Pub Date : 2021-08-04DOI: 10.18860/IJAZARABI.V4I2.9861
Talqis Nurdianto, Mahyudin Ritonga
Learning Arabic to non-Arabic makes nahw (Arabic syntax) an important part that cannot be overlooked. The formulation of nahw renewal occurred in line with differences of opinion from previous scholars. As nahw developed as a science, its discussion became more complex and obscure. The emergence of the Basran and Kufan schools drove fanaticism among scholars, and their debates revolved around increasingly complex topics. While these discourses expanded the knowledge body of nahw, those grammarians did not propose anything novel, and its topics soon became incomprehensible to non-Arab learners. There was, therefore, a great urgency to reform and simplify nahw for such learners. Within this context, this study attempts to examine the innovative methods introduced by al-Shatibi to simplify and rejuvenate nahw through his book al-Maqashid al-Shafiah fi Sharh al-Khulashah al-Kafiah. To achieve this objective, data were obtained through library research, primarily from Al-Shatibi's text and other related sources. The findings revealed that Al-Shatibi's diverse educational background allowed him to elucidate the principles through simple, straightforward sentences. His method in al-Maqashid was distinctive: He cited all the differing opinions in a given problem, supporting some while criticizing the others; his deep understanding of Alfiyah allowed him to clarify its implicit meanings; his excellence in fiqh and other sciences manifested in his commentary of some nahw problems; and he employed exemplary expressions in his writings, such as explicitly selecting a rule or opinion and not being vague, stating his preferred opinions, and implicitly deciding on an opinion. Al-Shatibi's educational approach, employing questions and answers, hypothetical arguments and counters, and systematic organization allowed non-Arabs to benefit significantly from the book.
从阿拉伯语到非阿拉伯语的学习使得nahw(阿拉伯语语法)成为一个不可忽视的重要部分。nahw更新的提法是根据以往学者的不同意见而产生的。随着数学作为一门科学的发展，对它的讨论变得更加复杂和晦涩。Basran和Kufan学派的出现推动了学者们的狂热，他们的辩论围绕着越来越复杂的话题。虽然这些论述扩展了阿拉伯语的知识体系，但这些语法学家并没有提出任何新颖的东西，其主题很快就变得非阿拉伯学习者无法理解。因此，迫切需要改革和简化对这些学习者的教育。在此背景下，本研究试图考察al-Shatibi通过其著作al-Maqashid al-Shafiah fi Sharh al-Khulashah al-Kafiah引入的简化和振兴nahw的创新方法。为了实现这一目标，通过图书馆研究获得了数据，主要来自Al-Shatibi的文本和其他相关来源。调查结果显示，Al-Shatibi多样化的教育背景使他能够通过简单、直接的句子来阐明这些原则。他在《al-Maqashid》中的方法很独特:他在一个给定的问题上引用所有不同的观点，支持一些，批评另一些;他对阿尔菲亚的深刻理解使他能够澄清其隐含的含义;他在伊斯兰和其他科学方面的卓越表现体现在他对一些新问题的评论上;他在他的作品中使用了典型的表达，比如明确地选择一个规则或观点，而不是含糊不清，陈述他更喜欢的观点，并隐含地决定一个观点。沙提比的教育方法，采用提问和回答，假设的论证和反驳，以及系统的组织，使非阿拉伯人从这本书中受益匪浅。
{"title":"Renewal Of Arabic Grammar (Nahw) By Al-Shatibi In Al Maqashid Al Syafiyah","authors":"Talqis Nurdianto, Mahyudin Ritonga","doi":"10.18860/IJAZARABI.V4I2.9861","DOIUrl":"https://doi.org/10.18860/IJAZARABI.V4I2.9861","url":null,"abstract":"Learning Arabic to non-Arabic makes nahw (Arabic syntax) an important part that cannot be overlooked. The formulation of nahw renewal occurred in line with differences of opinion from previous scholars. As nahw developed as a science, its discussion became more complex and obscure. The emergence of the Basran and Kufan schools drove fanaticism among scholars, and their debates revolved around increasingly complex topics. While these discourses expanded the knowledge body of nahw, those grammarians did not propose anything novel, and its topics soon became incomprehensible to non-Arab learners. There was, therefore, a great urgency to reform and simplify nahw for such learners. Within this context, this study attempts to examine the innovative methods introduced by al-Shatibi to simplify and rejuvenate nahw through his book al-Maqashid al-Shafiah fi Sharh al-Khulashah al-Kafiah. To achieve this objective, data were obtained through library research, primarily from Al-Shatibi's text and other related sources. The findings revealed that Al-Shatibi's diverse educational background allowed him to elucidate the principles through simple, straightforward sentences. His method in al-Maqashid was distinctive: He cited all the differing opinions in a given problem, supporting some while criticizing the others; his deep understanding of Alfiyah allowed him to clarify its implicit meanings; his excellence in fiqh and other sciences manifested in his commentary of some nahw problems; and he employed exemplary expressions in his writings, such as explicitly selecting a rule or opinion and not being vague, stating his preferred opinions, and implicitly deciding on an opinion. Al-Shatibi's educational approach, employing questions and answers, hypothetical arguments and counters, and systematic organization allowed non-Arabs to benefit significantly from the book.","PeriodicalId":29848,"journal":{"name":"Ijaz Arabi Journal of Arabic Learning","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45438961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-30DOI: 10.18860/IJAZARABI.V4I2.11626
Lailatul Mauludiyah, Alfiatus Syarofah, M. Fauzi
Learning Arabic at the university level for non-language majors was still a problem, and it was still being developed. This research aimed to see how well the Little Circle Arabic Learning (LCAL) learning model worked in practice. Students majoring in Islamic Religious Education who are learning the native language at the University of Muhammadiyah Malang's Arabic Language Development Program (PPBA) were the subject of this study, which used a quantitative approach. The method of data collection were questionnaires and tests. While the data analysis used is descriptive quantitative to process the results of the questionnaire. The sample t-test is related to processing the test results. Based on the t-test results, this research indicates that the Little Circle Arabic Learning (LCAL) model effectively taught Arabic at the university level. There was also an increase in competence in students in terms of kalam, vocabulary, and translation. This LCAL learning model can also improve the ability to interact with teams in groups and the student's self-confidence. These components support students being able to speak Arabic.
