This research was aimed to deal with the research question about how the strategy was used to translate Indonesian language academic texts into Arabic in structural aspect, its strategy in semantical aspect, and its appropriateness in terminological aspect. Qualitative research was applied in this study and content analysis was used for the analysis. The source of this research was the authentic examples of the students' work Department of Arabic Education UIN Syarif Hidayatullah in translation subject. The data used in this study were the verbal expressions in students' works. The result found from 150 identified strategies, it was found 7 translation strategies discovered from students' works from Indonesian language into Arabic. Based on the strategies found, it can be concluded that the translation of academic texts was still oriented to the first language. From the aspect of target language, the academic terminology was appropriately used, standardized and clear, although some mistakes found from the aspect of structure.

The objective of this research is to describe: (1) the process development  of fine motor and visual motor skills of children 4-5 years old, (2) the learning media applied   development of  fine motor and visual motor skills, (3) the learning method applied development of  fine motor and visual motor skills of children 4-5 years old, (4) the learning evaluative applied development of fine motor and visual motor skills of children 4-5 years old to get ready write. The research is implemented at TK A “Plus” Insan Sejati, Cibinong West Java. This study is naturalistic qualitative deskriptive. The process of the research follows the Spradley’s advance stages which consists of collecting data by applying observation, interview, and documentation. Data analysis consists of domain analysis, taxonomi analysis, component analysis, and theme analysis. The result of the study show that: (1) the learning activities on the development fine motor and visual motor skills to get ready write are carried out by defference activities applied in each learning process, (2) learning strategy applied by the theacher are: defferent method, media and evaluation.Keywords: Early childhood, Development motor skills, Visual motor skills. ABSTRAKTujuan penelitian ini adalah untuk (1) memahami proses perkembangan keterampilan motorik halus dan visual motorik usia 4-5 tahun, (2) menemukan media yang digunakan dalam pengembangan keterampilan motoirk halus dan visual motorik dalam menyiapkan menulis, (3) mengetahui aplikasi metode yang digunakan dalam upaya pengembangan keterampilan motorik halus dan visual motorik usia 4-5 tahun, dan (4) penggunaan evaluasi dalam mengembangkan keterampilan motorik halus dan visual motorik usia 4-5 atahun dalam menyiiapkan menulis. Penelitian ini di laksanakan di TK A ”Plus” Insan Sejati Cibinong dengan menggunakan metode deskriptif kualitatif naturalistik. Proses penelitian ini mengikuti alur maju bertahap dari Spradley, proses pengumpulan data meliputi: analisis domain, analisis taksonomi, analisis komponen, dan analisis tema. Hasil penelitian menunjukkan bahwa: (1) pembelajaran dalam pengembangan keterampilan motorik halus dan visual motorik dalam menyiapkan menulis dilakukan melalui kegiatan-kegiatan yang beragam yang dilakukan pada setiap proses pembelajaran, (2) strategi pembelajaran yang digunakan meliputi: metode yang bervariasi, media yang disesuaikan dengan jenis kegiatan, dan evaluasi yang dilakukan pada setiap akhir kegiatan

Social constructivism, which is often called Vygotsky's constructivist theory, is the latest teaching and learning approach which emphasizes on the importance of culture and social context or social interaction for knowledge development. Social constructivists view learning not only as individual process but also as a social process. Guided with social constructivism, this article aims to discuss its application in reading teaching. The implication of the models of learning recommended based on social constructivism are collaborative learning, cooperative learning, peer-scaffolding, reciprocal teaching, and contextual learning. AbstrakKonstruktivisme sosial atau dikenal dengan teori Vygotsky merupakan cabang dari teori belajar konstruktivisme yang menekankan pentingnya budaya dan interaksi sosial dalam mengembangkan pengetahuan siswa. Konstruktivisme sosial memandang belajar tidak hanya sebagai proses individual akan tetapi ia juga sebagai proses sosial. Artikel ini bertujuan untuk membahas penerapan konstruktivisme sosial dalam pembelajaran membaca. Model pembelajaran yang direkomendasikan konstruktivisme sosial dalam pembelajaran membaca, di antaranya pembelajaran kolaboratif, pembelajaran kooperatif, tutor sebaya, pembelajaran reciprocal, dan pembelajaran kontekstual.. Kata Kunci: konstruktivisme sosial, pembelajaran membaca, pembelajaran kooperatif dan kontekstual

This study aims to describe 1) students' perceptions of the purpose of learning Arabic in terms of its relevance to their learning needs; 2) female students' perceptions of Arabic teaching materials; 3) language skills (listening, speaking, reading, and writing) which are priorities and student required;; and 4) Evaluation of the desired learning. To achieve this goal, the research approach that is considered relevant in this research is a qualitative approach with a case study approach. Data were collected through questionnaires and interviews. The research results obtained are: 1) The objectives to be achieved by students are the ability to read and understand lecture material sourced from Arabic books. 2) The subject matter desired by students is related to listening, speaking, and reading skills, and relates to linguistic elements consisting of sounds, vocabulary (mufradat) word forms, and sentence structures that suit the needs (tanzhim psychology). 3) Taking into account the objectives and material above, various eclectic methods can be used with an emphasis on the touchable grammar method (thariqah qawa'id wa tarjamah) and the reading method. To practice speaking skills in communicating Arabic, the sam'iyyah syafawiyah method can be used. 4) Evaluation must be carried out programmatically using various tools, especially tests, both oral and written. This test can be objective or subjective.

This research aims to reveal the strategies used in translating Arabic aphorisms into Indonesian language and to measure the equivalence at word level in the book entitled Seratus Mahfudzot written by As’ad Humam (1994). This qualitative study was performed in a descriptive analysis based on the theory of translation strategies which were limited to structural and semantic strategies of Suryawinata and Hariyanto (2003) and the theory of equivalence at word level of Baker (2001). Triangulation of data sources was used to validate research findings. From 150 words that have been analyzed, the results highlighted 9 strategies that were applied as followed: 60 (40%) additions, 16 (10.67%) subtractions, 22 (14.67%) transpositions, 4 (2.67%) modulations, 32 (21.33%) borrowings, 5 (3.33%) cultural equivalents, 3 (2%) synonyms, 3 (2%) reductions, and 5 (3.33%) expansions. The equivalence at word level reached 74%, whereas 26% were found non-equivalent. It strengthens the assumption that there are characteristic difference and similarity between Arabic and Indonesian to take into consideration in translation.