Pub Date : 2022-10-28DOI: 10.18860/ijazarabi.v5i3.17185
R. Firdaus, K. Hakam, M. A. Somad, A. Rizal
The integration of mosque institutions, Islamic boarding schools, and campuses in the educational process, according to Mohammad Natsir, is essential. He believes this concept is very in line with the culture of Indonesian society. According to him, the educational process that integrates the three institutions can make graduates become intellectually, emotionally, and spiritually intelligent people. This research uses qualitative techniques and data sourced from documentation studies, and interviews, the data analysis techniques used are Miles and Huberman data analysis techniques, namely data analysis techniques consisting of three stages of analysis, namely collecting data and data reduction, displaying data, and conclusion. The findings are the implementation of Mohammad Natsir's triple helix at Arraayah University Indonesia, including 1) implementation of Arabic language teaching in the Arraayah Mosque through into kalimah activities (short speech), halaqah of the Qur'an (tahfidz), mashrohiyyah (Arabic theatrical), scientific competitions. 2) The implementation of Arabic language teaching at Pesantren Arraayah is carried out in various places such as in madrasahs through Arabic language learning activities, dormitories through study group activities, monitoring Arabic-language discipline, direct evaluation from the senior student, Arabic environment conditioning, sports fields through Arabic-language conditioning activities in various sports activities, open spaces and in other public facilities in pesantren through activities jalsah tarbawiyyah. 3) The implementation of Arabic language teaching at the Arraayah Campus is carried out in lecture classes through learning materials for Arabic and Islamic studies as well as the development of Arabic language education through teaching practices and research in the Arabic teaching studies.
{"title":"Implementation Of The Triple Helix Mohammad Natsir In Arabic Education","authors":"R. Firdaus, K. Hakam, M. A. Somad, A. Rizal","doi":"10.18860/ijazarabi.v5i3.17185","DOIUrl":"https://doi.org/10.18860/ijazarabi.v5i3.17185","url":null,"abstract":"The integration of mosque institutions, Islamic boarding schools, and campuses in the educational process, according to Mohammad Natsir, is essential. He believes this concept is very in line with the culture of Indonesian society. According to him, the educational process that integrates the three institutions can make graduates become intellectually, emotionally, and spiritually intelligent people. This research uses qualitative techniques and data sourced from documentation studies, and interviews, the data analysis techniques used are Miles and Huberman data analysis techniques, namely data analysis techniques consisting of three stages of analysis, namely collecting data and data reduction, displaying data, and conclusion. The findings are the implementation of Mohammad Natsir's triple helix at Arraayah University Indonesia, including 1) implementation of Arabic language teaching in the Arraayah Mosque through into kalimah activities (short speech), halaqah of the Qur'an (tahfidz), mashrohiyyah (Arabic theatrical), scientific competitions. 2) The implementation of Arabic language teaching at Pesantren Arraayah is carried out in various places such as in madrasahs through Arabic language learning activities, dormitories through study group activities, monitoring Arabic-language discipline, direct evaluation from the senior student, Arabic environment conditioning, sports fields through Arabic-language conditioning activities in various sports activities, open spaces and in other public facilities in pesantren through activities jalsah tarbawiyyah. 3) The implementation of Arabic language teaching at the Arraayah Campus is carried out in lecture classes through learning materials for Arabic and Islamic studies as well as the development of Arabic language education through teaching practices and research in the Arabic teaching studies.","PeriodicalId":29848,"journal":{"name":"Ijaz Arabi Journal of Arabic Learning","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47913100","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 : 2022-10-28DOI: 10.18860/ijazarabi.v5i3.16463
Slamet Daroini, Mohammad Atmim Aisyi
This study aims to describe and analyze: objectives, materials, methods, and assessment of Kitab Kuning learning with an integrative approach. This study originated from students assumption that difficult to study Kitab Kuning because it requires good reading skills and mastery of language rules. Kitab Kuning learning at Islamic boarding school was not effective due to decreased interest, quality and competence of students in reading Kitab Kuning. Only a few educational institutions under Islamic boarding school whose study Kitab Kuning is effective. This study uses a qualitative approach and descriptive analysis methods. Data collection observation, interviews, and documentation. Data analysis was performed using interactive analysis. Data validity test was done by triangulating source. This study’s results are: Objectives of Kitab Kuning learning with integrative approach are to build a scientific environment in developing Islamic scientific tradition at elementary-middle level; increasing quality and quantity of competent students in reading Kitab Kuning; preparing room heads cadre who are competent in guiding students in Islamic scholarship especially in guidance Kitab Kuning; and preparing cadres of Ma'had ʻAly Salafiyah Syafi'iyah Sukorejo Situbondo. The materials are al-Qur'an/Tajwid, Nahwu, Sharraf, Mantiq, Balaghah, Fiqh, Fiqh Ibadah, Fiqh al-Qur'an, Methodic Fiqh, Thematic Fiqh, Usul Fiqh, Qawa'id Fiqh, Akhlaq, Tawhid, and BMK. The methods are discussion method, bandongan method, lecture method, question and answer method, and problem solving method/bahtsul masail. The assessments are entrance test, formative and summative, and knockout assessment.
