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الفصحى كلغة موحدة لجميع الناطقين بالعربية (دراسة لغوية اجتماعية للتوحد اللغوي في الدول العربية): Fusha as a Unified Language for all Arabic Speakers (a Sociolinguistic Study of Linguistic Unification in Arab Countries) Rani Puspita; Ade Nandang
El-Jaudah : Jurnal Pendidikan Bahasa dan Sastra Arab Vol. 4 No. 2 (2023): El-Jaudah: Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Department of Arabic Education of State Collage for Islamic Studies of Mandailing Natal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56874/ej.v4i2.1292

Abstract: Arabic in its use is divided into a variety of fusha and 'ammiyah. Arabs use fusha as an official language as well as a written language. While the language 'ammiyah is the language used in everyday conversation. Fusha Arabic is an Arabic language whose fushah is maintained and in principle is the same as the Arabic language used during the Jahiliyyah and early Islam. Fusha Arabic is used as the language of education, the language of the mass media, official writings, and in this case Arabic has become the lingua franca that extends throughout the Arab world (Arab World) to this day. The purpose of this research is to find out the role and urgency of fusha Arabic in people's lives in Arab countries. The approach used in this study is a qualitative approach. The research method used is descriptive analytic method. This method was chosen with the aim of describing the object to be studied, namely Fusha Arabic as a unitary language. The data that the writer collected in this study was in the form of qualitative data, namely data in the form of words, schemes and pictures. The conclusions obtained from this study include the diversity of Arabic, be it in terms of language, use, or other matters. Arabic fusha is the unified language for all Arabic speakers and is made the official language of twenty-six Arab countries. Keywords : fusha, unified language, common language, Arab country مستخلص البحث: تنقسم اللغة العربية في استخدامها إلى مجموعة متنوعة من الفصحى والعمية. يستخدم العربية الفصحى كلغة رسمية وكذلك لغة مكتوبة. بينما لغة العامية هي اللغة المستخدمة في المحادثة اليومية. الفصحى العربية هي لغة عربية يتم الحفاظ على الفصحى من حيث المبدأ وهي نفس اللغة العربية المستخدمة في الجاهلية وأوائل الإسلام. تُستخدم العربية الفصحى كلغة للتعليم ولغة وسائل الإعلام والكتابات الرسمية ، وفي هذه الحالة أصبحت اللغة العربية هي اللغة المشتركة التي تمتد في جميع أنحاء العالم العربي (العالم العربي) حتى يومنا هذا. الغرض من هذا البحث هو معرفة دور وإلحاح العربية الفصحى في حياة الناس في الدول العربية. المنهج المستخدم في هذه الدراسة هو منهج نوعي. ـأما طريقة البحث المستخدمة فهي المنهج الوصفي التحليلي. تم اختيار هذه الطريقة بهدف وصف الشيء المراد دراسته وهو العربية الفصحى كلغة موحدة. كانت البيانات التي جمعها الكاتب في هذه الدراسة على شكل بيانات نوعية ، وهي بيانات في شكل كلمات ومخططات وصور. تشمل الاستنتاجات التي تم الحصول عليها من هذه الدراسة تنوع اللغة العربية ، سواء من حيث اللغة أو الاستخدام أو غير ذلك من الأمور. العربية الفصحى هي اللغة الموحدة لجميع المتحدثين باللغة العربية وهي اللغة الرسمية لست وعشرين دولة عربية. الكلمات الأساسية: الفصحى، اللغة الموحدة، اللغة المشتركة، دولة عربية

Pembentukan Lingkungan Bahasa Arab dalam Meningkatkan Penguasaan Bahasa Arab di Pesantren Al Ishlah Tajug Indramayu Fitraman Fathian; Muhamad Nurkolis Majid; Muhamad Haikal Maghribi; Ade Nandang
Muhadasah: Jurnal Pendidikan Bahasa Arab Vol. 6 No. 2 (2024): Muhadasah: Jurnal Pendidikan Bahasa Arab
Publisher : Program Studi Pendidikan Bahasa Arab Institut Agama Islam Sunan Kalijogo Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51339/muhad.v6i2.2883

Pembelajaran bahasa Arab dianggap tidak mudah namun pembelajaran bahasa Arab semakin mendapat perhatian serius dari berbagai lembaga pendidikan, baik formal maupun non-formal. Maraknya lembaga pendidikan yang mengajarkan bahasa Arab, strategi pengajaran bahasa Arab di berbagai jenjang pendidikan di Indonesia juga semakin berkembang dengan kemajuan ilmu pengetahuan diantara banyaknya startegi pengajaran bahasa Arab yang banyak digunakan di lembaga pendidikan adalah lingkungan berbahasa. Penelitian ini bertujuan untuk mengetahui startegi pembelajaran bahasa Arab yang efektif dalam meningkatkan kemampuan santri dalam berbahasa. Penelitian ini adalah penelitian deskriptif kualitatif dengan subjek penelitian pembimbing bagaian bahasa pesantren Al Ishlah Tajug Indramayu yang berjumlah 11 orang, dan objek penelitian ini adalah seluruh santri pesantren Al Ishlah Tajug dari kelas 1-6 yang berjumlah 618 orang. Teknik pengumpulan data pada penelitian ini adalah wawancara dan observasi. Adapaun hasil dari penelitian ini adalah lingkungan berbahasa di Pesantren Al-Ishlah Tajug bertujuan meningkatkan keterampilan bahasa Arab santri melalui kegiatan seperti ilqaul mufradat, al-muhadatsah al-yaumiyyah, muhadharah munaqasyah, menonton film bahasa Arab, mendengar lagu bahasa Arab, permainan kebahasaan, arabic drama contest, dan lomba pidato bahasa Arab. Meski efektif, tantangan yang dihadapi meliputi rasa takut berbuat salah, inkonsistensi penggunaan bahasa, kurangnya partisipasi guru non-bahasa, dan efektivitas hukuman yang belum optimal.

