Influence Of The Philosophers Ideas On Teaching Arabic In Light Of (Al-Tamayz) Al-Firharwi/ تأثيرأفكار الفلاسفة على تدریس اللغة العربية في ضوء ((التميز)) للفرهاروي

The rise of philosophy has coalesced with the start of the world, which means a "strategy". Whether that Strategy is linked to the teaching of a language or something else, and the only way to learn that strategy is through the thoughts of philosophers. This study is an attempt at the philosophy, philosophers, and strategy of their thinkings; whom' Abdul-‘Azīz Firhārvī has mentioned in his valuable manuscript Al-Tamyīz, and also this study will discuss the effects of applying these strategies on the teaching of Arabic Language that how to cultimate philosophical styles of study like;Analytical method, Deep Study Method, Traditional Method, Discusson Method, Practical Method’ within primary or secondary or higher education students.In addition, these methods will promote a technical understanding of Arabic Grammer among students.In this regard, 'Abdul-‘Azīz Firhārvī has selected some prominent philosophers in Al-Tamyīz. Further, it will highlight the selection of chosen philosophers as to why the thoughts of these philosophers have a possible and attainable effect on the teaching of the Arabic Language, and it will also discuss the influential importance of their work. Thus, this study will be beneficial for the teachers and trainers. Moreover, it will also become a landmark for the new researchers to link philosophy with Arabic language teaching.

Revisiting The Theory Of Translation: Investigating The Translation Divan-e Hafiz

Translation theory offers a complex phenomenon when source language (SL) is transported and communicated in the target language (TL). Therefore, it is a grave concern for a translator to utilize equivalent ideas in another language. The current investigation tried to analyze lexical collocations in Arabic literature poems from Divan-e Hafiz and compare interpretations made by A J. Arberry (1905–1969) and H. W. Clarke (1840-1905) in request to find the most widely recognized methods the two interpreters utilized and to uncover the benefits and imperfections relating to each technique. This paper investigated that strict, social, and semantic collocations are separately the most troublesome word mixes for interpreters to achieve the cycle. It further delineated that the most incessant methodology taken by the two interpreters was in the interpretation of the same word and, in a few cases, a decrease of the lexical relationship to limit contorting the structure, complex and semantic examples highlighted in poems while making a similar impact in the TL. This phenomenon provides an overview of how to teach Arabic literature translation well.

Vowels Reading Of Arabic Present Tense In Yaf’al Form For Lip And Coronal Articulation/ Pembacaan Vokal Pola Fiil Mudhori Yaf’al Bagi Artikulasi Bibir Dan Koronal

The Arabic vowel consists of three main vowels namely /a/ (fathah), the vowel /i/ (kasrah), and the vowel /u/ (dhammah). This study aims to analyze the vowels of the Arabic present tense in the pattern' af'al which is determined by the arrangement of letters. This study also aims to help read active verbs of yaf’al Arabic among Arabic language students who have difficulty determining the correct vowel of the three vowel fractions. In addition, this study can help linguists in general and Arabic in particular to determine the vowel reading of the letter 'ain (ع) on the active verb pattern of modern Arabic' af'al which is divided into vowels / a / (fathah), vowel /i/ (kasrah), and the vowel /u/ (dammah). This study uses a qualitative method. Samples of this study were taken from Al-Khalil dictionary as well as al-Ma'aniy online dictionary. Only three syllable active verbs are analyzed as the three syllable active verbs in Arabic will change to three different vowels when in the verb tense. The analysis is focused on the arrangement of the letters' ain (ع) in the past tense verb. Clearly, the study's findings have shown that the arrangement of 'ain (ع) on the active Arabic verb of the past affects the vowel on the 'ain (ع) active verb of the present Arabic. At the same time, this study provides an alternative that shows that the vowels at the letter 'ain (ع) of the active Arabic verb of the present time are non-random.

