Hibatul Wafi, N. Hidayati, Faried Rochman Hakim, M. Muhajir
Mistakes will often be found in using Arabic both orally and in writing. This phenomenon is not uncommon. However, it has become commonplace due to the lack of ability of language users, especially Indonesian learners, to understand the structure of a second language, namely Arabic. Including elements of the first language into the second language has led to language deviations. Therefore, this study aims to examine errors and language interference found in Arabic textbooks for class VIII MTs (KEMENAG) in 2020. This research is qualitative research using error analysis methods. The data sources used are Arabic phrases and clauses, which have been identified based on the form of the error. The result of this study is that there are language errors in Arabic writing which are classified into several errors based on syntactic, phonological, morphological, and cultural aspects. Meanwhile, language interference was found based on morphological and cultural aspects.
{"title":"Kesalahan dan Interferensi Bahasa Pada Buku Ajar Bahasa Arab Madrasah Tsanawiyah","authors":"Hibatul Wafi, N. Hidayati, Faried Rochman Hakim, M. Muhajir","doi":"10.24865/ajas.v1i2.554","DOIUrl":"https://doi.org/10.24865/ajas.v1i2.554","url":null,"abstract":"Mistakes will often be found in using Arabic both orally and in writing. This phenomenon is not uncommon. However, it has become commonplace due to the lack of ability of language users, especially Indonesian learners, to understand the structure of a second language, namely Arabic. Including elements of the first language into the second language has led to language deviations. Therefore, this study aims to examine errors and language interference found in Arabic textbooks for class VIII MTs (KEMENAG) in 2020. This research is qualitative research using error analysis methods. The data sources used are Arabic phrases and clauses, which have been identified based on the form of the error. The result of this study is that there are language errors in Arabic writing which are classified into several errors based on syntactic, phonological, morphological, and cultural aspects. Meanwhile, language interference was found based on morphological and cultural aspects.","PeriodicalId":31824,"journal":{"name":"Arabi Journal of Arabic Studies","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82447459","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}
Mistakes will often be found in using Arabic both orally and in writing. This phenomenon is not uncommon. However, it has become commonplace due to the lack of ability of language users, especially Indonesian learners, to understand the structure of a second language, namely Arabic. Including elements of the first language into the second language has led to language deviations. Therefore, this study aims to examine errors and language interference found in Arabic textbooks for class VIII MTs (KEMENAG) in 2020. This research is qualitative research using error analysis methods. The data sources used are Arabic phrases and clauses, which have been identified based on the form of the error. The result of this study is that there are language errors in Arabic writing which are classified into several errors based on syntactic, phonological, morphological, and cultural aspects. Meanwhile, language interference was found based on morphological and cultural aspects.
{"title":"Kesalahan dan Interferensi Bahasa Pada Buku Ajar Bahasa Arab Madrasah Tsanawiyah","authors":"Hibatul Wafi, Nurfitria Hidayati, Faried Rochman Hakim, Muhajir Muhajir","doi":"10.24865/ajas.v8i1.554","DOIUrl":"https://doi.org/10.24865/ajas.v8i1.554","url":null,"abstract":"Mistakes will often be found in using Arabic both orally and in writing. This phenomenon is not uncommon. However, it has become commonplace due to the lack of ability of language users, especially Indonesian learners, to understand the structure of a second language, namely Arabic. Including elements of the first language into the second language has led to language deviations. Therefore, this study aims to examine errors and language interference found in Arabic textbooks for class VIII MTs (KEMENAG) in 2020. This research is qualitative research using error analysis methods. The data sources used are Arabic phrases and clauses, which have been identified based on the form of the error. The result of this study is that there are language errors in Arabic writing which are classified into several errors based on syntactic, phonological, morphological, and cultural aspects. Meanwhile, language interference was found based on morphological and cultural aspects.","PeriodicalId":31824,"journal":{"name":"Arabi Journal of Arabic Studies","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135800355","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}
Maximizing Arabic-speaking learning outcomes for MAN 1 Sungai Penuh students has been a significant goal. However, many students struggle to become proficient in the language despite this. This study aims to understand the underlying issues better. The research utilized a case study approach, incorporating interviews, observations, and documentation as data collection methods. Data reduction, display, and conclusion were employed as data analysis techniques. The results of this study indicate that the lack of a language-rich environment has hindered students' ability to develop Arabic speaking skills. The findings highlight the critical role of an immersive language environment in facilitating Arabic language learning. In conclusion, this research underscores the need for a language-rich environment for effective Arabic language learning. By providing an environment that encourages and supports Arabic language use, students at MAN 1 Sungai Penuh may be better equipped to acquire the language skills they need to succeed.
