliani Zulkifli
Keyword(s):  
Data Collection ◽  
Language Development ◽  
Language Skills ◽  
Spoken Language ◽  
Research Data ◽  
Qualitative Descriptive ◽  
Child Speech ◽  
Descriptive Method

AbstractThe Morpheme Acquisition of 2 Up to 2 Years Old and a Half Kids. The study waslimited in the scope of his language skills, especially in the morpheme children at age 2years to 2 years 6 months. In addition, some parents are still many do not keep up withher well-spoken language development in behavior and development. This study useda qualitative descriptive method. The study was done in order to determine the form ofmorphemes the child, the child form of words that are strung together in a sentence oneword to two word sentences at age 2 years to 2 years 6 months. The research data is amorpheme; free and bound. Techniques used in data collection is provocation, tapping,see the good involved, records and technical notes. The data generated is 150 childrenand 15 free morpheme bound morpheme. Obtained free morphemes more children thanthe bound morpheme. (1) being acquired morpheme children at age 2 years to 2 years6 months, a free morpheme and bound morpheme, (2) form morpheme obtained free ofchildren at age 2 years to 2 years 6 months, (3) form bound morpheme obtained bychildren at age 2 years to 2 years 6 months, and (4) morpheme form obtained from thespeech one word or two-word utterances. Children’s ability to obtain the child’s morphemeto be assembled into one-word utterances and the utterances of two words, even capableof using morpheme as child speech in everyday language.Keywords: free morphemes, bound morphemes, speech.AbstrakPemerolehan Morfem Anak Usia 2 Tahun sampai 2 Tahun 6 Bulan. Penelitian inidibatasi pada ruang lingkup keterampilan berbahasa anaknya khususnya pada morfemanak yang pada usia 2 tahun sampai 2 tahun 6 bulan. Selain itu, masih banyak sebagianorang tua tidak mengikuti perkembangan anaknya baik perkembangan bahasanyadalam bertutur dan perkembangan tingkah lakunya. Penelitian ini menggunakan metodedeskriptif kualitatif. Penelitian ini dilakukan dengan tujuan untuk mengetahui wujudmorfem anak, wujud kata yang dirangkai anak pada kalimat satu kata menjadi kalimatdua kata pada usia 2 tahun sampai 2 tahun 6 bulan. Data penelitian ini berupa morfem;bebas dan terikat. Teknik yang digunakan dalam pengumpulan data adalah pancingan,sadap, simak libat cakap, rekam dan teknik catat. Data yang dihasilkan anak adalah150 morfem bebas dan 15 morfem terikat. Morfem bebas lebih banyak diperoleh anakdaripada morfem terikat. (1) wujud morfem yang diperoleh anak pada usia 2 tahunsampai 2 tahun 6 bulan, berupa morfem bebas dan morfem terikat; (2) wujud morfembebas yang diperoleh anak pada usia 2 tahun sampai 2 tahun 6 bulan; (3) wujudmorfem terikat yang diperoleh anak pada usia 2 tahun sampai 2 tahun 6 bulan; dan(4) wujud morfem yang diperoleh dari ujaran satu kata atau ujaran dua kata.Kemampuan anak dalam memperoleh morfem bebas dan morfem terikat dari ujaran164satu kata dan ujaran dua kata, bahkan mampu menggunakan morfem sebagai ujarananak dalam bahasanya sehari-hari.Kata-kata kunci: morfem bebas, morfem terika

scholarly journals TAHLĪL SĪGAH TADĀKHUL AL-LUGĀT AL-'UM FĪ AL-MUHĀDAṮAH AL-YAUMIYYAH BI AL-LUGAH AL-'ARABIYYAH

2021 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Maimunah Maimunah ◽  
Haniah Mukhtar
Keyword(s):  
Language Use ◽  
Mother Tongue ◽  
Boarding School ◽  
Arabic Language ◽  
Foreign Languages ◽  
Analysis Method ◽  
The Subject ◽  
Arabic And English ◽  
Language Environment ◽  
Descriptive Method

