Pub Date : 2021-07-08DOI: 10.22515/ATHLA.V2I1.3527
Isninda Nur Masithoh
The objectives of this research are to describe a Comparison of the process of implementing Strategies speaking skills (delivering Arabic and English speeches) in the extracurricular program that include objectives, material, methods, and assessments in junior high school of boarding Qur'an Daarul Fath. This research uses qualitative type. Located at junior high school of boarding Qur'an Daarul Fath in January 2020-June 2020. The Subject in this study is a speech adviser. For the collection of data by way of observation, interview, and documentation. And to test the reliability of the data using the triangulation of the source. Then it was analyzed by interactive model: data collection, data presentation, and conclusion. The result of the comparison of the implementation of delivering Arabic speech and English speech which includes (1) the purpose of the implementation of Arabic and English speech is to improve students speaking skills and develop there, (2) Material used in Arabic speech from text compiled by students and in English speech from text taken from books, (3) Arabic speech method with memorization method and English speech with memorization and reading method, (4) The assessment of Arabic and English speeches using observation method, (5) The influence of Arabic speakers in improving speaking skills include influencing students to use Arabic in conversation, expand vocabularies, develop students writing skills through freewriting, the influence of English speech influence students to use English in conversation and get used to it.
{"title":"Speaking Skills Strategies (Arabic and English Speeches) In Extracurricular Programs of Boarding Qur’an / إستراتيجية مهارة الكلام (الخطابة العربية و الخطابة الإنجليزية) في البرنامج اللآمنهجي بمعهد تحفيظ القرآن","authors":"Isninda Nur Masithoh","doi":"10.22515/ATHLA.V2I1.3527","DOIUrl":"https://doi.org/10.22515/ATHLA.V2I1.3527","url":null,"abstract":"The objectives of this research are to describe a Comparison of the process of implementing Strategies speaking skills (delivering Arabic and English speeches) in the extracurricular program that include objectives, material, methods, and assessments in junior high school of boarding Qur'an Daarul Fath. This research uses qualitative type. Located at junior high school of boarding Qur'an Daarul Fath in January 2020-June 2020. The Subject in this study is a speech adviser. For the collection of data by way of observation, interview, and documentation. And to test the reliability of the data using the triangulation of the source. Then it was analyzed by interactive model: data collection, data presentation, and conclusion. The result of the comparison of the implementation of delivering Arabic speech and English speech which includes (1) the purpose of the implementation of Arabic and English speech is to improve students speaking skills and develop there, (2) Material used in Arabic speech from text compiled by students and in English speech from text taken from books, (3) Arabic speech method with memorization method and English speech with memorization and reading method, (4) The assessment of Arabic and English speeches using observation method, (5) The influence of Arabic speakers in improving speaking skills include influencing students to use Arabic in conversation, expand vocabularies, develop students writing skills through freewriting, the influence of English speech influence students to use English in conversation and get used to it.","PeriodicalId":180146,"journal":{"name":"ATHLA : Journal of Arabic Teaching, Linguistic and Literature","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123296071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-08DOI: 10.22515/ATHLA.V2I1.3632
Rif’atul Fadhilah
This study aims to describe the difficulty of students in writing Insya' Usbu'i. The method of the study is a descriptive qualitative method, while the research subject is santriwati, and the data source in this study is the director of the institute and the supervisor. The data collection techniques used in this study are interviews, observations, and documents. The result of this study can be known that: 1) the difficulty of students in insya' includes the lack of vocabulary that students have and the low understanding of students to nahwu Sharaf; 2) composing sentences include difficulty in choosing vocabulary, syntax, and morphological grammar accuracy, 2) The first language of the students still dominates so that interest in Arabic is still lacking; 3) the efforts of teachers to improve students' ability to write Insha' is to give notes one by one of the students' work and explain each mistake.
