ATHLA : Journal of Arabic Teaching, Linguistic and Literature最新文献

{"title":"Speaking Skills Strategies (Arabic and English Speeches) In Extracurricular Programs of Boarding Qur’an / إستراتيجية مهارة الكلام (الخطابة العربية و الخطابة الإنجليزية) في البرنامج اللآمنهجي بمعهد تحفيظ القرآن","authors":"Isninda Nur Masithoh","doi":"10.22515/ATHLA.V2I1.3527","DOIUrl":"https://doi.org/10.22515/ATHLA.V2I1.3527","url":null,"abstract":"The objectives of this research are to describe a Comparison of the process of implementing Strategies speaking skills (delivering Arabic and English speeches) in the extracurricular program that include objectives, material, methods, and assessments in junior high school of boarding Qur'an Daarul Fath. This research uses qualitative type. Located at junior high school of boarding Qur'an Daarul Fath in January 2020-June 2020. The Subject in this study is a speech adviser. For the collection of data by way of observation, interview, and documentation. And to test the reliability of the data using the triangulation of the source. Then it was analyzed by interactive model: data collection, data presentation, and conclusion. The result of the comparison of the implementation of delivering Arabic speech and English speech which includes (1) the purpose of the implementation of Arabic and English speech is to improve students speaking skills and develop there, (2) Material used in Arabic speech from text compiled by students and in English speech from text taken from books, (3) Arabic speech method with memorization method and English speech with memorization and reading method, (4) The assessment of Arabic and English speeches using observation method, (5) The influence of Arabic speakers in improving speaking skills include influencing students to use Arabic in conversation, expand vocabularies, develop students writing skills through freewriting, the influence of English speech influence students to use English in conversation and get used to it.","PeriodicalId":180146,"journal":{"name":"ATHLA : Journal of Arabic Teaching, Linguistic and Literature","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123296071","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 Difficulty in Writing Insya' Weekely Program and Its Solution Given by the Teacher in Ponpes Muharrikun Najah Klaten / صعوبات كتابة الإنشاء الأسبوعي وحلّ المعلّم عليها بمعهد محرّك النّجاح بكلاتين","authors":"Rif’atul Fadhilah","doi":"10.22515/ATHLA.V2I1.3632","DOIUrl":"https://doi.org/10.22515/ATHLA.V2I1.3632","url":null,"abstract":"This study aims to describe the difficulty of students in writing Insya' Usbu'i. The method of the study is a descriptive qualitative method, while the research subject is santriwati, and the data source in this study is the director of the institute and the supervisor. The data collection techniques used in this study are interviews, observations, and documents. The result of this study can be known that: 1) the difficulty of students in insya' includes the lack of vocabulary that students have and the low understanding of students to nahwu Sharaf; 2) composing sentences include difficulty in choosing vocabulary, syntax, and morphological grammar accuracy, 2) The first language of the students still dominates so that interest in Arabic is still lacking; 3) the efforts of teachers to improve students' ability to write Insha' is to give notes one by one of the students' work and explain each mistake.","PeriodicalId":180146,"journal":{"name":"ATHLA : Journal of Arabic Teaching, Linguistic and Literature","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128135736","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":"Students’ Response Toward Online Arabic Lenguage Learning in Madrasah Tsanawiyah Negeri Surakarta 1/ Respon Siswa Terhadap Pembelajaran Bahasa Arab daring di Madrasah Tsanawiyah Negeri Surakarta 1","authors":"Jauharul Rohas, Duwi Saputro","doi":"10.22515/ATHLA.V2I1.3630","DOIUrl":"https://doi.org/10.22515/ATHLA.V2I1.3630","url":null,"abstract":"This study aims to determine student responses to learning Arabic online at Madrasah Tsanawiyah Negeri Surakarta 1. The research method uses descriptive methods with a questionnaire technique by asking as many as 5 questions to students of MTs Negeri Surakarta 1 class VII, VIII, and IX as many as 417 through filling in the questions distributed to all respondents in the form of google form. Based on the data, it was found that the Arabic learning media most used by teachers was WhatsApp, while the media most liked by students when learning Arabic online was What's App with 47% of respondents, Goole Meet 22% of respondents, and Google Classroom 22% of respondents. The problems faced by students during online learning are (1) Students have difficulty understanding the material 51% of respondents (2) No quota 8% of respondents (3) Internet networks are often disconnected 13% of respondents (4) Lack of direct explanation of the material using Google meet, zoom 23% of respondents (5) Number of tasks given by the teacher 5% of respondents. Learning Arabic online is still a lot of problems because a teacher and an institution are more prepared for online learning.","PeriodicalId":180146,"journal":{"name":"ATHLA : Journal of Arabic Teaching, Linguistic and Literature","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134082100","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":"Application of the Book ”Durusu al Lughah al Arabiyah” on Arabic Learning/ استخدام كتاب \"دروس اللغة العربية\" في تعليم اللغة العربية","authors":"Mimi Jamilah","doi":"10.22515/ATHLA.V2I1.3530","DOIUrl":"https://doi.org/10.22515/ATHLA.V2I1.3530","url":null,"abstract":"There are two studies in this discussion: How to learn in Arabic and use the book \"Durusu Al Lughah Arabiyah in learning Arabic.