Pub Date : 2022-12-15DOI: 10.32678/uktub.v2i2.7101
Lia Meilinda, Moch Mu'izzuddin, Siti Shalihah
Learning Arabic at Madrasah Tsanawiyah Masyariqul Anwar has various difficulties. 30 students who think Arabic is a scary thing, especially for novice students who are new to learning Arabic and the sources of teaching materials use Arabic without an intermediate language, especially nahwu. So the question is, how to develop a textbook on nahwu so that students can understand it as an interesting and easy to understand learning resource. The purpose of this study is to find out the real condition of teaching materials about various fi'il, to find out how to develop textbooks about various fi'il, to find out how far the effectiveness of developing the use of textbooks in various fi'il subjects is. and to find out the advantages and disadvantages of textbooks before and after being developed on various fi'il subjects for class VII MTs Masyariqul Anwar Pandeglang Banten towards the teaching of nahwu. The development theory used is Borg and Gall which contains ten steps but only six steps are used. The research tools used were observation, interviews and pre-test and post-test. All of the result can be seen after the application of nahwu textbooks in research which were tested with a post-test greater than the pre-test, namely: 76% greater than 53% In short, the development and application of textbooks on various fi'il have great effectiveness on learning nahwu students of class VII MTs Masyariqul Anwar Pandeglang Banten.
{"title":"Pengembangan Buku Teks Tentang Macam-Macam Fi’il Terhadap Pengajaran Ilmu Nahwu","authors":"Lia Meilinda, Moch Mu'izzuddin, Siti Shalihah","doi":"10.32678/uktub.v2i2.7101","DOIUrl":"https://doi.org/10.32678/uktub.v2i2.7101","url":null,"abstract":"Learning Arabic at Madrasah Tsanawiyah Masyariqul Anwar has various difficulties. 30 students who think Arabic is a scary thing, especially for novice students who are new to learning Arabic and the sources of teaching materials use Arabic without an intermediate language, especially nahwu. So the question is, how to develop a textbook on nahwu so that students can understand it as an interesting and easy to understand learning resource. The purpose of this study is to find out the real condition of teaching materials about various fi'il, to find out how to develop textbooks about various fi'il, to find out how far the effectiveness of developing the use of textbooks in various fi'il subjects is. and to find out the advantages and disadvantages of textbooks before and after being developed on various fi'il subjects for class VII MTs Masyariqul Anwar Pandeglang Banten towards the teaching of nahwu. The development theory used is Borg and Gall which contains ten steps but only six steps are used. The research tools used were observation, interviews and pre-test and post-test. All of the result can be seen after the application of nahwu textbooks in research which were tested with a post-test greater than the pre-test, namely: 76% greater than 53% In short, the development and application of textbooks on various fi'il have great effectiveness on learning nahwu students of class VII MTs Masyariqul Anwar Pandeglang Banten.","PeriodicalId":212063,"journal":{"name":"Uktub: Journal of Arabic Studies","volume":"863 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116416359","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 : 2022-12-13DOI: 10.32678/uktub.v2i2.7092
Arini El-Haq, Nuril Mufidah, Abdul Malik, Karim Amrullah
The success of implementing a program is affected by the management of that programme. The aim of this research is to 1) describe the implementation of the Omar Smart Brain (OSB) Learning Center Intensive Arabic Language Program, 2) describe the evaluation of this program, and 3) reveal the supporting and hindering factors in it. This research used the qualitative approach of the case study method. Data was described through the results of observation, interview, books, periodicals, media and the international network. The results are: 1) The implementation of this course under the supervision of the teacher and the administrator, with the aim of teaching the Arabic using the Arabiyyah Bayna Yadaik book for mothers and young women by the audio-visual method in two and a half years, 2) The evaluation is by examining each after the completion of two units and after five months, 3) The supporting factors are the quality of the teaching environment, the teacher's competence, the students' enthusiasm and self-confidence, and the obstacles are the weak ability of the students to read and write Arabic, the diverse backgrounds of the students, the teacher jobs, and the presence of the Covid-19 pandemic. In conclusion, the management of the OSB Learning Center Intensive Arabic Course is a good management.
