Pub Date : 2019-05-18DOI: 10.18860/IJAZARABI.V2I2.6942
Ahmad Nurcholis
It is not always true that the Arabic language contains absolute gender bias since in fact, the balaghah study has discovered that it respects and upholds women’s dignity for sure. Na’nak confirms this in his book ‘ Al Manar Fi Ulumil Balaghah which precisely describes Arabic as a language that upholds women’s dignity instead of being rooted on gender bias. Every ‘plural’ word is mu’annast, all objects in our galaxy is mu’annast majazy and there is shurah An Nisa’ in Holy Qur’an. We must be proud of Arabic because it is used as the official language of 22 countries of Arabic Nation League, which play essential role in Moslems’ lives throughout the world who speak around 150 millions local languages in western Asia and Nothern Africa. Under the Islan influence, this language colors the languages of Persia, Turkey, Urdu, Malay, Hausa, and Swahili. Arabic contributes 40-60 percent of vocabulary into these languages, and a strong influence on their syntax, nahwu, and literary works. Arabic is spoken as the religious language of Moslems in the world as well as the language of Islamic law. Finally, this language is of Islamic culture taught throughout thousands of schools outside the Arabic world, from Sinegal through Philipines. It is used as a language of learning, literature, and thoughts in history, ethics, law, fiqh, theology, and Islamic book study.
阿拉伯语包含绝对的性别偏见并不总是正确的，因为事实上，巴拉加研究发现，阿拉伯语确实尊重和维护了女性的尊严。Na'nak在他的《Al-Manar Fi Ulumil Balaghah》一书中证实了这一点，该书准确地将阿拉伯语描述为一种维护女性尊严的语言，而不是植根于性别偏见。每个“复数”单词都是mu'annast，我们银河系中的所有物体都是mu'annast majazy，《古兰经》中有shurah An Nisa。我们必须为阿拉伯语感到骄傲，因为阿拉伯语是阿拉伯民族联盟22个国家的官方语言，这些国家在世界各地的穆斯林生活中发挥着重要作用，他们在西亚和北非说大约1.5亿种当地语言。在伊斯兰教的影响下，这种语言为波斯、土耳其、乌尔都语、马来语、豪萨语和斯瓦希里语增添了色彩。阿拉伯语为这些语言贡献了40-60%的词汇，并对其语法、nahwu和文学作品产生了强大的影响。阿拉伯语是世界上穆斯林的宗教语言，也是伊斯兰法律的语言。最后，这种语言是伊斯兰文化，在阿拉伯世界以外的数千所学校中教授，从Sinegal到Philipines。在历史、伦理、法律、宗教、神学和伊斯兰书籍研究中，它被用作学习、文学和思想的语言。
{"title":"ELIMINATION OF GENDER BIAS IN LEARNING ARABIC/ حذف التحيز الجنسي في اللغة العربية","authors":"Ahmad Nurcholis","doi":"10.18860/IJAZARABI.V2I2.6942","DOIUrl":"https://doi.org/10.18860/IJAZARABI.V2I2.6942","url":null,"abstract":"It is not always true that the Arabic language contains absolute gender bias since in fact, the balaghah study has discovered that it respects and upholds women’s dignity for sure. Na’nak confirms this in his book ‘ Al Manar Fi Ulumil Balaghah which precisely describes Arabic as a language that upholds women’s dignity instead of being rooted on gender bias. Every ‘plural’ word is mu’annast, all objects in our galaxy is mu’annast majazy and there is shurah An Nisa’ in Holy Qur’an. We must be proud of Arabic because it is used as the official language of 22 countries of Arabic Nation League, which play essential role in Moslems’ lives throughout the world who speak around 150 millions local languages in western Asia and Nothern Africa. Under the Islan influence, this language colors the languages of Persia, Turkey, Urdu, Malay, Hausa, and Swahili. Arabic contributes 40-60 percent of vocabulary into these languages, and a strong influence on their syntax, nahwu, and literary works. Arabic is spoken as the religious language of Moslems in the world as well as the language of Islamic law. Finally, this language is of Islamic culture taught throughout thousands of schools outside the Arabic world, from Sinegal through Philipines. It is used as a language of learning, literature, and thoughts in history, ethics, law, fiqh, theology, and Islamic book study.","PeriodicalId":29848,"journal":{"name":"Ijaz Arabi Journal of Arabic Learning","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49609848","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 : 2019-05-17DOI: 10.18860/IJAZARABI.V2I2.6613
