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All Journal JURNAL PENELITIAN ILMU PENDIDIKAN Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab Tadris: Jurnal keguruan dan Ilmu Tarbiyah ARABIYAT Cordova Jurnal OKARA: Jurnal Bahasa dan Sastra Lisanudhad Al-Ta'rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab UIN Palangka Raya QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Arabi : Journal of Arabic Studies Arabiyatuna : Jurnal Bahasa Arab Ijaz Arabi Journal of Arabic Learning Manajer Pendidikan: Jurnal Ilmiah Manajemen Pendidikan Program Pascasarjana at-tamkin: Jurnal Pengabdian kepada Masyarakat Al-Khidmah IZDIHAR An Nabighoh Jurnal Pendidikan dan Pembelajaran Bahasa Arab Istawa: Jurnal Pendidikan Islam Al-Ma'rifah : Jurnal Budaya, Bahasa dan Sastra Arab Al-Arabi : Jurnal Bahasa Arab dan Pengajarannya = Al-Arabi: Journal of Teaching Arabic as a Foreign Language Al Mahara: Jurnal Pendidikan Bahasa Arab ALSINATUNA Prosiding Konfererensi Nasional Bahasa Arab Jurnal Karinov Rayah Al Islam : Jurnal Ilmu Islam Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal) Alibbaa': Jurnal Pendidikan Bahasa Arab Insyirah: Jurnal Ilmu Bahasa Arab dan Studi Islam Fokus: Publikasi Ilmiah untuk Mahasiswa, Staf Pengajar dan Alumni Universitas Kapuas Sintang NUSRA: Jurnal Penelitian dan Ilmu Pendidikan Ji_Mild (Jurnal Ilmiah Magister Ilmu Administrasi) Journal of Language, Literature, and Arts (JoLLA) Asalibuna TADRIS AL-ARABIYAT: Jurnal Kajian Ilmu Pendidikan Bahasa Arab Jurnal Pendidikan Islam Alsinatuna Tabsyir: Jurnal Dakwah Dan Sosial Humaniora At- Ta'lim : Jurnal Pendidikan Journal of Innovation and Teacher Professionalism Tifani : Jurnal Penelitian dan Pengabdian Kepada Masyarakat ATHLA: Journal of Arabic Teaching, Linguistic, And Literature Jurnal bahasa, sastra, seni, dan pengajarannya Lisanudhad: Jurnal Bahasa, Pembelajaran, dan Sastra Arab

Imam Asrori

Universitas Negeri Malang

Author-ID : 2474420

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Arabic Language Learning For Elementary Schools During Pandemic Covid-19 Muhammad Yusuf Salam; Imam Asrori; Adam Mudinillah; Muhammad Abdul Ali Sayyid Ibrahim
Ijaz Arabi Journal of Arabic Learning Vol 5, No 2 (2022): Ijaz Arabi: Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v5i2.16074

In the COVID-19 outbreak, the implementation of learning which is usually carried out face-to-face has been shifted to virtual form. The performance of education during the pandemic has undergone significant changes so that the problems found in its implementation can be studied to find solutions to these problems. This study was conducted to obtain data on the performance and progress of Arabic language learning in Islamic boarding schools during the COVID-19 pandemic in Indonesia. The method used in this research is descriptive qualitative through library research. The study was conducted to provide a clear, objective, systematic, analytical, and critical description of the implementation of Arabic language learning at Madrasah Ibtidaiyah Tanah Datar during the COVID-19 pandemic. This research was conducted in 2021 in one of the Ibtidaiyah Madrasah in Tanah Datar Regency. The research results are sourced from several instruments that have been prepared previously, such as questionnaires or research questionnaires to serve as a supporting tool in conducting direct observations and interviews with the research object. In addition, the data of this study were sourced from the results of interviews with the Ibtidaiyah madrasah. His study results indicate that learning Arabic during the pandemic has advantages and disadvantages. The obstacles found in the implementation of learning can be in the form of the psychological conditions of students affected by the COVID-19 pandemic, less than optimal teacher performance in preparing lessons, internal family problems, and the environmental conditions of the surrounding community.

