Journal articles on the topic 'Teaching of Arabic'
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Baharudin, Ismail. "EFEKTIVITAS METODE PENGAJARAN BAHASA ARAB." Thariqah Ilmiah: Jurnal ilmu-ilmu kependidikan dan Bahasa Arab 6, no. 2 (September 29, 2020): 103–19. http://dx.doi.org/10.24952/thariqahilmiah.v6i2.2809.
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Arabic is the language of the holy book Quran for mankind. Altough the Arabic language in Indonesia is a foreign language, but for muslim should not make foreign language in his tounge. Arabic for a Muslim is the fundamental key to unclock the deepening of knowledge of the religion of Islam. With a key that he can learn the basic teachings of religion and also be able to know the basic teaching of his religion, history, science, and culture of Islam that had reached the lighthouse internasional civilization before crushed by modern civilization today.Language teaching purposes, according to its name to grow and develop language skills. Skilled language means listening, skilled reading, and skilled writing in Arabic is good and right. Arabic language teaching methods have four forms taught to students. Teaching is in Arabic in this study is teaching Istima’ (listening), teacing Kalam (speaking), teaching Qiro’ah (reading), and teaching Kitabah (writing).
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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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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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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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Ali, Nur. "The Role of the Arabic Teacher in the Spread of Islam in Nusantara." Ilomata International Journal of Social Science 2, no. 2 (April 29, 2021): 105–12. http://dx.doi.org/10.52728/ijss.v2i2.214.
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The entry of the people of the archipelago into Islam is the ability of Islamic broadcasters to use attractive packaging, especially by emphasizing conformity with Islam or continuity with local beliefs. This continuity does not mean changes in local religious beliefs or practices but adjustments through teaching. There are many methods used by Islamic broadcasters to get the people of the archipelago to accept Islamic teachings, such as a recitation teacher who teaches Arabic either directly or indirectly. Because the Al-Qur'an, the Prophet's Hadith and Islamic teachings use Arabic, the teachers try to teach Arabic well and professionally. Arabic was first taught with the aim that Islamic teachings could be understood and practiced properly. By practicing Islamic teachings properly and correctly, it becomes an attraction for people who have not embraced Islam. After the teachings of Islam have been well and correctly accepted, the aim of teaching Arabic has changed, namely to communicate with other nations.
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Wafaa Alowaydhi, Sara Omar, Wafaa Alowaydhi, Sara Omar. "Identifying the Instructional Strategies Used in Teaching the Reading Skill in Teaching the Arabic Language Courses in Kingdom of Saudi Arabia: تحديد استراتيجيات مهارة القراءة المستخدمة في تعليم مقررات اللغة العربية بالمملكة العربية السعودية." مجلة العلوم التربوية و النفسية 5, no. 26 (July 28, 2021): 126–05. http://dx.doi.org/10.26389/ajsrp.r140221.
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This study aimed at identifying the instructional strategies used in teaching the reading skill in teaching the Arabic language courses in Kingdom of Saudi Arabia at the different grades of the elementary, intermediate and secondary stages. To achieve this aim, the survey method was used by surveying the literature and related studies that dealt with methods of teaching the reading skill. The results of the study revealed some strategies that are suitable for the reading skill and its aims in education in Kingdom of Saudi Arabia. These strategies are the correct reading skill and the quality of the reading performance, the strategies of vocabulary acquisition, and the strategies of reading comprehension skill and its analysis and evaluation. The study recommended conducting similar studies that deal with identifying the strategies suitable for teaching the other Arabic language skills: writing, speaking and listening.
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Abdullah, Rais. "Teaching Media in the Teaching of Arabic Language to Non-Native Arabic Speakers." DINAMIKA ILMU 16, no. 1 (June 1, 2016): 93. http://dx.doi.org/10.21093/di.v16i1.294.
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Gemilang, Damar, and Hastuti Listiana. "Teaching Media in the Teaching of Arabic Language/ Media Pembelajaran dalam Pembelajaran Bahasa Arab." ATHLA : Journal of Arabic Teaching, Linguistic and Literature 1, no. 1 (December 23, 2020): 49–64. http://dx.doi.org/10.22515/athla.v1i1.3048.
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This article discusses the media of learning Arabic language, through library studies that focus on distributing material effectively to students without making them boring. The limited creations and variations in learning as well as the low ability of Arabic language maharah of students make the role of the media so important. The selection of media correctly, can improve the mastery of material skills, motivate, and stimulate students. Through library studies from journals, papers, and books on learning media for the Arabic curriculum which are then analyzed and concluded data will be obtained about learning media for the Arabic curriculum which is useful for teachers. There are several rules in determining the media that will be used by taking into account the direction and objectives of learning, types of learning strategies, understanding the characteristics of the media by the teacher, in terms of cost suitability, media readiness, quality, and environment to operate the media. In terms of functions related to sensing devices, the media are divided into visual media, audio media, and audiovisual media. Meanwhile, viewed from the viewpoint in Arabic and that maharah, the media can be grouped into learning media mufrodat, nahwu-shorof, and Arabic language skills consisting of media istima', qiro'ah, kitabah, and kalam. This can help academics in applying media correctly in the learning of the Arabic language curriculum.One of the elements of learning Arabic is the student's Arabic learning strategy. But there are still some students who have not found the right strategy for learning Arabic, because of a lack of knowledge about Arabic learning strategies, especially the Oxford model of language learning strategies. The purpose of this study was to describe the implementation of the Arabic language learning strategy for students in the Oxford model of Madrasah Ibitidaiyah Al Islam Kartasura students.This research is descriptive qualitative, as for the research site at Madrasah Ibitidaiyah Al Islam Kartasura. This research was conducted from March to June 2020. The subjects in this study were students of class V A at Madrasah Ibitidaiyah Al Islam Kartasura. The informants in this study were the fifth grade Arabic teachers at Madrasah Ibitidaiyah Al Islam Kartasura. Data collection methods used were interviews, observation and documentation.The conclusion of this study is that students use Arabic learning strategies in the Oxford model because there are indications that students are using their learning. The strategies used are memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies, and social strategies. The strategy that is often used by students is the memorial strategy.
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Rusydi, Muhammad. "Communicative Arabic and Structure of Its Philosophical Teaching." Langkawi: Journal of The Association for Arabic and English 4, no. 1 (June 8, 2018): 46. http://dx.doi.org/10.31332/lkw.v4i1.764.
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This article orients to expose the philosophical frame of communicative Arabic teaching. Communicative Arabic teaching has a strong philosophical framework because this modern teaching approach directs the Arabic language to its original position as a tool to communicate. In this context, the ontology dealing with the essence of Arabic teaching as a pedagogical reality, the epistemology dealing with its procedural framework and the ontology dealing with its value framework see that communicative Arabic teaching should be developed with a suitable educational philosophy reinforcing the Arabic to its functional-communicative framework. This article, finally, presents an alternative analysis to perceive communicative Arabic teaching.
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Bahy, Moh Buny Andaru, Kamal Yusuf, and Ahmad Dzulkifli Rif'at. "Exploring Public Health Arabic Vocabulary For Arabic Teaching Materials." An Nabighoh 24, no. 1 (June 30, 2022): 33. http://dx.doi.org/10.32332/an-nabighoh.v24i1.4574.
