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Journal articles on the topic 'Arabic'
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AL-GHANAYEM, ABDULLAH A., SANAD M. AL SOBEAI, MOHAMMED S. ALHUSSAINI, BABU JOSEPH, and ABDULMONEIM MOHAMMAD SAADABI. "Short Communication: Antibacterial activity of certain Saudi Arabian medicinal plants used in folk medicine against different groups of bacteria." Nusantara Bioscience 9, no. 4 (November 2, 2017): 392–95. http://dx.doi.org/10.13057/nusbiosci/n090409.
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Al-Ghanayem AA, Al Sobeai SM, Alhussaini MS, Joseph B, Saadabi AM. 2017. Antibacterial activity of certain Saudi Arabian medicinal plants used in folk medicine against different groups of bacteria. Nusantara Bioscience 9: 392-395. Medicinal plants from Saudi Arabia has been used in folk medicine for treatment of many diseases. The present research is on medicinal plants, which are locally available such as Acacia ehrenbergiana (Arabic: Salam) (Fabaceae), Calotropis procera (Arabic: Ausher) (Apocynaceae), Haloxylon salicornicum (Arabic: Rimth) (Amaranthaceae), Panicum turgidum (Arabic: Thuman) (Poaceae), Tamarix arabica (Arabic: Athal) (Tamaricaceae), Rhazya stricta (Arabic: Harmal) (Apocynaceae) Rumex vesicarius (Arabic: Humeid) (Polygonaceae) for antimicrobial activity by agar well diffusion method. Minimum Inhibitory Concentration (MIC) has been determined by broth micro dilution method. A. ehrenbergiana was active against Klebsiella pneumoniae. R. vesicarius and T. arabica showed antibacterial activity against Proteus vulgaris. C. procera showed a moderate inhibitory activity against the bacterial pathogens tested. H. salicornicum extract was more effective towards Gram-positive bacteria. However, other extracts such as P. turgidum and R. stricta were less active against both Gram-positive and negative bacteria tested. The results will be helpful in discovering new phytochemical components with antibacterial activity that can be used against multidrug-resistant bacterial strains.
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Nawar Ibrahim, Michael, Mahmoud N. Mahmoud, and Dina A. El-Reedy. "Bel-Arabi: Advanced Arabic Grammar Analyzer." International Journal of Social Science and Humanity 6, no. 5 (May 2016): 341–46. http://dx.doi.org/10.7763/ijssh.2016.v6.669.
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Saputra, Riski Janu, M. Syahrul Anwar, and Naufal Fikri. "Management Environmental Language of Usbu' Arabiy MTSN 6 Ponorogo at Pusdiklat Unida Gontor." Maharaat: Jurnal Pendidikan Bahasa Arab 5, no. 2 (July 8, 2023): 152–71. http://dx.doi.org/10.18196/mht.v5i2.18173.
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Bi'ah 'arabiyah is an Arabic-speaking environment, where one interacts with other people and uses the means of communication, namely Arabic. The phenomena found by researchers at MTs N 6 Ponorogo that teaching language in madrasas has several problems, including the lack of students who are able to speak Arabic and learning outside the classroom that is less interesting. This study aims to: describe the management of the Arabic language environment on the Usbu' Arabiy MTsN 06 Ponorogo agenda at the UNIDA Gontor Education and Training Center and describe the requirements and principles for establishing the Usbu' Arabiy Arabic language environment at MTSN 06 Ponorogo at the UNIDA Gontor Education and Training Center. The research methodology used in this research is a qualitative approach with literature studies or literature studies and case studies. The data collection process was carried out using the observation method and interviews with several teachers from the UNIDA Gontor Education and Training Center. Data analysis applied in this research is descriptive analysis. The results of the study stated that the activities at Usbu' Arabi were Giving Mufrodat, Formal Class Learning, Repetition and memorizing vocabulary, Language Skills, Rihlah Lughawiyah, Daily Study, Language Court, and Language Festival and supported by committees and teachers whose Arabic competence was appropriate in create an active and engaging language environment.
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DAHAMI, YAHYA SALEH HASAN. "MODERN SAUDI POETRY: MOHAMMAD HASAN AWWAD’S NIGHT AND ME, IN BALANCE." International Journal of Applied Research in Social Sciences 2, no. 5 (November 25, 2020): 130–43. http://dx.doi.org/10.51594/ijarss.v2i5.177.
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Arabic poetry is the heart of all types of literature in all Arabic realms. Consistent with this generalization, it can be right that the development of poetry in the modern age, among Arabs, is a positive measure. At that argument, the same would be focused on modern Saudi literature since it is typically considered a central, authoritative, and undivided part of Arabic poetry. In this paper, the researcher has attempted to illustrate some literary aspects of modern Arabic poetry in the Kingdom of Saudi Arabia as an instance of the greatness of Arabic poetry with a particular reference to a contemporary Saudi poet. The study starts with an introduction to the condition of poetry in Arabia. In the first section of the study, the researcher points up the importance of Arabic poetry as an Arabic literature genre. The second section deals with poetry and literary movement in Saudi Arabia as the central section of the investigation. After that, the task moves ahead to deal with a model of the modern Arabic poetry in the kingdom, Mohammad Hasan Awwad, a modernized rebellious poet with stark poetry, then the researcher, analytically and critically, sheds light on some selected verses of one of the poems of Awwad, Night and Me. The study finishes with a discussion and a brief conclusion. Keywords: Arabic literature, Arabic poetry, free verse, greatness, Kingdom of Saudi Arabia, modernism.
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Rizki Putriani, Hibatullah Romdhoni, and Ihya Salsabila. "An Examination of the Writing Process in the Pre-Islamic Arab Period in the Pre-Islamic Arab History Book by Dr. Jawwad Ali." Spiritus: Religious Studies and Education Journal 2, no. 1 (February 29, 2024): 39–46. http://dx.doi.org/10.59923/spiritus.v2i1.33.
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The process of writing in pre-islamic Arabia had several periods and there were several factors that influenced the development of literary writing in Pre-Islamic Arabia, which had five separate periods at each time. This paper aims to examine more deeply the process of literary writing in pre-Islamic Arabia, which is studied through the book Pre-Islamic Arabic History written by Dr. Jawwad Ali. This study uses a literature study that explores Jahiliyyah Arabic literature from the perspective of social, religion and thoughts that influenced Jahiliyyah Arabic literature. The results of the study of Jahiliyyah Arabic literature are expected to increase the understanding of Arabic literature reviewers towards society and knowledge and aspirations about the culture of Jahiliyyah Arabic society from the perspective of historical and literary experiences
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Permana, Farid. "REFLEKSI DAURAH TADRIBIYAH DI UNIVERSITAS UMM AL QURA MEKKAH SAUDI ARABIA." Al Mi'yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban 3, no. 1 (March 20, 2020): 91. http://dx.doi.org/10.35931/am.v3i1.201.
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Almost of all universities in Saudi Arabia have Arabic learning program for non Arab student, one of them is Arabic language institute for non Arabic speakers at Umm Alqura university in Mecca. As a holders responsibility for developing and expanding the Arabic language, this Institute in collaboration with the kingdom of Saudi Arabia has implemented a training program to strengthen Arabic learning for Islamic boarding school teachers, teachers and Arabic lecturers from Indonesia and Senegal.on 13 Shawwal - 20 Dzulqaidah 1439 coincides with June 28 - August 4, 2018. The various learning activities in this program include Arabic language, Islam and cultural insights that designed professionally. Based on the author's observations during became a participant in this program 2018. It’s can be a very good reflection for developing Arabic learning programs in Indonesia, especially from attitude aspects, and teaching management. The author also recommends Arabic educators in Indonesia to take part in the Daurah to enrich Arabic learning techniques.
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Ningsih, Sri Lestari Dian, and Fathur Rohman. "تعليم اللغة العربية باستخدام كتاب "حديثنا العربي" في مؤسسة تربية اللغة العربية سبلاك جومبانج." EDUMALSYS Journal of Research in Education Management 1, no. 2 (August 15, 2023): 132–51. http://dx.doi.org/10.58578/edumalsys.v1i2.1651.