{"title":"Little Circle Arabic Learning (LCAL) To Improve Arabic Language Skills And Confidence/ Little Circle Arabic Learning (LCAL) Untuk Meningkatkan Kemampuan Berbahasa Arab Dan Kepercayaan Diri","authors":"Lailatul Mauludiyah, Alfiatus Syarofah, M. Fauzi","doi":"10.18860/IJAZARABI.V4I2.11626","DOIUrl":"https://doi.org/10.18860/IJAZARABI.V4I2.11626","url":null,"abstract":"Learning Arabic at the university level for non-language majors was still a problem, and it was still being developed. This research aimed to see how well the Little Circle Arabic Learning (LCAL) learning model worked in practice. Students majoring in Islamic Religious Education who are learning the native language at the University of Muhammadiyah Malang's Arabic Language Development Program (PPBA) were the subject of this study, which used a quantitative approach. The method of data collection were questionnaires and tests. While the data analysis used is descriptive quantitative to process the results of the questionnaire. The sample t-test is related to processing the test results. Based on the t-test results, this research indicates that the Little Circle Arabic Learning (LCAL) model effectively taught Arabic at the university level. There was also an increase in competence in students in terms of kalam, vocabulary, and translation. This LCAL learning model can also improve the ability to interact with teams in groups and the student's self-confidence. These components support students being able to speak Arabic.","PeriodicalId":29848,"journal":{"name":"Ijaz Arabi Journal of Arabic Learning","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49545056","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-27DOI: 10.18860/ijazarabi.v4i2.12739
Hafiz Ahmed Saeed Rana, Abuzar Khalil
The rise of philosophy has coalesced with the start of the world, which means a "strategy". Whether that Strategy is linked to the teaching of a language or something else, and the only way to learn that strategy is through the thoughts of philosophers. This study is an attempt at the philosophy, philosophers, and strategy of their thinkings; whom' Abdul-‘Azīz Firhārvī has mentioned in his valuable manuscript Al-Tamyīz, and also this study will discuss the effects of applying these strategies on the teaching of Arabic Language that how to cultimate philosophical styles of study like;Analytical method, Deep Study Method, Traditional Method, Discusson Method, Practical Method’ within primary or secondary or higher education students.In addition, these methods will promote a technical understanding of Arabic Grammer among students.In this regard, 'Abdul-‘Azīz Firhārvī has selected some prominent philosophers in Al-Tamyīz. Further, it will highlight the selection of chosen philosophers as to why the thoughts of these philosophers have a possible and attainable effect on the teaching of the Arabic Language, and it will also discuss the influential importance of their work. Thus, this study will be beneficial for the teachers and trainers. Moreover, it will also become a landmark for the new researchers to link philosophy with Arabic language teaching.
{"title":"Influence Of The Philosophers Ideas On Teaching Arabic In Light Of (Al-Tamayz) Al-Firharwi/ تأثيرأفكار الفلاسفة على تدریس اللغة العربية في ضوء ((التميز)) للفرهاروي","authors":"Hafiz Ahmed Saeed Rana, Abuzar Khalil","doi":"10.18860/ijazarabi.v4i2.12739","DOIUrl":"https://doi.org/10.18860/ijazarabi.v4i2.12739","url":null,"abstract":"The rise of philosophy has coalesced with the start of the world, which means a \"strategy\". Whether that Strategy is linked to the teaching of a language or something else, and the only way to learn that strategy is through the thoughts of philosophers. This study is an attempt at the philosophy, philosophers, and strategy of their thinkings; whom' Abdul-‘Azīz Firhārvī has mentioned in his valuable manuscript Al-Tamyīz, and also this study will discuss the effects of applying these strategies on the teaching of Arabic Language that how to cultimate philosophical styles of study like;Analytical method, Deep Study Method, Traditional Method, Discusson Method, Practical Method’ within primary or secondary or higher education students.In addition, these methods will promote a technical understanding of Arabic Grammer among students.In this regard, 'Abdul-‘Azīz Firhārvī has selected some prominent philosophers in Al-Tamyīz. Further, it will highlight the selection of chosen philosophers as to why the thoughts of these philosophers have a possible and attainable effect on the teaching of the Arabic Language, and it will also discuss the influential importance of their work. Thus, this study will be beneficial for the teachers and trainers. Moreover, it will also become a landmark for the new researchers to link philosophy with Arabic language teaching.","PeriodicalId":29848,"journal":{"name":"Ijaz Arabi Journal of Arabic Learning","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42447345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-25DOI: 10.18860/ijazarabi.v4i2.12037
Abdul Azim Mohamad Isa, Z. Ismail, Hairun Najuwah Jamali, Fitri Nurul’Ais Nordin
The Arabic vowel consists of three main vowels namely /a/ (fathah), the vowel /i/ (kasrah), and the vowel /u/ (dhammah). This study aims to analyze the vowels of the Arabic present tense in the pattern' af'al which is determined by the arrangement of letters. This study also aims to help read active verbs of yaf’al Arabic among Arabic language students who have difficulty determining the correct vowel of the three vowel fractions. In addition, this study can help linguists in general and Arabic in particular to determine the vowel reading of the letter 'ain (ع) on the active verb pattern of modern Arabic' af'al which is divided into vowels / a / (fathah), vowel /i/ (kasrah), and the vowel /u/ (dammah). This study uses a qualitative method. Samples of this study were taken from Al-Khalil dictionary as well as al-Ma'aniy online dictionary. Only three syllable active verbs are analyzed as the three syllable active verbs in Arabic will change to three different vowels when in the verb tense. The analysis is focused on the arrangement of the letters' ain (ع) in the past tense verb. Clearly, the study's findings have shown that the arrangement of 'ain (ع) on the active Arabic verb of the past affects the vowel on the 'ain (ع) active verb of the present Arabic. At the same time, this study provides an alternative that shows that the vowels at the letter 'ain (ع) of the active Arabic verb of the present time are non-random.
