Articles
<![CDATA[Ketedasan Terjemahan Ayat-Ayat Imperatif Bernuansa Budaya ]]>
<![CDATA[Mohamad Zaka Al Farisi]]>
<![CDATA[ el Harakah: Jurnal Budaya Islam Vol 19, No 2 (2017): EL HARAKAH ]]>
Publisher : <![CDATA[UIN Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/el.v19i2.3934
<![CDATA[Each language has its own uniqueness because of the existence of cultural concepts that exist in it. To bring clarity to the translation of the nuanced cultural speech, including those contained in the imperative verses, often becomes an obstacle in translation. The study, which used a qualitative-evaluative approach with the design of embedded case study research, aims to reveal the clarity of the translation of imperative verses that have cultural nuance meanings. Samples were selected purposively regarding imperative verses that have specific pragmatic meanings. The clarity of the translation of the imperative verses relies on the techniques and procedures of translation applied in dealing with micro-translation units. Couplet procedure that combines literal and amplification techniques may fulfill clarity aspect in translation. Setiap bahasa mempunyai keunikan tersendiri berkat keberadaan konsep-konsep budaya yang ada di dalamnya. Dalam penerjemahan, menghadirkan ketedasan terjemahan tuturan yang bernuansa budaya, termasuk dalam ayat-ayat imperatif, seringkali menjadi kendala tersendiri. Penelitian ini, yang menggunakan pendekatan kualitatif-evaluatif dengan desain studi kasus terpancang, bertujuan untuk mengungkap ketedasan terjemahan ayat-ayat imperatif yang bernuansa budaya. Sampel penelitian dipilih secara purposif berupa ayat-ayat imperatif yang memiliki makna pragmatik tertentu. Ketedasan terjemahan ayat-ayat imperatif tidak terlepas dari teknik dan prosedur penerjemahan yang diterapkan dalam menangani unit-unit mikro terjemahan. Prosedur kuplet yang memadukan teknik literal dan teknik amplifikasi dapat menghadirkan ketedasan terjemahan yang berterima.]]>
<![CDATA[Analisis Keterbacaan Buku Bahasa Arab Berbasis Karakter ]]>
<![CDATA[Triya Fadhilah Dhianty Putri]]>;
<![CDATA[Rinaldi Supriadi]]>;
<![CDATA[Mohamad Zaka Al Farisi]]>
<![CDATA[ Al-Lisan: Jurnal Bahasa Vol 8 No 1 (2023): Al-Lisan: Jurnal Bahasa (e-Journal) ]]>
Publisher : <![CDATA[LP2M IAIN Sultan Amai Gorontalo ]]>
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DOI: 10.30603/al.v8i1.3313
<![CDATA[One strategy in determining the success of learning is textbooks or schoolbooks. However, we often find books that are not up to standard and impact student understanding. Understanding the book’s contents is so closely related to the ease or difficulty of the material, or is called readability that the contents of the text need to be evaluated and adjusted to the competence of students so that learning objectives are achieved not only increase in the academic field but also students' moral behavior. This research aims to describe the readability of discourse based on the fog index formula statistically and compiled descriptively and then to analyze the character values based on the profile of Pancasila students published by the Standards, Curriculum, and Education Assessment Agency (BSKAP). This research was designed using a qualitative descriptive method with a content analysis model. The results of the study readability level in this book are 2.44, which means that this value belongs to the very easy-to-read category. This book fulfills the character values of the Pancasila students’ profile; namely: (1) having faith, fearing God Almighty, and having noble characters, (2) global diversity, (3) working together, (4) being independent, (5) critical reasoning, and (6) being creative.]]>
<![CDATA[Analisis Keterbacaan Buku Bahasa Arab Berbasis Karakter ]]>
<![CDATA[Triya Fadhilah Dhianty Putri]]>;
<![CDATA[Rinaldi Supriadi]]>;
<![CDATA[Mohamad Zaka Al Farisi]]>
<![CDATA[ Al-Lisan: Jurnal Bahasa Vol 8 No 1 (2023): Al-Lisan: Jurnal Bahasa (e-Journal) ]]>
Publisher : <![CDATA[LP2M IAIN Sultan Amai Gorontalo ]]>
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DOI: 10.30603/al.v8i1.3313