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The textbook entitled "Haditsuna Al-‘arabi" is a textbook for elementary classes in the educational activities of the Splak Jombang Arabic Language Education Institute. There are differences in this textbook with other Arabic language textbooks. Because this book uses Indonesian in its teaching materials. Apart from focusing on textbooks, this study will discuss how to use these textbooks, and how to evaluate the results of using the book " Haditsuna Al-‘arabi ". The research methodology is a qualitative research with a qualitative descriptive approach, collecting data using document and interview methods, as well as observing data validity methods, including: Triangulation method. The results of this study can be summarized as follows: 1) Teaching Arabic at the Seblak Jombang Arabic Language Education Institute of four packages, the first package uses the book " Haditsuna Al-‘arobi ", the second package uses the book "Mukhtasor Jiddan", the third package uses the book "Kasyifatuss Saja”, the fourth package is accurate teaching or educational practices. Books and their translations into Indonesian. 3) The advantage of teaching Arabic using the book "Haditsuna al-‘arabi" is that the language used in this book is Indonesian, equipped with Arabic vocabulary in boxes, educational material in the form of stories and the book " Haditsuna al-‘arabi " is small. Weaknesses of teaching this is Arabic using the book " Haditsuna al-‘arabi "Most of the Arabic vocabulary is not done in the vocabulary box and the grammar rules are not recorded.
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Wahida, Besse, Khaerun Nisa Nuur, and Ibnu Hajar Ansori. "TRACING ENTITIES OF ARABIC IN THE QUR’AN." Jurnal Adabiyah 21, no. 1 (July 27, 2021): 1. http://dx.doi.org/10.24252/jad.v21i1a1.
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This article examined how the Qur’an talks about the Arabic used in it, its essence, existence, and urgency, departing from the dialectic of the foreign languages existence in the Qur’an. This study was literature research using an interpretive approach with the method maud}u>'i which research objects were verses about the Arabic Quran, and were analyzed descriptively. The results showed that the essence of the Arabic language used in the Quran is Arabic which was fluent and clear, which was understood and popular among Arabs when the Qur'an was revealed. The diction used is the word 'arabiy, which is an adjective (s{ifat) connected to words qur'a>n, lisa>n, and hukman repeated eleven times. The existences of Arabic in the Qur’an are Arabic fus}h}ah, Arabic al-Qur'an as Miracle, and Arabic as the language of sharia/law. While the urgencies of Arabic use in the Qur’an is seen from the word 'arabiy followed by the word la'alla (لعل) and li (ل) repeated seven times and its means are the key to understand the Qur’an, encouraging thinking, encouraging spirituality. The results of this study were expected to be a common thread for the two groups arguing about the existence of foreign languages in the Qur’an.Keywords: Arabic, the Qur’an, Entity.
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SA, Ali ALhaidrai. "Determination of Caffeine and Chlorogenic Acid (CGA) in the Methanolic Extracts Coffee (C. arabica. L) To seeds and peels (Unroasted and Roasted) Cultivars Grown in Yemen by High Performance Liquid Chromatography (HPLC)." Bioequivalence & Bioavailability International Journal 7, no. 1 (January 4, 2023): 1–19. http://dx.doi.org/10.23880/beba-16000180.
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In this study methanolic extract of one plant namely Arabic coffee, were screened for the presence of analysis Constituents and tested for their of liquid chromatographic separation (HPLC). The quantitative HPLC analysis revealed the results showed presence of Caffeine, chlorogenic acid (CGA) is the concentration of the contents Seeds, peels (unroasted) samples is higher than their contents in the Seeds, and peels (roasted) samples. The highest concentration of Caffeine was 5,334 % in unroasted Arabica coffee peels (Udaini) in Ibb (Kafr) region, while the highest value of chlorogenic acid was 68,460% in unroasted Arabica coffee peels (Tufahi) in Ibb (Kafr). The highest concentration of Caffeine was 9,948% in unroasted Arabic coffee seeds (Udaini) in Ibb (Kafr) region, while the highest concentration of chlorogenic acid was 97,280% in unroasted Arabic coffee seeds (Udaini) in Ibb (Kafr) region. The highest concentration of Caffeine was 1,964 % in roasted Arabica coffee peels (Udaini) in Ibb (Kafr) region, while the highest value of chlorogenic acid was 26,260% in roasted Arabica coffee peels (Bura’ai.) in Sana'a (Haraz). The highest concentration of Caffeine was 2,324% in roasted Arabic coffee seeds (Udaini) in Al- Mahweet (Hufash) region, while the highest concentration of chlorogenic acid was 47,09% in roasted Arabic coffee seeds (Dawairi) in Al- Mahweet (Hufash).
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Schweickard, Wolfgang. "Italian and Arabic." Lexicographica 33, no. 2017 (August 28, 2018): 121–84. http://dx.doi.org/10.1515/lex-2017-0009.
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AbstractThis article focuses on Italian and Arabic language contact in the Mediterranean until early modern times. Particular emphasis will be placed on lexical exchange with Italian as the recipient language. The most important contact zone between Arabic and Italian was southern Italy. Numerous Arabic elements also appear in texts and documents of pilgrims, merchants and diplomats who traveled to Arabia as well as in translations from Arabic. Special features of those contacts are dealt with in separate chapters: Arabic as the intermediate language for borrowings with a different remote etymology (Greek, Persian), the various channels of transmission of genuine Arabic elements, the number and status of the borrowings, the degree of familiarity of the travelers with Arabic, basic patterns of formal adaptation and corrupt spellings, and finally, in a brief excursus, Italian elements in Arabic. Additional chapters deal with the strengths and weaknesses of editorial philology, the lexicological and lexicographical treatment of Arabisms and remaining desiderata.
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Schweickard, Wolfgang. "Italian and Arabic." Lexicographica 33, no. 1 (September 1, 2018): 121–84. http://dx.doi.org/10.1515/lexi-2017-0009.
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AbstractThis article focuses on Italian and Arabic language contact in the Mediterranean until early modern times. Particular emphasis will be placed on lexical exchange with Italian as the recipient language. The most important contact zone between Arabic and Italian was southern Italy. Numerous Arabic elements also appear in texts and documents of pilgrims, merchants and diplomats who traveled to Arabia as well as in translations from Arabic. Special features of those contacts are dealt with in separate chapters: Arabic as the intermediate language for borrowings with a different remote etymology (Greek, Persian), the various channels of transmission of genuine Arabic elements, the number and status of the borrowings, the degree of familiarity of the travelers with Arabic, basic patterns of formal adaptation and corrupt spellings, and finally, in a brief excursus, Italian elements in Arabic. Additional chapters deal with the strengths and weaknesses of editorial philology, the lexicological and lexicographical treatment of Arabisms and remaining desiderata.
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Amani Suliman AL- HAZMI, Wafa Hafiz Al- Aowaidi, Amani Suliman AL HAZMI, Wafa Hafiz Al Aowaidi. "The development of the Arabic language curricula in public education in the Kingdom of Saudi Arabia: تطور مناهج اللغة العربية في التعليم العام بالمملكة العربية السعودية." مجلة العلوم التربوية و النفسية 5, no. 20 (May 30, 2021): 135–24. http://dx.doi.org/10.26389/ajsrp.a790121.
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The study aimed to identify the developments that took place in the Arabic language curricula in public education in the Kingdom of Saudi Arabia, which are the development of curriculum objectives, evaluation of Arabic language curricula, methods and techniques of education, strategies for teaching education and teacher preparation in general education. I took the historical approach as a research method, and I used the documents to discover the development of the Arabic language curricula. I explained the stages of development. They were presented in the form of simplified and clear tables, and I made some recommendations and proposals in the current study. Finally, I came to identify the developments that took place in the Arabic language curriculum in public education in the Kingdom of Saudi Arabia.
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Saputri, Diana Eka, and Muhsin Muis. "Pengaruh Daurah Arabiyah Dan Yaum Arabi Terhadap Keterampilan Berbahasa Arab Mahasiswa Program Studi Pendidikan Bahasa Arab IAIN Madura." Al-Irfan : Journal of Arabic Literature and Islamic Studies 4, no. 1 (March 23, 2021): 96–117. http://dx.doi.org/10.36835/al-irfan.v4i1.4388.
