scholarly journals أشكال تخليط الشفرة وأنواعها بين اللغة العربية و اللغة الإندونسية لدى الطلاب الجامعة شيخنا محمد خليل

2020 ◽  
Vol 3 (1) ◽  
pp. 1-15
Author(s):  
Humaidi Humaidi
Keyword(s):  
University Students ◽  
Language Teaching ◽  
Language Choice ◽  
Arabic Language ◽  
The Other ◽  
Code Transformation ◽  
Code Mixing ◽  
Popular Language ◽  
Social Linguistics ◽  
Internal Code

Social linguistics is the science that benefits our lives. One of the benefits of social linguistics is choosing the best languages ​​when we want to speak. Language has the norm in conversation when we communicate with the other person, for example, if we talk with a son or daughter, we must use good words when speak with our parents, and in contrasts when we talk with our friend, so we has used generic words without thinking about the ethics of speaking. In this case, everyone has to choose the language with a best and most beneficial language. There are three types of popular language choice in social linguistics, It is the code transformation, code mixing, and a method in the same language. In this research, the focuses on the study is form and type of code mixing among students of the Department Arabic Language Teaching, because code mixing has happened a lot to students on the other. The aim of this research is to know the forms and types of code mixing. This research used qualitative method, with three method of date collecting – observation, interview and collect date, and the basic of observation is the hearing and writing (sima 'catat) about the aspects of languages. Conclusion - Forms of code mixing that happened to university students, in Department of Language Teaching STAI Syaichona Moh. Cholil, is focuses on two forms, namely code maxing of words, for example   Afwan saya datang terlambat ustadz .  And the Vocabulary code maxing, for example hidupkan mirwahah. As for the types of code mixing that happened to university students, in Department of Language Teaching STAI Syaichona Moh. Cholil, is also focused on mixing the external code and does not happen much about mixing the internal code. Keyword: Forms and type of code mixing, Arabic language, Indonesian language

scholarly journals تأثير إستراتـجيات معرفية والتلاعب الفكري فى تعليم اللغة العربية

Jurnal CMES ◽  
2018 ◽  
Vol 10 (1) ◽  
pp. 90
Author(s):  
محمد مصباح الدين
Keyword(s):  
Language Teaching ◽  
Scientific Research ◽  
Arabic Language ◽  
The Other ◽  
Good Teaching ◽  
Input And Output ◽  
Other Hand ◽  
Research Findings

Teaching is a knowledge and art. It is knowledge because all of its activities must be driven by scientific research findings, whereas it is artistic because of its applications on how the teaching is creative and singning a good impression. In order to this distinctive purpose, the good teaching need to several methods based on comprehensive and interdiciplinary research findings. This paper examines the influence of cognitif strategy and mind manipulation on Arabic language teaching. The finding shown by this paper is that the influence of both cognitif strategy and mind manipulation is significant. The significance of cognitif strategy is led by a number of actitivites i.e. practicing, receiving and delivering knowledge, analysing and concluding, arranging an input and output. In the other hand, the significance of mind manipulation is identified by a way the information is taken out, or the influencing on the subconscious is conducted, and by hypnotism and cultivation of ideas.

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 Anglo-Scandinavian code-mixing in English place-names

2015 ◽  
Vol 50 (4) ◽  
pp. 5-23
Author(s):  
Tamás Fekete
Keyword(s):  
Code Switching ◽  
The Other ◽  
List Type ◽  
Place Names ◽  
Contact Linguistics ◽  
Code Mixing ◽  
Frame Work ◽  
Contact Situation ◽  
Primary Focus ◽  
Internal Code

Abstract With this paper I wish to investigate the nature of code-mixing found in English place names chiefly, though not exclusively, from the Danelaw area. The paper analyses this code-mixing in the frame-work of contact linguistics in the light of the contact situation between Old English and Old Norse, as described by Townend (2002) and Lutz (2013), that existed from the 8th century onwards, bearing in mind, however, that the Scandinavian place names may not necessarily be direct indicators of the nature and extent of the Scandinavian settlement itself. Historical code-switching usually and generally focuses on describing intersentential and intrasentential code-switching, and this paper aims at broadening the overall scope of the investigation through the inclusion of onomastics. The analysis will be chiefly based on a corpus of 1,915 relevant place-names, with the data drawn from the Oxford Dictionary of English Place-Names (Mills 1998), and Fellows-Jensen’s regional studies on Scandinavian place-names in England (Fellows-Jensen 1972, 1978, 1985). The primary focus of the investigation will be those place names which contain both Scandinavian and English elements, used to contain at least one Scandinavian or English element which was replaced by an element from the other language, contain at least one element which underwent a transformation to accommodate to the phonological system of the other language and contain elements which could belong to either of the languages but cannot be decided with absolute certainty. In this paper I also argue that names (specifically the above mentioned place-names) can conform to Muysken’s (2000) category of congruent lexicalization and that word-internal code-switching, and CS in general, is in fact a phenomenon that can occur in the case of hybrid place-names.