<![CDATA[One strategy in determining the success of learning is textbooks or schoolbooks. However, we often find books that are not up to standard and impact student understanding. Understanding the book’s contents is so closely related to the ease or difficulty of the material, or is called readability that the contents of the text need to be evaluated and adjusted to the competence of students so that learning objectives are achieved not only increase in the academic field but also students' moral behavior. This research aims to describe the readability of discourse based on the fog index formula statistically and compiled descriptively and then to analyze the character values based on the profile of Pancasila students published by the Standards, Curriculum, and Education Assessment Agency (BSKAP). This research was designed using a qualitative descriptive method with a content analysis model. The results of the study readability level in this book are 2.44, which means that this value belongs to the very easy-to-read category. This book fulfills the character values of the Pancasila students’ profile; namely: (1) having faith, fearing God Almighty, and having noble characters, (2) global diversity, (3) working together, (4) being independent, (5) critical reasoning, and (6) being creative.]]>
<![CDATA[The Observation of Arabic Language Differentiation in the 2013 Curriculum and the "Merdeka" Curriculum ]]>
<![CDATA[Rara Nur'aini]]>;
<![CDATA[Mohamad Zaka Al Farisi]]>
<![CDATA[ Abjadia Vol 8, No 1 (2023): Abjadia ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/abj.v8i1.22359
<![CDATA[Indonesian education is in a transition and adaptation period from the K-13 (Kurikulum 2013/2013 Curriculum) to the KM (Kurikulum Merdeka/"Merdeka" Curriculum). So research that compares the two curricula needs to be done to understand the transition of K-13 to KM, especially in Arabic subjects. This research was descriptive-comparative-evaluative research with a content analysis design. Data collection instruments were document studies and semi-structured interviews to explore teacher perceptions regarding those two curricula. In the KM goal component, language skills are expanded into six language elements, listening (istimā'), speaking (kalām), reading-viewing (qirā'ah), and writing-presenting (kitābah). The language skills for viewing and presenting did not exist previously in the K-13. The material components in both curricula still have the same scope. K-13 uses a scientific approach in the strategy component, while KM uses a differentiated learning approach according to student achievement. Then the learning strategies in K-13 are arranged in RPP (Rencana Pelaksanaan Pembelajaran/Learning Implementation Plan), while those for KM are in teaching modules (modul ajar). Then, in the evaluation component, the KKM (Kriteria Ketuntasan Minimal/Minimum Completeness Criteria) changes to the KKTP (Kriteria Ketercapaian Tujuan Pembelajaran/Learning Objectives Achievement Criteria). The information obtained from the interviews shows that the teacher has recently been given freedom in teaching, they experience confusion and are not yet ready. Teachers already understand KM theory but have not been able to implement it ideally. This lack of implementation is due to the influence of the unavailability of Arabic language textbooks based on KM, the unavailability of report cards with an assessment format based on KM, and teachers under the Kemenag (Kementerian Agama/Ministry of Religion) have been unable to take part in the program of guru penggerak (mover teachers) education program.]]>
<![CDATA[The Observation of Arabic Language Differentiation in the 2013 Curriculum and the "Merdeka" Curriculum ]]>
<![CDATA[Rara Nur'aini]]>;
<![CDATA[Mohamad Zaka Al Farisi]]>
<![CDATA[ Abjadia : International Journal of Education Vol 8, No 1 (2023): Abjadia ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/abj.v8i1.22359
<![CDATA[Indonesian education is in a transition and adaptation period from the K-13 (Kurikulum 2013/2013 Curriculum) to the KM (Kurikulum Merdeka/"Merdeka" Curriculum). So research that compares the two curricula needs to be done to understand the transition of K-13 to KM, especially in Arabic subjects. This research was descriptive-comparative-evaluative research with a content analysis design. Data collection instruments were document studies and semi-structured interviews to explore teacher perceptions regarding those two curricula. In the KM goal component, language skills are expanded into six language elements, listening (istimā'), speaking (kalām), reading-viewing (qirā'ah), and writing-presenting (kitābah). The language skills for viewing and presenting did not exist previously in the K-13. The material components in both curricula still have the same scope. K-13 