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<![CDATA[Mirwan Ahmad Taufiq]]>
<![CDATA[ Jurnal Alfazuna : Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban Vol. 1 No. 1 (2016): December ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Arab FTK UIN Sunan Ampel ]]>
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DOI: 10.15642/alfazuna.v1i1.3
<![CDATA[Abstract: This study aims to discover that the real life of Sudanese students are still using both of kind of Arabic language; the Standard Arabic and the Slang Arabic in their daily activity and daily education in school. It is like the phenomena of diglossia in social bilingualism that has been studied by Joshua Fishman in early 1959, that there are two or several types of language in each community but the aspects effect kind of these types are different. Thus, this study tries to analyze and find the aspect could make them speak by both types of language in Arabic environment. This study has been conducted in Sudan in early 2016 addressed pupils in Elementary School El-Inqaz which was founded in 1992 at the Capital of Sudan, Khartoum. The reseacher has held oral test in standart Arabic to several students of that school, by listing some arabic vocabularies and arabic sentences and asking them to read the word and the sentences by their own language. In this way, the reseacher could datas of their Arabic spoken in daily activity and education. The second, the reseacher has interviewed them dealing with their daily activity in home, their parent language and tribe. It was done to know the environtment of the student. Abstrak: Kajian ini bertujuan untuk menngungkap fakta bahwa siswa Sudan masih menggunakan dua bentuk Bahasa Arab, Fusha dan Amiyah dalam kehidupan sehari-hari dan pendidikan di sekolah. Phenomena ini sering disebut sebagai Diglosia dalam sosial berbahasa yang pernah dikaji oleh Joshua Fishman pada awal 1959, bahwa ada dua standar bahasa yang digunakan pada setiap komunitas dengan berbagai aspek pengaruh yang berbeda-beda. Oleh karena itu kajian ini akan meneliti dan menganalisa beberapa aspek yang mendorong para siswa berbahasa Fusha dan Amiyah di lingkungan Arab. Penelitian ini dilakukan di Sudan pada awal tahun 2016, yang meneliti para siswa Sekolah Dasar El-Inqaz di Ibu kota Sudan, Khartoum. Peneliti telah melakukan tes lisan kepada siswa-siswa di sekolah itu, dengan mencantumkan kosa-kata Arab dan kalimat-kalimat Arab dan meminta mereka untuk mengucapkannya dengan bahasa mereka sendiri. Dengan cara ini, peneliti mendapatkan data-data tentang Bahasa Arab yang mereka ucapkan sehari-hari. Kedua, peneliti melakukan interview kepada mereka menanyakan bahasa keseharian mereka dan orang tua di rumah. Hal ini dilakukan agar dapat diketahui bentuk dan suasana lingkungan para siswa. Keywords: Standart Arabic, Slang Arabic and Diglossia.]]>
<![CDATA[????? ?????? ????????? ??? ?????? ]]>
<![CDATA[Mufilhah Mufilhah]]>
<![CDATA[ Jurnal Alfazuna : Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban Vol. 1 No. 1 (2016): December ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Arab FTK UIN Sunan Ampel ]]>
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DOI: 10.15642/alfazuna.v1i1.4
<![CDATA[Sociolinguistics is the branch of linguistics that examines the relationship between language and the speakers. This study specifically discusses the contextual study of the variations in the use of language communities that are affected by differences in the sociocultural aspects of society. Sociolinguistics also discusses the relationship between language and society, the use of language and social structure of the language. The social life of a complex society there are various variations of the language. Language variations provide a wealth of information about how the language is used, the social relations in a community language, and other aspects of social identity through the language they use. The use of language variation or a variety of diverse languages is a richness that is very unusual, because the study sociolinguistics never saw that kind of language contained in the community is something that is wrong or right, but only sociolinguistics examines the emergence of language diversity. The term sociolinguistic basically already used by scholars qudama 'in the books turast especially Imam Jahidz in the book hayawan bayan wa tabyin and other books, which discusses issues relating to regional variations of someone with his social status in the community as well as groups a different profession or position in society tend to use a variety of different languages]]>
<![CDATA[Neologisasi dalam Bahasa Arab ]]>
<![CDATA[Rahmap Rahmap]]>
<![CDATA[ Jurnal Alfazuna : Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban Vol. 1 No. 1 (2016): December ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Arab FTK UIN Sunan Ampel ]]>
