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Ijaz Arabi Journal of Arabic Learning
Published by Universitas Islam Negeri Maulana Malik Ibrahim Malang
ISSN : 26205912     EISSN : 26205947     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Ijaz Arabi; published twice a year since 2018 (April and October), is a multilingual (Bahasa, Arabic, and English). This journal is published by the Arabic Department, Faculty of Education and Teachers Training, Universitas Islam Negeri Maulana Malik Ibrahim Malang.
Arjuna Subject : -
Articles 520 Documents
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ARABIC PERFORMANCE CURRICULLUM DEVELOPMENT: RECONSTRUCTION BASED ON ACTFL AND DOUGLAS BROWN PERSPECTIVE Hasanah, Mamluatul; Mubaligh, Ahmad; Sari, Risna Rianti; Syarofah, Alfiatus; Prasetyo, Agung
Ijaz Arabi Journal of Arabic Learning Vol 4, No 3 (2021): 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.v4i3.11900

Abstract

The development of the Arabic language performance curriculum in this study is carried out by reconstructing the curriculum design based on ACTFL and Douglas Brown's thoughts. The development model follows the steps set by Jack C. Richard. Needs analysis is carried out by simultaneously combining objective need analysis (questionnaire and interview) with subjective need analysis (review of the ACTFL document and Douglas Brown's thoughts). The results determine that the objectives, teaching materials, learning activities of Arabic language performance learning are arranged by considering three things of necessaries, and lack. The reconstruction results show that the Arabic language performance curriculum is directed at achieving five language performance standards, namely communication, cultures, comparison, communication. And to achieve that, speaking learning activities are designed to be imitative, intensive, responsive, interactive and extensive. Meanwhile, writing skills are at the order of the level of imitative, intensive, responsive, and extensive.
Arabic Learning Experience For Students With Visual Impairments In State Islamic Universities/ تجربة تعلم اللغة العربية للمعوَّقين البصرية في الجامعات الإسلامية الحكومية Zakiyah, Fitri; Sugiono, Sugeng; Mustofa, Tulus
Ijaz Arabi Journal of Arabic Learning Vol 4, No 3 (2021): 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.v4i3.12038

Abstract

This article aims to reveal the Arabic learning experience for visually impaired students in State Islamic Universities in Indonesia, including challenges faced by students, the advantages associated with them, and the opportunities from learning aspects. The researcher applied the descriptive method with the phenomenological qualitative approach. The observation, documentation, and in-depth interview are used to collect the data then analyzed qualitatively with Miles and Huberman's theory. The finding of this study shows the diversity of Arabic learning experiences for visually impaired students in Indonesia, which are influenced by the differences in educational and social background. Visually impaired students learned Arabic with constructivism and a collaborative approach. The challenges faced by students are the limited learning resources, including materials and media that can be accessed independently. The writer highlights the positive vibes of this case with the advantages associated with visually impaired students who are concerned with language generally as a primary means to connect with the world around them. They also have ultimate second language attainment, curiosity, and good language behavior to connect with their surrounding. In addition, they have an excellent intrinsic motivation in learning Arabic for religious reasons. Besides that, there are some great opportunities for them to get scholarships and good jobs as government workers. 
The Debate Strategy And Its Contribution To The Arabic Learner’s Competence/ استراتيجيّة المناظرة و اسهامها على كفاءة المتعلّم اللغة العربية Fikri, Shofil; Machmudah, Umi; Halimi, Halimi; Ibrahim, Faisal Mahmoud Adam
Ijaz Arabi Journal of Arabic Learning Vol 4, No 3 (2021): 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.v4i3.12306