Abdulhakeem Abdul Kaleg Al-Hassan Seedah
The study deals with the phonemes on syntax and their employment in the teaching of Arabic to non-Arabic speakers. The study aims at explaining how these phonemes are used in the teaching of Arabic as a second language. The study also aims to explain the role played by these secondary phonemes in communicating the Arabic language to an optimal level of sound; Acoustic sounds are not isolated but need to be viewed at the level of composition as well. Moreover, to reach the desired goals, the researcher divided the research into two sections and contained each of these sections on the axes.The first topic came in terms of theoretical framework, where the researcher talked about the importance of the audio lesson for the Arabic learner a second language, and the second axis of the definition of the phonemes above the structure of the lesson and attention, the practical side of the study was divided into axes, namely: The use of algebra in the teaching of Arabic as second language, the use of toning in teaching
{"title":"THE USE OF PHONEMES IN SYNTAX IN TEACHING ARABIC AS A SECOND LANGUAGE/ توظيف الفونيمات فوق التركيبيّة في تعليم العربيّة لغة ثانية","authors":"Abdulhakeem Abdul Kaleg Al-Hassan Seedah","doi":"10.18860/IJAZARABI.V2I2.6613","DOIUrl":"https://doi.org/10.18860/IJAZARABI.V2I2.6613","url":null,"abstract":"The study deals with the phonemes on syntax and their employment in the teaching of Arabic to non-Arabic speakers. The study aims at explaining how these phonemes are used in the teaching of Arabic as a second language. The study also aims to explain the role played by these secondary phonemes in communicating the Arabic language to an optimal level of sound; Acoustic sounds are not isolated but need to be viewed at the level of composition as well. Moreover, to reach the desired goals, the researcher divided the research into two sections and contained each of these sections on the axes.The first topic came in terms of theoretical framework, where the researcher talked about the importance of the audio lesson for the Arabic learner a second language, and the second axis of the definition of the phonemes above the structure of the lesson and attention, the practical side of the study was divided into axes, namely: The use of algebra in the teaching of Arabic as second language, the use of toning in teaching","PeriodicalId":29848,"journal":{"name":"Ijaz Arabi Journal of Arabic Learning","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49558343","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 : 2019-05-17DOI: 10.18860/IJAZARABI.V2I2.5608
L. O. Ibraheem, Aliyu Muhammad Jami’u
Private and Public schools have contributed immensely to the growth and development of Arabic Language in Nigeria. Even though the method of teaching in the private Arabic school before the advent of the colonialism in Nigeria was informal, Arabic developed to the extent of being used to produce literary works. In the first quarter of the twentieth century, formal private Arabic schools, as well as the public ones, were established in the country. From then, especially after the independent of Nigeria, the situation of Arabic schools is changing for the better. That notwithstanding, these schools are still encountering problems. The aim of this study, therefore, was to examine the current situations of Arabic language and its problem and prospects in Nigerian private and public schools vis a vis its growth and development. The study concluded that while the case of Arabic in Private Schools in Nigeria is perfect, it appears dismal in public schools. It is therefore recommended that the governments’ recognition and support for Arabic schools and programmes and adequate review of Arabic curricula Arabic will attain the greater height in Nigeria.