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DOI: 10.15642/alfazuna.v1i1.5
<![CDATA[Realitas dominasi dan penjajahan Barat terhadap sebagian besar negara-negara Arab dan dunia Islam pada umumnya mengkibatkan timbulnya perasaan rendah diri bagi sebagian umat Islam dan penutur bahasa Arab. Muncul suara-suara sumbang di tengah penutur bahasa Arab sendiri, khususnya mereka yang sedang menekuni bahasa-bahasa Eropa ingin mereformasi bahasa Arab fusha. Mereka menganggap bahasa Arab fusha sudah tidak sanggup lagi bertahan hidup dan bersaing di tengah perkembagan ilmu dan teknologi. Mereka juga menganggap bahwa bahasa Arab fusha sebagai bahasa abad pertengahan yang sudah tidak layak lagi dipertahankan pada era moderen sekarang ini. Bahasa Arab fusha adalah bahasa klasik yang sangat sulit dipelajari dan dipraktikkan dalam percakapan sehari-hari baik oleh penutur bahasa Arab itu sendiri lebih-lebih yang bukan Arab. Hal ini terikat dengan tata bahasa (grammatical) yang sangat rumit dan terpaku pada i’rab. Para pembela bahasa Arab fusha, karena alasan keagamaan dan nasionalisme Arab tidak dapat menerima upaya pembaharuan bahasa Arab dengan jalan mengganti huruf-hurufnya menjadi huruf latin dan menolak penggalakan bahasa amiyah. Mereka menyadari akan pentingnya upaya-upaya inovasi dan pembaharuan dalam bahasa Arab bahkan mutlak diperlukan untuk mengembangkannya agar dapat mengikuti dan berpacu seiring dengan perkembangan ilmu pengetahuan dan teknologi. Namun bentuk pembaharuan itu bukanlah dengan cara mencampakkan bahasa Arab fusha melainkan dengan melalui cara dan proses penciptaan kata atau menggunakan kata-kata lama dengan arti baru untuk mengungkapkan ide-ide dan konsep-konsep baru dalam ilmu pengetahuan dan teknologi modern melalui bahsa Arab. Tulisan ini bertujuan untuk mendeskripsikan proses pembentukan kata dan istilah baru (neologisasi) dalam bahasa Arab baik berupa kata kerja (fi’il) maupun kata benda (isim). Tujuan lainnya ialah untuk menjelaskan kaidah-kaidah yang digunakan dalam neologisasi bahasa Arab. Selain itu, penulis juga akan menguraikan proses morfofonemis kata kerja (fi’il) sesuai dengan tata bahasa Arab yang dianalisis menurut teori-teori sharaf (morfologi). Secara morfologis, proses pembentukan kata baru (neologisasi) dalam bahasa Arab yang diterapkan oleh lembaga bahasa Arab (majma’ al-lughah al-arabiyyah) adalah memalui tiga metode yaitu isytiqaq (derivasi) dari akar kata, kemudian naht yaitu kata singkatan yang merupakan gabungan dari dua kata atau lebih, dan yang terakhr ialah ta’rib yaitu kata asing yang diarabkan. Pembentukan kata bahasa Arab selalu diwarnai proses morfofonemis yang mencakup pertukaran fonem (ibdal), penghilangan fonem (tahzib) dan penambahan fonem (ziyadah).]]>
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<![CDATA[Anisa Listiana]]>
<![CDATA[ Jurnal Alfazuna : Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban Vol. 1 No. 1 (2016): December ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Arab FTK UIN Sunan Ampel ]]>
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DOI: 10.15642/alfazuna.v1i1.6
<![CDATA[Translation is a communication activity to understand the existence of another nation with the peculiarities of the language. Arabic is language through which the revelation of Qur'an was revealed. For Arabic, at the initial appearance, science and sharf nahwu intended only as a means of learning to anticipate the spread of language errors. But in its development, nahwu and sharf is a independent discipline that is heavily influenced by Greek philosophy that science is complex and convoluted. This complexity demands for anyone whose background non-Arabs for more in depth to be able to translate and understand the main revelation is revealed through the Arabic language. Arabic and Indonesian are the two languages that were born from two different language families. Of these two languages have similarities and differences. Different characteristics (sui generis) within each language requires precise translation process. Indeed, sometimes there is stiffness in translation. In this context, knowledge of grammar / classification grammatical study of morphemes, words, phrases, sentences so as to form a discourse, other Dalan is very important and the massive benefits in translation. Grammar and other knowledge is a discussion within the discipline nahwu and sharf as a separate science disciplines.]]>
<![CDATA[????? ?????? ??????? ??? ?????? ???????? ??????? ??? ???? ??? ????? ????? ??????? ?????? ??????? ????????? ???????? ????????? ]]>
<![CDATA[Ridha Darmawaty]]>
<![CDATA[ Jurnal Alfazuna : Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban Vol. 1 No. 1 (2016): December ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Arab FTK UIN Sunan Ampel ]]>
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DOI: 10.15642/alfazuna.v1i1.7
