Al Intisyar: Jurnal Pendidikan Bahasa Arab

Al Musykilaat Fi Ta’limin Nahwi Bi Madrasah Ar-Rohmah Malang

2024-07-02T08:44:06+07:00

Abstract

This research aims to describe the problems of nahwu learning, which includes learning methods, learning media, inhibiting factors, as well as efforts that can be made to overcome the difficulties faced by class X students at Ar-Rohmah Integral High School, Malang. Data was obtained through observation, interviews, and documentation. This type of research uses descriptive qualitative. The research results show that: (1) The Nahwu learning process for class X of Ar-Rohmah Malang Integral High School uses lecture, question and answer, discussion, and presentation methods. (2) Problems with Nahwu learning in class come from students rather than from learning media and environmental factors. The problems with students are their different educational backgrounds and lack of interest in learning, difficulty finding someone to talk to, and difficulty placing vocabulary according to the rules. The problem with learning media is that it uses simple media. (3) The environmental problem is that mandatory Arabic language needs to be implemented. Students and educators carry out efforts to overcome this problem. The efforts made by students are memorizing Arabic vocabulary and practicing it, as well as using Arabic in the school environment. Efforts created by educators are using interactive learning methods for students, media used using application technology or websites and trying to provide motivation and encouragement to students to speak Arabic in the school environment

Al-Alaaqah Baina Kafa’ah Azzatiyah wal Qolaq Fii Ta’allum Al-Lughah Al- ‘Arabiyah Lii Thullab Qismu Ta’liim Al-Lughah Al-‘Arabiyah

2024-07-02T08:44:02+07:00

This study investigates the relationship between anxiety and self-efficacy in Arabic language learning. The study included ninety participants from the Arabic language education program. A correlational research design and a quantitative approach were used in the study. Data were gathered using anxiety and self-efficacy questionnaires related to learning Arabic. The data processing procedure included descriptive statistical analysis, including means, and inferential statistics employing correlation tests. Based on the research, the average self-efficacy score of students attending Arabic language lessons is 3.47, while the average anxiety score of students taking Arabic language classes is 3.01. 4) Students in the Arabic language education program at the State Islamic Religious Institute Palangkaraya have a 47.9% self-efficacy influence on their level of anxiety in learning Arabic, with 52.1% of their self-efficacy being influenced by other variables that the researcher did not look into. 3) Students' self-efficacy and anxiety in learning Arabic are significantly correlated.

Tahlilul Akhtha’ Ash-Shautiyah Fii Qiraati An-Nushush Al-‘Arabiyah laday Thullab Bi Madrasah Al-Irsyad Surabaya

2024-08-29T10:28:25+07:00

Tujuan dari penelitian ini adalah untuk mendeskripsikan bentuk -bentuk kesalahan pengucapan dalam keterampilan membaca dan mendeskripsikan beberapa faktor yang mempengaruhi kesalahan pengucapan pada siswa kelas 7 SMP Al-Irsyad Surabaya. Penelitian ini menggunakan metode kualitatif dan jenis dari penelitian ini adalah analisis kesalahan. Dan metode yang digunakan untuk mendapatkan data yaitu observasi dan wawancara. Hasil penelitian ini adalah: 1) Macam-macam kesalahan suara dalam keterampilan membaca ada empat bentuk yang pertama kesalahan suara dalam bentuk mengganti huruf ataupun harakat, yang kedua yaitu kesalahan suara dalam bentuk menambahi huruf dalam kalimat, yang ketiga kesalahan suara dalam bentuk intonasi, yang keempat kesalahan suara dalam bentuk penjedaan. 2) Faktor-faktor yang menyebabkan kebanyakan siswa melakukan kesalahan suara dalam keterampilan membaca yaitu adanya pengaruh dari bahasa pertama, kurangnya kemampuan guru dalam berbicara bahasa arab dengan baik, siswa yang sering merasa gugup dan ragu ketika membaca teks bacaan arab, dan yang terakhir tidak adanya kemauan untuk mempelajari bahasa Arab. 3) solusi-solusi dari kesalahan fonologi dalam membaca teks-teks bahasa arab yaitu guru mampu memberikan contoh dalam membaca teks-teks bahasa arab, memberikan banyak latihan-latihan teks-teks bahasa arab kepada murid-murid, memberikan semangat kepada murid-murid dalam membaca teks-teks bahasa arab secara benar, dan menggunakan metode yang tepat dalam mengajarkan teks-teks bahasa arab