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The purpose of this study was to determine the effect of Daurah Arabiyah and Yaum Arabi on Arabic Language Skills of Madura IAIN Students. This research is a type of associative quantitative research. The object of this research is the students of the IAIN Madura Arabic Education Study Program semester 1, semester 3, semester 5, and semester 7. The sampling technique used is the simple random sampling technique, and the sample used is 200 students of the IAIN Arabic Language Education Study Program. Madura. The type of data used in this research is quantitative data. Sources of data in this study are primary data sources and secondary data sources. The method used in this study is the Classical Assumption Test and Hypothesis Test. Data collection techniques through questionnaires in the google form. The results of this study explain that Daurah Arabiyah has no effect the Arabic Language Skills of Madura IAIN Students with a significance value of 0.955. Yaumul Arabi has a positive and significant effect on the Arabic Language Skills of IAIN Madura Students with a significance value of 0.001. As well as Daurah Arabiyah and Yaum Arabi have a significant effect simultaneously on the Arabic Language Skills of Madura IAIN Students with a significance value of 0.002.
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Reima Al-Jarf, Prof. "THE INFLUENCE OF HOUSEMAIDS ON SAUDI YOUNG CHILDREN’S ARABIC LANGUAGE ACQUISITION FROM THE PERSPECTIVE OF MOTHERS." International Journal of Education and Social Science Research 05, no. 01 (2022): 282–94. http://dx.doi.org/10.37500/ijessr.2022.5123.
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Almost every upper- and middle-class family in Saudi Arabia has a foreign housemaid who does the housework and takes care of the children. This study aims to find out whether foreign housemaids have an impact on children’s acquisition of Arabic, the children’s first language. Surveys with 300 mothers with children under the age of six revealed that most housemaids speak neither English nor Arabic upon arrival in Saudi Arabia. The housemaids learn to speak Arabic by immersion. However, their language is characterized by faulty pronunciation and grammatical forms, production of incomplete sentences, and limited vocabulary. Mothers surveyed asserted that about half the children imitate the housemaid all the time when they first start to learn to speak Arabic at age two and three years. Those children cannot produce Arabic sounds correctly and make grammatical mistakes, but when they go to kindergarten, traces of foreign accent resulting from imitating the housemaid’s foreign Arabic accent disappear, and the child is able to speak Arabic correctly and natively. This means that housemaids have a temporary influence on Saudi children’s acquisition of Arabic as the children get older. It seems that the housemaid’s influence depends on how much time the child spends with her, how much time the mother spends with the child, and whether the child has siblings and playmates.
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Aldaihan, Mishal, Carolyn Da Silva, Ali Alnahdi, Katy Mitchell, Shih-Chiao Tseng, and Naif Alraddadi. "Translation and Cross-Cultural Adaptation Process and Pilot Testing of the Arabic Version of the Patient Reported Impact of Spasticity Measure (PRISM-Arabic)." International Journal of Physical Therapy Research & Practice 3, no. 1 (January 3, 2024): 101–9. http://dx.doi.org/10.62464/ijoprp.v3i1.8.
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Context: The Patient Reported Impact of Spasticity Measure (PRISM) is a self-reported questionnaire that is used to assess the impact of spasticity on the quality of life of individuals with spinal cord injury (SCI). Its inclusion in the assessment process for patients living in a country such as Saudi Arabia, which has one of the highest incidences of SCI around the world, will be an integral addition. Aims: The aims for this study were to translate and cross-culturally adapt the PRISM into Arabic and pilot test the Arabic version on Arabic speakers with SCI in Saudi Arabia. Settings and Design: Translation process was administered according to the recommended guidelines used for cross-cultural adaptation of healthcare measures. Methods and Material: Pilot testing of the PRISM-Arabic was administered to 35 individuals with SCI presenting with spasticity. Participants were interviewed to assess the relevance of the questionnaire to the Arabic language and culture. Face and content validity of the PRISM-Arabic as well as its floor and ceiling effects were assessed. Results: During the translation process, the expert committee made changes in 14 occasions due to cultural equivalence differences. Pilot-testing showed eight items that needed further adaptation. After all were made, the cross-culturally adapted PRISM-Arabic showed adequate face and content validity and did not have flooring and ceiling effects. Conclusions: The PRISM has been successfully translated and cross-culturally adapted into Arabic language. Further assessments of its psychometric properties are recommended. Implications for its use in clinical practice and research were presented.
Key-words: Spinal cord injury, Spasticity, Patient Reported Impact of Spasticity Measure, PRISM
Key Messages: The PRISM was successfully translated and cross-culturally adapted for Arabic speakers with SCI reporting spasticity. The introduction of such spasticity-specific self-reported outcome measure into clinics in Saudi Arabia is the first of its kind. The PRISM will introduce a new area of research and clinical assessment related to patients with SCI.
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DAHAMI, YAHYA SALEH HASAN. "HOME IN THE POETRY OF SAUDI ARABIA POETS: ABDUS-SALAM HAFETH AN EXAMPLE OF A DISTINGUISHED ARAB (1)." International Journal of Applied Research in Social Sciences 4, no. 4 (June 14, 2022): 147–57. http://dx.doi.org/10.51594/ijarss.v4i4.337.
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Classical Arabic poetry is the core of all categories of literature in all Arabic lands, territories, and realms since the age of pre-Islam. This study is an attempt to shed light on some literary facets of modern Saudi Arabic poetry focusing on the concept of homeland as an illustration of the standing of modern Saudi Arabic poetry with a particular indication to a contemporary Saudi poet, Abdus-Salam Hashem Hafeth. It can be right that the progress of Arabic poetry in the present age, among Arab poets, writers, and critics has a positive measure. It is true to generalize that the same would be identical to current innovative Saudi poetry given that it is naturally considered a principal, commanding, and uninterrupted measure of Arabic poetry. The researcher endeavors to illustrate the poet's intellectuality in depicting his glorious city as a representative of his adoration for the big home - the Kingdom of Saudi Arabia. The study commences with a concise introduction. Then, it analytically moves ahead to inspect the noteworthy Saudi poet – Abdus-Salam Hashem Hafeth. After that, the study portrays a critical-analytical attitude to the first four-verse lines of the poem of Hafeth, ‘Nostalgia, Oh my Home’, focusing on the concept of home as its principal theme. In conclusion, the study ends with a concise assumption and recommendations. Keywords: Abdus-Salam Hashem Hafeth, Al Madinah Al Monawarah, Arabic Literature, Arabic Poetry, Home in Poetry, Kingdom of Saudi Arabia, Saudi poetry.
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Bahruddin, Uril, Mahyudin Ritonga, Muh Faruq, and Muhammad Fadli Ramadhan. "The effectiveness of distance Arabic learning for Indonesian speakers using YouTube channels." Journal of Education and Learning (EduLearn) 18, no. 3 (August 1, 2024): 1021–29. http://dx.doi.org/10.11591/edulearn.v18i3.21034.
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Learning Arabic online is faced with several problems, including the ineffective use of learning media. This study aims to describe the tendency of Arabic learners through the Dars Arabi YouTube channel video media, and the relationship between the learner's propensity and the variables of gender, age, and educational background channel users Dars Arabi. This study uses a descriptive statistical method. The sample selection was taken randomly as many as 160 people from a population of around 17,800 YouTube channel subscribers Dars Arabi. This study's findings indicate that the tendency of online Arabic learners is at a moderate average level. This study also shows no statistically significant difference between trends in YouTube channel users and the variables of gender, educational background, and users' age. This study's conclusion shows the importance of using YouTube media in learning Arabic with content that is fun and can be enjoyed by all groups of society in a relaxed manner.
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Ibnu Chanif, Moch, Ahmad Tijani, and Achmad Basofitrah. "Dynamics of Indonesian Hajj and Umrah Management in Communicating with Local Residents of Saudi Arabia." Golden Ratio of Data in Summary 4, no. 2 (July 6, 2024): 19–25. http://dx.doi.org/10.52970/grdis.v4i2.460.