{"title":"Curriculum Of Kitab Kuning Learning Base On Integrative Approach/ منهج تعليم كتب التراث على ضوء المدخل التكاملي","authors":"Slamet Daroini, Mohammad Atmim Aisyi","doi":"10.18860/ijazarabi.v5i3.16463","DOIUrl":"https://doi.org/10.18860/ijazarabi.v5i3.16463","url":null,"abstract":"This study aims to describe and analyze: objectives, materials, methods, and assessment of Kitab Kuning learning with an integrative approach. This study originated from students assumption that difficult to study Kitab Kuning because it requires good reading skills and mastery of language rules. Kitab Kuning learning at Islamic boarding school was not effective due to decreased interest, quality and competence of students in reading Kitab Kuning. Only a few educational institutions under Islamic boarding school whose study Kitab Kuning is effective. This study uses a qualitative approach and descriptive analysis methods. Data collection observation, interviews, and documentation. Data analysis was performed using interactive analysis. Data validity test was done by triangulating source. This study’s results are: Objectives of Kitab Kuning learning with integrative approach are to build a scientific environment in developing Islamic scientific tradition at elementary-middle level; increasing quality and quantity of competent students in reading Kitab Kuning; preparing room heads cadre who are competent in guiding students in Islamic scholarship especially in guidance Kitab Kuning; and preparing cadres of Ma'had ʻAly Salafiyah Syafi'iyah Sukorejo Situbondo. The materials are al-Qur'an/Tajwid, Nahwu, Sharraf, Mantiq, Balaghah, Fiqh, Fiqh Ibadah, Fiqh al-Qur'an, Methodic Fiqh, Thematic Fiqh, Usul Fiqh, Qawa'id Fiqh, Akhlaq, Tawhid, and BMK. The methods are discussion method, bandongan method, lecture method, question and answer method, and problem solving method/bahtsul masail. The assessments are entrance test, formative and summative, and knockout assessment.","PeriodicalId":29848,"journal":{"name":"Ijaz Arabi Journal of Arabic Learning","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42064065","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 : 2022-10-28DOI: 10.18860/ijazarabi.v5i3.17241
Messaoud Ouali, Abdelmonaim Benaouira
The competency approach was among the essential pedagogies in learning in its various ways through the employment of modern linguistic and pedagogical theories that would contribute to a sound basis for building a linguistic faculty for the learner at all stages of learning, thus raising the level of the Arabic language. This study aims to highlight the role and contributions of the approach to educational competence and its teaching methods in the field of teaching Arabic, as it is a pioneering and widely used approach in many countries through its vision of the learner and its teaching methods, and attention to it on the basis that it is the center of learning and that the rest of the elements serve his interest to achieve education goals. This study used the descriptive analytical approach, which aims to collect data with accurate scientific descriptions of the study in its current report, relied on analyzing the content of a valuable group of references that dealt with the subject of teaching the Arabic language according to the competency approach, through balancing and comparing the references approved in the study. This made us believe that the competency approach is essential in learning and teaching the Arabic language. The study found that there are many different teaching methods according to this approach: the project teaching method, the cooperative learning method, the strategic learning method, and the problem-solving method, which makes the role of the teacher direct, monitoring, and forming rather than memorizing, which contribute effectively to learning the Arabic language and that these methods can be combined to obtain an effective way according to the educational situation and learning objectives.