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The emergence of new vocabulary related to public health is very important for the public to know, especially the new vocabulary about the Covid-19 pandemic in Arabic. This study aims to promote Arabic vocabulary - based teaching materials related to public health to introduce Arabic learners to new vocabulary. This study uses a descriptive qualitative approach based on library research by using the steps of preparing teaching materials using the Dick and Carey model. The data for this research is sourced from the online electronic media of the BBC Arabic, using vocabulary adaptation techniques to compile Arabic teaching materials. The results of this study confirm that in the preparation of Arabic teaching materials, the four basic principles of fhe foreign language learning approach are used. Based on the research that has been carried out, it was found that there are several of new vocabularies related to the Covid-19 pandemic in Arabic. Furthermore, the adaptation of the development of new Arabic vocabulary teaching materials is arranged according to the principles and concepts of language learning, so that in the implementation and teaching of new vocabulary students are expected to achieve maximum results.
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Hamid, M. Abdul, Danial Hilmi, and M. Syaiful Mustofa. "PENGEMBANGAN BAHAN AJAR BAHASA ARAB BERBASIS TEORI BELAJAR KONSTRUKTIVISME UNTUK MAHASISWA." Arabi : Journal of Arabic Studies 4, no. 1 (July 1, 2019): 100. http://dx.doi.org/10.24865/ajas.v4i1.107.
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Teaching materials are very important in the process of learning Arabic; therefore, the teaching and learning process requires motivation to increase student language competence. With regard to the material taught in higher education, the urgency of constructivism theory has not yet fulfilled in the success of learning. As a result, the theory becomes a necessity for the development of teaching material to strengthen their interest in developing language competencies. This study intended to develop Arabic teaching materials for students in Islamic Religious Colleges so that they do not depend on books sourced from Arab countries that have different cultures than local cultures. Based on the results of the needs analysis, the textbook product was produced, which is named al-Arabia li al-Hayah along with inputs from experts. The results of this book trial showed that this book was effective to meet the needs of students in improving Arabic competence through mastery of vocabulary in their environment.
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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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Faridah, Ifah Uma. "TAṬWĪR AL-KITĀB AL-MADRASĪ LI AL-LUGAH AL-'ARABIYYAH 'ALĀ ḌAU'I AL-TAFĀHUM AL-ṮSAQĀFĪ." Jurnal Al-Maqayis 8, no. 1 (June 30, 2021): 98. http://dx.doi.org/10.18592/jams.v8i1.4801.
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An effective learning must have a reference as a source of learning, the provision of quality Arabic language-oriented teaching materials in learning is still very rare. This research is motivated need to overcome the gap between ideal conditions and real conditions in the field, especially the problem of the availability of teaching materials with good Arabic culture insight. Textbooks that are used by teachers and students in a lesson, especially Arabic learning, elements of Arabic culture are not paid much attention and only a few are presented in textbooks. The author is interested to research as an effort to fulfill the criteria for the quality of Arabic Language Insight teaching materials based on the view that Arabic Cultural Insights teaching materials are a strategic alternative-accelerated Arabic learning will be better and more effective if supported by good teaching materials as well.Supporting teaching materials with Cultural Insight Arabic have an effect on increasing students' understanding in learning Arabic and are declared accepted. The results of the teacher's assessment of the feasibility of qawā'id teaching materials showed a positive response in the very good category, while the responses given by students to Arabic-oriented teaching materials showed that they could increase motivation, help and facilitate students in learning Arabic.
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Kaharuddin, Kaharuddin, Kamaluddin Abu Nawas, Ratni Bt Hj Bahri, and MD Noor Bin Hussin. "The Identification of Arabic Teaching Models in Aliy Ma'had l Tahdid Anwau’ Ta’lim al-Lugah al-'Arabiyah fi al-Ma’had al-‘Aliy." Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab 14, no. 2 (December 31, 2022): 363–84. http://dx.doi.org/10.24042/albayan.v14i2.12227.
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The study of teaching Arabic models in Aliy Ma’had was necessary to be conducted. It could make contribution in designing Arabic teaching. The purpose of this research was to analyze the models of Arabic teaching. This research was field research which the researcher obtained and collected data from the research location. Two types of data were used in this research namely primary data and secondary data. Primary data was obtained from sheikh of Ma'had, 3 chiefs of Ma'had, 10 teachers, and 30 students. Secondary data was obtained from alumni, documents, and online news that was related to the topic. In collecting data, observation, interview, documentation, and FGD were used. Miles and Huberman model was used in this research. The results showed that the teaching Arabic in Aliy Ma’had consisted of four models. First, teaching Arabic with a conventional model: teaching that took place in official classes. Second, teaching Arabic with an extracurricular model: teaching that takes place outside the classroom and is supported by conventional teaching to improve both Arabic language skills. Third, teaching Arabic with the halaqiyah model: students learnt classical Islamic sciences by sitting on the floor in front of the teacher, which took place in the mosque after every evening and dawn prayers. Fourth, teaching Arabic with visiting teacher’s house where students studied further to strengthen scientific and spiritual connections. This research suggested the teacher and the institution in improving this topic to contribute Arabic teaching development in Aliy Ma’had.
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Hanani, Nurul. "Model Pembelajaran Bahasa Arab Di Pondok Pesantren Salaf Kediri Dan Kontribusinya Terhadap Kemampuan Membaca Teks Berbahasa Arab Bagi Santri." Realita : Jurnal Penelitian dan Kebudayaan Islam 13, no. 1 (May 20, 2022): 81–96. http://dx.doi.org/10.30762/realita.v13i1.54.
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The aim of this study is to examine how the teaching of Arabic at Pondok Pesantren Salaf is implemented such that it is able to improve skill in reading Arabic texts. This study is then expected to propose a theory of teaching Arabic that is effective particularly in the teaching of reading. This is a qualitative study employs pondok pesantren that is assumed as teaching Arabic using classic books (Salafiyah). Case study is used in order that the researcher can uncover this phenomenon completely and comprehensively in the form of analytic description to answer a number of research questions, so that this study is able to this explain the system of Arabic education and teaching at those pesantren. This study is conducted in three large pesantren in Kediri, those are Pondok Pesantren Al-Falah Ploso Mojo Kediri, Pondok Pesantren Hidayatul Mubtadi’in Lirboyo Kota Kediri, and Pondok Pesantren Darus Salam Sumbersari Kepung Kediri. These three pesantren is selected based on the assumtion that they represent all pondok pesantren in Kediri. The present study concludes that: (1) The teaching of Arabic at Pondok Pesantren salaf in Kediri commonly use traditional system of Arabic teaching, in the forms of bandongan (the teacher is reading aloud the book and explaining the grammar as weel as the meaning, and the students are seriously listening), sorogan (the students are reading aloud the book and explaining both the grammar and the meaning, and the teacher is listening and giving some necessary corrections on both the grammar and the meaning), and memorizing. Although these three pesantren employ approximately the same methods, some differences are found. Pondok Lirboyo applies four classic methods (bandongan, sorogan, memorization and discussion), Pondok Al-Falah Ploso applies the system of salaf education and student centered teaching, that emphazies on the autonomy and activeness of the students, and Pondok Sumbersari pplies dual system of teaching, i.e. traditional pondok sistem of education dan formal schools; (2) The contribution of this model of teaching Arabic at pondok pesantren to improve ability in reading Arabic resources for santri is very significant. This is because the methods applied are very easy to understand and realize, besides the traditional pesantren does not stick on formal education but provide alternative teachings in order to improve students’ ability in reading Arabic classic resources.
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Walfajri, Walfajri. "استخدام مدخل التعليم البنائي لترقية مهارة الكتابة العربية." An Nabighoh Jurnal Pendidikan dan Pembelajaran Bahasa Arab 18, no. 2 (March 8, 2017): 195. http://dx.doi.org/10.32332/an-nabighoh.v18i2.333.
