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All Journal Insyirah: Jurnal Ilmu Bahasa Arab dan Studi Islam
fairus sholeh
UNIDA Gontor
Religion Languange, Linguistic, Communication & Media

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وظائف حرف الواو في النحو العربي: The Functions of Letter Wa in Arabic Syntax Abdul Hafidz Zaid; fairus sholeh
Insyirah: Jurnal Ilmu Bahasa Arab dan Studi Islam Vol. 4 No. 2 (2021): December 2021
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/insyirah.v4i2.5187

Abstract

This research aims to describe the opinions of Nuhat in the letter “و” and its functions, and its characteristics in relationship with other functions with the aim of avoiding errors in Arabic syntax and the ability to differentiate all the functions of the letter “و” in Arabic sentences. This research is qualitative and library research in a descriptive method. The data in this research comes from traditional and contemporary books related to the topic. This research relied on two data analysis methods: the content analysis method and the comparison method. The results of this research were: that the “و” for Nuhat is one of the common letters of nouns and verbs, and it performs the function of a working letter, which is: Wawu al-Qasam, Wawu al-Ma’iyyah, and Wawu Rab. And the non-working letter, which are: Wawu al-Athf, Wawu al-Isti’naf, Wawu al-Hal, and Wawu al-I’tiradh. All functions have characteristics, including: 1) Wawu al-Qasam occurred at the beginning of the sentence, after which al-Ismu al-Dhahir sentence and al-Ma’rifah al-Majrur, 2) Wawu Rab occurred at the beginning of the sentence, and then an-Nakirah al-Majrur sentence, 3) Wawu al-Ma’iyyah preceded the sentence or whit “ما” or with "كيف", 4) Wawu al-‘Athf has been mentioned in Arabic sentences between al-Ma’thuf and al-Ma’thuf ‘alaihi, 5) Wawu al-Hal may enter into the nominative and the verb sentences with a condition preceded in the speech by al-Ma’rifah, after which it is a declarative sentence, 6) Wawu al-Isti’naf occurred in the beginning of the resumed sentence, 7) Wawu al-I’tiradh may have occurred in the first sentence of the objection to the place of her expression.
تنفيذ تكوين البيئة اللغوية في تعليم اللغة العربية لدى طلاب معهد الحمراء الإسلامي مالانج : Implementing and Forming a Language Environment in Arabic Language Teaching for IBS Al-Hamra Students Malang Fairus Sholeh; Nuril Mufidah
Insyirah: Jurnal Ilmu Bahasa Arab dan Studi Islam Vol. 5 No. 2 (2022): December 2022
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/insyirah.v5i2.6838

Abstract

Implementing and forming a language environment for IBS Al-Hamra students is very important. Because the majority of them are teaching Arabic at the beginner level, they need to focus entirely on the wealth of vocabulary and application in Arabic in their daily conversations. To achieve these goals, more than learning Arabic in the classroom is required. Accordingly, the school principal collaborated with the supervisor to implement the language environment formation program. This research aims to reveal programs and activities on the implementation formation of language environment at IBS Al-Hamra Malang. Kind this research is qualitative descriptive research to describe the phenomena in the field of study. The researcher used to obtain the data on the method of observation, interview, and documents. The results of this research were the implementation form of a language environment in IBS Al-Hamra based on the state of the formal language environment and the informal language environment that focuses on the assimilation of students' speaking skills. The official language environment at IBS Al-Hamra was through the course of the learning process in the classroom in two classes each week with an estimated time of 60 minutes per class. The informal language environment is related to language activity outside the school. It includes a program of forced communication in Arabic on all student days, vocabulary instruction, group conversation, public speaking, Arabic announcements, and the Arab Festival. In addition, hindrance factors affect the implementation of this language environment, including the teacher, the supervisor, and the learning aids, as well as the supporting elements, which consist of decreased courage of students and their lack of desire to speak Arabic.
Co-Authors Abdul Hafidz Bin Zaid Nuril Mufidah