scholarly journals The Systemic Rules of Malay Standard Borrowing from Arabic: Guidelines for Linguists and Translators

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Idris Mansor
Keyword(s):  
Descriptive Study ◽  
Arabic Language ◽  
Important Process ◽  
Language Data

Borrowing has been an important process in the development of the Malay language. Malay has a great number of borrowed terms from a variety of languages, such as Sanskrit, Arabic, Persian, Dutch, Hindi, Javanese, Siamese, Tamil, Portuguese, Chinese, Japanese and English. Among these languages, Arabic is one of the main sources of Malay borrowing. This research is a descriptive study of Malay borrowing from Arabic. It aims to produce a model of the systemic rules of standard Malay borrowing from the Arabic language. Data for this research were obtained from Kamus Dewan, the main reference for Malay lexicon. The data, then, were analysed manually based on their trends and patterns. The result of the study shows that there are several trends implemented in transferring Arabic words into Malay. This study aims to become a useful guideline for linguists and translators in borrowing new terms from Arabic.

scholarly journals TERMS OF ADDRESS IN ARABIC AT THE ARAB COMMUNITY IN MEDAN CITY AND THEIR INFLUENCES IN THE INDONESIAN LANGUAGE DEVELOPMENT

2020 ◽  
Vol 5 (1) ◽  
pp. 33
Author(s):  
Nur Sukma Suri ◽  
Mascahaya Mascahaya ◽  
Farida Hanum Ritonga
Keyword(s):  
Language Development ◽  
Field Research ◽  
Descriptive Study ◽  
Arabic Language ◽  
Qualitative Approach ◽  
The Other ◽  
Literature Study

Arabic language influences Indonesian vocabulary in term of borrowing words from Arabic, thus adding vocabulary to Indonesian. Vocabulary address form in Arabic are: ummi, abi, jid, jiddah, khale, khalati, amme, ammeh, ane, ente, antum, ustadz, ustadzah, mu'allimah, habib, bin, binti, akhi, ukhti, buya and the other. This is a field research and literature study aimed to explore terms of address in Arabic at the Arab community in Medan city and their influence in the Indonesian language development in Medan. This is a descriptive study using a qualitative approach that reveals facts, circumstances, phenomena which occur. This research conducted and presented data as it was, especially regarding to addressing terms used in the Arab Community city of Medan.

scholarly journals Concept of Nonverbal Communication by Using Sign Language by Al-Jahidz l Mafhum al-Ittisal Goiru al-Lafdzi bi Istikhdam Lugah al-Isyarah 'inda Al-Jahidz

2021 ◽  
Vol 13 (1) ◽  
pp. 129-148
Author(s):  
Muflihah Muflihah
Keyword(s):  
Sign Language ◽  
Nonverbal Communication ◽  
Descriptive Study ◽  
Arabic Language ◽  
Verbal Communication ◽  
Point Of View ◽  
The Other ◽  
Data Sources ◽  
Primary Data ◽  
Qualitative Descriptive

Most of the generation (Arabic linguistic academics) have not comprehended the linguistic theories which initiated by Al-Jahid. This study aims to research on the concept of communication with the signs in Al-Jahid works. To identify these problems in depth and thoroughly, qualitative descriptive study was used. The primary data sources of this research were various sources, mainly Al Jahid book with documentation from the works of Al-Jahid and observation techniques based on the other books about Jahid ‘s point of view, such as Kamal Bisyri and other linguists. The results of this study concluded that: Al-Jahiz is an Arabic language expert who discussed the theory of non-verbal communication. In the case of learning a language, we also have to comprehend the theory of communication, especially communication with signs by Al-Jahiz. His thoughts were followed by several contemporary scholars. Thus, it is highly recommended to the Arabic researchesr to figure out the works of previous Arabic scholars which had been discussing about contemporary linguistic.

scholarly journals AT-TAQOBUL BAINA AL-LUGHOTAIN AL-‘ARABIYAH WAL INDONESIA

2009 ◽  
Vol 4 (2) ◽  
Author(s):  
Turkis Lubis
Keyword(s):  
Descriptive Study ◽  
Arabic Language ◽  
Learning And Teaching ◽  
Other Hand ◽  
Nominal Clause

This is a plain contrastive descriptive study between two languages, Arabic and Indonesian, especially the contrast between their phonetics, lexical, phonological and syntax levels. The research concludes within that there is similarity and differentiation in its phonetics, lexical, phonological and syntax systems. In phonetics we found a contrast related to consonants and vocals sounds, and also in syllable sounds. In lexical domain, there is a meaning formulated in one word in Arabic language, but in Indonesian language we found it composed of two words, for example: ?????? ????? ????? ??????, rumah sakit, makan siang, makan malam and others. In the phonology, it is found out that Arabic language is an etymological language and the Indonesian language is an affix language, and Arabic language adopt systems of masculine, feminine, singular, dual (mutsanna) and plural which is different from Indonesian language. In syntax of Indonesian language, we found that the meaning is defined by the combination of the words and its position, it is based on subject combination (nominal clause), in other hand we found that the Arabic language is a syntax language (lughah mu’rabah), the meaning is defined by the syntax (al i’rab) and it adopts both of nominal clause and verbal clause. Those Arabic phenomena which are not adopted by Indonesian language should be taken into account in learning and teaching Arabic Language by the Indonesians.