uses a scientific approach in the strategy component, while KM uses a differentiated learning approach according to student achievement. Then the learning strategies in K-13 are arranged in RPP (Rencana Pelaksanaan Pembelajaran/Learning Implementation Plan), while those for KM are in teaching modules (modul ajar). Then, in the evaluation component, the KKM (Kriteria Ketuntasan Minimal/Minimum Completeness Criteria) changes to the KKTP (Kriteria Ketercapaian Tujuan Pembelajaran/Learning Objectives Achievement Criteria). The information obtained from the interviews shows that the teacher has recently been given freedom in teaching, they experience confusion and are not yet ready. Teachers already understand KM theory but have not been able to implement it ideally. This lack of implementation is due to the influence of the unavailability of Arabic language textbooks based on KM, the unavailability of report cards with an assessment format based on KM, and teachers under the Kemenag (Kementerian Agama/Ministry of Religion) have been unable to take part in the program of guru penggerak (mover teachers) education program.]]>
<![CDATA[CODE SWITCHING AND CODE MIXING IN THE ARABIC LEARNING OF 'EGYPT SANDWICH PROGRAM 2019' ]]>
<![CDATA[Jamaluddin Abdul Aziz]]>;
<![CDATA[Mohamad Zaka Al Farisi]]>;
<![CDATA[Muhammad Zainal Muttaqien]]>
<![CDATA[ Leksema: Jurnal Bahasa dan Sastra Vol. 6 No. 2 (2021) ]]>
Publisher : <![CDATA[UIN Raden Mas Said Surakarta ]]>
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DOI: 10.22515/ljbs.v6i2.3004
<![CDATA[This study discusses the types of code switching and code mixing occured in the utterances of Egypt Sandwich Program 2019instructors. It also explores the factors that cause the two language phenomena and their effects toward non-Arabic speakers. In research design, participatory observational study was applied in which the researchers participated in the Arabic language learning activities in the program. The results showed that both internal and external code switching occurred in the speech of the instructors. Meanwhile, for code mixing, intersentential and intrasentential process were found in this study. The code switching and code mixing found in this study only occured among Arabic fusha, Arabic ‘amiyah, and English. In general, the main factor that drove the speakers to perform code switching and code mixing in the program was the speaker’s habitl. Misunderstandings sometimes happened between the instructors and the students due to the emergence of code switching and code mixing in the event.]]>
<![CDATA[Teori Relevansi dalam Dakwah Humor Sheikh ‘Assim sebagai Alternatif Dakwah Kontemporer: Kritik terhadap Prinsip Kerjasama ]]>
<![CDATA[Anisa Anisa]]>;
<![CDATA[Mohamad Zaka Al Farisi]]>
<![CDATA[ Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 9 No. 2 (2023) ]]>
Publisher : <![CDATA[Universitas Cokroaminoto Palopo ]]>
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DOI: 10.30605/onoma.v9i2.2686
<![CDATA[Diperlukan inovasi dalam dakwah untuk menjawab tantangan zaman. Salah satu bentuk inovasi dakwah yang tengah populer di media sosial saat ini adalah dakwah humor. Dakwah humor muncul sebagai alternatif dakwah kontemporer. Namun, konsep dakwah sendiri berhubungan dengan komunikasi antara pendakwah dan audiens. Dalam konteks komunikasi, terdapat dua teori yang sering digunakan dalam penelitian wacana humor, yaitu teori relevansi dan prinsip kerjasama. Kedua teori ini memiliki pandangan yang berbeda. Prinsip kerjasama berpendapat bahwa banyak tuturan humor melanggar prinsip kerjasama dalam membangun komunikasi yang relevan, sedangkan teori relevansi tidak menganggapnya sebagai pelanggaran. Maka dari itu, adanya tujuan dalam penelitian ini ialah untuk menganalisis penggunaan teori relevansi dalam dakwah humor Sheikh 'Assim sebagai alternatif efektif dalam menyampaikan pesan-pesan dakwah dalam konteks kontemporer. Penelitian ini juga mencoba untuk memberikan kritik terhadap prinsip kerjasama. Penggunaan metode deskriptif kualitatif dimanfaatkan dalam penelitian ini, dan analisis isi (content analysis) menjadi sebuah desain penelitian kali ini. Pengumpulan data dilakukan melalui metode simak dan catat, dan teknik purposive sampling dimanfaatkan dalam teknik sampling. Hasil penelitian menunjukkan bahwa dalam empat video dakwah Sheikh 'Assim di TikTok, terdapat pelanggaran terhadap maksim-maksim prinsip kerjasama, seperti maksim kuantitas, relevansi, dan cara. Namun, teori relevansi mengkritik pelanggaran-pelanggaran tersebut dengan mengatakan bahwa pelanggaran tersebut sebenarnya hanya digunakan untuk menciptakan efek humor dan penegasan terhadap nilai-nilai syariat Islam. Hal ini menunjukkan bahwa dakwah humor Sheikh 'Assim cenderung menerapkan teori relevansi dalam menyampaikan pesan-pesan dakwahnya. Dengan demikian, dakwah humor Sheikh 'Assim dapat menjadi alternatif yang efektif dalam menyampaikan pesan-pesan dakwah dalam konteks kontemporer, sekaligus mengkritik prinsip kerjasama.]]>