The Eclectic Method of Teaching Arabic According to Mahmud Yunus: Its Application at the Darus Salam Islamic Boarding School, Gontor Muhammad Yusuf Salam; Imam Asrori; M. Abdul Hamid
ISTAWA Vol 7, No 1 (2022): Istawa: Jurnal Pendidikan Islam
Publisher : Postgraduate Program Magister Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/ijpi.v7i1.5143

This study aims to reveal: 1) Mahmud Yunus' thoughts on the application of the Eclectic Method to teaching Arabic language material, 2) the reflection of Mahmud Yunus' thoughts on the implementation of the Eclectic method of teaching Arabic material at the Darus Salam Gontor Islamic boarding school. This study used a qualitative design, with two approaches; 1) literature study on Mahmud Yunus's thoughts on the Eclectic Method and 2) case study on discussing the implementation of the Eclectic Method in Mahmud Yunus' perspective. The research data were obtained using documentation, observation, and in-depth interviews. The data is then validated for correctness, suitability and reliability through data triangulation. The findings of this study illustrate that; (1) according to Mahmud Yunus that each branch of the Arabic language material is taught with various methods while still centered on one method (direct method), (2) The implementation of Arabic teaching methods at Pondok Gontor Sembilan shows conformity with Mahmud Yunus's thoughts on aspects of combining methods which is in line with the direct method in a systematic and tiered manner.

KEBIJAKAN BUMDES DALAM MENSEJAHTERAKAN MASYARAKAT (KASUS PEMBERDAYAAN EKONOMI RAKYAT DI DESA GERSIK PUTIH KECAMATAN GAPURA KABUPATEN SUMENEP) imam asrori; Slamet Muchsin; Rini Rahayu Kurniati
Ji_Mild (Jurnal Ilmiah Magister Ilmu Administrasi) Vol 11, No 1 (2020): Ji_Mild
Publisher : Ji_Mild (Jurnal Ilmiah Magister Ilmu Administrasi)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (39.514 KB)

Abstrac:The basis used in this research is Law Number 6 of 2014 concerning Villages which is the beginning of achieving the empowerment of the State and Indonesian Nation from the independence of its villages. This is done by establishing a Village economic institution, namely Village-Owned Enterprises (BUMDES).In this research, the approach used is qualitative with descriptive research type. The research location is in the Village Gersik Putih with the research site at BUMDES Desa Gersik Putih Kec. Gapura Kab. Sumenep. The data sources used are primary data and secondary data. The data collection technique is done by using interview, observation, and documentation techniques. The data analysis technique used consists of data reduction, presentation and verification, which is also called drawing conclusions.The results showed that by empowering the people of Gersik Putih Village, including people who have businesses, the poor, women's business groups, and local residents of Gersik Putih Village, the form of empowerment was by managing various preparations including processed milkfish brains, milkfish brain cakes, fried milkfish. , and roasted / grilled milkfish, BUMDES policies in choosing management have the ability, experience in organizing economic development, and community empowerment, the implementation of policies of the parties involved in implementing policies of all BUMDES administrators, heads, secretaries, treasurers, heads of business units, and workers, the public response in implementing their policies is very good, the obstacles faced by BUMDES in implementing their policies are that some people who have businesses do not want to join BUMDES, the welfare of the community since the existence of BUMDES they have regular income, the needs of the community are all separated nuhi, the economic impact of the village has increased. Keywords: BUMDES Policy, People's Economic Empowerment, Community Welfare.