{"title":"ARABIC LANGUAGE IN GOVERNMENT AND PRIVATE SCHOOLS IN NIGERIA/ اللغة العربية في المدارس الحكومية والأهلية في نيجيريا","authors":"L. O. Ibraheem, Aliyu Muhammad Jami’u","doi":"10.18860/IJAZARABI.V2I2.5608","DOIUrl":"https://doi.org/10.18860/IJAZARABI.V2I2.5608","url":null,"abstract":"Private and Public schools have contributed immensely to the growth and development of Arabic Language in Nigeria. Even though the method of teaching in the private Arabic school before the advent of the colonialism in Nigeria was informal, Arabic developed to the extent of being used to produce literary works. In the first quarter of the twentieth century, formal private Arabic schools, as well as the public ones, were established in the country. From then, especially after the independent of Nigeria, the situation of Arabic schools is changing for the better. That notwithstanding, these schools are still encountering problems. The aim of this study, therefore, was to examine the current situations of Arabic language and its problem and prospects in Nigerian private and public schools vis a vis its growth and development. The study concluded that while the case of Arabic in Private Schools in Nigeria is perfect, it appears dismal in public schools. It is therefore recommended that the governments’ recognition and support for Arabic schools and programmes and adequate review of Arabic curricula Arabic will attain the greater height in Nigeria.","PeriodicalId":29848,"journal":{"name":"Ijaz Arabi Journal of Arabic Learning","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48399086","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 : 2019-04-06DOI: 10.18860/IJAZARABI.V2I1.6612
A. Awaludin
The teaching process requires new creativity and ideas to develop ways of presenting subject matter at school. The teacher must carefully choose the approach or teaching methods so that the objectives of the learning outcomes can be achieved. One model used is through the Resource Based Learning Model. The purpose of the study was to determine the implementation and influence of the Resource-Based Learning Model in improving student learning outcomes in Arabic. This research is a classroom action research conducted in 3 cycles. The results of the study show that students' abilities increase by achieving ideal standards. From 56.89% in Cycle l, it can increase to 67.27% in cycle II, and cycle III increases to 77.24%. This shows that the application of the Resource-Based Learning Model can effectively improve students' Arabic learning outcomes
{"title":"RESOURCE BASED LEARNING FOR TEACHING ARABIC","authors":"A. Awaludin","doi":"10.18860/IJAZARABI.V2I1.6612","DOIUrl":"https://doi.org/10.18860/IJAZARABI.V2I1.6612","url":null,"abstract":"The teaching process requires new creativity and ideas to develop ways of presenting subject matter at school. The teacher must carefully choose the approach or teaching methods so that the objectives of the learning outcomes can be achieved. One model used is through the Resource Based Learning Model. The purpose of the study was to determine the implementation and influence of the Resource-Based Learning Model in improving student learning outcomes in Arabic. This research is a classroom action research conducted in 3 cycles. The results of the study show that students' abilities increase by achieving ideal standards. From 56.89% in Cycle l, it can increase to 67.27% in cycle II, and cycle III increases to 77.24%. This shows that the application of the Resource-Based Learning Model can effectively improve students' Arabic learning outcomes","PeriodicalId":29848,"journal":{"name":"Ijaz Arabi Journal of Arabic Learning","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47370687","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 : 2019-04-06DOI: 10.18860/IJAZARABI.V2I1.5646
Nurul Hadi
