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All Journal Al-Ta'rib: Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Asalibuna International Conference on Islamic Economic Al-Wasil: Journal of Arabic Education Al-Wazan EMPIRISMA: JURNAL PEMIKIRAN DAN KEBUDAYAAN ISLAM
Afyuddin, Moh. Sholeh
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Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : Asalibuna

 1 
Analysis of Translation Techniques and Syntactic in Translation of the Kediri State Islamic Institute for the Academic Community of the Arabic Education Study Program Afyuddin, Moh. Sholeh; Gunawan, Riski
Asalibuna Vol. 5 No. 01 (2021): Volume 05, Nomor 01, Juni 2021
Publisher : Institut Agama Islam Negeri (IAIN) Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (774.098 KB) | DOI: 10.30762/asa.v5i1.3225

Abstract

The name does not have the connotation of a particular language meaning, except to indicate what it is named after. Thus the name does not need to be translated into another language. In fact, when translated it will be prone to misunderstandings about what is meant. In the case of the translation of IAIN Kediri into Arabic carried out by the academic community of the Arabic language education study program, more than one variety of translations emerged, namely: 1) الجامعة الإسلامية الحكومية كديري dan 2) جامعة كديريالإسلامية الحكومية . This is due to differences in the techniques used to translate them. This inconsistency certainly resulted in the emergence of the allegation that the campus in question was different. This study uses a qualitative method by taking data from several student writings contained in thesis documents, papers, journal articles and books published by IAIN Kediri, web pages, and others and trying to find the most popular variety of translations. The findings of the analysis conclude that the technique of determining the equivalent of words in the two translations is exactly the same, namely using the generalization technique on the word institute, the reduction technique in the translation of Islamic religious words, the literal technique on the word Negeri and the borrowing technique which is naturalized on the word Kediri. Syntactic analysis concludes that there is a grammatical gap in the first translation model due to the use of a literal method that is oriented to the source text. While in the second translation model there is no grammatical gap, because the translation uses transmutation techniques so that the translation results have a pattern that is known in the target language.
Bi'ah Lughawiyah of al-Azhar Arabic Course in The Socio-Cultural Vygotsky Alamsyah, Zulfian; Afyuddin, Moh. Sholeh; Hartanto, Eko Budi; Ma'arif, M. Syamsul
Asalibuna Vol. 6 No. 02 (2022): Volume 06, Nomor 02, Desember 2022
Publisher : Institut Agama Islam Negeri (IAIN) Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v6i02.2827

Abstract

This research aims to examine Biah Lughawiyah at the Al-Azhar Arabic Language Course Institute, Pare from the perspective of Vygotsky's socio-cultural theory, namely Zone of proximal development, Scaffolding, and Language and Thought and Cognitive Development. This research uses descriptive qualitative methods. The data source was determined using Purposive Sampling techniques. Data collection techniques use interview, observation and documentation methods. Data analysis techniques use data collection, data reduction, data presentation, and drawing conclusions or verification. The results of this research conclude that Bi'ah Lughawiyah activities at the al-Azhar Pare Arabic Language Course Institute are in accordance with Vygotsky's Socio-Cultural theory, namely: 1) it is mandatory to speak Arabic while at al-Azhar Pare in accordance with the principles of language and thought and cognitive development theory Vygotsky, 2) Mufrodat and al-Azhar Got Talent deposits are in accordance with the principles of zone of proximal development and scaffolding, 3) educational punishments are in accordance with the principles of zone of proximal development, 4) al-imtihan is in accordance with the principles of scaffolding, 5) jurfah class is in accordance with Vygotsky's theory of cognitive development, 6) provision of guidebooks in accordance with the zone of proximal development, 7) awards or rewards in accordance with Vygotsky's principles of language and thought, 8) halaqoh room in accordance with Vygotsky's theory of cognitive development, and 9) an Arabic nuanced environment in accordance with principle of the zone of proximal development.
Analysis of Translation Techniques and Syntactic in Translation of the Kediri State Islamic Institute for the Academic Community of the Arabic Education Study Program Afyuddin, Moh. Sholeh; Gunawan, Riski
Asalibuna Vol. 5 No. 01 (2021): Volume 05, Nomor 01, Juni 2021
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asa.v5i1.3225

Abstract

The name does not have the connotation of a particular language meaning, except to indicate what it is named after. Thus the name does not need to be translated into another language. In fact, when translated it will be prone to misunderstandings about what is meant. In the case of the translation of IAIN Kediri into Arabic carried out by the academic community of the Arabic language education study program, more than one variety of translations emerged, namely: 1) الجامعة الإسلامية الحكومية كديري dan 2) جامعة كديريالإسلامية الحكومية . This is due to differences in the techniques used to translate them. This inconsistency certainly resulted in the emergence of the allegation that the campus in question was different. This study uses a qualitative method by taking data from several student writings contained in thesis documents, papers, journal articles and books published by IAIN Kediri, web pages, and others and trying to find the most popular variety of translations. The findings of the analysis conclude that the technique of determining the equivalent of words in the two translations is exactly the same, namely using the generalization technique on the word institute, the reduction technique in the translation of Islamic religious words, the literal technique on the word Negeri and the borrowing technique which is naturalized on the word Kediri. Syntactic analysis concludes that there is a grammatical gap in the first translation model due to the use of a literal method that is oriented to the source text. While in the second translation model there is no grammatical gap, because the translation uses transmutation techniques so that the translation results have a pattern that is known in the target language.
Bi'ah Lughawiyah of al-Azhar Arabic Course in The Socio-Cultural Vygotsky Alamsyah, Zulfian; Afyuddin, Moh. Sholeh; Hartanto, Eko Budi; Ma'arif, M. Syamsul
Asalibuna Vol. 6 No. 02 (2022): Volume 06, Nomor 02, Desember 2022
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v6i02.2827

Abstract

This research aims to examine Biah Lughawiyah at the Al-Azhar Arabic Language Course Institute, Pare from the perspective of Vygotsky's socio-cultural theory, namely Zone of proximal development, Scaffolding, and Language and Thought and Cognitive Development. This research uses descriptive qualitative methods. The data source was determined using Purposive Sampling techniques. Data collection techniques use interview, observation and documentation methods. Data analysis techniques use data collection, data reduction, data presentation, and drawing conclusions or verification. The results of this research conclude that Bi'ah Lughawiyah activities at the al-Azhar Pare Arabic Language Course Institute are in accordance with Vygotsky's Socio-Cultural theory, namely: 1) it is mandatory to speak Arabic while at al-Azhar Pare in accordance with the principles of language and thought and cognitive development theory Vygotsky, 2) Mufrodat and al-Azhar Got Talent deposits are in accordance with the principles of zone of proximal development and scaffolding, 3) educational punishments are in accordance with the principles of zone of proximal development, 4) al-imtihan is in accordance with the principles of scaffolding, 5) jurfah class is in accordance with Vygotsky's theory of cognitive development, 6) provision of guidebooks in accordance with the zone of proximal development, 7) awards or rewards in accordance with Vygotsky's principles of language and thought, 8) halaqoh room in accordance with Vygotsky's theory of cognitive development, and 9) an Arabic nuanced environment in accordance with principle of the zone of proximal development.
Co-Authors Alamsyah, Zulfian Fitriyah, Fahma Lailatul Gunawan, Riski Hartanto, Eko Budi Huda, M Thoriqul Laily Fitriani LATIFAH M Syamsul Maarif Ma'arif, M. Syamsul Maesaroh, Miftahul Muhammad Nur Kholis Nuryani Nuryani Rifa'i, Ahmad Wafiroh, Hibatin