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The Arabic writing skill is one of the important Arabic language skill and it is a main goal of the Arabic learning as foreign language. However, it does not get a main concern in Arabic teaching as foreign language. Beside, the students’ Arabic writing skill is still in low level. This research aims to increase students’ Arabic writing skill through the constructive teaching approach and to describe the effective teaching method of Arabic writing skill as foreign language. This research used the classroom action research method conducted in two cycles. Each cycle consists of four steps they are: 1)planning, 2) action, 3) observation, and 4) reflection. The data of research consist of teaching and learning process of Arabic writing skill in classroom and students’ Arabic compositions. The research participants are a lecture and 30 students of Arabic writing skill. The results of research showed that the Arabic writing skill teaching through the constructive approach consists of three phases they are: 1) pre writing phase, 2) writing phase, and 3) post writing phase. The results also showed that the constructive teaching approach is effective to increase students’ Arabic writing skill.
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Fatoni, Ahmad. "Arabic Learning for Academic Purposes." Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature 2, no. 2 (November 25, 2019): 149. http://dx.doi.org/10.22219/jiz.v2i2.10096.
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This study aimed to determine the goal of teaching Arabic for Academic purposes. Teaching Arabic for non-Arabic speakers is generally divided into two types: Arabic language for life, which is a public program in which multiple attributes are related. Learning Arabic is only intended to communicate with Arabic in different situations of life. The second type is Arabic language programs for special purposes, including Arabic for academic purposes (AAP), Arabic for Businessmen People (ABP), Arabic for Education People (AEP), Arabic for Objective Purposes (AOP) and others. The researcher in this article focused on the Arabic language teaching program for academic purposes. The method used for this study was carried out using descriptive analysis method which the data were collected from personal interview with students of University of Darussalam Gontor and some documents. The result showed that the successful of teaching Arabic language for academic purposes related to use Arabic language in daily life as well as special activities such as scientific discussions.
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Mei, Li Qing, Suo Yan Mei, and Nazri Bin Atoh. "The Practical Teaching Methods of Arabic Language at female’s Mosque in Henan Province - China." European Journal of Social Science Education and Research 8, no. 3 (October 9, 2021): 63. http://dx.doi.org/10.26417/708mcp20a.
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Teaching methods for languages especial for Arabic language for non-native speakers always discussed by researchers, and the teaching methods for Arabic language at the female’s mosque of Henan Province, china still based on the traditional method without any update, but no one of researchers focused on this issue. however, this research aims to investigate the teaching method of Arabic language teaching in the female’s mosque of Henan of china to fill up the gap of research filed of teaching Arabic for non-native speakers. The study used the descriptive method to explore new information on Arabic teaching in China. and it was based on the field curriculum to highlight the teaching methods applied by female teachers when teaching Arabic at female mosques, analytical methods to analysis the Data collection which designed by questionnaires which distributed to 10 female teachers the five mosques for female’s Mosque in Henan Province China. The method of data analysis is percentage and frequency method using SPSS system. The research found that: teachers don’t have any clear ideal about teaching method for teaching Arabic language, and majorly of them only use translation and Grammar Method to teach Arabic. there are many aspects need to be improved. Hence, the researcher presented some recommendations and suggestions to improve the curriculum and methods of teaching Arabic language in mosques for female in Henan Province, China.
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Ahmed, Elawad Yagoub. "Using Arabic in Teaching English to Arabic-Speaking Learners (From Teachers’ and Students’ Point of View)." Education and Linguistics Research 6, no. 1 (March 30, 2020): 117. http://dx.doi.org/10.5296/elr.v6i1.16424.
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The aim of this study was to investigate and analyse teachers’ and students’ views towards using Arabic in teaching English in secondary schools in Oneizah Province, Saudi Arabia. The data were collected by means of two questionnaires: one for teachers and the other for students. The subjects were 43 teachers of English, 12 were female. 120 male students from four different secondary schools in Oneizah. The results of the study showed that Arabic language (The students’ mother tongue) could be used during English language lessons although teachers’ responses gave less support for using Arabic. Also, the results revealed that Arabic has positive roles to play in teaching English besides facilitating learning process. The recommendations emphasize and encourage teachers and supervisors to pay attention to their learners need in using their mother tongue. Moreover, Arabic language can be a means of facilitation not a hindrance so it can be used in many activities inside the classroom without affecting students’ exposure to English language. Also, there should be a place for learners’ mother tongue in the syllabus, e.g. in translation exercises and bilingual dictionaries.
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Prihartini, Yogia, and Hakmi Wahyudi. "Musykilatu al Mudarrisi fī Ta’līmi al Lughati al ‘Arabiyyati bi al Madrasati al ‘Āliyati al Islāmiyyati al Ḥukūmiyyati Jāmbi." Al-Uslub: Journal of Arabic Linguistic and Literature 5, no. 01 (January 1, 2021): 124–63. http://dx.doi.org/10.30631/al-uslub.v5i01.103.
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The teaching profession is considered one of the important professions in any civilized people, and teaching Arabic in a non-Arab environment, as is the case in Indonesia, requires rehabilitation, training, and development. It starts from the previous stage of teaching in the Arabic language departments, whether in the College of Education or the College of Arts in Indonesian universities. During the teacher's work period, he continues to teach this noble language. The reality of teaching Arabic in Indonesia faces many problems, the most important of which are the linguistic weakness of Arabic language learners, the difficulty of creating an Arabic environment, the lack of books and literature in teaching Arabic, the lack of educational aids to teach Arabic in the existing curricula. The teacher is the reservation on the basis in any educational process. The existence of a good curriculum will be sterile without the availability of a skilled teacher, and teaching Arabic to non-native speakers is an area that requires linguistic, professional, psychological, and social capabilities that are rarely available to one person from the teachers, as language teachers Arabic in Islamic schools, and even in Islamic universities is often either a specialist in teaching a language who is not good at it, or a glorified one for a language who is not specialized in teaching it to non-native speakers, and we rarely see the presence of a linguistically glorified Arabic teacher who is familiar with the methods of teaching Arabic.
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Elaimam, Amal Mussa Abbass. "Using the Image in Teaching Arabic Language Vocabulary to Non-Native Speakers: The Experience of the Arabic Language Institute - King Abdul-Aziz University - as a Model." Journal of the College of Education for Women 31, no. 4 (December 27, 2020): 50–59. http://dx.doi.org/10.36231/coedw.v31i4.1429.
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The study aims to demonstrate the importance of instructional methods in teaching Arabic language as a second language or teaching the Arabic language to non-native speakers. The study is in line with the tremendous development in the field of knowledge, especially in the field of technology and communication, and the emergence of many electronic media in education in general and language teaching in particular. It employs an image in teaching vocabulary and presenting the experience of the Arabic Language Institute for Non-Speakers-King Abdul-Aziz University. The study follows the descriptive approach to solve the problem represented by the lack of interest in the educational methods when teaching Arabic as a second language. Accordingly, the study is to answer the following questions: What is the importance of using teaching aids when teaching Arabic to non-Arabic speakers?What are the methods of employing (an image) as an instructional tool in teaching vocabulary? The study has reached that teaching aids are of great importance in studying the Arabic language for the non-native, the image of the audio and visual aids plays a great role in teaching vocabulary to the beginners. In its modern version, it helps directly in teaching the language from a distance and thus fulfills the hopes of many in teaching Arabic language and covers the acute shortage of a language teacher.
