The Egyptian Qolloquial Arabic is widely used to articulate Arabic song lyrics, which have phonological differences that can alter the sounds of spoken words. These differences occur in specific phonemes, including the phonem [q] and [ʤ] changing to the phonemes [ʔ] and [ɣ]. This research employs a comparative qualitative method and document analysis through Pra at analysis to obtain visualization results of speech sound errors when pronouncing the phonemes [ʔ] and [ɣ]. Them form of speech sound errors in this study is obtained through a comparative analysis of the phoneme sounds of Native Speaker and Non Arabic Speakers. The data on speech errors were collected from four stanzas of Egyptian Qolloquial Arabic song lyrics. The results of this study show substitution errors of the phoneme [ʔ], which canges into the phoneme [ʕ]. Meanwhile, the pronounciation of the phoneme [ɣ] is articulated like the phonem [g] in Indonesian. This study also shows errors related to the addition and deletion of speech sounds at the beginning of words. These errors refer to the phonetic structure components, including the nature and articulation area of the phoneme, as well as the acoustic components in the fundamental frequency and sound intensity. This research is a novelty in Arabic linguistics by comparatively analyzing phoneme speech errors of Non Arabic Speakers when articulating Arabic songs. Therefore, it is hoped that future research can develop studies that analyze vocal speech errors in using Egyptian Qolloquial Arabic when articulating other Arabic songs.
{"title":"Comparative Analysis of Phonetic Errors in Speech of Qolloquial in Arabic Song by Non Arabic Speakers","authors":"Andini Zahrotun Nisa, Mohamad Zaka Al Farisi, Hikmah Maulani, Zahra Auliya","doi":"10.25217/mantiqutayr.v4i2.4573","DOIUrl":"https://doi.org/10.25217/mantiqutayr.v4i2.4573","url":null,"abstract":"The Egyptian Qolloquial Arabic is widely used to articulate Arabic song lyrics, which have phonological differences that can alter the sounds of spoken words. These differences occur in specific phonemes, including the phonem [q] and [ʤ] changing to the phonemes [ʔ] and [ɣ]. This research employs a comparative qualitative method and document analysis through Pra at analysis to obtain visualization results of speech sound errors when pronouncing the phonemes [ʔ] and [ɣ]. Them form of speech sound errors in this study is obtained through a comparative analysis of the phoneme sounds of Native Speaker and Non Arabic Speakers. The data on speech errors were collected from four stanzas of Egyptian Qolloquial Arabic song lyrics. The results of this study show substitution errors of the phoneme [ʔ], which canges into the phoneme [ʕ]. Meanwhile, the pronounciation of the phoneme [ɣ] is articulated like the phonem [g] in Indonesian. This study also shows errors related to the addition and deletion of speech sounds at the beginning of words. These errors refer to the phonetic structure components, including the nature and articulation area of the phoneme, as well as the acoustic components in the fundamental frequency and sound intensity. This research is a novelty in Arabic linguistics by comparatively analyzing phoneme speech errors of Non Arabic Speakers when articulating Arabic songs. Therefore, it is hoped that future research can develop studies that analyze vocal speech errors in using Egyptian Qolloquial Arabic when articulating other Arabic songs.","PeriodicalId":404538,"journal":{"name":"Mantiqu Tayr: Journal of Arabic Language","volume":" June","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141670051","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 : 2024-07-05DOI: 10.25217/mantiqutayr.v4i2.4514
Ela Isnani Munawwaroh, Niswatush Sholihah, Andi Kholilullah, Fouad Larhzizer
During observations at Madrasah Tsanawiyah (MTs) in Pangkalpinang, We found that there were still many students who had poor Arabic language skills. It makes us interested to know the pedagogical competence of the teacher at the school and also the obstacles he encountered in optimizing the application of the pedagogic competence he possesses because there are some studies that say that the pedagogy of teachers influences the learning outcome, motivation, and interest in learning Arabic students. This research aims to find out how the teacher's pedagogical competence is implemented in the following learning process with the obstacles encountered by the teacher in implementing such pedagogic competence. This research used a qualitative approach with descriptive methods. For data collection, the methods of interviews, documents and observations were used. For data analysis, the techniques invented by Miles and Huberman consist of the process of data reduction, presentation of data, and drawing conclusions. The results of research showed that teachers at Madrasah Tsanawiyah (MTs) in Pangkalpinang already have good pedagogical competence. However, in optimizing the application of their pedagogical competences, teachers face various barriers from both students, schools, environments, and learning time. This research provides information to future researchers. We hope that there will be further research into solutions that can be offered to overcome barriers to learning Arabic that come from students, schools, environments and the learning time provided.