{"title":"Idāratu Barnāmaj Daurah Al-Lughah Al- ‘Arabiyyah Al- Mukatstsafah Omar Smart Brain (OSB) Learning Centre","authors":"Arini El-Haq, Nuril Mufidah, Abdul Malik, Karim Amrullah","doi":"10.32678/uktub.v2i2.7092","DOIUrl":"https://doi.org/10.32678/uktub.v2i2.7092","url":null,"abstract":"The success of implementing a program is affected by the management of that programme. The aim of this research is to 1) describe the implementation of the Omar Smart Brain (OSB) Learning Center Intensive Arabic Language Program, 2) describe the evaluation of this program, and 3) reveal the supporting and hindering factors in it. This research used the qualitative approach of the case study method. Data was described through the results of observation, interview, books, periodicals, media and the international network. The results are: 1) The implementation of this course under the supervision of the teacher and the administrator, with the aim of teaching the Arabic using the Arabiyyah Bayna Yadaik book for mothers and young women by the audio-visual method in two and a half years, 2) The evaluation is by examining each after the completion of two units and after five months, 3) The supporting factors are the quality of the teaching environment, the teacher's competence, the students' enthusiasm and self-confidence, and the obstacles are the weak ability of the students to read and write Arabic, the diverse backgrounds of the students, the teacher jobs, and the presence of the Covid-19 pandemic. In conclusion, the management of the OSB Learning Center Intensive Arabic Course is a good management.","PeriodicalId":212063,"journal":{"name":"Uktub: Journal of Arabic Studies","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129845702","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 : 2022-11-21DOI: 10.32678/uktub.v2i2.6724
Fika Burhan Tajalla, Muhammad Farihul Qulub, Laily Fitriani
Social action that occurs in a person is a form of response to various motives of problems and problems that occur in society. Social action has a close relationship with social life, one of which is behavior and attitudes. The purpose of this study is to describe the analysis of social action in the short story "Fii Biladi al-Ajaib" by Kamil Kailani. This research method uses content analysis of the data in this study in the form of sentences containing social actions in the short story "Fii Biladi al-Ajaib". Data collection techniques used reading techniques and note-taking techniques. Data analysis techniques in this study are in the form of data reduction, data presentation, and conclusion. The results of this study indicate the theory of social action based on Max Weber in the short story "Fii Biladi al-Ajaib", including the discovery of (1) value rationality actions, in the form of making others happy, holding fast to a belief, and respecting the invitation of others, (2) effective action in the form of emotions, (3) acts of instrumental rationality in the form of preserving feelings and saving the future.
{"title":"Tindakan Sosial dalam Cerpen “Fii Biladi al-Ajaib” Karya Kamil Kailani Berdasarkan Perspektif Max Weber","authors":"Fika Burhan Tajalla, Muhammad Farihul Qulub, Laily Fitriani","doi":"10.32678/uktub.v2i2.6724","DOIUrl":"https://doi.org/10.32678/uktub.v2i2.6724","url":null,"abstract":"Social action that occurs in a person is a form of response to various motives of problems and problems that occur in society. Social action has a close relationship with social life, one of which is behavior and attitudes. The purpose of this study is to describe the analysis of social action in the short story \"Fii Biladi al-Ajaib\" by Kamil Kailani. This research method uses content analysis of the data in this study in the form of sentences containing social actions in the short story \"Fii Biladi al-Ajaib\". Data collection techniques used reading techniques and note-taking techniques. Data analysis techniques in this study are in the form of data reduction, data presentation, and conclusion. The results of this study indicate the theory of social action based on Max Weber in the short story \"Fii Biladi al-Ajaib\", including the discovery of (1) value rationality actions, in the form of making others happy, holding fast to a belief, and respecting the invitation of others, (2) effective action in the form of emotions, (3) acts of instrumental rationality in the form of preserving feelings and saving the future.","PeriodicalId":212063,"journal":{"name":"Uktub: Journal of Arabic Studies","volume":"159 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133943937","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 : 2022-11-21DOI: 10.32678/uktub.v2i2.6458
M. R. Pahlefi
Listening skill is one the most important skills. Without adequate listening skills, a person will find it difficult to communicate. Listening skills in Arabic need to improved through structured and systematic efforts. To measure the ability of listening skills, a measuring instrument is needed in the form of an assessment instrument, in this case a listening skill test. The aim is to determine the level of students’ skills in listening to Arabic. This paper tries to explain more specifically the development of an assessment instrument for listening skills (mahārah al-istima'), the types of tests, and the process and examples of developing an assessment instrument in learning Arabic.