{"title":"Teaching Arabic In Light Of The Competency Approach And Methods Of Teaching/ تعليمية اللغة العربية في ظل المقاربة بالكفاءات وطرق تدريسها","authors":"Messaoud Ouali, Abdelmonaim Benaouira","doi":"10.18860/ijazarabi.v5i3.17241","DOIUrl":"https://doi.org/10.18860/ijazarabi.v5i3.17241","url":null,"abstract":"The competency approach was among the essential pedagogies in learning in its various ways through the employment of modern linguistic and pedagogical theories that would contribute to a sound basis for building a linguistic faculty for the learner at all stages of learning, thus raising the level of the Arabic language. This study aims to highlight the role and contributions of the approach to educational competence and its teaching methods in the field of teaching Arabic, as it is a pioneering and widely used approach in many countries through its vision of the learner and its teaching methods, and attention to it on the basis that it is the center of learning and that the rest of the elements serve his interest to achieve education goals. This study used the descriptive analytical approach, which aims to collect data with accurate scientific descriptions of the study in its current report, relied on analyzing the content of a valuable group of references that dealt with the subject of teaching the Arabic language according to the competency approach, through balancing and comparing the references approved in the study. This made us believe that the competency approach is essential in learning and teaching the Arabic language. The study found that there are many different teaching methods according to this approach: the project teaching method, the cooperative learning method, the strategic learning method, and the problem-solving method, which makes the role of the teacher direct, monitoring, and forming rather than memorizing, which contribute effectively to learning the Arabic language and that these methods can be combined to obtain an effective way according to the educational situation and learning objectives.","PeriodicalId":29848,"journal":{"name":"Ijaz Arabi Journal of Arabic Learning","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42671095","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 : 2022-09-09DOI: 10.18860/ijazarabi.v3i5.17225
Mohd Nizwan Musling
Nowadays, Arabic language pedagogy has improved its content to align with the updated and revised global knowledge. However, most Arabic language morphology books learned and used by non-native speakers are designated based on conventional information. The content relies mainly on discussing Arabic words' physical characteristics rather than acoustic characteristics. For instance, some contemporary Arabic linguists have not revised how phonics is formed, for example, the dual and Salamah plural structure. On that note, this study investigates the phonological rules and their explanation of how the dual and salāmah plurals are formed, which can be beneficial in teaching Arabic morphology. The study utilizes the descriptive analytical approach by identifying all types of dual and salāmah plural in the Arabic language and analyses based on the phonological framework using international linguistics transliteration symbols. One of the most important findings of the study is that the vocal structure of dual and salāmah plural is formed by adding suffix in the single last word, namely for dual: āni, and, and for salāmah plural: ūna, īna, ātu, and āti. The most critical phonological rules that formed these structures are the Arabic language's dissimilation and the syllable system. The benefits of this study for teaching Arabic are to facilitate morphological descriptions for non-native Arabic learners and present an accurate analysis using symbols and phonological rules, which is more significant to comprehend the nature of human language based on modern scientific thinking.
{"title":"A Phonological Structure of Dual and Salāmah Plural: Contemporary Linguistic Description For Non-Arabic Learners/ التشكيل الصوتيّ للمثنَّى وجموع السلامة: وصف لسانيّ معاصر لمتعلِّمي العربيّة من الناطقين بغيرها","authors":"Mohd Nizwan Musling","doi":"10.18860/ijazarabi.v3i5.17225","DOIUrl":"https://doi.org/10.18860/ijazarabi.v3i5.17225","url":null,"abstract":"Nowadays, Arabic language pedagogy has improved its content to align with the updated and revised global knowledge. However, most Arabic language morphology books learned and used by non-native speakers are designated based on conventional information. The content relies mainly on discussing Arabic words' physical characteristics rather than acoustic characteristics. For instance, some contemporary Arabic linguists have not revised how phonics is formed, for example, the dual and Salamah plural structure. On that note, this study investigates the phonological rules and their explanation of how the dual and salāmah plurals are formed, which can be beneficial in teaching Arabic morphology. The study utilizes the descriptive analytical approach by identifying all types of dual and salāmah plural in the Arabic language and analyses based on the phonological framework using international linguistics transliteration symbols. One of the most important findings of the study is that the vocal structure of dual and salāmah plural is formed by adding suffix in the single last word, namely for dual: āni, and, and for salāmah plural: ūna, īna, ātu, and āti. The most critical phonological rules that formed these structures are the Arabic language's dissimilation and the syllable system. The benefits of this study for teaching Arabic are to facilitate morphological descriptions for non-native Arabic learners and present an accurate analysis using symbols and phonological rules, which is more significant to comprehend the nature of human language based on modern scientific thinking.","PeriodicalId":29848,"journal":{"name":"Ijaz Arabi Journal of Arabic Learning","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47777660","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 : 2022-09-09DOI: 10.18860/ijazarabi.v3i5.16691