<![CDATA[The ability of students of Department of Arabic Language Education IAIN Antasari Banjarmasin in recite the nushus without a vowel in accordance with the rules nahwiyyah or sharfiyyah is imperative that demands urgent especially when students use the references in Arabic and when they teach in the field of practice at schools. However, there were frequent errors in certain functions, although the subject that supports the ability to read nushus not use harakat like nahwu, sharf, tarjamah, balagha, Maharat al lughawiah been programmed. Using quantitative descriptive study with an analysis of the value and errors that appear in the test results, the authors describe the general ability of students in reading nushus without a vowel is still classified as moderate with an average value of 73.23. As for the errors that frequently arise when giving a vowel of a word or phrase that serves as mudhaf ilaih, maf'ul bih, man'ut while the most frequent word that serves as khabar and mudhaf ilaih. The results of this study as information for teachers on students' ability to read nushus without a vowel and errors that often arise when the process is underway. This study is very significant in evaluating and improving learning outcomes as well as the deepening of designing materials based on the results of analysis errors. The authors recommended the bid in order to facilitate students in reading nushus without a vowel is by analysis of the functional structure are arranged in a sentence with a simple model.]]>
<![CDATA[Shortcomings in Arabic Language Teaching from Social Perspective ]]>
<![CDATA[Fathurrahman Masruhan]]>
<![CDATA[ Jurnal Alfazuna : Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban Vol. 9 No. 1 (2015): Jurnal Nun Wal Qolam ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Arab FTK UIN Sunan Ampel ]]>
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<![CDATA[Learning Arabic language had many social inhibitions. All of teachers regained it consciously or unconsciously. Teachers had a great responsible to identify this case absolutely because it decided the successful of learning process for student or student of university. It can be analogized by a doctor who diagnosed his patient than gave a nice prescription for his disease. How far the accurate diagnosis was received? it helped the doctor to give the accurate composition of medicine as well.Here was the result of research that author did to fulfill a part of task in writing scholarly paper at Wadi Niel Sudan University to finish doctoral study. It’s well known that some of inhibitions in mastering Arabic language in the field of social were firstly? a lot of moslem community turned away from learning Arabic it self. Some of them said that Arabic was difficult to study? and the others toke that Arabic was not so useful for their life? and the other ones said that no time for studying Arabic although it was useful for their life. They were so busy with their daily work so they couldn’t increase their ability in Arabic any more.Secondly? The Dutch and Japanese colonization had a huge influence for Indonesian nation. Hundreds of years they colonized Indonesia and used up the country’s wealth. They made Arabic as a foreign and strange language and had it forbidden to communicate in the field of social or government at all. Thirdly? There was a wrestling between languages in society. There was effort to introduce and make local languages to be familiar in all societies. But the most important thing that these social inhibitions were not negative case all? it showed that teacher was obligated to do something in strengthening other sides to face the matters above.]]>
<![CDATA[Beginner Non-Native Arabic Speakers’ Awareness in Kudus State Islamic College ]]>
<![CDATA[Muhammad In'ami]]>
<![CDATA[ Jurnal Alfazuna : Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban Vol. 9 No. 1 (2015): Jurnal Nun Wal Qolam ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Arab FTK UIN Sunan Ampel ]]>
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<![CDATA[Arabic is the most important language to be learned for Muslims. Umar Ibn Khattab said: you all have to learn the Arabic language because it is part of your religion. no doubt that Arabic has many influences and functions. Learning Arabic since childhood becomes imperative for fathers and mothers until a child understands well the Arabic language and provide the easiness in understanding the Qur'an and Hadis. Parents should strive and prepare their children for this noble purpose. when the child is able to understand the Arabic language, parents have succeeded to educate him in creating a good family environment and emotional closeness between them. without their encouragement and guidance, then the children faces difficulties to understand Arabic fluently. Schools and teachers have an important role in this issue through school activities that support the development of the Arabic language. all directions and methods implemented by teachers to students will certainly influence the success in understanding Arabic.]]>
