Arabi : Journal of Arabic Studies
Arabi : Journal of Arabic Studies published twice a year since 2016 (June and December), is a multilingual (Bahasa, Arabic, and English), peer-reviewed journal, and specializes in Arabic Studies. This journal is published by IMLA (Arabic Teacher and Lecturer Association of Indonesia). Editors welcome scholars, researchers and practitioners of Arabic Studies around the world to submit scholarly articles to be published through this journal. All articles will be reviewed by experts before accepted for publication. Each author is solely responsible for the content of published articles.
Articles
140 Documents
<![CDATA[BAHASA DAN KEARIFAN LOKAL : HARMONISASI SOSIAL MASYARAKAT ARAB – JAWA DI KAMPUNG ARAB ]]>
<![CDATA[Muhandis Azzuhri]]>
<![CDATA[ Arabi : Journal of Arabic Studies Arabi : Journal of Arabic Studies | Vol. 1 No. 2 December 2016 ]]>
Publisher : <![CDATA[IMLA (Arabic Teacher and Lecturer Association of Indonesia) ]]>
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DOI: 10.24865/ajas.v1i2.28
<![CDATA[This research was aimed to reveal and analyze these following four things: (1) the history of language mixing process of Arab-Javanese society in Klego Pekalongan; (2) the knowledge of local Arab-Javanese about the language; (3 ) the harmony of Arab-Javanese with linguistic rules (derivation rules and the lexical meaning); and (4) the contribution of Arab-Javanese community on social harmonization in Pekalongan society. The data source of this research was obtained communication with the local people of Arab-Javanese community through in-depth and structured interviews. The code switching and code-mixing theory was used to deal with this research. Functional descriptive analysis was applied for data analysis. The research concluded that the majority of the people were from Javanese and Arabian descent and some were from Chinese descent. They used mix language between Arabic and Javanese language for their daily communication. The Arabian and Javanese people in Klego lived in harmony with the existed local wisdom.DOI: 10.24865/ajas.v1i2.28]]>
<![CDATA[PENGEMBANGAN KOMPETENSI GURU BAHASA ARAB MELALUI IMLA SEBAGAI ORGANISASI PROFESI ]]>
<![CDATA[Ahmad Muradi]]>
<![CDATA[ Arabi : Journal of Arabic Studies Arabi : Journal of Arabic Studies | Vol. 1 No. 2 December 2016 ]]>
Publisher : <![CDATA[IMLA (Arabic Teacher and Lecturer Association of Indonesia) ]]>
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DOI: 10.24865/ajas.v1i2.2
<![CDATA[This study aims to explain the role of IMLA in developing Arabic teacher competences. Indeed a teacher is a precious profession, carrying valuable tasks to educate and build character of the nation. Teacher is a precious profession to create a good life. Therefore, teacher should develop their competences including Arabic language teacher. The intended competences in Arabic language learning are language competence, communicative competence, and cultural competence. IMLA is the abbreviation of (Ittihad Mudarrisi al-Lughah al-‘Arabiyyah), a organization established to build and develop Arabic teachers’ competences in Indonesia. This opportunity is given to Arabic teachers in IMLA organization to affiliate with its agendas, management, and association in local, national, and international scope. There are many information will be gained through the various agendas to develop teachers’ competence. For the example is like attending seminars, workshops, and other trainings held by the organization. IMLA organization is able to connect local teachers and lecturers to the foreign ones especially from Arabic emirate countries.DOI: 10.24865/ajas.v1i2.2]]>
<![CDATA[ITIJAHAT KAUN AL-NABI WA AL-RASUL FI SYAKHSIYAH MUHAMMAD FI NATSR MAULID AL-BARZANJI ]]>
<![CDATA[Himmah Istomah]]>;
<![CDATA[Halimi Zuhdy]]>
<![CDATA[ Arabi : Journal of Arabic Studies Arabi : Journal of Arabic Studies | Vol. 2 No. 1 June 2017 ]]>
Publisher : <![CDATA[IMLA (Arabic Teacher and Lecturer Association of Indonesia) ]]>
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DOI: 10.24865/ajas.v2i1.26
<![CDATA[One of human personalities is humanist. Based on the understanding of Maslow’s theory of motivation, researcher seeks to uncover kinds of motivational needs of Muhammad Saw contained in Maulid Al-Barzanjiy (the work of Ja 'far bin Hasan al-Barzanji (d. 1763 M)). The goal is realized through a descriptive qualitative approach with text analysis about Psycholiterature of Endraswara. The results of this study indicate that in Maulid Al-Barzanji there are Muhammad Saw’s five needs and how their satisfying perfectly, namely: physiological needs, safety, social, esteem, and self-actualization. Thus, it can be interpreted that Muhammad SAW as an ordinary human having motivational needs. His prophetic and apostleship honor is not a direct blessing from Allah, but he had been through some complicated processes in life. This can be applied by his followers, so they can complete their motivational needs to reach the satiation as a caliph and to be useful person in this world.]]>
