Pub Date : 2021-06-28DOI: 10.28918/alsinatuna.v7i2.3575
A. Ghofur, Nur Huda, A. Ja’far
This study aims to describe the various kinds of language styles in surah al-Zalzalah. This research is classified as a qualitative research and it uses descriptive methods by describing as well as analyzing the data in surah al-Zalzalah. Meanwhile, it applied stylistic approach which aims to explore the characteristics of the text based on the language style used in surah al-Zalzalah. In addition, the stylistic approach is used to obtain hidden meanings in surah al-Zalzalah so that the minor and major themes of the surah are revealed. This research confirms the existence of rhetorical language in various forms of language style spread in surah al-Zalzalah which are able to have greater influence and effect on the hearts and minds of the readers. From this research, it is concluded that there are twelve language styles in surah al-Zalzalah that are grouped into three stylistic levels. Among those twelve styles, three language styles are at the phonological level (al-mustawÄ al-sawti), four language styles are at the syntactic level, and five language styles are at the imagery level (al-mustawÄ al-taá¹£wÄ«ri).
{"title":"Stylistic Analysis of Surah Al-Zalzalah","authors":"A. Ghofur, Nur Huda, A. Ja’far","doi":"10.28918/alsinatuna.v7i2.3575","DOIUrl":"https://doi.org/10.28918/alsinatuna.v7i2.3575","url":null,"abstract":"This study aims to describe the various kinds of language styles in surah al-Zalzalah. This research is classified as a qualitative research and it uses descriptive methods by describing as well as analyzing the data in surah al-Zalzalah. Meanwhile, it applied stylistic approach which aims to explore the characteristics of the text based on the language style used in surah al-Zalzalah. In addition, the stylistic approach is used to obtain hidden meanings in surah al-Zalzalah so that the minor and major themes of the surah are revealed. This research confirms the existence of rhetorical language in various forms of language style spread in surah al-Zalzalah which are able to have greater influence and effect on the hearts and minds of the readers. From this research, it is concluded that there are twelve language styles in surah al-Zalzalah that are grouped into three stylistic levels. Among those twelve styles, three language styles are at the phonological level (al-mustawÄ al-sawti), four language styles are at the syntactic level, and five language styles are at the imagery level (al-mustawÄ al-taá¹£wÄ«ri).","PeriodicalId":55722,"journal":{"name":"Alsinatuna","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46358819","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: 10.28918/alsinatuna.v7i2.3286
Hesty Maulida Eka Putry, Muassomah Muassomah
TikTok has once been seen bad by the public and even banned by the Indonesian government. The advantage of TikTok applications, one of which is a medium of Project-Based Learning, is, thus, a challenge to gain. This paper aims to describe the use of the TikTok application as a medium for Arabic language learning through Project-Based Learning on vocabulary material carried out at Madrasah Aliyah Nahdlatul Wathan (MA NW) Pringgasela and to reveal students' perspectives regarding this matter. This paper is packaged with a qualitative descriptive approach, while data collection is through observation and interviews. The data analysis technique uses the Miles and Huberman model, i.e. reducing data, presenting data, and drawing conclusions. This study concludes that using the TikTok application as a learning medium can be an innovation in Arabic learning. The strengths felt by students include: learning becomes more exciting and less boring, students get new experiences, students become more active, and it is easy to memorize the vocabulary they learn. The study also finds that the drawbacks of this application are that it takes a long time in the manufacturing process, requires an internet connection, and the lack of teacher supervision in using the TikTok application outside of school.