This research revealed the difficulties of the implementation of the 2013 Curriculum (K-13), especially in Arabic subject in Islamic Elementary Schools/ Madrasah Ibtidaiyah (MI) in Pamekasan, and the inhibiting factors. This study used qualitative research in the form of exploratory research, namely descriptive analysis. The population was all Islamic Elementary Schools (MI) in Pamekasan, and four schools were selected as samples by using purposive sampling technique.The results showed that from the aspect of designing effective and meaningful learning, as well as in organizing learning, found that MI Islamiyah I Larangan Tokol, Tlanakan did not implement K-13 and did not have Arabic subject syllabus, and so did MI As-Salafi Sumber Duko Pakong. Even, the condition found in MIN 1 Konang, Galis as one of the State Islamic Elementary Schools in Pamekasan is almost the same as the Private Madrasah, because even though they have an Arabic subject syllabus, but it was still in print out syllabus, and the file is not formally legalized by the head of Madrasah. While, in the implementation of learning, it is revealed that teachers were not able to maximize the community, environment, media, and to utilize available internet connection in the learning practice. It happened in almost all Madrasah. Also, teachers of Madrasah Ibtidaiyah in Pamekasan need more training, guidance, and self-improvement in understanding the K-13 concept wholly and comprehensively. On the other hand, Madrasah Ibtidaiyah in Pamekasan did not yet maximize the K-13 concept in term of environmental empowerment as learning resources, and even it is undiscovered the use of andragogy approach, scientific approach, and active learning that should be applied in learning Arabic in Madrasah Ibtidaiyah in Pamekasan.In general, there are three inhibiting factors which caused the difficulty in the implementation of K-13 in Madrasah Ibtidaiyah in Pamekasan; those include Madrasah and Government’s Policy, lack of qualified teachers, and inadequate facilities. As for the impacts of the difficulty of K-13 implementation for the students can be divided into two aspects: (1) the learning process, and (2) the learning outputs. Keywords: difficulties of the implementation of the Curriculum 2013; Arabic; Madrasah Ibtidaiyah; Pamekasan regency
本研究揭示了2013年课程(K-13)实施的困难，特别是在帕梅卡桑伊斯兰小学/伊斯兰学校(MI)的阿拉伯语科目，以及抑制因素。本研究采用定性研究的探索性研究形式，即描述性分析。人口为帕梅卡桑县所有伊斯兰小学(MI)，采用有目的抽样方法选取4所学校作为样本。结果表明，从设计有效和有意义的学习以及组织学习的角度来看，MI Islamiyah I Larangan Tokol, Tlanakan没有实施K-13，没有阿拉伯语学科大纲，MI as - salafi Sumber Duko Pakong也没有。甚至，在min1 Konang, Galis作为Pamekasan的一所州立伊斯兰小学的情况与私立伊斯兰学校几乎相同，因为即使他们有阿拉伯语科目的教学大纲，但它仍然是打印出来的教学大纲，而且该文件没有被伊斯兰学校的负责人正式合法化。然而，在学习的实施过程中，教师在学习实践中未能最大限度地利用社区、环境、媒体和可用的网络连接。几乎所有的伊斯兰学校都发生过这种事。此外，帕梅卡桑的伊比提达耶伊斯兰学校的教师需要更多的培训、指导和自我提升，以全面、全面地理解K-13的概念。另一方面，Pamekasan的Madrasah Ibtidaiyah还没有将K-13的概念最大化地作为环境赋权的学习资源，甚至还没有发现在Pamekasan的Madrasah Ibtidaiyah学习阿拉伯语时应该使用的人类学方法，科学方法和主动学习。总的来说，有三个抑制因素导致K-13在帕梅卡桑伊比提达耶伊斯兰学校实施困难;这些问题包括伊斯兰学校和政府的政策、缺乏合格的教师和设施不足。K-13实施难度对学生的影响可以分为两个方面:(1)对学习过程的影响，(2)对学习输出的影响。关键词:《2013年课程》实施难点;阿拉伯语;Madrasah Ibtidaiyah;Pamekasan摄政
{"title":"DIFFICULTIES OF THE CURRICULUM 2013 IMPLEMENTATION IN ARABIC LANGUAGE AT MADRASAH IBTIDAHYAH/ KESULITAN IMPLEMENTASI KURIKULUM 2013 MAPEL BAHASA ARAB PADA MADRASAH IBTIDAIYAH","authors":"Nurul Hadi","doi":"10.18860/IJAZARABI.V2I1.5646","DOIUrl":"https://doi.org/10.18860/IJAZARABI.V2I1.5646","url":null,"abstract":"This research revealed the difficulties of the implementation of the 2013 Curriculum (K-13), especially in Arabic subject in Islamic Elementary Schools/ Madrasah Ibtidaiyah (MI) in Pamekasan, and the inhibiting factors. This study used qualitative research in the form of exploratory research, namely descriptive analysis. The population was all Islamic Elementary Schools (MI) in Pamekasan, and four schools were selected as samples by using purposive sampling technique.The results showed that from the aspect of designing effective and meaningful learning, as well as in organizing learning, found that MI Islamiyah I Larangan Tokol, Tlanakan did not implement K-13 and did not have Arabic subject syllabus, and so did MI As-Salafi Sumber Duko Pakong. Even, the condition found in MIN 1 Konang, Galis as one of the State Islamic Elementary Schools in Pamekasan is almost the same as the Private Madrasah, because even though they have an Arabic subject syllabus, but it was still in print out syllabus, and