Proceeding of International Conference on Islamic Education最新文献

{"title":"Codification of Arabic Verb Inflection: Easy Method to Understand the Basic of Words’ Formation for Indonesian Learners","authors":"T. N. Mamun, Tanty Riyani","doi":"10.51425/icie.vi.17","DOIUrl":"https://doi.org/10.51425/icie.vi.17","url":null,"abstract":"The abundance of words’ change in Arabic language has become a challenge for Indonesians to learn Arabic language. Almost every lingual unit in Arabic may change depending on the number, subject, or its position. These changes require Arabic language learners to memorize all examples of words’ form in order to use the language properly. One of the most common forms of word’s change in Arabic is in verbs. The verbs in Arabic are three kinds: madhi (past form), mudhori (present form), and amr (order form). The formation of verb form changes commonly called tashrif lughowy (inflection) is a common way of learning Arabic language. If an encoding process applied to Arabic verb inflection, it would create an easy method to understand the basic of word’s formation. This research used morpholinguistic theory in Arabic inflection codification process and used questionnaire to measure the effectiveness of easy method to understand the basic formation of Arabic word. The results of this study are: (1) Arabic verb inflection codification process; (2) Codification of Arabic verb inflection and its use; (3) Indonesian learner's response to an easy method to understand the basic formation of Arabic words.","PeriodicalId":150503,"journal":{"name":"Proceeding of International Conference on Islamic Education","volume":"138 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115990430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Problems of Arabic Language Teaching in Traditional Institutes (An Experimental Study at Miftah Al-Huda Institute 2 as a Model)","authors":"L. Marlina, Arif Ramdani","doi":"10.51425/icie.vi.20","DOIUrl":"https://doi.org/10.51425/icie.vi.20","url":null,"abstract":"Some traditional Islamic boarding schools in Indonesia in teaching Arabic only focus on teaching the rules of language, memorizing vocabularies with their meanings, without regarding the importance of speaking, listening, reading, and writing skills, and the development of Arabic teaching curriculum that is relevant for non-native Arabic students. The main problem in teaching Arabic in traditional boarding schools is reflected in the understanding of learning objectives, teaching materials, teaching methods, and the quality of teachers. The aim of this paper is to describe the basic concepts of learning Arabic for non-native Arabic students. The main solution to overcome the problem of teaching Arabic is to set learning goals that are in line with the needs analysis, create teaching materials suitable for learning Arabic for non-Arabic natives, use effective teaching methods, and select teachers who are trained and have a good competency in teaching language.","PeriodicalId":150503,"journal":{"name":"Proceeding of International Conference on Islamic Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114771497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching the Arabic Language by the Mean of Soft and Aural-Oral Approach","authors":"Adam Doni Mauladi, Muhammad Humamvidi Hunafa, Rizqy Maulana Hakim, Yudo Rahmadiansyah Putra","doi":"10.51425/icie.vi.19","DOIUrl":"https://doi.org/10.51425/icie.vi.19","url":null,"abstract":"In today’s Indonesia, the Arabic language is not very popular among the population. Even though Indonesia is the most populous Muslim country in the world, Muslims in Indonesia tend to have this “neglection” feeling on the importance of learning the Arabic language. This feeling is caused by the rise of bad sentiment towards Islam and Arab in the world particularly in the west which also influenced Indonesians mindset. The dichotomy which stated the Arabic language as a backward language and the terrorist language further escalate this unpopularity which creates the discouragement of the citizen to learn Arabic by the popular opinion. The problem which has been stated could be solved by further examining Islamic education curriculum especially the Arabic language to be more relevant with the modern world. Seeing the fact that the Arabic language is not a popular subject to be learned, then teaching it should further be with the way that is familiar to the student and easy-going. The Arabic language should be taught with soft and aural-oral approach. Soft approach means that it should be taught casually, while aural-oral approach means that the Arabic language should firstly be taught with conversation style teaching that emphasizes in speaking and understanding of the word and its roots. This study shall examine the problem stated above and the reason why soft and aural-oral approach should be used. it is hoped that by examining this approach, the soft and aural-oral approach could be implemented in the Arabic language classes in Indonesia.","PeriodicalId":150503,"journal":{"name":"Proceeding of International Conference on Islamic Education","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122300829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Solution of Arabic Teaching: Design of Arabic Teaching for Non-Native Speakers through Creative Ways as An Initial Step to Raises Enthusiasm Learning Arabic","authors":"Rizqy Maulana Hakim, Adam Doni Mauladi","doi":"10.51425/icie.vi.15","DOIUrl":"https://doi.org/10.51425/icie.vi.15","url":null,"abstract":"The Arab world has an extremely rich culture and history with diverse region geographical in the Arabian Peninsula. The religion of Islam was spread in Arab firstly by the prophet Muhammad SAW and the only language he spoke was Arabian well as Arabic also is the language of the Quran. There are 300 million Arabic speakers in the world and Arabic is the official language in 22 countries. Arabic is also one of the six official languages in the United Nations (UN). Arabic language education is very important, benefits that received from learning Arabic could implement into daily life and any aspects such as understanding the meaning of the Holy Qur’an and very potential to increase good relations in international affairs especially among Indonesia and Arab countries. However, Arabic teaching in non-native speakers' countries has some challenges. We observe that the biggest challenge teaching Arabic in Indonesia is the lack of knowledge among society about the benefit that we can gain from learning Arabic and the educational curriculum has been relying heavily on aspects of memorizing without any effective aspects or understanding of the Arabic lesson, it caused the low level of awareness to learn Arabic. Refer to the research of Jamsuri Muhammad Syamsudin and Mahdi Mas’ud on 30 students of IIUM indicates the biggest challenge to learn Arabic influenced by psychological factors such as desire, motivation, and un-confident. The question then is how to increase Arabic enthusiasts in non-native speakers’ countries and how to improve the educational system to learn Arabic effectively? The serious effort to increasing Arabic enthusiasts and to improve the educational curriculum is through simplification of the Arabic curriculum, as said before that much of the curriculum on Arabic depends on rote teaching methods that can’t truly benefit today. This can be done through creative ways and implement human behavior-based approaches or multiple forms of incentives to raises enthusiasm among non-native speakers to learn Arabic. We propose technology and fun activities that giving out the rewards and without it feels as if a burden to learn Arabic. This approach needs to be developed because the individuals need to be encouraged to do things that will bring benefits much than the act itself. In conclusion, solving the challenge of Arabic teaching is neither easy and improves its educational curriculum is crucial. It is hoped that Arabic teaching will have innovation for its development and overcome its challenges.","PeriodicalId":150503,"journal":{"name":"Proceeding of International Conference on Islamic Education","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125040705","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}