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Dhayfullah, Fatah Afif, Oking Setia Priyatna, and Ikhwan Hamdani. "UPAYA MENINGKATKAN MINAT BELAJAR SISWA PADA PELAJARAN BAHASA ARAB DENGAN MENGGUNAKAN METODE PEER TEACHING." JPG: Jurnal Pendidikan Guru 3, no. 3 (July 28, 2022): 187. http://dx.doi.org/10.32832/jpg.v3i3.7330.
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Islamic religious education is an effort to foster and nurture students so that they can always understand the teachings of Islam as a whole. Islamic religious education is incomplete if we do not learn a very important subject, namely Arabic. With us learning Arabic lessons we can not only read the Koran but we can also appreciate and read it according to the right way to recite Qur’a. In order for students' interest in learning to grow and develop properly, a teacher needs a method that increases student interest in learning, especially in Arabic lessons. One of the methods that Arabic teachers need is the Peer Teaching method. This study discusses the Efforts to Increase Students' Interest in Learning Arabic Using the Peer Teaching Method. The purpose of this study was to find out (1) to increase students' interest in learning Arabic by using the Peer Teaching method at the Madrasah Aliyah Terpadu (MAT) Darul Fallah Ciampea Campus Dua in the 2019/2020 school year. In this study, the type of Classroom Action Research (CAR) is used with Kemmis and McTaggart's CAR model approach. Observations were made by planning, implementing, observing, and reflecting on students at MAT Darul Fallah Ciampea Campus Dua. The results of this study indicate that the application of the peer teaching method can increase student participation and interest in learning in learning Arabic. The peer teaching method makes students more active in participating in learning, this is proven by the increase in students asking questions and answering questions.
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Aziz, Muhammad Fathan. "طريقة المباشرة في تدريس اللغة العربية في معهد دار السلام كونتور." al Mahāra: Jurnal Pendidikan Bahasa Arab 3, no. 1 (January 24, 2017): 1–19. http://dx.doi.org/10.14421/almahara.2017.031-01.
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Arabic Language is a tool to understand the Qur'an and Hadith. This is one of the reasons that pushes Muslims to learn Arabic. Many Islamic schools are paying attention to the teaching of the Arabic language which starts from elementary school to university level. Pondok Modern Darussalam Gontor is one of the educational institutions in Indonesia that pays attention to the teaching of Arabic, therefore Gontor is known as the oldest educational institution in teaching the Arabic language since it was established in 1926. As it says in the name, Pondok Modern Darussalam Gontor is a modern Islamic educational institution, because in terms of Arabic teaching, they have been using direct method. Direct method is a method that corresponds to the nature of the language, i.e. listening to and then speaking in the language. This method relies on the student development with many exercises in listening, simulation, and communication so as to pronounce in Arabic automatically. This method shows its success in teaching Arabic in Pondok Modern Darussalam Gontor. Therefore the author wants to discuss these questions; 1) What is meant by direct method? 2) What is the effect of the direct method in Arabic teaching? 3) How is the application of direct method in teaching Arabic in Pondok Modern Darussalam Gontor?
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Lia Atiyah Rohmah and Bahrus Surus. "Studi Problematika Pelaksanaan Pengajaran Bahasa Arab Dan Usaha Pemecahannya Di Madrasah Tsanawiyah Muhammadiyah 03 Sedayulawas Brondong Lamongan." Jurnal Mahasiswa Pendidikan 3, no. 1 (February 13, 2023): 1–39. http://dx.doi.org/10.37286/jmp.v3i1.241.
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This thesis aims to find out what problems are faced in teaching Arabic at Madrasah Tsanawiyah Muhammadiyah 03 Sedayulawas Brondong Lamongan, as well as to find out the efforts made in overcoming these problematics.The results obtained from this study are that there are probles in the implementation of teaching Arabic, naely: The Problem of students is that when receiving teaching 58% "a lot" are difficult to understand. From the factor of educators (teachers) only 2% means "less" is a problem. From the objective factor, it is also less of a problem in the implementation of teaching Arabic because only 11% stated that they did not clearly understand the purpose of learning Arabic. Problems with educational tools, one of which is the method used by teachers in teaching Arabic, is "enough" (25.5%) to be a problem. In addition, the teaching aids used by the teacher are "a lot" (54.5%) which is a problem in teaching Arabic. Meanwhile, environmental factors (family) can be said to be "enough" to be a problem (40%) in teaching Arabic because they are very lacking in paying attention to/motivating their children to learn Arabic lessons.The efforts made in overcoming these problems are the first, the efforts of the students, namely by reading Arabic books, and taking additional lessons outside of school hours. Second, the efforts of the Arabic language teacher, namely by increasing the hours of Arabic lessons outside of school hours, the teacher is trying to find the right method to be taught, while those related to teaching aids are the absence of complete teaching aids (still in the stage of being worked on), teachers try to maximize the use of existing media and increase teacher creativity, which is related to evaluation, teachers try to continuously conduct evaluations. Third, the efforts of the school, namely seeking the equipment needed gradually for the further development of Arabic language teaching, as well as holding meetings with the parents of students and providing understanding to the guardians of students to motivate and support their children in learning Arabic.
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ALhawamdeh, Haifa, and Lamia KhairEddeen. "The Degree of Native Language Teachers’ Consideration of Persuasive Writing Skills in Teaching Expression." International Journal of Education in Mathematics, Science and Technology 10, no. 2 (March 5, 2022): 409–23. http://dx.doi.org/10.46328/ijemst.2258.
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This study aimed to examine the degree of Arabic language teachers’ consideration of persuasive writing skills in teaching expression and their differences according to the variables of gender, academic qualifications, and years of experience. To achieve the objectives of the study, the descriptive approach was applied in the form of the school survey method. The study sample consisted of 239 male and female Arabic language teachers in public schools of Najran region in the Kingdom of Saudi Arabia. They constituted 42.7% of the study population. To collect the data, the study used a questionnaire consisting of 21 items after verifying its validity and reliability in the Saudi context. The results showed that the degree to which the Arabic language teachers consider the persuasive writing skills in teaching expression in all domains of the study instrument and the total score ranked moderate. Also, the results revealed that there were statistically significant differences in the degree of Arabic language teachers’ consideration of persuasive writing skills in teaching expression in all domains of the study instrument and the total score due to gender variables in favor of females, academic qualifications in favor of graduate studies, and years of experience in favor of ten years or more. The study recommends the Ministry of Education should work on developing the practices of Arabic language teachers for persuasive writing skills in teaching expression by providing appropriate training programs.
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Nurlaila, Nurlaila, and Hadiatul Husna. "PENGEMBANGAN MATERI AJAR BAHASA ARAB BERBASIS TEMATIK UNTUK ANAK USIA DINI." Tarbiyatuna : Kajian Pendidikan Islam 5, no. 1 (February 4, 2021): 093. http://dx.doi.org/10.29062/tarbiyatuna.v5i1.416.
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This study aims to produce thematic-based Arabic teaching materials for early childhood Arabic learning. The target of the teaching material that has been developed is early childhood students where they learn Arabic at Raudhatul Athfal. Researchers use research and development methods. Data were collected using interview, documentation, and questionnaire. The data obtained from interview and documentation were analyzed qualitatively, while the data obtained from the questionnaire were analyzed quantitatively. The results of the study were thematic-based Arabic teaching materials, namely Arabic teaching materials that have relevance to the themes studied by early childhood students as stated in the Semester Program. The results of product validation indicate that the thematic-based Arabic teaching materials that have been developed are suitable for use in learning Arabic for early childhood students.