scholarly journals Thathbiq al-Taqyim al-Waqi’i bi al-Manhaj al-Dirasi 2013 Fi Ta’lim al-Lughah al-‘Arabiyah

2020 ◽  
Vol 4 (2) ◽  
pp. 279
Author(s):  
Umi Hanifah ◽  
Imam Mahmudi
Keyword(s):  
Cognitive Assessment ◽  
Peer Assessment ◽  
Authentic Assessment ◽  
Descriptive Study ◽  
Arabic Language ◽  
Performance Assessments ◽  
Language Teachers ◽  
Basic Form ◽  
Self Assessment ◽  
Qualitative Descriptive

This study aims to explain how to plan the authentic assessment according to 2013 Curriculum in Arabic teaching, how to apply the authentic assessment according to 2013 Curriculum in Arabic teaching and what problems in applying the authentic assessment according to 2013 Curriculum in Arabic teaching and the solution. Thus, this study is very important for Arabic language teachers in implementing the authentic assessment according to 2013 properly. This study is a qualitative descriptive study. The subjects in this study were Arabic teachers in class XI at State Islamic Senior High schooI 2 Bojonegoro, East Java. Data collection uses observation، interview and documentation techniques. The results showed that the planning of authentic assessment according to curriculum 2013 in Arabic teaching at State Islamic Senior High schooI 2 Bojonegoro was carried out properly. Teachers have used several forms of authentic assessment، such as in cognitive assessment، they use written and oral tests، in affective assessments، they use observation، self-assessment، peer assessment، and journals، in psychomotor assessments they use performance assessments، projects، and portfolios. The problematic of teachers in implementing authentic assessment in Arabic teaching are the teachers find it difficult to develop instruments and determine authentic forms of assessment. The solution to these problems is that the teacher tries to understand the guidelines for authentic assessment and applies the basic form of authentic assessment in teaching.

scholarly journals Musykilah Tarjamah al-Lughah al-'Arabiyyah Ila al-Lughah al-Indonesiyyah

2017 ◽  
Vol 1 (1) ◽  
pp. 43 ◽  
Author(s):  
Noza Aflisia
Keyword(s):  
Language Development ◽  
Spoken Language ◽  
Arabic Language ◽  
The Other ◽  
Original Text ◽  
Important Process ◽  
Islamic History ◽  
Language And Culture ◽  
Verbal Participation ◽  
Islamic Civilization

The translation of Arabic into Indonesian is an important process because many of the sciences are written in Arabic from Islamic history, Islamic civilization, jurisprudence, ethics, even medicine, numerology, etc., all written in Arabic. The Arabic language has the advantages so that the higher language of the other language of its characteristic is in the field of audio, tandem, derivation, expression, verbal participation, and sculpture. Which is done in the translation work say in the translator. In order to be a good translator, he should be familiar with everyday vocabulary and vocabulary in both languages (Arabic and Indonesian). He should be familiar with the tools of influence and persuasion in both languages ​​and how to use them and be familiar with the language and culture to which he translates. And that the translation should be written to the spoken language reader, even though the original text was not written for public reading, and is sincere in translating it and harnessing all its forces in it. In the structure of the Arabic sentence is often encountered sentence that makes it difficult for students to determine what is effective and the beginning and the action and the experience and the effect and complementary, in this writing parables by the translation of the actual sentence, the building of the known, and the building of the container, and, and, and, and, "What" overload. When translated, the translator needs a method, including literal translation, moral translation, and dynamic translation. In the process of translation, there are many problems including linguistic problems (vocabulary, grammar, translation, language development) and social and cultural problems.

scholarly journals Masalah Pengajaran Bahasa Arab di Madrasah Aliyah di Jakarta

2015 ◽  
Vol 2 (3) ◽  
pp. 189
Author(s):  
Nur Hizbullah ◽  
Zaqiatul Mardiah
Keyword(s):  
Language Teaching ◽  
Descriptive Study ◽  
Arabic Language ◽  
Educational Background ◽  
The Other ◽  
Teaching Process ◽  
Islamic Studies ◽  
Teacher Competency ◽  
Curriculum Structure ◽  
Time To Learn