De Herkenbaarheid Van (Engels-Nederlandse) "Cognates" Tijdens Visuele Woordherkenning in Het Engels.

1981 ◽  
Vol 11 ◽  
pp. 210-226
Author(s):  
Gerard Nas
Keyword(s):  
Word Recognition ◽  
University Students ◽  
Lexical Decision ◽  
Visual Word Recognition ◽  
Language Teaching ◽  
The Other ◽  
Reading Process ◽  
First Year ◽  
Dutch Version ◽  
First Year University

Word recognition is an important part of the reading process. During word recognition a Dutch reader of English will regularly process English words wich in different ways resemble Dutch words. Many of them are cognate words. Some examples are: block, dance, beer, bath. If it could be shown that the meaning of such English words need not be learned but becomes available to a reader in the same way as it becomes available when their Dutch counterparts are processed in a Dutch context language teaching could benefit from that insight. Using a lexical decision paradigm with pseudo-cognates as stimuli (3 to 5 letter words) it was shown that the following types of cognates were recognised as such during visual word recognition in English by Dutch subjects (first year university students not specializing in English): 1. Dutch cognate words that had kept their spelling in an English context. 2. Dutch cognate words that in an English context were still homophonous with their Dutch version and differed in the spelling of only one phoneme from their Dutch counterparts (cf. the Dutch-English cognate pair TEKST-TEXT). Of all other types of cognate words, also those that were homophonous with their counterparts in the other language but differed in the spelling of two or more phonemes, the cognate status was not recognised. Applications of the results are discussed.

Students’ Attitude Towards Arabic Language Varieties: The Case of the Fuṣḥā Arabic

2017 ◽  
Vol 12 (2) ◽  
pp. 86-99
Author(s):  
Alhassan Abdur-Rahim Husein
Keyword(s):  
University Students ◽  
Positive Attitude ◽  
Arabic Language ◽  
The Other ◽  
Speech Community ◽  
American University ◽  
State Institutions ◽  
Egyptian Arabic ◽  
Language Varieties ◽  
Arabic Speaking

Abstract Arabic speaking countries live in diglossic communities. This is where two or more varieties of a language are used by the same speech community. This paper examines students’ attitude towards Arabic language varieties. It focuses mainly on Egyptian students’ attitude towards the fuṣḥā on one hand and the Egyptian Arabic (EA) variety on the other. A survey of fifty university students from the American University in Cairo and Ain Shams University, Cairo was conducted using the questionnaire instrument. The data was analysed descriptively. The study reveals that Egyptian students have a slightly positive attitude towards the fuṣḥā Arabic. Notwithstanding, they tend to exhibit positive affective and behavioural tendencies towards EA. Based on this, the study proposes that language planners and for that matter, Arab states should adopt a vibrant ‘status planning’, whereby fuṣḥā is properly recognized and widely used in official and state institutions and functions.

scholarly journals The Language Choice as A Reflection of Islamic Communication in The Quran-Japanese Translation

2020 ◽  
Vol 24 (1) ◽  
pp. 73
Author(s):  
Ely Triasih Rahayu ◽  
Ahmad Fauzan
Keyword(s):  
Qualitative Research ◽  
Positive Relationship ◽  
Language Choice ◽  
Arabic Language ◽  
The Other ◽  
Communication Process ◽  
Language Choices ◽  
The Sublime ◽  
Data Source ◽  
Japanese Translation