最大化Sungai Penuh学生的阿拉伯语学习成果是一个重要的目标。然而，尽管如此，许多学生仍在努力精通这门语言。这项研究旨在更好地理解潜在的问题。本研究采用个案研究方法，结合访谈、观察和文献作为数据收集方法。数据分析技术采用数据约简、显示和结论。本研究的结果表明，缺乏语言丰富的环境阻碍了学生发展阿拉伯语口语技能的能力。研究结果强调了沉浸式语言环境在促进阿拉伯语学习中的关键作用。总之，这项研究强调了有效学习阿拉伯语需要一个语言丰富的环境。通过提供一个鼓励和支持阿拉伯语使用的环境，man1 Sungai Penuh的学生可能会更好地掌握他们成功所需的语言技能。
{"title":"Unlocking The Secret to Arabic Fluency: Exploring The Critical Role of Language Environment in Maximizing Arabic-Speaking Outcomes","authors":"Widiya Yul, Umi Rofingah, Riko Andrian, Muhlasin Muhlasin, Jihan Fitri Rozanie","doi":"10.24865/ajas.v8i1.584","DOIUrl":"https://doi.org/10.24865/ajas.v8i1.584","url":null,"abstract":"Maximizing Arabic-speaking learning outcomes for MAN 1 Sungai Penuh students has been a significant goal. However, many students struggle to become proficient in the language despite this. This study aims to understand the underlying issues better. The research utilized a case study approach, incorporating interviews, observations, and documentation as data collection methods. Data reduction, display, and conclusion were employed as data analysis techniques. The results of this study indicate that the lack of a language-rich environment has hindered students' ability to develop Arabic speaking skills. The findings highlight the critical role of an immersive language environment in facilitating Arabic language learning. In conclusion, this research underscores the need for a language-rich environment for effective Arabic language learning. By providing an environment that encourages and supports Arabic language use, students at MAN 1 Sungai Penuh may be better equipped to acquire the language skills they need to succeed.","PeriodicalId":31824,"journal":{"name":"Arabi Journal of Arabic Studies","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135800359","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}
Umar Faruq, Ahmad Nurcholis, Heri Efendi, Izzatul Laila, Syaikhu Ihsan Hidayatullah
People spend about 6 hours a day using a gadget, and if it is not controlled properly, their handphones can lead to negative impacts. As the answer, students today are different from learners in the past who focus more on routine activities by reading written sources. In this modern era, they have various accesses to determine the learning resources they want and need for themselves. Furthermore, optimizing ICT use is the main priority in improving Arabic learning quality. It is qualitative research. The study results show that the Arabic language teaching-learning process in the excellent class of MTsN 6 Tulungagung has been using various ICT media. Its implementation has some problems, including the lack of facilities or infrastructure and the teachers’ problem in mastering technology. This research indicates that using ICT is one step forward in the world of education.
{"title":"Output-based Arabic Language Learning in The Excellent Class of Islamic Junior Highschool in Tulungagung","authors":"Umar Faruq, Ahmad Nurcholis, Heri Efendi, Izzatul Laila, Syaikhu Ihsan Hidayatullah","doi":"10.24865/ajas.v8i1.562","DOIUrl":"https://doi.org/10.24865/ajas.v8i1.562","url":null,"abstract":"People spend about 6 hours a day using a gadget, and if it is not controlled properly, their handphones can lead to negative impacts. As the answer, students today are different from learners in the past who focus more on routine activities by reading written sources. In this modern era, they have various accesses to determine the learning resources they want and need for themselves. Furthermore, optimizing ICT use is the main priority in improving Arabic learning quality. It is qualitative research. The study results show that the Arabic language teaching-learning process in the excellent class of MTsN 6 Tulungagung has been using various ICT media. Its implementation has some problems, including the lack of facilities or infrastructure and the teachers’ problem in mastering technology. This research indicates that using ICT is one step forward in the world of education.","PeriodicalId":31824,"journal":{"name":"Arabi Journal of Arabic Studies","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135800360","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}
U. Faruq, Ahmad Nurcholis, Heri Efendi, I. Laila, S. I. Hidayatullah
People spend about 6 hours a day using a gadget, and if it is not controlled properly, their handphones can lead to negative impacts. As the answer, students today are different from learners in the past who focus more on routine activities by reading written sources. In this modern era, they have various accesses to determine the learning resources they want and need for themselves. Furthermore, optimizing ICT use is the main priority in improving Arabic learning quality. It is qualitative research. The study results show that the Arabic language teaching-learning process in the excellent class of MTsN 6 Tulungagung has been using various ICT media. Its implementation has some problems, including the lack of facilities or infrastructure and the teachers’ problem in mastering technology. This research indicates that using ICT is one step forward in the world of education.
