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Analisis Diglosia Teks Ḥiwār Modern Standard Arabic karya E. Schulz Nasikul Mustofa Efendi; Iis Makhisoh
Jurnal Al-Fawa'id : Jurnal Agama dan Bahasa Vol 13 No 1 (2023): Maret
Publisher : STAI Ali bin Abi Thalib Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54214/alfawaid.Vol13.Iss1.390

This research aims to describe an analysis about Diglossia or the difference between Classical Arabic (fuṣḥā) texts and the other dialect in the conversation material or hiwar contained in the MSA book by E. Schulz. This research takes the library research from the qualitative approach as its method. Modern Standard Arabic (MSA)- in current eras- is the literary standard and one of the six official languages of the United Nations. And most printed material by the Arab League—including most books, newspapers, magazines, official documents, and reading primers for small children—is written in Modern Standard Arabic. However, the exigencies of modernity have led to the adoption of numerous terms. Speakers of Modern Standard Arabic do not always observe the intricate rules of Classical Arabic grammar (fuṣḥā). Modern Standard Arabic principally differs from Classical Arabic in three areas: lexicon, stylistics, and certain innovations on the periphery that are not strictly regulated by the classical authorities. The results from this research are (1) The examples of Diglossia founded in the selection of vocabulary as well as from the writing system and the chosen vocabularies; (2) then on grammatical arrangements that deviate far from the standard Arabic grammar which may be due to influences from foreign languages that have been absorbed by some dialects. And (3) The third differences saw in phonology. The differences in the pronunciation of some letters are clearly heard in the audio of the conversation. The impact is that if a student does not know the difference phoneme system it will be difficult for him to identify the word and understand the meaning of the material in the book.

The Kecemasan di novel Meena Kandasamy When I Hit You Khairunissya Turachma Aurelly Nurananda Suhandoko; Sodikin; Machfud Muhamad Sodiq; Nasikul Mustofa Efendi; Abu Fanani
English Education:Journal of English Teaching and Research Vol 8 No 1 (2023): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v8i1.19760

This study aims to explain the anxiety of Meena, the main character in When I Hit You novel. This study focuses on how the anxiety is experienced by the main character in the novel. Using the types of anxiety as well as descriptive qualitative methods, the writer finds that Meena as the main character in the novel experiences three types of anxiety which are neurotic anxiety, moral anxiety, and realistic anxiety. The types of anxiety experienced by Meena can be seen in the feeling of tense and restless, the feeling of shame, guilt and worry, and also the fears of her abusive husband.

LANGUAGE POLITENESS STRATEGY IN DRAMA "HARUT AND MARUT" BY ALI AHMAD BAKATSIR Diyanah, Fahma Hurrosatud; Yusuf, Kamal; Efendi, Nasikul Mustofa
Journal of Arabic Literature (JaLi) Vol 5, No 1 (2023): Journal of Arabic Literature (JaLi)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jali.v5i1.25636

Language is the primary communication tool that people always use. In increasingly modern developments, language is often used without considering the politeness established in communication. This is what makes researchers want to research language politeness strategies in drama. This research aims to examine the application of language strategies and politeness in the drama text "Harut and Marut" by Ali Ahmad Bakatsir. The research method used is a qualitative descriptive approach with data collection through the method of reading, taking notes, and then analyzing it. The results of this research reveal various strategies and principles of language politeness applied in the drama Harut and Marut. As for the results of research on language politeness strategies, according to Brown and Levinson in the drama Harut and Marut by Ali Ahmad Bakatsir, there are 12 types of Bald-on record strategies, eight negative politeness strategies, five positive politeness strategies, and 6 Bald-off record strategies. The implications of this research include the importance of language development in society and how to speak well to create an environment that pays attention to effective language politeness. The results of this research provide practical guidance for the community in improving quality and harmonious language communication..

Analisis Diglosia Teks Ḥiwār Modern Standard Arabic karya E. Schulz Nasikul Mustofa Efendi; Makhisoh, Iis
Jurnal Al-Fawa'id : Jurnal Agama dan Bahasa Vol 13 No 1 (2023): Maret
Publisher : STAI Ali bin Abi Thalib Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54214/alfawaid.Vol13.Iss1.390

This research aims to describe an analysis about Diglossia or the difference between Classical Arabic (fuṣḥā) texts and the other dialect in the conversation material or hiwar contained in the MSA book by E. Schulz. This research takes the library research from the qualitative approach as its method. Modern Standard Arabic (MSA)- in current eras- is the literary standard and one of the six official languages of the United Nations. And most printed material by the Arab League—including most books, newspapers, magazines, official documents, and reading primers for small children—is written in Modern Standard Arabic. However, the exigencies of modernity have led to the adoption of numerous terms. Speakers of Modern Standard Arabic do not always observe the intricate rules of Classical Arabic grammar (fuṣḥā). Modern Standard Arabic principally differs from Classical Arabic in three areas: lexicon, stylistics, and certain innovations on the periphery that are not strictly regulated by the classical authorities. The results from this research are (1) The examples of Diglossia founded in the selection of vocabulary as well as from the writing system and the chosen vocabularies; (2) then on grammatical arrangements that deviate far from the standard Arabic grammar which may be due to influences from foreign languages that have been absorbed by some dialects. And (3) The third differences saw in phonology. The differences in the pronunciation of some letters are clearly heard in the audio of the conversation. The impact is that if a student does not know the difference phoneme system it will be difficult for him to identify the word and understand the meaning of the material in the book.

