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All Journal Arabiyatuna : Jurnal Bahasa Arab Tafaqquh: Jurnal Penelitian Dan Kajian Keislaman Ijaz Arabi Journal of Arabic Learning Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan Murobbi: Jurnal Ilmu Pendidikan GUYUB: Journal of Community Engagement Mantiqu Tayr: Journal of Arabic Language Jurnal Pengabdian kepada Masyarakat Desa (JPMD) ABDIMASY: Jurnal Pengabdian Kepada Masyarakat ARKHAS: Journal of Arabic Language Teaching AT-TAKLIM: Jurnal Pendidikan Multidisiplin Intelektual: Jurnal Pendidikan dan Studi Keislaman

Baiq Tuhfatul Unsi

Institut Agama Islam Bani Fattah Jombang

Author-ID : 3702322

Religion Arts Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mechanical Engineering Nursing Social Sciences Other

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Optimalisasi Pembelajaran Bahasa Arab melalui Model Pembelajaran Komunikatif-Eklektik Baiq Tuhfatul Unsi
Muróbbî: Jurnal Ilmu Pendidikan Vol. 1 No. 1 (2017): Pendidikan Islam
Publisher : Fakultas Tarbiyah Institut Agama Islam Bani Fattah Jombang

The learning method of Arabic language had been developed in line with developments in discipline of linguistics, psychology and research on teaching. This development is a logical consequence of differences in theoretical and empirical foundation. Every method has advantages and disadvantages, so there is no proper method completely. This anxiety show an eclectic method that combines the operational techniques of methods that are considered objectively and effectively by teachers. Learning method Communicative-Eclectic is communicative learning method performed by eclectic method. Eclectic method is built on the assumption that each method has its strengths and weaknesses, and that the implementation of a method certainly with a dealing objective conditions that do not allow the implementation of the method as a whole. Implementation of this eclectic-communicative method, example, by applying three types of drill, the drill mechanical-manipulative with drill communicative, and semi-communicative drill. The teaching process more emphasis on finesse speak, write, read and understand specific meanings. By this method students can be given training example; practice conversing in a foreign language that can be done by an individual or group between students or teachers and students. So that teaching and learning will be very varied and not focused on one activity.

Konsep Metode Pembelajaran Ibn Khaldun dalam Pengajaran Bahasa Arab Baiq Tuhfatul Unsi
Muróbbî: Jurnal Ilmu Pendidikan Vol. 2 No. 1 (2018): Pengelolaan Pendidikan Islam
Publisher : Fakultas Tarbiyah Institut Agama Islam Bani Fattah Jombang

Ibn Khaldun's thoughts on Islamic education, especially the teaching of language as stated in the book of muqoddimah ibn khaldun, is still up to date until today. In his book Ibn muqoddimah ibn khaldun explains the malakah and tadrîj theories in which Ibn Khaldun targets the achievement of malakah and tadrîj. According to Ibn Khaldun, it is a discipline that develops expertise. Expertise can only be obtained by repetition of acts that make an impression in the brain so it becomes a habit. Ibn Khaldun said that the first thing that should be considered by an educator is the psychological condition of the child, and more importantly the educator must know the level of ability (intellect) and maturity of learners, Ibn Khaldun emphasized the application of educational methods should be gradually in accordance with the development of intellectual work with the reason that a child develops step by step and little by little in all aspects of the jasmaniyah and aqliyah as a whole. Thus, the concept of Ibn Khaldun’s method of learning is very relevant to be applied in the teaching of Arabic, because it is in harmony with theories of psychology and linguistics.

Pendekatan Hermeneutika Khaled M. Abou el- Fadl untuk Membedakan antara Ajaran Otoritas dan Otoritarianism Baiq Tuhfatul Unsi
Muróbbî: Jurnal Ilmu Pendidikan Vol. 2 No. 2 (2018): September
Publisher : Fakultas Tarbiyah Institut Agama Islam Bani Fattah Jombang

