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All Journal Al-Fusha : Arabic Language Education Journal As-sunniyyah
Zainuri Zainuri
Institut Agama Islam Al-Falah As-Sunniyah Kencong Jember
Religion Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Other

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تطبيق الطريقة الانتقائية في تحقيق الأهداف المكتوبة من الحكومة الخاصة في تعليم اللغة العربية بالمدرسة الثانوية الإسلامية الحكومية جمبر الأولى بالقسم الديني للسنة الدراسية 2019 Zainuri Zainuri
Al-Fusha : Arabic Language Education Journal Vol 2 No 1 (2020): January
Publisher : INAIFAS PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (271.622 KB) | DOI: 10.36835/alfusha.v2i1.350

Abstract

Eclectic method is when a teacher combines a number of methods and selects the appropriate methods based on the learning condition. According to the experts of eclectic method, there is no appropriate learning method for all learning purposes, students, teacher and all foreign language learning aspects. No method is perfect. Each method has advantages and disadvantages. The problem of the research is how the application of eclectic method in achieving the purposes set by the government in Arabic learning in terms of grammar, classical book-reading learning, and oral learning (speaking) at MAN 1 Jember religion program in 2019. The purpose of this research is describing the application of eclectic method in achieving the purposes set by the government in Arabic learning in terms of grammar, classical book-reading learning, and oral learning (speaking) at MAN 1 Jember religion program in 2019. The research used in the research is descriptive qualitative method. It analyzes the application of eclectic method in achieving the target set by the government in Arabic learning at MAN 1 Jember religion program in 2019. The data collection method used by the researcher is purposive sampling. The result of the research is a learning method used for learning Arabic grammar which combines speech, memorizing, drill, audio-lingual, nahwu-tarjamah, inductive, and peer-learning methods. Classical book-reading learning includes speech, memorizing, drill, audio-lingual, nahwu-tarjamah, answer-and-question, peer-learning, and sorogan methods, while oral learning (speaking) includes speech, direct, audio-lingual, memorizing, and role-play methods.
Daur ʻIlm al-Lugah an-Nafsī fī Taʻlīm al-Lugah al-ʻArabiyyah li Gair an-Nāṭiqīn Bihā Imam Wahyudi; Zainuri Zainuri
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.v3i1.427

Abstract

Learning is a unit consisting of various factors that support each other. In learning Arabic, it is not only teacher factors and Arabic language material that must be considered, students as second language learners also need attention for the success of learning. The purpose of this article was to describe the role of psycholinguistics in learning Arabic for non-native speakers. Researchers used literature review to extract data from various sources. From the data obtained, it was known that the role of psycholinguistics in learning Arabic makes teachers able to understand the processes that occur in students when they listen, speak, read, or write. Psycholinguistics as an applied science between psychology and linguistics can be used to understand the behavior of second language learners, language acquisition, and language production and the processes that occur in it.
INTERFERENSI BAHASA JAWA TERHADAP MAHARAH AL-KALAM DI MAN 1 JEMBER Zainuri Zainuri; Siti Nurjanah
AS-SUNNIYYAH Vol 5 No 01 (2025): September
Publisher : UAS PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62097/assunniyyah.v5i01.2529

Abstract

Maharah al-Kalam (keterampilan berbicara Bahasa Arab) merupakan tujuan fundamental dalam pembelajaran Bahasa Arab. Namun, siswa di Jember, yang memiliki latar belakang budaya Jawa yang kuat, sering mengalami interferensi linguistik dari bahasa ibu (Bahasa Jawa). Interferensi ini menciptakan kesulitan dalam pengucapan (fonologi), struktur tata bahasa (sintaksis), dan pilihan kosakata Bahasa Arab, yang berujung pada kesalahan komunikasi. Penelitian ini bertujuan untuk menganalisis bentuk-bentuk dan penyebab interferensi Bahasa Jawa dalam keterampilan berbicara siswa di MAN 1 Jember, serta mengidentifikasi metode pengajaran yang efektif untuk meminimalisasi kesalahan tersebut. Penelitian menggunakan pendekatan Kualitatif Deskriptif dengan rancangan Studi Kasus, melibatkan wawancara dengan guru Bahasa Arab, observasi kelas kalam (dialog dan presentasi), dan analisis kesalahan dari rekaman ujaran siswa kelas XI. Hasil temuan menunjukkan bahwa bentuk interferensi yang paling dominan adalah Interferensi Fonologis (misalnya, substitusi fonem Arab /ق/ qaf dan /ع/ ain dengan bunyi serupa dalam Bahasa Jawa atau Bahasa Indonesia) dan Interferensi Sintaksis (pengurutan kalimat Bahasa Arab yang mengikuti struktur S-P-O Bahasa Jawa/Indonesia). Akar permasalahannya adalah kebiasaan kuat penggunaan Bahasa Jawa sebagai bahasa komunikasi sehari-hari, di samping kurangnya praktik intensif dalam lingkungan berbahasa Arab formal. Intervensi yang disarankan berfokus pada penggunaan Metode Drill (Latihan Berulang) dan Analisis Kontrastif untuk meningkatkan kesadaran siswa terhadap perbedaan linguistik. Penelitian menyimpulkan bahwa pemahaman pola spesifik interferensi Bahasa Jawa sangat penting untuk mengembangkan kurikulum Bahasa Arab yang tertarget dan efektif, khususnya dalam penguasaan keterampilan berbicara.
Co-Authors Imam Wahyudi SITI NURJANAH