{"title":"Pengembangan Instrumen Penilaian Keterampilan Menyimak (Mahārah al-Istima’) dalam Pembelajaran Bahasa Arab","authors":"M. R. Pahlefi","doi":"10.32678/uktub.v2i2.6458","DOIUrl":"https://doi.org/10.32678/uktub.v2i2.6458","url":null,"abstract":"Listening skill is one the most important skills. Without adequate listening skills, a person will find it difficult to communicate. Listening skills in Arabic need to improved through structured and systematic efforts. To measure the ability of listening skills, a measuring instrument is needed in the form of an assessment instrument, in this case a listening skill test. The aim is to determine the level of students’ skills in listening to Arabic. This paper tries to explain more specifically the development of an assessment instrument for listening skills (mahārah al-istima'), the types of tests, and the process and examples of developing an assessment instrument in learning Arabic.","PeriodicalId":212063,"journal":{"name":"Uktub: Journal of Arabic Studies","volume":"3 1-2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120920989","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 : 2022-11-21DOI: 10.32678/uktub.v2i2.7023
Khoirin Nikmah
When it comes to public speaking, one of the keys to success is stylistics. In this case, the ability to play the stylistic aspect has an effect on the process of persuasion for the audience. This research paper is about Dr. Hanada Taha Thomure's TED Talk, "Al Lughah Al'Arabiyah, Wathan," which took place at Zayed University in Dubai. It aims to explain the stylistic strategy and ideology of Hanada Taha Thomure in the speech. This is a descriptive qualitative study. There are three steps used, including data collection, data analysis, and exposure to data analysis research. The listening method is used to collect data, along with recording and note-taking technique. Meanwhile, data analysis is conducted by analysing stylistics and interpreting ideology. The research shows that there are a large number of stylistic variations in Hanada’s speech, such as repetition, kiasmus, epizeukis, epistrofa, asonansi, simile, metaphor, personification, sinestesia, hyperbole, klimaks, rhetoric, and code switching. Then, the nationalist ideology can be seen in every sentence presented by Hanada, either explicitly or implicitly.