Lanskap Linguistik Berbahasa Arab Di Pondok Pesantren Anshor Al-Sunnah Riau Aqila, Muhammad Fariz; Efendi, Nasikul Mustofa
Jurnal Al-Fawa'id : Jurnal Agama dan Bahasa Vol 14 No 2 (2024): September
Publisher : STAI Ali bin Abi Thalib Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54214/alfawaid.Vol14.Iss2.596

The purpose of this research is to find out the language patterns contained in the Arabic Linguistic Landscape at the Anshor Assunah Riau Islamic Boarding School. Then find out the party who issued the Linguistic Landscape at the Anshor Assunah Riau Islamic Boarding School, and to find out the functions - Functions of the Arabic Linguistic Landscape at the Anshor Assunah Islamic Boarding School. This research is motivated by the Anshor Assunah Islamic Boarding School which is a place for religious education, as well as a place to study language, especially Arabic. So it cannot be separated from things related to Arabic in the Islamic boarding school environment, including the Linguistic Landscape which is a language visualization and the existence of language in a place. .The method used in this research is the Descriptive-Qualitative Method. . The result of this research is that the researcher obtained data in the form of 43 pictures of Arabic Linguistic Landscapes at the Anshor Assunah Riau Islamic Boarding School, which consists of language patterns, namely Monolingual (Arabic) as many as 11 Landscapes with a percentage of 26%, then Bilingual (Arabic-Indonesian) as many as 22 Landscapes with a percentage of 51%, and also (Arabic-English) as many as 10 Landscapes with a percentage of 23%. Then, there are 33 Landscapes that issued Lingusitic Landscapes from Official Parties (Islamic Boarding Schools), and 10 Landscapes from Non-Official Parties (individuals). Then 41 Landscapes that function Informationally, and 2 Landscapes that function Symbolically. From the research results It can be seen that the Arabic Linguistic Landscape at the Anshor Assunah Islamic Boarding School has many variations in terms of patterns and functions and also the parties who issued the Linguistic Landscape.

فعل الأمر في اللغتين العربية والجاوية (دراسة تقابلية) Kuswoyo, Intan Handita; Efendi, Nasikul Mustofa
`A Jamiy : Jurnal Bahasa dan Sastra Arab Vol 13, No 2 (2024): Kajian Bahasa dan Sastra Arab
Publisher : Universitas Muhammadiyah Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31314/ajamiy.13.2.605-621.2024

Humans have the ability to receive and master several languages. Usually humans have the ability to master at least two languages, namely their mother tongue and a second language. Between the mother tongue and the second language there must be almost similar grammatical patterns or rules. Apart from that, there are also differences between the two. Languages in the world also have rules that are almost the same as each other. One of the rules that is often used to communicate is command words or imperatives which every language in the world definitely has with its own rules in each language. Therefore, this research was conducted to determine the differences and similarities between imperatives or command sentences in Arabic and Javanese, so that it can make it easier for Javanese speakers to learn Arabic, especially the rules of imperative sentences or command words. This research uses a literature study method with a focus on literature and sources in the form of books containing explanations of imperative sentences in Arabic and Javanese. The method and type of this research is qualitative research with a constructive analysis type of research which aims to (1) find out the similarities in imperative sentences in Arabic and Javanese (2) find out the differences in imperative sentences in Arabic and Javanese. The results of this research show that: (1) there are three similarities in imperative sentences in Arabic and Javanese, namely in terms of meaning, the same two meanings and sentence structure. (2) there are five differences in imperative sentences in Arabic and Javanese, namely in terms of meaning, signs, genderization, language level and in terms of number.

مشكلات تعليم مهارة الكتابة وعلاجها في الفصل الثالث "أ" بالمدرسة المتوسّطة مسكومامبان دوكون جريسك جاوا الشرقية Wibowo, Aji; Efendi, Nasikul Mustofa
Thalaqah : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol 2 No 2 (2024): October
Publisher : Program Studi Pendidikan Bahasa Arab of STAI Ali bin Abi Thalib Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54214/thalaqah.Vol2.Iss2.849

الهدف من هذا البحث هو معرفة المشكلات التي يواجهها تلاميذ الفصل الثالث "أ" بالمدرسة المتوسّطة مسكومامبان دوكون جريسك جاوا الشرقية في تعلم مهارات الكتابة العربية والعلاج أو الجهود المبذولة للتعامل مع هذه المشكلات. يستخدم هذا البحث مدخل البحث النوعي حيث تكون تقنيات جمع البيانات عن طريق الملاحظة والمقابلات والتوثيق. وموضوع هذا البحث هو تلاميذ الفصل الثالث "أ" بالمدرسة المتوسّطة مسكومامبان دوكون جريسك جاوا الشرقية. نتائج هذا البحث هي وجود عدة صعوبات يواجهها الطلاب أثناء عملية تعلم اللغة العربية في مهارة الكتابة. أما المشكلات التي يواجهها الطلاب فهي: مشكلات لغوية، مشكلات غير لغوية. المشكلات اللغوية تحدث لأن بعض الطلاب لا ينتبهون جيدًا للدروس، أما المشكلات غير اللغوية فتحدث بسبب العوامل البيئية وغير ذلك. العلاج أو الجهود التي بذلها المدرس للتغلب على هذه المشكلات تشمل تحفيز الطلاب على أهمية تعلم مهارة الكتابة باللغة العربية، السعي لاستخدام طرق تدريس مناسبة، إعطاء تمارين كتابة باللغة العربية في كل حصة دراسية، وتقديم واجبات منزلية لتشجيع الطلاب على مواصلة تعلم اللغة العربية في المنزل.

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