Al-Arabi: Journal of Teaching Arabic as a Foreign Language最新文献

{"title":"The Evolutionary Stages of Arabic Calligraphy During Islamic Era/ المراحل التطورية للخط العربي خلال العصور الإسلامية","authors":"Duaa Mohammed Alashari","doi":"10.17977/um056v6i1p43-57","DOIUrl":"https://doi.org/10.17977/um056v6i1p43-57","url":null,"abstract":"The Arabic calligraphy has been important since its inception, and the calligraphy, after the brightness of the light of Islam, was given great care by Muslims because by means of Arabic calligraphy the Holy Qur’an was preserved. Because of the Islamic conquests in Arab and non-Arab countries, this led to the development of Arabic calligraphy throughout the Islamic ages. Therefore, this study aims to reveal the role of Islamic eras in developing, refining and rooting Arabic calligraphy. The study also aims to shed light on the evolutionary stages that Arabic calligraphy has gone through. The method used in this study is the descriptive one, as it is compatible with the research directions and objectives. The study concluded that Arabic calligraphy is one of the finest Islamic arts that became famous and spread due to the Islamic conquests in Arab and non-Arab countries.","PeriodicalId":194729,"journal":{"name":"Al-Arabi: Journal of Teaching Arabic as a Foreign Language","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127551742","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":"Implementation of Arabic Week Program to Improve Speaking Skills at Darussalam Gontor Modern Islamic Institution 1st/ تنفيذ برنامج الأسبوع العربي لترقية مهارة الكلام في معهد دار السلام كونتور الإسلامي الحديث الأول","authors":"Nur Cholis Irvansyah, Nurul Ainiy, Zakiyah Arifa","doi":"10.17977/um056v6i1p58-76","DOIUrl":"https://doi.org/10.17977/um056v6i1p58-76","url":null,"abstract":"Learning Arabic that takes place only in the classroom is not enough to achieve maximum educational goals. Therefore, Arabic week programs offered by formal and informal institutions began to emerge. One of them is an Arabic week program implemented by Darussalam Modern Islamic Institution First for Male in Ponorogo to improve students' speaking skills. This research aims to study 1) the process of implementing the Arabic week program, 2) the drivers and implementers of the Arabic week program at Darussalam Modern Islamic Institution, 3) the role of the Arabic week program on students' speaking skills, and 4) the factors that influence Arabic week program implementation. This research uses a qualitative approach with the type of case study. The data sources are teachers, supervisors, students, documents, conditions, and phenomena in the research field. Primary data is a collection of information that includes words, actions, and facts, while secondary data is information from other references. Data collection methods are observation, interviews, and documentation. Data were analyzed using data reduction, data classification, data presentation, and concluding. Based on the results of the study, it can be concluded that the implementation of the Arabic Week Program consistently and regularly in this school can improve students' Arabic skills. This success is supported by the efforts of language drivers as program organizers and implementers. With good implementation management, this program can achieve its goal of improving students' ability to speak Arabic fluently. Various factors have contributed to the success of this program, one of which is a good role and example of the administrators and teachers in empowering the Arabic Week Program to students, besides that students live in an orderly environment and strict language discipline.","PeriodicalId":194729,"journal":{"name":"Al-Arabi: Journal of Teaching Arabic as a Foreign Language","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126539352","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 