Development Of Arabic Gramatica Book With The Concept Map Of Tony Buzan Model/ تطوير كتاب متممة الآجرومية باستخدام خريطة المفاهيم على نموذج توني بوزان Ahmad Jaunanto; Imam Asrori; Moh Khasairi
Ijaz Arabi Journal of Arabic Learning Vol 5, No 1 (2022): Ijaz Arabi: Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v5i1.14149

Nahwu or Arabic gramatica is difficult for students. This study focuses on the Mutammam al-Ajrūmiyyah, an Arabic grammatical book popular in Indonesia. This study aims for three purposes: the development of the Mutammimah Al-Ajramiyah book using the Tony Buzan model, concept map, and describing the results of expert validation of the validity of the Mutammimah Al-Ajurumiyah book using the Tony Buzan concept map model, and knowing the effectiveness of using the Mutammimah Al-Ajurumiyah book using the Tony Buzan model concept map. The researcher used the Borg and Gall development approach, which was summarized into data analysis, information gathering, planning, development, expert validation, revision, field experiment, and final product. The samples in this study were fourth-grade students of the Anwar Huda Islamic boarding school in Malang, Indonesia and nahwu teachers in that class. The data in this study consisted of two types: quantitative data and qualitative data, and the methods of collection were interviews, observations, questionnaires, and exam tests. The results of this development are (1) the Mutamimmah al-Ajurumiyah book with a concept map of the Tony Buzan model, which consists of eight subjects, as well as Indonesian translations, tables, and practice questions, (2) the results of the validation of subject matter experts get 87%. Concept map experts obtained 64%. and the results of the media expert validation got 66%, (3) the Paired samples test results obtained a significant value of p = 0.000 0.05, which indicates that there is a significant difference between the pre-test and post-test scores on the test scores, meaning that the student's test scores increased significantly after using the developed book.

Content Analysis Of Books In Learning Arabic For Primary School On The Basis Of The Common European Framework Of Reference (CEFR)/ تحليل محتوى الكتب في تعليم للغة العربية للإبتدائية على أساس الإطار المرجعي الأوروبي المشترك ( CEFR) Lilis Suaibah; Imam Asrori; Abdul Wahab Rosyidi
Ijaz Arabi Journal of Arabic Learning Vol 5, No 3 (2022): Ijaz Arabi: Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v3i5.16691

Textbooks have an essential role in the educational process. They are the essential means necessary to achieve the objectives of the educational curriculum and their active role in the success of the educational process. In addition, textbooks contain materials for educational objectives and attention to the level of thinking, knowledge, skills, and affection that students must learn in order to obtain the relevant basic competency. A good textbook should have standards that conform to the standard. Indonesia did not have a specific standard for teaching Arabic or competencies in Arabic. The reference frameworks in the world have varied in this field, including the European Common Reference Framework. This research aims to analyze the content of books teaching Arabic for first, second, and third graders based on the Common European Framework of Reference (CEFR). The use of this research is qualitative research, and the method of data collection uses the library research method using a tool from the book of highlights, while data analysis uses the analytical techniques of the content and the standard of the universality of the typical European frame of reference and the results of the research is the analysis of the contents based on the standard of the universality of the typical European frame of reference which are six contents (7,69%) fit at level A1 pra (not matched with level efficiency), 66 contents (84.62%) fit at level A1 (beginner), and 6 contents (7.69%) fit at level A2 (Elementary).

The Development of a Communicative Arabic Exercise Book Based on Madarij Al-Durus Al-Arabiyah Book using Quick Response Code (QR-Code) Technology Ahmad Faizul Walida Ismani; Imam Asrori; Mohammad Ahsanuddin; Najmah Alhinduan; Fakhrur Rozi
al Mahāra: Jurnal Pendidikan Bahasa Arab Vol 8 No 2 (2022)
Publisher : Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/almahara.2022.082-02