the file is not formally legalized by the head of Madrasah. While, in the implementation of learning, it is revealed that teachers were not able to maximize the community, environment, media, and to utilize available internet connection in the learning practice. It happened in almost all Madrasah. Also, teachers of Madrasah Ibtidaiyah in Pamekasan need more training, guidance, and self-improvement in understanding the K-13 concept wholly and comprehensively. On the other hand, Madrasah Ibtidaiyah in Pamekasan did not yet maximize the K-13 concept in term of environmental empowerment as learning resources, and even it is undiscovered the use of andragogy approach, scientific approach, and active learning that should be applied in learning Arabic in Madrasah Ibtidaiyah in Pamekasan.In general, there are three inhibiting factors which caused the difficulty in the implementation of K-13 in Madrasah Ibtidaiyah in Pamekasan; those include Madrasah and Government’s Policy, lack of qualified teachers, and inadequate facilities. As for the impacts of the difficulty of K-13 implementation for the students can be divided into two aspects: (1) the learning process, and (2) the learning outputs. Keywords: difficulties of the implementation of the Curriculum 2013; Arabic; Madrasah Ibtidaiyah; Pamekasan regency","PeriodicalId":29848,"journal":{"name":"Ijaz Arabi Journal of Arabic Learning","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43888627","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 : 2019-04-06DOI: 10.18860/IJAZARABI.V2I1.5792
Iffat Maimunah
Teaching Arabic at the Islamic university aims to understand Islamic books written in Arabic as well as improve language skills: listening, speaking, reading and writing. Previous research conducted by researchers showed the weakness of students in speaking. The teaching and learning process cause this. The teacher does not use various strategies. He only tells about lessons, limited opportunities for students to talk in class and their respective motivations to talk and discuss in class. The research conducted by this researcher aims to improve speaking skills through role-playing strategies. Role-playing is one of the most effective and exciting teaching methods that help us in the learning process, especially in developing speaking skills. The subjects of this study were students of the Islamic State University of Malang, Indonesia Faculty of Economics, EKA class 3. Using two cycles each containing four methods, namely: planning, implementation, observation, and reflection. The results of this study indicate that role-playing strategies are useful in improving students' speaking skills. During the role-playing, they do it with confidence without feeling embarrassed or worried, and they can speak fluently, even they can work together to improve their speaking skills while acting in the teaching process. Keywords: role-playing; teaching speaking skills; teaching strategies
{"title":"TEACHING SPEECH SKILLS USING ROLE MODELING/ تعليم مهارة الكلام باستخدام طريقة تمثيل الأدوار","authors":"Iffat Maimunah","doi":"10.18860/IJAZARABI.V2I1.5792","DOIUrl":"https://doi.org/10.18860/IJAZARABI.V2I1.5792","url":null,"abstract":"Teaching Arabic at the Islamic university aims to understand Islamic books written in Arabic as well as improve language skills: listening, speaking, reading and writing. Previous research conducted by researchers showed the weakness of students in speaking. The teaching and learning process cause this. The teacher does not use various strategies. He only tells about lessons, limited opportunities for students to talk in class and their respective motivations to talk and discuss in class. The research conducted by this researcher aims to improve speaking skills through role-playing strategies. Role-playing is one of the most effective and exciting teaching methods that help us in the learning process, especially in developing speaking skills. The subjects of this study were students of the Islamic State University of Malang, Indonesia Faculty of Economics, EKA class 3. Using two cycles each containing four methods, namely: planning, implementation, observation, and reflection. The results of this study indicate that role-playing strategies are useful in improving students' speaking skills. During the role-playing, they do it with confidence without feeling embarrassed or worried, and they can speak fluently, even they can work together to improve their speaking skills while acting in the teaching process. Keywords: role-playing; teaching speaking skills; teaching strategies","PeriodicalId":29848,"journal":{"name":"Ijaz Arabi Journal of Arabic Learning","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47197200","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 : 2019-04-06DOI: 10.18860/IJAZARABI.V2I1.5634
Abdulwahab ajao Salaudeen
This research aims to shed light on a semantic aspect of Arabic morphology; the study shows that Arabic morphologists emphasized formative aspect more than the grammatical element which made Arabic morphology difficult to comprehend, it has gone to the level of generalizing some rules without giving semantic element adequate attention. There is no doubt on the fact that the formative element of Arabic morphology has to go side by side with semantic aspect to simplify and clarify its study. However, this research points out the advantages of applying the theory of Semantic /Analytical Field for identifying the characteristics of each morphological forms. The researcher applies the descriptive and analytical method to give a general view of this morpho- semantic study.Keywords: Semantic; Arabic Morphology; Ideas; Visions
{"title":"SEMANTIC ASPECT OF ARABIC MORPHOLOGY: IDEAS AND THEORIES/ وقفات دلالية في الصرف العربي أفكار و رؤى","authors":"Abdulwahab ajao Salaudeen","doi":"10.18860/IJAZARABI.V2I1.5634","DOIUrl":"https://doi.org/10.18860/IJAZARABI.V2I1.5634","url":null,"abstract":"This research aims to shed light on a semantic aspect of Arabic morphology; the study shows that Arabic morphologists emphasized formative aspect more than the grammatical element which made Arabic morphology difficult to comprehend, it has gone to the level of generalizing some rules without giving semantic element adequate attention. There is no doubt on the fact that the formative element of Arabic morphology has to go side by side with semantic aspect to simplify and clarify its study. However, this research points out the advantages of applying the theory of Semantic /Analytical Field for identifying the characteristics of each morphological forms. The researcher applies the descriptive and analytical method to give a general view of this morpho- semantic study.Keywords: Semantic; Arabic Morphology; Ideas; Visions","PeriodicalId":29848,"journal":{"name":"Ijaz Arabi Journal of Arabic Learning","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48015628","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 : 2019-04-06DOI: 10.18860/IJAZARABI.V2I1.5445
R. Baroroh, Aisyam Mardliyyah
This research was conducted to develop a snake ladder game media for learning Arabic and describes its influence on student learning outcomes, with the subject of class V MI Ma'arif Bego Sleman Yogyakarta. This research belongs to the Research and Development (R & D) category. The instruments used in this study were observation, interviews, documentation, material questionnaires, media expert questionnaires, peer reviewer questionnaires, and student responses. The data analysis technique in this study used descriptive analysis in percentage. The results showed that: 1) snakes and ladders playing media for learning Arabic the criteria for "Very Good" percentage was 84.61%, media expert ratings were 91.11%, and peer reviewers were 84.67%. 2) The response of students in the field trial as a whole obtains a "Positive" assessment category with a percentage of 89.58% and the influence of the media on improving student learning outcomes. Based on the results of the analysis, this study shows that the media of snakes and ladders in Arabic learning gets a positive response from students and can be used as one of the media for learning Arabic. Keywords : Development; Instructional Media; Snakes and ladders game.