{"title":"Vowels Reading Of Arabic Present Tense In Yaf’al Form For Lip And Coronal Articulation/ Pembacaan Vokal Pola Fiil Mudhori Yaf’al Bagi Artikulasi Bibir Dan Koronal","authors":"Abdul Azim Mohamad Isa, Z. Ismail, Hairun Najuwah Jamali, Fitri Nurul’Ais Nordin","doi":"10.18860/ijazarabi.v4i2.12037","DOIUrl":"https://doi.org/10.18860/ijazarabi.v4i2.12037","url":null,"abstract":"The Arabic vowel consists of three main vowels namely /a/ (fathah), the vowel /i/ (kasrah), and the vowel /u/ (dhammah). This study aims to analyze the vowels of the Arabic present tense in the pattern' af'al which is determined by the arrangement of letters. This study also aims to help read active verbs of yaf’al Arabic among Arabic language students who have difficulty determining the correct vowel of the three vowel fractions. In addition, this study can help linguists in general and Arabic in particular to determine the vowel reading of the letter 'ain (ع) on the active verb pattern of modern Arabic' af'al which is divided into vowels / a / (fathah), vowel /i/ (kasrah), and the vowel /u/ (dammah). This study uses a qualitative method. Samples of this study were taken from Al-Khalil dictionary as well as al-Ma'aniy online dictionary. Only three syllable active verbs are analyzed as the three syllable active verbs in Arabic will change to three different vowels when in the verb tense. The analysis is focused on the arrangement of the letters' ain (ع) in the past tense verb. Clearly, the study's findings have shown that the arrangement of 'ain (ع) on the active Arabic verb of the past affects the vowel on the 'ain (ع) active verb of the present Arabic. At the same time, this study provides an alternative that shows that the vowels at the letter 'ain (ع) of the active Arabic verb of the present time are non-random.","PeriodicalId":29848,"journal":{"name":"Ijaz Arabi Journal of Arabic Learning","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47614235","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-22DOI: 10.18860/ijazarabi.v4i2.10508
Lubna Farah Khan, N. Mufidah, Mohammad Umar Hafiz Mohammad Idrees
The article discusses modern media used during teaching Arabic to non-native speakers, especially e-learning which has become required in the new world, especially in the spread of infectious diseases. This situation urges the teaching system to switch to E-learning, which helps in studies, particularly during the lockdown period in the pandemic. It benefits the teaching by modern technologies and media in transmitting the language to learners. Learning Arabic has increased in recent times, and learners as a modern generation are using modern technologies to learn. This research on E-teaching of Arabic to non-native speakers in a pandemic is urgent, especially in the pandemic era. It must use media in teaching, especially in teaching Arabic. With the emergence of the Corona pandemic that has spread throughout the world, the demand raises high. The results were as following: use of media in education makes teaching more effective and integrated, give effective results, raises the competence of the teacher and the recipient of the language, increases attention and excitement among students, and develops the ability to teach with communication, and the media facilitate the education process even in the spread of diseases and does not interrupt the chain of education between the learner and the teacher. We arrived with results that the necessity of acquaintance with modern methods and technical means and using them will give fruitful results.
{"title":"E-Teaching Of Arabic To Non-Native Speakers In Pandemic/ تعليم اللغة العربية للناطقين بغيرها عن بعد وفي عصر انتشار الاؤبئة","authors":"Lubna Farah Khan, N. Mufidah, Mohammad Umar Hafiz Mohammad Idrees","doi":"10.18860/ijazarabi.v4i2.10508","DOIUrl":"https://doi.org/10.18860/ijazarabi.v4i2.10508","url":null,"abstract":"The article discusses modern media used during teaching Arabic to non-native speakers, especially e-learning which has become required in the new world, especially in the spread of infectious diseases. This situation urges the teaching system to switch to E-learning, which helps in studies, particularly during the lockdown period in the pandemic. It benefits the teaching by modern technologies and media in transmitting the language to learners. Learning Arabic has increased in recent times, and learners as a modern generation are using modern technologies to learn. This research on E-teaching of Arabic to non-native speakers in a pandemic is urgent, especially in the pandemic era. It must use media in teaching, especially in teaching Arabic. With the emergence of the Corona pandemic that has spread throughout the world, the demand raises high. The results were as following: use of media in education makes teaching more effective and integrated, give effective results, raises the competence of the teacher and the recipient of the language, increases attention and excitement among students, and develops the ability to teach with communication, and the media facilitate the education process even in the spread of diseases and does not interrupt the chain of education between the learner and the teacher. We arrived with results that the necessity of acquaintance with modern methods and technical means and using them will give fruitful results.","PeriodicalId":29848,"journal":{"name":"Ijaz Arabi Journal of Arabic Learning","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46610842","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-21DOI: 10.18860/ijazarabi.v4i2.11194
M. A. Hamid, M. A. Charis
This research aims 1) the realization of a practical application system for Computer Based Test Online for Standard Arabic Language (ILAA). 2) Describing the feasibility of the ILAA. The research and development model used is the ADDIE (Analysis-Design-Development-Implementation-Evaluation) model developed by Reiser and Mollenda in 1990. This model was chosen because when used in the development, this process is considered sequential and interactive. The evaluation of each stage can bring development to the previous stage. The result of one stage is the initial product for the next stage. The Language Development Center of UIN Maulana Malik Ibrahim Malang, Indonesia as the subject and data collection techniques using structured interviews, documentation, and questionnaires. The collected data were analyzed using the percentage formula. The results: 1) Development of the Online CBT Application for Arabic Language Test (ILAA) using MOODLE (Modular Object-Oriented Dynamic Learning Environment). The ILAA Arabic language test CBT application can be accessed through www.tesbahasa.uin-malang.ac.id. 2) Based on expert and student assessments; The Arabic language test online CBT application (ILAA) at the Language Development Center of UIN Maulana Malik Ibrahim Malang is perfect and easy to use. This is evidenced by 93% of respondents choosing very good, easy, clear, and precise. Only 4.8% chose very poor and poor, less accessible and less precise answers.