The book of Madarij al Durus al Arabiyah, written in 1950, is the legendary Arabic language teaching book of Kyai Bashori Alwi. He is a famous figure in Arabic and the knowledge of the Quran. Scholars still use the book today. But several sections of it need to be updated. One of which is in the language skill aspect. The book focuses on speaking, writing, and reading skills but not listening. According to the current standardization, its physical form and organization need to be updated. The study's purpose is to develop a communicative Arabic exercise book based on Madarij al-Durusn al-Arabiyah using QR-Code technology. The method used is research and development using the ADDIE model. The researcher obtained the data through interviews, observations, and questionnaires. The result of this research and development study is an exercise book validated by material and media experts. It has been applied to 20 students and gained feasibility with 89,95% in percentage. It shows that the exercise book is ready to be used and get an excellent score. Therefore, we can conclude that the material of a communicative Arabic exercise book based on madarij al-durus al-arabiyah using QR-Code technology is ready to be used and has excellent quality. Keywords: Madarij al-Durus al-Arabiyah, Exercise Book, QR-Code Abstrak Kitab Madarij al Durus al Arabiyah yang ditulis pada tahun 1950 merupakan kitab pengajaran bahasa Arab legendaris Kyai Bashori Alwi. Beliau adalah tokoh terkenal dalam bahasa Arab dan pengetahuan tentang Al Qur’an. Para sarjana masih menggunakan buku itu sampai sekarang. Tetapi beberapa bagian perlu diperbarui. Salah satunya dalam aspek keterampilan berbahasa. Buku ini berfokus pada keterampilan berbicara, menulis, dan membaca tetapi tidak mendengarkan. Sesuai dengan standarisasi saat ini, bentuk fisik dan organisasinya perlu diperbarui. Tujuan penelitian adalah mengembangkan buku latihan bahasa Arab komunikatif berbasis Madarij al-Durusn al-Arabiyah dengan menggunakan teknologi QR-Code. Metode yang digunakan adalah penelitian dan pengembangan dengan menggunakan model ADDIE. Peneliti memperoleh data melalui wawancara, observasi, dan kuesioner. Hasil penelitian dan pengembangan ini berupa buku latihan yang telah divalidasi oleh ahli materi dan media. Telah diterapkan pada 20 siswa dan memperoleh kelayakan dengan persentase 89,95%. Hal tersebut menunjukkan bahwa buku latihan siap digunakan dan mendapatkan nilai yang sangat baik. Dengan demikian dapat disimpulkan bahwa materi buku latihan bahasa Arab komunikatif berbasis madarij al-durus al-arabiyah dengan menggunakan teknologi QR-Code siap digunakan dan memiliki kualitas yang sangat baik. Kata Kunci: Madarij al-Durus al-Arabiyah, Buku Latihan, QR-Code

Tahlilu al-Mawaad al-Dirasiyah Fii al-Lughah al-Arabiyah Lii as-Shaff 4-6 al-Ibtidaaii Fii Dhoui al-Ithor al-Urubii al-Musytarik Lii al-Lughah Ahmad Zainullah; Imam Asrori; Abdul Wahab Rosyidi
TADRIS AL-ARABIYAT: Jurnal Kajian Ilmu Pendidikan Bahasa Arab Vol. 2 No. 2 (2022): JULI 2022
Publisher : Institut Agama Islam Darusssalam Blokagung

Kurikulum adalah bagian penting dalam proses pembelajaran bahasa. Dalam kurikulum bahasa Arab yang berdasarkan KMA 183 tahun 2019 perlu kiranya untuk dikaji standar kompetensinya dalam bahan ajar sehingga nantinya capaian hasil pembelajaran tidak hanya memenuhi kebutuhan secara nasional melainkan juga bisa secara internasional. Di dunia Internasional juga sudah banyak berkembang standart-standart dalam pembelajaran bahasa bahkan di setiap benuanya memiliki standart sendiri. Amerika mempunyai ACTFL, Eropa mempunyai CEFR sebagai standart pembelajaran bahasa. Penelitian ini menggunakan metode kualitatif untuk menganalisis isi bahan ajar bahasa Arab kelas 4-6 Madrasah Ibtidaiyyah (MI) menurut CEFR. Hasil penelitiannya, bahwa semua keterampilan bahasa untuk kelas 4 berada di tingkat A1. Dan semua keterampilan bahasa untuk kelas 5 berada di tingkat A1. Dan keterampilan mendengar untuk kelas 6 berada di tingkat A1 sedangkan untuk keterampilan berbicara, membaca dan menulis berada di tingkat A2.

