As a guide for humans in managing their lives in order to obtain physical and spiritual happiness, in this world and in the hereafter. To be able to learn and understand the content or content of the Qur'an is not easy, therefore the teacher or cleric must have a strategy, method or method in teaching it. The methods commonly used in an effort to be able to read the Qur'an properly and correctly in many TPQ or TPA include the Jibril, Bagdadi, Qiro'ati method, the Iqro method and the An-Nahdhiyah method. Among the stages of learning the Qur'an is by reading, translating and interpreting. As we know the first commandment when the Qur'an was revealed to the prophet Muhammad was reading, which of course has a very broad understanding. Then in another verse Allah SWT commands us to read the Qur'an with Tartil. In Abdullah bin Ahmad an-Nasafi's view "tartil" is to clarify the reading of all hijaiyah letters, maintain places to stop reading (waqaf), and perfect harokat. in reading. Meanwhile, Sayyidina Ali bin Abi Talib equated "tartil" with tajwid, namely improving the reading of the letters and knowing the stopping places (waqaf). In contrast to Ibn Kathir who interprets "tartil" as a slow reading that can help towards the level of understanding and contemplation of the Qur'an. In line with Ibn Kathir, Fakhrur Rozy in his commentary said "tartil" is to clarify and perfect the reading of all letters by giving all their rights by not hastily in reading the Qur'an.

Maharah kalam (Keterampilan berbicara) adalah kemampuan mengungkapkan bunyi-bunyi artikulasi atau kata-kata untuk mengekspresikan pikiran berupa ide, pendapat, keinginan, atau perasaan secara lisan kepada mitra pembicara. Maharah kalam dalam konteks Bahasa arab merupakan salah satu keterampilan yang menjadi dasar utama dalam Bahasa Arab, sehingga mahasiswa wajib menguasainya. Namun, sebagian besar mahasiswa mengalami kesulitan dalam berbicara Bahasa Arab yang mayoritas disebabkan oleh faktor ketidak percayaan diri mereka dalam berbicara Bahasa arab, kurangnya penguasaan mufrodat, dan lain sebagainya. Oleh karena itu, sebagai pengajar harus menguasai berbagai metode dan menggunakan beberapa metode agar pembelajaran menjadi efektif, salah satunya menggunakan metode Ta’bir Ash-Shuwar Al-‘Asywai atau dikenal dengan metode story telling menggunakan media gambar seri. Yang mana metode tersebut yaitu metode yang mendiskripsikan atau menceritakan gambar yang telah di susun dari gambar yang di acak. dan sesuai dengan observasi yang dilakukan oleh peneliti, bahwa dengan metode dan media ynag diterapkan oleh peneliti terhadap mahasiswa semester III  Jurusan Pendidikan Bahasa Aarab di IAIN Madura dapat meningkatkan ketrampilan berbicara dan meningkatkan minat mereka dalam pembelajaran maharaha kalam.

This study covers 3 main problems, namely (1) the definition of verbs in Arabic and English (2) what are the similarities and differences between them (3) how to predict problems regarding verbs in Arabic. This study uses a qualitative study of literature. All data in this study were generated through the documentation method and to analyze the data researcher using a descriptive approach by comparing verbs in Arabic and English. And the results of this study indicate that verbs in Arabic and English are every word that indicates something that happened at a certain time. But between the two have similarities and differences. The similarities between the two are in the aspects of definition, sign, and division. The differences include division and marks. Verbs in Arabic are divided into 3, while in English are divided into 4. Verbs in Arabic and English also have different characteristics. The prediction of the problem about verbs in Arabic when teaching them to students is that verbs which have differences will be difficult for students to understand, while verbs that have similarities will be easily understood by students.

No abstract

is obligated to use the Arabic language, but santriwati always make mistakes by interfering with the Madurese language, their mother tounge. The researcher, therefore, will analyze and describe interference, the element of interference, and the solution of mistakes. The method of research is descriptive analysis with a qualitative approach. The instruments of research are interviews, observation, and documentation. Then, the data are analyzed with Milles and Huberman's theory. The research results show that the form of interference of mother tongue at Boarding School Darul Lugah Waddirasatil Islamiyah is the interference of phonology, morphology, syntax, and semantic interference and interference lexical. Interference problems are the weakness of the supervisor, lack of mufrodat and qowaid, and forced speaking the Arabic language without a supervisor. The interference solutions are observation, mufrodat and qowaid, and listening to a native speaker speaking Arabic.