Lilis Suaibah, Imam Asrori, Abdul wahab Rosyidi
Textbooks have an essential role in the educational process. They are the essential means necessary to achieve the objectives of the educational curriculum and their active role in the success of the educational process. In addition, textbooks contain materials for educational objectives and attention to the level of thinking, knowledge, skills, and affection that students must learn in order to obtain the relevant basic competency. A good textbook should have standards that conform to the standard. Indonesia did not have a specific standard for teaching Arabic or competencies in Arabic. The reference frameworks in the world have varied in this field, including the European Common Reference Framework. This research aims to analyze the content of books teaching Arabic for first, second, and third graders based on the Common European Framework of Reference (CEFR). The use of this research is qualitative research, and the method of data collection uses the library research method using a tool from the book of highlights, while data analysis uses the analytical techniques of the content and the standard of the universality of the typical European frame of reference and the results of the research is the analysis of the contents based on the standard of the universality of the typical European frame of reference which are six contents (7,69%) fit at level A1 pra (not matched with level efficiency), 66 contents (84.62%) fit at level A1 (beginner), and 6 contents (7.69%) fit at level A2 (Elementary).
{"title":"Content Analysis Of Books In Learning Arabic For Primary School On The Basis Of The Common European Framework Of Reference (CEFR)/ تحليل محتوى الكتب في تعليم للغة العربية للإبتدائية على أساس الإطار المرجعي الأوروبي المشترك ( CEFR)","authors":"Lilis Suaibah, Imam Asrori, Abdul wahab Rosyidi","doi":"10.18860/ijazarabi.v3i5.16691","DOIUrl":"https://doi.org/10.18860/ijazarabi.v3i5.16691","url":null,"abstract":"Textbooks have an essential role in the educational process. They are the essential means necessary to achieve the objectives of the educational curriculum and their active role in the success of the educational process. In addition, textbooks contain materials for educational objectives and attention to the level of thinking, knowledge, skills, and affection that students must learn in order to obtain the relevant basic competency. A good textbook should have standards that conform to the standard. Indonesia did not have a specific standard for teaching Arabic or competencies in Arabic. The reference frameworks in the world have varied in this field, including the European Common Reference Framework. This research aims to analyze the content of books teaching Arabic for first, second, and third graders based on the Common European Framework of Reference (CEFR). The use of this research is qualitative research, and the method of data collection uses the library research method using a tool from the book of highlights, while data analysis uses the analytical techniques of the content and the standard of the universality of the typical European frame of reference and the results of the research is the analysis of the contents based on the standard of the universality of the typical European frame of reference which are six contents (7,69%) fit at level A1 pra (not matched with level efficiency), 66 contents (84.62%) fit at level A1 (beginner), and 6 contents (7.69%) fit at level A2 (Elementary).","PeriodicalId":29848,"journal":{"name":"Ijaz Arabi Journal of Arabic Learning","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45242896","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 : 2022-06-25DOI: 10.18860/ijazarabi.v5i2.16219
Mohammad Najib Jaffar, A. Ab Rahman, Mohd Nizwan Musling, Nurkhamimi Zainuddin, M. I. Ahmad, Muhammad Sabri bin Sahrir
A study on the development of the i-Tourism smartphone application needs to be carried out to meet the needs of the Islamic and Shariah related tourism sector in Malaysia as well as enhancing the Arabic language as the learning medium and practical use in daily life. This study is conducted to examine the i-Tourism application, whose effectiveness is assessed by experts from the aspects of usability, ease of use, user satisfaction, and the technology of this application by using Fuzzy Delphi method (FDM) analysis. The research findings show that the experts rejected most of the items found in the four aspects, namely application usability, ease of use, user satisfaction, and application techniques. According to experts, the application developed is not too unique, and the information provided can still be accessed through a Google search. Some experts stated that the developed application seems to be still at an early stage because it does not have a lot of information and functions. As for the relation to learning and teaching Arabic, this mobile application is an output product based on research-based analysis which was enhanced and developed from theoretical aspects and phases of Arabic for specific purpose (ASP)