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The importance of being able to communicate in Arabic for Hajj and Umrah pilgrims when they are in the holy land of Mecca to carry out the Hajj and Umrah pilgrimages at least the congregation knows some Arabic vocabulary to avoid unwanted things such as feeling cheated, tricked, currency differences in transactions and when lost do not know the way home. The purpose of this study is to find out the Hajj and Umrah pilgrims when communicating with residents of Saudi Arabia. In this study, we as researchers used a descriptive qualitative method entitled “Dynamics of Indonesian Hajj and Umrah Management in Communicating with Local Residents of Saudi Arabia (Case Study of Alumni of PT. Nur Haramain Mulia). The researcher's process in obtaining data is observation (direct) through interviews (interviews) with Hajj and Umrah pilgrims. From the results of the interview, the congregation communicates with the Arab population using sign language by showing something as the desired destination. the Arab population generally uses ammiyah Arabic communication while the congregation uses fushah Arabic communication for those who can already communicate in Arabic. The suggestion from the congregation is that the travel party prepare earphones that will be used by the congregation so that communication between the congregation and TG runs smoothly while in Saudi Arabia. One of the pilgrims complained that the earphones used by the congregation were intermittent. In addition, although the congregation is not required to understand Arabic communication, at least the congregation has a little Arabic, it is feared that something unwanted will happen such as feeling cheated, cheated, about currency differences in transactions, and when lost not knowing the way home
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Allen, Roger, and Ernest Kay. "Arabic Computer Dictionary: English/Arabic, Arabic/English." Modern Language Journal 72, no. 1 (1988): 78. http://dx.doi.org/10.2307/327582.
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Rz. Ricky Satria Wiranata. "Eksperimentasi Metode Think Pair Share Dalam Pembelajaran Bahasa Arab." SALIHA: Jurnal Pendidikan & Agama Islam 1, no. 2 (July 16, 2018): 1–14. http://dx.doi.org/10.54396/saliha.v1i2.10.
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Arabic is a need to be mastered. Students an use Arabi as a medium of ommunication and tool to undesrstand Islamic treasures. In practice, many students are less interested in learning Arabic. This is due to various things, ranging from the aspets ot the media to aspects of methodology that seem exclusive and difficult to maste. Theexperimentation of applying think pair share in learning Arabic is the solutive effort offered by the researcher so that the learning of Arabic language an be understood easily and interesting so that it can improve the learning result.
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Azisi and Nurfaiza. "Arabic Language Learning in the Context of Non-Religious Schools: Analysis of Learning Urgency and Student Learning Interest." Tarunaedu: Journal of Education and Learning 2, no. 1 (July 21, 2024): 23–34. http://dx.doi.org/10.54298/tarunaedu.v2i1.172.
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The purpose of this study was to explore the urgency of learning Arabic, identify factors influencing students' learning interest in non-religious schools, and analyze the relationship between learning urgency and student learning interest. Arabic has particular urgency in the context of Islam, but in this era of globalization, understanding Arabic provides a significant advantage in understanding the rich history, literature, and culture of Arabia. The research method used is a qualitative research method with a descriptive-analysis approach. The results showed that factors such as motivation, learning environment, and effective teaching influenced students' interest in Arabic. In addition, the urgency of learning Arabic is also positively related to students' interest in learning. Therefore, The urgency of learning Arabic is also positively related to students' interest in learning. Therefore, educators need to design more effective learning strategies to achieve the goals of religious education and Arabic language competence in non-religious school environments
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Al-Jarf, Reima. "Deviant Arabic Transliterations of Foreign Shop Names in Saudi Arabia and Decoding Problems Among Shoppers." International Journal of Asian and African Studies 1, no. 1 (December 27, 2022): 17–30. http://dx.doi.org/10.32996/ijaas.2022.1.1.3.
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This study aimed to analyze a sample of Arabic transliterations of foreign shop names in Saudi Arabia; to identify the inaccuracies, and inconsistencies in the Arabic transliterations; the causes of the Arabic inconsistent and erroneous transliterations; whether shoppers (who do not know English) can decode and pronounce a sample Arabic transliterations of shop names; and the factors that should be taken into consideration in transliterating foreign shop names to Arabic. Results of the data analysis showed that 52% of the inaccurate transliterations are in the vowels and diphthongs; 36% are inaccurate and inconsistent transliterations of consonants. In 11.6% of the shop names, ch was reduced to sh; and /g/ was transliterated in 3 ways. 13% of the consonant transliteration deviations occurred in words containing a silent letter. In 6%, the Arabic vowel was double. In 8%, compound shop names were spelled together (blended) in the Arabic transliteration; In 7%, foreign names from French, Italian, Japanese, and Turkish were transliterated as they are pronounced in English, not in the original language. Findings also showed variant spellings of the same name shop names especially from French, Italian and Turkish (Parfois بارفواه بافويس; Spring سبرينق سبرينج; Semit Sarai سميت/سيميت; Chocolate شوكلت/شوكليت). Results of a decoding test given to a sample of college students and faculty who have a low proficiency level in English showed that the subjects could decode shop names such as ماكدونالدر، بيرغر كينج، هارديز، كوستا، ساربكس.. نسكافيه بيرجر كينج، تويز ار اص، but had difficulty decoding , دولس قوستو, أدفنتورا, جارليشوز لاونج, أميريكان إيجل أوتفترز, أكسسوريز, بايليس, باربكيوتونايت, لولو سلبريت, ذا تشيلدرنز بليس and other. The students and faculty had difficulty decoding Arabic transliterations because they are not familiar with the shop name in the foreign language, and because of the absence of short vowels in the transliteration, which makes it difficult to pronounce the transliterated names correctly. Deviant transliterations are attributed to transliterators who are non-native speakers of Arabic, English and other foreign languages. Recommendations for accurate Arabic transliterations of foreign shop names in Saudi Arabia are given.
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Suhaimi, Suhaimi. "MU`JAM `ARABĪ DAN URGENSINYA DALAM PEMBELAJARAN BAHASA ARAB DI PERGURUAN TINGGI AGAMA ISLAM." Jurnal Ilmiah Didaktika 12, no. 1 (August 1, 2011): 134. http://dx.doi.org/10.22373/jid.v12i1.443.
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Among the latest problems encountered in the Arabic teaching in Islamic University is the poor ability of students in comprehending Arabic texts, either classic or contemporary ones. This is not only caused by the insufficiency of student ability in understanding sentence structure, but also the scantiness vocabulary mastery. The use of mu’jam ‘arabi as one of the language learning methods is very important. Unfortunately in Islamic university, there is no exclusive Arabic encyclopedia. This paper explores the urgency of mu’jam in coping with some problems of Arabic teaching in Islamic university, such as IAIN, STAIN and others.
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Abdel-Khalek, Ahmed M. "Internal Consistency of an Arabic Adaptation of the Beck Depression Inventory in Four Arab Countries." Psychological Reports 82, no. 1 (February 1998): 264–66. http://dx.doi.org/10.2466/pr0.1998.82.1.264.
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An Arabic version of the revised edition of the Beck Depression Inventory in its complete form was developed. Back translation indicated the translation into modern standard Arabic was adequate. The cross-language equivalence of scores on the Arabic and English forms was .96, denoting high equivalence in meaning. Coefficients alpha were computed for samples of male and female undergraduates recruited from Egypt, Saudi Arabia, Kuwait, and Lebanon ( ns = 100, 80, 100, 100, respectively). Values of alpha were .77, .82, .89, and .67, respectively. By and large, the inventory seems viable in the Arabic context so its use in cross-cultural research may be explored.
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Arubaiy’a, Uhoud F. "Investigating the Impact of L2 Attainment on L1 Attrition: The Case of Saudi Children Studying in International Schools in Saudi Arabia." Journal of Language Teaching and Research 14, no. 6 (November 1, 2023): 1670–79. http://dx.doi.org/10.17507/jltr.1406.26.
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Despite the significant body of research in linguistics, there has been limited exploration of the attrition or retention of the first language in a homeland after a person ceases to use or learn it. However, this phenomenon has become apparent in the Saudi community, particularly in the younger generation who are losing their mother tongue (L1) despite living in their homeland. To address this issue, the present study focuses on L1 attrition and examines lexical disfluency in the oral production of Arabic among 36 Saudi children living in Saudi Arabia. They are L1 Arabic speakers who learned English as their second language L2 while studying in international schools from grade one to six. The study compares the level of their Arabic proficiency to that of other Saudi children studying in national schools. The latter group speaks Arabic as their L1 and English as a foreign language. The aim of the study is to identify the extent to which exposure to English as L2 affects the oral production of Arabic among L1 Arabic speakers. This study is significant because the loss of L1 can result in the erosion of cultural identity and the weakening of social ties within a community (Genesee, 2008). The study provides insights into the factors that contribute to L1 attrition. This can inform efforts to preserve Arabic language and culture in Saudi Arabia, particularly among younger generations who are at risk of losing their L1. The results showed high level of attrition in the attritor group.