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Rohayati, Enok. "ANALISIS KONTRASTIF DALAM PEMBELAJARAN BAHASA ARAB." Taqdir 4, no. 2 (February 28, 2019): 105–17. http://dx.doi.org/10.19109/taqdir.v4i2.3126.
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The succesfull teaching not only depend on the teaching materials, but also on the teaching methods. Therefore, the Arabic teachers require teaching skills. Moreover, the Indonesian student assumes the existence of the difficulties anywhere in the Arabic learning. There is evidence that the Arabic teaching-learning process as a foreign language meets a serious problems. The most problems caused by defferencies between bahasa Indonesia as a native language and the Arabic as a target language. Robert Lado states that the differences between native and target language cause difficulties. In contrast, a similarities between two languages will be a fasilitsion in the Arabic learning. This contrastive study tries to analyse the differences between Arabic and bahasa Indonesia. The main concussion of this study shows that differences between two language require the Arabic teacher who knows the contrastive analysis, so that he can eliminate the Arabic learning Problems.
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Hizbullah, Nur, Zakiyah Arifa, Yoke Suryadarma, Ferry Hidayat, Luthfi Muhyiddin, and Eka Kurnia Firmansyah. "SOURCE-BASED ARABIC LANGUAGE LEARNING: A CORPUS LINGUISTIC APPROACH." Humanities & Social Sciences Reviews 8, no. 3 (June 17, 2020): 940–54. http://dx.doi.org/10.18510/hssr.2020.8398.
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Purpose: The study explores the process of using Arabic websites for Arabic language learning, utilising the Arabic Corpus Linguistic approach. This approach enables data-mining out of websites, systematically compiling the mined data, as well as processing the data for the express purpose of Arabic language teaching including its clusters, such as Arabic pragmatics, Arabic linguistics, and Arabic translation teaching as well.
MethodologyThe research is written descriptively and utilises qualitative methods used for analysing the process and step-by-step procedures to be executed to make good use of the data.
Main Findings: This study is conducted based on the theory of source-based teaching, while the process of utilising the websites is systematically elaborated through the corpus linguistic mechanism. The research concludes that almost all Arabic websites can be employed to be authentic, reliable teaching sources. The sources can be made good use of for teaching the four language competencies, for being the object of linguistic studies and for translation through the particular use of websites whose contents are bilingual or multilingual.
Implications/ Applications: The utilisation of the Corpus for teaching and learning has still been needing wide-spreading and promoting either among practitioners or among researchers of the Arabic language in Indonesia.
Novelty/Originality of this study: This study highlights that almost Arabic-language websites are one of the richest sources of learning. These learning resources can be used for language learning and various other dimensions of scientific Arabic. Corpus linguistics has many benefits for learners and teachers in Arabic language learning. This study gives the new approach of Arabic teaching-learning using website resources, and the dynamic of Arabic learning using technology.
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Dewi S, Yelfi, Muhammad Husni Shidqi, and Adam Mudinillah. "PENGEMBANGAN MATERI AJAR BAHASA ARAB BERBASIS BIOLOGI UNTUK PERGURUAN TINGGI." Lughawiyah: Journal of Arabic Education and Linguistics 3, no. 1 (June 30, 2021): 45. http://dx.doi.org/10.31958/lughawiyah.v3i1.3237.
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This study aims to produce valid, practical, and effective biology-based Arabic teaching materials for college students. The teaching materials are designed to support the Arabic language learning, especially for Biology Department, based on students’ needs and to increase their motivation in learning Arabic. This study used a development research approach with the Instructional Development Institute (IDI) model which consisted of three stages, namely front-end analysis, prototype, and assessment stage. The product was Arabic teaching materials with several characteristics. First, adjusting the content of teaching materials with topics in the field of biology. Second, the teaching materials are presented in a text, images that are relevant to the text, vocabulary, comprehending questions, relevant Qur'anic arguments, and sentence structures in a chart. Third, the language and content are adapted to the heterogeneous abilities of students. Based on data analysis, it was found that the biology-based Arabic teaching materials were valid, could increase students’ interest in learning Arabic, and made learning process become more effective. Therefore, this teaching materials could be used as an alternative instructional material for Arabic learning in colleges.
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Ramadana. "Language Teaching Quality Improvement Strategies Arabic for Non Arabic Students." Journal of Educational Analytics 1, no. 3 (November 30, 2022): 225–34. http://dx.doi.org/10.55927/jeda.v1i3.1406.
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Arabic is one of the foreign languages taught in schools in Indonesia, especially schools based on Islam. Arabic has its own complexity in learning, especially for those who come from schools that do not teach Arabic. So this is where a teacher is required to carry out a strategy so that the Arabic language taught does not become a scourge for students. This study aims to offer Arabic learning strategies for teachers so that they can be implemented in Arabic learning. In this study, the author uses a literature review. Data were collected from various sources related to learning strategies. Then the data were analyzed using content analysis. The results of this study found various strategies that can be used by a teacher in learning Arabic, namely, humanism-based teaching, media-based teaching, and gender-based teaching.
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Azmi, Nur Izzah Sarihah, and Zarima Mohd Zakaria. "TEACHING AND LEARNING ARABIC FOR AUTISTIC STUDENTS." International Journal of Modern Education 2, no. 6 (September 10, 2020): 01–07. http://dx.doi.org/10.35631/ijmoe.26001.
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This paper discusses the problems that arise with autistic students during the learning of Arabic language subjects in high school. The problems focused in this study are from the aspects of attitude, motivation, and interest. A total of three Arabic language teachers in a secondary school in Terengganu were selected as study informants. This study uses a qualitative approach to the case study design that uses structured interviews as the main instrument for obtaining data. The results of the study found that autistic students exhibited a positive attitude during learning Arabic. Similarly, in terms of motivation, autistic students show seriousness while doing Arabic language learning activities. While in terms of interest, autistic students show less interest in Arabic subjects compared to other subjects.
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Jung, Kyuyoung. "Idiomaticity in Arabic and some strategies for teaching Arabic idioms." Foreign Languages Education 24, no. 2 (June 30, 2017): 265–77. http://dx.doi.org/10.15334/fle.2017.24.2.265.
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Azam, Mohd. "The purpose of Arabic Literature in developing Arabic Language Teaching." Think India 22, no. 2 (October 31, 2019): 1857–59. http://dx.doi.org/10.26643/think-india.v22i2.9088.
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The beginner of Arabic as a second language is usually eager first and foremost to attain a level of competency in accepting the culture that embodies the language. As literary arts concurrence the reader, listener and learner a certain pleasure associated with reflection and imagination, the educational material selected for the purpose should include literary texts that help in projecting the ideas and accommodating the linguistic rules. The education of Arabic language as a significant confluence. This is manifested by the extraordinary attention shown by speakers of other languages in Arabic language.
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Pemecahan Lia Atiyah Rohmah Bahrus Surus. "Studi Problematika Pelaksanaan Pengajaran Bahasa Arab Dan Usaha Pemecahannya Di Madrasah Tsanawiyah Muhammadiyah 03 Sedayulawas Brondong Lamongan." Jurnal Pendidikan Islam 1, no. 1 (March 12, 2022): 55–92. http://dx.doi.org/10.37286/jmp.v1i1.135.
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This thesis aims to find out what problems are faced in teaching Arabic at Madrasah Tsanawiyah Muhammadiyah 03 Sedayulawas Brondong Lamongan, as well as to find out the efforts made in overcoming these problematics.