{"title":"Output-based Arabic Language Learning in The Excellent Class of Islamic Junior Highschool in Tulungagung","authors":"U. Faruq, Ahmad Nurcholis, Heri Efendi, I. Laila, S. I. Hidayatullah","doi":"10.24865/ajas.v1i2.562","DOIUrl":"https://doi.org/10.24865/ajas.v1i2.562","url":null,"abstract":"People spend about 6 hours a day using a gadget, and if it is not controlled properly, their handphones can lead to negative impacts. As the answer, students today are different from learners in the past who focus more on routine activities by reading written sources. In this modern era, they have various accesses to determine the learning resources they want and need for themselves. Furthermore, optimizing ICT use is the main priority in improving Arabic learning quality. It is qualitative research. The study results show that the Arabic language teaching-learning process in the excellent class of MTsN 6 Tulungagung has been using various ICT media. Its implementation has some problems, including the lack of facilities or infrastructure and the teachers’ problem in mastering technology. This research indicates that using ICT is one step forward in the world of education.","PeriodicalId":31824,"journal":{"name":"Arabi Journal of Arabic Studies","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90792655","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}
M. A. Hamid, Nur Ila Ifawati, M. Charis, Nur Qomari
Arabic learning at the State Islamic Religious Universities has not used many applications. This is due to the unavailability of the proper application. The Arabic learning application "HATI" can contribute to learning Arabic. The purpose of this study is to describe the use of the "HATI" application from the perspective of PTKIN students. The research method used is descriptive quantitative using a questionnaire instrument. This study's results indicate that using the HATI application in learning Arabic at PTKIN is very easy and interesting. This is proven that 26.25% of respondents answered that it was effortless to operate the HATI application, 42.43% of respondents answered that it was easy, 22.06% of respondents answered that it was not easy, and 8.97% of respondents said it was not very easy. While 37.87% of respondents answered very interesting, 48.16% answered interesting, 8.82% answered less attractive, and 4.96% answered very unattractive.
{"title":"Penggunaan Aplikasi E-Learning “HATI” dalam Pembelajaran Bahasa Arab di Perguruan Tinggi Keagamaan Islam Negeri","authors":"M. A. Hamid, Nur Ila Ifawati, M. Charis, Nur Qomari","doi":"10.24865/ajas.v1i2.595","DOIUrl":"https://doi.org/10.24865/ajas.v1i2.595","url":null,"abstract":"Arabic learning at the State Islamic Religious Universities has not used many applications. This is due to the unavailability of the proper application. The Arabic learning application \"HATI\" can contribute to learning Arabic. The purpose of this study is to describe the use of the \"HATI\" application from the perspective of PTKIN students. The research method used is descriptive quantitative using a questionnaire instrument. This study's results indicate that using the HATI application in learning Arabic at PTKIN is very easy and interesting. This is proven that 26.25% of respondents answered that it was effortless to operate the HATI application, 42.43% of respondents answered that it was easy, 22.06% of respondents answered that it was not easy, and 8.97% of respondents said it was not very easy. While 37.87% of respondents answered very interesting, 48.16% answered interesting, 8.82% answered less attractive, and 4.96% answered very unattractive.","PeriodicalId":31824,"journal":{"name":"Arabi Journal of Arabic Studies","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82491081","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}
The Covid-19 has been encouraging the educational sector to reconstruct its systems and implementation, including in Arabic language education. Among the alternative Arabic learning systems that comply with health protocols and have been implemented by many educational institutions is online learning. However, this alternative learning system still requires a deeper review of the learning principles. By using a descriptive qualitative method based on library research, this article reveals the basic principles of online Arabic learning from the perspective of Rusydi Ahmad Thu'aimah. Data is processed from Thu'aimah's works using integrated reading techniques linked to online learning facts from various articles and news sources. This article produces three aspects of online Arabic learning principles from Thu'aimah's perspective: communication principles, learning method principles and learning media principles. So far, no Thu'aimah learning theories have connected them to online learning. These findings can be the primary for implementing of online Arabic learning system today and in the future, both during a pandemic and post-pandemic.