{"title":"The Difficulty in Writing Insya' Weekely Program and Its Solution Given by the Teacher in Ponpes Muharrikun Najah Klaten / صعوبات كتابة الإنشاء الأسبوعي وحلّ المعلّم عليها بمعهد محرّك النّجاح بكلاتين","authors":"Rif’atul Fadhilah","doi":"10.22515/ATHLA.V2I1.3632","DOIUrl":"https://doi.org/10.22515/ATHLA.V2I1.3632","url":null,"abstract":"This study aims to describe the difficulty of students in writing Insya' Usbu'i. The method of the study is a descriptive qualitative method, while the research subject is santriwati, and the data source in this study is the director of the institute and the supervisor. The data collection techniques used in this study are interviews, observations, and documents. The result of this study can be known that: 1) the difficulty of students in insya' includes the lack of vocabulary that students have and the low understanding of students to nahwu Sharaf; 2) composing sentences include difficulty in choosing vocabulary, syntax, and morphological grammar accuracy, 2) The first language of the students still dominates so that interest in Arabic is still lacking; 3) the efforts of teachers to improve students' ability to write Insha' is to give notes one by one of the students' work and explain each mistake.","PeriodicalId":180146,"journal":{"name":"ATHLA : Journal of Arabic Teaching, Linguistic and Literature","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128135736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-08DOI: 10.22515/ATHLA.V2I1.3630
Jauharul Rohas, Duwi Saputro
This study aims to determine student responses to learning Arabic online at Madrasah Tsanawiyah Negeri Surakarta 1. The research method uses descriptive methods with a questionnaire technique by asking as many as 5 questions to students of MTs Negeri Surakarta 1 class VII, VIII, and IX as many as 417 through filling in the questions distributed to all respondents in the form of google form. Based on the data, it was found that the Arabic learning media most used by teachers was WhatsApp, while the media most liked by students when learning Arabic online was What's App with 47% of respondents, Goole Meet 22% of respondents, and Google Classroom 22% of respondents. The problems faced by students during online learning are (1) Students have difficulty understanding the material 51% of respondents (2) No quota 8% of respondents (3) Internet networks are often disconnected 13% of respondents (4) Lack of direct explanation of the material using Google meet, zoom 23% of respondents (5) Number of tasks given by the teacher 5% of respondents. Learning Arabic online is still a lot of problems because a teacher and an institution are more prepared for online learning.
本研究旨在确定学生对在沙特阿拉伯第一宗教学校在线学习阿拉伯语的反应。研究方法采用描述性方法和问卷调查法，通过填写以谷歌表格形式分发给所有受访者的问题，向MTs Negeri Surakarta 1班七、八、九年级的学生提问多达5个问题，多达417个问题。根据数据发现，教师使用最多的阿拉伯语学习媒体是WhatsApp，而学生在线学习阿拉伯语时最喜欢的媒体是What's App (47%)， Google Meet(22%)和Google Classroom(22%)。学生在在线学习中面临的问题是(1)学生理解材料有困难(51%的受访者)(2)没有配额(8%的受访者)(3)互联网经常断开(13%的受访者)(4)使用Google meet, zoom对材料缺乏直接解释(23%的受访者)(5)教师给出的任务数量(5%的受访者)。在线学习阿拉伯语仍然有很多问题，因为老师和机构对在线学习做了更多的准备。
{"title":"Students’ Response Toward Online Arabic Lenguage Learning in Madrasah Tsanawiyah Negeri Surakarta 1/ Respon Siswa Terhadap Pembelajaran Bahasa Arab daring di Madrasah Tsanawiyah Negeri Surakarta 1","authors":"Jauharul Rohas, Duwi Saputro","doi":"10.22515/ATHLA.V2I1.3630","DOIUrl":"https://doi.org/10.22515/ATHLA.V2I1.3630","url":null,"abstract":"This study aims to determine student responses to learning Arabic online at Madrasah Tsanawiyah Negeri Surakarta 1. The research method uses descriptive methods with a questionnaire technique by asking as many as 5 questions to students of MTs Negeri Surakarta 1 class VII, VIII, and IX as many as 417 through filling in the questions distributed to all respondents in the form of google form. Based on the data, it was found that the Arabic learning media most used by teachers was WhatsApp, while the media most liked by students when learning Arabic online was What's App with 47% of respondents, Goole Meet 22% of respondents, and Google Classroom 22% of respondents. The problems faced by students during online learning are (1) Students have difficulty understanding the material 51% of respondents (2) No quota 8% of respondents (3) Internet networks are often disconnected 13% of respondents (4) Lack of direct explanation of the material using Google meet, zoom 23% of respondents (5) Number of tasks given by the teacher 5% of respondents. Learning Arabic online is still a lot of problems because a teacher and an institution are more prepared for online learning.","PeriodicalId":180146,"journal":{"name":"ATHLA : Journal of Arabic Teaching, Linguistic and Literature","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134082100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-06DOI: 10.22515/ATHLA.V2I1.3530
Mimi Jamilah
There are two studies in this discussion: How to learn in Arabic and use the book "Durusu Al Lughah Arabiyah in learning Arabic." Therefore, this research will discuss "The use of the book" Durusu al lughah al Arabiyah "in Arabic learning." The research objectives are as follows: 1) To determine learning in Arabic and 2) to determine the use of the book "Durusu Al-Lughah Al-Arabiyyah" in learning Arabic. To identify these problems in-depth and thoroughly, this study used a qualitative research method. The results of the study found that: In the book "Durusu Al-Lughah Al-Arabiyyah" there is about maharah istima ', qiro'ah, kalam, and kitabah, the book is also easy to learn by students, who learn Arabic using the book "Durusu Al-Lughah Al-Arabiyyah”.
