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All Journal Al-Fusha : Arabic Language Education Journal
Ahmad Mizan Rosyadi Abdul Jalil Manan
Institut Agama Islam Al-Falah As-Sunniyah Kencong Jember
Religion Education Languange, Linguistic, Communication & Media

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فعّال وسائل الإعلام الصورة لتطوير مهارة الكلام Ahmad Mizan Rosyadi Abdul Jalil Manan
Al-Fusha : Arabic Language Education Journal Vol 1 No 1 (2019): January
Publisher : INAIFAS PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (245.916 KB) | DOI: 10.36835/alfusha.v1i1.341

Abstract

The education system is the real basis for achieving the desired goals in the learning and teaching process, which determines the success of the failure of any educational project. It consists of four important elements, inputs and processes, then outputs or final results, and a comparison of the results obtained with the criteria or objectives set in the feedback. The problems of this research are: How the system of teaching Arabic language to develop speech in terms of inputs, operations or activities, outputs, as well as in terms of feedback. In this research, the researcher chose the descriptive approach with qualitative input. The results of the analysis obtained by the researcher, as follows: that the pictures can make them easily in Arabic speaking than another ways.
أسلوب المناقشة للمتوفقين في ترقية مهارة الكلام بقواعد اللغة العربية Ahmad Mizan Rosyadi Abdul Jalil Manan
Al-Fusha : Arabic Language Education Journal Vol 1 No 2 (2019): July
Publisher : INAIFAS PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (239.494 KB) | DOI: 10.36835/alfusha.v1i2.345

Abstract

Speaking is a basic competance to success for learning language, especially Arabic. In the reality, most of students feel difficulty to make conversation, it is because of monopolized by educators showing up conversation skills and little opportunities for students to participate in learning activities and exersice. Participatory method is one of many methods in learning language that can make students more active in speaking. With quantitative expremental study by using observation, interview, and test, this research will be going to describe (1) participatory methods to improve students pronounciation on the right makhraj and (2) ways to improve vocabularies, Arabic grammar, motivation, and ability conversation.
الكفاءة اللازمة توافرها لمعلم اللغة العربية لغير الناطقين بها Imam Wahyudi; Ahmad Mizan Rosyadi Abdul Jalil Manan
Al-Fusha : Arabic Language Education Journal Vol 2 No 2 (2020): July
Publisher : INAIFAS PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (271.259 KB) | DOI: 10.36835/alfusha.v2i2.355

Abstract

Teacher is the foundation in teaching and learning process who plays the important roles of primary and secondary elements in learning process. By having experience and competence, a teacher can transfer language to students well. A purpose of learning will not be reached without the role of a teacher with relevant competence. In second language teaching, especially in teaching Arabic to non-native speakers, it requires a professional expert as the purpose of second language teaching will not meet success unless managed by a teacher who has experience, has learned the teaching method, and has full comprehension in the characteristic of language he teaches.Therefore, the competence of Arabic teacher to non-native speakers is compulsory to have for anyone who teaches the language. There are at least three competences to have by an Arabic teacher to non-native speakers including, first, academic competence, that covers the language mastery learned for approximately four years during undergraduate study and includes the branches of linguistics, like Grammar, Morphology, Phonology, etc;. Second, professional education competence, that includes understanding and mastering various methods and teaching strategies of second language, learning children-related fundamental theory, like Education Psychology, Developmental Psychology, Education Evaluation, etc; and, Third, culture competence.
Musykilāt Tadrīs Mahārah al-Kalām fī Maʻhad Dār aṭ-Ṭālibīn al-Qādiri 2 Gumukmas Jember Nor Holis Bin Nafsah; Ahmad Mizan Rosyadi Abdul Jalil Manan
Al-Fusha : Arabic Language Education Journal Vol 3 No 1 (2021): Januari
Publisher : INAIFAS PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36835/alfusha.v3i1.431

Abstract

Learning Arabic that is applied to the Darut Tholibin Al-Qodiri 2 Gumukmas Islamic Boarding School in Jember has left problems, especially in the field of mahārah kalām. Mahārah kalām is a skill that requires students to be active in communicating verbally using Arabic. This article aimed to describe the problems of learning Arabic in the field of mahārah kalām to students of Darut Tholibin Al-Qodiri 2 Islamic Boarding School Gumukmas Jember. Researchers used qualitative methods to discuss the problems of learning Arabic in mahārah kalām. The data showed that there are two types of problems faced by students of the Darut Tholibin Al-Qodiri 2 Gumukmas Islamic Boarding School in Jember; linguistic problems and non-linguistic problems. Linguistic problems related to the system of morphology, syntax, and semantics. Meanwhile, non-linguistic problems were related to sociological, psychological, and pedagogical issues. This problem becomes an obstacle for students to achieve success in learning Arabic.
Co-Authors Imam Wahyudi Nor Holis Bin Nafsah