This research is focused on The interference mother language in arabic language use in the daily conversations of language. Nowadays, the very rapid advances in communication technology and science encourage humans to not only master one language, namely the Mother tongue, but also several foreign languages used in international forums, such as English and Arabic. Darul Hijrah Islamic Boarding School for girl in Martapura is one of the Islamic Boarding that requires students to use 2 languages in daily conversation, namely Arabic and English and apply a language environment to their acquisition. However, some students speak Arabic using elements of Indonesian language, grammar and mix with the Mother tongue during Arabic conversations. This is a qualitative research with a descriptive method. The subject of the research was the students' Arabic utterance. To analyze the data, the researcher used the following steps: data reduction, data presentation and conclusions, while the language speech data were analyzed using the error analysis method and comparative analysis

scholarly journals al-Isykalat al-Nazhariyah Fi Ta’lim al-Nahw wa al-Sharf Li al-Nathiqin Bighair al-Arabiyah Fi Indonisia

2020 ◽  
Vol 4 (1) ◽  
pp. 91
Author(s):  
Ismail Akzam ◽  
Adham Hamawiya
Keyword(s):  
Teaching Methods ◽  
Language Skills ◽  
Arabic Language ◽  
Critical Approach ◽  
Educational Content ◽  
Trade Off ◽  
Arabic Speakers ◽  
The Difference ◽  
Traditional Curricula

This study aim’s to the Arabic education institutes in Indonesia who think that as-sarhf teaching precedes an-nahw teaching, while others see an-nahw teaching precede pure education, and the two parties forget that the generalization of each of them is not straightforward; the learner from Arabic speakers is not the same as the learner from other speakers, and is specialized in the Arabic language and its literature not like a specialist in other sciences, and it is not correct for these scholars and specialists to be prepared either, but social and professional differences between them are taken into account, so the difference is clear between learning Arabic in its countries and between it in others, as well as between its learning because it is an end and it is because it is a means, which necessitates reviewing some problems the theory of the trade-off between an-nahw and as-sarhf and their teaching for non-Arabic speakers, especially in Indonesia, and we have discussed this issue through a critical approach, and we have come to the conclusion that the solution to obtain competence and integrated language skills is to combine an-nahw and as-sarhf teaching according to certain conditions that go beyond the problems experienced in the development Teaching Arabic in Indonesia, and at the forefront of these problems is reliance on traditional curricula, lack of comprehensive courses and modern teaching methods, as well as insufficient qualification of teachers sufficient and professionally, and relying on courses that do not match the level of Learners and their needs, in addition to the educational content lacking the pedagogical, psychological and cultural linguistic foundations, whether in its choice or its organization.

scholarly journals Makna Dalâl dalam al-Qur’an Perspektif Teori Dilâlat al-Alfâz

MUTAWATIR ◽  
2015 ◽  
Vol 3 (2) ◽  
pp. 167
Author(s):  
Ahmad Fawaid
Keyword(s):  
Language Development ◽  
Arabic Language ◽  
Significant Development ◽  
The Difference ◽  
Interpretation Method

The interpretation methodology of Koran always has significant development. No death of interpretation, because the interpretation methodology will develop agree with throb of people civilization and language development. A matter of fact, Koran is a guidance book for man with Arabic language. For example, <em>d</em><em>alâl</em>. Although concept of <em>d</em><em>alâl</em> was exist at Muhammed period, but there are many distortion and wrong conclution after Muhammed, and lost of essential meaning of <em>d</em><em>alâl</em>. Some people or some community said that <em>d</em><em>alâl</em> is used to tought that considered wrong or deviate on right way, in other opinion they said that <em>d</em><em>alâl</em> just for unbeliever, polytheist, immoral in law, and the others. The difference opinion is none other than different interpretation method to word of <em>d</em><em>alâl</em>. Because of that, the writer interested to analyze <em>d</em><em>alâl</em> with semantic method. Because the writer is conviced about semantic will give some enticement concept of <em>d</em><em>alâl</em>.

scholarly journals (نحو الإبداعية في إعداد البيئة اللغوية الفاعلة بإندونيسيا (تجارب المعاهد العصرية والنوادي العربية والجامعات

2018 ◽  
Vol 8 (1) ◽  
pp. 88
Author(s):  
Sabil Rosyad
Keyword(s):  
Language Acquisition ◽  
Language Skills ◽  
Arabic Language ◽  
Inhibiting Factors ◽  
Quality Upgrading ◽  
Theory Of Language ◽  
The Creation ◽  
Social Product ◽  
Language Environment ◽  
Conducive Environment