<![CDATA[ANALISIS KONTRASTIF DALAM STUDI BAHASA ]]>
<![CDATA[Tajudin Nur]]>
<![CDATA[ Arabi : Journal of Arabic Studies Arabi : Journal of Arabic Studies | Vol. 1 No. 2 December 2016 ]]>
Publisher : <![CDATA[IMLA (Arabic Teacher and Lecturer Association of Indonesia) ]]>
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DOI: 10.24865/ajas.v1i2.11
<![CDATA[Contrastive analysis is aimed to identify aspects of the differences or dissimilarities between two or more languages being contrasted. There are two kinds of approach in contrastive analysis, applied contrastive analysis and pure contrastive analysis. Both approaches contrast the first and second language, but different in the objective. Applied contrastive analysis is aimed to solve pedagogical problems, while the pure one is aimed to study language typology. Through contrastive approach there will be characteristic of every language and it is known that cultural diversity (the culture between first and second language) implicates on language forms. There are four steps to get through to contrast the components of the two languages being compared, namely (1) collecting the desired data (2) displaying a comparison in the same units of language through language transfer, (3) identifying the different elements that exist in the language, and (4) formulating the contrasts in the rule.DOI: 10.24865/ajas.v1i2.11]]>
<![CDATA[TATHAWUR TA'LIM AL-LUGHAH AL-'ARABIYAH FI MA'HAD DARUL QUR'AN AL-ANWARIYAH BI MALUKU AL-WUSTHA ]]>
<![CDATA[Sarah N Latuconsina]]>
<![CDATA[ Arabi : Journal of Arabic Studies Arabi : Journal of Arabic Studies | Vol. 2 No. 1 June 2017 ]]>
Publisher : <![CDATA[IMLA (Arabic Teacher and Lecturer Association of Indonesia) ]]>
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DOI: 10.24865/ajas.v2i1.30
<![CDATA[The teaching of Arabic at the Dar Al-Qur'an Al-Anwar Institute has been began at the Holy Quran Education Center in Tulio, Central Maluku since 1963, until it moved to the Institute of the Anwar Al-Quran in 2001 until now. There is an absolute evolution in the teaching of the Arabic language from time to time. There is an evolution in the teaching of the Arabic language from the first structure of the garden teaching the Quran, "Nur Latif" Tulio to the Institute House Anoran Quran scale or criteria calendar program CIPP model. However, there was no development in the teaching of Arabic in terms of the method, although the method used to teach the Arabic language from the first structure of the garden teaching the Quran, "gentle light" so far, because the students did not learn the old book.]]>
<![CDATA[TATHWIR KITAB AL-AJURUMIYAH WA FA'ALIYATUHA FI TADRIS AL-QAWA'ID BI MADRASAH TSUNAIYAH AL-LUGHAH AL-TSANAWIYAH AL-ISLAMIYAH ]]>
<![CDATA[A Samsul Ma'arif]]>
<![CDATA[ Arabi : Journal of Arabic Studies Arabi : Journal of Arabic Studies | Vol. 2 No. 1 June 2017 ]]>
Publisher : <![CDATA[IMLA (Arabic Teacher and Lecturer Association of Indonesia) ]]>
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DOI: 10.24865/ajas.v2i1.22
<![CDATA[The students of Islamic senior High school of Bilingual Batu learn Nahwu from Ajurumiyah by using some methods. Those are memorizing and understanding the rules and its examples in the class. However, some of students still do some errors in writing and speaking Arabic sentences. Moreover, the book that they use is not efficient because there is no exercise that can help them to understand the rules and practice the rules in reading, writing and speaking. The researcher conducted this research by using RD (Research Development) method and follows the model of Dick Carey in developing the Nahwu’s textbook adapted from Ajurumiyyah.]]>
<![CDATA[STRATEGI PEMBELAJAR INDONESIA MENGIDENTIFIKASI MAKNA KATA BAHASA ARAB DALAM KONTEKS KALIMAT WACANA GEOGRAFI ]]>
<![CDATA[Imam Asrori]]>
<![CDATA[ Arabi : Journal of Arabic Studies Arabi : Journal of Arabic Studies | Vol. 1 No. 2 December 2016 ]]>
Publisher : <![CDATA[IMLA (Arabic Teacher and Lecturer Association of Indonesia) ]]>
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DOI: 10.24865/ajas.v1i2.4