<p><em>Abstrak </em>- <strong>Bahasa Arab diajarkan sebagai salah satu mata pelajaran penting di Madrasah Aliyah dalam struktur kurikulum studi keislaman. Meskipun penting, bahasa Arab hanya diajarkan dalam jumlah jam yang terbatas dan banyak memiliki permasalahan. Penelitian deskriptif ini bertujuan memetakan masalah pengajaran bahasa Arab di Madrasah Aliyah di wilayah Jakarta. Permasalahan pengajaran bahasa Arab berkisar pada masalah motivasi dan minat siswa dalam mempelajari bahasa Arab. Kondisi itu ditambah dengan perbedaan pengetahuan dan pengalaman belajar mereka karena latar pendidikan mereka yang berbeda pula. Masalah lain yang muncul adalah ketersediaan sarana penunjang belajar bahasa Arab dan pemanfaatannya. Di samping itu, kompetensi guru yang tidak seragam dan tidak standar menjadi kendala pula dalam proses pengajaran. Itu kemudian berdampak pada kemampuan metodologis mereka dalam mengajar bahasa Arab di kelas. Di sisi lain, minimnya waktu belajar di sekolah membuat sulitnya pengembangan pengajaran bahasa Arab secara lebih luas, ditambah lagi dengan sulitnya penciptaan lingkungan berbahasa yang kuat di sekolah. Semua permasalahan itu bertalian satu sama lain dan membutuhkan penyelesaian yang komprehensif dan berkelanjutan.</strong></p><p><em> </em></p><p><em>Abstract - </em><strong>Arabic is taught as one of the important subjects in Madrasah Aliyah in Islamic studies curriculum structure. Although it’s important, the Arabic language is taught only in a limited number of hours and has many problems. This descriptive study aimed to map the problem of teaching Arabic at Madrasah Aliyah in Jakarta. The problem of teaching Arabic revolves around the question of motivation and interest of students in learning Arabic. The condition is coupled with differences in knowledge and experience of their learning because of their difference of educational background. Another problem that arises is the availability of means of supporting learning Arabic and utilization. In addition, the teacher competency standards are not same and not a constraint also in the teaching process. It was then impact on their methodological ability in teaching Arabic in the classroom. On the other hand, lack of time to learn in school makes it difficult to develop the teaching of Arabic language more broadly, coupled with the difficulty of creating an environment that is strong language in school. All the problems were related to each other and require a comprehensive and sustainable settlement. </strong></p><p><strong> </strong></p><p><strong><em>Keywords: </em></strong><em>Arabic language teaching, teaching problems, Madrasah Aliyah</em><em></em></p>

scholarly journals Relationship Between Students’ Learning Outcomes in WAEC and NECO Arabic Language Examinations in North-Central Nigeria

2021 ◽  
Vol 2 (2) ◽  
pp. 127-141
Author(s):  
Musa Siddiq Abdullahi ◽  
Abdul Ganiy Abdus Salaam Oladosu
Keyword(s):  
Sample Size ◽  
Learning Outcomes ◽  
Descriptive Study ◽  
Arabic Language ◽  
Sampling Procedure ◽  
Chi Square ◽  
North Central ◽  
Alpha Level ◽  
Research Questions ◽  
Multistage Sampling

Despite the fact that the certificates being awarded by senior school WAEC and NECO are said to be comparable, yet, stakeholders in the education sector doubt their correspondence in terms of students’ learning outcomes. While some students only register for NECO believing that they could not pass WAEC. This was part of what necessitated this study by determining the correspondence between students’ learning outcomes in senior school WAEC and NECO Arabic Language examinations in North-central from 2015 to 2019 academic sessions. This study was a descriptive study of the correlational type. Only the results of candidates that sat for WAEC and NECO Arabic Language examinations were logically selected for this study via a researcher-designed proforma. Thus, 948 students constituted the sample size for this study using a multistage sampling procedure. Data collected were analyzed using the percentage to answer the research questions while the Pearson’s chi-square at 0.05 alpha level was used to test the hypotheses. Findings indicated that a significant association existed between students’ learning outcomes in WAEC and NECO Arabic examinations in North-central Nigeria. It was therefore recommended that teachers of Arabic should work harder to sustain their students’ performance in Arabic Language.

scholarly journals نموذج بيئة اللغة العربية بمعهد الإرشاد سمارانج جاوى الوسطى إندونيسيا ودورها في اكتساب المهارات اللغوية

2021 ◽  
Vol 2 (1) ◽  
pp. 71-85
Author(s):  
Mochamad Munawar Said
Keyword(s):  
Data Collection ◽  
Language Skills ◽  
Descriptive Analysis ◽  
Descriptive Study ◽  
Arabic Language ◽  
Central Java ◽  
Integrated Environment ◽  
Artificial Environment ◽  
The World ◽  
Language Environment