Abbreviation in News Text on Asharq Al-Awsat Online Newspaper/ الاختصار في نصوص الجريدة الإلكترونية الشرق الأوسطالاختصار في نصوص الجريدة الإلكترونية الشرق الأوسط","authors":"Imtinana Nafilah Azmi, Nurul Murtadho, Yusuf Hanafi","doi":"10.17977/um056v6i1p31-42","DOIUrl":"https://doi.org/10.17977/um056v6i1p31-42","url":null,"abstract":"An abbreviation is a new form of the word that combines two or more words representing the original word. In Arabic discourse, this is not new but still not familiar among Arabic learners. The primary purpose of this research is to find, understand, and analyze the phenomenon of abbreviation in Arabic in forms and processes contained in the al-Uula rubric in the online media of the Asharq Al-Awsat newspaper in March 2020. This research is library research which uses a qualitative approach with documentation techniques on data collection and data analysis techniques developed by Miles and Huberman. Based on the research 31 data were obtained for Arabic abbreviations. The results showed four types of abbreviation processes; mukhtaṣar with 10 data, al-naḥt with 1 data, and ikhtizaal with 20 data. The Abbreviation in Arabic Fusha, in particular, requires a lot of further studies to become a reference and insight that are easily accessible to Arabic readers and learners.","PeriodicalId":194729,"journal":{"name":"Al-Arabi: Journal of Teaching Arabic as a Foreign Language","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133155382","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 Prohibition Language Style and Its Meanings in The Noble Quran Surah Al-Maidah/ أساليب النهي ومعانيها في القرآن الكريم سورة المائدة","authors":"Ratu Madaniyyah, Shafruddin Tajuddin, Muhammad Kamal Bin Abdul Hakim","doi":"10.17977/um056v6i1p13-30","DOIUrl":"https://doi.org/10.17977/um056v6i1p13-30","url":null,"abstract":"This study aimed to get a clear description of The Prohibition Language Style and Its Meanings or Purposes in The Noble Quran Surah Al-Maidah. This study is an analysis of literature research using qualitative descriptive method with the content analysis. the result of Prohibition Language Style and Its Meanings or Purposes in The Noble Quran Surah Al-Maidah as follows: There are 21 findings of the prohibition language style in 16 verses and they are in verses 2, 3, 8, 21, 26, 41, 44, 48, 49, 51, 57, 68, 77, 87, 95, 101. Each verse consists of real and figurative meaning. The real meanings are 6 findings in 5 verses and the figurative meaning are 15 findings in 14 verses. These figurative meanings consist of 5 meanings, that is (1) The meaning of threat has 6 findings in 5 verses, (2) The meaning of tranquility has 5 findings in 5 verses, (3) The meaning of reproach 2 findings in 2 verses, (4) The meaning of hatred has 1 finding in 1 verse, (5) The meaning of advice and guidance has 1 finding in 1 verse.","PeriodicalId":194729,"journal":{"name":"Al-Arabi: Journal of Teaching Arabic as a Foreign Language","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117337669","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":"Development of Multicultural-Based Arabic Learning Curriculum: Challenges and Opportunities in the Global Era/ تطوير منهج تعلّم اللغة العربية على أساس متعدد الثقافات: التحديات والفرصات في عصر العولمة","authors":"Nurul Ainiy, Isnainiyah Isnainiyah","doi":"10.17977/um056v6i1p1-12","DOIUrl":"https://doi.org/10.17977/um056v6i1p1-12","url":null,"abstract":"Multiculturalism is the social reality of Indonesian society, and it cannot be separated from other aspects of life, especially education. In learning Arabic, multiculturalism not only comes from the diversity of students' backgrounds, but also considers learning orientation, learning style, learning objectives and past educational history. This multicultural phenomenon is a challenge in learning Arabic in the era of globalization, but if these