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Abdulaziz, Alotaibi. "The Importance of Arabic Language on Advertising Content in Saudi Arabia." International Journal of Religion 5, no. 11 (June 28, 2024): 2316–30. http://dx.doi.org/10.61707/bx4mrw50.
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The provision of Arabic language content when it comes to advertising is now seen as a trend in Saudi Arabia, and numerous factors have been seen to be the driving force behind this pattern. Having the Arabic language in Saudi Arabia's advertising space is not just an issue but also a crucial necessity.To investigate the role and magnitude of utilizing Arabic content in advertisement in the marketing domain in the Saudi Arabian market.The study applies qualitative methods. Semi-structured interviews are used to collect data from 12 Saudi consumers. The brand's engagement with the culture is significantly enhanced by incorporating Arabic language into their advertising, ensuring authenticity and cultural sensitivity, thereby fostering genuine connections with their target audienceUsing Arabic language in advertising campaigns significantly impacts customer engagement and brand perception in the Saudi Arabian market.
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Husna, Ilya, Zikrawahyuni Maiza, Suci Ramadhanti Febriani, Rahmat Satria Dinata, and Fauzul Fil Amri. "Digital Game-based Learning: Exploring the Use of Mobile Legends in Arabic Language Skills." Al-Ta'rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya 12, no. 1 (June 2, 2024): 1–16. http://dx.doi.org/10.23971/altarib.v12i1.8015.
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Among the negative impacts of Mobile Legends are dependence, loss of productivity, and health degradation. This research explored the other side of Mobile Legends, focusing on their positive impacts on learning. This study aims to explore the benefits of Mobile Legends digital games in Arabic language skills and analyze the use of Arabic in Mobile Legends games. The approach in this study is qualitative descriptive. The research sample was Arabic Language Education students of UIN Imam Bonjol Padang. The results showed: 1) the game used Arabic and players could improve listening to the Arabic vocabulary used in the game; 2) this game used Arabic in communication interactions between teams and opponents so that communication between players using Arabic-supported speaking skills; 3) this game helped users understand words and phrases used in the context of specific situations and team interactions; 4) besides the language aspect, the cultural aspect also influenced this game, Khaleed's character is identified as Khaleed bin Walid the valiant hero of Islam from Arabia. This research outlines that the Mobile Legends application can improve students' Arabic skills, especially listening, speaking, and reading.
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Arifin, Ahmad, and Mukhlis Anshari. "نمط تطوير المنهج الدراسي لقسم تعليم اللغة العربية على أساس تكنولوجيا المعلومات نظريا وتطبيقيا." Tarbiyah : Jurnal Ilmiah Kependidikan 11, no. 2 (January 5, 2023): 89. http://dx.doi.org/10.18592/tarbiyah.v11i2.7183.
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This study seeks to compare and describe the pattern of curriculum development for Arabic language learning in tertiary education on a theoretical and practical level, and the subject of this research study is the pattern of curriculum development for the Arabic Education Department at UIN Antasari and IAIN Palangka Raya. The results of this study indicate that the pattern of curriculum development in these two programs has considered all existing and required components in the national BAN-PT accreditation and these two programs have also achieved an “A” accreditation. On a practical level, the curriculum implementation model developed by the two Arabic education curriculum includes a curriculum containing local knowledge and learning technologies. In the use of learning technology to improve the language skills of Arabic Education Department students at UIN Antasari using the TOAFL, test developed and managed by Language Development Unit at UIN Antasari, while the Arabic Education Department at IAIN Palangka Raya uses online Arabic from the Electronic University of Saudi Arabia as an Arabic language test for foreigners.
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Wida, Sabilla Setia, Ghulam Muhammad Ridho, and Syaiful Mustofa. "YOUTUBE CHANNEL OF DARS ARABI AS A MEDIA FOR THE SPREAD OF ARABIC LANGUAGE." Language Literacy: Journal of Linguistics, Literature, and Language Teaching 7, no. 1 (June 28, 2023): 86–93. http://dx.doi.org/10.30743/ll.v7i1.6357.
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The article aims to describe an analysis of the content on the YouTube as a medium for spreading Arabic language. The research uses descriptive qualitative research. The data sources used are primary data sources and secondary data sources. Primary data sources come from interviews while secondary data sources from books, journals and articles that support the research. The data analysis technique is in three stages, namely data presentation, data reduction, and drawing conclusion. The analysis is focused on the YouTube channel Dars Arabi. This channel presents educational Arabic learning content. The result of this study proves that there are several factors that support the spread of Arabic through the YouTube. The factors cover language structure-based content creation, utilizing You Tube as the most famous social media, focusing on disseminated educational program, and keeping developing content creation. Further, the content is created in a structured manner based on the curriculum of learning Arabic language. The creator of the content in the you tube always increases the content with selection. In conclusion, the YouTube channel of Dars Arabi succeeds to play the role of spreading Arabic language learning.
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Al-Jallad, Ahmad. "On the genetic background of the Rbbl bn Hfʿm grave inscription at Qaryat al-Fāw." Bulletin of the School of Oriental and African Studies 77, no. 3 (September 4, 2014): 445–65. http://dx.doi.org/10.1017/s0041977x14000524.
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AbstractIt is widely believed that the Rbbl bn Hfʿm grave inscription found at Qaryat al-Fāw is the earliest example of Old Arabic. The ten-line inscription – written in the Sabaic script – attests the common Arabic definite article, ʾl, plus several other non-Sabaic linguistic features. I argue that the definite article is not a suitable diagnostic of genetic affiliation, and other features, such as mimation, the conjunction ʿdky, and more, should also be given consideration. Through a close linguistic examination based on the principle of shared morphological innovations, I demonstrate that none of the morphological innovations which characterize Arabic are attested in this inscription. As such, its language is probably not a descendant of proto-Arabic. Our results further suggest that the ʾl- article, which has previously been used as a marker of Arabic, was simply one of many definite article forms which spread to Arabic, and other Semitic languages of Arabia, through areal diffusion.
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Deguenati, Fadila. "Writing university theses in scientific disciplines and the challenge of Arabization." مجلة قضايا لغوية | Linguistic Issues Journal 1, no. 2 (July 2, 2023): 70–86. http://dx.doi.org/10.61850/lij.v1i2.107.
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During the period of its history, Arabic was unable to absorb the new terminology of science, art and knowledge. Its rich heritage of specialized works in medicine, pharmacy, mathematics and others is proof of this.
Today, the sons of Arabia are fascinated in other languages that they believe are more suited to scientific progress and cultural development, and believe that their language is a poetic language only. In fact, the problem lies not in the Arabic language but in its exclusion from the fields of science, especially in the fields of scientific research. Theses in our Algerian universities (and Arabic in general) are mostly accomplished in languages other than Arabic. this is. We will endeavor to highlight models that reflect the orientation towards writing academic transcripts in scientific disciplines in Arabic. We will start from the problem: Can the Arabic language be a language of specialization and reflect the ideas of university students in scientific disciplines ?
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Alnosairee, Abdullah, and Ni Wayan Sartini. "A SOCIOLINGUISTICS STUDY IN ARABIC DIALECTS." PRASASTI: Journal of Linguistics 6, no. 1 (April 5, 2021): 1. http://dx.doi.org/10.20961/prasasti.v6i1.43127.