在对彭加勒比南的查纳维雅学校（Madrasah Tsanawiyah，MTs）进行观察时，我们发现仍有许多学生的阿拉伯语水平较低。这使我们有兴趣了解该校教师的教学能力，以及他在优化应用所拥有的教学能力时遇到的障碍，因为有一些研究表明，教师的教学方法会影响学生的学习效果、学习动机和学习阿拉伯语的兴趣。本研究旨在了解教师的教学能力在接下来的学习过程中是如何实施的，以及教师在实施这种教学能力时遇到的障碍。本研究采用了描述性的定性方法。在数据收集方面，使用了访谈、文件和观察等方法。在数据分析方面，采用了 Miles 和 Huberman 发明的技术，包括数据缩减、数据展示和得出结论的过程。研究结果表明，彭加勒皮南的查纳维雅学校（MTs）教师已经具备了良好的教学能力。然而，在优化教学能力的应用方面，教师面临着来自学生、学校、环境和学习时间的各种障碍。这项研究为未来的研究人员提供了信息。我们希望能进一步研究如何克服来自学生、学校、环境和学习时间的障碍，从而更好地学习阿拉伯语。
{"title":"Pedagogical Competences of Arabic Language Teachers at Madrasah Tsanawiyah in Pangkalpinang (Implementation and Obstacles)","authors":"Ela Isnani Munawwaroh, Niswatush Sholihah, Andi Kholilullah, Fouad Larhzizer","doi":"10.25217/mantiqutayr.v4i2.4514","DOIUrl":"https://doi.org/10.25217/mantiqutayr.v4i2.4514","url":null,"abstract":"During observations at Madrasah Tsanawiyah (MTs) in Pangkalpinang, We found that there were still many students who had poor Arabic language skills. It makes us interested to know the pedagogical competence of the teacher at the school and also the obstacles he encountered in optimizing the application of the pedagogic competence he possesses because there are some studies that say that the pedagogy of teachers influences the learning outcome, motivation, and interest in learning Arabic students. This research aims to find out how the teacher's pedagogical competence is implemented in the following learning process with the obstacles encountered by the teacher in implementing such pedagogic competence. This research used a qualitative approach with descriptive methods. For data collection, the methods of interviews, documents and observations were used. For data analysis, the techniques invented by Miles and Huberman consist of the process of data reduction, presentation of data, and drawing conclusions. The results of research showed that teachers at Madrasah Tsanawiyah (MTs) in Pangkalpinang already have good pedagogical competence. However, in optimizing the application of their pedagogical competences, teachers face various barriers from both students, schools, environments, and learning time. This research provides information to future researchers. We hope that there will be further research into solutions that can be offered to overcome barriers to learning Arabic that come from students, schools, environments and the learning time provided.","PeriodicalId":404538,"journal":{"name":"Mantiqu Tayr: Journal of Arabic Language","volume":" 34","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141673222","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 : 2024-01-31DOI: 10.25217/mantiqutayr.v4i1.4086
Kiki Kustina, M. J. Shodiq, Muhammad Syaifullah, Irhas Surohman
The intercultural aspect is an important component in Arabic language teaching in Indonesia. That is because intercultural understanding is the basis for learners to be able to communicate and interact in Arabic effectively and efficiently. This paper examines the importance of the role of intercultural knowledge and understanding in teaching Arabic as a foreign language for Indonesian learners. The aim of this paper is to form an intercultural understanding of the teaching of Arabic language as an intercultural understanding for Indonesian students. The method used in studying this research is the method of studying literature with a qualitative approach. Data collection is done by managing material from books, journals, research results, and newspapers. The method used in reviewing this research is a literature study. To find out the use of cultural aspects in teaching Arabic, as a foreign language, this study will discuss four al, namely: (1) The Role of Culture in Language (2) Intercultural Competence in Language Learning (3) Language Teacher, Cultural Teacher (4) Intercultural in Arabic Language Culture. The conclusion of this paper is the importance of intercultural understanding in shaping intercultural aspects in the learning of Arabic at the level of Indonesian students. His contribution is that the paper can be used as a basic reference to shape the intercultural aspect and become a fundamental reference in developing the intercultural aspect of the Arabic language in Indonesia especially for students.
