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All Journal Lisanudhad: Jurnal Bahasa, Pembelajaran, dan Sastra Arab
Dihyatun Masqon
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Fikrah Tammām Ḥassān fī Taʿallum al-Lughah al-ʿArabiyyah li al-Nāṭiqīn bi Ghayrihā (Dirāsah Waṣfiyyah Taḥlīliyyah) Dihyatun Masqon
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 3 No. 2 (2016): Jurnal Lisanudhad: Jurnal pendidikan bahasa, dan sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

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Tammām Ḥassān’s concept of Arabic language learning for non-native speakers is structured into three sequential stages: recognition (taʿarruf), comprehension (istiʿāb), and appreciation (istimtāʿ). The first stage, recognition, emphasizes three fundamental linguistic disciplines that form the basis of Arabic language instruction: phonetics, morphology, and syntax. Phonetics serves as the essential foundation for learning morphology and syntax. The second stage, comprehension, enables learners to understand various sentence patterns and distinguish between their different structures. This stage encompasses two dimensions: cultural meaning and linguistic, rhetorical, and stylistic meaning. The final stage, appreciation, is achieved only after learners have recognized the linguistic structures of a text and comprehended its meanings. At this stage, learners develop literary appreciation and the ability to perceive the aesthetic qualities and artistic beauty of Arabic texts.
Naḥwa Mustaqbal Afḍal: Taʾammulāt fī Tafʿīl ʿAmaliyyat Taʿlīm al-Lughah al-ʿArabiyyah li-Abnāʾ Indūnīsiyā Dihyatun Masqon
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 1 No. 1 (2014): Jurnal Lisanudhad: Jurnal pendidikan bahasa, dan sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

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Language is one of the greatest means through which people communicate, cooperate, and build relationships with others. Beyond serving as a tool of communication, it is also an instrument for thinking, expressing ideas, emotions, and experiences, preserving human knowledge, and transmitting cultural and civilizational heritage. Furthermore, language functions as a fundamental medium for teaching and learning. The Arabic language, in particular, serves as a gateway to Arab and Islamic culture and civilization. Teaching Arabic to non-native speakers requires specialized instructional methods that address the learners’ linguistic and cultural backgrounds, especially in the Indonesian context. In Indonesia, two major educational approaches have emerged in Arabic language instruction: the classical approach and the modern approach, each offering distinctive methods and innovations in teaching Arabic. This article reflects on the importance of strengthening Arabic language education for Indonesian learners by considering these educational approaches and their contributions to improving the quality of Arabic language instruction.
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