scholarly journals مشكلات تعليم اللغة العربية وعلاجها في برنامج الإعداد اللغوي بالمعهد العالي للدراسات الإسلامية واللغة العربية بمكسر

2021 ◽  
Vol 2 (2) ◽  
pp. 207-220
Author(s):  
Ronny Mahmuddin ◽  
Chamdar Nur ◽  
Andi Hawariah ◽  
Zulfiah Sam
Keyword(s):  
Language Learning ◽  
Role Models ◽  
Student Perception ◽  
Field Research ◽  
Arabic Language ◽  
Preparation Program ◽  
Depth Interview ◽  
Language Courses ◽  
Senior Students

This research aims to describe the problem of teaching Arabic and its solutions in Language Preparation Program at STIBA Makassar. This type of research is descriptive qualitative research with the type of field research research conducted at the STIBA Makassar campus in the Language Preparation Program. Data collection uses in-depth interview methods by making 17 lecturers (male and female) in the Language Preparation Program and 4 students in charge of language as a source of data/informants. The results showed that: (1) Lecturer perception related to the problem of Arabic Language Teaching in Language Preparation Program at STIBA Makassar there are six, as follows: (a) Teaching Book; most informants state that some teaching books are irrelevant to the student's condition in terms of vocabulary and expressions or environmental culture. (b) Learners; most informants state that most students have low motivation and interest in learning Arabic and discipline in the application of language, (c) Facilities and Infrastructure; learning facilities and infrastructure are still minimal, such as the absence of language laboratories, (d) Evaluation; some informants highlighted that oral test instruments have not been applied to all language courses in the Midterm Examination (UTS) and in the Final Semester Examination (UAS), (e) Curriculum; most informants say that one year's learning is relatively short coupled with a large amount of teaching material, and (f) Environment; most informants mention that lecturers and senior students cannot yet be used as role models in language, and activities outside the classroom are not more oriented towards language improvement;  (2) Lecturer's Perception regarding Solutions to the problems of teaching Arabic in Language Preparation Program at STIBA Makassar there are six, as follows: (a) Teaching Book; most informants state that the Language Preparation Program at STIBA Makassar needs to make some teaching books to adjust to the conditions of students, (b) Learners; all informants say that the solution in overcoming the constraints of learners is the provision of motivation to students. Lecturers and senior students should be role models in the application of the language, (c) Facilities and Infrastructure; all informants state that STIBA Makassar should utilize learning facilities, namely language laboratories, (d) Evaluation; the infroman states that oral tests are important for the effectiveness of learning evaluation in all language courses at UTS and UAS, (e) Curriculum; all informants say that ideally language learning in the Language Preparation Program at STIBA Makassar is two years; (f) Environment; all informants say that the activation of language activities must be followed up by STIBA Makassar. Activities that do not synergize with language improvement must be reduced and the application of language rules. The implication of this research is that there is expected to be a follow-up to this study that highlights in terms of student perception related to constraints/problems in Arabic language learning and its solutions in Language Preparation Program at STIBA Makassar.

scholarly journals Metode Pembelajaran Kreatif Mata Pelajaran Bahasa Arab Untuk Kelas 1 Sekolah Dasar Islam

2021 ◽  
Vol 2 (1) ◽  
pp. 13
Author(s):  
Imam Kurniawan ◽  
Anung Al Hamat ◽  
Abdul Hayyie Al Kattani
Keyword(s):  
Elementary School ◽  
Focus Group ◽  
Language Learning ◽  
Field Research ◽  
Direct Methods ◽  
Arabic Language ◽  
Learning Method ◽  
Learning Methods ◽  
Islamic School ◽  
Creative Learning