{"title":"The Intercultural Aspect of Teaching Arabic as a Foreign Language in Indonesia","authors":"Kiki Kustina, M. J. Shodiq, Muhammad Syaifullah, Irhas Surohman","doi":"10.25217/mantiqutayr.v4i1.4086","DOIUrl":"https://doi.org/10.25217/mantiqutayr.v4i1.4086","url":null,"abstract":"The intercultural aspect is an important component in Arabic language teaching in Indonesia. That is because intercultural understanding is the basis for learners to be able to communicate and interact in Arabic effectively and efficiently. This paper examines the importance of the role of intercultural knowledge and understanding in teaching Arabic as a foreign language for Indonesian learners. The aim of this paper is to form an intercultural understanding of the teaching of Arabic language as an intercultural understanding for Indonesian students. The method used in studying this research is the method of studying literature with a qualitative approach. Data collection is done by managing material from books, journals, research results, and newspapers. The method used in reviewing this research is a literature study. To find out the use of cultural aspects in teaching Arabic, as a foreign language, this study will discuss four al, namely: (1) The Role of Culture in Language (2) Intercultural Competence in Language Learning (3) Language Teacher, Cultural Teacher (4) Intercultural in Arabic Language Culture. The conclusion of this paper is the importance of intercultural understanding in shaping intercultural aspects in the learning of Arabic at the level of Indonesian students. His contribution is that the paper can be used as a basic reference to shape the intercultural aspect and become a fundamental reference in developing the intercultural aspect of the Arabic language in Indonesia especially for students.","PeriodicalId":404538,"journal":{"name":"Mantiqu Tayr: Journal of Arabic Language","volume":"588 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140472557","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 : 2024-01-31DOI: 10.25217/mantiqutayr.v4i1.3950
Zahrotul Qotrunnada, Sayyed Zuhdi Abdil Ghany, I. Suryaningsih
The Arabic language serves as a global communication tool and is the principal language for 2 billion Muslims across the globe. Within Arabic, there are diverse realms of discourse and academic pursuits. One such domain is the Science of Badīʿ, a branch of Balāghah (rhetoric). A key area within the Science of Badīʿ delves into the resemblance of the final letters of two words at the conclusion of Arabic sentence structures. This resemblance, termed "sajaʿ," enhances the elegance of pronunciation, a pivotal facet of Balāghah. This research endeavors to explore this aesthetic dimension within the text of Tuḥfah Al-Aṭfāl, authored by Imam Sulaimān Al-Jamzūrī, a foundational work in Tajwid, the science of Quranic recitation. Employing a qualitative methodology with a descriptive-analytical approach, this study utilizes the Badīʿ theory as an analytical framework. The findings of this research reveal that the text of Tuḥfah Al-Aṭfāl embodies the grace of sajaʿ, which manifests in three distinct categories: muṭarraf, muraṣṣaʿ, and mutawāzī. This aesthetic quality proves invaluable for both students and educators, aiding in the memorization and comprehension of Tuḥfah Al-Aṭfāl within an educational context. Furthermore, it enriches the experience for general readers, allowing them to appreciate the beauty of its expression. Despite these insights, further research is essential to explore other dimensions of beauty present in Tuḥfah Al-Aṭfāl beyond sajaʿ. Additionally, investigating the element of sajaʿ beauty in various Arabic literary works would provide a more comprehensive understanding of its significance.