{"title":"Prinsip Pembelajaran Bahasa Arab Daring Perspektif Rusydi Ahmad Thu’aimah","authors":"Muhammad Al-Mubassyir","doi":"10.24865/ajas.v1i2.451","DOIUrl":"https://doi.org/10.24865/ajas.v1i2.451","url":null,"abstract":"The Covid-19 has been encouraging the educational sector to reconstruct its systems and implementation, including in Arabic language education. Among the alternative Arabic learning systems that comply with health protocols and have been implemented by many educational institutions is online learning. However, this alternative learning system still requires a deeper review of the learning principles. By using a descriptive qualitative method based on library research, this article reveals the basic principles of online Arabic learning from the perspective of Rusydi Ahmad Thu'aimah. Data is processed from Thu'aimah's works using integrated reading techniques linked to online learning facts from various articles and news sources. This article produces three aspects of online Arabic learning principles from Thu'aimah's perspective: communication principles, learning method principles and learning media principles. So far, no Thu'aimah learning theories have connected them to online learning. These findings can be the primary for implementing of online Arabic learning system today and in the future, both during a pandemic and post-pandemic.","PeriodicalId":31824,"journal":{"name":"Arabi Journal of Arabic Studies","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88153191","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}
This article explained several student learning styles in welcoming the Society Era 5.0. The samples are students from Department of Arabic Language Education, Syarif Hidayatullah State Islamic University of Jakarta and Maulana Malik Ibrahim State Islamic University of Malang. The method used to collect data is direct observation and interviews with teachers and students. The researchers' questionnaires were distributed to students in the fifth semester of the 2020/2021 academic year via the online questionnaire through random sampling. The results showed many students' learning styles at both universities. It was noted that online learning was common, especially during the pandemic 3 years ago. Many applications support the learning process. Student learning styles in both universities relied heavily on rounding, google classroom, WhatsApp Group, and YouTube. Zoom took first place with 96.4% of respondents’s answers. Students also need material assistance in the form of videos, ppt and others. It was recorded that 25% of lecturers in the Arabic Language Education Department of the State Islamic University of Jakarta used their YouTube channels as educational means.
{"title":"Arabic Learning Styles at State Islamic Universities in the Society Era 5.0","authors":"W. Susiawati","doi":"10.24865/ajas.v1i2.594","DOIUrl":"https://doi.org/10.24865/ajas.v1i2.594","url":null,"abstract":"This article explained several student learning styles in welcoming the Society Era 5.0. The samples are students from Department of Arabic Language Education, Syarif Hidayatullah State Islamic University of Jakarta and Maulana Malik Ibrahim State Islamic University of Malang. The method used to collect data is direct observation and interviews with teachers and students. The researchers' questionnaires were distributed to students in the fifth semester of the 2020/2021 academic year via the online questionnaire through random sampling. The results showed many students' learning styles at both universities. It was noted that online learning was common, especially during the pandemic 3 years ago. Many applications support the learning process. Student learning styles in both universities relied heavily on rounding, google classroom, WhatsApp Group, and YouTube. Zoom took first place with 96.4% of respondents’s answers. Students also need material assistance in the form of videos, ppt and others. It was recorded that 25% of lecturers in the Arabic Language Education Department of the State Islamic University of Jakarta used their YouTube channels as educational means.","PeriodicalId":31824,"journal":{"name":"Arabi Journal of Arabic Studies","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75541649","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}
The use of Hangman game media is based on the lack of Arabic language game media. This condition causes students to become bored and pay less attention to learning. The lack of game media supporting Arabic as the main language makes researchers use the Hangman game media. This study aims to see how efficiently the Hangman interactive game improves vocabulary memorization XI grade students. The pre-experimental method was adopted, in which the researcher conducted a pre- and post-test. The researcher utilized a simple random sampling procedure using a sample of 28 students in her study. The data gathering strategy employed observation and tests to determine the student knowledge level. The T Test is a method of data analysis. In this case, students' scores improved after they played the Hangman game. After playing the Hangman game, students can memorize 5-6 new vocabulary words on average. Which was possible to say that using Hangman games to improve students' vocabulary memorization is effective. The Hangman game can be used as the main medium of learning or inserted in making learning materials on powerpoint to make learning conditions more enjoyable.