Ittishâl in Arabic language means message connectivity within a communication process. In Islam, a communication process requires the precision of language users in choosing a language. Language choice in Islamic communication aims at maintaining a positive relationship among humans (hablumminannâs), and humans’ sincere love to God (hablumminallâh). This qualitative research which data source is from surah An-Nisâʼ discusses how the Quran translated into Japanese language distinguishes language choices for humans (as God Servants) and those intended to praise God. There are noun word choices for God which are initiated with the kanji marker go/o (御) and not found in those referring to humans. Furthermore, there are respectful verbs (songkeigo) to praise the God’s actions, yet not for humans’. These language choice’s differences are intended to educate humans not to be arrogant or to always be humble because only God is the Sublime. The other objective is as the communication guidance in Islam, especially in performing prayers to always use polite languages to praise God that a sincere love will be created from the servants to the God.

scholarly journals Taisīr Ta‘līm Mahārat al-Kalām

2019 ◽  
Vol 1 (1) ◽  
pp. 101
Author(s):  
Ubaidillah Ubaidillah
Keyword(s):  
Social Communication ◽  
Language Teaching ◽  
Oral Communication ◽  
Arabic Language ◽  
The Other ◽  
Intellectual Activity ◽  
Important Means ◽  
Constructive Discussion ◽  
The One ◽  
Poor Care

<p class="ABSTRACT">Speech is the most important means of social communication in humans, and therefore is the most important part in the practice and use of language and the most dangerous skill of the four skills, which makes the teaching of speech, conversation, and oral communication is essential should be paid attention within the curriculum of language teaching, in order to enable learners to acquire the skills of speech and speech Constructive discussion and the ability to express and display information and the possibility of introducing himself and his intellectual activity to colleagues, family and teachers and express himself when he communicates with others and others. Given the importance of this skill and the seriousness of its place in the framework of language teaching on the one hand, and poor care in the reality of teaching Arabic language, especially Indonesia, on the other hand, this little research seeks to introduce the idea in facilitating the teaching of speech skill and its introductory attempts, which include theoretical and practical aspects to achieve this goal, By evaluating the reality of speech skill in the methods of language teaching and the attention it receives from all these methods and bring the steps of teaching this skill in an appropriate manner taking into account the communicative applications in its education and address the weakness of learners.</p>

Assessing Personality With Multi-Descriptor Items

2019 ◽  
Vol 35 (1) ◽  
pp. 117-125
Author(s):  
Johannes Schult ◽  
Rebecca Schneider ◽  
Jörn R. Sparfeldt
Keyword(s):  
University Students ◽  
Construct Validity ◽  
Big Five ◽  
Reliability And Validity ◽  
Personality Inventory ◽  
The Other ◽  
Short Version ◽  
Big Five Inventory ◽  
Personality Inventories

Abstract. The need for efficient personality inventories has led to the wide use of short instruments. The corresponding items often contain multiple, potentially conflicting descriptors within one item. In Study 1 ( N = 198 university students), the reliability and validity of the TIPI (Ten-Item Personality Inventory) was compared with the reliability and validity of a modified TIPI based on items that rephrased each two-descriptor item into two single-descriptor items. In Study 2 ( N = 268 university students), we administered the BFI-10 (Big Five Inventory short version) and a similarly modified version of the BFI-10 without two-descriptor items. In both studies, reliability and construct validity values occasionally improved for separated multi-descriptor items. The inventories with multi-descriptor items showed shortcomings in some factors of the TIPI and the BFI-10. However, the other scales worked comparably well in the original and modified inventories. The limitations of short personality inventories with multi-descriptor items are discussed.

The Politics of Arabic in Israel

2017 ◽  
Author(s):  
Camelia Suleiman
Keyword(s):  
Qualitative Methods ◽  
Language Policy ◽  
Language Choice ◽  
Minority Language ◽  
The Other ◽  
Official Language ◽  
Political Identities ◽  
Production Of Knowledge ◽  
The One

Arabic became a minority language in Israel in 1948, as a result of the Palestinian exodus from their land that year. Although it remains an official language, along with Hebrew, Israel has made continued attempts to marginalise Arabic on the one hand, and secutise it on the other. The book delves into these tensions and contradictions, exploring how language policy and language choice both reflect and challenge political identities of Arabs and Israelis. It combines qualitative methods not commonly used together in the study of Arabic in Israel, including ethnography, interviews with journalists and students, media discussions, and analysis of the production of knowledge on Arabic in Israeli academia.

Ideology and language choice: Catalan-speaking university students

2016 ◽  
Vol 11 (1) ◽  
pp. 107-129
Author(s):  
Raquel Casesnoves Ferrer ◽  
Josep À. Mas Castells
Keyword(s):  
University Students ◽  
Language Choice
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