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<![CDATA[DEIKSIS DALAM BAHASA USING DI KABUPATEN BANYUWANGI ]]>
<![CDATA[Syuhadak, Syuhadak]]>;
<![CDATA[Wibisono, Bambang]]>;
<![CDATA[Sariono, Agus]]>
<![CDATA[ LiNGUA: Jurnal Ilmu Bahasa dan Sastra Vol 12, No 1 (2017): LiNGUA ]]>
Publisher : <![CDATA[Laboratorium Informasi & Publikasi Fakultas Humaniora UIN Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/ling.v12i1.3912
<![CDATA[Deixis is one of the lingual phenomenon which have the universal function as one of the center of something. This article is aimed to describe the using of expresion in the deixis of Banyuwangi, Using languange. The descriptive method is using to describe the phenomenon. The data were callected participation observation, interview, and introspekt reflektive. The data were analysed by teknik pilah unsur penentu and hubung banding technical. The result from this discusion is the using of promina persona in Osing language is influenced by the age, and heredity between the participants factors. Ekspression places on Using language will be deixis if used based on speakers prespektiv. Time ekspression have gain if the speaker as a deixis core when speech produses. That become a speech as time core, so time place by events that before, on, or after speech. Social deixis in Using language use on language greating be related on nick name, family, tittle, office, rank, name, and pronouns. Demontrativ locativ discourse deixis used to related of part discourse referred with the places. By referred on part before speech and after speech]]>
<![CDATA[Al-Taḥāwulāt al-Jadīdah fi Ta’līm al-Lugah al-'Arabiyyah li al-Nāṭiqīna bi Gairiha fi al-Mustawa al-Jāmi’ī ]]>
<![CDATA[Uril Bahruddin]]>;
<![CDATA[Sutaman Sutaman]]>;
<![CDATA[Syuhadak Syuhadak]]>
<![CDATA[ Jurnal Alsinatuna Vol 6 No 2 (2021): June 2021 ]]>
Publisher : <![CDATA[Arabic Education Program IAIN Pekalongan ]]>
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DOI: 10.28918/alsinatuna.v7i2.3488
<![CDATA[The aim of Arabic learning for the Indonesian people is not only to understand religion. In fact, Arabic learning has undergone a change in orientation towards a more perfect direction. The purpose of this article is to understand (1) the orientation of Arabic learning in tertiary institutions, (2) models of transformation of Arabic learning in higher education based on a new orientation of Arabic learning. So far this aspect has not been paid attention to in existing studies. This study uses a qualitative approach with a descriptive analysis model. Data collection was carried out through interviews, observation and documentation. Data were analyzed from the start of data collection, then data description and data reduction, then verification in detail. The results of this study indicate that there is a change in orientation in learning Arabic in Indonesian universities, which previously only oriented maharah qira'ah to understand religious texts, to become perfectly oriented to master the four language skills. A new transformation model is being carried out by several universities that teach Arabic, characterized by intensive learning using a modern curriculum and the availability of an appropriate language environment. In conclusion, it turns out that learning Arabic in Indonesia leads to a better direction if it is consistent with a new orientation and follows the development of language learning in other worlds.]]>
<![CDATA[BAHASA ARAB DI MASA DAULAH UMAYYAH (661-749 M) DAN MASA DAULAH ABBASIYAH (749-1258 M) ]]>
<![CDATA[S Syuhadak]]>
<![CDATA[ Arabia Vol 9, No 2 (2017): JURNAL ARABIA ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Arab Fakultas Tarbiyah IAIN Kudus ]]>
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DOI: 10.21043/arabia.v9i2.5893
