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All Journal LISANIA: Journal of Arabic Education and Literature Ta'dib Ta'dib
Roviin Roviin
IAIN Salatiga
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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الجملة في اللغة العربية (دراسة تقابلية بين مدرسة النحو التقليدية والحديثة) Roviin Roviin
LISANIA: Journal of Arabic Education and Literature Vol 1, No 2 (2017)
Publisher : IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (952.758 KB) | DOI: 10.18326/lisania.v1i2.77-94

Abstract

This article discusses about the difference between traditional and modern nahwu schools in studying of the Jumla (sentence). Jumla is a compound words because it is a combination of two or more words. Traditional nahwu schools agree that the jumla is any structure that fully benefits. The modern nahwu schools hold that the jumla  is all statements consisting of two principal things, the first is the earlier one and the second is the last part which has the function of statement or question and the other. The traditional nahwu schools divide the jumla  into two parts, the first is the ismiya and the second is fi'liya. The jumla ismiya consists of mubtada and khobar while the jumla fi'liya is composed of fi'il and fa'il. The division of jumla according to modern nahwu schools is the jumla basitho and the jumla murokkaba. The  jumla basitho consists of one composition only, while the jumla murokkaba consists of musnad and musnad ilaih. The  jumla ismiya can be defined as a musnad in which the form of words, phrases or compositions. Whereas if the musnad is a fi'il structure then it is called the composition of fi'liyah, either consisting of words, phrases or compositions.
TEACHER’S MANAGEMENT IN ARABIC INSTRUCTION Roviin Roviin
Ta'dib Vol 20, No 2 (2017)
Publisher : IAIN Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (114.936 KB) | DOI: 10.31958/jt.v20i2.848

Abstract

In Arabic instruction, teacher’s management is the  central point for the empowerment of other learning resources, so that educational objectives will be achieved. This article is the result of reflection, in which the competence of Arabic teachers is an important requirement in planning, implementation, and evaluating activities, which has been regulated by the Regulation of the Minister of ducation and Culture as well as the Decree the Minister of Religious Affairs. The planning begins with the division of Arabic teachers’  job description, the setting up of learners, and the preparation of lesson plans. The implementation consists of pre-activities, whilst activirties, and post-activities which end with an assessment.
TEACHER’S MANAGEMENT IN ARABIC INSTRUCTION Roviin Roviin
Ta'dib Vol 20, No 2 (2017)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v20i2.848

Abstract

In Arabic instruction, teacher’s management is the  central point for the empowerment of other learning resources, so that educational objectives will be achieved. This article is the result of reflection, in which the competence of Arabic teachers is an important requirement in planning, implementation, and evaluating activities, which has been regulated by the Regulation of the Minister of ducation and Culture as well as the Decree the Minister of Religious Affairs. The planning begins with the division of Arabic teachers’  job description, the setting up of learners, and the preparation of lesson plans. The implementation consists of pre-activities, whilst activirties, and post-activities which end with an assessment.
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