E-Teaching Of Arabic To Non-Native Speakers In Pandemic/ تعليم اللغة العربية للناطقين بغيرها عن بعد وفي عصر انتشار الاؤبئة

The article discusses modern media used during teaching Arabic to non-native speakers, especially e-learning which has become required in the new world, especially in the spread of infectious diseases. This situation urges the teaching system to switch to E-learning, which helps in studies, particularly during the lockdown period in the pandemic. It benefits the teaching by modern technologies and media in transmitting the language to learners. Learning Arabic has increased in recent times, and learners as a modern generation are using modern technologies to learn. This research on E-teaching of Arabic to non-native speakers in a pandemic is urgent, especially in the pandemic era. It must use media in teaching, especially in teaching Arabic. With the emergence of the Corona pandemic that has spread throughout the world, the demand raises high. The results were as following: use of media in education makes teaching more effective and integrated, give effective results, raises the competence of the teacher and the recipient of the language, increases attention and excitement among students, and develops the ability to teach with communication, and the media facilitate the education process even in the spread of diseases and does not interrupt the chain of education between the learner and the teacher. We arrived with results that the necessity of acquaintance with modern methods and technical means and using them will give fruitful results.

Fuzzy Delphi Method Application In The Development Of I-Aqran Module For Arabic Vocabulary Consolidation

The development of digital systems in learning is gaining attention at, significantly higher education level. Through the digital world, technological innovation makes social life and everyday lifestyle more accessible than ever before. The use of technology has a positive impact on lifestyle and has a positive impact on education. This study aims to obtain experts’ consensus on the appropriate and accurate elements to be included in the I-Aqran module as an approach to Arabic vocabulary consolidation in the learning of UiTM students. This study uses the Fuzzy Delphi Method (FDM), in which experts’ views and consensus on the six primary constructs containing 34 tested items are produced. Fifteen (15) experts were selected from seven (7) educational institutions in Malaysia as a study sample. The findings show that these experts arrived at a consensus on 27 tested items in which they have a mean score and experts’ evaluation of less than the threshold value(d) ≤ 0.2. The percentage of these experts’ consensus also shows that 27 items tested are above the value of 75%, while seven remaining tested items prove otherwise and therefore rejected. All items that gained experts’ consensus are then listed down in tables based on sequence ranking and its relation from least important to most important items. This study can benefit not only lecturers and students for Arabic vocabulary consolidation but also the developer of learning modules in transforming education through collaboration with interactive technology.

What Is The Effective Arabic Communication And Learning Model In Digital Learning During The Corona Crisis/ ما هو نموذج التواصل والتعلم العربي الفعال في التعلم الرقمي أثناء أزمة كورونا

Almost all countries in the world are helpless, and people are feared in the face of the Coronavirus, to the point that millions of schools are closed, and this impact may be more severe than the impact of the disease itself, economically and medically. This experience will be engraved in the memories of children and adults, especially teachers and students. This paper describes some hidden aspects, especially the positive ones from the pandemic. The subjects of this study were students and lecturers at King Fahd University of Petroleum and Minerals (KFUPM). By using this type of research descriptive case study. Data obtained from observations of the lecture process, student communication with lecturers, and the faculty or university are equipped with survey data to support it. The results showed that students and lecturers could adapt and commit to performance, improve electronic skills, flexibility in learning, and obtain information. In addition, the university's efforts have a positive impact on the development of distance education, the use of digital technology to increase student participation in online learning opportunities, develop faculty members, and help them reach their potential. The Deanship of Academic Development (DAD) organizes various academic development workshops, discussion forums, and symposiums involving international, national, and local experts. Also sponsors activities related to teaching, student learning, assessment, and curriculum. The staff is ready around the clock to help and solve technical problems. This makes it easier for lecturers to use programs and platforms to teach students through their accounts using university usernames and passwords (KFUPM), such as the Blackboard and Microsoft teams. Universities used electronic learning systems for teaching and exams before the Corona crisis, but the crisis made it develop faster. The course is achieved through online study, students choose Microsoft's form as the preferred system, and most students interact with lecturers after lectures. The majority see that the professor's style is attractive to students in online learning, lecturers are responsible for dealing with monotonous material, and students can have online discussions.