<![CDATA[Character Education Implementation through Arabic Language Teaching within Indonesian National Curriculum 2013 Framework ]]>
<![CDATA[Muhammad Nu'man]]>
<![CDATA[ Jurnal Alfazuna : Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban Vol. 9 No. 1 (2015): Jurnal Nun Wal Qolam ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Arab FTK UIN Sunan Ampel ]]>
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<![CDATA[Spiritual education is education related to spiritual or soul. Spiritual education in this paper has been defined as a concept of education system that emphasizes the development of spiritual capability or spiritual standards that can be perceived by learners to achieve the perfection of life according to Islamic standards. The development of spiritual capability is not limited to learners, but covers all educational actors. Spiritual education that meant by the author in this paper is a component within the competence contained in Curriculum 2013. The author describes in this paper about the application of spiritual education in learning Arabic based on curriculum 2013 and to know how the results of its application. The application of spiritual education in the Arabic language subjects taught by giving examples of sentences related to spiritual which customized to the theme of learning Arabic. Furthermore through habituation activities that can be implemented as an application of spiritual education such as performing dhuha prayer every morning, praying at each starting lessons, reading bismillah while doing something etc. The assessment results of the implementation of spiritual education in Arabic learning on Curriculum 2013 are very significant.]]>
<![CDATA[Kokami Language Game to Improve Arabic Speaking Ability ]]>
<![CDATA[Wulan Indah Putri]]>
<![CDATA[ Jurnal Alfazuna : Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban Vol. 9 No. 1 (2015): Jurnal Nun Wal Qolam ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Arab FTK UIN Sunan Ampel ]]>
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<![CDATA[There are four skills inside any languages, such as listening, speaking, reading and writing. In studying a foreign language we are led to be proficient in each skills. as well as the speaking skills. Language games used to facilitate students in understanding the material presented and making them more innovative to learn the language. One language games that are considered interesting in learning Arabic is KOKAMI (Box Mysterious Card). This game is one way of learning which requires students to learn a lot of talk and vocabularies. In addition students will be more enthusiasm as well as improving their speaking skills. Before learning starts, the first thing to do is to introduce vocabularies related with the material.]]>
<![CDATA[“Question Container” Game to Improve Arabic Writing Ability for Beginner Learners ]]>
<![CDATA[Marsiah Fachri]]>
<![CDATA[ Jurnal Alfazuna : Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban Vol. 9 No. 1 (2015): Jurnal Nun Wal Qolam ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Arab FTK UIN Sunan Ampel ]]>
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<![CDATA[Language skill contains listening, speaking, reading and writing. It’s well known that teacher often gives the lesson about structure instead of writing skill. Whereas learning Arabic language is obligated to be able to write Arabic well. During learning in the class, teachers are monotonous and the students often lose their spirit, especially in Arabic lesson. “Stoppered Jar Ask Method” is a relax and exciting method of learning. Students can get the class with communicative, creative and pleasure condition and using contextual learning. This writing is the result of Classroom Action research. It means an action intentionally appeared and happens in a class at the same time. It’s divided by two cycles. At first cycle and second cycle, the lesson is about occupation or job ( AlMihnah ). The subject in this research is the beginner of Arabic Leaner at one of Islamic Junior High School at grade VIII, 2014/2015. From the result of this research, student is increasingly interested in Writing Arabic Skill through this method about 24, 90 %. At first cycle, the writing ability for student is about 66,94, it increases to be 74,17 at second cycle. And it happens in all aspects of writing skill. According toresult of direct observation during teaching and learning and dialogue at first and second cycle, students believe that writing by this method is very interesting and exciting. And it influences them to be active and enthusiasm student and has a high self confidence in writing Arabic.]]>
