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الترادف ودوره في اللغة العربية Muhammad Mubasysyir Munir
Lugawiyyat Vol 2, No 2 (2020): Lugawiyyat
Publisher : UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/lg.v2i2.10938

A synonym is a linguistic phenomenon that expands the horizons of expression and communication, and helps the speaker to open up broad creative horizons. There has been a lot of talk and discussion between scientists, linguists, writers and researchers, old and new. Many of them have counted it as a feature of Arabic, a feature of its features, and a manifestation of genius in it.This research mentioned the three divisions of the position of ancient linguists on synonym: supported its existence but was not complete, supported its the existence at all, and denied it. He also mentioned the opinions of modern scientists that divided synonym into complete synonymy and near synonymy. Then he mentioned the most prominent scientists of synonym and sealed his turn in Arabic. In summary, old scientists take the meaning of general synonym without any condition in order to expand the circle of it’s in the language. The modernists reversed them, narrowing the tandem circle by setting conditions on the occurrence of synonym.

تطبيق طريقة الاستجابة الجسدية الكاملة في تعليم اللغة العربية Mustapa Mustapa; Anita Andriya Ningsih; Muhammad Mubasysyir Munir
Lugawiyyat Vol 3, No 2 (2021): Lugawiyyat
Publisher : UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/lg.v3i2.14025

The TPR (Total Physical Response) method in its implementation through speech instructions given to learners can be played through real examples that are meaningful and understandable. The nature of this study is descriptive analysis, which is the regular parsing of data that has been obtained, then given understanding and explanation in order to be well understood by readers. So that the steps taken are 1) learners must actively listen well to what is demonstrated by the teacher with the vocabulary keywords mentioned and the commands given by the teacher with examples of the use of such vocabulary in everyday life or phenomena that are around, 2) the student's task in listening to the teacher's demonstration explanation explaining the existing vocabulary must be in some time and not just once and thoroughly, 3) The next stage is to deify and imitate, 4) the teacher tries to order students without keywords or demonstrations or other stimulus, 5) Students act or demonstrate teacher commands, 6) creative and innovative demonstrations are carried out by teachers so that students are more understanding and able to imitate well, 7) teachers give varied command models without demonstrations or demonstrations, and 8) then in the final stages students are able to protest to colleagues in turn.

الترادف ودوره في اللغة العربية Munir, Muhammad Mubasysyir
Lugawiyyat Vol 2, No 2 (2020): Lugawiyyat
Publisher : UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/lg.v2i2.10938

A synonym is a linguistic phenomenon that expands the horizons of expression and communication, and helps the speaker to open up broad creative horizons. There has been a lot of talk and discussion between scientists, linguists, writers and researchers, old and new. Many of them have counted it as a feature of Arabic, a feature of its features, and a manifestation of genius in it.This research mentioned the three divisions of the position of ancient linguists on synonym: supported its existence but was not complete, supported its the existence at all, and denied it. He also mentioned the opinions of modern scientists that divided synonym into complete synonymy and near synonymy. Then he mentioned the most prominent scientists of synonym and sealed his turn in Arabic. In summary, old scientists take the meaning of general synonym without any condition in order to expand the circle of it’s in the language. The modernists reversed them, narrowing the tandem circle by setting conditions on the occurrence of synonym.

Tahliil Mawaad al-Tadriibaat wa Ikhtibaraat Mahaarah al-Istimaa’ fii Ta’liim al-Lughah al-Arabiyah bi al-Madrasah al-Ibtidaaiyyah Bastian, Achmad Fandi; Munir, Muhammad Mubasysyir
Lugawiyyat Vol 5, No 1 (2023): Lugawiyyat
Publisher : UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/lg.v5i1.20185

Basic language skills include four skills: listening, speaking, reading, and writing. Listening is one of the four language abilities taught in elementary schools. However, Arabic textbooks in elementary schools using K13 have not been maximized in providing part of the training materials in listening skills. This paper attempts to explore the materials for listening skills exercises and tests in the textbook using K13 in elementary schools. The purpose of the study was to describe the exercises and tests of listening skills in the textbook. The methodology used in this study is qualitative research methodology with content analysis, and the data sources are the textbook using K13 in elementary school. The results of this study showed that the Arabic language material practiced by the listening skill in this book is insufficient and does not yet represent the purpose of teaching the listening skill specifically, as it was the purpose of teaching the communicative Arabic language announced in generallaw. The materials for the Arabic listening skills tests in this book are not well prepared, they are not written within the book, and the test is conducted by the teacher on his initiative and needs

تطبيق طريقة الاستجابة الجسدية الكاملة في تعليم اللغة العربية Mustapa, Mustapa; Ningsih, Anita Andriya; Munir, Muhammad Mubasysyir
Lugawiyyat Vol 3, No 2 (2021): Lugawiyyat
Publisher : UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/lg.v3i2.14025

The TPR (Total Physical Response) method in its implementation through speech instructions given to learners can be played through real examples that are meaningful and understandable. The nature of this study is descriptive analysis, which is the regular parsing of data that has been obtained, then given understanding and explanation in order to be well understood by readers. So that the steps taken are 1) learners must actively listen well to what is demonstrated by the teacher with the vocabulary keywords mentioned and the commands given by the teacher with examples of the use of such vocabulary in everyday life or phenomena that are around, 2) the student's task in listening to the teacher's demonstration explanation explaining the existing vocabulary must be in some time and not just once and thoroughly, 3) The next stage is to deify and imitate, 4) the teacher tries to order students without keywords or demonstrations or other stimulus, 5) Students act or demonstrate teacher commands, 6) creative and innovative demonstrations are carried out by teachers so that students are more understanding and able to imitate well, 7) teachers give varied command models without demonstrations or demonstrations, and 8) then in the final stages students are able to protest to colleagues in turn.

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