本研究的目的是：1）实现一个实用的标准阿拉伯语在线计算机考试应用系统。2） 描述ILAA的可行性。所使用的研发模型是Reiser和Mollenda于1990年开发的ADDIE（分析设计开发实施评估）模型。之所以选择这个模型，是因为当在开发中使用时，这个过程被认为是连续的和交互式的。对每个阶段的评估可以将发展带入前一阶段。一个阶段的结果是下一阶段的初始产品。UIN语言发展中心Maulana Malik Ibrahim Malang，印度尼西亚为研究对象，采用结构化访谈、文件和问卷调查的数据收集技术。使用百分比公式对收集的数据进行分析。研究结果：1）利用模块化面向对象动态学习环境（MOODLE）开发了用于阿拉伯语测试的在线CBT应用程序（ILAA）。ILAA阿拉伯语测试CBT应用程序可通过www.tesbahasa.uin-malang.ac.id访问。2）基于专家和学生评估；UIN Maulana Malik Ibrahim Malang语言开发中心的阿拉伯语在线CBT应用程序（ILAA）非常完美，易于使用。93%的受访者选择了非常好、简单、清晰和准确的方式，这就是证明。只有4.8%的人选择了非常差和糟糕、不太容易获得和不太准确的答案。
{"title":"Development Of Computer Based Test Online Standard Arabic Language (ILAA)/ Pengembangan Aplikasi Computer Based Test Online Bahasa Arab Terstandar (ILAA)","authors":"M. A. Hamid, M. A. Charis","doi":"10.18860/ijazarabi.v4i2.11194","DOIUrl":"https://doi.org/10.18860/ijazarabi.v4i2.11194","url":null,"abstract":"This research aims 1) the realization of a practical application system for Computer Based Test Online for Standard Arabic Language (ILAA). 2) Describing the feasibility of the ILAA. The research and development model used is the ADDIE (Analysis-Design-Development-Implementation-Evaluation) model developed by Reiser and Mollenda in 1990. This model was chosen because when used in the development, this process is considered sequential and interactive. The evaluation of each stage can bring development to the previous stage. The result of one stage is the initial product for the next stage. The Language Development Center of UIN Maulana Malik Ibrahim Malang, Indonesia as the subject and data collection techniques using structured interviews, documentation, and questionnaires. The collected data were analyzed using the percentage formula. The results: 1) Development of the Online CBT Application for Arabic Language Test (ILAA) using MOODLE (Modular Object-Oriented Dynamic Learning Environment). The ILAA Arabic language test CBT application can be accessed through www.tesbahasa.uin-malang.ac.id. 2) Based on expert and student assessments; The Arabic language test online CBT application (ILAA) at the Language Development Center of UIN Maulana Malik Ibrahim Malang is perfect and easy to use. This is evidenced by 93% of respondents choosing very good, easy, clear, and precise. Only 4.8% chose very poor and poor, less accessible and less precise answers.","PeriodicalId":29848,"journal":{"name":"Ijaz Arabi Journal of Arabic Learning","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43054820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-19DOI: 10.18860/ijazarabi.v4i2.12556
Khalid Hassan Alabri
Almost all countries in the world are helpless, and people are feared in the face of the Coronavirus, to the point that millions of schools are closed, and this impact may be more severe than the impact of the disease itself, economically and medically. This experience will be engraved in the memories of children and adults, especially teachers and students. This paper describes some hidden aspects, especially the positive ones from the pandemic. The subjects of this study were students and lecturers at King Fahd University of Petroleum and Minerals (KFUPM). By using this type of research descriptive case study. Data obtained from observations of the lecture process, student communication with lecturers, and the faculty or university are equipped with survey data to support it. The results showed that students and lecturers could adapt and commit to performance, improve electronic skills, flexibility in learning, and obtain information. In addition, the university's efforts have a positive impact on the development of distance education, the use of digital technology to increase student participation in online learning opportunities, develop faculty members, and help them reach their potential. The Deanship of Academic Development (DAD) organizes various academic development workshops, discussion forums, and symposiums involving international, national, and local experts. Also sponsors activities related to teaching, student learning, assessment, and curriculum. The staff is ready around the clock to help and solve technical problems. This makes it easier for lecturers to use programs and platforms to teach students through their accounts using university usernames and passwords (KFUPM), such as the Blackboard and Microsoft teams. Universities used electronic learning systems for teaching and exams before the Corona crisis, but the crisis made it develop faster. The course is achieved through online study, students choose Microsoft's form as the preferred system, and most students interact with lecturers after lectures. The majority see that the professor's style is attractive to students in online learning, lecturers are responsible for dealing with monotonous material, and students can have online discussions.