{"title":"Keindahan Saja’ Dalam Matan Tuḥfah Al-Aṭfāl Karya Sulaimān Al-Jamzūrī","authors":"Zahrotul Qotrunnada, Sayyed Zuhdi Abdil Ghany, I. Suryaningsih","doi":"10.25217/mantiqutayr.v4i1.3950","DOIUrl":"https://doi.org/10.25217/mantiqutayr.v4i1.3950","url":null,"abstract":"The Arabic language serves as a global communication tool and is the principal language for 2 billion Muslims across the globe. Within Arabic, there are diverse realms of discourse and academic pursuits. One such domain is the Science of Badīʿ, a branch of Balāghah (rhetoric). A key area within the Science of Badīʿ delves into the resemblance of the final letters of two words at the conclusion of Arabic sentence structures. This resemblance, termed \"sajaʿ,\" enhances the elegance of pronunciation, a pivotal facet of Balāghah. This research endeavors to explore this aesthetic dimension within the text of Tuḥfah Al-Aṭfāl, authored by Imam Sulaimān Al-Jamzūrī, a foundational work in Tajwid, the science of Quranic recitation. Employing a qualitative methodology with a descriptive-analytical approach, this study utilizes the Badīʿ theory as an analytical framework. The findings of this research reveal that the text of Tuḥfah Al-Aṭfāl embodies the grace of sajaʿ, which manifests in three distinct categories: muṭarraf, muraṣṣaʿ, and mutawāzī. This aesthetic quality proves invaluable for both students and educators, aiding in the memorization and comprehension of Tuḥfah Al-Aṭfāl within an educational context. Furthermore, it enriches the experience for general readers, allowing them to appreciate the beauty of its expression. Despite these insights, further research is essential to explore other dimensions of beauty present in Tuḥfah Al-Aṭfāl beyond sajaʿ. Additionally, investigating the element of sajaʿ beauty in various Arabic literary works would provide a more comprehensive understanding of its significance.","PeriodicalId":404538,"journal":{"name":"Mantiqu Tayr: Journal of Arabic Language","volume":"104 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140471453","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 : 2024-01-31DOI: 10.25217/mantiqutayr.v4i1.4038
Muhammad Ali Hasymi Rafsanjani Tanjung, Alif Anharul Fahmi, Fatia Rahmanita, Ihda Filzafatin Habibah, Nur Qomari
Analysis of question items is very important in learning evaluation because it determines the quality of the evaluation tool used. The aim of this research is to analyze the results of the final semester Arabic evaluation at the Al-Ma’arif Junior High School. The researchers conducted a series of tests consisting of measurements of validity, reliability, differential strength, difficulty level, and debilitating power. The method used in this research is quantitative descriptive method. The population of the study was 25 students of the 7th grade in the IT High School Building Amal School Year 2022/2023. As for the sample used, the final evaluation of the Arabic semester of the teaching year 2022/2023 was documentation and observation. The result of this study is; in the validity test found 30% of questions can be said to be valid. Then the remaining 70% is declared invalid because it has a significance value <0,05 and the value of R count is smaller than R Table. Then in the reliability test found using Cronbach's Alpha method, and the element of this question is worth 0.625 with the number of questions (N of items) amounting to 40. Difference shows 6 questions in the category "Bad once in distinction, 25 questions in category "badly once in differentiation", 6 issues in the categories "Sufficient enough in distinguishment", 3 questions with category "Good once in distinctness" whereas with the question of category "good once in discrimination" was not found. Difficulty level there are 25 questions with very easy questions category, 14 questions with easy categories, 1 questions with difficult categories. The fractional strength of the answer option A indicates that the question is not working well with the student as the data indicates more fractionals of the question are rejected than accepted. The same applies to options B, C, and D. Thus, a question that does not meet the revised criteria can be concluded or a new question created and tested again. This research can be used as evaluation material for teachers to create quality evaluation tools. Further research can focus on discussing the development of superior evaluation instruments.
{"title":"Analisis Butir Soal Penilaian Akhir Tahun Pelajaran Bahasa Arab Kelas VII MTs Al-Ma’arif Rakit Banjarnegara Jawa Tengah","authors":"Muhammad Ali Hasymi Rafsanjani Tanjung, Alif Anharul Fahmi, Fatia Rahmanita, Ihda Filzafatin Habibah, Nur Qomari","doi":"10.25217/mantiqutayr.v4i1.4038","DOIUrl":"https://doi.org/10.25217/mantiqutayr.v4i1.4038","url":null,"abstract":"Analysis of question items is very important in learning evaluation because it determines the quality of the evaluation tool used. The aim of this research is to analyze the results of the final semester Arabic evaluation at the Al-Ma’arif Junior High School. The researchers conducted a series of tests consisting of measurements of validity, reliability, differential strength, difficulty level, and debilitating power. The method used in this research is quantitative descriptive method. The population of the study was 25 students of the 7th grade in the IT High School Building Amal School Year 2022/2023. As for the sample used, the final evaluation of the Arabic semester of the teaching year 2022/2023 was documentation and observation. The result of this study is; in the validity test found 30% of questions can be said to be valid. Then the remaining 70% is declared invalid because it has a significance value <0,05 and the value of R count is smaller than R Table. Then in the reliability test found using Cronbach's Alpha method, and the element of this question is worth 0.625 with the number of questions (N of items) amounting to 40. Difference shows 6 questions in the category \"Bad once in distinction, 25 questions in category \"badly once in differentiation\", 6 issues in the categories \"Sufficient enough in distinguishment\", 3 questions with category \"Good once in distinctness\" whereas with the question of category \"good once in discrimination\" was not found. Difficulty level there are 25 questions with very easy questions category, 14 questions with easy categories, 1 questions with difficult categories. The fractional strength of the answer option A indicates that the question is not working well with the student as the data indicates more fractionals of the question are rejected than accepted. The same applies to options B, C, and D. Thus, a question that does not meet the revised criteria can be concluded or a new question created and tested again. This research can be used as evaluation material for teachers to create quality evaluation tools. Further research can focus on discussing the development of superior evaluation instruments.","PeriodicalId":404538,"journal":{"name":"Mantiqu Tayr: Journal of Arabic Language","volume":"65 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140476492","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 : 2024-01-31DOI: 10.25217/mantiqutayr.v4i1.4043
