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All Journal Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab ARABIYAT Jurnal SOLMA IZDIHAR Al Mahara: Jurnal Pendidikan Bahasa Arab Tarbiyah Wa Ta'lim: Jurnal Penelitian Pendidikan dan Pembelajaran Hortatori : Jurnal Pendidikan Bahasa dan Sastra Indonesia Riyahuna: Jurnal Pendidikan Bahasa Arab Muhibbul Arabiyah: Jurnal Pendidikan Bahasa Arab Kalimatuna: Journal Of Arabic Research EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab
Ari Khairurrijal Fahmi
Universitas Muhammadiyah Prof. Dr. HAMKA, Jakarta
Education Languange, Linguistic, Communication & Media Social Sciences Other

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Eclectic Maharah Kalam and Kitabah: Solution or Obstacle? in Arabic Language Learning for MTs Student Irawan, Diazzahra Dinda; Fahmi, Ari Khairurrijal; Nadia, Ahsanu
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab Vol 17 No 1 (2025): Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/albayan.v17i1.25363

Abstract

The application of the eclectic method in improving maharah kalam and kitabah of students in class 8.3 MTs Muhammadiyah 1 Depok, which low student interest in mastering Arabic speaking and writing skills still becomes a challenge. The eclectic method, which integrates various learning strategies and media, is expected to be a creative solution to improve the quality of learning. Although many teachers have implemented this method, a deep theoretical understanding is often lacking, making it a challenge in its implementation. A qualitative approach with a case study design was used and the data were collected through observation, questionnaires to students, and interviews with teachers. The result of the analysis showed that the application of eclectic methods in an appropriate and directed manner can significantly improve students’ skill in maharah kalam and maharah kitabah. This article confirmed the importance of a deep understanding of the eclectic method to optimize the Arabic language learning process. The contribution of this research not only focuses on evaluating the effectiveness of eclectic methods, but also provides recommendations for the development of more effective learning strategies in the classroom, so as to improve students speaking and writing skills in a sustainable manner. Thus, this research has the potential to have a positive impact on Arabic language teaching at the MTs level, as well as being a reference for the development of more innovative learning methods.
Analisis Kesalahan Fonologi dalam Pelafalan Kosakata Bahasa Arab bagi Siswa Madrasah Tsanawiyah Aghniya Kamalia; Ari Khairurrijal Fahmi
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab Vol. 13 No. 2 (2024)
Publisher : Universitas Islam Negeri Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/ibtikar.v13i2.19030

Abstract

Analisis kesalahan fonologi dalam pelafalan kosakata bahasa Arab di kalangan siswa MTs Yasiska adalah fokus penting dalam pembelajaran bahasa. Penelitian ini bertujuan untuk mengidentifikasi berbagai kesalahan fonologi yang terjadi serta menganalisis faktor-faktor penyebabnya dalam keterampilan membaca teks bahasa Arab di MTs Yasiska. Menggunakan metode kualitatif dengan pendekatan analisis kesalahan berbahasa, melibatkan wawancara dan observasi, data dikumpulkan dari dua puluh delapan siswa dan satu guru bahasa Arab. hasil penelititan menunjukkan bahwa kesalahan fonologi terjadi dalam penggantian huruf, memanjangkan kata, dan kesalahan pengucapan yang disebabkan kemiripan bunyi. Selain itu, faktor Penyebab kesalahan terdapat pada pengaruh bahasa ibu dan pengabaian kaidah-kaidah fonologi. Temuan ini diharapkan dapat memberikan solusi dalam pengajaran Bahasa Arab di MTs Yasiska, khususnya dalam memperbaiki keterampilan pelafalan kosakata. Analysis of phonological errors in the pronunciation of Arabic vocabulary is an important aspect of learning for students at MTs Yasiska. This study aims to identify the forms of phonological errors and their contributing factors in the skill of reading Arabic text. The method used is qualitative research with a linguistic error analysis approach, involving interviews and observations from twenty-eight students and one Arabic teacher. The research results indicate that phonological errors include letter substitution, word elongation, and pronunciation errors caused by sound similarity. Additionally, the factors causing the errors include students’ familiarity with their mother tongue and neglect of phonological rules. The findings of this research are expected to provide solution for Arabic language teaching at MTs Yasiska, particularly in improving vocabulary pronunciation skills.
Syntactic Error Analysis in Writing Arabic Sentences at Tsanawiyah Level and Its Implications Nabila Rahmafillah; Ari Khairurrijal Fahmi
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab Vol. 14 No. 1 (2025)
Publisher : Universitas Islam Negeri Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/ibtikar.v14i1.19940

Abstract

This study aims to identify writing errors in simple Arabic sentences made by students at the Tsanawiyah (Islamic junior high school) level. The research employs a qualitative approach using case study and content analysis methods. Data collection techniques include participatory observation, structured interviews, and document analysis. The data source consists of 45 sentences written by students in constructing jumlah ismiyah (nominal sentences). The findings show that out of the 45 collected simple sentences, 20 were identified to contain syntactic errors. Furthermore, based on the data and interview results, the causes of these errors were found to be both interlingual and intralingual. Interlingual errors occur when students mix rules from their native language with the target language, while intralingual errors result from confusion or lack of understanding of the target language itself. Students' difficulties in writing simple Arabic sentences, as revealed through interviews and error analysis, include a lack of awareness in selecting vocabulary that is perceived as correct but does not align with native speaker usage. In addition, challenges arise in choosing the correct gendered forms (masculine vs. feminine), number (singular, dual, plural), and determining the proper i'rab (grammatical case endings) and syntactic positions of words. This research may serve as a reference for understanding the level of difficulty students face in constructing simple Arabic sentences. It can also be used as a benchmark for evaluating teaching effectiveness and for enhancing the design of Arabic language learning strategies within educational institutions.
Co-Authors Aghniya Kamalia Eka Santi Kusumawardani Endry Boeriswati Ilza Mayuni Ilza Mayuni Irawan, Diazzahra Dinda Kamal Surong Kamal Surong Kamalia, Aghniya Lismawati, Lismawati Miatin Rachmawati Muhammad Ardy Zaini Muhammad Fahri Nabila Rahmafillah Nadia, Ahsanu Nuruddin Nuruddin Putri, Ramadina Rahmafillah, Nabila Rizka Nur Amalia Surong, Kamal Zafa Junarif