当谈到公开演讲时，成功的关键之一是文体学。在这种情况下，发挥风格方面的能力对说服观众的过程有影响。这篇研究论文是关于Hanada Taha Thomure博士的TED演讲，“Al Lughah Al'Arabiyah, Wathan”，这是在迪拜扎耶德大学举行的。旨在阐释花田塔哈·托弥在演讲中的风格策略和思想。这是一项描述性质的研究。有三个步骤使用，包括数据收集，数据分析和接触数据分析研究。听力法是用来收集数据的，同时还有录音和记笔记的技巧。同时，通过文体学分析和意识形态解读进行数据分析。研究表明，花田语中存在着大量的文体变异，如重复、谐音、比喻、笔译、暗语、明喻、暗喻、拟人、虚感、夸张、修饰、修辞、语码转换等。那么，在花田所呈现的每一句话中，或明或暗都可以看到民族主义的意识形态。
{"title":"Stilistika dan Ideologi Hanada Taha Thomure dalam Pidato di TED Talks: ‘Al Lughah Al ‘Arabiyyah, Wathan’","authors":"Khoirin Nikmah","doi":"10.32678/uktub.v2i2.7023","DOIUrl":"https://doi.org/10.32678/uktub.v2i2.7023","url":null,"abstract":"When it comes to public speaking, one of the keys to success is stylistics. In this case, the ability to play the stylistic aspect has an effect on the process of persuasion for the audience. This research paper is about Dr. Hanada Taha Thomure's TED Talk, \"Al Lughah Al'Arabiyah, Wathan,\" which took place at Zayed University in Dubai. It aims to explain the stylistic strategy and ideology of Hanada Taha Thomure in the speech. This is a descriptive qualitative study. There are three steps used, including data collection, data analysis, and exposure to data analysis research. The listening method is used to collect data, along with recording and note-taking technique. Meanwhile, data analysis is conducted by analysing stylistics and interpreting ideology. The research shows that there are a large number of stylistic variations in Hanada’s speech, such as repetition, kiasmus, epizeukis, epistrofa, asonansi, simile, metaphor, personification, sinestesia, hyperbole, klimaks, rhetoric, and code switching. Then, the nationalist ideology can be seen in every sentence presented by Hanada, either explicitly or implicitly.","PeriodicalId":212063,"journal":{"name":"Uktub: Journal of Arabic Studies","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121026475","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 : 2022-06-30DOI: 10.32678/uktub.v2i1.6513
Ida Farida, Y. R. Uyuni
Students consider Arabic vocabulary to be very difficult to understand, as is the case with pupils at the Islamiyah Islamic Secondary School. Students find it difficult to understand Arabic vocabulary because the use of the educational method is not appropriate in the learning process. This research aims to: 1) To know the process of teaching vocabulary in the seventh grade at the Islamic intermediate school. 2) To know the puzzle teaching aid is developed in teaching vocabulary on the basis of Quantum Learning. 3) To know the effectiveness of developing the puzzle educational tool in teaching vocabulary on the basis of Quantum Learning. 4) To know the advantages and disadvantages of developing the educational puzzle in teaching vocabulary on the basis of Quantum Learning. To achieve the above-mentioned goals, the researcher developed the puzzle educational tool using the development theory of Borg and Gall in seven steps. And the results of expert evaluation of the medium, where experts provide the evaluation of the educational medium in terms of material quality and material content with a value of a factor of 1 which, if described, has a very high validity. The average value of the pre-test is 61%, and the average value of the post-test is 81,4%. The significance value of the data is 0.00. It is known that if the significance value is less than 0.05, HO will be rejected and both data have significance.