{"title":"DEVELOPMENT OF THE LADDER SNAKE GAME MEDIA IN ARABIC LEARNING/ PENGEMBANGAN MEDIA PERMAINAN ULAR TANGGA DALAM PEMBELAJARAN BAHASA ARAB","authors":"R. Baroroh, Aisyam Mardliyyah","doi":"10.18860/IJAZARABI.V2I1.5445","DOIUrl":"https://doi.org/10.18860/IJAZARABI.V2I1.5445","url":null,"abstract":"This research was conducted to develop a snake ladder game media for learning Arabic and describes its influence on student learning outcomes, with the subject of class V MI Ma'arif Bego Sleman Yogyakarta. This research belongs to the Research and Development (R & D) category. The instruments used in this study were observation, interviews, documentation, material questionnaires, media expert questionnaires, peer reviewer questionnaires, and student responses. The data analysis technique in this study used descriptive analysis in percentage. The results showed that: 1) snakes and ladders playing media for learning Arabic the criteria for \"Very Good\" percentage was 84.61%, media expert ratings were 91.11%, and peer reviewers were 84.67%. 2) The response of students in the field trial as a whole obtains a \"Positive\" assessment category with a percentage of 89.58% and the influence of the media on improving student learning outcomes. Based on the results of the analysis, this study shows that the media of snakes and ladders in Arabic learning gets a positive response from students and can be used as one of the media for learning Arabic. Keywords : Development; Instructional Media; Snakes and ladders game.","PeriodicalId":29848,"journal":{"name":"Ijaz Arabi Journal of Arabic Learning","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47606419","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 : 2019-04-06DOI: 10.18860/IJAZARABI.V2I1.5605
Abdur-Rasheed Mahmoud-Mukadam
The purpose of this paper is to demonstrate the existence of the toning phenomenon in the Arabic language and to explain its performance and functions to reveal a secret of the Arabic Fusha language through the treatment of this tonal phenomenon through its purpose and meaning and its general function.The first section deals with the concept of toning. The second topic deals with the characteristics of toning. The third section deals with the functions of toning. The fourth section deals with tone, and reference. Discusses the phenomenon of toning in the Arab heritage, and the sixth and final topic: look at the phone toning in the language of Yorba, the conclusion, including the results of the search and margins.The methodology used in this research is the descriptive approach, which describes the language itself as an objective description, through scientific data or samples obtained using the necessary research tools. The motivation to adopt this descriptive approach is twofold: its relevance to the study of linguistic phenomena is a careful study that is both revealing and accurate. Collect facts and information and explain them to arrive at a scientific description of those facts and information.