{"title":"What Is The Effective Arabic Communication And Learning Model In Digital Learning During The Corona Crisis/ ما هو نموذج التواصل والتعلم العربي الفعال في التعلم الرقمي أثناء أزمة كورونا","authors":"Khalid Hassan Alabri","doi":"10.18860/ijazarabi.v4i2.12556","DOIUrl":"https://doi.org/10.18860/ijazarabi.v4i2.12556","url":null,"abstract":"Almost all countries in the world are helpless, and people are feared in the face of the Coronavirus, to the point that millions of schools are closed, and this impact may be more severe than the impact of the disease itself, economically and medically. This experience will be engraved in the memories of children and adults, especially teachers and students. This paper describes some hidden aspects, especially the positive ones from the pandemic. The subjects of this study were students and lecturers at King Fahd University of Petroleum and Minerals (KFUPM). By using this type of research descriptive case study. Data obtained from observations of the lecture process, student communication with lecturers, and the faculty or university are equipped with survey data to support it. The results showed that students and lecturers could adapt and commit to performance, improve electronic skills, flexibility in learning, and obtain information. In addition, the university's efforts have a positive impact on the development of distance education, the use of digital technology to increase student participation in online learning opportunities, develop faculty members, and help them reach their potential. The Deanship of Academic Development (DAD) organizes various academic development workshops, discussion forums, and symposiums involving international, national, and local experts. Also sponsors activities related to teaching, student learning, assessment, and curriculum. The staff is ready around the clock to help and solve technical problems. This makes it easier for lecturers to use programs and platforms to teach students through their accounts using university usernames and passwords (KFUPM), such as the Blackboard and Microsoft teams. Universities used electronic learning systems for teaching and exams before the Corona crisis, but the crisis made it develop faster. The course is achieved through online study, students choose Microsoft's form as the preferred system, and most students interact with lecturers after lectures. The majority see that the professor's style is attractive to students in online learning, lecturers are responsible for dealing with monotonous material, and students can have online discussions. ","PeriodicalId":29848,"journal":{"name":"Ijaz Arabi Journal of Arabic Learning","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48548013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-12DOI: 10.18860/ijazarabi.v4i2.12071
Bourouba Hafida, Sahraoui Khelifa, Fecih Mokrane
This research deals with the deliberative approach in teaching the dialogic text in middle school;given the importance of this approach, which is concerned with language during its use and goes beyond the vocalized formto search for its hidden meaning and purposes. This research was initiated by defining the terms of the study;then we dealt with the reality of teaching the dialogue text in the middle stage, where we reviewed the method or approach by which the dialogue text is taught in the Algerian middle school.The research also included the importance of adopting the deliberative approach in teaching the dialogue text and the method of investing it in the learning-teaching process.As the most appropriate alternative, given the mechanisms and techniques it provides that make the process of teaching the dialogue text more interactive and active, then we concluded the research with a set of results that we reached. The main approach that we adopted in this research is the qualitative approach which is based on collecting qualitative data as a first stage, and then we used qualitative analysis in presenting and analyzing this data and through discussing of these data, we came to important results and conclusions. As for the type; we have relied this study through our attempt to search for methods and techniques dialogue texts to middle school students and their suitability to the nature of the dialogue text. As it a communicative text, in its teaching we need an approach that touches its various interactive aspects; Whether it is apparent or implicit on the one hand, and also the effectiveness of these methods in stimulating motivation, suspense and attracted students on the other hand; We also relied on primary and secondary sources. And we have reached a set of conclusions, which summarize it stressing the importance of adopting the deliberative approach in teaching dialogic texts. This is due to the mechanisms and techniques that provides it and make the process of teaching the dialogue text more interactive and dynamic