The results obtained from this study are that there are probles in the implementation of teaching Arabic, naely: The Problem of students is that when receiving teaching 58% "a lot" are difficult to understand. From the factor of educators (teachers) only 2% means "less" is a problem. From the objective factor, it is also less of a problem in the implementation of teaching Arabic because only 11% stated that they did not clearly understand the purpose of learning Arabic. Problems with educational tools, one of which is the method used by teachers in teaching Arabic, is "enough" (25.5%) to be a problem. In addition, the teaching aids used by the teacher are "a lot" (54.5%) which is a problem in teaching Arabic. Meanwhile, environmental factors (family) can be said to be "enough" to be a problem (40%) in teaching Arabic because they are very lacking in paying attention to/motivating their children to learn Arabic lessons.
The efforts made in overcoming these problems are the first, the efforts of the students, namely by reading Arabic books, and taking additional lessons outside of school hours. Second, the efforts of the Arabic language teacher, namely by increasing the hours of Arabic lessons outside of school hours, the teacher is trying to find the right method to be taught, while those related to teaching aids are the absence of complete teaching aids (still in the stage of being worked on), teachers try to maximize the use of existing media and increase teacher creativity, which is related to evaluation, teachers try to continuously conduct evaluations. Third, the efforts of the school, namely seeking the equipment needed gradually for the further development of Arabic language teaching, as well as holding meetings with the parents of students and providing understanding to the guardians of students to motivate and support their children in learning Arabic.
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Harisca, Rodhy. "Ahammiyah Maddah Fiqhu al-Lughah al-'Arabiyah fi Ta'lim al-Lughah al-'Arabiyah." International Journal of Arabic Language Teaching 1, no. 01 (August 31, 2019): 75. http://dx.doi.org/10.32332/ijalt.v1i01.1592.
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The objectives of this article is to classify the importance of Arabic philology subject in teaching Arabic language and to explain the basic theory of Arabic philology (its concept, topics, and issues). The article adopted the descriptive method as the researcher analyzed the importance of Arabic philology in teaching Arabic language. The article findings indicated that Arabic philology subject has an important value and useful in the field of teaching Arabic language, as discussing about Arabic language matters. Based on the research findings, the researcher recommended conducting a research study about the rest contents of this subject for achieving the educational goals. In order to face global interaction using Arabic language which known as one of the international languages and then later to understand the message of Islam which originated in Arabic.
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Nuruddin, Nuruddin, Budiaman Budiaman, Andri Ilham, and Ahmad Muzayin Haqi. "The Need for Arabic Language Teaching Materials Based on Multicultural Education for Indonesian Diaspora Students." ALSINATUNA 7, no. 1 (December 24, 2021): 45–63. http://dx.doi.org/10.28918/alsinatuna.v7i1.4768.
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This study aims to analyze the need to develop a model of Arabic teaching materials containing the values ​​of multicultural-based character education, especially in Indonesian Foreign Schools (Sekolah Indonesia Luar Negeri) in Jeddah, Riyadh, and Makkah. In this needs analysis, the researcher describes the data obtained from the questionnaires of students and teachers who teach Arabic subjects with 39 respondents. This study indicates that Arabic teaching materials in Indonesian Foreign Schools, especially in Arab countries, need to be developed. Developing Arabic teaching materials with multicultural values ​​is very important to make learning Arabic at Indonesian Foreign Schools easier, more effective, fun, and produce Indonesian diaspora students who have a spirit of nationalism and respect plurality. The development of these teaching materials is manifested in three aspects, namely (1) related to Arabic language teaching materials based on the values ​​of national character education by learning objectives and contextual with the times; (2) aspects of application technology, namely by developing Arabic teaching materials equipped with multimedia learning media such as audio, video, animation, and others to make it easier to learn; (3) aspects of character education, namely Arabic teaching materials that contain character education values, such as religious values, nationalism, honesty, independence, cooperation, integrity, hard work, and responsibility
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Aflisia, Noza, and Hazuar Hazuar. "Pengembangan Bahan Ajar Bahasa Arab Berbasis Pendekatan Komunikatif." Arabiyatuna : Jurnal Bahasa Arab 4, no. 1 (May 8, 2020): 111. http://dx.doi.org/10.29240/jba.v4i1.1380.
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This study aims to develop Arabic teaching materials with a communicative approach for MA Muhammadiyah Curup students by analyzing the needs and validation / feasibility of Arabic teaching materials with the communicative approach according to experts' assessments. Researchers develop teaching materials based on this communicative approach aimed at improving students' ability in mastering Arabic which is not only theoretical but also practical and communicative. Data collection techniques using observation, questionnaires, interviews, and documentation. Likert scale is used for questionnaires and qualitative data analysis techniques using data reduction, data display, and verification. The results showed that Arabic teaching materials that have been used are not yet relevant to the needs of students and have not maximally improved students' Arabic speaking skills. The development of Arabic language teaching materials compiled is based on the results of planning and design development with three themes namely Al-Bayanaats Ash-Syakhshiyyah, Al-Hayah fil Usrah, and Al-Murafiq Al-mmAmmah fil Madrasah. This Arabic module has 28 pages. The average value of the validator for the initial design of this Arabic teaching material module is 22.87 with a very good category.
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Mainasara, Nasiru, Abdulhalim Mohammad, Abdulrauf Hassan, and Wan Muhammad Wan Sulong. "The Use of Arabic Loanwords in Teaching Writing Skills for Hausa Learners of Arabic." Humanities and Management Sciences - Scientific Journal of King Faisal University 22, no. 2 (2021): 1–9. http://dx.doi.org/10.37575/h/lng/0085.
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The educational curriculum requires improvement. As such, it is essential for educational designers to enhance it to address the challenges faced by the second language learners, in the hope of creating more effective teaching and learning environment. One of the modern techniques employed to improve the educational curriculum is the technique of using loanwords of Arabic for the teaching of second language. The goal of this study was to determine the effectiveness of utilizing Arabic loanwords in the Hausa language to simplify the teaching of writing skill in Arabic as well as to collect feedback from student. To achieve this, the research was conducted with student from Umaru Ali Shinkafi Polytechnic Sokoto. The results showed that the effectiveness of loanwords in the teaching was at a high level of significance. Hence, the study recommends employing the Arabic loanwords in teaching Arabic to the Hausa learners. It also recommends enhancing educational curriculum to include the Arabic loanwords, as well as training Arabic teachers on Strategies to employ the loanwords when teaching and learning.
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Mei, Fatimah Suo Yan, Saipolbarin Bin Ramli, and Nahla A. K. Alhirtani. "Application of Gagne’s Nine Approaches to Teach Arabic Language for Non-Native Speakers: Experimental study at Sultan Idris Education University Malaysia (UPSI)." European Journal of Language and Literature 3, no. 1 (December 30, 2015): 32. http://dx.doi.org/10.26417/ejls.v3i1.p32-37.
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The Arabic language is not an easy language to learn for non-native speakers if the teachers are not proficient in the teaching methods and strategies. Here, it is essential that teachers can benefit from Gagne’s nine approaches in the teaching for any subjects, especial, in teaching languages. Therefore, the learning outcome will be more effective if the teachers apply Gagne’s nine events in the Arabic language classroom. This study focuses on the experiences of the application of Robert Gagne’s nine approaches in teaching Arabic to non-native speakers at the Sultan Idris University of Education Malaysia. The study aims to find the effective results of their experiences in the application of the nine approaches for Gagne in teaching Arabic language to non-native speakers at the university. This paper is based on a descriptive analysis method to indicate the nine-approach theory and its importance in education and teaching, as well as the experience of the researcher in their teaching Arabic language. Among the most important results in the application of the nine events in teaching Arabic were to make teaching activities’ more effective and attractive, to help teachers how to facilitate the process of teaching Arabic in the classroom and to centralize the students focus during the lessons. The study concludes with some recommendations and suggestions.
