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All Journal Jurnal Al-Maqayis Al-Ta'rib: Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Ijaz Arabi Journal of Arabic Learning Khazanah: Jurnal Studi Islam dan Humaniora Al-Fathin: Jurnal Bahasa dan Sastra Arab Lugawiyyat HuRuf Journal : International Journal of Arabic Applied Linguistic Uktub: Journal of Arabic Studies HuRuf Journal : International Journal of Arabic Applied Linguistic Journal of Applied Transintegration Paradigm
M. Kamil Ramma Oensyar
Universitas Islam Negeri Antasari Banjarmasin, Indonesia
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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PEMBELAJARAN BAHASA ARAB BERDASARKAN METODE PENDIDIKAN RASULULLAH SAW Oensyar, M.Kamil Ramma
Jurnal Al Maqoyis Vol 1, No 2 (2013)
Publisher : Jurnal Al Maqoyis

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Sebagaimana kita ketahui bahwa kehidupan Nabi Muhammad Saw tidak hanya sebagai Rasul saja, tetapi juga sebagai kepala negara, sebagai pedagang, sebagai kepala rumah tangga, sebagai panglima perang, dan juga sebagai guru. Hal ini tentu semakin mengokohkan kebenaran firman Allah yang menegaskan bahwa Rasulullah adalah panutan dan teladan segenap umat manusia yang beriman dalam segala sisi kehidupannya, tidak terkecuali sebagai pendidik. Beliau menyampaikan dakwah dengan penuh sikap bijaksana, dengan ucapan-ucapan sopan yang tidak menyakitkan hati sasaran dakwah dan dengan berbagai macam metode yang mudah diterima oleh sahabat. Kata kunci : Pembelajaran bahasa Arab, Pendidikan Rasulullah SAW
STRATEGI PENGAYAAN PENGAJARAN KETERAMPILAN BERBICARA BAHASA ARAB BAGI NON ARAB Oensyar, M. Kamil Ramma
Khazanah: Jurnal Studi Islam dan Humaniora Vol 9, No 1 (2011)
Publisher : UIN Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/khazanah.v9i1.3050

Abstract

Pembelajaran keterampilan berbicara bahasa Arab bagi non Arab tergolong masih membutuhkan pengembangan- pengembangan secara terus menerus, baik dari sisi metode, media, dan strategi pengajarannya serta lain sebagainya. Makalah ini membahas tentang teknik praktis bagi seorang guru bahasa Arab dalam mengajarkan keterampilan berbicara dengan baik dan benar. Sehingga semakin hari semakin dapat memperoleh kesempurnaan dalam pengajaran Bahasa Arab
PEMBELAJARAN BAHASA ARAB BERDASARKAN METODE PENDIDIKAN RASULULLAH SAW M.Kamil Ramma Oensyar
Jurnal Al-Maqoyis Vol 4, No 1 (2017)
Publisher : UIN ANTASARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (431.624 KB) | DOI: 10.18592/jams.v1i2.124

Abstract

Sebagaimana kita ketahui bahwa kehidupan Nabi Muhammad Saw tidak hanya sebagai Rasul saja, tetapi juga sebagai kepala negara, sebagai pedagang, sebagai kepala rumah tangga, sebagai panglima perang, dan juga sebagai guru. Hal ini tentu semakin mengokohkan kebenaran firman Allah yang menegaskan bahwa Rasulullah adalah panutan dan teladan segenap umat manusia yang beriman dalam segala sisi kehidupannya, tidak terkecuali sebagai pendidik. Beliau menyampaikan dakwah dengan penuh sikap bijaksana, dengan ucapan-ucapan sopan yang tidak menyakitkan hati sasaran dakwah dan dengan berbagai macam metode yang mudah diterima oleh sahabat.Kata kunci : Pembelajaran bahasa Arab, Pendidikan Rasulullah SAW
STRATEGI PENGAYAAN PENGAJARAN KETERAMPILAN BERBICARA BAHASA ARAB BAGI NON ARAB M. Kamil Ramma Oensyar
Khazanah: Jurnal Studi Islam dan Humaniora Vol 9, No 1 (2011)
Publisher : UIN Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/khazanah.v9i1.3050

Abstract

Pembelajaran keterampilan berbicara bahasa Arab bagi non Arab tergolong masih membutuhkan pengembangan- pengembangan secara terus menerus, baik dari sisi metode, media, dan strategi pengajarannya serta lain sebagainya. Makalah ini membahas tentang teknik praktis bagi seorang guru bahasa Arab dalam mengajarkan keterampilan berbicara dengan baik dan benar. Sehingga semakin hari semakin dapat memperoleh kesempurnaan dalam pengajaran Bahasa Arab
Tahlil Kitab Ta’lim Al-Lughah Al-‘Arabiyyah Al-Ladziy Allafahu Al-Duktur Hidayat M. Kamil Ramma Oensyar; Nur Amalia
HuRuf Journal : International Journal of Arabic Applied Linguistic Vol 1, No 1 (2021): June 2021
Publisher : Rumah Jurnal IAIN Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (685.114 KB) | DOI: 10.30983/huruf.v1i1.4879