{"title":"Learning Memorize Arabic Vocabulary with Hangman Games","authors":"Candra Wijaya, Murdiono Murdiono, Renat Sarimov","doi":"10.24865/ajas.v8i1.500","DOIUrl":"https://doi.org/10.24865/ajas.v8i1.500","url":null,"abstract":"The use of Hangman game media is based on the lack of Arabic language game media. This condition causes students to become bored and pay less attention to learning. The lack of game media supporting Arabic as the main language makes researchers use the Hangman game media. This study aims to see how efficiently the Hangman interactive game improves vocabulary memorization XI grade students. The pre-experimental method was adopted, in which the researcher conducted a pre- and post-test. The researcher utilized a simple random sampling procedure using a sample of 28 students in her study. The data gathering strategy employed observation and tests to determine the student knowledge level. The T Test is a method of data analysis. In this case, students' scores improved after they played the Hangman game. After playing the Hangman game, students can memorize 5-6 new vocabulary words on average. Which was possible to say that using Hangman games to improve students' vocabulary memorization is effective. The Hangman game can be used as the main medium of learning or inserted in making learning materials on powerpoint to make learning conditions more enjoyable.","PeriodicalId":31824,"journal":{"name":"Arabi Journal of Arabic Studies","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135800357","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}
Arabic-Javanese translation is a means of communication between nations as well as preservation of local languages. This research takes interrogative sentence and their translations from Arabic to Javanese. This research aims to describe the types and functions of interrogative sentences in the books of Khudz 'Aqīdataka min al-Kitabi wa al-Sunnah al-Shahīhah (KAKSS) and Al-Huda: Tafsir Quran Basa Jawi, as well as to describe the techniques, methods, ideology of translation. This research uses qualitative-descriptive method and Spradley's (1980) data analysis. Data collection in this study used documentary and sampling techniques then the data was validated using the theoritical triangulation method. In this research, there are three types of interrogative sentences: yes-no questions, 5W+1H questions, and rhetorical questions. The interrogative sentences in this study function as real questions, for example the creed and tawhīd in the KAKSS. Some of them function as rhetorical questions, such as denouncing and denying in the Al-Huda. As many as 65% of the dominant techniques lean towards target language (TL). The translation methods found are semantic, free, and communicative. The translation ideology used is domestication.
阿拉伯语-爪哇语的翻译是民族之间交流的一种手段，也是保护当地语言的一种手段。本研究以阿拉伯语疑问句及其在爪哇语中的翻译为研究对象。本研究旨在描述库德兹的《aqz ā dataka min al-Kitabi wa al-Sunnah al- shah ā hah》(KAKSS)和《Al-Huda: Tafsir Quran Basa javi》中疑问句的类型和功能，以及翻译的技巧、方法和思想。本研究采用定性描述方法和Spradley(1980)的数据分析。本研究的数据收集采用文献法和抽样法，并采用理论三角测量法对数据进行验证。在本研究中，疑问句有三种类型:是-否疑问句、5W+1H疑问句和反问句。本研究中的疑问句具有实际疑问句的功能，如KAKSS中的creed和tawhu ? d。其中一些是反问句，如Al-Huda中的谴责和否认。多达65%的主流技术倾向于目标语言(TL)。发现的翻译方法是语义的、自由的和交际的。其翻译思想是归化。
{"title":"Arabic-Javanese Interrogative Sentence Translation Study in The Book of Khudz 'Aqīdataka min al-Kitābi wa al-Sunnah al-Shahīhah and Al-Hudā","authors":"Hidayat Muhammad Sidiq, Muhammad Yunus Anis","doi":"10.24865/ajas.v8i1.552","DOIUrl":"https://doi.org/10.24865/ajas.v8i1.552","url":null,"abstract":"Arabic-Javanese translation is a means of communication between nations as well as preservation of local languages. This research takes interrogative sentence and their translations from Arabic to Javanese. This research aims to describe the types and functions of interrogative sentences in the books of Khudz 'Aqīdataka min al-Kitabi wa al-Sunnah al-Shahīhah (KAKSS) and Al-Huda: Tafsir Quran Basa Jawi, as well as to describe the techniques, methods, ideology of translation. This research uses qualitative-descriptive method and Spradley's (1980) data analysis. Data collection in this study used documentary and sampling techniques then the data was validated using the theoritical triangulation method. In this research, there are three types of interrogative sentences: yes-no questions, 5W+1H questions, and rhetorical questions. The interrogative sentences in this study function as real questions, for example the creed and tawhīd in the KAKSS. Some of them function as rhetorical questions, such as denouncing and denying in the Al-Huda. As many as 65% of the dominant techniques lean towards target language (TL). The translation methods found are semantic, free, and communicative. The translation ideology used is domestication.","PeriodicalId":31824,"journal":{"name":"Arabi Journal of Arabic Studies","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135802114","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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