在这个讨论中有两个研究:如何学习阿拉伯语和使用《学习阿拉伯语的Durusu Al Lughah Arabiyah》这本书。因此，本研究将讨论《Durusu al lughah al Arabiyah》一书在阿拉伯语学习中的使用。研究目的如下:1)确定用阿拉伯语学习;2)确定《Durusu Al-Lughah Al-Arabiyyah》这本书在学习阿拉伯语中的使用情况。为了深入彻底地识别这些问题，本研究采用了定性研究方法。研究结果发现:《Durusu Al-Lughah Al-Arabiyyah》一书中有关于maharah istima’、qiro’ah、kalam、kitabah的内容，学生也很容易学习，他们通过《Durusu Al-Lughah Al-Arabiyyah》学习阿拉伯语。
{"title":"Application of the Book ”Durusu al Lughah al Arabiyah” on Arabic Learning/ استخدام كتاب \"دروس اللغة العربية\" في تعليم اللغة العربية","authors":"Mimi Jamilah","doi":"10.22515/ATHLA.V2I1.3530","DOIUrl":"https://doi.org/10.22515/ATHLA.V2I1.3530","url":null,"abstract":"There are two studies in this discussion: How to learn in Arabic and use the book \"Durusu Al Lughah Arabiyah in learning Arabic.\" Therefore, this research will discuss \"The use of the book\" Durusu al lughah al Arabiyah \"in Arabic learning.\" The research objectives are as follows: 1) To determine learning in Arabic and 2) to determine the use of the book \"Durusu Al-Lughah Al-Arabiyyah\" in learning Arabic. To identify these problems in-depth and thoroughly, this study used a qualitative research method. The results of the study found that: In the book \"Durusu Al-Lughah Al-Arabiyyah\" there is about maharah istima ', qiro'ah, kalam, and kitabah, the book is also easy to learn by students, who learn Arabic using the book \"Durusu Al-Lughah Al-Arabiyyah”.","PeriodicalId":180146,"journal":{"name":"ATHLA : Journal of Arabic Teaching, Linguistic and Literature","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133812795","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-31DOI: 10.22515/ATHLA.V2I1.3399
Roojil Fadillah
Microteaching is one of the media that develops skills suitable for teachers in improving Arabic teaching skills. For prospective teachers, the advantages of implementing microteaching practice can provide an authentic experience and practice some skills so that future teachers can create an effective, efficient, and attractive Arabic learning process. This study aims to determine the level of teaching skills of prospective teachers with peers as supervisors, knowing the difficulties before and during the microteaching process. The approach in this research is robust, with quantitative descriptive as the method. After the data collected, quantitative data processing is carried out in the following ways: a) Editing, all documents are checked completeness after respondents fill in: b) Coding and Data entry, done manually: c) Data cleaning: d) Data is then analyzed, data analysis is done with simple univariate analysis. The results showed that students' skills in drawing up a Learning Implementation Plan (Rencana Pelaksanaan Pembelajaran) were 74.1%, student skills in providing learning media that supported learning were 76.4%, student skills in using learning methods were 77%, and student skills in conducting variations, discussions, explaining materials by 75%. The average score of prospective teachers in the microteaching of the Arabic Language Education Study Program of Muhammadiyah University of Yogyakarta is 76.4%. The difficulties faced by future teachers in microteaching practice with peers as tutors are summarized in several points, (1) Rpp Building Skills, (2) Incompatibility between reality in the classroom and RPP, (3) Lack of teacher confidence, (4) Difficulty using learning media, (5) Difficulty in teaching basic skills. The difficulties of basic teaching skills are opening and closing lessons, classroom management skills, group forming skills, explaining skills, and variation making skills.