{"title":"Pengembangan Media Pembelajaran Puzzle dalam Pembelajaran Kosakata Berbasis Quantum Learning","authors":"Ida Farida, Y. R. Uyuni","doi":"10.32678/uktub.v2i1.6513","DOIUrl":"https://doi.org/10.32678/uktub.v2i1.6513","url":null,"abstract":"Students consider Arabic vocabulary to be very difficult to understand, as is the case with pupils at the Islamiyah Islamic Secondary School. Students find it difficult to understand Arabic vocabulary because the use of the educational method is not appropriate in the learning process. This research aims to: 1) To know the process of teaching vocabulary in the seventh grade at the Islamic intermediate school. 2) To know the puzzle teaching aid is developed in teaching vocabulary on the basis of Quantum Learning. 3) To know the effectiveness of developing the puzzle educational tool in teaching vocabulary on the basis of Quantum Learning. 4) To know the advantages and disadvantages of developing the educational puzzle in teaching vocabulary on the basis of Quantum Learning. To achieve the above-mentioned goals, the researcher developed the puzzle educational tool using the development theory of Borg and Gall in seven steps. And the results of expert evaluation of the medium, where experts provide the evaluation of the educational medium in terms of material quality and material content with a value of a factor of 1 which, if described, has a very high validity. The average value of the pre-test is 61%, and the average value of the post-test is 81,4%. The significance value of the data is 0.00. It is known that if the significance value is less than 0.05, HO will be rejected and both data have significance.","PeriodicalId":212063,"journal":{"name":"Uktub: Journal of Arabic Studies","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127272098","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 : 2022-06-30DOI: 10.32678/uktub.v2i1.6479
Ashlih Priwitasari
Learn arabic vocabulary at the Muhammadiyah Vocational School Kartasura offline or face-to-face with students in the class, Arabic teacher's using direct model for teach in front of students in classroom. Steps of learning arabic vocabulary model in Muhammadiyah Vocational School Kartasura is teacher writes the vocabulary on the board, teacher reads the Arabic vocabulary in front of the students and asks students to repeat the reading of the vocabulary on the board, the students write the new vocabulary in the notebook, the teacher asks the students to memorize the vocabulary, teacher asks students to advance one by one, saying the vocabulary they have memorized. Sometimes, teacher gives material to support students in making the sentences because students were not able to form the sentences correctly.
{"title":"Model Pembelajaran Kosakata Bahasa Arab di SMK Muhammadiyah Kartasura di Era New Normal Covid-19","authors":"Ashlih Priwitasari","doi":"10.32678/uktub.v2i1.6479","DOIUrl":"https://doi.org/10.32678/uktub.v2i1.6479","url":null,"abstract":"Learn arabic vocabulary at the Muhammadiyah Vocational School Kartasura offline or face-to-face with students in the class, Arabic teacher's using direct model for teach in front of students in classroom. Steps of learning arabic vocabulary model in Muhammadiyah Vocational School Kartasura is teacher writes the vocabulary on the board, teacher reads the Arabic vocabulary in front of the students and asks students to repeat the reading of the vocabulary on the board, the students write the new vocabulary in the notebook, the teacher asks the students to memorize the vocabulary, teacher asks students to advance one by one, saying the vocabulary they have memorized. Sometimes, teacher gives material to support students in making the sentences because students were not able to form the sentences correctly.","PeriodicalId":212063,"journal":{"name":"Uktub: Journal of Arabic Studies","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123754990","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 : 2022-06-30DOI: 10.32678/uktub.v2i1.5279
Marinda Noviani
The Covid 19 pandemic has forced Arabic teachers to be more creative in choosing learning methods. Arabic as one of the list of difficult subjects and the pandemic period that limits the learning process in schools is a serious problem for Arabic language teachers. Moreover, at the Madrasah Aliyah (MA) level, the learning objectives that must be achieved and the material that must be completed by the Arabic language teacher at the Madrasah Aliyah (MA) level. This research was conducted in class 12 of MA Rohamniyyah Demak. Arabic learning is carried out semi-online or only 50% of the number of students who enter class. Learning Arabic in class 12 MA Rohmaniyyah using the Project Based Learning method. This research uses descriptive qualitative research with research techniques using documentation and interviews. The main subject of this research is the Arabic language teacher. The results of this study are the Project Based Learning method as a solution for learning Arabic in the Covid 19 era at MA Rohmaniyyah Demak. With a semi-online learning process, making the implementation of the Project Based Learning method more effective because the teacher is more focused on observing each student. The Project Based Learning method is a solution for learning Arabic in the Covid 19 era at MA Rohmaniyyah Demak because in its application it can cover the four competencies of learning Arabic, namely, listening (istima'), reading (qiro'ah), speaking (kalam), writing. (book).