The Arabic language is the language of the world that Muslims use. Every person must teach Arabic in schools and universities, even though they have obstacles and problems that interfere without reaching the desired legitimate goal. Teaching the Arabic language has many difficulties, including the language itself, society, teacher, and learner. This research aims to know the model of the Arabic language environment at the Guidance Institute Semarang Central Java and its role in acquiring language skills. The researcher is based on the descriptive study. The method of data collection was conducted in a way of observation, interview and documents. As for the way to analyze the data using a descriptive analysis that deals with description and focus. And its results are the integrated environment that combines the artificial environment with the natural environment. As for its role, it is to create the linguistic atmosphere in the places that are in the school and the residence so that the teacher can fix the linguistic mistakes made by students and deepen the repetition and strengthening of the language that they got from the school and the residence and encourage their spirit and enthusiasm in applying the language

scholarly journals النقوش النبطية وعلاقتها بقواعد النحو العربي: دراسة وصفية / The Nabatean Inscription and its relation with the Arabic grammar: A descriptive study

1970 ◽  
Vol 6 (1) ◽  
Author(s):  
صالحة يعقوب (Solehah Yaacob)
Keyword(s):  
Descriptive Study ◽  
Arabic Language ◽  
Strong Indication ◽  
External Influences ◽  
History Of

ملخص البحث: يهدف هذا البحث إلى إعادة قراءة تاريخ وضع النحو العربي وأصوله، والسؤال المطروح هو عما إذا كان العرب قد وصل العرب من دون تأثير خارجي إلى المفاهيم اللغوية الأساسية في تأسيس فكرهم اللغوي من تحليل لأجزاء الجمل والكلمات، واستنباط الاستخدام الصحيح من البيانات. وأما قول المستشرقين بأن اللغة العربية فلم تكن مكتملة إلا بعد بعثة رسول الله ﷺ فهو قول منقوضٌ لوجود البراهين عن وجوده قبل فجر الإسلام عبر اللهجات التي كانت مستخدمة منذ القديم في وادي الرافدين، وقد كان لهذه الأدلة إسهام في مجال النقد في الدراسة التارخية للغة العربية وقواعدها؛ إذ اكتشف البحث بعض الأدلة على عدم تأثرها بالثقافات الأخرى عبر القياس في آيات القرآن الكريم والنثر والشعر العربي وبعض الأمثلة من بعض كتب المترجمين، فضلاً عن بعض النماذج اللغة النبطية القديمة التي تشير إلى أن ما وضع من اللغة العربية وقواعدها كان فعلاً من ابتكار العرب وليس من غيرهم. الكلمات المفتاحية: الأصول- النقوش القديمة- اللغة العربية- القواعد- النحاة. Abstract: The study aims at reviewing the history of establishing the Arabic grammar and its foundations. It will examine whether the Arabs were similar to other nations in establishing their own grammatical rules by observing their language and the parts of its words and sentences without any external influences. As for the claim of some orientalists that Arabic only emerged after the Prophet Muhammad Pbuh, it is baseless as the language had already existed in the forms of dialects that were widespread in the area. These indications are critical to the study of the history of Arabic language and its grammar. Among the conclusions of the study are: the verses of the Quran, prose, grammar and some examples from the books of translators in addition to the samples of old Nabatean language give a strong indication that establishment of the Arabic grammar was the result of the efforts of the Arabs and without any foreign influences.   Keywords: foundations– old inscriptions– Arabic language– grammar– grammarians.   Abstrak: Kajian ini bertujuan untuk melihat semula sejarah kemunculan nahu bahasa Arab dan asas-asasnya. Ia akan melihat samada orang Arab adalah juga sebagaimana masyarakat-masyarakat lain dalam mewujudkan rumus tatabahasa mereka sendiri dengan mengkaji sifat Bahasa mereka dan bahagian perkataan serta ayatnya tanpa terdapat sebarang pengaruh luar. Bagi dakwaan beberapa orientalists tentang kemunculan Bahasa Arab itu secara lengkap hanya berlaku selepas Nabi Muhammad PbuH,ia adalah tertolak  kerana Bahasa Arab telah pun wujud dalam bentuk dialek yang meluas dikawasan tersebut. Tanda-tanda ini kritikal kepada kajian sejarah Bahasa Arab dan tatabahasanya. Antara kesimpulan kajian ialah: puisi Quran, prosa, tatabahasa dan beberapa contoh dari buku penterjemah disamping sampel Bahasa Nabatean lama memberi satu petunjuk kukuh bahawa pengasasan nahu Bahasa Arab itu merupakan hasi lusaha orang Arab sendiri tanpa wujudnya pengaruh-pengaruh asing.   Kata kunci: Asas-asas– Inskripsi kuno– bahasa Arab– tatabahasa– Ahli Bahasa.

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