The Deliberative Approach In Teaching Dialogue Texts To Middle School Students/ المقاربة التداولية في تدريس النصوص الحوارية لتلاميذ المرحلة المتوسطة

This research deals with the deliberative approach in teaching the dialogic text in middle school;given the importance of this approach, which is concerned with language during its use and goes beyond the vocalized formto search for its hidden meaning and purposes. This research was initiated by defining the terms of the study;then we dealt with the reality of teaching the dialogue text in the middle stage, where we reviewed the method or approach by which the dialogue text is taught in the Algerian middle school.The research also included the importance of adopting the deliberative approach in teaching the dialogue text and the method of investing it in the learning-teaching process.As the most appropriate alternative, given the mechanisms and techniques it provides that make the process of teaching the dialogue text more interactive and active, then we concluded the research with a set of results that we reached. The main approach that we adopted in this research is the qualitative approach which is based on collecting qualitative data as a first stage, and then we used qualitative analysis in presenting and analyzing this data and through discussing of these data, we came to important results and conclusions. As for the type; we have relied this study through our attempt to search for methods and techniques dialogue texts to middle school students and their suitability to the nature of the dialogue text. As it a communicative text, in its teaching we need an approach that touches its various interactive aspects; Whether it is apparent or implicit on the one hand, and also the effectiveness of these methods in stimulating motivation, suspense and attracted students on the other hand; We also relied on primary and secondary sources. And we have reached a set of conclusions, which summarize it stressing the importance of adopting the deliberative approach in teaching dialogic texts. This is due to the mechanisms and techniques that provides it and make the process of teaching the dialogue text more interactive and dynamic

The Method Of Reading In Arabic Teaching Based On The Psychological Linguistic/ طريقة القراءة في تعليم اللغة العربية بناء على نظرة علم النفس اللغوي

This study discusses reading methods in Arabic learning which are based on psycholinguistics. This study is motivated by the existing of teachers who have difficulties in choosing appropriate method for foreign beginners in learning Arabic, and accordance with the study of psycholinguistics. Therefore, this study aims to find out learning methods that are built from the study of psychology, and make a teacher easier to compile material that is suitable in accordance with the conditions and students’ thought level, as well as provide an overview in making methods that are suitable for all levels of students. The method used to apply this research is literature study in the form of documentations such as Arabic books and Indonesian language literature, as well as conducting in depth analysis in a inductive way so that obtain independent information. The results of this study are reading methods in Arabic learning consists of 3 things: First, basic understanding related to the reading method. Second, reading method in Arabic language learning has advantages because of its purpose, with handbooks prepared as reading material, and additional books to expand knowledge (information), and with its foundation that becomes the basis. Third, the teacher’s steps in applying reading method. The theory of psychological science in reading method consists of 7 things. First, the understanding of reading. Second, the opinion of expert related to the reading. Third, the patterns of reading in psychology. Fourth, the way of interact with books. Fifth, the strategy of reading. Sixth, text and reader. Seventh, the role of reading in producing an article.

Employing Technological Pedagogical Content Knowledge (TPACK) Skill Among Teachers in Preparing Online School Assessment for Home-Based Learning

The Technological Pedagogical Content Knowledge (TPACK) framework is crucial for every educators and teachers when dealing with teaching and learning by using technology. There are three essential components of TPACK which have to be fully mastered in order to conduct any teaching and learning session via whatever technological means and platforms, especially in the current situation of COVID-19 pandemic which requires the teacher to adapt with suitable teaching and learning remote strategies including online assessment. This study is conducted to investigate the level of technological pedagogical content knowledge (TPACK) skill among Arabic school teachers in preparing online assessment for remote teaching and learning prior to a training workshop organized by the Malaysian branch of Islamic World Educational, Scientific and Cultural Organization, ICESCO-KUIS and Islamic Education Unit, Ministry of Education, Malaysia. The main author has been conducting the TPACK training module among 56 Arabic school teachers in Johor, Malaysia on 5-6 October, 2020 from selected all districts, while only 40 of them responded to the survey after the workshop via Google Form. Moreover, all participants were responding concurrently to the open-ended survey during the workshop via Mentimeter.com. This research instruments were investigating the teachers’ knowledge about three essential components of TPACK, which include technology, content, and pedagogy as well their suggestions and feedbacks towards employing online assessment and effectiveness of conducted workshop. The findings are expected in contributing towards the understanding of the teacher’s level of knowledge in technology, pedagogy, and content among Arabic school teachers in Malaysia especially for online teaching and assessment. The study may also beneficial to other similar settings where the technology has not been effectively utilized by teachers in schools.