{"title":"Analysis of the Teaching Difficulty by University Students of Arabic Language Education through Microteaching Practices/ Analisis Kesulitan Mengajar Mahasiswa Pendidikan Bahasa Arab Melalui Praktik Microteaching","authors":"Roojil Fadillah","doi":"10.22515/ATHLA.V2I1.3399","DOIUrl":"https://doi.org/10.22515/ATHLA.V2I1.3399","url":null,"abstract":"Microteaching is one of the media that develops skills suitable for teachers in improving Arabic teaching skills. For prospective teachers, the advantages of implementing microteaching practice can provide an authentic experience and practice some skills so that future teachers can create an effective, efficient, and attractive Arabic learning process. This study aims to determine the level of teaching skills of prospective teachers with peers as supervisors, knowing the difficulties before and during the microteaching process. The approach in this research is robust, with quantitative descriptive as the method. After the data collected, quantitative data processing is carried out in the following ways: a) Editing, all documents are checked completeness after respondents fill in: b) Coding and Data entry, done manually: c) Data cleaning: d) Data is then analyzed, data analysis is done with simple univariate analysis. The results showed that students' skills in drawing up a Learning Implementation Plan (Rencana Pelaksanaan Pembelajaran) were 74.1%, student skills in providing learning media that supported learning were 76.4%, student skills in using learning methods were 77%, and student skills in conducting variations, discussions, explaining materials by 75%. The average score of prospective teachers in the microteaching of the Arabic Language Education Study Program of Muhammadiyah University of Yogyakarta is 76.4%. The difficulties faced by future teachers in microteaching practice with peers as tutors are summarized in several points, (1) Rpp Building Skills, (2) Incompatibility between reality in the classroom and RPP, (3) Lack of teacher confidence, (4) Difficulty using learning media, (5) Difficulty in teaching basic skills. The difficulties of basic teaching skills are opening and closing lessons, classroom management skills, group forming skills, explaining skills, and variation making skills.","PeriodicalId":180146,"journal":{"name":"ATHLA : Journal of Arabic Teaching, Linguistic and Literature","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129046438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-27DOI: 10.22515/ATHLA.V2I1.3373
Adi Supardi, Muhammad Wildan Burhanuddin
This research focuses on the analysis of the meaning field on a series of word synonyms nasaba-nasala, hadhona-kafala, and syarofa-sâda, so that the meaning found can facilitate contextualization in translating sentences. This study aims to look at the field of meaning of tarâduf in the analysis of the words nasaba-nasala, hadhona-kafala, and syarofa-sâda in the Khulâshoh Nûrul Yakin book so that the field of meaning of tarâduf (word synonyms) can form a relationship between several words into a similarity of meaning. The research method used a content analysis study with a qualitative descriptive approach in the literature of the book Khulâshoh Nûrul Yakin. The results show that the lexical meaning of nasaba-nasala is descent, the meaning of hadhona-kafala is to take care, and syarofa-sâda is noble. Meanwhile, the situational meaning of the context results in the result that nasaba is hereditary due to family biological factors, while nasala is hereditary due to ethnicity and state factors, then hadhona is taken care of due to breastfeeding custody, while kafala is taking care of, caring for family responsibilities, then syarofa is the glory that the personal business factor of the actor of the group is obtained, while sâda is the glory because of the descent of the group or tribe.
本研究重点分析了一系列同义词nasaba-nasala、hadhona-kafala和syarfa - s da的意义场，以便在翻译句子时便于语境化。本研究旨在通过对《khulalshoh nrul Yakin》中nasaba-nasala、hadhona-kafala、syarofa- s达三个词的分析来考察tar duf的意义场，从而使tar duf(同义词)的意义场能够将几个词之间的关系形成意义相似。研究方法采用内容分析研究与定性描述的方法在书中的文献khul shoh n rul Yakin。结果表明，“nasaba-nasala”的词义为“降”，“hadhona-kafala”的词义为“照顾”，“syarfa - s”的词义为“高贵”。同时,上下文的情景意义结果的结果nasaba遗传是因为家庭生物因素,虽然nasala世袭由于种族和国家的因素,然后hadhona照顾是由于母乳喂养监护权,虽然的卡法拉是照顾,照顾家庭的责任,然后syarofa荣耀,个人业务因素的演员组,而萨达是荣耀,因为组或部落的后裔。