<![CDATA[ملخص تاريخ الحضارة الإسلامية يعلم الإسلام كيف تمكنت اللغة العربية في الفترة الإسلامية الأولى من الاستجابة لمطالب العصر وتلبية احتياجات حضارتها. إن توسع السياسة الإسلامية، خاصة خلال الأمويين، لم يقتصر على عملية الأسلمة، بل أيضا على تعريب اللغة التي غيرت الحياة الاجتماعية في جسم المجتمع الإسلامي. بدأ العرب (المهاجرون) في استيعاب و التواصل الاجتماعي مع المواطنين لأن هذه المجموعات الاجتماعية تتخلط كل يوم. وفي الوقت نفسه، شعر السكان الأصليون (السكان الأصليين) بالحاجة والاهتمام لتعلم اللغة العربية. في هذه الحالة يمكن أن نستنتج أن اللغة العربية في العصر الأموي أصبحت لغة اللاهوت ولغة الاتصال ولغة الإدارة الحكومية التي وضعت بما يتماشى مع توسع المنطقة. لم تتوسع المنحة الدراسية لهذه الفترة على نطاق واسع لأن الأمويين كانوا أكثر تركيزا على توسيع المنطقة باستراتيجيات الحرب.في وقت العباسيين العباسي، توسع الإسلام وتلامس مع الحضارات الأخرى، فتات الثقافية والفكرية نضجت في مدينة بغداد تحت رعاية دولا العباسية. وأنشأ أحد حكام العباسية العباسية، منصور، دائرة للترجمة لتحويل الكتب العلمية إلى اللغة العربية ودراستها من اللغات الأخرى. اللغة العربية بمثابة جسر يربط العلم من خلال حركة الترجمة. وقد اكتسبت هذه الحركة الزخم السليم، ليس فقط بين العلماء، ولكن أيضا الدعم السياسي والمالي من أومارا، لذلك تحولت قوة التآزر والمعرفة إلى قوة قوية في تطوير العلم والحضارة الإسلامية. إن تأثير هذه الحركة هو ولادة مرحلة خلق العلم (مرهال-إبدال العلمي).كلمات البحث: اللغة العربية، تعليم اللغة العربيةكلمة المفتاح : AbstrakSejarah peradaban Islam mengajarkan kepada Islam bagaimana bahasa Arab pada masa-masa Islam yang pertama telah mampu menjawab tuntutan zaman dan memenuhi kebutuhan-kebutuhan peradabannya. Ekspansi politik Islam, terutama pada masa Umayyah tidak hanya berimplikasi pada proses Islamisasi, melainkan juga Arabisasi bahasa yang mengubah kehidupan sosial dalam tubuh masyarakat Islam. Orang-orang Arab (pendatang) mulai berasimilasi dan bersosialisasi dengan pribumi karena kelompok sosial ini semakin hari semakin bercampur. Pada saat yang bersamaan, penduduk asli (pribumi) pun kemudian merasa butuh dan berkepentingan untuk mempelajari bahasa Arab. Dalam hal ini dapat disimpulkan bahwa bahasa Arab di masa Daulah Umayyah menjadi bahasa teologi, bahasa komunikasi dan bahasa administrasi negara yang berkembang sejalan dengan perluasan wilayah. Keilmuan pada masa ini tidak berkembang luas karena Daulah Umayyah lebih fokus dalam perluasan wilayah dengan strategi perang. Pada masa Daulah Abbasiyah, agama Islam berkembang luas dan bersentuhan dengan peradaban lain, kiprah kultural dan intelektual menjadi masak di kota Baghdad di bawah pengayoman para Khalifah Daulah Abbasiyah. Salah seorang daripada para penguasa Daulah Abbasiyah, Mansur, mendirikan sebuah departemen terjemahan guna upaya mengalihkan kitab-kitab ilmiah ke dalam bahasa Arab dan mempelajarinya dari bahasa-bahasa lain. Bahasa Arab berperan sebagai jembatan penghubung keilmuan melalui gerakan penerjemahan. Gerakan ini mendapat momentum yang tepat, tidak hanya dari kalangan ulama, tetapi juga dukungan politik dan finansial dari umara, sehingga sinergi kekuasaan dan pengetahuan menjelma menjadi sebuah kekuatan yang dahsyat dalam pengembangan ilmu pengetahuan dan peradaban Islam. Implikasi dari gerakan ini adalah lahirnya fase kreasi ilmu (marhalahal-ibdā’ al-‘ilmī). Kata kunci : Bahasa Arab, Pendidikan Bahasa Arab]]>
<![CDATA[Arabic Language Learning with Multicultural Perspective at State Islamic Universities in East Java ]]>
<![CDATA[Syuhadak Syuhadak]]>;
<![CDATA[Danial Hilmi]]>;
<![CDATA[Inayatur Rosyidah]]>
<![CDATA[ LISANIA: Journal of Arabic Education and Literature Vol 5, No 2 (2021) ]]>
Publisher : <![CDATA[IAIN Salatiga ]]>
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DOI: 10.18326/lisania.v5i2.129-143
<![CDATA[This study aimed at describing the model and implementation of Arabic language learning at State Islamic Universities (PTKINs) in East Java viewed from a multicultural perspective. This study is essential, considering the diversity of ethnicities and cultures in Indonesia, so unity in learning is needed. This qualitative study described the phenomenon and extracted data obtained from interviews with program managers and lecturers, as well as pre-pandemic observation and documentation of the learning implementation. The results showed that PTKINs in East Java implement an intensive program to equip students to master Arabic with adequate Arabic graduation standards. Its implementation is carried out both in the classroom through learning programs and outside the classroom activities to provide motivation and improve learning outcomes through structured activities.]]>
<![CDATA[Mingle Model for Increasing Productive Language Skills and Relationship with Student’s Personality Based on Jung Theory ]]>
<![CDATA[Suci Ramadhanti Febriani]]>;
<![CDATA[Wildana Wargadinata]]>;
<![CDATA[Syuhadak Syuhadak]]>
<![CDATA[ Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol 5, No 1 (2021): Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban ]]>