{"title":"Fuzzy Delphi Method Application In The Development Of I-Tourism In Arabic For Specific Purpose","authors":"Mohammad Najib Jaffar, A. Ab Rahman, Mohd Nizwan Musling, Nurkhamimi Zainuddin, M. I. Ahmad, Muhammad Sabri bin Sahrir","doi":"10.18860/ijazarabi.v5i2.16219","DOIUrl":"https://doi.org/10.18860/ijazarabi.v5i2.16219","url":null,"abstract":"A study on the development of the i-Tourism smartphone application needs to be carried out to meet the needs of the Islamic and Shariah related tourism sector in Malaysia as well as enhancing the Arabic language as the learning medium and practical use in daily life. This study is conducted to examine the i-Tourism application, whose effectiveness is assessed by experts from the aspects of usability, ease of use, user satisfaction, and the technology of this application by using Fuzzy Delphi method (FDM) analysis. The research findings show that the experts rejected most of the items found in the four aspects, namely application usability, ease of use, user satisfaction, and application techniques. According to experts, the application developed is not too unique, and the information provided can still be accessed through a Google search. Some experts stated that the developed application seems to be still at an early stage because it does not have a lot of information and functions. As for the relation to learning and teaching Arabic, this mobile application is an output product based on research-based analysis which was enhanced and developed from theoretical aspects and phases of Arabic for specific purpose (ASP)","PeriodicalId":29848,"journal":{"name":"Ijaz Arabi Journal of Arabic Learning","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42487393","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 : 2022-06-19DOI: 10.18860/ijazarabi.v5i2.15336
Uril Bahruddin, Bisri Mustofa
This research stems from the problem of the difficulty of mastering language skills for foreign-speaking Arabic learners. This study aims to answer two questions: How is the application of the Arabic short speech program for Ar-Raya University students in Sukabumi, Indonesia? What is the program's impact on the development of their language skills? This study uses descriptive methods. Qualitative data were collected through interviews and observations. The results of this study are (1) the purpose of the short speech program is to familiarize students with public speaking, organized by a special team, carried out through the written preparation stage, delivering a speech for a maximum of 5 minutes without looking at the text. (2) this program has a good impact on students because it can improve their ability in Arabic, enrich their vocabulary, and familiarize them with speaking Arabic, using vocabulary in sentences, and choosing the correct method. The findings show that the Arabic short speech program can be used as a medium to improve Arabic language skills.
{"title":"The Influence Of The Arabic Short Speech Program On Improving The Language Skills of Students/ أثر تطبيق برنامج إلقاء الكلمات العربية في تنمية المهارات اللغوية لدى طلاب المرحلة الجامعية","authors":"Uril Bahruddin, Bisri Mustofa","doi":"10.18860/ijazarabi.v5i2.15336","DOIUrl":"https://doi.org/10.18860/ijazarabi.v5i2.15336","url":null,"abstract":"This research stems from the problem of the difficulty of mastering language skills for foreign-speaking Arabic learners. This study aims to answer two questions: How is the application of the Arabic short speech program for Ar-Raya University students in Sukabumi, Indonesia? What is the program's impact on the development of their language skills? This study uses descriptive methods. Qualitative data were collected through interviews and observations. The results of this study are (1) the purpose of the short speech program is to familiarize students with public speaking, organized by a special team, carried out through the written preparation stage, delivering a speech for a maximum of 5 minutes without looking at the text. (2) this program has a good impact on students because it can improve their ability in Arabic, enrich their vocabulary, and familiarize them with speaking Arabic, using vocabulary in sentences, and choosing the correct method. The findings show that the Arabic short speech program can be used as a medium to improve Arabic language skills.","PeriodicalId":29848,"journal":{"name":"Ijaz Arabi Journal of Arabic Learning","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46431849","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}
In practicing speaking skills, there are five language skills, such as vocabulary, sentence structure, reading, writing and listening. In an academic context, the content of the discussion contains ideas from the results of students' critical thinking. The ideas are arranged systematically, help students to speak fluently. Departing from the data, that Indonesian students are weak in critical thinking, as well as the curiosity of researchers about what strategies are suitable for improving speaking skills, this study aims to find a strategy using concept maps with several stages that will train students' skills in reading, vocabulary, write and speak. This study aims to describe the application of the concept map strategy and describe the obstacles faced by students, as well as solutions, as well as describe student perceptions. This study uses a qualitative descriptive approach with case studies, which focus on learning at Malang State Universities and Maulana Malik Ibrahim State Islamic University Malang. Data collection techniques by means of observation, interviews and documentation. As for the data analysis method, the researcher used the model according to Miles and Hubermen, the data analysis technique consisted of data collection, condensation, data presentation, and drawing conclusions. The results of this study is: students' perceptions in implementing the strategy are divided into two, the beginning of application (aspects of mastery of the material, duration of time, habituation of learning and technology) and after application (aspects of vocabulary, compulsion, facilitating learning and psychological). And the Buzan and Edward's concept map strategy trains students to think critically and speak systematically and learn independently, as well as equip them with HOTS skills, both offline and online to improve speaking skills and hone reading and writing skills.