{"title":"Tarâduf Analysis in Khulâshoh Nûrul Yakin Juz 1 Part 1/ Analisis Tarâduf dalam Khulâshoh Nûrul Yakin Juz 1 Bagian 1","authors":"Adi Supardi, Muhammad Wildan Burhanuddin","doi":"10.22515/ATHLA.V2I1.3373","DOIUrl":"https://doi.org/10.22515/ATHLA.V2I1.3373","url":null,"abstract":"This research focuses on the analysis of the meaning field on a series of word synonyms nasaba-nasala, hadhona-kafala, and syarofa-sâda, so that the meaning found can facilitate contextualization in translating sentences. This study aims to look at the field of meaning of tarâduf in the analysis of the words nasaba-nasala, hadhona-kafala, and syarofa-sâda in the Khulâshoh Nûrul Yakin book so that the field of meaning of tarâduf (word synonyms) can form a relationship between several words into a similarity of meaning. The research method used a content analysis study with a qualitative descriptive approach in the literature of the book Khulâshoh Nûrul Yakin. The results show that the lexical meaning of nasaba-nasala is descent, the meaning of hadhona-kafala is to take care, and syarofa-sâda is noble. Meanwhile, the situational meaning of the context results in the result that nasaba is hereditary due to family biological factors, while nasala is hereditary due to ethnicity and state factors, then hadhona is taken care of due to breastfeeding custody, while kafala is taking care of, caring for family responsibilities, then syarofa is the glory that the personal business factor of the actor of the group is obtained, while sâda is the glory because of the descent of the group or tribe.","PeriodicalId":180146,"journal":{"name":"ATHLA : Journal of Arabic Teaching, Linguistic and Literature","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127489090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-25DOI: 10.22515/ATHLA.V1I2.3338
Reni Riyana
Arabic is generally taught in official educational institutions such as schools and institutions under the auspices of the government, the object of learning usually includes the age of school children. There is an institution called Imam Al-Bukhari, which conducts Arabic learning for adults, especially mothers. This study aims to reveal the process of learning Arabic for mothers at the Imam Al-Bukhari Islamic boarding school. This research uses the descriptive qualitative method. Because in this study, the results will be presented in the form of descriptive sentences. Data collection was carried out by interview, observation and documentation. The data analysis process goes through several stages. including data validation, presenting data, concluding. The result of this research is the method used in learning Arabic level 2 and level 3 is a mixed method. In level 2 learning it was found that mothers had mastered the material during the learning process. Likewise, mothers for level 3 have mastered the learning material provided during the learning process.
{"title":"Teaching Arabic to Mothers at Islamic Boarding School/ تعليم اللغة العربية للأمهات في المعهد الإسلامي","authors":"Reni Riyana","doi":"10.22515/ATHLA.V1I2.3338","DOIUrl":"https://doi.org/10.22515/ATHLA.V1I2.3338","url":null,"abstract":"Arabic is generally taught in official educational institutions such as schools and institutions under the auspices of the government, the object of learning usually includes the age of school children. There is an institution called Imam Al-Bukhari, which conducts Arabic learning for adults, especially mothers. This study aims to reveal the process of learning Arabic for mothers at the Imam Al-Bukhari Islamic boarding school. This research uses the descriptive qualitative method. Because in this study, the results will be presented in the form of descriptive sentences. Data collection was carried out by interview, observation and documentation. The data analysis process goes through several stages. including data validation, presenting data, concluding. The result of this research is the method used in learning Arabic level 2 and level 3 is a mixed method. In level 2 learning it was found that mothers had mastered the material during the learning process. Likewise, mothers for level 3 have mastered the learning material provided during the learning process.","PeriodicalId":180146,"journal":{"name":"ATHLA : Journal of Arabic Teaching, Linguistic and Literature","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132585053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-31DOI: 10.22515/ATHLA.V1I1.3166
Hafidah Hafidah
This study aims to describe the learning of Qawa'id al Lughah al Arabiyah with an active learning strategy that makes it easy for students to learn materials that have been considered difficult. These objectives are detailed by 1) identifying active learning methods used in sharf and nahwu lectures; 3) describe the steps of learning activities for each method; 4) explain the competency achievements obtained by students. This study used a qualitative approach with data analysis used in this study including unit processing, categorization, checking the validity of the data, and interpreting the data. The data analysis process was carried out interactively starting from data collection, data reduction, data presentation, and drawing conclusions. The results of this study explain that learning Qawa'id al-Lughah al-'Arabiyah (Sharf and Nahwu) is carried out using active learning strategies, namely Jigsaw, Small Group Discussion, Reading a load, Peer Tutors, and games. This makes students able to attain competence in three educational domains, namely attitude (affective), knowledge (cognitive), and skills (psychomotor) proportionally, and more comprehensively understand materials that have been considered difficult so far.