{"title":"The Deliberative Approach In Teaching Dialogue Texts To Middle School Students/ المقاربة التداولية في تدريس النصوص الحوارية لتلاميذ المرحلة المتوسطة","authors":"Bourouba Hafida, Sahraoui Khelifa, Fecih Mokrane","doi":"10.18860/ijazarabi.v4i2.12071","DOIUrl":"https://doi.org/10.18860/ijazarabi.v4i2.12071","url":null,"abstract":"This research deals with the deliberative approach in teaching the dialogic text in middle school;given the importance of this approach, which is concerned with language during its use and goes beyond the vocalized formto search for its hidden meaning and purposes. This research was initiated by defining the terms of the study;then we dealt with the reality of teaching the dialogue text in the middle stage, where we reviewed the method or approach by which the dialogue text is taught in the Algerian middle school.The research also included the importance of adopting the deliberative approach in teaching the dialogue text and the method of investing it in the learning-teaching process.As the most appropriate alternative, given the mechanisms and techniques it provides that make the process of teaching the dialogue text more interactive and active, then we concluded the research with a set of results that we reached. The main approach that we adopted in this research is the qualitative approach which is based on collecting qualitative data as a first stage, and then we used qualitative analysis in presenting and analyzing this data and through discussing of these data, we came to important results and conclusions. As for the type; we have relied this study through our attempt to search for methods and techniques dialogue texts to middle school students and their suitability to the nature of the dialogue text. As it a communicative text, in its teaching we need an approach that touches its various interactive aspects; Whether it is apparent or implicit on the one hand, and also the effectiveness of these methods in stimulating motivation, suspense and attracted students on the other hand; We also relied on primary and secondary sources. And we have reached a set of conclusions, which summarize it stressing the importance of adopting the deliberative approach in teaching dialogic texts. This is due to the mechanisms and techniques that provides it and make the process of teaching the dialogue text more interactive and dynamic","PeriodicalId":29848,"journal":{"name":"Ijaz Arabi Journal of Arabic Learning","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43295156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-17DOI: 10.18860/ijazarabi.v4i1.10417
Abdul Malik Karim Amrullah, Zahrotun Nida, Abdul Muntaqim Al Anshory
This research aims to describe the strategic management at the language institute of Hasyim Ay’ari University Jombang, Indonesia to improve students' Arabic language competence starting from the formulation stage, implementation and evaluation. A qualitative descriptive approach as an alternative to this research method, with data collection techniques through interviews, observation and documentation study. From the research it can be concluded that the language institute of Hasyim Ay’ari University Jombang has used good strategic management. This can be seen from the strategy formulation that has been proven by the existence of a strategy formulation composed of a vision, mission and environmental analysis which is then applied into a strategy. Second, the implementation of strategies in the form of several programs and activities that are compiled by the curriculum and tailored to the needs of students. Third, strategy evaluation is carried out using two techniques, namely the program evaluation technique and results evaluation. The final result of this evaluation aims to determine the effectiveness of a program that has been designed and implemented in order to improve student competence. And problems that occur can be found in several aspects, including: administration, infrastructure, accommodation and teaching staff. Which causes less optimal and even not implementing several programs. Keyword: Management Strategy; Program; Arabic Learning. ةمدقم ةيلمع طبترت ،يوبرتلا .ميلعتلا جمانرب نع يوبرتلا لصف نكمي لا ،ساسلأا يف ةقلاع هل رخآ نوكمو نوكم نيب .ةياغلل ةدقعلما تانوكلما نم ديدعلاب اقًيثو ا ً طابترا ميلعتلا مادختسا متي نأ وه فدهلا .حيحص لكشب ميلعتلا ةيلمع يف نوكم لك ةرادإ بجيو ،ةيجهنم لك جمانرب ريدي ةسسؤلما ريدم ناك اذإ ،كلذ ققحتيس .لثملأا وحنلا ىلع تانوكلما هذه نم دراولما ةرادلإ ةلوذبلما دوهجلا ميلعتلا جمانرب ةرادإ ينعت ،ةطيسب تارابعب .ادًيج ميلعتلا .ةءافكو ةيلاعفب ميلعتلا جمانرب فادهأ قيقحت نكمي ثيحب ،ميلعتلا جمانرب يف ةمدختسلما I J A Z A R A B I J o u r n a l o f A r a b i c L e a r n i n g D O I : 1 0 . 