Abstract

This research is based on a lack of confidence in the success achieved by language learners in the Arab debate competition at the ASEAN level at the Islamic Science University of Malaysia 2018. Language learners in the Arab debate competition at the international level in Doha - Qatar 2018 because not everyone can master debate easily and quickly. It needs To a unique strategy, numerous practices. Therefore, this study aims to: 1) Describe the strategies used by the successful learners in a debate competition. 2) Enhancing the contribution of debate learning to the competence of the learner. In this study, the researcher used the qualitative approach and the case study. This study concludes from the following results: First, the strategies of successful learners in the debate competition are of two types, 1) Debate learning strategy in the form of a Strategy Inventory for Language Learning, 2) Debate strategy, which is: (1) an organization strategy, (2) a rebuilding strategy,) 3) a strategy for clarification and detail, (4) a strategy for communication, (5) an argument strategy, (6) a strategy for working within groups. Second, learning to debate has contributed to improving the learner's three competencies (linguistic, communicative, and cultural competency) faster simultaneously, with two main aspects: 1) acquiring materials, 2) presenting the speech
Conceptual Framework For Multilingual Bidayuh’s Pupil In Teaching And Learning Arabic As Foreign Language Shafie, Muhammad Safreen; Baharudin, Harun
Ijaz Arabi Journal of Arabic Learning Vol 4, No 3 (2021): 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.v4i3.12922

Abstract

This paper outlines the conceptual framework of the study that takes into account the elements of the environment during the learning and teaching sessions of Arabic as well as the role played by teachers as knowledge movers in giving the maximum possible Arabic experience to these Bidayuh’s pupils, located in a rural area in Sarawak. In addition, the conceptual framework was created by combining two language theories, the bi/multilingual language theory by Cummins and the social theory by Vygotsky. These theories are relevant to be used and combined to suit the issues regarding teaching and learning the Arabic Language among Bidayuh’s multilingual pupils. Arabic is their fourth or fifth language. Based on this conceptual framework, the combined two theories play a significant role in teaching multilingual pupils because it can be seen from the formation of language from the pupils’ brain (common underlying proficiency). Teachers can strengthen the use of foreign languages by the Social Theory proposed. It is crucial to the teachers to know how to be competent to let the pupils use the language whereby the language is already stored in their brains. Based on that, the research came with ‘The Shopping Cart’ analogy. It describes the importance of teachers controlling the cart, which determines how competent they create the lesson (using social theory) while the things in the cart as the pupils and the cart itself as a lesson created. The analogy fills the 'paradigm gap' of previous studies in looking at how Arabic teachers in primary schools impart Arabic language education to pupils of different races and ethnicities
Developing Lectora Based-Mind Mapping Interactive Media For Learning Arabic Nouns And Verbs/ تطوير وسائل الإعلام التفاعلية القائمة على الخرائط الذهنية المستندة إلى Lectora لتعليم الأسماء والأفعال Walimatul Fara, Elwin; Kholisin, Kholisin; Maziyah, Laily
Ijaz Arabi Journal of Arabic Learning Vol 4, No 3 (2021): 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.v4i3.13332

Abstract

This study aimed to produce a media named Lectora-based mind mapping interactive media for learning verbs and nouns. The research and development method used the Borg and Gall development model. The result is an interactive mind mapping media based on Lectora for learning verbs and nouns. The advantage of this media is that it can be used offline using a computer. However, it cannot be used with smartphones yet. Its use is easy because it is equipped with instructions, icons, and exciting animations. Students can access the first page of the application with the help of instructions and start the material by clicking the button of the desired material.  They can use it independently without the presence of a teacher. As they can also choose the material they want without having to start from the beginning of the chapter. Based on the material expert trial results, the result was 65%, the media expert trial was 93%, the small group trial result was 95%, and the large group trial was 97%. It was concluded that an average of 87.5% was categorized as very valid and feasible to use as a learning medium.
Arabic For Specific Purpose And Systematic Literature Review On The Design Of Islamic Tourism Mobile Application Mohammad Najib Jaffar; Azman Ab Rahman; Mohd Nizwan Musling; Nurkhamimi Zainuddin; Siti Rosilawati Ramlan; Mohammad Imran Ahmad; Ghazali Zainuddin; Muhammad Sabri Sahrir
Ijaz Arabi Journal of Arabic Learning Vol 5, No 1 (2022): 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.v5i1.12568