本研究旨在用一种积极的学习策略来描述Qawa'id al Lughah al Arabiyah的学习，这种学习策略可以使学生轻松地学习被认为是困难的材料。这些目标通过1)识别sharf和nahwu讲座中使用的主动学习方法来详细说明;3)描述每种方法的学习活动步骤;4)解释学生所获得的胜任力成就。本研究采用定性方法，本研究使用的数据分析包括单元处理、分类、数据有效性检验和数据解释。数据分析过程从数据收集、数据简化、数据呈现、得出结论等交互式进行。本研究的结果解释了学习Qawa'id al- lughah al-'Arabiyah (Sharf and Nahwu)是使用主动学习策略进行的，即拼图、小组讨论、阅读量、同伴导师和游戏。这使学生能够在态度(情感)、知识(认知)和技能(精神运动)三个教育领域中按比例获得能力，并更全面地理解迄今为止被认为是困难的材料。
{"title":"Learning Qawa'id Al-Lughah Al-'Arabiyyah with Active Learning Strategies/ Pembelajaran Qawa’id Al-Lughah Al-‘Arabiyah dengan Strategi Pembelajaran Aktif","authors":"Hafidah Hafidah","doi":"10.22515/ATHLA.V1I1.3166","DOIUrl":"https://doi.org/10.22515/ATHLA.V1I1.3166","url":null,"abstract":"This study aims to describe the learning of Qawa'id al Lughah al Arabiyah with an active learning strategy that makes it easy for students to learn materials that have been considered difficult. These objectives are detailed by 1) identifying active learning methods used in sharf and nahwu lectures; 3) describe the steps of learning activities for each method; 4) explain the competency achievements obtained by students. This study used a qualitative approach with data analysis used in this study including unit processing, categorization, checking the validity of the data, and interpreting the data. The data analysis process was carried out interactively starting from data collection, data reduction, data presentation, and drawing conclusions. The results of this study explain that learning Qawa'id al-Lughah al-'Arabiyah (Sharf and Nahwu) is carried out using active learning strategies, namely Jigsaw, Small Group Discussion, Reading a load, Peer Tutors, and games. This makes students able to attain competence in three educational domains, namely attitude (affective), knowledge (cognitive), and skills (psychomotor) proportionally, and more comprehensively understand materials that have been considered difficult so far.","PeriodicalId":180146,"journal":{"name":"ATHLA : Journal of Arabic Teaching, Linguistic and Literature","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115582752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-23DOI: 10.22515/ATHLA.V1I1.3048
Damar Gemilang, Hastuti Listiana
This article discusses the media of learning Arabic language, through library studies that focus on distributing material effectively to students without making them boring. The limited creations and variations in learning as well as the low ability of Arabic language maharah of students make the role of the media so important. The selection of media correctly, can improve the mastery of material skills, motivate, and stimulate students. Through library studies from journals, papers, and books on learning media for the Arabic curriculum which are then analyzed and concluded data will be obtained about learning media for the Arabic curriculum which is useful for teachers. There are several rules in determining the media that will be used by taking into account the direction and objectives of learning, types of learning strategies, understanding the characteristics of the media by the teacher, in terms of cost suitability, media readiness, quality, and environment to operate the media. In terms of functions related to sensing devices, the media are divided into visual media, audio media, and audiovisual media. Meanwhile, viewed from the viewpoint in Arabic and that maharah, the media can be grouped into learning media mufrodat, nahwu-shorof, and Arabic language skills consisting of media istima', qiro'ah, kitabah, and kalam. This can help academics in applying media correctly in the learning of the Arabic language curriculum.One of the elements of learning Arabic is the student's Arabic learning strategy. But there are still some students who have not found the right strategy for learning Arabic, because of a lack of knowledge about Arabic learning strategies, especially the Oxford model of language learning strategies. The purpose of this study was to describe the implementation of the Arabic language learning strategy for students in the Oxford model of Madrasah Ibitidaiyah Al Islam Kartasura students.This research is descriptive qualitative, as for the research site at Madrasah Ibitidaiyah Al Islam Kartasura. This research was conducted from March to June 2020. The subjects in this study were students of class V A at Madrasah Ibitidaiyah Al Islam Kartasura. The informants in this study were the fifth grade Arabic teachers at Madrasah Ibitidaiyah Al Islam Kartasura. Data collection methods used were interviews, observation and documentation.The conclusion of this study is that students use Arabic learning strategies in the Oxford model because there are indications that students are using their learning. The strategies used are memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies, and social strategies. The strategy that is often used by students is the memorial strategy.