{"title":"Tiktok Application as a Project Based Arabic Learning Media","authors":"Hesty Maulida Eka Putry, Muassomah Muassomah","doi":"10.28918/alsinatuna.v7i2.3286","DOIUrl":"https://doi.org/10.28918/alsinatuna.v7i2.3286","url":null,"abstract":"TikTok has once been seen bad by the public and even banned by the Indonesian government. The advantage of TikTok applications, one of which is a medium of Project-Based Learning, is, thus, a challenge to gain. This paper aims to describe the use of the TikTok application as a medium for Arabic language learning through Project-Based Learning on vocabulary material carried out at Madrasah Aliyah Nahdlatul Wathan (MA NW) Pringgasela and to reveal students' perspectives regarding this matter. This paper is packaged with a qualitative descriptive approach, while data collection is through observation and interviews. The data analysis technique uses the Miles and Huberman model, i.e. reducing data, presenting data, and drawing conclusions. This study concludes that using the TikTok application as a learning medium can be an innovation in Arabic learning. The strengths felt by students include: learning becomes more exciting and less boring, students get new experiences, students become more active, and it is easy to memorize the vocabulary they learn. The study also finds that the drawbacks of this application are that it takes a long time in the manufacturing process, requires an internet connection, and the lack of teacher supervision in using the TikTok application outside of school.","PeriodicalId":55722,"journal":{"name":"Alsinatuna","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47484879","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 : 2021-03-01DOI: 10.28918/alsinatuna.v6i1.3182
M. Sholehuddin, A. Taufiq, Cahya Edi Setyawan, M. Fathoni
Listening skill is one of the important points in language teaching. In teaching Arabic (listening), it becomes the first element of competence. Listening is receptive efficiency, so it is important in college. Every student must have an unconscious understanding of this proficiency. The purpose of this research is to study the basic theory and the implementation of mahÄrah al- istimÄ’ in higher education. The research method is to search the references using a qualitative approach. Interviews and library research were conducted to collect the data which then concluded for a new thesis. Language acquisition is based on the theories of listening in Qur'anic verses, language acquisition devices, perception, motivational response, and the linguistic environment. The main thing is that listening is a part of a language acquisition. The listening skill theory has evolved from linguistics theory to the theory of receptive language teaching, which is the overall psychological response, the natural approach, and the silent period. The stages of the listening skill in higher education use an Arabic standard based on ACTFL and MSA, which is then applied in the unit book. The sample of the higher education unit books are TOSA and ALBA.
{"title":"The Basic Theory and Implementation of MahÄrah Al- IstimÄ’ in Higher Education","authors":"M. Sholehuddin, A. Taufiq, Cahya Edi Setyawan, M. Fathoni","doi":"10.28918/alsinatuna.v6i1.3182","DOIUrl":"https://doi.org/10.28918/alsinatuna.v6i1.3182","url":null,"abstract":"Listening skill is one of the important points in language teaching. In teaching Arabic (listening), it becomes the first element of competence. Listening is receptive efficiency, so it is important in college. Every student must have an unconscious understanding of this proficiency. The purpose of this research is to study the basic theory and the implementation of mahÄrah al- istimÄ’ in higher education. The research method is to search the references using a qualitative approach. Interviews and library research were conducted to collect the data which then concluded for a new thesis. Language acquisition is based on the theories of listening in Qur'anic verses, language acquisition devices, perception, motivational response, and the linguistic environment. The main thing is that listening is a part of a language acquisition. The listening skill theory has evolved from linguistics theory to the theory of receptive language teaching, which is the overall psychological response, the natural approach, and the silent period. The stages of the listening skill in higher education use an Arabic standard based on ACTFL and MSA, which is then applied in the unit book. The sample of the higher education unit books are TOSA and ALBA.","PeriodicalId":55722,"journal":{"name":"Alsinatuna","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44722113","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 : 2020-12-30DOI: 10.28918/alsinatuna.v5i2.2574
M. Natsir
Abstract The 2013 curriculum demands a paradigm shift in learning, process, and evaluation, including in HOTS, MOTS, LOTS-based assessments. Using an evaluative research design, this study aims to analyze the Arabic language test items in the UAMBN Madrasah Aliyah under LP. Ma'arif Kabupaten Jepara for the Academic Year 2018/2019. The analysis includes the design and approach used in preparing the test, the content (materials) of the test, and the categorization of the quality level of the test items in the 2013 Curriculum, i.e. HOTS, MOTS, or LOTS. The results showed that: first, the approach used in preparing the test was an integrative approach for multiple-choice test questions and a discrete-point test approach for essay test questions. Second, the content of the test included Arab and Indonesian culture and civilization, Muslim figures, language level, language rules, and sentence structure. Third, Arabic language test questions in UAMBN covered HOTS, MOTS, and LOTS questions. In the multiple-choice questions, 11 questions (27.5%) were included in the LOTS category, 10 questions (25%) in the MOTS category, and 19 questions (47.5%) in the HOTS category. Meanwhile, the essay questions, which presented 4 questions (80%) for the HOTS category and 1 question (20%) for the MOTS category, were considered less proportional. Overall, the format for the Arabic test in the UAMBN Madrasah Aliyah has been proportional because it has accommodated questions with the HOTS, MOTS, and LOTS categories.