<p class="15bIsiAbstractBInggris">Creative Learning Methods in Arabic Language Subjects For Grade 1 Elementary School is a strategic step in fostering students' learning interest and minimizing student saturation when learning a foreign language. This research aims to produce Creative Learning Methods in Arabic Language Subjects for Grade 1 Elementary School (SD). The research method used in this research is qualitative field research—data collection tools through observation, interviews, and documentation. The formulation of Creative Learning Method in the Arabic Language For Grade 1 elementary school was conducted validity test through Focus Group Discussion (FGD) with four experts, namely: religious experts, linguists, psychologists and education experts. This study's results can be described that the Arabic Language Learning Method for Grade 1 Elementary School at Ibnu Hajar Bogor Islamic School in a structured manner has not looked neat. In its implementation, learning Arabic in grade 1 elementary school at Ibnu Hajar Bogor Islamic School uses Arabic manuals for grade 1 elementary school ordered by the school with exciting methods in its delivery. While in Pioneer School Depok Arabic Language Learning For Grade 1 Elementary School is held once a week, namely on Tuesdays, starting at 09:00- 09:30 by using learning modules created by the school based on students' needs namely lughotuna Arabic language books. The methods used by the two institutions studied in Arabic language learning are very diverse, he said; direct methods, Q&amp;amp; A, Qowa'id, and Game</p><p class="16aJudulAbstrak"><strong>Abstrak</strong></p><p class="16bIsiAbstrak">Metode Pembelajaran Kreatif pada mata pelajaran Bahasa Arab Untuk Kelas 1 Sekolah Dasar merupakan langkah strategis dalam menumbuhkan minat belajar siswa dan meminimalisir kejenuhan siswa saat belajar bahasa asing.  Tujuan dalam penelitian ini Untuk menghasilkan Metode Pembelajaran Kreatif pada mata pelajaran Bahasa Arab Untuk Kelas 1 Sekolah Dasar (SD). Metode penelitian yang digunakan dalam penelitian ini adalah kualitatif field research. Alat pengumpul data melalui observasi, wawancara, dan dokumentasi. Hasil rumusan Metode Pembelajaran Kreatif pada mata pelajaran Bahasa Arab Untuk Kelas 1 SD dilakukan uji keabsahan melalui Focus Group Discusion (FGD) dengan 4 ahli yaitu: ahli agama, ahli bahasa, ahli psikologi dan ahli pendidikan. Hasil penelitian ini dapat dideskripsikan bahwa Metode Pembelajaran Bahasa Arab Untuk Kelas 1 Sekolah Dasar di Sekolah Islam Ibnu Hajar Bogor secara terstruktur belum terlihat rapi. Dalam pelaksanaannya, pembelajaran bahasa Arab kelas 1 SD di Sekolah Islam Ibnu Hajar Bogor menggunakan buku panduan bahasa Arab untuk kelas 1 SD yang dipesan oleh pihak sekolah dengan penambahan metode menarik dalam penyampaiannya. Sedangkan di Sekolah Pioneer Depok  Pembelajaran Bahasa Arab Untuk Kelas 1 Sekolah Dasar dilaksanakan satu kali dalam sepekan, yaitu di hari Selasa, mulai pukul 09:00- 09:30 dengan menggunakan modul pembelajaran yang dibuat oleh sekolah berdasarkan kebutuhan peserta didik yaitu buku bahasa Arab Lughotuna. Metode yang digunakan oleh dua lembaga yang diteliti dalam pembelajaran bahasa Arab sangat beragam, di antaranya; metode langsung, tanya jawab, Qowa’id, dan metode Game.</p>

scholarly journals طريقة تعليم اللّغة العربية

2021 ◽  
Vol 1 (01) ◽  
pp. 1
Author(s):  
Ilham Nur Kholiq ◽  
Arika Nasiroh
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Direct Method ◽  
Field Research ◽  
Arabic Language ◽  
Research Field ◽  
Visual Method ◽  
Descriptive Research ◽  
Inhibiting Factors ◽  
Qualitative Descriptive

This study aims to describe the method used by the teacher in teaching Arabic and the factors that support and hinder the learning process of Arabic, especially in Madasah Aliyah al Amiriyyah Blokagung Tegalsari Banyuwangi. And this type of research is field research (field research) and this research is classified as qualitative descriptive research. The subjects in this study were Arabic teachers, students and principals. Data collection techniques using observation, interviews, and documentation.Based on the observations made by the author on the Arabic Language Learning Medote applied at Madrasah Aliyah al Amiriyyah, it can be concluded that the methods applied by the Arabic teacher at Madrasah Aliyah are: translation method qiro'ah method direct method, audio visual method and mixed methods. As for the inhibiting factors in learning, namely: different backgrounds of students, students who are less active in participating in learning Arabic, and Madrassas whose facilities are lacking in the learning process. Supporting factors in learning are students' high interest in learning Arabic and a comfortable environment for the learning process.