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Pranata, Iwan. "Developing Students' Tendency, Motivation, and Confidence in Learning Arabic Language." Ittishal Educational Research Journal 1, no. 1 (July 1, 2020): 51–58. http://dx.doi.org/10.51425/ierj.v1i1.7.
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Language is one of communication tools between people to other people. In education activity, it's known that Arabic language is taught in some institutions and Islamic colleges only for understanding books written in Arabic scripts. In its development history until now, Arabic language has been a curriculum at several schools and colleges as a subject that helps to understand texts with Arabic language. It also works as a medium, knowledge, and insight developed in this recent era. This research aims to explain the borders of Arabic language teaching in an Islamic elementary school, and one of these schools is Islamic elementary school Al-Azhar Cairo Palembang which uses that language so their students can be noble man, and have high technology understanding. This school also use Al-Azhar’s noble curriculum and apply it to make class’s atmosphere more interesting and positive for learning Arabic language and increase students’ tendency to Arabic language learning as well as their motivation and confidence. The data collected in this research was taken from direct face to face interview with the teachers and students. Some of factors which cause Arabic language learning difficult are not coming from Arabic language itself (Arabic language system as internal factors), but also from its physiological factors (like; tendency, motivations, and the absent of confidence), as well as cultural and sociological factors. Thus, there’s necessity to use such a proper curriculum and method for learning Arabic language based on students’ psychological factors. Also, it’s because of the system of Arabic language teaching is not sure. The conclusion of this paper based on those different problems shows that it’s a necessity to prepare an educational curriculum, good teachers’ effectiveness, suitable teaching method and interesting language based environment to face and answer some Arabic language teaching’s challenges especially for non-native Arabic speaker.
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Zulharby, Puti, Yumna Rasyid, and Nuruddin Nuruddin. "The Characteristics of Teaching Material Arabic Speaking Skills in Higher Education." Jurnal Al-Bayan: Jurnal Jurusan Pendidikan Bahasa Arab 11, no. 2 (December 9, 2019): 194–213. http://dx.doi.org/10.24042/albayan.v11i2.5175.
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Research objective is to providing an insight into the characteristics of Arabic language teaching materials in higher education in Indonesia. This research was conducted by examining a variety of literature relating to teaching materials and Arabic speaking skills. The research method applied survey, involving 97 students from the Arabic Language Education Study Program in several universities in Indonesia and structured interviews with lecturers who supported Arabic speaking skills. The procedure taken are 1) reading literature related to Arabic speaking teaching materials and teaching Arabic speaking skills, 2) observing the learning process of speaking skills at several Arabic Language Education Study Programs, 3) determining the type of survey, 4) determining the sample target, 5) preparing instruments for analyzing the needs of students, 6) preparing structured interview instruments for lecturers, 7) analyzing survey results, 8) translating survey result. The results of this study, teaching materials from Middle East has led to the emergence of gaps in achieving Arabic language skills for beginners, such as the lack of phonetic aspects being taught, monotonous forms of practice, directing students to memorize, and types of dialogue that are not in accordance with student culture in Indonesia. The characteristics of teaching materials that are suitable for use in Arabic language skills are divided into goals, phonetics, themes, social culture, exercises, steps and visualization.
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Ibrahim, Mahmoud Thabet. "The Common between Malay Language and the Qur'an A model of curriculum for teaching Arabic to Malay speakers." Imtiyaz : Jurnal Pendidikan dan Bahasa Arab 6, no. 2 (December 20, 2022): 125. http://dx.doi.org/10.29300/im.v6i2.8170.
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AbstractThe Arabic language has a high position in the hearts of Muslims and their conscience, and there is no surprise in that; as it is the language of the holy Quran and the language of the noble hadith that the Noble Prophet uttered, and it is also the language of the honourable people of Paradise, and it is no wonder, then, that Muslims like learning the Arabic language. Study Problem: It is known that teaching Arabic to native speakers is different from the way it is taught to native speakers. It is also known that learning Arabic for Muslims is very important to master the recitation of the Holy Qur'an, and understand its secrets; so this study came to try to walk the way to teach Arabic and teach the Qur'an at the same time. "Multiple statistics have shown that the majority of the main reasons behind the turnout of non-Arabic speakers depend on the desire to learn the language of the Qur'an."[1] Study Methodology: In preparing this study, the researchers relied on the descriptive approach. Objectives of the study: This study aims to prepare a list of common vocabulary between Malay and Qur'anic words for use in building an integrated educational curriculum, to teach Arabic to Malay speakers. Study Results: The results of this study show that the use of common vocabulary between Malay and Qur'anic words in building a curriculum to teach Arabic to Malay speakers, has implications for the development of students' language skills and the development of their trends towards the study of ArabicKeywords: common vocabulary list - Malay - language skills - non-native speakers - trends. [1] - Abdel-Ati, Muhammad Rajab, and Al-Khatib Muhammad. (2009). Technical employment of the Holy Quran in teaching Arabic to non-native speakers. Kingdom of Saudi Arabia, Medina: King Fahd Complex for Printing. p 1
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Nuraini, Nuraini, Imam Asrori, and Mamluatul Hasanah. "Material Development for Arabic Writing Skills Based on International Standards l Tathwir al-Mawad al-Dirasiyyah li Maharah al-Kitabah fi Dhau’i al-Ma‘ayir al-‘Alamiyyah." Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab 14, no. 2 (December 31, 2022): 290–307. http://dx.doi.org/10.24042/albayan.v14i2.13901.
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The main source of language teaching is teaching materials. The important aspects in developing the language curriculum depend on these materials and their use in the language. Preparing materials must be adapted to the competencies and needs of the students. This study aimed to develop the teaching materials of arabic writing skills for the beginners levels based on intenational standards. The documents were the arabic writing materials for the beginers levels. Meanwhile, interview was conducted with the directur and teacher of Arabic language and the students of Islamic Study Programs, with an expert in the curriculum of arabic language and the material of arabic writing skills. The finding of this study were the material for writing skill of arabic language for the beginners levels which based on internationals standards. The materials teaching of the beginers levels were suitable with the levels of arabic learners which developed by the American Council on the teaching of foreign language (ACTFL). It consist the levels of arabic learning, thus are Novice, Intermediate, Advance and Superiors levels. The results of this study showed that the writing skills for the beginers levels must be started with the writtng diction, simple sentences, and short paragraphs. The results proved that materials teaching of arabic writing skills for the beginers levels is effective for Improving the students competency in arabic writing. Thus, this research suggest the students needs to be involved to solve the problem related to the Arabic language skills of students from diverse educational backgrounds.
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Latuconsina, Sarah N. "TATHAWUR TA'LIM AL-LUGHAH AL-'ARABIYAH FI MA'HAD DARUL QUR'AN AL-ANWARIYAH BI MALUKU AL-WUSTHA." Arabi : Journal of Arabic Studies 2, no. 1 (August 6, 2017): 67. http://dx.doi.org/10.24865/ajas.v2i1.30.
