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All Journal Murobbi: Jurnal Ilmu Pendidikan ARKHAS: Journal of Arabic Language Teaching
Baiq Tuhfatul Unsi
Institut Agama Islam Bani Fattah Jombang
Education Languange, Linguistic, Communication & Media

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CONVERSATIONAL METHOD PADA PEMBELAJARAN KETERAMPILAN BERBICARA BAHASA ARAB Baiq Tuhfatul Unsi
Muróbbî: Jurnal Ilmu Pendidikan Vol. 4 No. 2 (2020): September
Publisher : Fakultas Tarbiyah Institut Agama Islam Bani Fattah Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52431/murobbi.v4i2.289

Abstract

Speaking Arabic skills are language skills that must be possessed by students in order to develop foreign language skills, in this case especially Arabic. In relation to teaching Arabic, one method that can be used to improve students' speaking skills is the Conversational Method. The Conversation Method is a way of presenting Arabic learning material through conversation or dialogue, both between students and between students and teachers, as well as to add to the vocabulary of Arabic. This paper focuses on the application of the Conversational Method in learning Arabic speaking skills, the students' Arabic speaking skills as well as the inhibiting and supporting factors of the application of the Conversational Method in learning Arabic speaking skills of students. The results of this study are that the application of the conversational method in learning Arabic speaking skills for students of MIN Bendunganjati is through three stages, namely the preliminary stage, the implementation stage in the form of simple conversations between students and teachers and students and students. and the evaluation stage. In general, MIN Bendunganjati students are able to speak Arabic, this is evidenced by the activeness and enthusiasm of students in communicating Arabic in class. As for the inhibiting factors in the application of the conversational method, namely: Lack of basic Arabic skills possessed by students due to differences in their potential and abilities. While the supporting factors are: school environment, facilities/infrastructure and the role of teachers.
Integration In the Curriculum of Teaching the Arabic Language (In Terms of Goals and Materials) Baiq Tuhfatul Unsi
Journal of Arabic Language Teaching Vol 1 No 2 (2021): ARKHAS ~ Journal of Arabic Language Teaching
Publisher : Postgraduate Study Programme of Universitas Islam Negeri KH. Achmad Siddiq Jember, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/arkhas.v1i2.1310

Abstract

Integration is a method of organizing the elements of the language experience given to students and teaching them by balancing and connecting all language skills to achieve the expected goal of students mastering and understanding language from all sides, both linguistic and language skills. Darus Salam Boarding School Jombang is one of the institutions that use an integrative curriculum, which is a curriculum that combines modern and traditional boarding School curriculum. By implementing the integration curriculum, graduates can speak Arabic well and understand Arabic books well. This study aims to analyze the integration of the Arabic learning curriculum in Darus Salam Boarding School Jombang in terms of objectives and materials. Researchers used a qualitative approach to case studies. Researchers use the method of collecting data from observations, interviews, and documents. Then analyze the data using Miles and Huberman's analysis theory by collecting, sorting, and presenting it; the researcher uses data triangulation, theory triangulation, and expert triangulation. The result of this research is that the integration in terms of the objective aspect is the integration between the mastery of productive and receptive language skills, and the integration of the material element is the integration between linguistic and religious materials. التكامل أسلوب لتنظيم عناصر الخبرة اللغوية المقدمة للطلاب، وتدريسها بما يحقق ترابطها وتوحدها بجميع المهارات اللغوية لتحقيق الأهدف المنشودة ، أي أن يتقن الطلاب اللغة ويفهمونها من جميع الجوانب ، اللغويات والمهارات اللغوية. معهد دار السلام جومبانج من إحدى المعاهد التي استخدم إدارة التعليم التكاملي، يعني يُعمل في معهد دار السلام المنهج التكاملي، حيث الجمع بين المنهج العصري والسلفي. وبالتكامل يقدر الطلاب على تكلم باللغة العربية تكلما جيدا وفهم نصوص المكتوبة فهما جيدا. وأراد هذا البحث لتحليل نموذج التكامل في مناهج تعليم اللغة العربية بمعهد دار السلام جومبانج من جانب الأهداف والمواد. استخدمت الباحثة المدخل الكيفي بالدراسة الحالة. واستخدمت الباحثة طريقة جمع البيانات من الملاحظة والمقابلة والوثائق. ثم تحليل البيانات باستخدام نظرية مايليس وهيبيرمان بطريقة جمع البيانات، فرزها وعرضها.واستخدمت الباحثة التثليث بالبيانات، التثليث بالنظرية، والتثليث بالخبراء. النتيجة من هذا البحث هي: إن التكامل في ناحية الأهداف هو التكامل الذي دمج بين إتقان مهارة اللغوية الانتاجية و الاستقبالية، و التكامل في ناحية المواد هو التكامل الذي دمج بين المواد التعليمية اللغوية و المواد الدينية.
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