Sistem Pengajaran Bahasa di Indonesia dan Problem Bahasa Arab Secara Aktif

Fatkhurrohman, Fatkhurrohman

doi:10.32699/liar.v1i01.195

Cited by 4 publications

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Dengan persiapan yang tidak maksimal ini maka kegiatan pembelajaran bahasa Arab pada aspek kosakata di madrasah aliyah ini menjadi kurang terukur. Hal ini dapat dikatakan sebagai pembelajaran bahasa Arab yang tidak menentu, yang diawali dari tidak ada persiapan yang jelas (Fathurrahman, 2017). Tetapi memang dalam pembelajaran kosakata terdapat 2 model, pembelajaran yang terencana dan pembelajaran yang tidak terencana (Seal, 1991).…”

Section: Hasil Dan Pembahasanunclassified

Pembelajaran Kosakata Arab pada Siswa Madrasah Aliyah di Kabupaten Banyumas

Subur¹

2021

INSANIA : J. Pemikir. Alternatif Kependidikan

View full text Add to dashboard Cite

In Indonesian Muslim society, mastery of Arabic is very important to improve the quality of Islamic education. Arabic can be an effective tool for studying Islamic literature which contains many educational values. In Arabic learning activities, there are two important elements to be learned: grammar and vocabulary. This study aims to analyze the various methods used by teachers and students in improving Arabic vocabulary comprehension for Madrasah Aliyah students in Banyumas Regency. The data was collected through documentation, observation and interviews with the teachers and students. Data analysis is done through description. The results showed that there are many ways of learning vocabulary (mufradat) such as; pointing the objects from to show the vocabulary (ibra>z), demonstrating (tamsil), role playing (lu'bah ad-daur), mentioning antonyms (zikr al-mutadat), mentioning synonyms (zikr al-mutaradifat), association/collection (tada'il al-ma'ani), mentioning the origin of the sentence (al-as{l) and its derivation (musytaqat), the teacher explains a vocabulary through something related words, repeating/multiplying the reading, looking for new vocabulary in the dictionary and translating activities. In learning Arabic, vocabulary comprehension or Mufradat still uses the conventional methods which causes the mastery of Arabic vocabulary (mufradat) less optimal.

show abstract

Section: Hasil Dan Pembahasanunclassified

Pembelajaran Kosakata Arab pada Siswa Madrasah Aliyah di Kabupaten Banyumas

Subur¹

2021

INSANIA : J. Pemikir. Alternatif Kependidikan

View full text Add to dashboard Cite

show abstract

“…As students are encouraged to memorize a lot of vocabulary (mufradat) every day, or more emphasis on grammar and not contextual so that the student's ability to speak and communicate with fellow friends is not achieved, even though each language has a different level of difficulty and ease depending on the character of the language system itself. (Fatkhurrohman, 2017) In Arabic learning, four language skills are known that students must have, namely: listening skills (maharah al-istima'), speaking skills (maharah al-kalam), reading skills (maharah al-qira'ah), writing skills (maharah al-kitabah). ), in mastering the four language skills, some linguists assume that a person's language skills are determined only by the level of mastery of vocabulary.…”

Section: Introductionmentioning

confidence: 99%

Learning maharah al-kalam through verb and noun forming using the Qiyas method

Astina

Baroroh

Rahman

2022

IJAS

View full text Add to dashboard Cite

One of the inhibiting factors for learning Maharah Kalam is the lack of students'mufradat treasury. They are only taught conversational material which will be practiced in a literal way or exactly as exemplified by the previous teacher. These barriers are exacerbated by the lack of teacher innovation in designing learning methods that make them active and innovative in producing, deriving, and comparing words, both Isim and fi'il. Whereas in the terminology of the basics of Arabic language, the Qiyas method is known whose main function is to find the origin of the word and then find other forms (sigat) with different positions, functions, and meanings. In this paper, the author uses a literature review with the type of qualitative research, the approach used is descriptive-analytic. The data analysis technique is content analysis. The results obtained by the authors from literature reviews and descriptive-analytic studies, reflect that the qiyas method makes students more active and innovative in producing derived words (furu') from the origin of the word (ashl) based on wazan ('illah) guidelines. In addition, learning maharah kalam is also more efficient because there will be more time available for intensive hiwar practice, because the teacher assigns exploration of this derivative mufradat outside the classroom. While the focus of learning in class is language activities such as hiwar, munaqasyah and munadharah.

show abstract

Understanding CEFR Language Levels: A Pshycholinguistic Study

Humaini,

Nurdianto

2024

SHS Web Conf.

View full text Add to dashboard Cite

This research was motivated by the increasingly widespread discussion of CEFR lea rning methods as a reference for Arabic language learning in Indonesia. A language teaching framework must always be developed in such a way that learning objectives can be achieved. This study focused on the level of understanding rather than the CEFR. This study aims to provide additional insight into academic treasures by reviewing CEFR learning references from a Psycholinguistic point of view. In the psycholinguistic view, it is explained that there are two processes in the mechanism of language in humans, namely receptive and productive, the process of receiving speech and producing speech. At the receiving stage, there will be an understanding process which is categorized by the CEFR as a comprehension level stage consisting of two proficiency activities, namely listening and reading skills. The production process is categorized in the level of speaking and writing proficiency. In addition, the category of foreign languages such as Arabic in the acquisition of language from a psycholinguistic perspective is included in the category of second language acquisition, which is the language mastered by the speaker of a particular language after he has mastered the first language. The approach used in this study is a qualitative approach using document analysis or library research.

show abstract

Sistem Pengajaran Bahasa di Indonesia dan Problem Bahasa Arab Secara Aktif

Cited by 4 publications

References 0 publications

Pembelajaran Kosakata Arab pada Siswa Madrasah Aliyah di Kabupaten Banyumas

Pembelajaran Kosakata Arab pada Siswa Madrasah Aliyah di Kabupaten Banyumas

Learning maharah al-kalam through verb and noun forming using the Qiyas method

Understanding CEFR Language Levels: A Pshycholinguistic Study

Contact Info

Product

Resources

About