新冠肺炎疫情迫使阿拉伯语教师在选择学习方法方面更具创造性。阿拉伯文被列为困难科目之一，大流行时期限制了学校的学习进程，这对阿拉伯文教师来说是一个严重的问题。此外，在阿利亚宗教学院(MA)级别，必须实现的学习目标和必须完成的材料由阿利亚宗教学院(MA)级别的阿拉伯语教师。本研究在MA Rohamniyyah Demak 12班进行。阿拉伯语学习是半在线进行的，只有50%的学生进入课堂。使用项目式学习方法在12班学习阿拉伯语。本研究采用描述性定性研究，采用文献和访谈的研究技术。本研究的主要对象是阿拉伯语教师。本研究的结果是基于项目的学习方法，作为新冠肺炎时代在MA rohmaniyah Demak学习阿拉伯语的解决方案。通过半在线的学习过程，使基于项目的学习方法的实施更加有效，因为教师更专注于观察每个学生。基于项目的学习方法是MA Rohmaniyyah Demak在2019冠状病毒病时期学习阿拉伯语的解决方案，因为在其应用中，它可以涵盖学习阿拉伯语的四种能力，即听力(istima)，阅读(qiro’ah)，口语(kalam)和写作。(书)。
{"title":"Metode Project Based Learning Sebagai Solusi dalam Pembelajaran Bahasa Arab Era Covid 19 di MA Rohmaniyyah Demak Tahun Pelajaran 2021/2022","authors":"Marinda Noviani","doi":"10.32678/uktub.v2i1.5279","DOIUrl":"https://doi.org/10.32678/uktub.v2i1.5279","url":null,"abstract":"The Covid 19 pandemic has forced Arabic teachers to be more creative in choosing learning methods. Arabic as one of the list of difficult subjects and the pandemic period that limits the learning process in schools is a serious problem for Arabic language teachers. Moreover, at the Madrasah Aliyah (MA) level, the learning objectives that must be achieved and the material that must be completed by the Arabic language teacher at the Madrasah Aliyah (MA) level. This research was conducted in class 12 of MA Rohamniyyah Demak. Arabic learning is carried out semi-online or only 50% of the number of students who enter class. Learning Arabic in class 12 MA Rohmaniyyah using the Project Based Learning method. This research uses descriptive qualitative research with research techniques using documentation and interviews. The main subject of this research is the Arabic language teacher. The results of this study are the Project Based Learning method as a solution for learning Arabic in the Covid 19 era at MA Rohmaniyyah Demak. With a semi-online learning process, making the implementation of the Project Based Learning method more effective because the teacher is more focused on observing each student. The Project Based Learning method is a solution for learning Arabic in the Covid 19 era at MA Rohmaniyyah Demak because in its application it can cover the four competencies of learning Arabic, namely, listening (istima'), reading (qiro'ah), speaking (kalam), writing. (book).","PeriodicalId":212063,"journal":{"name":"Uktub: Journal of Arabic Studies","volume":"137 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122046914","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 : 2022-06-30DOI: 10.32678/uktub.v2i1.6072
Sri Elsa Fatima Madaris
This research aims to determine the derivation of words crying and their various meanings based on semantic analysis. This type of research is qualitative research using library research methods (literature review), namely data collection and data analysis in the form of journals, articles, and theses. The results of this study indicate that the word cry in Arabic has two terms, namely Baka> and Dam’, each of the two words has a different derivation and meaning. The word Baka> is mentioned 7 times in various grammatical forms, while the word Dam’ is mentioned twice. This brings up different meanings of the word, between the meaning of the word cry and its derivation in the Qur’an, namely crying with the word Baka> which means crying because of lamentation, crying simultaneously with tears, wishing for a voice accompanied by crying, Baka> also divided into two, namely crying that is allowed and crying that is prohibited. Meanwhile, the word Dam’ has a meaning that is the name of something that flows from the eye. According to Imam Ibn al-Qayyim al-Jauzi, the types of cries are: (1) cries of affection; (2) crying out of fear; (3) cries of love and longing; (4) cries of happiness and joy; (5) cry of worry; (6) crying sadness; (7) crying weakness; (8) cry of hypocrisy; (9) rental cries; and (10) cry of agreement.