challenges are properly managed, they can be turned into valuable opportunities for the advancement of Arabic learning in the future. Therefore, efforts are needed to design an appropriate curriculum with multicultural principles in learning Arabic. This research aims to delve into the principles of curriculum development on a multicultural basis for teaching Arabic, opportunities, and challenges in the application. This paper uses the Library Research method, which is written based on the results of a study of various relevant library materials. The data collected is qualitative data. The data was analyzed by data reduction, data classification, data description and conclusion.","PeriodicalId":194729,"journal":{"name":"Al-Arabi: Journal of Teaching Arabic as a Foreign Language","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116230874","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":"AL MULLIM AL MUTAJADDIN F Î TA'L ÎMI AL LUGHAH AL ARABIYYAH LIGHAIRI AL NATHIQINA BIHÂ F Î 'ASRI AL HÂD Î WA AL 'ISYR ÎNA","authors":"Ibnu Hafid Alfarisy, Hanik Mahliatussikah","doi":"10.17977/UM056V3I2P83-98","DOIUrl":"https://doi.org/10.17977/UM056V3I2P83-98","url":null,"abstract":"المستخلص: المعلم أهم العناصر في التعليم. والمعلم المتجدد في تعليم اللغة العربية لغير الناطقين بها هو المعلم الواعي لما يباشره من عصر العولمة. فهو عمدة و عنصر أساسي في تعليم اللغة العربية. إذا صلح المعلم صلحت جميع العمليات التعليمية. فلا بد أن يتجدد ما له من الكفاءات والقدرات لأن المعلم لا بد أن يفكر في المستقبل بعقلية المستقبل ولا بعقلية الماضي. هذا البحث الوصفي الكيفي يهدف إلى اكتشاف كفاءات المعلم المتجدد  وخصائصه في تعليم اللغة العربية لغير الناطقين بها، و معرفة تحدياته اليوم و كيفية إعداده  ودوره في التعليم في العصر الألفي. و نتائج هذا البحث: (1) أن للمعلم المتجدد في تعليم اللغة العربية لغير الناطقين بها 4 كفاءات لازمة، وهي الكفاءة التعليمية، والكفاءة الشخصية، والكفاءة الاجتماعية، والكفاءة التعليمية، (2)  والخصائص  اللازمة للمعلم المتجدد هي الخصائص الجسمانية و القدرات العقلية، والخصائص الشخصية، والأكاديمية والمهنية، والأخلاقية و الإنسانية و النفسية، والتقنية والخصائص الأخرى المرتبطة به، (3) و تحديات المعلم المتجدد اليوم تتعلق بالتحديات الثقافية، و التربية المستدامة، و قيادة التغيير و ثورة المعلومات و تمهين التعليم و إدارة التكنولوجيا، (4) و إعداد المعلم المتجدد بثلاث مراحل وهي التأهيل، والتدريب، والتطوير، (5) و دور المعلم في العصر الألفي هو  الموجه و اﻟﻤﺮﺷﺪ واﻟﻤﻴﺴﺮ ﻟﻠﺘﻌﻠﻢ. والتعليم المتمركز على الطالب  (ٍStudent-Centered Learning) هو التعليم المطلوب في العصر الحاضر.كلمات المفتاح: معلم متجدد، لغة عربية، كفايات، تحديات، إعداد، دور Abstract:Teacher is the most important element in education. The renewed teacher in the teaching of Arabic to non-native speakers is the conscious teacher of the era of globalization. He is a mayor and a key element in teaching Arabic. If the teacher reconciles all educational processes. It must be renewed its competencies and capabilities because the teacher must think in the future mentality of the future or the mentality of the past. This qualitative descriptive research aims to discover the competencies of the renewed teacher and its characteristics in teaching Arabic to non-native speakers, and to know its challenges today and how to prepare it and its role in education in the millennium. The results of this research: (1) that the renewed teacher in teaching Arabic to non-native speakers 4 necessary competencies, namely, educational competence, personal competence, social competence, and educational competence, Personal, academic, professional, ethical, human, psychological, technical and other characteristics associated with it, (2) The characteristics necessary for the renewed teacher are the physical characteristics, mental abilities, personal, academic, professional, ethical, human, psychological, technical, and other characteristics associated with it. Change, information revolution, education apprenticeship and technology