Tahlil Al Kitab Al Amadrosiy Fi Al Fasli Al Hadi ‘Asyaro Minal Madrasah As Tsanawiyyah ‘Ala Asasi Al Mi’yar ACTFL - Ridho Rosyid (The Center for Language Development, Mataram State Islamic University., 2023)
Astract This research aims to 1). analyze the level of Arabic proficiency in the KMA 183 Arabic text book from the perspective of ACTFL, 2). Knowing the urgency of the arrangement of material in the KMA 183 Arabic textbook on Arabic language proficiency. 3) describe the implications of the analysis of the KMA 183 Arabic textbook based on the ACTFL language proficiency guidelines. The research is library research by presenting data, documents and other supporting files with a qualitative descriptive approach, using content analysis techniques, namely analyzing data according to its contents so as to provide an overview of the suitability of the material contained in textbooks Arabic at the MA level of class XI by analyzing through the perspective of language proficiency guidelines. The results of research conducted by analyzing KMA 183 Arabic textbooks can be explained that in Productive skills, reading material is presented at the intermediate level and beginner level dominated by the middle intermediate level (intyermediate mid), while writing material is presented with inconsistent material weights. and irregular between novice mid to intermediate mid, while Receptive skills include reading skills and listening skills. On reading material as a whole has increased. In the first two chapters, it begins with the material level of proficiency at the beginner high level (Novice High), then increases to advanced high. This is different from material in listening skills which is consistently at the intermediate level, both intermediate low and medium high, thereby showing that the process of transforming material changes can be enjoyed by learners in each chapter. Keywords: ACTFL, Language Proficiency, Textbook, Arabic Language Abstrak Penelitian ini bertujuan untuk 1). menganalisis tingkat kemahiran berbahasa Arab yang ada dalam buku teks bahasa Arab KMA 183 perspektif ACTFL, 2). Mengetahui urgensi susunan materi dalam buku teks Bahasa Arab KMA 183 terhadap kemahiran berbahasa Arab. 3) mendeskripsikan implikasi analisis buku teks ajar Bahasa Arab KMA 183 berdasarkan pedoman kemahiran berbahasa ACTFL. Penelitian merupakan penelitian kepustakaan (Library Research) dengan memaparkan data, dokumen dan berkas-berkas penunjang lainnya dengan pendekatan deskriptif kualitatif, dengan menggunakan teknis analisis isi (Content Analysis) yaitu melakukan Analisa data menurut isinya sehingga memberikan gambaran tentang kesesuaian materi yang terdapat dalam buku teks Bahasa arab pada jenjang MA kelas XI dengan menganalisis melalui perspektif pedoman kemahiran berbahasa. Hasil penelitian yang dilakukan dengan menganalisa buku teks Bahasa Arab KMA 183 dapat dipaparkan bahwa pada kemahiran Produktif yaitu materi membaca disajikan berada pada tingkat menengah dan tingkat pemula dengan didominasi oleh tingkatan menengah tengah (intyermediate mid), sedangkan materi menulis disajikan dengan bobot materi yang tidak konsisten dan tidak teratur antara pemula menengah (novice mid) sampai kepada menengah tengah (intermediate mid), sedangkan untuk kemahiran Reseptif mencakup kemahiran membaca dan kemahiran menyimak. Pada materi membaca yang secara keseluruhan mengalami peningkatan. Pada dua bab pertama diawali dengan tingkat materi kemahiran di level pemula tinggi (Novice High), lalu meningkat di mahir tinggi (advanced high). Hal ini berbeda dengan,materi di kemahiran menyimak yang konsisten berada di tingkatan menengah baik menengah pemula (intermediate low) samapai kepada memengah tinggi (intermediate high) dengan demikian menunjukan bahwa proses transformasi perubahan materi bisa dinikmati pembelajar di tiap babnya. Kata Kunci: ACTFL, Kemahiran Berbahasa, Buku Ajar, Bahasa Arab ?????? ????? ???? ??? ????? ??? 1). ????? ????? ?????? ????? ??????? ?? ?????? ??????? ?????? ?? ????? ????? ???????? ????????? ??? 183 ???? 2019 ?????? ??????? ??? ????? ACTFL? 2). ????? ??? ????? ????? ?????? ?? ???? ??????? ?????? ?? ????? ????? ???????? ????????? ??? 183 ???? 2019 ?????? ??????? ??? ?????? ????? ???????. 3) ??? ?????? ???????? ??? ????? ???? ????? ??????? ??????? ?? ????? ????? ???????? ????????? ??? 183 ???? 2019 ???????? ??? ??????? ?????? ????? ACTFL. ????? ????? ?? ??? ??????? ?? ???? ??? ???????? ???????? ???????? ??????? ?????? ????? ???? ????? ???????? ?????? ????? ???????? ?? ????? ???????? ??? ????????? ?????? ???? ???? ?? ??? ?????? ?????? ??????? ?? ????? ???????? ??????? ??? ?????? ??????????. ????? ????????? ?? ????? ?????? ??? ?? ???? ??????? ?? ???? ????? ??????? ?????? ?????. ???? ????? ????? ????? ???? ?? ?????? ?? ???? ????? ????? ???????? ??????? ??????? ?? ????? ????? ???????? ????????? ??? 183 ???? 2019 ??? ?? ???????? ?????????? ??? ????? ???? ??????? ?? ??????? ??????? ?????????? ??????? ???? ????? ???? ??????? ??????? ????????? ??(????? ???????)? ????? ??? ????? ???? ??????? ?????? ??? ??????? ??????. .???? ????? ??? ????????? ?? ??????? ??????? ????? ???????? ????? ???? ?????? ????????? ????? ??????? ?????? ????????. ??? ???? ??????? ??? ?????. ???? ??????? ??????? ?????? ????? ??? ??????? ?????? ????????? (????? ?????)? ?? ????? ??? ??????? ??????? ???????. ??? ????? ?? ???? ????? ???????? ???? ???? ???????? ?? ??????? ?????????? ???? ??? ??????? ??????? ?? ??????? ???????? ??? ??? ??? ?? ????? ????? ????????? ??????? ???? ?? ????? ??? ????????? ?? ?? ???. ??????? ????????: ACTFL ? ?????? ????? ???????? ?????? ???????? ????? ???????