scholarly journals Arabic Language Learning Curriculum Islamic Boarding School System

2020 ◽  
Vol 4 (2) ◽  
pp. 138-152
Author(s):  
Adtman Adjun Hasan
Keyword(s):  
Curriculum Development ◽  
Language Learning ◽  
School System ◽  
Research Method ◽  
Field Research ◽  
Boarding School ◽  
Arabic Language ◽  
Development Model ◽  
Language Curriculum ◽  
Administrative Model

This article aims to find out about the Arabic language curriculum development model at Madrasah Aliyah Al-Falah Gorontalo. This research uses the type of field research or field research. The research method is descriptive qualitative, namely research on the Arabic language learning curriculum's description with the boarding school system at MA al-Falah Gorontalo. The results of this study explain that: curriculum development at Madrasah Aliyah al-Falah Gorontalo is based on several foundations, namely juridical, psychological, and sociolinguistic foundations. Meanwhile, the curriculum development model used in Madrasah Aliyah al-Falah Gorontalo has been analyzed using an administrative model and a grassroots model. The characteristics of learning Arabic in the boarding school system at Madrasah Aliyah Al-Falah are different from learning in other schools. What distinguishes this Madrasah from other schools in the curriculum used and uses the Islamic boarding school system. So that learning Arabic is not only taught in schools but also trained in dormitories.

scholarly journals Implementasi Jenis Khat Naskhi dalam Pembelajaran Bahasa Arab

2017 ◽  
Vol 3 (2) ◽  
pp. 291-316
Author(s):  
Nurul Huda
Keyword(s):  
Language Learning ◽  
Reading Skills ◽  
Writing Skills ◽  
Field Research ◽  
Arabic Language ◽  
Qualitative Approach ◽  
Teachers And Students ◽  
The Relationship ◽  
Arabic Calligraphy

This paper aims to obtain a description of various types of Arabic calligraphy, to find out the extent to which Naskhi type calligraphy is used in basic Arabic learning and to know the factors that support the optimization of the use of Naskhi khat in basic Arabic learning. This type of research is field research with a qualitative approach. Data analysis uses descriptive analytic. Based on the analysis, it can be concluded that Arabic with calligraphy is an integrated one even in a learning model, both are interrelated and supportive. The relationship can be seen through several aspects; aspects of history, practical aspects, aspects of form, aspects of character and aspects of psychology. The factors that support the use of Khat Naskhi are the factors of teachers and students in line with learning methods and media. While the analysis of the role of the use of Khat Naskhi in basic Arabic language learning is: 1. Khat Naskhi helps the process of learning Arabic. 2. Khat Naskhi helps writing skills in basic Arabic. 3. Khat Naskhi helps reading skills in basic Arabic, and 4. Khat Naskhi also plays a role in student learning.

scholarly journals Self-reported Difficulties in Learning English as a Second Language for Third-age Students in Poland

2019 ◽  
Vol 5 (1) ◽  
pp. 113-130
Author(s):  
Łukasz Matusz ◽  
Anna Maria Rakowska
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learning Needs ◽  
Third Age ◽  
Language Courses ◽  
Health Related ◽  
A Minor ◽  
Senior Students ◽  
Learning English

The problem of teaching English to third-age students is among the issues in ELT which have gained increasing attention and interest in recent years. The aim of this paper is to identify difficulties in learning English as a foreign language reported by students taking part in language courses at third-age universities in Poland. The research is based on the questionnaire distributed among the group of 70 third-age students of English. The results show that the problems the learners report are cantered around their age- and health- related conditions, as well as their general attitudes concerning foreign language learning. It is hoped that the present study will constitute a minor contribution to the study of learning needs and expectations of senior students in Poland.