\" Therefore, this research will discuss \"The use of the book\" Durusu al lughah al Arabiyah \"in Arabic learning.\" The research objectives are as follows: 1) To determine learning in Arabic and 2) to determine the use of the book \"Durusu Al-Lughah Al-Arabiyyah\" in learning Arabic. To identify these problems in-depth and thoroughly, this study used a qualitative research method. The results of the study found that: In the book \"Durusu Al-Lughah Al-Arabiyyah\" there is about maharah istima ', qiro'ah, kalam, and kitabah, the book is also easy to learn by students, who learn Arabic using the book \"Durusu Al-Lughah Al-Arabiyyah”.","PeriodicalId":180146,"journal":{"name":"ATHLA : Journal of Arabic Teaching, Linguistic and Literature","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133812795","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":"Analysis of the Teaching Difficulty by University Students of Arabic Language Education through Microteaching Practices/ Analisis Kesulitan Mengajar Mahasiswa Pendidikan Bahasa Arab Melalui Praktik Microteaching","authors":"Roojil Fadillah","doi":"10.22515/ATHLA.V2I1.3399","DOIUrl":"https://doi.org/10.22515/ATHLA.V2I1.3399","url":null,"abstract":"Microteaching is one of the media that develops skills suitable for teachers in improving Arabic teaching skills. For prospective teachers, the advantages of implementing microteaching practice can provide an authentic experience and practice some skills so that future teachers can create an effective, efficient, and attractive Arabic learning process. This study aims to determine the level of teaching skills of prospective teachers with peers as supervisors, knowing the difficulties before and during the microteaching process. The approach in this research is robust, with quantitative descriptive as the method. After the data collected, quantitative data processing is carried out in the following ways: a) Editing, all documents are checked completeness after respondents fill in: b) Coding and Data entry, done manually: c) Data cleaning: d) Data is then analyzed, data analysis is done with simple univariate analysis. The results showed that students' skills in drawing up a Learning Implementation Plan (Rencana Pelaksanaan Pembelajaran) were 74.1%, student skills in providing learning media that supported learning were 76.4%, student skills in using learning methods were 77%, and student skills in conducting variations, discussions, explaining materials by 75%. The average score of prospective teachers in the microteaching of the Arabic Language Education Study Program of Muhammadiyah University of Yogyakarta is 76.4%. The difficulties faced by future teachers in microteaching practice with peers as tutors are summarized in several points, (1) Rpp Building Skills, (2) Incompatibility between reality in the classroom and RPP, (3) Lack of teacher confidence, (4) Difficulty using learning media, (5) Difficulty in teaching basic skills. The difficulties of basic teaching skills are opening and closing lessons, classroom management skills, group forming skills, explaining skills, and variation making skills.","PeriodicalId":180146,"journal":{"name":"ATHLA : Journal of Arabic Teaching, Linguistic and Literature","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129046438","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":"Tarâduf Analysis in Khulâshoh Nûrul Yakin Juz 1 Part 1/ Analisis Tarâduf dalam Khulâshoh Nûrul Yakin Juz 1 Bagian 1","authors":"Adi Supardi, Muhammad Wildan Burhanuddin","doi":"10.22515/ATHLA.V2I1.3373","DOIUrl":"https://doi.org/10.22515/ATHLA.V2I1.3373","url":null,"abstract":"This research focuses on the analysis of the meaning field on a series of word synonyms nasaba-nasala, hadhona-kafala, and syarofa-sâda, so that the meaning found can facilitate contextualization in translating sentences.  This study aims to look at the field of meaning of tarâduf in the analysis of the words nasaba-nasala, hadhona-kafala, and syarofa-sâda in the Khulâshoh Nûrul Yakin book so that the field of meaning of tarâduf (word synonyms) can form a relationship between several words into a similarity of meaning. The research method used a content analysis study with a qualitative descriptive approach in the literature of the book Khulâshoh Nûrul Yakin. The results show that the lexical meaning of nasaba-nasala is descent, the meaning of hadhona-kafala is to take care, and syarofa-sâda is noble. Meanwhile, the situational meaning of the context results in the result that nasaba is hereditary due to family biological factors, while nasala is hereditary due to ethnicity and state factors, then hadhona is taken care of due to breastfeeding custody, while kafala is taking care of, caring for family responsibilities, then syarofa is the glory that the personal business factor of the actor of the group is obtained, while sâda is the glory because of the descent of the group or tribe.","PeriodicalId":180146,"journal":{"name":"ATHLA : Journal of Arabic Teaching, Linguistic and Literature","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127489090","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 Arabic to Mothers at Islamic Boarding School/ تعليم اللغة العربية للأمهات في المعهد الإسلامي","authors":"Reni Riyana","doi":"10.22515/ATHLA.V1I2.3338","DOIUrl":"https://doi.org/10.22515/ATHLA.V1I2.3338","url":null,"abstract":"Arabic is generally taught in