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The teaching of Arabic at the Dar Al-Qur'an Al-Anwar Institute has been began at the Holy Quran Education Center in Tulio, Central Maluku since 1963, until it moved to the Institute of the Anwar Al-Quran in 2001 until now. There is an absolute evolution in the teaching of the Arabic language from time to time. There is an evolution in the teaching of the Arabic language from the first structure of the garden teaching the Quran, "Nur Latif" Tulio to the Institute House Anoran Quran scale or criteria calendar program CIPP model. However, there was no development in the teaching of Arabic in terms of the method, although the method used to teach the Arabic language from the first structure of the garden teaching the Quran, "gentle light" so far, because the students did not learn the old book.
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Hawani, Januar. "تعليــم اللغة العربية في مدرســة المـــالك الصـــالح العــالية الإسـلامية الحــــكومية بـلكسؤماوى." Jurnal Ilmiah Didaktika 15, no. 1 (August 1, 2014): 77. http://dx.doi.org/10.22373/jid.v15i1.564.
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One of the obligations that must be undertaken by students of College of Islamic Studies (STAIN) Malikussaleh Lhokseumawe, is to study Arabic course. The problem encountered in teaching Arabic is the difference between curriculum applied from students’ abilities. The purpose of this study is: to find out about the curriculum used in teaching Arabic at STAIN Malikussaleh Lhokseumawe، knowing the school's efforts to progress in teaching Arabic at STAIN Malikussaleh Lhokseumawe and find out the problems faced by the teachers in promoting learning Arabic in STAIN Malikussaleh Lhokseumawe. The results of this study are: (1) Teaching Arabic at STAIN Malikussaleh Lhokseumawe is using “Al-‘Arabiyyah Lak 1” dan “Al-‘Arabiyyah Lak 2”. However, most teachers do not employ suitable methods and medias. Some students said that teachers do not use the media, but the board and textbooks. (2) The effort to improve learning Arabic at STAIN Malikussaleh Lhokseumawe requires teachers to use appropriate methods and media in teaching and learning. (3) The problems faced by teachers are quite related to teaching materials that do not match with students’ ability. Furthermore, only few teachers who apply research methods and use of the learning media. Keywords: Keywords:
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Dzakiruddin, Muhammad, and Kamal Yusuf. "Linguistik Forensik sebagai Bahan Ajar untuk Pembelajaran Bahasa Arab." Al-Ma‘rifah 19, no. 1 (April 30, 2022): 23–40. http://dx.doi.org/10.21009/almakrifah.19.01.03.
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Arabic teaching materials must be integrated with various sciences to be more adaptive in different scientific families. One of them in the field of forensics. Therefore, this study aims to see the field of forensics as one of the Arabic language teaching materials. As a result, Arabic learners can recognize and adapt to Arabic terms or vocabulary related to investigations such as medical forensics, social forensics, and criminal forensics. This research is classified as qualitative descriptive research with a content analysis method. The Arabic website Al Jazeera serves as the primary data source in this study. According to the findings of this study, various Arabic forensic vocabularies on the Al Jazeera website can be used as teaching materials in developing Arabic listening, speaking, reading, and writing skills. In addition, teaching materials containing vocabulary related to forensics can also be implemented in knowledge assessment (KI-3) and skills assessment (KI-4).
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Aflisia, Noza, Nurwadjah Ahmad E.Q, and Andewi Suhartini. "Nilai Teologi Islam: Telaah Materi Ajar Bahasa Arab Madrasah Tsanawiyah." An Nabighoh: Jurnal Pendidikan dan Pembelajaran Bahasa Arab 23, no. 1 (June 16, 2021): 17. http://dx.doi.org/10.32332/an-nabighoh.v23i1.2993.
Full textAbstract:
The importance of integrating and internalizing religious values in education, especially Arabic learning, is interesting to study. So that the Arabic learning paradigm, which at first glance only focuses on cognitive and psychomotor aspects, is missing from the mental side of educators and students. This study aims to identify and analyze the value of Islamic theology in Arabic teaching materials at Madrasah Tsanawiyah. So that it can raise awareness of these religious values and serious attention to this through exploration and implementation in learning Arabic, this study will become a reference for policyholders related to Arabic teaching materials in evaluating and improving the quality of Arabic learning at Madrasah Tsanawiyah. This library research was carried out by collecting data, understanding the characteristics of Arabic teaching materials at Madrasah Tsanawiyah, analyzing and identifying the theological values in the content of teaching materials, and conducting verification and inferences. The study results reveal the importance of Islamic theology in the Arabic teaching materials of Madrasah Tsanawiyah. Includes the unity of the people, loving nature, forming a happy family, protecting oneself from danger and misery, studying, loving others, tauhid, aqidah, faith, sincerity, purity, and love the weak.
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Nafsah, Nor Holis Bin. "نظام تعليم اللغة العربية لتنمية مهارة الكتابة في دار العربي بمعهد السنية كنتشونج جمبر للسنة الدراسية 2017/2018م." Al-Fusha : Arabic Language Education Journal 2, no. 2 (September 4, 2020): 1–13. http://dx.doi.org/10.36835/alfusha.v2i2.354.
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The education system is the real basis for achieving the desired goals in the learning and teaching process, which determines the success of the failure of any educational project. It consists of four important elements, inputs and processes, then outputs or final results, and a comparison of the results obtained with the criteria or objectives set in the feedback. The problems of this research are: How the system of teaching Arabic language to develop writing skill in Darul Arobi in the Assunniyyah Islamic Boarding School of Kencong Jember for the academic year 2017/2018. In this research, the researcher chose the descriptive approach with qualitative input. The sample of this research is the director of the Assunniyyah Islamic Boarding, the director and supervisor of Dar Al Arabi, and students who specialize in learning Arabic in Dar Al-Arabi in three stages.
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Hidayah, Fathi. "تعيين جودة تعليم اللغة العربية في المدرسة الثانوية في أندونيسيا." Tarbiyatuna : Kajian Pendidikan Islam 5, no. 1 (February 4, 2021): 118. http://dx.doi.org/10.29062/tarbiyatuna.v5i1.498.
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This research aims to reveal the steps of defining quality in the teaching of Arabic language. This research used qualitative approach by case study design to analyze the steps of defining quality in the teaching of Arabic language. To collect the data used observation, interview and documents. And to analyze the data used Milles and Hubberman analysis.
The results of this research mean: (1) the steps of defining quality in the teaching of Arabic language in Madrasa Tsanawiya are: Planning step: setting goals, the rule for the teacher and supervisor, the process of teaching Arabic in the classroom, evaluation, language activities and language environment . Implementation step: The teaching process took place in the Arabic language by accomplishing the educational goals and teaching materials by teaching methods and media, and doing the evaluatio.. Evaluation step: doing the internal evaluation is the daily, weekly, monthly, and annual evaluation. Improvement step: by increase language activities.
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Muhajir, Muhajir. "TSALATS MARAHIL LI TATHWIR TA'LIM AL-LUGHAH AL-ARABIYYAH FI INDONESIA." ALSINATUNA 2, no. 1 (April 13, 2017): 15. http://dx.doi.org/10.28918/alsinatuna.v2i1.824.
Full textAbstract:
The spread of Islam in Indonesia is closely related to the activity of Arabic language learning. As a code of linguistic expressions in learning Islam, the first aim in learning Arabic language in Indonesia is to fulfill people’s need in praying. In the second phase, Arabic language learning developed at many Islamic Boarding Schools. There was awareness that Arabic language was not only a tool in understanding a text, but also a tool for communication. It makes many people, especially those who studied abroad in the Middle East, motivated to innovate in the education development such as finding new concept and new teaching method especially in Arabic language teaching. In the third phase, Arabic language learning is nowadays used in a formal education and it is still in the process of completion of its curriculum, learning objective, learning material, teaching method, and its teaching media used in the teaching and learning process.