Kata Kunci: Kemampuan membaca, Analisis kesalahan

'Akhlaqiyyaat Ta’allum Al-Lughat Al-‘Arabiyyaat Fii Al-Qarn Al-Haadii Wa ‘Ishriin

2024-09-01T09:32:46+07:00

The 21st century makes learning Arabic with existing technology requires attention to learning ethics. The ethics of learning Arabic in the 21st century with technology involves manners towards the Arabic language, technology, teachers and fellow learners. A learner needs to respect Arabic as a noble and holy language, use technology wisely and responsibly, and respect the role of the teacher as the main source of learning. In addition, learners also need to maintain manners towards fellow learners by respecting, helping, and maintaining each other's feelings in the process of learning Arabic. The application of Arabic learning ethics in the 21st century with technology can be done through several concrete steps. First, learners need to study Arabic seriously, use Arabic properly and correctly, and avoid using Arabic for inappropriate things. Second, learners need to follow the instructions for using Arabic language learning applications properly and avoid misusing applications for plagiarism or spreading false information. Third, learners should remain active in communicating with teachers, ask questions when experiencing difficulties, and respect the explanations and guidance given. Fourth, in interactions with fellow students, respect each other, avoid insults, and maintain an attitude of mutual help and support in understanding learning materials.

Dauru Wasail Attawasul Alijtima’i Fi Ta’lim Allughah Al’arabiyyah

2024-09-01T09:27:30+07:00

Social media is important in education, especially in teaching the Arabic language. This research aims to know social media, its role in teaching the Arabic language, and its advantages and disadvantages. The method used in this research is the descriptive method with a qualitative approach, and data is collected by reviewing books, articles, periodicals, the Internet, etc., then analyzing, discussing, and drawing conclusions. The results of this research are: 1) some social media can be used in teaching the Arabic language, such as YouTube, Facebook, and WhatsApp. 2) These social media have a role in teaching the Arabic language as they make lessons more efficient. 3) Using these means in teaching Arabic has pros and cons. The teacher is the primary supervisor of the learning process and it is his responsibility to guide the students and advise them on the best ways and means that will help them in their learning

Fa’aliyatu Istikhdam Thariqatu Ta’allum Al-Lughah Al-Mujtama’ (Community Language Learning) Litarqiyati Maharatul Kalam Lada Thalibat Bi Madrasah SMP Muhammadiyah 2 Karangasem Lamongan jawa Timur

2024-09-01T09:29:27+07:00

The aim of this research is to determine students' Arabic speaking skills using the community language learning method, and to find out the extent of the impact of this method on improving the Arabic speaking skills of female students at SMP Muhammadiyah 2 Karangasem Lamongan, East Java. The research sample in this study was 16 grade 1 female students at SMP Muhammadiyah 2 Karangasem Lamongan, East Java, and the type of research was experimental research, and the research approach the researcher used was a quantitative approach. The research tools that researchers use are direct observation tests and interviews. Research results: This is based on the adjusted value in the pre-test of 58.0625, becoming 71.25 in the post-test. The researcher got the t-statistic result = 10.98, then the researcher set the t-table, then the researcher looked for the results in the list (Df) of the t-table and found the result = 2.94 at 1%, then 2.13 at 5%. And because the t-statistic result = 10.98 is greater than the statistical results of 1% and 5%, it means that Ho is rejected and H₁ is accepted, or the hypothesis of this research is accepted. This means that the application of the community language method has great effectiveness in improving speaking skills in first-grade students at Muhammadiyah School 2 Karangasem Lamongan, East Java.