management, (3) The challenges of the renewed teacher today relate to cultural challenges, sustainable education, leadership of change, information revolution, apprenticeship of education and technology management (4) The preparation of the renewed teacher in three stages are rehabilitation","PeriodicalId":194729,"journal":{"name":"Al-Arabi: Journal of Teaching Arabic as a Foreign Language","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122382032","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":"‘ANÂSHIRU TA’LÎMI AL-LUGHATI AL-ARABIYYATI FÎ AL-MARHALATI AL-MUTAWASHSHITHATI AL-TSALITS BI MUASSASATI SANTITAM AL-ISLAMIYYATI DI NAKHON SI THAMMARAT","authors":"Zahriyatun Naeli Syarof","doi":"10.17977/UM056V3I1P34-52","DOIUrl":"https://doi.org/10.17977/UM056V3I1P34-52","url":null,"abstract":"الملخص: العربية من المواد المقررة في مدارس أو معاهد إسلامية في بلد تايلاند، مثل مؤسسة سانتيتام الإسلامية بناكون سي تامارات بجنوب تايلاند. ولدى التعليم سبعة عناصر مثاليا تصنعه؛ المعلم والتلاميذ ومصدر التعليم ومنهج التعليم وطريقة التعليم ووسائل التعليم والتقويم. إن تحقيق التعليم المثالي متعلق بتحقيق عناصر التعليم بأكملها، لا سيما لتعليم اللغة العربية. فيهدف هذا البحث وصف العناصر السبعة لتعليم اللغة العربية في المرحلة المتوسطة \"الثالثة\" بمؤسسة سانتيتام الإسلامية بناكون سي تامارات تايلاند. المنهج المستخدم لهذا البحث هو المنهج الوصفي الكيفي. والنتائج المكتسبة من هذا البحث هي: أن (1) كفاءة معلمي اللغة العربية فيها ما زالت ناقصة، إما من ناحية استحقاق الأكاديمية أو الكفاءة الفيداغوغية من ناحية تطوير عملية التعليم وتخطيطها. وكفاءتهم المهنية جيدة، لأنهم تعلموا العربية سنوات في معاهد وخبرتهم في تعليم اللغة العربية كثيرة، وكفائتهم الشخصية والاجتماعية جيدة، (2) معظم التلاميذ قد تخرجوا في مدارس إسلامية. ولا تزال كفاءتهم للغة العربية ناقصة بشكل عام لأنهم لم يجيدوا المهارات الأساسية لتعليم العربية ، (3) مصدر التعليم الأساسي هو الكتاب المقرر، (4) منهج التعليم للعربية فيها غير واضح، (5) طريقة التعليم المستخدمة غالبا فيها طريقة المحاضرة والقواعد والترجمة والاستجواب والمناقشة، (6) قد يستخدم معلمو العربية فيها وسائل التعليم وقد لا يستخدمونها، (7) يقام التقويم للغة العربية مرتين في الفصل الدراسي، وكذلك يقام التقويم أثناء المادة أو في أخيرها والشيء الذي يقاس بشكل أفضل هو القواعد والمفردات.الكلمات المفتاحية: تعليم اللغة العربية; عناصر التعليم; تايلاند.Abstract: Arabic is one of the subjects in Islamic schools or boarding schools in the country of Thailand, such as the Santitam Islamic Foundation in Nakhon Si Thammarat Southest Thailand. Education has seven ideal components: teachers, pupils, source of education, curriculum, method, media and evaluation. The achievement of ideal education is related to the achievement of the entire educational component, especially to the teaching of Arabic. The aim of this research is to describe seven components of Arabic language learning in third grade of Islamic Junior High School of Muslim Santitham Foundation School Nakhon Si Thammarat Thailand. The methodology used for this research is qualitative descriptive. The results obtained from this research are: (1) competence of Arabic teachers at that grade is still lacking in terms of academic qualifications or pedagogical competencies in terms of the development of  learning process and lesson plan. However, professional competence is good, because they have studied Arabic in boarding schools for years. In addition, the experience of teaching their Arabic is also quite long, their personal and social competencies are good, (2) the majority of students at that level are graduates of Islamic schools. Generally, their Arabic language skills are still lacking caused of they don’t have any basic skills to learning Arabic, (3) the source of basic education is the text book, (4) the Arabic curriculum is unclear, (5) the teaching methods commonly used are lecture methods, grammar-translation","PeriodicalId":194729,"journal":{"name":"Al-Arabi: Journal of Teaching Arabic as a Foreign