Al-DirᾹsah Al-TahlῙliyyah Li MuhtawᾹ Al-KitᾹb Al-MadrasῙy Li Ta’lῙm Al-Lugah Al-’Arabiyyah FῙ Al-Marhalah Al-ṠᾹnawiyyah ’AlᾹ AsᾹs Cefr (Al-Iṭar Al-Marja’Ῑ Al-Aurubbiy Al-Musytarak) Arif Taufikurrohman; Imam Asrori; Abdul Wahab Rosyidi
Rayah Al-Islam Vol 6 No 2 (2022): Rayah Al Islam Oktober 2022
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat, Sekolah Tinggi Ilmu Bahasa Arab Ar Raayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37274/rais.v6i2.577

معرفة مستوى محتوى كتاب تعليم اللغة العربية في المرحلة الثانوية العامة من الأمور المهمة لأنها تكون منطلقا في إعداد مادة تعليم اللغة العربية في المرحلة الجامعية. وبدون معرفة المستوى قد يقع التكرار في تحديد مستواها ويؤدي إلى تأخر الارتقاء بالمستوى اللغوي إلى المستوى الأعلى. وتهدف هذه الدراسة إلى تحليل وصف محتوى الكتاب المدرسي في المرحلة الثانوية على أساس الإطار المرجعي الأروبي المشترك. وسلك الباحث في كتابة هذا البحث المنهج الوصفي بحيث يصف محتوى الكتاب ويحللها ثم يقيسها على أساس الإطار المرجعي الأوروبي المشترك (CEFR) لمعرفة المستوى اللغوي من هذا الكتاب المدرسي. وتوصل الباحث في هذا البحث إلى النتائج التالية: أولا، أن محتوى الكتاب المدرسي الأول في المرحلة الثانوية العامة للفصل العاشر يكون بين مستويات A1 و A2و B1؛ وثانيا، أن الكتاب الثاني والثالث يترددان بين مستويين، هما: B1 و B2 من المستويات اللغوية Knowing the level of content of Arabic textbooks at the high school level is important because it is the starting point in preparing Arabic teaching materials at the university level. Without knowing the level, repetition can occur in determining the level and cause delays in increasing the linguistic level to a higher level. The purpose of this study was to analyze the description of the content of textbooks at the general secondary level based on the Common European Terms of Reference. In writing this research, the researcher used a descriptive approach to describe the contents of the book, analyzed it and then measured it based on the Common European Framework of Reference (CEFR) to determine the language level of this textbook. In this study, the researcher achieved the following results: First, the contents of the first textbook at the general secondary level for the tenth semester were at levels A1, A2, B1, and secondly that the second and third books echoed between two levels, namely: B1 and B2 language level.

Ad-Dirāsah At-Tahlīliyyah Lil Manhaji Ad-Dirāsī Fī Al-Marhalati At-Tsānawiyyati Al- ‘Ammah ‘Alā Asāsi Al-Ithāri Al-Marja’ī Al-Urūbī Al-Musytarakī Mulyadi Abdullah; Imam Asrori; Abdul Wahab Rosyid
Rayah Al-Islam Vol 6 No 2 (2022): Rayah Al Islam Oktober 2022
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat, Sekolah Tinggi Ilmu Bahasa Arab Ar Raayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37274/rais.v6i2.578

