Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Ihya al-Arabiyah: Jurnal Pendidikan Bahasa dan Sastra Arab
Hafidz, Muhammad
Universitas KH. Abdul Chalim Mojokerto, Indonesia
Education

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
At-Tadarruj Fī Tadrīs Mawādd ‘Ilm Al-Badī‘ Baina Al-‘Arabiyyah Wa Al-Indūnīsiyyah Fī Ḍau’i Darajat Aṣ-Ṣu‘Ūbāt: Dirāsah Taḥlīliyyah Muqāranah ‘Alā Naẓariyyah Clifford Prator Hafidz, Muhammad; Jamilah, Ida Lutfiyatul; Rosyad, Muh Sabilur
Ihya al-Arabiyah: Jurnal Pendidikan Bahasa dan Sastra Arab Vol 12, No 1 (2026)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/ihya.v12i1.27832

Abstract

This study addresses the difficulties students face in learning Ilmu Badi' due to varying levels of rhetorical complexity. Aiming to enhance pedagogical effectiveness, it classifies and organizes Ilmu Badi' materials based on Clifford Prator's levels of difficulty and explores similarities with Indonesian rhetorical styles using a contrastive approach. Sixteen Ilmu Badi' topics with Indonesian equivalents were identified and categorized as follows: Level Zero - Transfer: klimaks, antiklimaks, elipsis, antanaklasis, asindenton, kiasmus, and antithesis. Level One - Integration and Level Two - Differentiation: No topics identified. Level Three - Reinterpretation: anadiplosis and epanalepsis. Level Four - Overdifferentiation: Paronomasia and koreksio. Level Five - Division: rima, hiperbola, erotesis, antifrasis, and antithesis. Employing a descriptive qualitative method and contrastive analysis, the study uses library research to examine rhetorical parallels between Arabic and Indonesian. The results highlight the importance of sequencing Ilmu Badi' instruction progressively-from simple to complex-to support learner comprehension. This research contributes a structured model for Arabic rhetorical instruction and advocates for contrastive linguistic strategies in curriculum development. Future studies are encouraged to investigate how such structured teaching affects students' mastery of Arabic rhetorical forms.
Co-Authors Jamilah, Ida Lutfiyatul Rosyad, Muh Sabilur