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All Journal Kalamuna Lughaat: Journal of Arabic Linguistics
Wihandani, Wihandani
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Partikel Penegas Bahasa Indonesia dan Bahasa Arab: Kajian Analisis Kontrastif: A Contrastive Analysis Wihandani, Wihandani; Rohanda, Rohanda; Mutiarsih, Yuliarti
Kalamuna: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 7 No. 1 (2026): Kalamuna: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : Pusat Penelitian dan Pengabdian kepada Masyarakat (P3M) STAI DR. KHEZ. Muttaqien Purwakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52593/klm.07.1.05

Abstract

This study aims to analyze the morphological difficulty level of Arabic particles for Indonesian speakers through a contrastive analysis approach. The method used is a literature review with reference to Robert Lado's contrastive analysis theory and his six-level hierarchy of difficulty. The research data includes Indonesian and Arabic emphatic particles. The results of the analysis show four main morphological differences: (1) morphological position: Indonesian particles are generally postpositional, while Arabic particles are prepositional except for nūn al-tawkīd; (2) type of morpheme: Indonesian particles are mostly clitics except for pun, while Arabic particles are free morphemes except for nūn al-tawkīd and lām al-ibtidā'; (3) particle function: both function as emphatic particles, but the concept of ḥurūf al-qasam has no equivalent in Indonesian; (4) morphological variation: both are relatively invariant, although nūn al-tawkīd has phonological variations. A distinctive feature of Arabic is the use of more than one emphatic particle in a single word (e.g., lām al-ibtidā' and nūn al-tawkīd), which poses a unique cognitive challenge because Indonesian learners must process cumulative emphasis markers. Indonesian learners are not predicted to experience difficulties at level zero due to the similarity in basic functions. Difficulties arise at level three due to differences in morphological distribution, increase at level four due to features without equivalents such as ḥurūf al-qasam and variations of nūn al-tawkīd, and peak at level five due to the diversity of Arabic particle functions. This study provides a pedagogical framework for teaching Arabic emphatic particles with specific instructional strategies for each level of difficulty: positive transfer strategies for Level 0, explicit contrastive instruction for Level 3, intensive focus instruction with cultural-pragmatic explanations for Level 4, and systematic differentiation training for Level 5.
The Use of Rarangkén Ngalogat at Miftahul Huda Islamic Boarding School in Tasikmalaya: Charles Sanders Peirce's Semiotic Study Wihandani, Wihandani; Taufiq, Wildan; Riyadi, Hendar; Nugraha, Eghy Farhan
Lughaat: Journal of Arabic Linguistics Vol. 2 No. 1 (2026): March 2026
Publisher : Departement of Arabic Language and Literature

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/lughaat.v2i1.2316

Abstract

This study aims to identify the meaning of symbols used in the learning activities of students at Salafi Islamic boarding schools and to understand the application known as Rarangkén ngalogat. Rarangkén ngalogat is a symbol used exclusively by Islamic boarding schools in West Java. This research uses an analytical description method with an interactive analysis model. The approach used was qualitative descriptive. Data collection methods used were interviews, observations, and surveys. This study aimed to uncover the semiosis of rarangken ngalogat using Pierce’s semiosis theory and its use at the Miftahul Huda Islamic boarding school in Tasikmalaya. The theoretical framework of this study is based on Charles Sanders Peirce's semiotic theory, which proposes a trichotomy (representamen, object, and interpretant). The results show that the semiosis of rarangkén ngalogat at the Miftahul Huda Islamic boarding school leads to the sciences of balaghah, manṭiq, naḥw, and the addition of the word ngalogat. Rarangkén ngalogat is practiced during learning activities such as sorogan, bandongan, balagan, and pasaran in accordance with the ibtidā'i, thānawiy, and ma’ḥad ‘āliy levels. The Rarangken ngalogat is rarely used at the elementary level, and translations are sometimes written in Pegon script in classical texts. At the thānawiy level, the rarangken ngalogat becomes more visible and is frequently used, emphasizing its role in improving comprehension. This contrast with the Ma'had 'āliy level, where it is rarely used, underscores its importance. The use of rarangken ngalogat is very beneficial for students because it facilitates their understanding when reading the text.
Co-Authors Hendar Riyadi, Hendar Nugraha, Eghy Farhan Rohanda Rohanda Taufiq, Wildan Yuliarti Mutiarsih