本文讨论了学习阿拉伯语的媒介，通过图书馆研究，重点是有效地向学生分发材料，而不是让他们感到无聊。学生在学习中有限的创造和变化，以及学生的阿拉伯语领袖能力低下，使得媒体的作用变得如此重要。正确选择媒体，可以提高对材料技能的掌握，调动学生的积极性，激发学生的积极性。通过图书馆对阿拉伯语课程学习媒体的期刊、论文和书籍进行研究，然后对其进行分析和总结，将获得有关阿拉伯语课程学习媒体的数据，这对教师很有用。考虑到学习的方向和目标、学习策略的类型、教师对媒体特征的理解、成本适宜性、媒体准备程度、质量和媒体运营环境，在确定将使用的媒体时有几条规则。根据与传感设备相关的功能，媒体分为视觉媒体、音频媒体和视听媒体。同时，从阿拉伯语和maharah的角度来看，媒体可以分为学习媒体mufrodat、nahuu -shorof和阿拉伯语的语言技能，包括media istima’、qiro’ah、kitabah和kalam。这有助于学者在阿拉伯语课程学习中正确应用媒体。学习阿拉伯语的要素之一是学生的阿拉伯语学习策略。但是，仍然有一些学生没有找到正确的学习阿拉伯语的策略，因为缺乏对阿拉伯语学习策略的了解，特别是语言学习策略的牛津模型。本研究的目的是描述在牛津模式下伊比提达耶伊斯兰学校学生阿拉伯语学习策略的实施情况。这项研究是描述性定性的，如在伊斯兰卡尔塔苏拉Madrasah Ibitidaiyah Al Islam Kartasura的研究地点。该研究于2020年3月至6月进行。本研究的对象是伊斯兰教卡尔塔苏拉伊斯兰学校V A班的学生。本研究的调查对象是伊斯兰教卡尔塔苏拉Madrasah Ibitidaiyah Al Islam的五年级阿拉伯语教师。使用的数据收集方法为访谈、观察和文献。本研究的结论是，学生在牛津模型中使用阿拉伯语学习策略是因为有迹象表明学生正在使用他们的学习。使用的策略有记忆策略、认知策略、补偿策略、元认知策略、情感策略和社会策略。学生常用的策略是记忆策略。
{"title":"Teaching Media in the Teaching of Arabic Language/ Media Pembelajaran dalam Pembelajaran Bahasa Arab","authors":"Damar Gemilang, Hastuti Listiana","doi":"10.22515/ATHLA.V1I1.3048","DOIUrl":"https://doi.org/10.22515/ATHLA.V1I1.3048","url":null,"abstract":"This article discusses the media of learning Arabic language, through library studies that focus on distributing material effectively to students without making them boring. The limited creations and variations in learning as well as the low ability of Arabic language maharah of students make the role of the media so important. The selection of media correctly, can improve the mastery of material skills, motivate, and stimulate students. Through library studies from journals, papers, and books on learning media for the Arabic curriculum which are then analyzed and concluded data will be obtained about learning media for the Arabic curriculum which is useful for teachers. There are several rules in determining the media that will be used by taking into account the direction and objectives of learning, types of learning strategies, understanding the characteristics of the media by the teacher, in terms of cost suitability, media readiness, quality, and environment to operate the media. In terms of functions related to sensing devices, the media are divided into visual media, audio media, and audiovisual media. Meanwhile, viewed from the viewpoint in Arabic and that maharah, the media can be grouped into learning media mufrodat, nahwu-shorof, and Arabic language skills consisting of media istima', qiro'ah, kitabah, and kalam. This can help academics in applying media correctly in the learning of the Arabic language curriculum.One of the elements of learning Arabic is the student's Arabic learning strategy. But there are still some students who have not found the right strategy for learning Arabic, because of a lack of knowledge about Arabic learning strategies, especially the Oxford model of language learning strategies. The purpose of this study was to describe the implementation of the Arabic language learning strategy for students in the Oxford model of Madrasah Ibitidaiyah Al Islam Kartasura students.This research is descriptive qualitative, as for the research site at Madrasah Ibitidaiyah Al Islam Kartasura. This research was conducted from March to June 2020. The subjects in this study were students of class V A at Madrasah Ibitidaiyah Al Islam Kartasura. The informants in this study were the fifth grade Arabic teachers at Madrasah Ibitidaiyah Al Islam Kartasura. Data collection methods used were interviews, observation and documentation.The conclusion of this study is that students use Arabic learning strategies in the Oxford model because there are indications that students are using their learning. The strategies used are memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies, and social strategies. The strategy that is often used by students is the memorial strategy.","PeriodicalId":180146,"journal":{"name":"ATHLA : Journal of Arabic Teaching, Linguistic and Literature","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127885290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-20DOI: 10.22515/ATHLA.V1I1.3045