Publisher : <![CDATA[UIN Sunan Gunung Djati Bandung ]]>
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DOI: 10.15575/jpba.v5i1.12184
<![CDATA[This study aims to find the effect of the implemetation of the Mingle Model on productive language skills and the relationship to the personality based on Carl Gustav Jung Theory in Arabic learning at MTsN Batu City, East Java. This research used a quantitative approach by combining the experimental and correlation methods, it was applying the Mingle Model to improve students' productive skills (speaking and writing) which have been divided into two groups; the Experiment and Control group and connected using the correlation method to extroverted and introverted students based on the theory of Carl Gustav Jung. Data collection through questionnaires, tests, and documentation. The results showed that there was a significant relationship to students' productive skills after applying the Mingle Model and there were no significant differences between extroverted and introverted students. This research recommend that the Mingle Model can be applied to improve students' productive skills. This study recommends further research to utilise more varied research methods with more diverse variables.]]>
<![CDATA[Al-TaḥÄwulÄt al-JadÄ«dah fi Ta’lÄ«m al-Lugah al-'Arabiyyah li al-NÄá¹iqÄ«na bi Gairiha fi al-Mustawa al-JÄmi’ī ]]>
<![CDATA[Uril Bahruddin]]>;
<![CDATA[Sutaman Sutaman]]>;
<![CDATA[Syuhadak Syuhadak]]>
<![CDATA[ Jurnal Alsinatuna Vol 6 No 2 (2021): June 2021 ]]>
Publisher : <![CDATA[Arabic Education Program IAIN Pekalongan ]]>
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DOI: 10.28918/alsinatuna.v7i2.3488
<![CDATA[The aim of Arabic learning for the Indonesian people is not only to understand religion. In fact, Arabic learning has undergone a change in orientation towards a more perfect direction. The purpose of this article is to understand (1) the orientation of Arabic learning in tertiary institutions, (2) models of transformation of Arabic learning in higher education based on a new orientation of Arabic learning. So far this aspect has not been paid attention to in existing studies. This study uses a qualitative approach with a descriptive analysis model. Data collection was carried out through interviews, observation and documentation. Data were analyzed from the start of data collection, then data description and data reduction, then verification in detail. The results of this study indicate that there is a change in orientation in learning Arabic in Indonesian universities, which previously only oriented maharah qira'ah to understand religious texts, to become perfectly oriented to master the four language skills. A new transformation model is being carried out by several universities that teach Arabic, characterized by intensive learning using a modern curriculum and the availability of an appropriate language environment. In conclusion, it turns out that learning Arabic in Indonesia leads to a better direction if it is consistent with a new orientation and follows the development of language learning in other worlds.]]>
<![CDATA[Strategy for Writing Scientific Research among Students in Department of Arabic ]]>
<![CDATA[Latifatul Mahbubah]]>;
<![CDATA[Sutaman Sutaman]]>;
<![CDATA[Syuhadak Syuhadak]]>
<![CDATA[ Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature Vol. 4 No. 1 (2021): Izdihar: Journal of Arabic Language Teaching, Linguistics, and Literature ]]>
Publisher : <![CDATA[Arabic Education Department, Islamic Studies Faculty, Universitas Muhammadiyah Malang ]]>
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DOI: 10.22219/jiz.v4i1.15840
<![CDATA[Based on the existing data and studies, it was found that the rate of college students in Indonesia finishing their study on time is below 70%. Even in some universities, the rate of college students in Indonesia finishing their study on time did not reach 65%. Conversely, the rate of finishing study of students at IAIN Madura, East Java, Indonesia was quite high, especially students of the Department of Arabic. From the results of interviews and observations, it was found that they have a special strategy in thesis writing so that they can finish the study on time. Therefore, the aim of this research was to uncover the thesis writing strategy among the students of the Department of Arabic at IAIN Madura. This research was a qualitative case study which reveals the thesis writing strategy among the students of the Department of Arabic at IAIN Madura. The results showed that the student thesis writing strategy consisted of six strategies, namely: planning, data collection, content preparation, translation, evaluation, and revision.]]>