{"title":"Derivasi Kata Menangis dan Ragam Maknanya dalam Al-Qur’an (Analisis Semantik)","authors":"Sri Elsa Fatima Madaris","doi":"10.32678/uktub.v2i1.6072","DOIUrl":"https://doi.org/10.32678/uktub.v2i1.6072","url":null,"abstract":"This research aims to determine the derivation of words crying and their various meanings based on semantic analysis. This type of research is qualitative research using library research methods (literature review), namely data collection and data analysis in the form of journals, articles, and theses. The results of this study indicate that the word cry in Arabic has two terms, namely Baka> and Dam’, each of the two words has a different derivation and meaning. The word Baka> is mentioned 7 times in various grammatical forms, while the word Dam’ is mentioned twice. This brings up different meanings of the word, between the meaning of the word cry and its derivation in the Qur’an, namely crying with the word Baka> which means crying because of lamentation, crying simultaneously with tears, wishing for a voice accompanied by crying, Baka> also divided into two, namely crying that is allowed and crying that is prohibited. Meanwhile, the word Dam’ has a meaning that is the name of something that flows from the eye. According to Imam Ibn al-Qayyim al-Jauzi, the types of cries are: (1) cries of affection; (2) crying out of fear; (3) cries of love and longing; (4) cries of happiness and joy; (5) cry of worry; (6) crying sadness; (7) crying weakness; (8) cry of hypocrisy; (9) rental cries; and (10) cry of agreement.","PeriodicalId":212063,"journal":{"name":"Uktub: Journal of Arabic Studies","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128510701","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 : 2021-12-30DOI: 10.32678/uktub.v1i2.5678
Leni Erliana, Muhammad Nanang Qosim
Terminology plays a very important role to develop the four skills needed in learninga language. Culinary world is often associated with women. The aim of this study is to try and toimprove Arabic competency through culinary terms and to identify those terms. This study is aqualitative research, using library research to collect the data. The method used is descriptivemethod which allows the researcher to analyze the culinary terms. The first step taken was towrite the meaning of the terms. The research found that the terms of culinary activities and theirmeanings from the Dictionary of Cooking Terms English-Arabic, can be divided into four parts;Seasoning and Vegetable vocabulary has 39 items, Fruit vacabulary has 19 items, Spicesvacabulary has 22 items, and Cooking Tools have 26.this research also proved that culinary termsgave benefits for the students in improving their Arabic competency, through reading text, usingtheim preparing food recipes.
{"title":"Mustalahat Nasyat Al-Tabkh Wa Al-Istifadah Minha Fi Tamniyati Al- Lughati Al-‘Arabiyah Lada At-Talibat Bi Ma’had Tahfiz Al-Yusro","authors":"Leni Erliana, Muhammad Nanang Qosim","doi":"10.32678/uktub.v1i2.5678","DOIUrl":"https://doi.org/10.32678/uktub.v1i2.5678","url":null,"abstract":"Terminology plays a very important role to develop the four skills needed in learninga language. Culinary world is often associated with women. The aim of this study is to try and toimprove Arabic competency through culinary terms and to identify those terms. This study is aqualitative research, using library research to collect the data. The method used is descriptivemethod which allows the researcher to analyze the culinary terms. The first step taken was towrite the meaning of the terms. The research found that the terms of culinary activities and theirmeanings from the Dictionary of Cooking Terms English-Arabic, can be divided into four parts;Seasoning and Vegetable vocabulary has 39 items, Fruit vacabulary has 19 items, Spicesvacabulary has 22 items, and Cooking Tools have 26.this research also proved that culinary termsgave benefits for the students in improving their Arabic competency, through reading text, usingtheim preparing food recipes.","PeriodicalId":212063,"journal":{"name":"Uktub: Journal of Arabic Studies","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122065316","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}
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