Language","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124030404","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":"ISTIHDAMU BARNÂMIJI “SPARKOL VIDEOSCRIBE” LILWASÂILI ATTA’LÎMIYYAHI LILLUGHATI AL ARABIYYATI","authors":"Moch Wahib Dariyadi","doi":"10.17977/UM056V3I1P1-18","DOIUrl":"https://doi.org/10.17977/UM056V3I1P1-18","url":null,"abstract":"الملخص : Sparkol VideoScribe هو البرنامج الذي يمكن استخدامه لإنشاء الوسائل التعليمية تعتمد على الوسائل المتعددة(multimedia)  والتعلم الإلكتروني(e-learning) . من مزايا هذا البرنامج أنه يمكن إنتاج فيديو العرض والرسوم المتحركة (animation) الجذابة. وكيفية استخدامه سهلة، بحيث يمكن لمدرسي اللغة العربية ممن ليس لديهم من المعرفة بالكمبيوتر، يستطيع إنتاج الوسائل للرسوم المتحركة وتطبيقها في عملية التعليم في الفصل الدراسي. يعد هذا البرنامج أحد العروض البديلة التي يمكن استخدامه لإنشاء الوسائل التعليمية والتفاعلية والمبتكرة لزيادة اهتمام الطلاب في تعليم اللغة العربية. Abstract:  Sparkol VideoScribe is a software that can be used to create multimedia- and e-learning based media. The software is able to design presentation videos and interesting animations and is also easy to be used by teachers even with basic skills in computer program. Therefore, the software is practical to be used in teaching Arabics. The software can also be used to create interactive and innovative learning media. Thus, it may appeal attractive to students and develop their involvement in learning Arabic language. Abstrak : Sparkol VideoScribe adalah sebuah software  yang dapat digunakan untuk membuat  media  pembelajaran  berbasis  multimedia  dan  e-learning.  Kelebihan    dari  software    ini    adalah    dapat    menghasilkan    video    presentasi  dan  animasi  yang menarik serta cara penggunaannya  yang sangat  mudah, sehingga guru Bahasa Arab yang  minim  pengetahuan  komputer  pun  bisa  memproduksi  media  animasi  berbasis video  dengan  mudah  dan  menerapkannya  pada  proses  pembelajaran      dikelas.   Software   ini   adalah   salah      satu   alternatif penawaran yang dapat digunakan   untuk  membuat  media  pembelajaran  video  yang  interaktif  dan  inovatif  sehingga mampu      meningkatkan  perhatian  dan  aktivitas  siswa  dalam  pembelajaran  Bahasa Arab. Kata kunci: sparkol, videoscribe, media, video, pembelajaran ","PeriodicalId":194729,"journal":{"name":"Al-Arabi: Journal of Teaching Arabic as a Foreign Language","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129182993","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":"TASMIMU MAWÂDI AL QAWÂID AL-NAHWIYYATI AL-TATBIQIYATI BI ISTIFÂDARI MIN AL-KITÂBi MABÂDII AL-FIQHIYYATI LIMADRASATI SABILI AL-RASYÂDI AL-DINIYYATI MALANG","authors":"Silva Ahmad Faizudin","doi":"10.17977/um056v3i1p53-69","DOIUrl":"https://doi.org/10.17977/um056v3i1p53-69","url":null,"abstract":"In this research, the researcher designed the nahwu rules material and its delivery method to improve the grammatical abilities of students in the first two-level madrasah diniyah Sabilurrosyad, Gasek, Malang. And the design of this book uses one of the books used in the Islamic boarding school, namely kitab al-mabadi ʻal-fiqhiyyah part three, because the language used is easy. This study uses the RnD (Research and Development) method with a model from Dick and Carey. The results showed that: 1) A study book which produced “al-qawaid at-tathbiqiyyah bit thariqah al-muaddalah” (applicable rule with the modified method) has the following elements: (1) introduction, (2) book usage instructions, (3) KI and KD, (4) discussion of learning. 2) Results of table t shows that the use of books developed by researchers is effective. المستخلص: يصمم الباحث في هذا البحث مواد القواعد النحوية وطريقة إيصاله لترقية كفاءة التراكيب عند طلبة الفصل الثاني في المدرسة سبيل الرشاد الدينية الأولى، وهذا باستعمال أحد الكتب المستخذمة في المعهد وهو كتاب المبادئ الفقهية الجزء الثالث، لأن اللغة المستخذمة سهلة. استخدم البحث منهج البحث والتطوير (Research and Development) على نموذج ديك  وجاراي (Dick and Carey). وتدل نتائج هذا البحث على أن: 1) الكتاب المنتج \"القواعد التطبيقية بالطريقة المعدلة\" يتكون من: (أ) المقدمة، و(ب) دليل استخدام الكتاب، و(ج) معيار الكفاءة و الكفاءة الأساسية، و(د) المباحث التعليمية. 