scholarly journals ISTIRĀTĪJIYYAT TA'LIM AL-LUGAH AL-'ARABIYYAH 'AN BU'D

2021 ◽  
Vol 8 (1) ◽  
pp. 24
Author(s):  
Muhammad Arifin ◽  
Ahmad Muhammad Husni
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Reading Skills ◽  
Learning Strategy ◽  
Direct Method ◽  
Field Research ◽  
Arabic Language ◽  
The Other ◽  
Listening Skills ◽  
The Third

Active learning strategies are all forms of learning that allow students play an active role in the learning process. There is a covid pandemic 19 can hinder its implementation, such as delivery methods, quotas and networks Internet. In this case the tutors must determine the right strategy in learning delivery of Arabic language matrices such as the four maharahs online. The formulation of the problem in this study is to explore language learning strategies distance Arabic on the four aspects of language skills. And the goal in this research is to find out how the strategy is implemented. This research method uses a qualitative approach by using Qualitative descriptive method with the type of field research on a matrix scale consisting of from analysis with data collection tools in the form of observations, interviews, documentation. The results of the study show that the learning strategies used in listening skills is a PAKEM strategy with the samiyah syafahiyah method, in the third subject using the method correctly according to the aspects of listening skills while the other subjects tend to learn skills read. The learning strategies of speaking skills applied are: PAKEM strategy with direct method, the third subject using the method correctly according to the aspect of listening skills, while the other subjects tend to learn reading skills. Learning strategies on reading skills using the PAKEM strategy by the third tutor, while the other tutors use the inquiry method. The three tutors use the method qiraah jahriya. The Arabic language learning strategy for writing skills that is applied is the PAKEM strategy for the third tutor, and the others using inquiry. All tutors use the imla masmu and imla manqul methods.

scholarly journals Perkampungan Bahasa Arab dalam Mendukung Pembelajaran Mahasiswa di IAIN Parepare

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Muhammad Irwan
Keyword(s):  
Language Learning ◽  
Field Research ◽  
Descriptive Study ◽  
Arabic Language ◽  
Learning Objectives ◽  
Observation Methods ◽  
Educational Linguistics ◽  
Qualitative Descriptive ◽  
The Media ◽  
Participatory Observation

This study aims to reveal a description of learning in the Arabic village program implemented by IAIN Parepare as a reinforcement for Arabic learning. As a field research, this study is classified as a qualitative descriptive study under the approach of psycholinguistics, applied psycholinguistics and educational linguistics. The sample is students listed in the Arabic Language Village Program at IAIN Parepare. Data were collected using participatory observation methods, interviews, questionnaires, documentation and reference tracing. The results of this study reveal that the Arabic language village program at IAIN Parepare has a position as an amplifier for Arabic learning that students will face in formal courses at IAIN Parepare. The description of the learning in the program is formulated into learning methods supported by the media and learning objectives. The method used in the Arabic language village program at IAIN Parepare is a combination of several methods that focus on language learning, not language. 

scholarly journals Whatshapp Sebagai Model Pembelajaran Nahwu Berbasis Internet

2020 ◽  
Vol 3 (2) ◽  
pp. 1-13
Author(s):  
Ariadi Muliansyah
Keyword(s):  
Online Learning ◽  
Language Learning ◽  
Cognitive Learning ◽  
Language Education ◽  
Field Research ◽  
Arabic Language ◽  
Learning Model ◽  
Learning Material ◽  
Jean Piaget ◽  
Online Data