إن اللغة العربية مفتاح لفهم كتاب الله سبحانه، ونزول القرآن بها أعظم فخر لها وتشريف لها، واللغة العربية قد دخلت في إندونيسيا مع دخول الإسلام فيها في القرن الأول الهجري، فأصبحت اللغة العربية تدرس في المؤسسات التعليمية، أو الجامعات، أو المعاهد الإسلامية وحتى المدارس العامة، ومنها في المدرسة الثانوية العامة، وتهدف هذه الدراسة إلى معرفة الكفاءات الأساسية المطلوبة في المنهج الدراسي لتعليم اللغة العربية في المدرسة الثانوية العامة، وصف مدى تناسب الكفاءات الأساسية في المنهج الدراسي لتعليم اللغة العربية في المدرسة الثانوية العامة، بالمعايير المنصوصة في (الإطار المرجعي الأروبي المشترك)، وسلك الباحث في هذه الدراسة منهج الوصف التحليلي، وأما نتائج هذه الدراسة فهي: وبعد أن تم التحليل للكفاءات الأساسية لتعليم اللغة العربية في الفصل العاشر على أساس الإطار المرجعي الأروبي المشترك تبين أن الكفاءات المطلوبة في ذاك الفصل يبدأ من كفاءة A1ثم،A2 ، ثم c1، ولم تطلب كفاءة B1 وB2 مباشرة إلى كفاءة .C1 والكفاءات المطلوبة في فصل الحادي عشر : A1،A2 ،B1 ، B2، ولم تصل إلى كفاءة C1، ولكن تبدأ من B1 ثم B2، ثم تنزل إلى A1، ثم ترتقي مرة أخرى إلى B1، ثم تنزل مرة أخرى إلى A1، ثم B1، ثم A2. والكفاءات المطلوبة في فصل الثاني عشر:A1، وB1، إلا أنها تبدأ ب B1، ثم تنزل إلى A1. إن الكفاءات في اللغة العربية المطلوبة في المنهج الدراسي في المدرسة الثانوية العامة لا تتوازن مع المستويات الموجودة في الإطار المرجعي الأوروبي المشترك. Arabic is the key to understanding the Book of Allah Almighty, and the revelation of the Qur'an with it is: the greatest pride and honor for him. Arabic has entered Indonesia with the entry of Islam in the first century Hijri, so Arabic began to be taught in educational institutions, universities, Islamic institutions and even public schools. and This study aims to determine the basic competencies required in the Arabic language teaching curriculum in public secondary schools, and to describe the extent to which these basic competencies are appropriate in the Arabic language teaching curriculum in public secondary schools, in accordance with the criteria set out in the Common European Framework of Reference), and the researcher used a descriptive analytical approach in this study, and the results of this study are: After analyzing the basic competencies of teaching Arabic in tenth grade based on the general European frame of reference, it was found that the competencies required for the class started from competence A1, then A2, then C1, and competence B1 and competence B2 were not required, but directly to competency C1, and the competencies required in class eleven are: A1, A2, B1, B2, and not up to competency C1, but starting from B1 then B2, then down to A1, then up again to B1, then down again to A1, then B1, then A2. And the competencies required in the twelfth grade are: A1 and B1, but start from B1, then work their way down to A1, and the competence in Arabic required in the general secondary school curriculum is not commensurate with the levels found in the Common European Terms of Reference.

Analysis of Teaching Materials for Arabic Textbooks for Islamic Junior High School Based on CEFR Standards Khambali Khambali; Imam Asrori; Abdul Wahab Rosyidi; Nurhasanah Nurhasanah
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol 10, No 1 (2023)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v10i1.30439

Today Arabic is no longer the language of the Islamic holy book but has become an international language, the ministry of religion revised the curriculum by adding a special point, namely Arabic learning is directed at communicative. The research method used is content analysis with a qualitative approach. The data collection technique is documentation, while the aim is to determine the suitability of MTs textbooks with CEFR standard measuring instruments. From the results of the analysis it was found that the content of the MTs Arabic textbook material was generally at the level of A1-A2 on the CEFR standard, this level was in accordance with the needs of MTs students, but in terms of presentation it was still not appropriate because the portion of the material was still dominated by understanding the text. it is necessary to readjust the preparation of material that focuses more on the Arabic language needs of students and more contextual and provides a larger portion of language skills practice activities.