<![CDATA[نظرية المعرفية الاجتماعية ألبرت باندورا وتنفيذها في تعليم اللغة العربية ]]>
<![CDATA[Hamzah Hamzah]]>;
<![CDATA[Syuhadak Syuhadak]]>;
<![CDATA[Nur Ila Ifawati]]>
<![CDATA[ JURNAL IJ-ATL Vol 5, No 2 (2021): Arabic Teaching and Learning ]]>
Publisher : <![CDATA[Nurul Jadid University ]]>
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DOI: 10.33650/ijatl.v5i2.3190
<![CDATA[مستخلص البحث الغرض من هذه البحث هو معرفة شكل النظرية المعرفية الاجتماعية من باندورا والتي يمكن تطبيقها وتنفيذها على تعليم اللغة العربية في المدارس أو المعاهد. بناءً على العديد من الدراسات السابقة ، تم تطبيق النهج المعرفي على نطاق واسع كان التعلم هو النهج المعرفي من بياجيه. الطريقة المستخدمة في هذا البحث هي البحث الكيفي مع نهج البحث في المكتبات. بناءً على تحليل دراسة الأدب ، نهج النظرية المعرفية الاجتماعية التي يمكن تنفيذها على يتم تعلم اللغة العربية من خلال التعلم القائم على الملاحظة أو النمذجة الذي يتضمن أربع عمليات وهي عملية الانتباه ، والاحتفاظ ،التكاثر والتحفيز. النهج المعرفي الاجتماعي الذي يمكن أن يكون يتم تطبيقه على تعليم التربية الإسلامية في التطبيق ؛ المناهج والتدريس وتقييم. بالإضافة إلى تنفيذ نظرية التعلم الاجتماعي عن طريق النمذجة لا يتعارض مع تعاليم الإسلام التي تشجع الناس على جعل النبي صلى الله عليه وسلم قدوة أو قدوة في الحياة. ]]>
<![CDATA[Model of Developing Oral Skills for Non-Arabic Learners at the University Level ]]>
<![CDATA[Uril Bahruddin]]>;
<![CDATA[Syuhadak Syuhadak]]>;
<![CDATA[Sutaman Sutaman]]>
<![CDATA[ Dinamika Ilmu Vol 21 No 1 (2021): Dinamika Ilmu, 21(1), June 2021 ]]>
Publisher : <![CDATA[UIN Sultan Aji Muhammad Idris Samarinda ]]>
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DOI: 10.21093/di.v21i1.3217
<![CDATA[Most of the Arabic language teaching institutions face difficulties in getting students to speak Arabic with them. However, there is an institution that is classified as successful in teaching speaking skills to its students. This study aims to describe the strategies used by the Ar-Rayah College of Languages (STIBA) in Sukabumi in teaching spoken Arabic to students and their impact on the development of speaking skills. This research uses a qualitative approach with a type of case study. The results of this study indicate that there is a set of strategies that contribute to the achievement of the Arabic language learning process at STIBA Ar-Rayah, including the appropriate Arabic language teaching curriculum, student placement in dormitories, long study time, adequate extra activities, giving additional lessons for the less fortunate, and the existence of native speaking lecturers. The strategy used has an impact on the development of students' speaking skills, where they can speak Arabic fluently in about 6 months, students use Arabic fluently every day, and the Arabic language used is Standard Arabic. The conclusion of this study is that the success of learning Arabic for non-Arabic speakers is supported by the existence of an appropriate strategy in addition to the success in functioning other learning elements.]]>
<![CDATA[Academic Advisors in the Completion of Undergraduate Study: The Role of Arabic Language Lecturers ]]>
<![CDATA[Wa Muna]]>;
<![CDATA[Miftahul Huda]]>;
<![CDATA[Syuhadak Syuhadak]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i4.2581
<![CDATA[This study aims to investigate the role of Arabic language lecturers as academic advisors in the IAIN Kendari students' completion process. Using four faculties as the location for this study, snowball sampling was used to select eight students and nine Arabic lecturers for separate interviews and observations during the consultation process in the 2020/21 academic year. The data analysis phase was conducted using the Miles and Huberman method and the Academic Advisor theory. As academic advisors, the results indicate that Arabic language lecturers play three crucial roles: motivators, initiators, and problem solvers. This research has implications for academic advising policies and on-time student graduation.]]>