<![CDATA[HOW IS THE FEASIBILITY AND READABILITY OF 10TH GRADE ARABIC LANGUAGE AND LITERATURE TEXTBOOK? / BAGAIMANA KELAYAKAN DAN KETERBACAAN BUKU TEKS BAHASA DAN SASTRA ARAB KELAS X? ]]>
<![CDATA[Salma Azzahra]]>;
<![CDATA[Mohamad Zaka Al Farisi]]>
<![CDATA[ Lughawiyah: Journal of Arabic Education and Linguistics Vol 5, No 1 (2023) ]]>
Publisher : <![CDATA[IAIN Batusangkar, Indonesia ]]>
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DOI: 10.31958/lughawiyah.v5i1.9458
<![CDATA[This research aims to determine the suitability of Arabic Language and Literature textbooks for 10th grade High School/MA Students with the BSKAP standards, the readability level, and readability level by student grade. This research used the evaluative method. The researchers used content analysis technique and collected data through literature study and document study to analyze the feasibility of textbooks. The method used to determine the readability level was the Raygor’s graph and the fog index. The results of the study indicate that this book is suitable for use with an overall score of 92.42% which includes aspects of the feasibility of standard content, presentation, design and graphics. However, based on the results of Raygor's graphic analysis, this textbook is not appropriate for use at the 10th grade student because none of the eight texts studied correspond to the 10th grade level. Meanwhile, based on the results of the fog index, this textbook is in easy to read category with a score of 3.72. Overall this book is suitable for use in the 10th grade student, but it needs some adjustments to design standards such as selecting interesting illustrations. Even though it has a high level of feasibility, the readability of this book is not up to the 10th grade student and the readability level is not ideal, so it needs improvement.]]>
<![CDATA[Students' Perspectives on the Use of Powtoon Learning Media in Learning Nahwu ]]>
<![CDATA[Muhammad kafahulloh]]>;
<![CDATA[Mohamad Zaka Al Farisi]]>
<![CDATA[ Jurnal Internasional Pendidikan Bahasa Arab Vol 6 No 01 (2024): International Journal of Arabic Language Teaching (IJALT) ]]>
Publisher : <![CDATA[Postgraduate of IAIN Metro Lampung Indonesia ]]>
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DOI: 10.32332/ijalt.v6i02.9626
<![CDATA[Mastery of nahwu knowledge is the key to achieving proficiency and accuracy in language. Like a key that opens a door, nahwu opens the way for students to understand sentence structure, word functions, and meanings contained in Arabic. This study aims to evaluate students' responses to the use of Powtoon learning media in Nahwu learning at Darul Falah Islamic Boarding School. This study uses a qualitative descriptive method with the subject of the study, namely class VIII tsanawiyah students at the Darul Falah Islamic Boarding School as many as 30 students with instruments in the form of questionnaires. The results showed that the majority of students, namely 75%, responded to the use of Powtoon with a very high level of satisfaction. They saw that this media was effective in increasing their understanding of Nahwu concepts, with a percentage of 77.47% stating so. Furthermore, around 75.87% of students also felt that Powtoon was relevant to the learning material they were learning, while 72% admitted that the use of Powtoon was able to increase their interest in learning Nahwu. In addition to these benefits, Powtoon has also been shown to contribute to an increase in students' confidence in learning Nahwu, with 71.73% of students feeling the increase. The findings of this study show that Powtoon has great potential as an interesting and effective alternative learning medium for Nahwu subjects, especially in the pesantren education environment. Thus, the implementation of Powtoon can not only enrich the student learning experience but also support better learning goals in the context of the Nahwu curriculum.]]>
