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Shofil Fikri
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Gedung C (Prof. Dr. H. Mudjia Rahardjo., M.Si.) Lt. 1 Jl. Gajayana No 50 Kota Malang, Jawa Timur, Indonesia, Kode Pos 65144, Telp/Fax: (0341)570872.
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Lugawiyyat
Published by Universitas Islam Negeri Maulana Malik Ibrahim Malang
ISSN : 26866420     EISSN : 26866439     DOI : https://doi.org/10.18860/lg.v2i1
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Lugawiyyat, adalah Jurnal pembelajaran bahasa Arab yang dipublikasikan oleh PKPBA (Program Khusus Pengembangan Bahasa Arab) di bawah Pusat Pengembangan Bahasa Universitas Islam Negeri Maulana Malik Ibrahim Malang. Jurnal Lugawiyyat memuat artikel hasil penelitian atau kajian pustaka yang fokus dalam bidang pembelajaran bahasa Arab, dan terbit reguler dua kali dalam setahun (bulan Mei dan November).
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 5 Documents
 1 
Search results for , issue "Vol 4, No 2 (2022): Lugawiyyat" : 5 Documents clear
Analisis Buku Teks Pelajaran Bahasa Arab SMA/SMK Muhammadiyah Pada Maharah Al-Kalam Sesuai Standar Common European Framework Of Reference (CEFR) Salim Saputra; Tulus Musthofa
Lugawiyyat Vol 4, No 2 (2022): Lugawiyyat
Publisher : UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/lg.v4i2.17393

Abstract

Learning Arabic in SMA/SMK Muhammadiyah aims to develop language competence in the aspects of listening, speaking, reading, and writing. This research is literature research with the object of research is an Arabic textbook for class X SMA/SMK Muhammadiyah by Helmy Fauzi Awaliyah and Fauzi. This study focuses on the speaking competence in the book. Analysis of the data using content analysis techniques with the method of observing data sources, both primary data and secondary data, who wants to explore the question of whether the contents of the book and the material presented are relevant to the correct book standards? What level of Arabic speaking competence is in the book based on the Common European Framework of Reference for Language (CEFR) reference? The results showed that in general, Arabic textbooks had fulfilled the material aspects, linguistic aspects, material presentation aspects, and graphic aspects. Then based on the CEFR standard reference, the textbooks are included at levels A1, A2, and B1.
Tathbiq Madkhal al-Ta’lim wa al-Ta’allum al-Siyaaqi fi Ta’lim al-Lughat al-Arabiyah bi Istikhdaam kitaab "al-Arabiyah al-Sahlah" li Thulaab Jami’ah al-Qaadiry al-Islamiyah Jember li as-Sanah al-Diroasiyah 2021/2022 Elok Rufaiqoh; Hasyim Asy'ari
Lugawiyyat Vol 4, No 2 (2022): Lugawiyyat
Publisher : UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/lg.v4i2.17345

Abstract

The objectives of this research are to describe the planning, implementation and evaluation of the application of contextual learning and teaching approach in teaching Arabic for students of Al-Qodiri Islamic University, Jember. The research methodology is using the qualitative method. And data collection methods using observation, personal and documentary interview. The results of this research are that the application of contextual teaching and learning approach in teaching Arabic is well done. It starts with planning the lesson plan and then the teacher gives the plan to the students to discuss it with them. As for the implementation of this approach in the teaching of the Arabic language, it contains the introduction and the presentation in which the teacher applies the elements of the entrance to teaching and contextual learning in the teaching and learning process, which are: Constructivism, the process of discovery and discovery, questioning, the educated society, modeling, and the reflected image. And the last is the conclusion, meaning evaluation in teaching Arabic, with appropriate tests and tested skills. 
Pengaruh Model Pembelajaran SAVI Terhadap Hasil Belajar Bahasa Arab Denry Putri Amalina Soelendro; Fatwa Arifah; Putri Zulharby
Lugawiyyat Vol 4, No 2 (2022): Lugawiyyat
Publisher : UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/lg.v4i2.17344

Abstract

Learning is a complex activity, the success of which is determined by various factors. Learning is not just conveying or explaining information, but activities between teachers and students that demand the creation of meaningful and pleasant situations for students.  In order to create such fun learning, teachers need to apply learning models that can attract students' interest so that students can immediately get meaning during the learning process. This study aims to determine whether there is an effect of the SAVI learning model on the Arabic language learning outcome of 7th grade students at SMP Muhammadiyah 3 Jakarta. The research approach is quantitative research and the research method applied is experimental research. The research hypothesis was tested using one sample t-test. Based on the results of the study indicate that  = 2.276  = 1.717 then  is accepted. With a comparison of the average pretest score and the average posttest, this shows that the SAVI learning model has an effect on improving Arabic learning outcome for 7th grade students at SMP Muhammadiyah 3 Jakarta.
THE EFFECTIVENESS OF FUN EASY LEARN MEDIA TO IMPROVE VOCABULARY IN MARAH KALAM AT MTSN BATU Siti Mustika Vevi Mokoginta; Muassomah Muassomah
Lugawiyyat Vol 4, No 2 (2022): Lugawiyyat
Publisher : UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/lg.v4i2.16198

Abstract

This research was conducted to obtain the results of the effectiveness of the fun easy learn media in learning maharah kalam. This study uses a quantitative method with the type of pre-experimental one design group. The data collection technique used by the researcher in this study was the initial test and the final test. Respondents amounted to 30 people who are students of class VII. Then in this analysis there are also differences before and after treatment in the use of fun easy learn to improve vocabulary mastery (mufrodat) in maharah kalam. Where the descriptive analysis got the average results of the pretest 33.33 and the posttest 71.97, the Normality Test got normal results with a pretest value of sig. 200 and posttest sig.0,015 and Paired Test sample T-Test get the results of the mean pretest 37.23 and posttest 81.43.
Istiratijiyyat Haqibah al-Injaz fi Ta’lim al-Kitabah lada Thalabah al-Barnamaj al-Mukatstsaf li Ta’lim al-Lughah al-Arabiyah bi Jami’ah Maulana Malik Ibrahim al-Islamiyah al-Hukumiyah Malang. Nur Arifuddin; Asmaul Husna; Fahmi Shihab Az zamzami
Lugawiyyat Vol 4, No 2 (2022): Lugawiyyat
Publisher : UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/lg.v4i2.17646

Abstract

Writing is one of the four language skills that students and the last language skill in language learning. Even in the academic field, especially at the university level, the urgency of these skills is very large in learning activities, which we know that student work requires writing skills, especially for writing a thesis and dissertation. At the tertiary level, learning writing skills is divided into three stages: directed writing, free writing, and academic writing. This research uses a descriptive method. The data collection technique uses document techniques, in-depth interviews and participant observation. The results of this study are; First: Teachers of the Arabic Language Development Program have conducted an evaluation using a portfolio strategy in learning to write to obtain information about the results of student assignments. The teacher / lecturer implements this strategy by collecting all student work during the learning process, which contains the work results that have been checked by the lecturer and corrected by the students according to the notes given. Second: the positive factor of this strategy is to improve students' ability to evaluate themselves during the writing process, and students can learn from their mistakes and be able to improve their independent writing competence. The negative factors are the problems in the students' writing examination activities which are divided into three parts; the timing is not right, the students 'writing is not understandable, and the assignments are not in accordance with the lecturers' instructions. One of the obstacles faced by the lecturer in determining the results is when the assignments that have been collected by students are put into a portfolio containing paper folders, while some paper assignments are not put in that folder.

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