Quality upgrading needed in repairing Arabic learning, either in the system, curriculum, process and evaluation. One of the reconstruction efforts was to create language environment, because it is considered effective to increase language skills. The existence of Arabic environment becomes very important because always be present to surrounds and offers nuance of learning Arabic. Furthermore the language is a communal social product not an individual in person, till someone grow and absorb the language rules specified in their communities through learning or imitating. Therefore the creation of good language environment, true and conducive will have a big influence in mastering of Arabic language. Caused by the importance of language environment itself, the author discuss about theory of language acquisition and learning, some strategies for creating of conducive environment, procedure as well as media of language environment development, supporting and inhibiting factors.

scholarly journals قدرة حفظ القرآن الكريم وعلاقتها في سهولة تعلم اللغة العربية لدى طالبات المعهد العالي للدراسات الإسلامية واللغة العربية

2021 ◽  
Vol 2 (2) ◽  
pp. 283-300
Author(s):  
Rahmayani Rahmayani ◽  
Aisyah Arsyad ◽  
Hamka Hamka
Keyword(s):  
Language Skills ◽  
Arabic Language ◽  
Female Students ◽  
Close Relationship ◽  
Teachers And Students ◽  
Qualitative Descriptive ◽  
Academic Assessments ◽  
The Relationship ◽  
Descriptive Method ◽  
Collection Methods

This thesis discusses the relationship between the ability of memorizing the Al-Qur'an al-kariim and the easeness of Arabic learning for female students at STIBA Makassar. The main objectives of this research were threefolds: 1. To understand the female students’ ability in memorizing the Al-Qur'an al-kariim at STIBA Makassar, 2. To understand the processes of the Arabic learning and the Al-Qur'an al-kariim memorization activities of female students at STIBA Makassar, 3. To investigate the relationship between the Al-Qur'an al-kariim memorization ability and the easiness of Arabic learning for female students at STIBA Makassar. The researcher completed this study by using a qualitative descriptive method with a semi-quantitative approach. The data collection methods used in this research were personal interviews and accurate observations on the students’ learning process. The data of students’ academic assessments who were successful in one semester were collected and analysed. The quantitative data were also collected in this research from the answers of students through compatibility approach.  From this research, it was apparent that the methods used by the teachers and students in memorizing the Al-Qur'an al-kariim was considered to be very good. In terms of the relationship between the Al-Qur'an al-kariim memorization and Arabic learning, 100% of teachers and 97.9% of female students at STIBA Makassar were in agreement that there is a strong and close relationship between the Al-Qur'an al-kariim memorization and Arabic learning. In this case, the Al-Qur'an al-kariim memorization could assist students to understand the Arabic language and context and to pronounce the Arabic words and letters contained in the verses of the Al-Qur'an al-kariim. Besides, the non-Arabic Al-Qur'an al-kariim memorizers are able to learn Arabic easily because by memorizing the Al-Qur'an al-kariim, a memorizer applies and practices various aspects that could better their Arabic such as the four language skills, the Arabic elements, and the contexts of religious lessons and understandings.

scholarly journals Strategi Pembentukan Lingkungan Berbahasa Arab di Madrasah Aliyah

2020 ◽  
Vol 22 (01) ◽  
pp. 17
Author(s):  
Rini Astuti ◽  
Akla Akla ◽  
Albarra Sarbaini
Keyword(s):  
High School ◽  
Language Learners ◽  
Participant Observation ◽  
Language Skills ◽  
Arabic Language ◽  
Senior High School ◽  
Visual Environment ◽  
Analysis Techniques ◽  
Observation Instruments ◽  
Language Environment

This study aimed to analyze models of the Arabic language environment formation to increase the ability of language learners in Islamic Senior High School. This research method was qualitative. The research was conducted at Islamic Senior High School 1 Metro. Research respondents were 245 students of boarding Islamic Senior High School that consisted of 170 females and 73 males. The data collection method used participant observation instruments and interviews. Both of these instruments were used to get data about the models of the Arabic language environment formation to increase the language skills of students in Islamic Senior High School. Steps of Data analysis techniques were collecting data, reducing data, presenting data, and making a conclusion. The results showed that the model of the formation of the Arabic language environment consisted of the visual environment, audio environment, and the audiovisual environment. This model was able to overcome the difficulties of students in acquiring Arabic. This model of the Arabic language environment provides direct and natural Arabic mastery. Qualitative analysis results showed that the Arabic environment was able to increase students’ language skills of  Islamic Senior High School.

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