{"title":"Student's Perceptions Of Buzan and Edward's Concept Map Strategy For Teaching Arabic/ آراء الطلاب في استخدام استراتيجية الخريطة عند بوزان وإدوارد المفاهيمية","authors":"Penny Respati Yurisa, Nurul Murtadho, Umi Mahmudah, Abdur Rosid","doi":"10.18860/ijazarabi.v5i2.15293","DOIUrl":"https://doi.org/10.18860/ijazarabi.v5i2.15293","url":null,"abstract":"In practicing speaking skills, there are five language skills, such as vocabulary, sentence structure, reading, writing and listening. In an academic context, the content of the discussion contains ideas from the results of students' critical thinking. The ideas are arranged systematically, help students to speak fluently. Departing from the data, that Indonesian students are weak in critical thinking, as well as the curiosity of researchers about what strategies are suitable for improving speaking skills, this study aims to find a strategy using concept maps with several stages that will train students' skills in reading, vocabulary, write and speak. This study aims to describe the application of the concept map strategy and describe the obstacles faced by students, as well as solutions, as well as describe student perceptions. This study uses a qualitative descriptive approach with case studies, which focus on learning at Malang State Universities and Maulana Malik Ibrahim State Islamic University Malang. Data collection techniques by means of observation, interviews and documentation. As for the data analysis method, the researcher used the model according to Miles and Hubermen, the data analysis technique consisted of data collection, condensation, data presentation, and drawing conclusions. The results of this study is: students' perceptions in implementing the strategy are divided into two, the beginning of application (aspects of mastery of the material, duration of time, habituation of learning and technology) and after application (aspects of vocabulary, compulsion, facilitating learning and psychological). And the Buzan and Edward's concept map strategy trains students to think critically and speak systematically and learn independently, as well as equip them with HOTS skills, both offline and online to improve speaking skills and hone reading and writing skills. ","PeriodicalId":29848,"journal":{"name":"Ijaz Arabi Journal of Arabic Learning","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43468005","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 : 2022-06-19DOI: 10.18860/ijazarabi.v5i2.11660
Nurul Wahdah, M. Mubarak, H. Hamidah, Noor Amalina Audina, Aulia Mustika Ilmiani
The current covid-19 pandemic phenomenon has a major impact on the learning process at various universities in Indonesia. The adoption of the online lecture system caused by the pandemic has become a problem for some lecturers who are still unfamiliar with technological development. This situation is also experienced by a lecturer who teaches the Speaking Skill Course at a Higher Education in Central Kalimantan Province as a consequence of lacking motivation for the students to attend Speaking Course. To overcome this demotivation, the Arabic Students’ Association at the tertiary education institution organizes Speaking learning using the ”Peer Teaching Method. Therefore, this study aims to explore the speaking skill learning process. This study uses a qualitative approach with a case study type and uses two data collection techniques, namely observation and interviews. This study produced two findings. First, there were several steps used by the organizational coordinator in implementing Speaking Skill learning using the peer teaching method, namely (1) selecting prospective tutors based on their scientific capacity and experience in the field of Arabic language learning, (2) Active learning process speaking skill organized by tutors using various interactive games such as nurakkizu, word chain, and ice breaking. Second, there are several motivational factors for students in participating in speaking skill learning using the peer teaching method, namely (1) The convenience of interaction between tutors and students is caused by the age distance that is not too far, (2) Peer tutor creativity in organizing innovative Speaking Skill learning, and (3) flexibility in communication time between tutors and students.