摘要2013年的课程要求在学习、过程和评估方面进行范式转变，包括基于HOTS、MOTS和LOTS的评估。采用评价研究设计，本研究旨在分析LP下UAMBN宗教学校的阿拉伯语测试项目。Ma'arif Kabupaten Jepara 2018/2019学年。分析包括准备考试时使用的设计和方法、考试内容（材料）以及2013年课程中考试项目（即HOTS、MOTS或LOTS）的质量水平分类。结果表明：第一，选择题的备考方法是综合性的，作文题的备试方法是离散点测试。其次，测试内容包括阿拉伯和印尼文化和文明、穆斯林人物、语言水平、语言规则和句子结构。UAMBN的阿拉伯语测试题包括HOTS、MOTS和LOTS。在多项选择题中，LOTS类有11道题（27.5%），MOTS类有10道题（25%），HOTS类有19道题（47.5%）。同时，论文问题被认为比例较低，其中HOTS类别有4个问题（80%），MOTS类别有1个问题（20%）。总的来说，UAMBN Madrasah Aliyah阿拉伯语考试的形式是成比例的，因为它包含了HOTS、MOTS和LOTS类别的问题。
{"title":"TahlÄ«l MuhtawÄ wa MustawÄ As'ilat IkhtibÄrÄt Al-Lughah Al ‘Arabiyah Li ImtihÄn Al Madrasah 'alÄ al Ma'ÄyÄ«r Al Wathaniyyah 'alÄ IthÄr Al Manhaj 2013","authors":"M. Natsir","doi":"10.28918/alsinatuna.v5i2.2574","DOIUrl":"https://doi.org/10.28918/alsinatuna.v5i2.2574","url":null,"abstract":"Abstract \u0000The 2013 curriculum demands a paradigm shift in learning, process, and evaluation, including in HOTS, MOTS, LOTS-based assessments. Using an evaluative research design, this study aims to analyze the Arabic language test items in the UAMBN Madrasah Aliyah under LP. Ma'arif Kabupaten Jepara for the Academic Year 2018/2019. The analysis includes the design and approach used in preparing the test, the content (materials) of the test, and the categorization of the quality level of the test items in the 2013 Curriculum, i.e. HOTS, MOTS, or LOTS. The results showed that: first, the approach used in preparing the test was an integrative approach for multiple-choice test questions and a discrete-point test approach for essay test questions. Second, the content of the test included Arab and Indonesian culture and civilization, Muslim figures, language level, language rules, and sentence structure. Third, Arabic language test questions in UAMBN covered HOTS, MOTS, and LOTS questions. In the multiple-choice questions, 11 questions (27.5%) were included in the LOTS category, 10 questions (25%) in the MOTS category, and 19 questions (47.5%) in the HOTS category. Meanwhile, the essay questions, which presented 4 questions (80%) for the HOTS category and 1 question (20%) for the MOTS category, were considered less proportional. Overall, the format for the Arabic test in the UAMBN Madrasah Aliyah has been proportional because it has accommodated questions with the HOTS, MOTS, and LOTS categories. \u0000 ","PeriodicalId":55722,"journal":{"name":"Alsinatuna","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42456999","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 : 2020-12-30DOI: 10.28918/alsinatuna.v5i2.3183
M. N. Huda, Rofiqotul Aini
This study aims to develop an applicable balÄgah textbook for the Arabic Language Education (PBA) students of IAIN Pekalongan and to find out its test validity and application. Using the Research and Development method, the study found that the majority of students want a balÄgah textbook that discusses ilm bayan (such as tasybih, majÄz, and kinÄyah) and ilm ma'ani (such as kalam khabari, kalam insya'i, qaá¹£r, faá¹£l and waá¹£l, etc.). The students also want a textbook that is brief, simple, and easy to understand. Meanwhile, the test validity from some expert validators indicated a good result with an average value of 4 points considering that the balÄgah textbook design in each theme contains a lot of text analysis exercises taken from al-Qur'an and Hadith to make the textbook more applicable. Next, the application of the balÄgah textbook may involve several methods, i.e. the jigsaw method, the discussion method (question-answer method), and the taá¹bÄ«qi method (direct practice) by analyzing the Arabic texts