Iga Setawati
This study aims Knowing the Interaction between teaching methodology and intelligence on learning achievement in Arabic at MAPK MAN 1 Surakarta year lesson 2019/2020. This research applied quantitative. Conducted at MAPK MAN 1 Surakarta from january-february 2020. While the sample is class XI PK. The approach used in this study is a quantitative approach using experimental methods. collection techniques using Observation, Test and Documentation. Analysis techniques using the normality test, homogeneity test, and hypothesis testing. The conclusion of this reasearch is the influence of teaching method (Lecture, Recitation, and Grup in Work, Skill Training) and the level of Intellegence on Arabic learning Achievement in MAPK MAN 1 Surakarta. There were significant differences in Arabic learning using the lecture and recitation methods and students taught using group work methods and skills training. from the calculated r value greater than r table, namely rh = 0.49 0.44 = rt, There was a difference in the learning to students with low IQ or students in 1` lower IQ group. the calculated r value greater than the table, namely: rh = 0.78 0.44 = rt, The method of teaching group work and skills training can significantly improve students' learning in the experimental class when compared to the control group. This can be seen from the difference in the average value achieved by the two groups where the experimental group is greater than the control group, namely: 96 94.
本研究旨在了解MAPK MAN 1 Surakarta学年课程2019/2020中阿拉伯语学习成果的教学方法和智力之间的相互作用。本研究采用定量方法。2020年1月至2月在Surakarta MAPK MAN 1进行。使用观察、测试和文档收集技术。使用正态性检验、均匀性检验和假设检验的分析技术。本研究的结论是教学方法(讲课、背诵、小组作业、技能训练)和智力水平对MAPK MAN 1 Surakarta的阿拉伯语学习成绩的影响。使用讲座和背诵方法的学生与使用小组工作方法和技能培训的学生在阿拉伯语学习方面存在显著差异。由计算出的r值大于r表，即rh = 0.49 0.44 = rt可知，低智商组学生与低智商组学生在学习上存在差异。计算出的r值大于表中，即:rh = 0.78 0.44 = rt。与对照组相比，采用小组作业和技能训练的方法可以显著提高实验班学生的学习效果。这可以从两组的平均值的差异中看出，实验组大于对照组，即:96 94。
{"title":"The Effect of Teaching Methods (Lecturing, Reading, Cooperative Learning, and Skill Training) and the Level of Intelligence on the Outcomes of Learning Arabic in High School/تأثير طرق التعليم (المحاضرة و القراءة و التعليم التعاوني و تدريب المهارة) ومستوى","authors":"Iga Setawati","doi":"10.22515/ATHLA.V1I1.3045","DOIUrl":"https://doi.org/10.22515/ATHLA.V1I1.3045","url":null,"abstract":"This study aims Knowing the Interaction between teaching methodology and intelligence on learning achievement in Arabic at MAPK MAN 1 Surakarta year lesson 2019/2020. This research applied quantitative. Conducted at MAPK MAN 1 Surakarta from january-february 2020. While the sample is class XI PK. The approach used in this study is a quantitative approach using experimental methods. collection techniques using Observation, Test and Documentation. Analysis techniques using the normality test, homogeneity test, and hypothesis testing. The conclusion of this reasearch is the influence of teaching method (Lecture, Recitation, and Grup in Work, Skill Training) and the level of Intellegence on Arabic learning Achievement in MAPK MAN 1 Surakarta. There were significant differences in Arabic learning using the lecture and recitation methods and students taught using group work methods and skills training. from the calculated r value greater than r table, namely rh = 0.49 0.44 = rt, There was a difference in the learning to students with low IQ or students in 1` lower IQ group. the calculated r value greater than the table, namely: rh = 0.78 0.44 = rt, The method of teaching group work and skills training can significantly improve students' learning in the experimental class when compared to the control group. This can be seen from the difference in the average value achieved by the two groups where the experimental group is greater than the control group, namely: 96 94.","PeriodicalId":180146,"journal":{"name":"ATHLA : Journal of Arabic Teaching, Linguistic and Literature","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131780602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：