This study aims to form learning that is active, interesting, creative, innovative and can attract students who tend to be bored and lazy with Nahwu learners. This is based on seeing the problem of Arabic language education, especially in Nahwu's learning which tends to be passive and unattractive, because identical language learning is carried out and taught with a teaching system that still tends to stick to classical methods that seem boring. In addition, the problems that exist are also due to the absence of specific guidelines that can integrate the development of world technology with learning Arabic. This study uses field research methods. Namely by researching the Whatshap group that runs online learning. Data analysis using the theory of behaviorism proposed by Skyner and using cognitive learning theory proposed by Jerome S. Bruner and Jean Piaget Learning using Whatsapp media is an online learning model by using and utilizing the features provided in the Whatshap application to facilitate the learning process which has always seemed boring. The learning model is in the form of sending learning material in two formats, namely in PDF format and with audio recording format. Then the provision of learning material is carried out every once a week, but the discussion is carried out without any time limit in the discussion group. Then the evaluation is done two times, which is every once a week with weekly material and every once at the end of the month with material a month before. Abstrak Penelitian ini bertujuan agar terbentuknya model pembejaran yang aktif, menarik, kreatif, inofatif, dan bisa menarik minat para pelajar yang cenderung bosan dan malas dengan pembelajar nahwu. Hal ini didasari karena setelah melihat permasalahan pendidikan bahasa Arab, terutama dalam pembelajaran nahwu  yang cenderung fasif dan tidak menarik, karena pembelajaran kebahasa araban identik dilaksanakan dan diajarkan dengan sistem pengajaran yang masih cenderung berpatok kepada metode-metode klasik saja yang terkesan membosankan. Selain itu, permasalahan yang ada juga dikarenakan belum adanya pedoman khusus yang dapat mengintegrasikan perkembangan teknologi dunia dengan pembelajaran bahasa arab. Penelitian ini menggunakan metode penelitian lapangan (field research). Yaitu dengan meneliti grup Whatshap yang menjalankan pembelajaran online. Data analisis menggunakan teori behaveriorisme yang dikemukakan oleh skyner dan mengunakan teori pembelajaran kognitif yang dikemukakan oleh Jerome S. Bruner dan Jean Piaget Pembelajaran dengan menggunakan media Whatshapp merupakan suatu model pembelajaran online dengan menggunakan dan memanfaatkan fitur-fitur yang disediakan dalam aplikasi Whatshap untuk mempermudah proses pembelajaran yang selama ini terkesan membosankan. Model pembelajarannya berupa pengiriman materi pembelajaran dengan dua format, yaitu dengan format PDF dan dengan format rekaman audio. Kemudian pemberian materi pembelajaran dilakukan setiap sekali seminggu, namun diskusi dilakukan tanpa ada batas waktu di dalam grup diskusi. Kemudian evaluasi dilakukan dalam dua waktu, yaitu setiap sekali seminggu dengan materi mingguan dan setiap sekali pada akhir bulan dengan materi sebulan sebelumnya. Kata kunci: Pembelajaran Nahwu, dan Whatshapp

scholarly journals REASONS FOR CHOOSING ARABIC LANGUAGE AS A THIRD LANGUAGE: A CASE STUDY IN UITM PERAK

2021 ◽  
Vol 58 (2) ◽  
pp. 1527-1537
Author(s):  
Muhammad Anas Al-Muhsin Et al.
Keyword(s):  
Data Collection ◽  
Undergraduate Students ◽  
Field Research ◽  
Sampling Technique ◽  
Arabic Language ◽  
Third Language ◽  
Language Courses ◽  
Level 1 ◽  
Increasing Demand

With the increasing demand for Arabic courses in universities in Malaysia, it shows that students has their own reasons for choosing Arabic Language to study. The Arabic as a third language course is an elective subject offered to undergraduate students in UiTM. Starting from June 1999, UiTM has decided that third language courses should become one of the university’s requirement subjects, making it compulsory to all first degree students.  The purpose of this study was to identify the reasons of UiTM students for choosing to study Arabic Language as their third language. The sampling involves 320 students from UiTM, who have enrolled in level 1, 2 and 3 Arabic course. This quantitative field research employs questionnaires and purposive sampling technique as the methods of data collection. The main findings are: most of them choose to learn Arabic language because it is the language of Islam and for them to understand more about Islam and also for worshipping purpose. Besides, most of them choose to learn the language for the purpose of their future career.

Student perception of faculty role models

1985 ◽  
Vol 49 (3) ◽  
pp. 159-161
Author(s):  
B Lange ◽  
R Friedman
Keyword(s):  
Role Models ◽  
Student Perception ◽  
Faculty Role
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