Co-Authors A. Syaifudin Abang Hadzmin Abang Taha Abdul Aziz Abdul Basid Abdul Wahab Rosyid Abdul Wahab Rosyidi Abdulloh Asrori Abdur Rahman Frima Ach. Fahmi Alwan Achmad Sultoni Afifah Akmalia Afifah Akmalia Afifah Akmalia Afkhoriyatul Hilmi Afkhoriyatul Hilmi Agung Nurcholis Ahmad Basyori Ahmad Faizul Walida Ismani Ahmad Faizul Walida Ismani Ahmad Jaunanto Ahmad Makki Hasan Ahmad Munjin Nasih Ahmad Zainullah, Ahmad Ahmed, Bakri Mohamed Bkheet Ainal Mardiyah Al Qorin, Amami Shofiya Alaualdeen Ahmad Muhammad Algharibeh Alfa Naja Imamuna Ali Ba'ul Chusna Ali Ma'sum Alif Cahya Setiyadi Alifia, Annisa Rafa Amalia Firdausia Ammar Zainuddin, Ammar Anisatin, Luthfi Anjani Prameswari Safiratuljannah Arif Taufikurrohman Arif Taufikurrohman Ayub Abdillah Azizah, Suti Mega Nur Bakri Mohamed Bkheet Ahmed Chusniah Risnawati Darmansah Darmansah - Darmanto Diah Rahmawati As'ari Diandra Ariesta Lily Effendy Evy Ratnasari Fakhrur Rozi Fakhrur Rozi Febriani, Suci Ramadhanti Guettaoui, Kddour Bedra Hadi Solikin Hamid, M. Abdul Hidayah, Zia Haninatul Hidayat, Faza Itsnani Ilham, Mochammad Nafish Irhamni Ishak, Dina Mustika Judijanto, Loso Khambali Khambali, Khambali Kholisin Kholisin Kholisin Kholisin La Tadzarney Varda Laily Maziyah Lilis Suaibah Luthfi Anisatin M. Abdul Hamid M. Abdul Hamid M. Abdul Hamid M. Wahib Dariyadi Mahliatussikah , Hanik Mamluatul Hasanah Mamluatul Hasanah Miftahul Huda Moh. Ainin Moh. Khasairi Mohammad Ahsanuddin Mudinillah, Adam Muhammad Abdul Ali Sayyid Ibrahim Muhammad Alfan Muhammad Fadhlan Muhammad Qodri Muhammad Qodri Muhammad Yusuf Salam Muhammad Yusuf Salam Muhammad Zahid 'Afifarrasyihab Rahimadinullah Samsudin Mujahidah, Zulfa Azalia Mulyadi Abdullah Munir, Muhammad Syahrul Munirotun Naimah Mutiatunnisa, Dina Nab'han Hadyan Adnan Najmah Alhinduan Najmah Alhinduan Nur Anisah Ridwan Nur Faizin Nur Mutamakkin Nuraini Nuraini Nuraini Nuraini Nurhadi Nurhadi Nurhasanah Nurhasanah Nurhasanah Nurhasanah Nurhidayati Nurhidayati Nurhidayati Nurhidayati Nurul Hadi Nurul Hadi, Nurul Renti Yasmar Rini Rahayu Kurniati Rohmah, Faiza Sampurno, Tri Anggara Medhi Seraiaia Yassine Shockley, Mark Daniel Siti Jubaidah Slamet Muchsin Solikin, Hadi Sulaikho, Siti Sutaman Sutaman, Sutaman Syaifuddin, Tasya Syafira Rizkyyazahif Syuhadak Syuhadak Ulin Nikmah, Fina Umi Machmudah Uril Bahruddin, Uril wahyuni wahyuni Wildan Agus Wicaksono Wildana Wargadinata Yoke Suryadarma Yusuf Hanafi Zubairi, Ahmad

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