Abstract

Textbooks are a very important component in the learning process. The researcher conducts an analysis here using the theory of Rusydi Ahmad Thu'aimah in his book Manahij Tadris Al-lughah Al-Arabiyyah Bi-ta'lim Al-asasi about the criteria for writing Arabic books for elementary third graders. The results of the study explain that: Dars (1) regarding "Ta'aruf" is all appropriate except for maharah istima'. Dars (2) regarding “Al-Amiluna Bil-Madrasah” are all appropriate except maharah istima' and qira'ah. Dars (3) on “Al-marafiq Wal-Adawatul Madrasiyyah” are all appropriate except for istima' maharah. Dars (4) on “Al-alwan” are all appropriate except maharah istima'. Dars (5) on “Al-unwan” are all appropriate except maharah istima' and qira'ah. Dars (6) on “Baiti” are all appropriate except maharah istima'. Dars (7) on “Min Yaumiyyatunal Usroh” are all in agreement except maharah istima' and qira'ah.الكتب المدرسية هي عنصر مهم للغاية في عملية التعليم. أجرى الباحث تحليلاً هنا باستخدام نظرية الرشدي أحمد طعيمة في كتابه "مناهج تدريس اللغة العربية بالتعليم الأساسي" حول معايير تأليف الكتب العربية لطلاب الصف الثالث الابتدائي. وقد أوضحت نتائج الدراسة أن: دارس (1) بخصوص "التعارف" مناسبة كلها باستثناء مهارة الاستماع (2) بخصوص "العاملون بالمدرسة" كلها مناسبة باستثناء مهارة الاستماع والقراءة (3) في "المرافق والضوئية" كلها مناسبة باستثناء مهارة الاستماع. (4) وفي "الألوان" كلها مناسبة باستثناء مهارة الاستماع. (5) وفي "العنوان" كلها مناسبة ما عدا مهارة الاستماع والقراءة. (6) وفي "بيتي" كلها مناسبة باستثناء مهارة الاستماع. (7) وفي "من يوميات الأسرة" جميعهم متفقون فيما عدا مهارة الاستماع والقراءة.
Tahlil Kitab Ta’lim Al-Lughah Al-‘Arabiyyah Al-Ladziy Allafahu Al-Duktur Hidayat M. Kamil Ramma Oensyar; Nur Amalia
HuRuf Journal : International Journal of Arabic Applied Linguistic Vol 1, No 1 (2021): June 2021
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/huruf.v1i1.4879

Abstract

Textbooks are a very important component in the learning process. The researcher conducts an analysis here using the theory of Rusydi Ahmad Thu'aimah in his book Manahij Tadris Al-lughah Al-Arabiyyah Bi-ta'lim Al-asasi about the criteria for writing Arabic books for elementary third graders. The results of the study explain that: Dars (1) regarding "Ta'aruf" is all appropriate except for maharah istima'. Dars (2) regarding “Al-Amiluna Bil-Madrasah” are all appropriate except maharah istima' and qira'ah. Dars (3) on “Al-marafiq Wal-Adawatul Madrasiyyah” are all appropriate except for istima' maharah. Dars (4) on “Al-alwan” are all appropriate except maharah istima'. Dars (5) on “Al-unwan” are all appropriate except maharah istima' and qira'ah. Dars (6) on “Baiti” are all appropriate except maharah istima'. Dars (7) on “Min Yaumiyyatunal Usroh” are all in agreement except maharah istima' and qira'ah.الكتب المدرسية هي عنصر مهم للغاية في عملية التعليم. أجرى الباحث تحليلاً هنا باستخدام نظرية الرشدي أحمد طعيمة في كتابه "مناهج تدريس اللغة العربية بالتعليم الأساسي" حول معايير تأليف الكتب العربية لطلاب الصف الثالث الابتدائي. وقد أوضحت نتائج الدراسة أن: دارس (1) بخصوص "التعارف" مناسبة كلها باستثناء مهارة الاستماع (2) بخصوص "العاملون بالمدرسة" كلها مناسبة باستثناء مهارة الاستماع والقراءة (3) في "المرافق والضوئية" كلها مناسبة باستثناء مهارة الاستماع. (4) وفي "الألوان" كلها مناسبة باستثناء مهارة الاستماع. (5) وفي "العنوان" كلها مناسبة ما عدا مهارة الاستماع والقراءة. (6) وفي "بيتي" كلها مناسبة باستثناء مهارة الاستماع. (7) وفي "من يوميات الأسرة" جميعهم متفقون فيما عدا مهارة الاستماع والقراءة.
Affixation In Arabic-Indonesian And Its Effect On Change Of Meaning/ أحرف الزيادة في اللغة العربية واللغة الإندونيسية وتأثيرها في تغيير المعنى Faisal Mubarak; Ahmad Abdul Rahman; Asikin Nor; Sajidah Sajidah; M. Kamil Ramma Oensyar
Ijaz Arabi Journal of Arabic Learning Vol 6, No 1 (2023): Ijaz Arabi: Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v6i1.13561