?????? ???? ????? ????? ???????? ???????? (????? ????? ???????? ?????? ?????? ?? ????? ???????): Fusha as a Unified Language for all Arabic Speakers (a Sociolinguistic Study of Linguistic Unification in Arab Countries) Rani Puspita; Ade Nandang
El-Jaudah : Jurnal Pendidikan Bahasa dan Sastra Arab Vol. 4 No. 2 (2023): El-Jaudah: Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Department of Arabic Education of State Collage for Islamic Studies of Mandailing Natal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56874/ej.v4i2.1292

Abstract: Arabic in its use is divided into a variety of fusha and 'ammiyah. Arabs use fusha as an official language as well as a written language. While the language 'ammiyah is the language used in everyday conversation. Fusha Arabic is an Arabic language whose fushah is maintained and in principle is the same as the Arabic language used during the Jahiliyyah and early Islam. Fusha Arabic is used as the language of education, the language of the mass media, official writings, and in this case Arabic has become the lingua franca that extends throughout the Arab world (Arab World) to this day. The purpose of this research is to find out the role and urgency of fusha Arabic in people's lives in Arab countries. The approach used in this study is a qualitative approach. The research method used is descriptive analytic method. This method was chosen with the aim of describing the object to be studied, namely Fusha Arabic as a unitary language. The data that the writer collected in this study was in the form of qualitative data, namely data in the form of words, schemes and pictures. The conclusions obtained from this study include the diversity of Arabic, be it in terms of language, use, or other matters. Arabic fusha is the unified language for all Arabic speakers and is made the official language of twenty-six Arab countries. Keywords : fusha, unified language, common language, Arab country ?????? ?????: ????? ????? ??????? ?? ????????? ??? ?????? ?????? ?? ?????? ???????. ?????? ??????? ?????? ???? ????? ????? ??? ??????. ????? ??? ??????? ?? ????? ????????? ?? ???????? ???????. ?????? ??????? ?? ??? ????? ??? ?????? ??? ?????? ?? ??? ?????? ??? ??? ????? ??????? ????????? ?? ???????? ?????? ???????. ??????? ??????? ?????? ???? ??????? ???? ????? ??????? ????????? ??????? ? ??? ??? ?????? ????? ????? ??????? ?? ????? ???????? ???? ???? ?? ???? ????? ?????? ?????? (?????? ??????) ??? ????? ???. ????? ?? ??? ????? ?? ????? ??? ?????? ??????? ?????? ?? ???? ????? ?? ????? ???????. ?????? ???????? ?? ??? ??????? ?? ???? ????. ???? ????? ????? ????????? ??? ?????? ?????? ????????. ?? ?????? ??? ??????? ???? ??? ????? ?????? ?????? ??? ??????? ?????? ???? ?????. ???? ???????? ???? ????? ?????? ?? ??? ??????? ??? ??? ?????? ????? ? ??? ?????? ?? ??? ????? ??????? ????. ???? ??????????? ???? ?? ?????? ????? ?? ??? ??????? ???? ????? ??????? ? ???? ?? ??? ????? ?? ????????? ?? ??? ??? ?? ??????. ??????? ?????? ?? ????? ??????? ????? ????????? ?????? ??????? ??? ????? ??????? ??? ?????? ???? ?????. ??????? ????????: ??????? ????? ???????? ????? ????????? ???? ?????

Klasifikasi dan Contoh Variasi Bahasa: Tinjauan Teoretis dan Praktis Dzikri Ahmad Fauzi; Izzuddin Mustofa; Ade Nandang
AT-TAKLIM: Jurnal Pendidikan Multidisiplin Vol. 2 No. 7 (2025): At-Taklim: Jurnal Pendidikan Multidisiplin (Edisi Juli)
Publisher : PT. Hasba Edukasi Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71282/at-taklim.v2i7.710

This study aims to describe the general characteristics of language variation and provide concrete examples across diverse communicative contexts. Language variation is a sociolinguistic phenomenon arising from social interaction and varying language functions, divided into categories based on speaker, usage, formality, and communication medium. Speaker-based variation includes idiolect (individual variation), dialect (geographical variation), chronolect (temporal variation), and sociolect (social group variation). Usage-based variation—also known as fungsiolect or register—relates to domains such as academic, journalistic, or legal language. Meanwhile, language formality is classified into five registers: frozen, formal, consultative, casual, and intimate. Finally, variation by medium distinguishes between spoken and written styles, with spoken language being spontaneous and written language more structured. This study employs a descriptive-literature methodology, analyzing key sociolinguistic theories from various sources. The findings indicate that language variation encompasses not only structural aspects (such as phonology, lexicon, morphology, and syntax) but is also significantly influenced by social, geographical, temporal, situational, and modal factors. In conclusion, language variation is a complex phenomenon reflecting the dynamic interplay between linguistic structure and speakers’ social identities, underscoring its importance in studies of social interaction and language education.

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