Islamic law faces trauma of modernity and colonialism which has an impact on the emergence of authoritarian attitudes in treating texts. Authoritarianism is the act of locking will of God, or will of text in a certain determination, and then presenting that determination as a given, definite, absolute, and decisive. According to the analysis of Khaled M. Abou el-Fadl, this phenomenon, especially about the discourse of Islamic law, is the result of mistakes in taking methodological procedures related to the relationship between author, text and reader. The reader that locks the text in a certain meaning, it has damaged the integrity of the author and text itself. In the dimension of authoritarian interpretation, dominant problem in determining is at reader level. Methodology offered by Khaled is a negotiative hermeneutic, where between three text-author-reader elements must be negotiated, pressure point is more on reader without annulling two other elements. Because for him, reader is always experiencing changes and dynamics throughout his life. In addition, readers also have an interest in text. This is due to human being as reader who gives his voice and meaning to text. Three things are needed to maximize this negotiative hermeneutic performance; competence and text validation, determination of meaning and concept of representation.

PEMBELAJARAN MUFRADAT BAHASA ARAB MELALUI PENERAPAN METODE DRILL Baiq Tuhfatul Unsi
Muróbbî: Jurnal Ilmu Pendidikan Vol. 4 No. 1 (2020): Maret
Publisher : Fakultas Tarbiyah Institut Agama Islam Bani Fattah Jombang

Abstract: The lack of students ability to master vocabulary caused by vocabulary mastery strategies that have not been effective and are not so strengthened in the teaching and learning process. In addition, also because of the lack of students who have an Arabic dictionary to Indonesia, conversely Indonesian to Arabic. This makes it difficult for students to explore the meaning of words. All students only rely on the vocabulary in the book and the rest students ask the teacher about the meaning of each difficult word. This requirement makes students less creative in developing their ability to collaborate vocabulary into other words that have different meanings because the source of information is only for teachers and LKS books. Introducing vocabulary alone is not enough to complete Arabic lessons, but by training students continuously, by means of repetition to facilitate the vocabulary that has been learned, after learning students who are drilled to translate the text that has been learned and translated in correct sentences, both in the form of speech and writing. So, in learning Arabic through this mufrodat drill method students are required to be more active and make students successful during the learning process.

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

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.

Ibârat Is?t?ilâh?îyah; Suatu Kajian Tarjamah Baiq Tuhfatul Unsi
Tafáqquh: Jurnal Penelitian Dan Kajian Keislaman Vol. 1 No. 1 (2013): Juni
Publisher : INSTITUT AGAMA ISLAM BANI FATTAH (IAIBAFA)

Ibârat Is?t?ilâh?îyah (idiom) is a language units (can be a word, phrase, or sentence) whose meaning can not be "predicted'' from the meaning of lexical elements and grammatical meaning of the units, so it must be understood in context and translated by finding equivalent in the target language. Idiom in Arabic can be formed from the elements isim, deed and letters. Based on these elements that it would appear the forms of idioms. Judging from the construction, idiom can be grouped into three, namely words, phrases and sentences. Because the idiom is really a very crucial issue in translation activity, we should not be reluctant to seek meaning in the dictionary if an expression is a form which undoubtedly true meaning, to avoid the bias of the translation results and confuse others who read it.

Al-Mushtarâk al-Lafdhî (Homonimi) dalam Bahasa Arab; Suatu Kajian Semantik Baiq Tuhfatul Unsi
Tafáqquh: Jurnal Penelitian Dan Kajian Keislaman Vol. 1 No. 2 (2013): Desember
Publisher : INSTITUT AGAMA ISLAM BANI FATTAH (IAIBAFA)

Al-Mushtarâk al-Lafz?î (homonymy) are some of the same word, both written and pronunciation form, but has different meaning. For example, the word can mean snake venom is berhomonimi words that can mean up to it, can. In Arabic, the word (???) can significantly towards the west (?????) and also significantly bucket (?????). Another example, the word (????) has three meanings, namely: (1) the father of the father/mother ??? ????) / ??? ????), (2) part, good fortune (???? - ?????), (3) the banks of the river (???? ?????). Homonym (al-mushtarâk al-lafz?î) in Arabic, not only in the words, but also can occur in a sentence. In a scientific study balaghah, homonym is called the Jinas, the similarity of two different words meaning. In other words, a word that used in different places and have different meaning. In general, al-jinâs divided into two kinds, namely: jinâs tâm and jinâs ghairu tâm. A good understanding of the homonymy of language, especially Arabic to avoid ambiguity and distortion of the message contained in the utterance or sentence.