{"title":"Developing an Applicable BalÄgah Textbook for Arabic Language Education Students at IAIN Pekalongan","authors":"M. N. Huda, Rofiqotul Aini","doi":"10.28918/alsinatuna.v5i2.3183","DOIUrl":"https://doi.org/10.28918/alsinatuna.v5i2.3183","url":null,"abstract":"This study aims to develop an applicable balÄgah textbook for the Arabic Language Education (PBA) students of IAIN Pekalongan and to find out its test validity and application. Using the Research and Development method, the study found that the majority of students want a balÄgah textbook that discusses ilm bayan (such as tasybih, majÄz, and kinÄyah) and ilm ma'ani (such as kalam khabari, kalam insya'i, qaá¹£r, faá¹£l and waá¹£l, etc.). The students also want a textbook that is brief, simple, and easy to understand. Meanwhile, the test validity from some expert validators indicated a good result with an average value of 4 points considering that the balÄgah textbook design in each theme contains a lot of text analysis exercises taken from al-Qur'an and Hadith to make the textbook more applicable. Next, the application of the balÄgah textbook may involve several methods, i.e. the jigsaw method, the discussion method (question-answer method), and the taá¹bÄ«qi method (direct practice) by analyzing the Arabic texts","PeriodicalId":55722,"journal":{"name":"Alsinatuna","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48722016","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 : 2020-12-22DOI: 10.28918/alsinatuna.v6i1.2960
Ida Miftakhul Jannah, M. Thohir
A method in teaching Arabic as a second language is an important tool to meet learning goals and deliver the subject. This study aims to describe the implementation of the Counseling Learning Method (CLM) in Arabic teaching for new students in a university. It investigates the implementation of CLM to improve Arabic speaking skills and the obstacles in it. A qualitative approach is used in this research through observation, interview, and documentation during the Arabic teaching on “Kalam li al Mubtadiin†subject. The Participants of this research are twenty-one first-year students and a lecturer of the Arabic education department at Islamic State University of Sunan Ampel Surabaya. The collected data is processed and analyzed with data reduction, data display, and conclusion drawing. After that, the results are narrated. The results showed that all stages of CLM implementation, except the discussion stage, were well done, i.e. reflection, recorded conversations, transcriptions, language analysis, and free conversation. The discussion stage was still not running optimally because of some factors including the lack of vocabulary in speaking and the technical obstacles during the recording process.
