Lingkungan Artifisial Dalam Pembelajaran Bahasa Arab

Habibah, Nur

doi:10.15408/a.v3i2.4038

Cited by 18 publications

(19 citation statements)

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“…Second language acquisition is assumed on language acquisition obtained after language acquisition first, and second language not only become discourse in the environment class but also used in daily communication on one particular society (Syahid, 2015). Habibah (2016) justified that the environment is very influencing someone in the language, especially orally. Arabic learning with the purpose of communicative is an action of the aural-oral method which formats students always speak (Zulhanan, 2014)…”

Section: Cefr Learning Competenciesmentioning

confidence: 99%

CEFR-Based Arabic Language Learning Competency

Nurdianto

Hidayat

Wulandari

2021

JIz

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This research was an effort to formulate an easy and modern Arabic learning method for non-Arabic speakers. Learning Arabic at CEFR does not only focus on the principles of Nahwu as science or practice, but also there are other competencies that must be included in its learning. This research was descriptive qualitative in nature with the primarily data was the study of the Common European Framework of Reference for Language (CEFR). Data analysis was carried out by document analysis on the CEFR-based Arabic learning competency and the results were presented in descriptive form. This research resulted two main competency standards in teaching Arabic based on CEFR, they were: language competence in general and communicative language competence. In this general competency there were four derivative competencies, namely: 1) declarative knowledge; 2) expertise and skills; 3) existential competence; and (4) the ability to learn. Meanwhile, the CEFR only defined communicative language competence in its three derivative competencies, namely: 1) linguistic competence; 2) sociolinguistic competence; and 3) pragmatic competence.

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Section: Cefr Learning Competenciesmentioning

confidence: 99%

CEFR-Based Arabic Language Learning Competency

Nurdianto

Hidayat

Wulandari

2021

JIz

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“…Stephen D. Krasen mengatakan bahwasannya, dinilai lebih memberikan keefektifan pembelajaran apaila menerapkan metode pengajaran dengan memberlakukan lingkungan fokus bahasa didalamnya. Karena, lingkungan adalah pengaruh yang signifikan dalam pendidikan dan pengajaran anak-anak, khususnya ketrampilan berbahasa, dikaenakan lingkungan memiliki pengaruh pada siswa secara langsung dengan menerapkan teori yang mereka pelajari ketika mereka berada di kelas (Habibah, 2016).…”

Section: Pengertian Lingkungan Bahasa Arabunclassified

“…Pada umumnya tipe ini terjadi pada kelompok multi bahasa (Ellis, 1989). Sedangkan, jenis formal yaitu proses pembelajaran yang melibatkanmuriddan guru danterjadi di dalam kelas secara berkali dan terjadwal serta memiliki tujuan yang sepesifik (Habibah, 2016).…”

Section: Pembahasanunclassified

Pembentukan Lingkungan Bahasa Arab Untuk Mengembangkan Keterampilan Berbicara

Abdullah¹,

Rahmi²,

Walfajri³

2021

taqdir

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This study aims to determine that the formation of the language environment is a major factor in the success of learning foreign speaking skills especially Arabic. The method used is the library research method (library research), data collection is done by examining and exploiting several journal articles, books, and other sources of information deemed relevant to the study. The formation of a language environment is one of the dominant factors supporting the success of learning Arabic speaking skills. It can be seen that speaking skills are very important language skills. Without an optimal language environment, it is difficult to master it. The results of this study are that the formation of the language environment must be the responsibility of the school manager and all boarding officials by involving all students. Thus, all parties will feel the language environment and support wholeheartedly towards all programs related to the language environment. The formation of the language environment can be done through various linguistic activities, including: developing vocabulary (mufrodat), displaying Arabic vocabulary (posters) in language environment facilities, Arabic language practices in daily communication, Arabic speech and drama practices.

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“…Pembelajaran bahasa Arab berbasis lingkungan lebih efektif dan berpengaruh terhadap kemahiran berbahasa Arab. Sebab kemampuan berbahasa tidak hanya ditentukan oleh LAD (Language Acquisition Device) melainkan sangat dipengaruhi oleh lingkungan di mana seseorang tersebut tinggal (Habibah, 2016).…”

Section: Pendahuluanunclassified

Pemerolehan Ungkapan-Ungkapan Bahasa Arab Bagi Santriwati Baru di Pondok Pesantren Putri

Nafisah¹,

Jasmani²,

Hamidah³

2021

taqdir

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In a female Islamic boarding school in South Kalimantan, Arabic and English are applied in daily communication, both in formal and informal settings. Seeing the efforts of both the Islamic boarding school and the students themselves in mastering Arabic including its expressions, this qualitative descriptive study was carried out with the aim of describing how the students' Arabic expressions were obtained and also the types of expressions, because each Islamic boarding school and even each individual and group had individual efforts to improve Arabic language skills. Data were collected through interviews, observation and documentation from 15 new santriwati and a number of other informants who were then checked for data validity through data triangulation and analyzed at the stages of data collection, data reduction, data presentation and conclusion drawing. The results showed that the acquisition of Arabic expressions is obtained through listening to Arabic conversations both in formal and informal environments as well as through learning, both learning that has been determined by the Islamic boarding school such as memorizing the expressions on the media card, studying individually or studying in groups. The types of Arabic expressions obtained in the Islamic boarding school for girls are through listening and learning in the form of teachings, appeals and prohibitions. The implication of this research is that foreign language speaking skills will be easily mastered with a spirit of learning, learning strategies and the use of learning media.

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Lingkungan Artifisial Dalam Pembelajaran Bahasa Arab

Cited by 18 publications

References 0 publications

CEFR-Based Arabic Language Learning Competency

CEFR-Based Arabic Language Learning Competency

Pembentukan Lingkungan Bahasa Arab Untuk Mengembangkan Keterampilan Berbicara

Pemerolehan Ungkapan-Ungkapan Bahasa Arab Bagi Santriwati Baru di Pondok Pesantren Putri

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