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<p><br />This study proposes a number of criteria, investigates in Arabic dialects and its types, it is a secondary source study; in other words, information is collected from primary sources such as websites, books, action/empirical research, case studies, observations and so on. Arabic is one of the world's great languages. Its graceful script, magnificent style and rich vocabulary give the language a unique character and flavor. Arabic is the largest member of the Semitic language family which also includes languages like Hebrew and Aramaic. like most other Semitic languages, Arabic is written from right to left. The origins of the Arabic language go back to pre-Islamic Arabia, where the tribes spoke local Arabic dialects. Arabic is the official language overall Arab countries, it is used for official speech, newspapers, public administration and school. In Parallel, for everyday communication, nonofficial talks, songs and movies, Arab people use their dialects which are inspired from Standard Arabic and differ from one Arabic country to another. These linguistic phenomena is called disglossia, a situation in which two distinct varieties of a language are spoken within the same speech community. It is observed Throughout all Arab countries, standard Arabic widely written but not used in everyday conversation, dialect widely spoken in everyday life but almost never written. A lot of works have been dedicated for written Arabic. Arabic dialects at near time were not studied enough. Interest for them is recent. First work for these dialects began in the last decade for middle-east ones.</p>
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Alhadi, Ahmad N., Mohammed A. Alarabi, Abdulaziz T. Alshomrani, Raafat M. Shuqdar, Mohammad T. Alsuwaidan, and Roger S. McIntyre. "Arabic Translation, Validation and Cultural Adaptation of the 7-Item Hamilton Depression Rating Scale in Two Community Samples." Sultan Qaboos University Medical Journal [SQUMJ] 18, no. 2 (September 9, 2018): 167. http://dx.doi.org/10.18295/squmj.2018.18.02.008.
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Objectives: Depression is a common mental disorder, the severity of which is frequently assessed via interview-based clinical scales such as the 7-item Hamilton Depression Rating Scale (HAMD-7). The current study aimed to translate and examine the validity of an Arabic version of the HAMD-7 scale. Methods: This study took place between February and March 2016 in the Psychiatry Department of King Saud University, Riyadh, Saudi Arabia. The HAMD-7 scale was translated into Arabic using forward and backward translation methods. A total of 153 Arabic speakers were recruited to test the translated scale, including 57 medical students and 96 members of the general public. The Arabic version of the HAMD-7 scale was completed by trained investigators during face-toface interviews with the participants. In order to assess convergent validity, participants also completed an Arabicversion of the self-assessed Patient Health Questionnaire-9 (PHQ-9) scale. Subsequently, the test-retest reliability of the translated HAMD-7 scale was evaluated two weeks later during a second interview. Results: Overall, HAMD-7 scores were positively correlated with PHQ-9 scores (r = 0.633–0.749). Moreover, the translated HAMD-7 scale proved to be reliable in terms of test-retest reliability (intra-class correlation coefficient: 0.807; P <0.001). With regards to internal consistency, the Cronbach’s α values ranged between 0.607–0.756. Conclusion: The Arabic HAMD-7 scale was found to be reliable and valid among two samples of Arabic speakers in Saudi Arabia. However, further research among Arab-speaking patients diagnosed with depression is needed in order to establish its usefulness in assessing the severity of depressive symptoms.Keywords: Psychiatry; Depression; Psychometrics; Validity and Reliability; Translation; Questionnaire Design; Saudi Arabia.
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Bin Durayhim, Anfal, Amani Al-Ajlan, Isra Al-Turaiki, and Najwa Altwaijry. "Towards Accurate Children’s Arabic Handwriting Recognition via Deep Learning." Applied Sciences 13, no. 3 (January 29, 2023): 1692. http://dx.doi.org/10.3390/app13031692.
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Automatic handwriting recognition has received considerable attention over the past three decades. Handwriting recognition systems are useful for a wide range of applications. Much research has been conducted to address the problem in Latin languages. However, less research has focused on the Arabic language, especially concerning recognizing children’s Arabic handwriting. This task is essential as the demand for educational applications to practice writing and spelling Arabic letters is increasing. Thus, the development of Arabic handwriting recognition systems and applications for children is important. In this paper, we propose two deep learning-based models for the recognition of children’s Arabic handwriting. The proposed models, a convolutional neural network (CNN) and a pre-trained CNN (VGG-16) were trained using Hijja, a recent dataset of Arabic children’s handwriting collected in Saudi Arabia. We also train and test our proposed models using the Arabic Handwritten Character Dataset (AHCD). We compare the performance of the proposed models with similar models from the literature. The results indicate that our proposed CNN outperforms the pre-trained CNN (VGG-16) and the other compared models from the literature. Moreover, we developed Mutqin, a prototype to help children practice Arabic handwriting. The prototype was evaluated by target users, and the results are reported.
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Akewula, Adams Olufemi. "Al-Ghuluwu fi al-amsal al-arabiy." Matatu 51, no. 2 (September 21, 2020): 299–310. http://dx.doi.org/10.1163/18757421-05102006.
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Abstract Al-Ghuluwu fi al-amsal al-arabiy (Postproverbial) is a new trend in modern Arabic studies. It is a way to gain the perceptions of learners of the language into Afro-Arabic and Yoruba cultures in contemporary times. Through the learning of the subject matter, University of Ibadan students of Arabic Language and Literature explore how much common philosophy is shared between postproverbial expressions in Arabic and Yoruba languages. Afro-Arabic postproverbial demonstrates the trends of modernity within the culture. It absorbs and transforms wisdom accumulated over the few years with the experience of students in their various localities. This paper investigates the exposure to postproverbiality in Arabic among the students of Arabic language and literature who are predominantly Yoruba in the University of Ibadan and how the practice of postproverbials transforms their perceptions and values of Yoruba and Afro-Arab cultural concepts. Thus, two questions are raised: to what extent does the use of postproverbials in the Arabic literature course in the University of Ibadan shed light on Yoruba cultural aspects not regularly covered in Arabic Proverbs? How does the use of postproverbials in the Arabic literature course promote a new understanding among the students and make them discover and reassess their values and preferences in the modern time? The theoretical framework of the paper is adopted from A. Raji-Oyelade’s “Postproverbials in Yoruba Culture: A Playful Blasphemy”. The result of this study indicates that students employed their basic knowledge of Arabic language, coupled with their Yoruba cultural background, to re-create a number of postproverbial texts within the context of Arabic culture. It also exhibits their level of consciousness in the modern times.
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Qamry, Talat Zahir. "Arabic as a Second Language: A Case Study on Expatriates in KSA." LingPoet: Journal of Linguistics and Literary Research 3, no. 3 (September 30, 2022): 87–100. http://dx.doi.org/10.32734/lingpoet.v3i3.9569.
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The present paper describes how expatriates of different linguistic backgrounds cope with the Arabic language differently during their stay in the Kingdom of Saudi Arabia. Linguistically, the expatriates here can be divided into two distinct categories; (1) those, for whom Arabic is not a foreign language; (2) those, for whom Arabic is a foreign language. The study analyzes the functional level of the Arabic language in category 2. Multiple sociolinguistic factors are responsible for learning or acquiring Arabic as an ASL, AFL, ALF, or ALL amongst the non-Arabic expatriates in KSA. The paper describes how the incomplete/ partial linguistic competency among the expatriates sometimes extended into a full-fledged skill- in the case of (A) those who stayed here longer for generations and could not return to their native place. (B) Those who go back to the native site forever as their job tenure is over. In both cases, language loss occurs; In terms of the case (A) First language loss is observed, on the other hand, in case (B) incomplete or partial (Arabic) language competency is lost. The persisting situation demands realistic affirmative action collectively.
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Al-Jarf, Reima. "How Parents Promote English and Arabic Language Proficiency in Elementary School Children in Saudi Arabia." Journal of Psychology and Behavior Studies 2, no. 2 (August 30, 2022): 21–29. http://dx.doi.org/10.32996/jpbs.2022.2.4.
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In Saudi Arabia, English is taught starting from kindergarten at National Public and Private Schools. At International schools, English is the medium of instruction. This study aims to explore how parents promote children’s language development, their evaluation of their children’s proficiency level, which language the children use in communicating with family members and on WhatsApp. Surveys with parents revealed that English is stronger and preferred by children in International Schools and many children in Private Schools. More parents worry about their children’s proficiency level in English than Arabic and promote English more than Arabic. Watching English cartoons and movies, using English educational and entertainment apps/programs, playing English games, and enrolling the children in English courses during holidays are common home-based activities. To promote Arabic, some parents hire a tutor. Others encourage their children to read Arabic stories and watch Arabic cartoons. Results and recommendations are given in detail.