Imroatul Muthoharoh, Durrotun Nashihah, Zakiyah Arifa, Nur Kholid, Muhammad Fajrul Rs
The aim of this research to find out and explain how supervision and evaluation management occurs in the Arabic language learning program of At-Tanwir Language Center. The background of this research is At-Tanwir Language Center (ALC) as an extracurricular organization of Arabic language learning for At-Tanwir Islamic Junior and Senior High School students who have an interest and talent in Arabic language. This research used descriptive qualitative research that used interview, observation and documentation techniques for collecting the data. The results of this research showed that supervision of the ALC learning program is internal supervision, active and passive supervision as well as preventive and repressive supervision. Carried out by ALC supervisors through the ALC chair, including active supervision by directly observing the program in progress, and passive supervision by viewing teacher and student attendance lists, teaching journals, and other learning tools. As well as preventive and repressive supervision which carried out to plan and implement the program, it runs effectively and efficiently and this supervision also carried out after learning activities and carried out in order to find out the results of program implementation and evaluate the deviations. Meanwhile, the program evaluation carried out continuously once a month. It also carried out at the end of each learning semester. As for the reporting learning outcomes, ALC divides it into 2 parts, namely short-term and long-term evaluation. This supervision and evaluation carried out for continuous improvement that will be carried out every year to improve the program. Through this research, the monitoring and evaluation management process at course institutions, especially Arabic, is known. As for suggestions for future researchers, they can continue research on the influence of supervision and evaluation on the development of an institution.
{"title":"Āl-Murāqābāh wā āt-Tāqwīm ‘ālā Bārnāmījī āl-Lughāh āl-‘Ārābīyyāh bīī Mārkāzī āt-Tānwīr līī āl-Lughāt","authors":"Imroatul Muthoharoh, Durrotun Nashihah, Zakiyah Arifa, Nur Kholid, Muhammad Fajrul Rs","doi":"10.25217/mantiqutayr.v4i1.4043","DOIUrl":"https://doi.org/10.25217/mantiqutayr.v4i1.4043","url":null,"abstract":"The aim of this research to find out and explain how supervision and evaluation management occurs in the Arabic language learning program of At-Tanwir Language Center. The background of this research is At-Tanwir Language Center (ALC) as an extracurricular organization of Arabic language learning for At-Tanwir Islamic Junior and Senior High School students who have an interest and talent in Arabic language. This research used descriptive qualitative research that used interview, observation and documentation techniques for collecting the data. The results of this research showed that supervision of the ALC learning program is internal supervision, active and passive supervision as well as preventive and repressive supervision. Carried out by ALC supervisors through the ALC chair, including active supervision by directly observing the program in progress, and passive supervision by viewing teacher and student attendance lists, teaching journals, and other learning tools. As well as preventive and repressive supervision which carried out to plan and implement the program, it runs effectively and efficiently and this supervision also carried out after learning activities and carried out in order to find out the results of program implementation and evaluate the deviations. Meanwhile, the program evaluation carried out continuously once a month. It also carried out at the end of each learning semester. As for the reporting learning outcomes, ALC divides it into 2 parts, namely short-term and long-term evaluation. This supervision and evaluation carried out for continuous improvement that will be carried out every year to improve the program. Through this research, the monitoring and evaluation management process at course institutions, especially Arabic, is known. As for suggestions for future researchers, they can continue research on the influence of supervision and evaluation on the development of an institution.","PeriodicalId":404538,"journal":{"name":"Mantiqu Tayr: Journal of Arabic Language","volume":"378 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140474370","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}
Language plays an essential role for human interactions and communication and it can also show cultural, social and individual identity. Ones’ background may generate different language use in either written or spoken contexts. Against this backdrop, this research aims to explore the written language styles of Islamic boarding school and non-Islamic boarding school alumni who learn Arabic as a foreign language. This research is designed under qualitative perspective and employs a case study approach. Data was in the form of documents, obtained through informant essays about the experience of learning Arabic. Besides, the data was also collected through semi-structured interviews with two informants to further understand differences in educational background, differences in first language, family background, foreign language mastered, and exposure to Arabic. Data was analysed by reading essays then providing coding and categorization, which was carried out separately by each researchers, conducting discussions on written language styles focusing on the choice of language used from a sociolinguistic aspect. The results of this research demonstrate that the written language styles of students of Arabic as a foreign language between Islamic boarding school and non-Islamic boarding school alumni have differences in terms of lexical choice, phrases and sentence structure. Such differences happen because of the way a learner's family background, foreign language mastery, and exposure to Arabic influence the written language style. Moreover, the findings have demonstrated how different academic background, language exposure, and learning impact to one’s language style. Given the limited number of the informant, future research may consider recruiting more diverse and more participants.