Abstract

One of the branches of morphology is affixation. Affixation is a bound morpheme that is placed on the base morpheme. This article aims to describe: 1) the similarities in affixation in Arabic and Indonesian, 2) the differences in affixation in Arabic and Indonesian, and 3) the effect of affixation on the change of meaning. This research is a literature study using a qualitative approach with a contrastive analysis method, namely comparing by looking for similarities and differences between the two languages (Arabic and Indonesian) and also using constant analysis. The primary data in this study is the Qur'an, namely Surah Al-Mu'minun, and its translation, and secondary data are taken from books related to the research. The results showed similarities between Arabic and Indonesian affixation in Surah Al-Mu’minūn, namely the affixation with prefixes and suffixes, and there were two additional affixations in one word. The difference is that in Arabic, only affixation, while in Indonesian, affixation and pronouns. And the effects of the change of meaning in Arabic are in the form of gender (masculine and feminine) and the structure of numbers (singular, dual, and plural). In Indonesian, noun and adjective forms change to verbs. And for both (Arabic and Indonesian) change in active and passive forms of verbs and change in command words.
ANMATH AL-TA’ALLUM LADA AL-THALABAH FI MAHARAH AL-KALAM BI JAMI’AH ANTASARI AL-ISLAMIYYAH AL-HUKUMIYYAH Ahmad Muradi; Syarimah Alkautsari; H. M. Kamil Ramma Oensyar
Journal of Applied Transintegration Paradigm Vol. 1 No. 1 (2021): JATP
Publisher : LPPM UIN Sulthan Thaha Saifuddin Jambi

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Abstract

Abstract: This study presents a learning style that is preferred by students who graduated from salafi boarding school on kalam skills. The purpose of this study was to determine the preferred independent learning style in kalam skills in graduated from salafi boarding school in Arabic education study programs. This research is field research using case study method and explanation building analysis technique. Data collection uses observation and interview methods. The object of this study is the learning style of students graduating from salafi boarding school on kalam skills. The research subjects were one student from Mursyidul Amin Gambut and one student from Darus Salim boarding school Bati Bati which is now under Arabic Language Study Program. Based on the result of the study it can be concluded that the learning styles of students graduating from salafi boarding school have different learning style. However they have a tendency to learn using style that they like. The trend of kalam learning style that is liked by the first student is auditory learning style with affective and social language learning strategies in vocabulary development. Whereas the tendency of learning style favored by the second student is auditory learning style with affective and social strategies and through language learning steps through speaking.
Namṭ Takwîn al Bîah al Lughawiyyah fî Ma’had Dâr al Hijrah al Thalith li Taḥfîdh Al Qur’an Martapura Oensyar, kamil Ramma; Mukhlis Anshari; Muhammad Syamsudin Noor
Uktub: Journal of Arabic Studies Vol. 3 No. 2 (2023): December 2023
Publisher : The Arabic Education Department Postgraduate Programs, UIN Sultan Maulana Hasanuddin Banten in Partnership with PPJKBA Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/uktub.v3i2.9100

Abstract

Conversational skills is one of the skills to be achieved in the teaching of modern languages including Arabic. Talking isthe 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.
ANMATH AL-TA’ALLUM LADA AL-THALABAH FI MAHARAH AL-KALAM BI JAMI’AH ANTASARI AL-ISLAMIYYAH AL-HUKUMIYYAH Muradi, Ahmad; Harisca, Rodhy; Alkautsari, Syarimah; Oensyar, H. M. Kamil Ramma; Muin, Muhamad Fatkhul
Journal of Applied Transintegration Paradigm Vol. 1 No. 1 (2021): Journal of Applied Transintegration Paradigm
Publisher : LPPM UIN Sulthan Thaha Saifuddin Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/brkn5b44

Abstract

Abstract: This study presents a learning style that is preferred by students who graduated from salafi boarding school on kalam skills. The purpose of this study was to determine the preferred independent learning style in kalam skills in graduated from salafi boarding school in Arabic education study programs. This research is field research using case study method and explanation building analysis technique. Data collection uses observation and interview methods. The object of this study is the learning style of students graduating from salafi boarding school on kalam skills. The research subjects were one student from Mursyidul Amin Gambut and one student from Darus Salim boarding school Bati Bati which is now under Arabic Language Study Program. Based on the result of the study it can be concluded that the learning styles of students graduating from salafi boarding school have different learning style. However they have a tendency to learn using style that they like. The trend of kalam learning style that is liked by the first student is auditory learning style with affective and social language learning strategies in vocabulary development. Whereas the tendency of learning style favored by the second student is auditory learning style with affective and social strategies and through language learning steps through speaking.
Co-Authors Abdul Latif Ade Destri Deviana Ahmad Abdul Rahman ahmad arifin Ahmad Muradi Ahmad Muradi al-ma’youf, Ali Ma’youf Alkautsari, Syarimah Asikin Nor Faisal Mubarak Harisca, Rodhy Muhammad Syamsudin Noor Muin, Muhamad Fatkhul Mukhlis Anshari Norlaila Norlaila Nur Amalia Ridha Darmawaty Sajidah Sajidah Syamsuni Syarimah Alkautsari Wahyuddin Wahyuddin