<![CDATA[This restrospective research studied the strategies employed by Indonesian students in identifiying the meaning of Arabic words in context. This study found: first, the students identified the word meaning using the following strategies: (a) using a billingual dictionaries (digital dictionary, printed dictionary, online dictionary), (b) asking friends, and (c) utilizing context. Second, students were able to identify the full context and identify the meaning of difficult words accurately. Third, relating meaningful context and accurate meaning which found four patterns of integrating context and accuracy of meaning, namely (a) full context and accurate meaning (F-A), (b) full context but innacurate meaning (F-NA), (c) incomplete context but accurate meaning ( NF-A), and (d) incomplete context and inacurate meaning (NF-NA). The ability to identify full context tends to help students to identify the meaning of words accurately.DOI: 10.24865/ajas.v1i2.4]]>
<![CDATA[TADRIS AL-IMLA' BI AL-'ARABIYAH LI AL-NATHIQIN BI GHAIRIHA MUSYKILATUHU WA HULULUHU ]]>
<![CDATA[Fatkhul Ulum]]>;
<![CDATA[Enung Mariah]]>;
<![CDATA[Enung Mariah]]>
<![CDATA[ Arabi : Journal of Arabic Studies Arabi : Journal of Arabic Studies | Vol. 2 No. 1 June 2017 ]]>
Publisher : <![CDATA[IMLA (Arabic Teacher and Lecturer Association of Indonesia) ]]>
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DOI: 10.24865/ajas.v2i1.27
<![CDATA[Non-Arabic speakers find some problems during their Arabic learning, including spelling. The study limited these problems to the following matters: definition, dictation rules, and the accompanying difficulties. This study is a simple attempt to examine the solutions to these difficulties to improve the level of students' absorption of dictation. This study also addresses the causes of spelling errors. These errors may be attributed to the student, or to the teacher, or to the characteristics of the language itself. In light of these reasons, this study attempts to identify some methods to correct them. The researcher recommends not to adhere to one method on a continuous basis, but rather to combine the different methods, as the teacher deems appropriate, and achieve the purpose of the spelling subject.]]>
<![CDATA[HUBUNGAN PENGUASAAN MUFRADAT DAN TINGKAT PEMAHAMAN MEMBACA TEKS ASLI BAHASA ARAB MAHASISWA ]]>
<![CDATA[Yusring Sanusi Baso]]>;
<![CDATA[Faridah Rahman]]>;
<![CDATA[Haeruddin Haeruddin]]>;
<![CDATA[Najmuddin Abd Safa]]>
<![CDATA[ Arabi : Journal of Arabic Studies Arabi : Journal of Arabic Studies | Vol. 1 No. 2 December 2016 ]]>
Publisher : <![CDATA[IMLA (Arabic Teacher and Lecturer Association of Indonesia) ]]>
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DOI: 10.24865/ajas.v1i2.12
<![CDATA[This research studied the relationship between vocabulary mastery and the level of comprehension in reading Arabic authentic text. This research investigated students’ lexical threshold to measure the level of comprehension on Arabic authentic text. The data were collected from 47 participants at Arabic literature department of Hasanuddin University. Three test instruments were given, they are Reading Comprehension Test (RCT) that students were asked to sign unknown word meaning in Arabic texts, answer the questions from texts given, and work on Lexical Coverage Test (LCT) to get accurate word list of unknown vocabularies. The result was obtained through applying regression and it showed that the level of reading comprehension was affected 68% by vocabulary mastery. Also, there were 32% of the students depend on the topic or variables out of the variable of vocabulary that was not measured in this research.DOI: 10.24865/ajas.v1i2.12]]>
<![CDATA[TA'LIM AL-QAWA'ID AL-NAHWIYAH 'ALA ASAS MADKHAL AL-TANWIM AL-MAGHNATHISI ]]>
<![CDATA[Danial Hilmi]]>
<![CDATA[ Arabi : Journal of Arabic Studies Arabi : Journal of Arabic Studies | Vol. 2 No. 1 June 2017 ]]>
Publisher : <![CDATA[IMLA (Arabic Teacher and Lecturer Association of Indonesia) ]]>
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DOI: 10.24865/ajas.v2i1.23
<![CDATA[Teaching of Arabic grammar in university needs to innovation in building teaching and learning methods that meet students' brain needs. However, the problem of teaching basic grammar lies in their lack of understanding in building what they have learned. To solve this problem, the author introduces grammar instruction on the basis of the hypnosis entrance that invites them to learn to introduce encouraging words in the subconscious mind so as to add enthusiasm to the desired achievement as desired. In education, it is an important element to invite students to focus on the use of the learned material. The result indicates that the entrance to hypnosis is effective to solve problems of grammatical rules in university education.]]>