{"title":"Analisis Gaya Bahasa Pembelajar Bahasa Arab sebagai Bahasa Asing: Studi Kasus pada Alumni Pesantren dan Non Pesantren","authors":"Fitria Fitria, Indah Rahmayanti, Farroha Firmaningrum, Syaiful Mustofa","doi":"10.25217/mantiqutayr.v4i1.4074","DOIUrl":"https://doi.org/10.25217/mantiqutayr.v4i1.4074","url":null,"abstract":"Language plays an essential role for human interactions and communication and it can also show cultural, social and individual identity. Ones’ background may generate different language use in either written or spoken contexts. Against this backdrop, this research aims to explore the written language styles of Islamic boarding school and non-Islamic boarding school alumni who learn Arabic as a foreign language. This research is designed under qualitative perspective and employs a case study approach. Data was in the form of documents, obtained through informant essays about the experience of learning Arabic. Besides, the data was also collected through semi-structured interviews with two informants to further understand differences in educational background, differences in first language, family background, foreign language mastered, and exposure to Arabic. Data was analysed by reading essays then providing coding and categorization, which was carried out separately by each researchers, conducting discussions on written language styles focusing on the choice of language used from a sociolinguistic aspect. The results of this research demonstrate that the written language styles of students of Arabic as a foreign language between Islamic boarding school and non-Islamic boarding school alumni have differences in terms of lexical choice, phrases and sentence structure. Such differences happen because of the way a learner's family background, foreign language mastery, and exposure to Arabic influence the written language style. Moreover, the findings have demonstrated how different academic background, language exposure, and learning impact to one’s language style. Given the limited number of the informant, future research may consider recruiting more diverse and more participants.","PeriodicalId":404538,"journal":{"name":"Mantiqu Tayr: Journal of Arabic Language","volume":"147 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140478766","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 : 2024-01-14DOI: 10.25217/mantiqutayr.v4i1.4085
Eisya Nautika Rahmi, Mia Nurmala, Yayan Nurbayan, Syukran Syukran, Ananda Muhammad Faza
The language environment has an important role in facilitating students in developing language skills. The fact found by researchers in the field that the Modern Islamic Boarding School Assalam Putri Sukabumi is one of the boarding schools that applies the language environment. The purpose of this study was to determine the Arabic language environment implemented at the Modern Islamic Boarding School Assalam Putri Sukabumi and to find out the students’ perceptions of the application of the Arabic language environment in improving maharah al-kalam. This research uses a qualitative approach, and the type of phenomenological research with data collection techniques used are interviews, observation and documentation. After the data is collected, data analysis techniques are carried out using thematic analysis techniques. The participants in this study were 5th grade students numbering 15 students. In addition, it also involved ustadzah and students of the language section management, and Arabic language teachers. The results obtained are the the Arabic language environment at the Modern Islamic Boarding School Assalam Putri Sukabumi is divided into formal and informal environments, also supported by language programs to improve students speaking skills. The students’ perception of the Arabic language environment in this boarding school shows a positive response. The implementation of the language environment in this boarding school is very influential for students speaking skills, because with the language environment, students become accustomed to using Arabic. This research is expected to enrich the insight of scientific development, especially in the world of research and Arabic language science. For further research, the researcher suggests analyzing the influence of the language environment on the 4 maharah lughawiyah and knowing the perceptions from the side of the teacher or even the head of the boarding school.