2) تدل نتيجة “t” الإحصائي أن استخدام كتاب القواعد التطبيقية بالطريقة المعدلة الذي طوره الباحث فعال في تعليم النحو في الفصل المذكور.الكلمات الرئيسية: القواعد النحوية; الطريقة  المعدلة; المبادئ الفقهية","PeriodicalId":194729,"journal":{"name":"Al-Arabi: Journal of Teaching Arabic as a Foreign Language","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121579440","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":"Al-QASHRU FÎ KHAMSATI AJZÂI MIN AL-QUR’ÂN AL-KARÎMI","authors":"Ahmad Zainuri","doi":"10.17977/UM056V3I1P19-33","DOIUrl":"https://doi.org/10.17977/UM056V3I1P19-33","url":null,"abstract":"مستخلص البحث:أهداف هذا البحث هي وصف أهداف القصر ووصف طرقه وأنواعه مع تحليله الموجودة في خمسة أجزاء من القرآن الكريم. ومدخل هذا البحث البحث الوصفي الكيفي. وبيانات هذا البحث ومصادرها هي الآيات القرآنية في خمسة أجزاء التي تشتمل على القصر. وطريقة جمع البيانات في هذا البحث هي التوثيق. وأدواته الباحث نفسه. وأما نتائج هذا البحث هي أهداف القصر في خمسة أجزاء من القرآن الكريم هدفان وهما تمكين الكلام وتقريره في الذهن والتعريض. وأما طرق القصر المستخدمة فيها أربع وهي القصر بالنفي والاستثناء والقصر بأداة إنما والقصر بالعطف والقصر بتقديم ما حقه التأخير. وأنواع القصر الموجودة فيها ثلاثة أنواع، وهي القصر من حيث طرفيه وباعتبار الواقع ومن حيث المخاطبين.الكلمات الرئيسة: القصر; خمسة أجزاء; القرآنAbstrakTujuan penelitian ini adalah medeskripsikan ahdafu al-qashri, mendeskripsian cara bentuk qashr, jenis qashr beserta analisisnya yang ditemukan didalam 5 juz alquran. Pendekatan penelitian yang digunakan didalam penelitian ini adalah penelitian deskripstif kualitatif. Adapun data dan sumber data yang digunakan adalah ayat-ayat alquran didalam 5 juz yang mengandung qashr. Metode pengumpulan data yang digunakan adalah dokumentasi. Instrumen yang digunakan adalah peneliti (human instrument). Adapun hasil penelitian ini adalah tujuan-tujuan qashr didalam 5 juz alquran ada dua, yaitu tamkin alkalam wa taqririhi fi adzdzihni dan atta’ridl. Adapun bentuk-bentuk qashr yang digunakan didalam 5 juz alquran ada 4, yaitu qashr dengan annafu wa alistitsna, qashr dengan innama, qashr dengan athaf, dan qashr dengan taqdimu ma haqqahu atta’khir. Sedangkan jenis-jenis qashr didalam 5 juz alquran ada 3, yaitu alqashru min haitsu tharfaihi, alqashru bi’tibari alwaqi’, dan alqashru min haitsu almukhathabin.Kata Kunci: Qashr, 5 Juz, QuranAbstractThe purposes of this research are describing ahdafu al-qashr, describing shapes of qashr, kinds of qashr in the analysis found in 5 sections of quran. The research approaching used in this research is qualitative descriptive research, the data and source of data used is letter of quran in five sections concist qashr. The method of data collecting used instrument documentation used is researcher (human instrument). And the result of this research is in five sections of quran there are: The purpose of qashr is in 5 sections of quran consist with purpose kinds tamkin alkalam wa taqririhi fi adzdzihni and atta’ridl. (2) Shapes of qashr are used in 5 sections of quran consists of 4 shapes, there are: qashr with annafu wa alistitsna, qashr with innama, qashr with athaf, and qashr with taqdimu ma haqqahu atta’khir.. (3) Kinds of qashr are in 5 sections of quran with the analysis consists of  3 kinds, there are: alqashru min haitsu tharfaihi, alqashru bi’tibari alwaqi’, and alqashru min haitsu almukhathabin.Keywords : Qashr, Five Sections, Quran","PeriodicalId":194729,"journal":{"name":"Al-Arabi: Journal of Teaching Arabic as a Foreign Language","volume":"9 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120908427","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}