{"title":"TANGHIM BETWEEN APPLIED AND SEMANTIC FUNCTION IN ARABIC AND YORUBA: COMPARATIVE STUDIES/ التّنغيم بين الوظيفة الأدائيّة والوظيفة الدّلاليّة في لغتي العربيّة ويوربا: دراسة تقابلية","authors":"Abdur-Rasheed Mahmoud-Mukadam","doi":"10.18860/IJAZARABI.V2I1.5605","DOIUrl":"https://doi.org/10.18860/IJAZARABI.V2I1.5605","url":null,"abstract":"The purpose of this paper is to demonstrate the existence of the toning phenomenon in the Arabic language and to explain its performance and functions to reveal a secret of the Arabic Fusha language through the treatment of this tonal phenomenon through its purpose and meaning and its general function.The first section deals with the concept of toning. The second topic deals with the characteristics of toning. The third section deals with the functions of toning. The fourth section deals with tone, and reference. Discusses the phenomenon of toning in the Arab heritage, and the sixth and final topic: look at the phone toning in the language of Yorba, the conclusion, including the results of the search and margins.The methodology used in this research is the descriptive approach, which describes the language itself as an objective description, through scientific data or samples obtained using the necessary research tools. The motivation to adopt this descriptive approach is twofold: its relevance to the study of linguistic phenomena is a careful study that is both revealing and accurate. Collect facts and information and explain them to arrive at a scientific description of those facts and information.","PeriodicalId":29848,"journal":{"name":"Ijaz Arabi Journal of Arabic Learning","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48844498","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 : 2019-04-06DOI: 10.18860/IJAZARABI.V2I1.5607
Aliy Abdulwahid Adebisi, Abdullahi Shittu Akanni
Interrogative methods is a fundamental part of a language that is common in all human conversation and speeches in their corporate lives, comparative analysis between languages of the same origin and those of different sources have been carried out to fully identify the likely challenges that might be encountered by learners of linguistics and probable lasting solution to those problems, thus, the research aims to study the contrasting between the two languages with specific attempts at reviewing the interrogational methods and in a bid to draw on the differences. The methodology adopted is an analytical and contrastive method, and the major findings of the thesis include: (1) the interrogative methods in both languages are similar, and as such, the student will not encounter many challenges in the course of learning both languages. (2) There are significant differences in the use of the interrogational particles and adaptations in the studied languages. For instance, all of the interrogative elements of Arabic language are generally placed at the beginning of sentences while in the Yoruba language, it varies between the beginning and terminal positions; and (3) Arabic language possess the quality of being composed of the variable and fixed elements but the Yoruba language is mainly composed of fixed elements, and this can pose a big challenge to students.The study concluded that there are no such gaps in interrogative methods of both languages, except in some cases of fixed and non-fixed elements in Arabic, the study therefore, recommended that curriculum designers should consider areas of similarities and dissimilarities while designing curriculum in order to have suitable curriculum for students of Arabic among the Yoruba and the necessity that teachers should familiarize themselves with linguistic contrasts; which would enable them to perform their professional assignment and task in the easiest and most efficient.
{"title":"METHODS OF QUESTIONING IN ARABIC AND YORUBA: A COMPARATIVE STUDY/ أساليب الاستفهام في العربية ويوربا: دراسة تقابلية","authors":"Aliy Abdulwahid Adebisi, Abdullahi Shittu Akanni","doi":"10.18860/IJAZARABI.V2I1.5607","DOIUrl":"https://doi.org/10.18860/IJAZARABI.V2I1.5607","url":null,"abstract":"Interrogative methods is a fundamental part of a language that is common in all human conversation and speeches in their corporate lives, comparative analysis between languages of the same origin and those of different sources have been carried out to fully identify the likely challenges that might be encountered by learners of linguistics and probable lasting solution to those problems, thus, the research aims to study the contrasting between the two languages with specific attempts at reviewing the interrogational methods and in a bid to draw on the differences. The methodology adopted is an analytical and contrastive method, and the major findings of the thesis include: (1) the interrogative methods in both languages are similar, and as such, the student will not encounter many challenges in the course of learning both languages. (2) There are significant differences in the use of the interrogational particles and adaptations in the studied languages. For instance, all of the interrogative elements of Arabic language are generally placed at the beginning of sentences while in the Yoruba language, it varies between the beginning and terminal positions; and (3) Arabic language possess the quality of being composed of the variable and fixed elements but the Yoruba language is mainly composed of fixed elements, and this can pose a big challenge to students.The study concluded that there are no such gaps in interrogative methods of both languages, except in some cases of fixed and non-fixed elements in Arabic, the study therefore, recommended that curriculum designers should consider areas of similarities and dissimilarities while designing curriculum in order to have suitable curriculum for students of Arabic among the Yoruba and the necessity that teachers should familiarize themselves with linguistic contrasts; which would enable them to perform their professional assignment and task in the easiest and most efficient.","PeriodicalId":29848,"journal":{"name":"Ijaz Arabi Journal of Arabic Learning","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49595772","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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