Media Gambar dalam Pembelajaran Kosakata Bahasa Arab Baiq Tuhfatul Unsi
Tafáqquh: Jurnal Penelitian Dan Kajian Keislaman Vol. 2 No. 1 (2014): Juni
Publisher : INSTITUT AGAMA ISLAM BANI FATTAH (IAIBAFA)

Vocabulary is very important domiciled in speaking activities. In reading, speaking, writing, and listening to always use the vocabulary. Thus the minimal vocabulary that will be an obstacle in communication. Reality in schools, in general learning vocabulary in a way that is monotonous, the students were asked to interpret a vocabulary in the dictionary, and then memorize it. This is becoming one of the causes of learning is not maximal. Therefore, there needs to be an alternative vocabulary learning techniques and media. One is the media image to improve vocabulary mastery. Media images are very supportive of the students in the learning process, because media images would provide freedom for students to express, express and let out all the creativity and talent that there is in him.

Kemahiran Berbicara Bahasa Arab melalui Penciptaan Lingkungan Bahasa Baiq Tuhfatul Unsi
Tafáqquh: Jurnal Penelitian Dan Kajian Keislaman Vol. 3 No. 1 (2015): Juni
Publisher : INSTITUT AGAMA ISLAM BANI FATTAH (IAIBAFA)

Conversational skills is one of the skills to be achieved in the teaching of modern languages ??including Arabic. Talking is the primary means to build mutual understanding and mutual communication by using language as a medium. One of the factors that influence and determine the success of the learning process is the environment, not to mention the language environment. Quality language environment is something very important to the success of someone who is learning a second language, in this case Arabic. Bi’ah Arabiyyah is an environment where every activity is done with colored or Arabic. This method is very helpful in learning a foreign language because the students will apply and practice the language they have learned with no feeling nervous or embarrassed. Forming ability to speak Arabic and then enhance these capabilities is not easy, as the native language and the Arabic language has a lot of difference in terms of both linguistic and nonlinguistic. Training is needed to support the ability to speak Arabic. The exercises can be performed with the maximum if the language has created a conducive environment.

Pembelajaran Bahasa Arab melalui Pendekatan Komunikatif; Studi Kasus di Pondok Pesantren al-Munawaroh Ngemplak Ngudirejo Diwek Jombang Baiq Tuhfatul Unsi
Tafáqquh: Jurnal Penelitian Dan Kajian Keislaman Vol. 4 No. 1 (2016): Juni
Publisher : INSTITUT AGAMA ISLAM BANI FATTAH (IAIBAFA)

Arabic capability is an ability which should be mastered by students who follow learning Arabic. Because in learning Arabic, there are four skills that must be mastered by students, among others listening skills, speaking skills, reading skills and writing skills. This four skills is a series of language skills are inseparable from one with another. Of the four skills are an indicator of the success of learning Arabic must not be separated from the appropriate learning methods. Because with the right approach four mahÃ¢rah above can be mastered by students. From this statement, the author conducted research in Islamic boarding school Al-Munawaroh Ngemplak Ngudirejo Diwek Jombang with a focus on Implementation and factor. With descriptive qualitative method is concluded; this Islamic boarding school is successfully practiced in Arabic as the language of daily communication, one of the many Islamic boarding school in Jombang to realize learning Arabic completely through the communicative approach, these are points that must be considered for can be used as a model by institutions other in enhancing learning potential, especially in learning Arabic.

Co-Authors Al Imaamah Rosyiidatu Uswatun Nisyaa’ Annida, Alfika Syafa Daniel Happy Putra Fidah Nur Aini Fidah Holik, Abd. HUSNUL KHOTIMAH Intan Nadiroh Minnaty Adhimatul Wutsqo Muhammad Afthon Ulin Nuha Muhammad Asrori Ma'sum Muhammad Syaifullah, Muhammad Mutmainah, Lailatul Nur Azizah Nurafifah, Himmatul Nurul Murtadho Nurul Musyafaah Putri Nilam Sari Putri, Wakhidati Nurrohmah Ratnaningtyas, Oktavia Rosyad, Muh. Sabilar Siti Robiatun Muniroh Syah, Imas Jihan Syuhadak, Syuhadak Ubay, Ubay Ulfa Ulfa Ulinnuha, Muhammad Afthon Widayanti, Rizka Zuhroh, Naila Izzatuz

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