1 8 8 6 0 / i j a z a r a b i . v 4 i 1 . 1 0 4 1 7 I S S N ( p r i n t ) : 2 6 2 0 5 9 1 2 | I S S N ( o n l i n e ) : 2 6 2 0 5 9 4 7 e j o u r n a l . u i n m a l a n g . a c . i d / i n d e x . p h p / i j a z a r a b i / i n d e x | 161 Vol. 4 No. 1 / Februari 2021 IJAZ ARABI homepage: http://ejournal.uin-malang.ac.id/index.php/ijazarabi ةدايقلل ارًداق نوكي نأ ةسسؤلما ريدم ىلع بجي ،ةءافكو ةيلاعفب ميلعتلا جمانرب ىلإ يتلا ةسسؤلما ءاضعأ نيب تلاعافتلا بيترت ديدحت ينعي ،تاسسؤلما ميظنتو ميظنت ىلع رصانع عيمجتو ميظنت ىلع ةسسؤلما ريدم ةردق ىلع ميظنتلا دمتعي .ديج لمعلاب اهل حمست ميق اهل يتلا ميلعتلا جمانرب اقًفو هنلأ ،ميلعتلا جمانرب فادهأ قيقحت نمضتو ةلصلا ةقيثو ة ( ميناد ناوردوسل 0202 : 01 ةددحلما لماوعلا دحأ يه ةسسؤلما ريدلم ةيدايقلا ةردقلا نإف ) ربكلأا لوؤسلما وهو .جمانربلا جئاتنو ةيلمعلاو ةدوجلا ةدايزو ءاضعلأا نيكمت يف ةيسيئرلا ربلا يذفنم ناكمإب ناك اذإ امع ةفاقثلا ءانب اضًيأ متي .لثملأا وحنلا ىلع لمعلا جمان عمتجلما عم لعافتلا يف ةسسؤلما ري
这项研究的目的是破坏印度尼西亚约翰内斯堡哈西姆艾阿里大学语言研究所的战略管理，以提高阿拉伯语学生从形成、实施和评估阶段开始的能力。质量设计方法是这项研究方法的替代方法，通过互动、观察和文件研究，利用数据收集技术。从研究中可以得出结论，约翰内斯堡哈西姆艾阿里大学的语言研究所采用了良好的战略管理。这可以从战略形式中看出，战略形式是由访问、访问和环境分析组成的战略形式，然后将其应用为战略。第二，以各种方案和活动的形式执行战略，这些方案和活动以满足学生的需要为基础。第三，战略评估不使用两种技术，即方案评估技术和结果评估。这项评估的最终结果是确定为提高学生竞争力而设计和实施的方案的有效性。此外，还存在一些问题，包括行政、基础设施、招聘和教学人员。有些原因并不理想，而且根本没有执行各种方案。关键词：管理战略；Program；阿拉伯学习。马利特拉·贾曼里布为诺克莫·诺克姆·尼普放松了吗？嘿，请注意塔努克马·迪迪达拉布在他离开的时候长了塔尼特拉·米拉特拉，然后进来。看看米拉特拉的番茄酱会发光。让你昏昏欲睡，直到Jio，他为你收获了我的胸膛，你会问我回荡你的胸膛，就像一个顽皮的人。愿我们对塔诺瓦的诅咒感到满意，因为这是一个戏剧性的睡眠，它会让你的胸膛响，它会让你的胸膛响，它会让你的胸膛响，它会让你的胸膛响，它会让你的胸膛响，就像一个顽皮的人一样。请记住，这是一个戏剧性的睡眠。J A Z A R A B I J O u r n a l o a r a b b c l e a R n i n g D O I:1 0。1 8 8 6 0/i j a Z a r a B I。V 4 I 1。1 0 4 1 7 I S N（p r i n t）：2 6 2 0 5 9 1 2 | I S N（o n l i n e）：2 6 2 0 5 9 4 7 e o u r n a l。U i n m a l n g。A C。I d/i n d e x。P p/i j a Z a R B i/i n d e x | 161第4卷第1期/2021年2月IJAZ阿拉伯家园：http://ejournal.uin-malang.ac.id/index.php/ijazarabi②②②②②②②②②②②②②②②②②②②②②②②②②②玛尔塔·贾曼里布（Minad Naurdusel）表示祝贺，玛尔塔·贾曼里布（Minad Naurdusel）表示哀悼，我们继续祈祷（Minad Naurdusel）02:01向玛尔拉·贾曼里布（Mawla Mawla）表示哀悼，如果他们想要做什么，请记住，愿主怜悯他。你们来了！你们来吧！你们来吧！你们来吧！你们去吧！你们去吧！你们去吧！你们去吧！你们去吧！你们去吧！你们去吧！你们去吧！你们去吧！你们去吧！你们去吧！你们去吧！你们去吧！你们去吧！你们去吧！你们去吧！你们去吧！你们去吧！你们去吧！你们去吧！你们去吧！你们去吧！你们去吧！你们去吧！你们去吧！你们去吧！你们去吧！你们去吧！你们去吧！你们去吧！你们去吧！你们去吧！你们去吧！你们去吧不好意思（Daniel，0202）IMB我会厌倦一个可怜的死尸，如果他像学生一样成功了，那么他就不会吃得饱，如果他像个流浪汉一样，他会睡得饱，如果他像个流浪汉一样，他会睡得饱，如果他像个流浪汉一样，他会吃得饱，如果他像个流浪者一样，他会吃得饱。吉吉塔里萨·吉塔里萨·盖斯拉：朱曼里布走路，点燃沉重的怨恨，杀死奥赫芬托的重要性值得一提。吉吉塔里萨·吉塔里萨·吉塔里萨·吉塔里萨·盖斯拉说：“朱曼里布走路，点燃了沉重的怨恨。”吉扎里布说：“杀死奥赫芬托的重要性值得一提。”（Philips&Stern，1986）熊睡在床上，让我的嘴沾满了哭泣的鼻子如果他成功了，他会为每个人感到难过，因为诺克特与吉塔里萨保持距离。他会吓到一跳，然后再咬一跳，然后再咬一跳，不要再吓到一跳。请小心，防止我的毒株出现故障。请小心，请记住，请记住，请记住，请记住，请记住，请记住，请记住，请记住，请记住，请记住，请记住，请记住。胡梅莫托·赫芬托·朱曼布拉·盖斯普·贾纳普莫格为步兵加油。贾马贝拉削弱了一枚导弹，直到一个国家杀死了蒂拉（大卫·R·德尔维尔，FO 0222:5毫升）阻止了塔拉卡·盖赫克勒·穆卡福。接下来是两个类别：I J A Z A R A B I J o u r n a l o f A r a B I C L e a n n n g D O I:1 0。1 8 8 6 0/i j a Z a r a B I。V 4 I 1。1 0 4 1 7 I S N（p r i n t）：2 6 2 0 5 9 1 2 | I S N（o n l i n e）：2 6 2 0 5 9 4 7 e o u r n a l。U i n m a l n g。A C。I d/i n d e x。P p/i j a Z a R B i/i n d e x | 162第4卷第1期/2021年2月IJAZ阿拉伯家园：http://ejournal.uin-malang.ac.id/index.php/ijazarabi（尼萨之泪0111:61米约托·迪文托（Miyoto Dhivento）盖斯·蒂赫·尼姆·尼姆（Gays Thih Nim Nam）伊杰塔尔特斯拉（Ijetarcela）斯拉·塔拉库拉（Ssala Tararqla）为伊杰塔尔（Ijetarakhla）为伊杰塔尔（Ijetarakhla）提供了一条流鼻涕的尾巴，他以为你会在接下来哭泣，伊杰塔尔（Taufiqurakhman），2016年）。 这项研究的目的是破坏印度尼西亚约翰内斯堡哈西姆艾阿里大学语言研究所的战略管理，以提高阿拉伯语学生从形成、实施和评估阶段开始的能力。质量设计方法是这项研究方法的替代方法，通过互动、观察和文件研究，利用数据收集技术。从研究中可以得出结论，约翰内斯堡哈西姆艾阿里大学的语言研究所采用了良好的战略管理。这可以从战略形式中看出，战略形式是由访问、访问和环境分析组成的战略形式，然后将其应用为战略。第二，以各种方案和活动的形式执行战略，这些方案和活动以满足学生的需要为基础。第三，战略评估不使用两种技术，即方案评估技术和结果评估。这项评估的最终结果是确定为提高学生竞争力而设计和实施的方案的有效性。此外，还存在一些问题，包括行政、基础设施、招聘和教学人员。有些原因并不理想，而且根本没有执行各种方案。关键词：管理战略；Program；阿拉伯学习。马利特拉·贾曼里布为诺克莫·诺克姆·尼普放松了吗？嘿，请注意塔努克马·迪迪达拉布在他离开的时候长了塔尼特拉·米拉特拉，然后进来。看看米拉特拉的番茄酱会发光。让你昏昏欲睡，直到Jio，他为你收获了我的胸膛，你会问我回荡你的胸膛，就像一个顽皮的人。愿我们对塔诺瓦的诅咒感到满意，因为这是一个戏剧性的睡眠，它会让你的胸膛响，它会让你的胸膛响，它会让你的胸膛响，它会让你的胸膛响，它会让你的胸膛响，就像一个顽皮的人一样。请记住，这是一个戏剧性的睡眠。J A Z A R A B I J O u r n a l o a r a b b c l e a R n i n g D O I:1 0。1 8 8 6 0/
{"title":"Strategic Management of Arabic Language Learning Programs/ إدارة استراتيجية برنامج تعليم اللغة العربية","authors":"Abdul Malik Karim Amrullah, Zahrotun Nida, Abdul Muntaqim Al Anshory","doi":"10.18860/ijazarabi.v4i1.10417","DOIUrl":"https://doi.org/10.18860/ijazarabi.v4i1.10417","url":null,"abstract":"This research aims to describe the strategic management at the language institute of Hasyim Ay’ari University Jombang, Indonesia to improve students' Arabic language competence starting from the formulation stage, implementation and evaluation. A qualitative descriptive approach as an alternative to this research method, with data collection techniques through interviews, observation and documentation study. From the research it can be concluded that the language institute of Hasyim Ay’ari University Jombang has used good strategic management. This can be seen from the strategy formulation