阿拉伯语作为第二语言的教学方法是实现学习目标和传授课程的重要工具。本研究旨在探讨辅导学习法(CLM)在大学新生阿拉伯语教学中的实施。本研究探讨了CLM在提高阿拉伯语口语技能中的应用及其障碍。本研究采用定性方法，通过观察、访谈和文献资料，在对 - œKalam li al mubtadiin主题的阿拉伯语教学期间进行研究。本研究的参与者是苏南安佩尔泗水伊斯兰州立大学阿拉伯语教育系的21名一年级学生和一名讲师。对收集到的数据进行数据还原、数据显示、得出结论等处理和分析。然后，对结果进行叙述。结果表明，除讨论阶段外，CLM实施的所有阶段都做得很好，即反思、记录对话、转录、语言分析和自由对话。由于一些因素，包括发言中词汇不足和录音过程中的技术障碍，讨论阶段仍未达到最佳状态。
{"title":"The Implementation of Counseling Learning Method to Improve Arabic Speaking Skills for the Freshmen","authors":"Ida Miftakhul Jannah, M. Thohir","doi":"10.28918/alsinatuna.v6i1.2960","DOIUrl":"https://doi.org/10.28918/alsinatuna.v6i1.2960","url":null,"abstract":"A method in teaching Arabic as a second language is an important tool to meet learning goals and deliver the subject. This study aims to describe the implementation of the Counseling Learning Method (CLM) in Arabic teaching for new students in a university. It investigates the implementation of CLM to improve Arabic speaking skills and the obstacles in it. A qualitative approach is used in this research through observation, interview, and documentation during the Arabic teaching on “Kalam li al Mubtadiin†subject. The Participants of this research are twenty-one first-year students and a lecturer of the Arabic education department at Islamic State University of Sunan Ampel Surabaya. The collected data is processed and analyzed with data reduction, data display, and conclusion drawing. After that, the results are narrated. The results showed that all stages of CLM implementation, except the discussion stage, were well done, i.e. reflection, recorded conversations, transcriptions, language analysis, and free conversation. The discussion stage was still not running optimally because of some factors including the lack of vocabulary in speaking and the technical obstacles during the recording process.","PeriodicalId":55722,"journal":{"name":"Alsinatuna","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47897569","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: 10.28918/alsinatuna.v6i1.2842
Alif Cahya Setiyadi, Abdul Hafidz Zaid, Tyas Pradhita Astari
This article aims to examine the poetry of Noah's ark by Ahmad Syauqi from aspects of sound or patterns. As one of the phenomenal works in the history of The Arabic fiction genre, this genre of poetry has the main characteristics in terms of the use and selection of special rhythms that are able to influence the imagination of readers or listeners so as to build their own perception of thinking. This article focuses on exploring the characteristics of sound patterns descriptively with modern literary analysis methods. From the analysis of sound patterns, it is concluded that there are basic rhythms and metrums in the study of modern literary sounds of this phenomenal poem. There are two variants of fundamental rhythms, namely internal and external rhythms. The external rhythm is manifested in the form of al-wazn from poetry which includes two main types namely bahr kÄmil and bahr rajzi, the structure of the rhythm used, and the form of poetry. On the other hand, the poem also uses internal rhythms by giving rise to the rhetorical beauty (al-binyah al-badi'iyah) which consists largely of al-jinÄs and al-á¹ibÄq.
