ARABIYAT
Jurnal Arabiyat terbit 2 kali dalam satu tahun (Juni dan Desember) sebagai salah satu wadah pengembangan ilmu pendidikan bahasa Arab yang dinamis dan aktual. Jurnal ini menyajikan artikel berbahasa Arab, Indonesia, dan Inggris fokus pada perkembangan bahasa Arab di dunia pendidikan yang merupakan hasil penelitian atau kajian teoritis yang berkaitan dengan literatur kebahasaaraban, peradaban bahasa Arab, lembaga pendidikan bahasa Arab, kurikulum, dan metode pembelajaran dan lainnya merupakan tema-tema yang tersaji di jurnal ini. Jurnal Arabiyat berkerja sama dengan Jurusan Pendidikan Bahasa Arab UIN Jakarta dan IMLA (Ittihad Mudarrisi al-Lughah al-'Arabiyyah/Ikatan Pengajar Bahasa Arab)
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<![CDATA[AL-ADAB AL-ISLAMI BAINA AL-QIYAM AL-KHULUQIYAH WA AL-JAWANIB AL-FANNIYAH ]]>
<![CDATA[Elwaleed Abdulraouf Elminshawi]]>
<![CDATA[ Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban | Vol. 2 No. 2 December 2015 ]]>
Publisher : <![CDATA[Syarif Hidayatullah State Islamic University of Jakarta, Indonesia ]]>
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DOI: 10.15408/a.v2i2.1942
<![CDATA[Art is the formal study of moral standard and correct. The term ethics and morality are often used interchangeably indeed. They usually can mean the something, and in casual conversation. There isn't a problem with switching between one and other when discussing morality it is important to distinguish between morals and values. Both are aspects of human conduct and human interaction, but they are very different types of conduct. The objective of the article is to discuss an Islamic writer could comprises between his Islamic obligation on the technical demands of literature work. It discusses how is the literature work, viewed from moral values and the art of Islamic values.DOI: 10.15408/a.v2i2.1942]]>
<![CDATA[AL-AL'AB AL-LUGHAWIYAH FI TA'LIM AL-LUGHAH AL-'ARABIYAH FI AL-MADARIS AL-IBTIDAIYAH FI BARNAMAJ J-QAF FI MALAYSIA : DIRASAH TAHLILIYAH ]]>
<![CDATA[Abdul Rahman Chik]]>
<![CDATA[ Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban | Vol. 2 No. 2 December 2015 ]]>
Publisher : <![CDATA[Syarif Hidayatullah State Islamic University of Jakarta, Indonesia ]]>
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DOI: 10.15408/a.v2i2.2089
<![CDATA[This research aims to find out how the use of language games and their impact in the educational attainment of the primary school students in the Arabic language education in the j-QAF program, and also aims to identify the extent of the application of the proposed model language games existing models in the textbooks. The study adopted a descriptive analytical methodology, to study and analyze the research problem, as taught in the theoretical aspect of language games model specified in the basic books of the material. In terms of analytical work side it will be implemented to identify and distribute them to teachers to poll their opinions. Find and reach the conclusion that this program a new educational program applied by some teachers using language games, and this program has a strong impact on the educational achievement of primary school students in the teaching of Arabic, Malaysia. It was found that the application of the proposed model of language games in textbooks models deemed effective.DOI: 10.15408/a.v2i2.2089]]>
<![CDATA[PENGEMBANGAN TEMA DALAM BUKU AL-QIRA'AH AR-RASYIDAH UNTUK PELATIHAN MENULIS KREATIF BAHASA ARAB ]]>
<![CDATA[Muhammad Yunus Anis]]>;
<![CDATA[Arifuddin Arifuddin]]>;
<![CDATA[Eva Farhah]]>
<![CDATA[ Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban | Vol. 2 No. 2 December 2015 ]]>
Publisher : <![CDATA[Syarif Hidayatullah State Islamic University of Jakarta, Indonesia ]]>
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DOI: 10.15408/a.v2i2.2090
<![CDATA[Developing theme in a text of Arabic reading is the basis in a creative writing. By understanding the pattern of theme development in a text, beginner who wants to write in Arabic is easier in arranging the idea. This article is a research to see a great correlation between thematic progression with the creative writing in Arabic. The book taken as sample was al-Qirâ’ah al-Râsyidah which is used in MAN Karang Anyar and MAN 1 Surakarta. Related to the rheme in developing the theme, the students of both school wrote their daily activity by using thematic progression patterns. The result of the study showed that there is a great correlation between thematic progression pattern with the creative writing in Arabic.DOI: 10.15408/a.v2i2.2090]]>
<![CDATA[PUISI ARAB DAN PROTES SOSIAL : KAJIAN STRUKTUR-MUATAN PUISI SHA'ALIK PRA-ISLAM ]]>
<![CDATA[Andri Ilham]]>
<![CDATA[ Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban | Vol. 2 No. 2 December 2015 ]]>