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Ambani, Zainab, Zaid Al-Hamdan, Salem Al-Touby, Amani Ghanim, Faiza Al Jarameez, and Allison Squires. "Content Validation of the Arabic Translation of the Practice Environment Scale of the Nursing Work Index-Revised." Journal of Nursing Measurement 27, no. 2 (August 1, 2019): 234–46. http://dx.doi.org/10.1891/1061-3749.27.2.234.
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Background and PurposeThere is no reliable and valid version of the Practice Environment Scale of the Nursing Work Index-Revised (PES-NWI-R) in Arabic. The purpose of this study was to describe the systematic instrument translation and validation of the PES-NWI-R.MethodsUsing the Content Validity Indexing-based approach, 32 expert nurses from four countries in the Eastern Mediterranean Region (Jordan, Oman, Saudi Arabia, and United Arab Emirates) participated in the validation of this translation.ResultsThe content validity index score of the overall scale was excellent (0.87 for the relevancy, and 0.95 for the quality of Arabic translation).ConclusionOur study supported the content validity of the Arabic version of the instrument which provided the first valid Arabic translation of the instrument.
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Al-Harbi and, Amal Nasser, and Wafa Al-Owaidi. "Arabic Language Teachers’ Training Needs for Implementing Cognitive Trips Strategy when Teaching Arabic Language Courses in the Kingdom of Saudi Arabia." Journal of the College of Education for Women 32, no. 3 (September 24, 2021): 12–24. http://dx.doi.org/10.36231/coedw.v32i3.1512.
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The present work focuses on examining the strategy of cognitive trips and the Arabic language teachers’ training needs of such a strategy when teaching Arabic language courses in the Saudi Arabia Kingdom. To achieve the objective of the study, and check whether this strategy is used in lesson planning, lesson teaching, or lesson assessment, a descriptive approach and a questionnaire have been adopted. The researchers used a number of statistical tools, and chose a purposive sample, which consists of (58) Arabic language teachers from Saudi Arabia Kingdom. Results have shown that the training needs of Arabic language teachers for implemining the strategy of cognitive journeys while teaching Arabic language courses came in the following order: the area of lesson planning with 63.8%, lesson implementation with 60.3%, and then evaluating the lesson with 56.9%. Besides, the strategy of cognitive trips that has been applied on learners needs to be used virtually, and to maintain its origins. Finally, the researchers have recommended identifying the strategy of knowledge trips and employing it in the educational process. The researchers have further suggested to provide laboratories equipped with smart devices and the Internet, and to encourage teachers to have intensive training to master the strategy of knowledge trips, and adopt it as an effective method of teaching. They have further suggested to arrange training courses all over the kingdom to improve teacher’ educational results.
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Al-Jarf, Reima. "English Language Education at the Elementary School Level in Saudi Arabia: A Parents’ Perspective." British Journal of Teacher Education and Pedagogy 1, no. 3 (October 5, 2022): 31–44. http://dx.doi.org/10.32996/bjtep.2022.1.3.4.
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In Saudi Arabia, there are several school types where children go and learn both English and Arabic: (i) Public (government) and Quranic schools; (ii) private schools where Arabic is the medium of instruction with an intensive English course; (iii) international schools where English is the medium of instruction, and one course is allocated to Arabic and Islamic Studies. This study surveyed a sample of parents to find out the number of hours allocated to English; kinds of textbooks used and whether parents consider them sufficient; parents’ views of their children’s proficiency level in the different English language skills; which language is stronger in children: English or Arabic; which language children use in communicating with their siblings, parents and relatives; the effects of learning English (L2) on Arabic (L1); and the optimal age for starting to learn English. Results showed that at government and Quranic schools, students take 1-2 hours of English a week which parents think are insufficient. At private schools, hours allocated to English vary (between 5-10). At international schools, English is the medium of instruction in all courses. Most parents prefer that children start learning English in kindergarten or first grade. English is the stronger and preferred language for international school students. Private School students have a good command of English and Arabic. Arabic is the stronger and preferred language for Government and Quranic School children. Some parents think that the textbook used at Government School are good, but some teachers are incompetent in their instructional techniques. Some Public Schools (in remote areas or small towns) are understaffed which results in reducing the teaching hours from 2 to 1 hour per week. Parents’ views on the status and quality of foreign/second language education in each type of elementary school in Saudi Arabia are reported in detail.
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Nasaruddin, Nasaruddin. "INTERFERENSI FONETIS BAHASA ARAB DALAM BAHASA INDONESIA: ANALISIS UJARAN BAHASA INDONESIA OLEH PENUTUR ARAB." Adabiyyāt: Jurnal Bahasa dan Sastra 1, no. 2 (December 11, 2017): 201. http://dx.doi.org/10.14421/ajbs.2017.01204.
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This article aims to analyze the forms of phonetic interference of Arabic language in the Indonesian language speech spoken by an Arabic native speaker. The source of the data and the object of analysis in this article are the recordings of religious lectures of a preacher from Madinah, Saudi Arabia, Sheikh Ali Jabir, which have been delivered in Indonesian language and widely circulated on YouTube site. The lecture recordings are positioned as Indonesian speech events delivered by an Arabic native speaker. The analytical frameworks used in this paper are the theory of the first language interference over the second language, the theory of contrastive analysis, and the theory of error analysis. The interference theory is applied to understand the flow and the form of interference between Arabic and Indonesian language. The contrastive analysis is applied to identify the phonemic differences between Arabic and the Language of Indonesia and to predict the interferences they cause. Meanwhile, the error analysis is applied to identify the forms of phonetic interference of Arabic over the Indonesian language and to explain their causes and motives. This research finds that there are forms of interference of Arabic sounds in Indonesian speeches spoken by an Arabic native speaker which can generally be patterned in two forms, namely, changes in the pronunciation of unknown Indonesian sounds in Arabic, and changes in the pronunciation of the sounds of the Indonesian words derived from the Arabic language. Both of these two patterns are marked by the change of point and manner of articulation of some Indonesian sounds.
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Shaalan, Danya A., Badriyya B. Al-onazi, and Alya K. Alshammari. "Instrument to Measure Identity Motivation in Arabic Second-Language Learners." Theory and Practice in Language Studies 13, no. 5 (May 1, 2023): 1105–14. http://dx.doi.org/10.17507/tpls.1305.03.
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Research in second-language (L2) learning has revealed that aspects of identity can be strong drivers of L2 motivation. L2 Arabic learning research shows that Arabic, Middle Eastern, and Muslim identity may play a special motivational role, as Arabic is both a heritage language (HL) and a liturgical language (LL). The Kingdom of Saudi Arabia (KSA) has Arabic language institutes (ALIs) which offer L2 Arabic learning programs to scholars from outside KSA. Our aim was to revise, pilot, and assess the validity and reliability of an existing instrument to measure identity-related motivation to learn L2 Arabic in a sample of L2 Arabic learners at three KSA ALIs. We obtained instrument data from 98 learners (13% Arab, 11% Middle Eastern, and 97% Muslim), and conducted factor and other analyses to assess validity and reliability and confirm subscales. The most common languages of fluency were English (74%), Arabic (62%), any African language (40%), and any Indian language (21%). We found evidence of both reliability and validity, and identified four subscales as sources of L2 Arabic motivation that were slightly different than the original instrument: Islamic faith, for cultural exposure, for instrumental purposes, and to better understand Arab problems/politics. Subscale scores were highest (indicating stronger source of L2 motivation) for Islamic faith and cultural exposure, and lowest for Arab problems/politics. We include the final instrument and recommend that it be the subject of future studies aimed at increasing its validity and reliability, and assessing its performance in various groups of L2 Arabic learners.
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Yunis Saleem Bhat, Mohammad, and Neelofar Hussain Wani. "DENTAL PARTONOMY IN ARABIC SPOKEN IN SAUDI ARABIA." International Journal of Advanced Research 10, no. 11 (November 30, 2022): 919–25. http://dx.doi.org/10.21474/ijar01/15751.