{"title":"Al-ẒawÄhir Al-á¹¢autiyah fi Qiṣṣah “SafÄ«nah Al-NÅ«h†li Ahmad SyauqÄ« (DirÄsah TahlÄ«liyah UslÅ«biyah)","authors":"Alif Cahya Setiyadi, Abdul Hafidz Zaid, Tyas Pradhita Astari","doi":"10.28918/alsinatuna.v6i1.2842","DOIUrl":"https://doi.org/10.28918/alsinatuna.v6i1.2842","url":null,"abstract":"This article aims to examine the poetry of Noah's ark by Ahmad Syauqi from aspects of sound or patterns. As one of the phenomenal works in the history of The Arabic fiction genre, this genre of poetry has the main characteristics in terms of the use and selection of special rhythms that are able to influence the imagination of readers or listeners so as to build their own perception of thinking. This article focuses on exploring the characteristics of sound patterns descriptively with modern literary analysis methods. From the analysis of sound patterns, it is concluded that there are basic rhythms and metrums in the study of modern literary sounds of this phenomenal poem. There are two variants of fundamental rhythms, namely internal and external rhythms. The external rhythm is manifested in the form of al-wazn from poetry which includes two main types namely bahr kÄmil and bahr rajzi, the structure of the rhythm used, and the form of poetry. On the other hand, the poem also uses internal rhythms by giving rise to the rhetorical beauty (al-binyah al-badi'iyah) which consists largely of al-jinÄs and al-á¹ibÄq.","PeriodicalId":55722,"journal":{"name":"Alsinatuna","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45916511","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 : 2020-12-16DOI: 10.28918/alsinatuna.v6i1.2946
Tulus Musthofa, Zulfa Amalia Wahidah
This study is expected to minimize the stigma attached to the students’ minds about the complexity in the structure and grammar of Arabic, as well as the difficulty of finding the Arabic equivalent in Indonesian. These difficulties can be resolved through psycholinguistic understanding. This study tried to describe solutions to problems in learning Arabic as a second language based on a psycholinguistic perspective. This article offers three principles that guide successful language learning. They are principles of education, psychology, and linguistics. This study used a qualitative method with a library research. The main references included books, journals, articles, proceedings, and researches related to the role of psycholinguistics in Arabic learning. The results of psycholinguistic studies are widely used to understand students’ second-language learning in formal education. The scope of psycholinguistics has proven to be very beneficial for language learning.
{"title":"Psycholinguistics in Arabic Learning: History and Urgency","authors":"Tulus Musthofa, Zulfa Amalia Wahidah","doi":"10.28918/alsinatuna.v6i1.2946","DOIUrl":"https://doi.org/10.28918/alsinatuna.v6i1.2946","url":null,"abstract":"This study is expected to minimize the stigma attached to the students’ minds about the complexity in the structure and grammar of Arabic, as well as the difficulty of finding the Arabic equivalent in Indonesian. These difficulties can be resolved through psycholinguistic understanding. This study tried to describe solutions to problems in learning Arabic as a second language based on a psycholinguistic perspective. This article offers three principles that guide successful language learning. They are principles of education, psychology, and linguistics. This study used a qualitative method with a library research. The main references included books, journals, articles, proceedings, and researches related to the role of psycholinguistics in Arabic learning. The results of psycholinguistic studies are widely used to understand students’ second-language learning in formal education. The scope of psycholinguistics has proven to be very beneficial for language learning.","PeriodicalId":55722,"journal":{"name":"Alsinatuna","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44075552","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 : 2020-12-14DOI: 10.28918/alsinatuna.v6i1.2841
Aulia Mustika Ilmiani, Marsiah Marsiah, Yulia Rahmah, M. Mubarak
The Covid-19 pandemic which began to plague Indonesia in March 2020 had a major impact on academic activities in higher education, including at IAIN Palangka Raya. This situation requires the lecturers to find ways to adapt to new conditions and reduce the risk of virus transmission. This study is a descriptive-qualitative research that aims to uncover the learning process of MahÄrah IstimÄ’ using WhatsApp Group media seen from the learning objectives, materials, strategies, and evaluation. The subject of this research is lecturers of Arabic Education (PBA) at IAIN Palangka Raya who teach the MahÄrah IstimÄ’ course. Data of the research was collected from observation, interviews, and documentation. The results showed that the learning process of MahÄrah IstimÄ’ during the Covid-19 pandemic could run optimally in terms of the learning objectives, materials, strategies, and evaluation. The objectives of MahÄrah IstimÄ’ learning are to understand, develop, interact, observe, conclude, and classify information. The learning materials used can be in the form of discourses, conversations, songs, guessing games, or chain messages using audio that is played through the voice note feature on the WhatsApp application. The strategies used include: (1) listen and then say, (2) listen and then answer, (3) listen and then identify, and (4) listen and then refine. The evaluations meant here involve daily evaluations for each assignment and summative evaluations, i.e. the midterm exam and the final exam.
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