that has been proven by the existence of a strategy formulation composed of a vision, mission and environmental analysis which is then applied into a strategy. Second, the implementation of strategies in the form of several programs and activities that are compiled by the curriculum and tailored to the needs of students. Third, strategy evaluation is carried out using two techniques, namely the program evaluation technique and results evaluation. The final result of this evaluation aims to determine the effectiveness of a program that has been designed and implemented in order to improve student competence. And problems that occur can be found in several aspects, including: administration, infrastructure, accommodation and teaching staff. Which causes less optimal and even not implementing several programs. Keyword: Management Strategy; Program; Arabic Learning. ةمدقم ةيلمع طبترت ،يوبرتلا .ميلعتلا جمانرب نع يوبرتلا لصف نكمي لا ،ساسلأا يف ةقلاع هل رخآ نوكمو نوكم نيب .ةياغلل ةدقعلما تانوكلما نم ديدعلاب اقًيثو ا ً طابترا ميلعتلا مادختسا متي نأ وه فدهلا .حيحص لكشب ميلعتلا ةيلمع يف نوكم لك ةرادإ بجيو ،ةيجهنم لك جمانرب ريدي ةسسؤلما ريدم ناك اذإ ،كلذ ققحتيس .لثملأا وحنلا ىلع تانوكلما هذه نم دراولما ةرادلإ ةلوذبلما دوهجلا ميلعتلا جمانرب ةرادإ ينعت ،ةطيسب تارابعب .ادًيج ميلعتلا .ةءافكو ةيلاعفب ميلعتلا جمانرب فادهأ قيقحت نكمي ثيحب ،ميلعتلا جمانرب يف ةمدختسلما I J A Z A R A B I J o u r n a l o f A r a b i c L e a r n i n g D O I : 1 0 . 1 8 8 6 0 / i j a z a r a b i . v 4 i 1 . 1 0 4 1 7 I S S N ( p r i n t ) : 2 6 2 0 5 9 1 2 | I S S N ( o n l i n e ) : 2 6 2 0 5 9 4 7 e j o u r n a l . u i n m a l a n g . a c . i d / i n d e x . p h p / i j a z a r a b i / i n d e x | 161 Vol. 4 No. 1 / Februari 2021 IJAZ ARABI homepage: http://ejournal.uin-malang.ac.id/index.php/ijazarabi ةدايقلل ارًداق نوكي نأ ةسسؤلما ريدم ىلع بجي ،ةءافكو ةيلاعفب ميلعتلا جمانرب ىلإ يتلا ةسسؤلما ءاضعأ نيب تلاعافتلا بيترت ديدحت ينعي ،تاسسؤلما ميظنتو ميظنت ىلع رصانع عيمجتو ميظنت ىلع ةسسؤلما ريدم ةردق ىلع ميظنتلا دمتعي .ديج لمعلاب اهل حمست ميق اهل يتلا ميلعتلا جمانرب اقًفو هنلأ ،ميلعتلا جمانرب فادهأ قيقحت نمضتو ةلصلا ةقيثو ة ( ميناد ناوردوسل 0202 : 01 ةددحلما لماوعلا دحأ يه ةسسؤلما ريدلم ةيدايقلا ةردقلا نإف ) ربكلأا لوؤسلما وهو .جمانربلا جئاتنو ةيلمعلاو ةدوجلا ةدايزو ءاضعلأا نيكمت يف ةيسيئرلا ربلا يذفنم ناكمإب ناك اذإ امع ةفاقثلا ءانب اضًيأ متي .لثملأا وحنلا ىلع لمعلا جمان عمتجلما عم لعافتلا يف ةسسؤلما ري","PeriodicalId":29848,"journal":{"name":"Ijaz Arabi Journal of Arabic Learning","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47974426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-17DOI: 10.18860/ijazarabi.v4i1.10220
Boutheina Khaldi
Since independence, the educational system in the Arab world in general, and Tunisia in particular, has continued to alienate itself from the mainstream society. Deeply rooted in a colonial past, education has failed to effect social, economic, and political change. this paper focuses on the status of education, and by extension Arabic language, in Post-independent Tunisia. Using Pierre Bourdieu’s theory of Cultural Reproduction, and Antonio Gramsci’s theory of Cultural Hegemony. The method used is descriptive; to describe the research topic problems qualitatively to draw conclusions objectively according to primary data. The historical method is analyzing past events, interpreting them, and presenting the results to highlight their present and future effects.The finding sets out to argue that educational institutions are sites of power play.
{"title":"Arabic Culture As A Defensive Strategy: Tunisian Education As An Example","authors":"Boutheina Khaldi","doi":"10.18860/ijazarabi.v4i1.10220","DOIUrl":"https://doi.org/10.18860/ijazarabi.v4i1.10220","url":null,"abstract":"Since independence, the educational system in the Arab world in general, and Tunisia in particular, has continued to alienate itself from the mainstream society. Deeply rooted in a colonial past, education has failed to effect social, economic, and political change. this paper focuses on the status of education, and by extension Arabic language, in Post-independent Tunisia. Using Pierre Bourdieu’s theory of Cultural Reproduction, and Antonio Gramsci’s theory of Cultural Hegemony. The method used is descriptive; to describe the research topic problems qualitatively to draw conclusions objectively according to primary data. The historical method is analyzing past events, interpreting them, and presenting the results to highlight their present and future effects.The finding sets out to argue that educational institutions are sites of power play.","PeriodicalId":29848,"journal":{"name":"Ijaz Arabi Journal of Arabic Learning","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44937553","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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