{"title":"A Phenomenological Study of Arabic Language Environment to Improve Students' Speaking Skills at Modern Islamic Boarding School","authors":"Eisya Nautika Rahmi, Mia Nurmala, Yayan Nurbayan, Syukran Syukran, Ananda Muhammad Faza","doi":"10.25217/mantiqutayr.v4i1.4085","DOIUrl":"https://doi.org/10.25217/mantiqutayr.v4i1.4085","url":null,"abstract":"The language environment has an important role in facilitating students in developing language skills. The fact found by researchers in the field that the Modern Islamic Boarding School Assalam Putri Sukabumi is one of the boarding schools that applies the language environment. The purpose of this study was to determine the Arabic language environment implemented at the Modern Islamic Boarding School Assalam Putri Sukabumi and to find out the students’ perceptions of the application of the Arabic language environment in improving maharah al-kalam. This research uses a qualitative approach, and the type of phenomenological research with data collection techniques used are interviews, observation and documentation. After the data is collected, data analysis techniques are carried out using thematic analysis techniques. The participants in this study were 5th grade students numbering 15 students. In addition, it also involved ustadzah and students of the language section management, and Arabic language teachers. The results obtained are the the Arabic language environment at the Modern Islamic Boarding School Assalam Putri Sukabumi is divided into formal and informal environments, also supported by language programs to improve students speaking skills. The students’ perception of the Arabic language environment in this boarding school shows a positive response. The implementation of the language environment in this boarding school is very influential for students speaking skills, because with the language environment, students become accustomed to using Arabic. This research is expected to enrich the insight of scientific development, especially in the world of research and Arabic language science. For further research, the researcher suggests analyzing the influence of the language environment on the 4 maharah lughawiyah and knowing the perceptions from the side of the teacher or even the head of the boarding school.","PeriodicalId":404538,"journal":{"name":"Mantiqu Tayr: Journal of Arabic Language","volume":"3 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140508676","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 : 2024-01-10DOI: 10.25217/mantiqutayr.v4i1.4001
H. Asy’ari, Naifah, Cahya Edi Setyawan
This paper aims to analyze the design of the Arabic language learning curriculum in the Merdeka curriculum. Researchers use the ACTFL standard in analyzing the content of the Arabic language curriculum in the aspect of competence and depth of mastery of Arabic formulated in the Merdeka curriculum. The purpose of this analysis is to compare Arabic learning outcomes in the Merdeka curriculum with ACTFL standards used internationally in learning foreign languages. The type of research used is qualitative research with a content analysis approach. Data collection methods with documentation. The data and data sources of this research are the Decree of the Director General of Islamic Education 3211 of 2022 concerning the learning outcomes of Islamic religious education and Arabic for the Merdeka Curriculum in Madrasah. Qualitative content analysis design of the Kripendorff model through the stages of selecting units, determining samples, recording data, reducing data, drawing conclusions, narrating research results. The results showed that the Arabic curriculum in the Merdeka curriculum based on ACTFL is divided into 2 aspects, namely: aspects of language skills and language proficiency levels. Language skills include: 1) language skills (language proficiency and language elements), 2) communication skills: interpersonal communication, presentation communication and interpretive communication, 3) cultural skills. The Arabic language learning curriculum design in the Merdeka curriculum is taught from phase A, the easiest level relevant to the ACTFL standard at the low beginner level and phase F is the highest level relevant to the ACTFL standard at the superior level. Analysis of Arabic learning outcomes in the Merdeka curriculum based on ACTFL standards is at the Novice Low to superior level.
{"title":"Arabic Curriculum Design in the Merdeka Curriculum from the Perspective of the American Council on the Teaching of Foreign Languages (ACTFL)","authors":"H. Asy’ari, Naifah, Cahya Edi Setyawan","doi":"10.25217/mantiqutayr.v4i1.4001","DOIUrl":"https://doi.org/10.25217/mantiqutayr.v4i1.4001","url":null,"abstract":"This paper aims to analyze the design of the Arabic language learning curriculum in the Merdeka curriculum. Researchers use the ACTFL standard in analyzing the content of the Arabic language curriculum in the aspect of competence and depth of mastery of Arabic formulated in the Merdeka curriculum. The purpose of this analysis is to compare Arabic learning outcomes in the Merdeka curriculum with ACTFL standards used internationally in learning foreign languages. The type of research used is qualitative research with a content analysis approach. Data collection methods with documentation. The data and data sources of this research are the Decree of the Director General of Islamic Education 3211 of 2022 concerning the learning outcomes of Islamic religious education and Arabic for the Merdeka Curriculum in Madrasah. Qualitative content analysis design of the Kripendorff model through the stages of selecting units, determining samples, recording data, reducing data, drawing conclusions, narrating research results. The results