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Semantic relations play an important role in every language and it resolves the ambiguity of a polysemous word. Partonomy relations are important in many domains, but typically receive less attention than subsumption relation. This paper is an attempt to present a completepicture, as much as possible, of dental partonomy in Arabic by adopting the applicable model that best explains its nature. This is the first attempt where dentistry of Arabic brings its relationship with linguistics. Till this date semantic relations have not been used in the base line of dentistry. This paper investigates the role of partonomy in dental terminology spoken in Saudi Arabia and it attempts to analyze the nature of partonomy and its properties in Arabic.
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Bahatheg, Raja Omar. "Critical Thinking Skills in Elementary School Curricula in some Arab Countries—A Comparative Analysis." International Education Studies 12, no. 4 (March 25, 2019): 217. http://dx.doi.org/10.5539/ies.v12n4p217.
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This study aims to analyze and compare school subjects to determine the extent to which critical thinking skills are being engaged in school subjects’ questions and activities in public education. Five Arab countries are included in this paper; Saudi Arabia, Kuwait, The Hashemite Kingdom of Jordan, Arab Republic of Egypt, and The Tunisian Republic, in elementary school levels (first, second, and third grades.)The study found that all Arab countries focus on operating inductive reasoning skills in their subjects, followed by reasoning and observation, sequentially, while dismissing credibility and assumptions skills. Saudi Arabia focused on developing critical thinking skills in science textbooks for the past three academic years, while Kuwait had the same focus on their Arabic language classes. Both the Hashemite Kingdom of Jordan and Egypt have paid a measurable attention to engaging critical thinking skills in Mathematics and the Arabic language, as well as Tunisia in their science textbooks. The least effective subjects in operating critical thinking skills were the Arabic language in Saudi Arabia, science in Kuwait, Domestic Economics in Egypt, and Islamic education in Jordan and Tunisia.
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Alrasheedi, Eisa S. "Flaps and Trills in Najdi and Hijazi Arabic." International Journal of Linguistics 14, no. 6 (December 4, 2022): 106. http://dx.doi.org/10.5296/ijl.v14i6.20592.
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This study is an investigation of flaps and trills in Najdi and Hijazi Arabic, which are the most spoken Arabic varieties in Saudi Arabia. It focuses on how flaps and trills behave in relation to vowels and consonants in the two varieties of Arabic. The data in this study were collected from four Hijazi and five Najdi participants. A total number of 730 sentences were read by the participants. It was found that /r/, which is the underlying phoneme, surfaces as [r] when it occurs word-initially or after a [-coronal] consonant, a [+voiced] consonant, or a [-coronal, +voiced] consonant, otherwise /r/ surfaces as [ɾ]. In Najdi Arabic, /ɾ/, which is the underlying phoneme, surfaces as [r] after a [-coronal, +voiced] consonant; otherwise /ɾ/ surfaces as [ɾ] elsewhere. Also, it was found that Najdi Arabic violates the sonority hierarchy, as in [ɾtaʕ] and [batɾ], in which the segments in the onset of [ɾtaʕ] and the coda of [batɾ] do not maintain the universal sonority hierarchy: glides>liquids>nasals>obstruents, which is maintained in Hijazi Arabic. This paper argues that rhotics in both varieties of Arabic may be sensitive to the preceding adjacent consonants, but not to vowels.
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Anshori, Rodli Al, Arief Maulana Ikhsan, Muhammad Azka Shidqul Wafa, Syaiful Mustofa, and Yasser Abdullah Albudaya. "Analysis of Dialectal Differences Between Saudi Arabian and Egyptian 'Ammiya Arabic." Arabi : Journal of Arabic Studies 8, no. 2 (December 27, 2023): 148–61. http://dx.doi.org/10.24865/ajas.v8i2.649.
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Dialects are ways of speaking for small groups of people within a larger language community using a particular language. Geographical and anthropological differences cause the emergence of dialects. What distinguishes it is the change of letters, pronunciation deviations, and changes in harakat on several letters in one word or even entirely. The purpose of this study is to analyze the differences in dialects of Arabic ‘Ammiya Saudi Arabia and Arabic ‘Ammiya Egypt. This research method uses a qualitative approach. the type of research is Library Research. The data analysis is descriptive-analytical. The writing uses the deductive method. The results showed that the differences in Saudi Arabia and Egyptian Arabic dialects are in two aspects; Phonological and Morphological. In the phonological aspect occurs in the alternation of sounds, the addition of sounds, and the elimination of sounds. In the Morphological aspect, there are differences in the word formula (wazan).
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Holilulloh, Andi, Sugeng Sugiyono, and Zamzam Afandi. "Taisir al-Nahw al-‘Arabi: The Analysis of Mahdi al-Makhzumi’s Thoughts in the Reform of Nahwu/Taisir al-Nahw al-‘Arabi: Analisis Pemikiran Mahdi al-Makhzumi dalam Pembaruan Nahwu." Arabiyatuna : Jurnal Bahasa Arab 5, no. 1 (May 7, 2021): 95. http://dx.doi.org/10.29240/jba.v5i1.2102.
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The study of classical nahwu is considered too difficult and also makes it more difficult for the learners to learn. The critics to classical nahwu began to come from the Middle Ages to modern because it was considered to be full of Greek philosophy and logic so that Al-Makhzumi attempted to reform the nahwu. This article aims to further examine Al-Makhzumi's thoughts in his theory of Taisir al-Nahwi al-‘Arabi and the update of Nahwu. This research uses a qualitative method applied in library research. The results of this study indicate that Al-Makhzumi saw a language through a descriptive method until he created the theory of taisir an-nahwi al-‘Arabi with the aim of making the study of nahwu easier and more suitable to the context of learners’ needs today. According to Al-Makhzumi, there are eight basic principles used in the taisir an-nahwi al-‘Arabi theory, they are: (1) refusing the theory of ‘amil, (2) systematic rearrangement of chapters and topics of nahwu study, (3) consolidating Arabic phonology and Arabic morphology in Arabic syntax, (4) supporting speaking proficiency is the basis of Ibn Madha's nahwu critique method, (5) redefining some of Arabic syntax chapters, (6) removing branches and unnecessary chapters of nahwu such as removing i'rab mahalli and taqdiri, (7) perfecting the chapters deemed necessary to be perfected, and (8) consolidating ma’ani aspects in the arabic syntax written on asalib at-ta’bir. This theory is produced by Al-Makhzumi from several sources, including: Imam Khalil ibn Ahmad al-Farahidi, school of Kufah (Imam al-Farra’), Ibn Madha', and Ibrahim Mushtafa.
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Larsen, David. "The Riddle of the Thread: On Arabic ghazal." Studia Metrica et Poetica 10, no. 2 (December 31, 2023): 61–88. http://dx.doi.org/10.12697/smp.2023.10.2.03.
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Ghazal is the Arabic word for “amatory verse”, and in other languages of the Islamic world it designates a sonnet-like poetic form. The notion that the word stems from Arabic ghazl “spinning thread” is widely held, despite the absence of support for this in classical lexicography and poetry criticism. Comparison to Semitic cognates points to an alternative derivation of ghazal from a verb of speaking – specifically, speech that is ambiguous and suggestive – by way of attraction to the gazelle (Arabic ghazāl), an ancient Near Eastern idiom for the beloved. While ghazal poetry emerged in Western Arabia during the first century of Islam, the genesis of ghazal as a term of art predates the literary record, as may be appreciated in a poem by ʿAmr ibn Qamīʾa (6th century CE) that has been called the earliest complete qaṣīda in Arabic manuscript tradition.
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Mingazova, Nailya, and Enzhe Shamsutdinova. "The review of Arabic proverb studies by the Arabs and Non-Arabs." Journal of Language and Literature 5, no. 3 (August 30, 2014): 71–75. http://dx.doi.org/10.7813/jll.2014/5-3/13.
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Blau, Joshua. "Vernacular Arabic as Reflected by Middle Arabic (Including Judaeo-Arabic)." Arabist: Budapest Studies in Arabic 15-16 (1995): 11–15. http://dx.doi.org/10.58513/arabist.1995.15-16.2.
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Middle Arabic texts are of great cultural significance, since some of the most important works of Medieval Islamic culture are written in Middle Arabic. They are, however, of great linguistic significance as well: Middle Arabic is characterized by the almost free alternation of classical, post-classical, pseudo-correct, and vernacular Neo-Arabic elements. This last set is dealt with in this article.