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Pub Date : 2022-06-18DOI: 10.18860/ijazarabi.v5i2.15534
Arif Abdullah Mahmoud
Teaching Arabic, especially literature related to poetry, must also teach the character of Arabic writers. The flirtation movement was mixed with enthusiasm because it is found in all atmospheres, even in the poems of love, especially when it grows stronger and becomes the beloved in the comedy of heroism. For example, Antarah bin Shaddad, who collected the sword and the arrows, stabbed the honey in an atmosphere in which war and love were mixed for the sake of highness and the sublime (Al-Baldawi). Therefore, we find his poetry strong, devoid of softness and tenderness because he lived in the atmosphere of war, suffering, and the cruelty of its conditions. Thus, his language is enthusiastic, intense, and lacks indolence. The Arabic people are the sons of their environment. They are knights who stretch in the desert (the Arabian Peninsula) with all dignity and pride, confident in step, strong-willed, basking in the whims of freedom and fulfillment. The Arabs are assertive and do not slacken in the face of adversity, no matter the sacrifices it costs. This is how they love life and land—singing in it the hymn of war and flirting with those on it with the passion of love. It was a subject that occupied the interest of the pre-Islamic poets until they issued it at the beginning of his poems. That nature of art which is a psychological need, represents facts and consciousness as it is. The spirit of life awakens a person's sense of meanings that cannot be hidden or ignored, no matter how great or magnificent it is, because it is part of his breath (Abdullah). Thus, the psyche of the knights' poets was a song sung by the poem of love following the blockages and desertions they are experiencing and the separation or departure that makes them sleepless. It also provokes their anger towards those they love, as they convey their complaints in an unbearable alienation, continuing to talk about their suffering in search of solutions to resolve their crises and seeking to deal with the sad things (Abdel-Baqi).
{"title":"The Dispute of Flirtation and Enthusiasm in Pre-Islamic Poetry An Objective Artistic Study For Teaching Arabic Literature/ جدلية الغزل والحماسة في الشعر الجاهلي دراسة موضوعية وفنية لتعليم الأدب العربي","authors":"Arif Abdullah Mahmoud","doi":"10.18860/ijazarabi.v5i2.15534","DOIUrl":"https://doi.org/10.18860/ijazarabi.v5i2.15534","url":null,"abstract":"Teaching Arabic, especially literature related to poetry, must also teach the character of Arabic writers. The flirtation movement was mixed with enthusiasm because it is found in all atmospheres, even in the poems of love, especially when it grows stronger and becomes the beloved in the comedy of heroism. For example, Antarah bin Shaddad, who collected the sword and the arrows, stabbed the honey in an atmosphere in which war and love were mixed for the sake of highness and the sublime (Al-Baldawi). Therefore, we find his poetry strong, devoid of softness and tenderness because he lived in the atmosphere of war, suffering, and the cruelty of its conditions. Thus, his language is enthusiastic, intense, and lacks indolence. The Arabic people are the sons of their environment. They are knights who stretch in the desert (the Arabian Peninsula) with all dignity and pride, confident in step, strong-willed, basking in the whims of freedom and fulfillment. The Arabs are assertive and do not slacken in the face of adversity, no matter the sacrifices it costs. This is how they love life and land—singing in it the hymn of war and flirting with those on it with the passion of love. It was a subject that occupied the interest of the pre-Islamic poets until they issued it at the beginning of his poems. That nature of art which is a psychological need, represents facts and consciousness as it is. The spirit of life awakens a person's sense of meanings that cannot be hidden or ignored, no matter how great or magnificent it is, because it is part of his breath (Abdullah). Thus, the psyche of the knights' poets was a song sung by the poem of love following the blockages and desertions they are experiencing and the separation or departure that makes them sleepless. It also provokes their anger towards those they love, as they convey their complaints in an unbearable alienation, continuing to talk about their suffering in search of solutions to resolve their crises and seeking to deal with the sad things (Abdel-Baqi). ","PeriodicalId":29848,"journal":{"name":"Ijaz Arabi Journal of Arabic Learning","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41244815","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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