Publisher : <![CDATA[Syarif Hidayatullah State Islamic University of Jakarta, Indonesia ]]>
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DOI: 10.15408/a.v2i2.2126
<![CDATA[This article aims to introduce another trend in pre-Islamic Arabic poetry as opposed to tribalism. This trend is particularly as reflected in brigand poetry (Sha‘âlîk). In the content, Sha‘âlîk poems are not derived from tribal personality similarly to the poem that’s being used in tribes, however derived from an act of rebelliousness and protest against the dominating social disparities in tribes life. The goal of protest’s Sha‘âlîk was against poverty dan social disparities. So, there are two kinds of Sha‘âlîk’s poems. First, protest against differenciation of genealogical tribe. This tribe was marginalizied Arab tribe. Second, protest against poverty which caused by social disparity in the tribe life.DOI: 10.15408/a.v2i2.2126]]>
<![CDATA[IMPLEMENTASI KURIKULUM 2013 PADA PEMBELAJARAN BAHASA ARAB DI MADRASAH IBTIDAIYAH ]]>
<![CDATA[Azkia Muharom Albantani]]>
<![CDATA[ Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban | Vol. 2 No. 2 December 2015 ]]>
Publisher : <![CDATA[Syarif Hidayatullah State Islamic University of Jakarta, Indonesia ]]>
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DOI: 10.15408/a.v2i2.2127
<![CDATA[The implementation of 2013 Curriculum revealed discrapencies between the curriculum program and their actual realization in the field. the approach adopted in implementing the 2013 Curriculum covered student active learning as well as process oriented approach. The objective of the research is to describe and gathering information related to the implementation of 2013 curriculum and the obstacles. The population and sample of the research is MI Pembangunan UIN Jakarta and MIN Cempaka Putih Tangerang Selatan. The design of the research is qualitative case study. The data is obtained by observing, interviewing, and analyzing the document. The result of the study shows that MI Pembangunan and MIN Cempaka Putih has implemented 2013 curriculum well based on the indicator criteria. It showed that the role of the teacher is dominated in the classroom activity.DOI: 10.15408/a.v2i2.2127]]>
<![CDATA[LAFAZH DAN MAKNA DALAM PERSPEKTIF PEMIKIRAN LINGUISTIK IBN JINNI ]]>
<![CDATA[Wati Susiawati]]>
<![CDATA[ Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban | Vol. 2 No. 2 December 2015 ]]>
Publisher : <![CDATA[Syarif Hidayatullah State Islamic University of Jakarta, Indonesia ]]>
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DOI: 10.15408/a.v2i2.2133
<![CDATA[Based on the readings and content analysis (tahlîl al-muhtawa) of Ibn Jinni’s book, al-khashâish and the other works related to linguistic thought, it was found that the notion of linguistic Ibn Jinni about the utterances and meaning are in the area of macro-linguistics that can not be separated from the study of phonology, morphology , syntax, and semantic. In addition, it cannot be separated from one another, utterances and meaning in Arabic, according to Ibn Jinni, it is used and developed as a medium of communication, both spoken and written. Therefore, word and meaning must be understood in the process, the events and the context of linguistic and socio-cultural context as a whole. Word and meaning of the object of study is the linguistic multiperspective, thus giving birth to the various fields of linguistic science. Linguistic thought about the word and meaning is important not only serve as a theoretical basis for understanding the text in Arabic, but also significantly to the development of learning 'ilm al-dalâlah (semantics) to the Arabic leaner or scholar.DOI: 10.15408/a.v2i2.2133]]>
<![CDATA[TA'LIM AL-LUGHAH 'ABR AL-TSAQAFAT WA TATHBIQUHU FI TA'LIM AL-LUGHAH AL-'ARABIYAH FI INDONESIA ]]>
<![CDATA[Nasaruddin Nasaruddin]]>
<![CDATA[ Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban | Vol. 2 No. 2 December 2015 ]]>
Publisher : <![CDATA[Syarif Hidayatullah State Islamic University of Jakarta, Indonesia ]]>
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DOI: 10.15408/a.v2i2.2141
<![CDATA[This article examines the close relationship that exists between language and culture which reflected in that language is a pot of culture and culture is a frame of language usage. It follows from this relationship that language learning is the linguistic and cultural process, or what so-called teaching language across cultures. This cultural teaching of language is based on three theories first of which is “Contrastive Analysis”, “Learning The Language Is A Cultural Learning”, and “Cultural Awareness In Foreign Language Teaching And Learning”. Based on these three theories this article tries to put down a cultural pattern for the teaching of Arabic for Indonesian learners which has cultural goals and content. It aims at overcoming linguistic and cultural problems suffered by the Indonesians when learning the Arabic, especially their difficulty in understanding Arabic elements that are different from what in their language, and their difficulty in using Arabic in certain situations properly.DOI: 10.15408/a.v2i2.2141]]>