official educational institutions such as schools and institutions under the auspices of the government, the object of learning usually includes the age of school children. There is an institution called Imam Al-Bukhari, which conducts Arabic learning for adults, especially mothers. This study aims to reveal the process of learning Arabic for mothers at the Imam Al-Bukhari Islamic boarding school. This research uses the descriptive qualitative method. Because in this study, the results will be presented in the form of descriptive sentences. Data collection was carried out by interview, observation and documentation. The data analysis process goes through several stages. including data validation, presenting data, concluding. The result of this research is the method used in learning Arabic level 2 and level 3 is a mixed method. In level 2 learning it was found that mothers had mastered the material during the learning process. Likewise, mothers for level 3 have mastered the learning material provided during the learning process.","PeriodicalId":180146,"journal":{"name":"ATHLA : Journal of Arabic Teaching, Linguistic and Literature","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132585053","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":"Learning Qawa'id Al-Lughah Al-'Arabiyyah with Active Learning Strategies/ Pembelajaran Qawa’id Al-Lughah Al-‘Arabiyah dengan Strategi Pembelajaran Aktif","authors":"Hafidah Hafidah","doi":"10.22515/ATHLA.V1I1.3166","DOIUrl":"https://doi.org/10.22515/ATHLA.V1I1.3166","url":null,"abstract":"This study aims to describe the learning of Qawa'id al Lughah al Arabiyah with an active learning strategy that makes it easy for students to learn materials that have been considered difficult. These objectives are detailed by 1) identifying active learning methods used in sharf and nahwu lectures; 3) describe the steps of learning activities for each method; 4) explain the competency achievements obtained by students. This study used a qualitative approach with data analysis used in this study including unit processing, categorization, checking the validity of the data, and interpreting the data. The data analysis process was carried out interactively starting from data collection, data reduction, data presentation, and drawing conclusions. The results of this study explain that learning Qawa'id al-Lughah al-'Arabiyah (Sharf and Nahwu) is carried out using active learning strategies, namely Jigsaw, Small Group Discussion, Reading a load, Peer Tutors, and games. This makes students able to attain competence in three educational domains, namely attitude (affective), knowledge (cognitive), and skills (psychomotor) proportionally, and more comprehensively understand materials that have been considered difficult so far.","PeriodicalId":180146,"journal":{"name":"ATHLA : Journal of Arabic Teaching, Linguistic and Literature","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115582752","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 Media in the Teaching of Arabic Language/ Media Pembelajaran dalam Pembelajaran Bahasa Arab","authors":"Damar Gemilang, Hastuti Listiana","doi":"10.22515/ATHLA.V1I1.3048","DOIUrl":"https://doi.org/10.22515/ATHLA.V1I1.3048","url":null,"abstract":"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.","PeriodicalId":180146,"journal":{"name":"ATHLA : Journal of Arabic Teaching, Linguistic and Literature","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127885290","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 Effect of Teaching Methods (Lecturing, Reading, Cooperative Learning, and Skill Training) and the Level of Intelligence on the Outcomes of Learning Arabic in High School/تأثير طرق التعليم (المحاضرة و القراءة و التعليم التعاوني و تدريب المهارة) ومستوى","authors":"Iga Setawati","doi":"10.22515/ATHLA.V1I1.3045","DOIUrl":"https://doi.org/10.22515/ATHLA.V1I1.3045","url":null,"abstract":"This study aims Knowing the Interaction between teaching methodology and intelligence on learning achievement in Arabic at MAPK MAN 1 Surakarta year lesson 2019/2020. This research applied quantitative. Conducted at MAPK MAN 1 Surakarta from january-february 2020. While the sample is class XI PK. The approach used in this study is a quantitative approach using experimental methods.  collection techniques using Observation, Test and Documentation. Analysis techniques using the normality test, homogeneity test, and hypothesis testing. The conclusion of this reasearch is the influence of teaching method (Lecture, Recitation, and Grup in Work, Skill Training) and the level of Intellegence on Arabic learning Achievement in MAPK MAN 1 Surakarta. There were significant differences in Arabic learning using the lecture and recitation methods and students taught using group work methods and skills training. from the calculated r value greater than r table, namely rh = 0.49 0.44 = rt, There was a difference in the learning to students with low IQ or students in 1` lower IQ group. the calculated r value greater than the table, namely: rh = 0.78 0.44 = rt, The method of teaching group work and skills training can significantly improve students' learning in the experimental class when compared to the control group. This can be seen from the difference in the average value achieved by the two groups where the experimental group is greater than the control group, namely: 96 94.","PeriodicalId":180146,"journal":{"name":"ATHLA : Journal of Arabic Teaching, Linguistic and Literature","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131780602","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}