showed that the Arabic curriculum in the Merdeka curriculum based on ACTFL is divided into 2 aspects, namely: aspects of language skills and language proficiency levels. Language skills include: 1) language skills (language proficiency and language elements), 2) communication skills: interpersonal communication, presentation communication and interpretive communication, 3) cultural skills. The Arabic language learning curriculum design in the Merdeka curriculum is taught from phase A, the easiest level relevant to the ACTFL standard at the low beginner level and phase F is the highest level relevant to the ACTFL standard at the superior level. Analysis of Arabic learning outcomes in the Merdeka curriculum based on ACTFL standards is at the Novice Low to superior level.","PeriodicalId":404538,"journal":{"name":"Mantiqu Tayr: Journal of Arabic Language","volume":"45 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140511231","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 research aims to: 1) Explain the method of learning Arabic dictation based on the inquiry model and explore its advantages. 2) To characterize the outcomes of the learning process of Arabic dictation on the basis of the inquiry model by applying technology in the study of dictation for second-level students at Institute Dirosat Islamiyah al-Amien Prenduan. The research method used in this research is qualitative descriptive, with data collection techniques conducted through interviews, observations, and documents. The source of data for this study was second-level students at Institute Dirosat Islamiyah al-Amien Prenduan. The results of this research are: 1) The method of learning Arabic dictation based on the inquiry model is based on a) that it is a study process with students focusing on it and that some teachers are not sitting when teaching with complete observation. b) Its advantages in the study of dictation appear in: (1) that students are able to analyze evidence and conclusions directly after discussion. (2) They were not silent when studying, but rather they were active and discussed with his friends. (3) They understand the study of dictation after the teacher applied the inquiry model in their study. (4) They seize the dictation material in particular. (5) They were very thoughtful about the validity of the study of dictation. 2) The results of applying the inquiry model based on technology in the study of dictation consist of: a) It makes the second-level students at Institute Dirosat Islamiyah al-Amien Prenduan, happy in the learning encounter and not bored during the learning process because the study focuses on them. b) Study sources consist of Youtube, a dictation book, and an article. Either in the library or on the Internet, which makes students understand well in studying spelling. c) Students improve their thinking and studying with the help of the teacher in understanding dictation. d) The method consists of teaching dictation using the inquiry model using 2W+1H is what, why, how, then where, and when.
{"title":"Tāthbīqu ān-Nāmudzājī āl-Istīfsārī ‘Alā Asāsī āt-Tīknūlūjīyā fīī Dīrāsātī āl-Imlāʾ Lādāy āt-Thullābī bīl Mustāwā āl-Tsānī Bījāmi‘āty āl-Amien āl-Islāmīyah Prenduan","authors":"Yusfar Ramadhan, Abdul Kirom, Aep Saepudin, Uswatun Hasanah, Thana Hussain Aldhafeeri","doi":"10.25217/mantiqutayr.v4i1.3961","DOIUrl":"https://doi.org/10.25217/mantiqutayr.v4i1.3961","url":null,"abstract":"This research aims to: 1) Explain the method of learning Arabic dictation based on the inquiry model and explore its advantages. 2) To characterize the outcomes of the learning process of Arabic dictation on the basis of the inquiry model by applying technology in the study of dictation for second-level students at Institute Dirosat Islamiyah al-Amien Prenduan. The research method used in this research is qualitative descriptive, with data collection techniques conducted through interviews, observations, and documents. The source of data for this study was second-level students at Institute Dirosat Islamiyah al-Amien Prenduan. The results of this research are: 1) The method of learning Arabic dictation based on the inquiry model is based on a) that it is a study process with students focusing on it and that some teachers are not sitting when teaching with complete observation. b) Its advantages in the study of dictation appear in: (1) that students are able to analyze evidence and conclusions directly after discussion. (2) They were not silent when studying, but rather they were active and discussed with his friends. (3) They understand the study of dictation after the teacher applied the inquiry model in their study. (4) They seize the dictation material in particular. (5) They were very thoughtful about the validity of the study of dictation. 2) The results of applying the inquiry model based on technology in the study of dictation consist of: a) It makes the second-level students at Institute Dirosat Islamiyah al-Amien Prenduan, happy in the learning encounter and not bored during the learning process because the study focuses on them. b) Study sources consist of Youtube, a dictation book, and an article. Either in the library or on the Internet, which makes students understand well in studying spelling. c) Students improve their thinking and studying with the help of the teacher in understanding dictation. d) The method consists of teaching dictation using the inquiry model using 2W+1H is what, why, how, then where, and when.","PeriodicalId":404538,"journal":{"name":"Mantiqu Tayr: Journal of Arabic Language","volume":"50 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140511117","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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