<![CDATA[FONOLOGI DAN MORFOLOGI BAHASA ARAB 'AMIYAH MESIR ]]>
<![CDATA[Mufrodi Mufrodi]]>
<![CDATA[ Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban | Vol. 2 No. 2 December 2015 ]]>
Publisher : <![CDATA[Syarif Hidayatullah State Islamic University of Jakarta, Indonesia ]]>
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DOI: 10.15408/a.v2i2.2184
<![CDATA[The use of Arabic language, it is divided into two, namely Arabic fuṣhâ and ‘âmiyah. Arabic fuṣhâ used as a written language, and Arabic ‘âmiyah used as a spoken language. In daily activities, Arab people used Arabic ‘âmiyah more frequently. This is due to a fairly high level of formality that is owned by Arabic fuṣhâ, that should be in the spoken language is communicative, consultative, relaxed and intimate, both in term of morphological and syntactical. In the Egyptian Arabic occur in phonological and morphological differences were deemed difficult for students who only learn Arabic fuṣhâ. The difficulty that arises due to the ignorance of students to the differences that occur between Arabic fuṣhâ and Egyptian dialect. With an understanding of phonological and morphological of Arabic ‘âmiyah expected that the students of Arabic language or people who have learned fuṣhâ can understand-at least a few understanding-spoken language so that communication will run smoothly.DOI: 10.15408/a.v2i2.2184]]>
<![CDATA[TAHLIL MUHTAWA KITAB "AL-LUGHAH AL-'ARABIYAH" LI AL-SHAF AL-KHAMIS FI MALAYSIA ]]>
<![CDATA[Wiaam Mohammad Syairozi]]>
<![CDATA[ Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban | Vol. 2 No. 2 December 2015 ]]>
Publisher : <![CDATA[Syarif Hidayatullah State Islamic University of Jakarta, Indonesia ]]>
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DOI: 10.15408/a.v2i2.2185
<![CDATA[This study aims to analyze and critique the textbook for students of the fifth year or second-year secondary high school at Malaysian Madrasa. And it adopted a researcher at the research on the descriptive and analytical approach imposed by the nature of the study from the description of the book and the collection of data and information. The results of this study have shown that suitable book details the secondary stage, either in terms of language or cultural content resulting in the content of the book with the book’s goals. The linguistic content of the book suitable for the secondary stage only in literacy and dialogue texts, because the level of texts is high according to high school students, in addition to the length of the text which is about two pages. The cultural content for the local culture are regarded as very adequate, but lacks the Arab culture, because it is very important to get to know the culture of the studied language.DOI: 10.15408/a.v2i2.2185]]>
<![CDATA[MANHAJ TADRIS AL-ADAB AL-'ARABI LI GHAIR AL-'ARAB ]]>
<![CDATA[Arif Karkhi Abukhudairi]]>
<![CDATA[ Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban | Vol. 2 No. 2 December 2015 ]]>
Publisher : <![CDATA[Syarif Hidayatullah State Islamic University of Jakarta, Indonesia ]]>
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DOI: 10.15408/a.v2i2.2225
<![CDATA[The approaches and methods are used in the teaching of Arabic literature in the Arab and non-Arab universities. The Orientalists drawer since the late nineteenth century exaggerate the formal side, and freeze history, and still today. Western professors studying Arabic literature in the light of traditional concepts fixed. The purpose of this research is to present and discuss methods of teaching Arabic literature at universities in Europe and the United States of America. The researcher uses in the study the descriptive and analytical and comparative, and reached a number of conclusions from the most important being that the teaching of literature should be based on a correct understanding of the meaning of literature firstly, a thorough knowledge of the characteristics of an Arab literature secondly, and a good choice of odels that are placed in the hands of students thirdly. Moreover, it poses a researcher a new approach to the teaching of Arabic literature to non-Arab Arabic literature to non-Arab aims to literary taste the development of the students' non-Arab, and focused on the basic four areas namely linguistics, history, literary criticism, and comparative literature.DOI: 10.15408/a.v2i2.2225]]>