Abstract

Tourism is now a growing trend in the age of technology, whereby all information related to tourism can be easily accessed through smartphones. Malaysia is no exception to being a focused country as a popular Islamic tourism destination. However, there was insufficient tourism-related information, especially on Muslim tourists via smartphone. Hence the present article conducted a systematic literature review on the design and development of Islamic tourism applications via smartphones focusing on the Android platform. This study selected related articles using three databases: EBSCOhost, Mendeley, and Google Scholar. Based on the thematic analysis, this review has five main themes, namely 1) Islamic tourism; 2) technology; 3) mobile application; 4) barriers; and 5) management. The findings prompted the design and development of a smartphone application that addresses all of the needs of tourists, mainly Muslim tourists. This study also contributes to the use of technology and mobile application in teaching and learning Arabic for specific purposes such as tourism.
Student Self Regulated Learning Strategy In Online Arabic Learning Azkia Muharom Albantani; Ahmad Madkur; Abd. Rozak
Ijaz Arabi Journal of Arabic Learning Vol 5, No 1 (2022): 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.v5i1.13582

Abstract

This study aims to describe the self-regulated learning strategy of students of the Arabic Language Education Program at UIN Antasari Banjarmasin in online Arabic lectures during the pandemic. This study used a qualitative method with an exploratory investigative approach to identify 100 students' self-regulated learning strategies to support learning Arabic from a distance. This study examines 4 (four) indicators in self-regulated learning strategies, namely Goal Setting, Environment Structuring, Task Strategies, and Time Management. The results showed that one of the goal-setting strategies, where students hope to master the elements of Arabic and have Arabic language skills, got the highest average score of 5.68 out of 6. While the time management, in which students benefitted from online learning as it is flexible in determining additional study time, got the lowest average score of 3.95 out of a scale of 6. This value still shows a positive trend which can be interpreted that those students have carried out self-regulated learning strategies well in online Arabic lectures
The Effect Of Context On Arabic Reading Skills Among Normal And Dyslexic Students Tachema Radia; Medouri Yamina; Bouanani Ghania
Ijaz Arabi Journal of Arabic Learning Vol 5, No 1 (2022): 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.v5i1.14090

Abstract

This study describes the impact of context on reading competence in elementary school students (normal and dyslexic). Through an Experiment consisting of three modes of context in which students are tested in reading competence, where the first experiment includes the absence of context, the second experiment concerns the predictive context. The third experiment Concerning the neutral context, a sample of 20 students was represented. We relied on evaluating reading competence on two indicators: reading speed, number, and types of errors. The results showed that context affects reading proficiency, and this effect was different between dyslexic students and good readers, where context (predictive and neutral) helped improve reading skills in dyslexic students through a decrease in the number of errors and the reaction time compared to the experience of the absent context. It was the opposite result for good readers. The errors appear to be different according to the three types of context. Letter or syllable withdrawal errors were the greatest in the experience of no context. Moreover, al harakat (vowels) errors were most common in the experience of context predictive and neutral context. Contextualization errors follow this—withdrawal of letters or syllables, then lexicalizations, and decoding errors.
The Social Foundations for Developing the Arabic Language Curriculum According to Ahmad Fuad Effendy abul Ma'ali; Faisal Mahmoud Adam Ibrahim; Syuhadak Syuhadak
Ijaz Arabi Journal of Arabic Learning Vol 5, No 1 (2022): 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.v5i1.13543

Abstract

AbstractThe curriculum has laid a strategic position in the education process as it is the basis of the education process system. Ahmad Fuad Effendy is one of the leading Arabic language teaching activists who have a great effort in deploying and renewing Arabic teaching in Indonesia. He is the founder of the Federation of Arabic Language Teachers a member of the Board of Trustees of the King Abdullah bin Abdulaziz International Center for Arabic Language and has a long experience in the field of Arabic teaching. This study aims to raise the perspective of Ahmad Fuad Effendy in the social foundation in the Arabic curriculum because it is considered a basis that is very concerned when developing an educational curriculum. Researchers use a qualitative approach with biographical study techniques. The data was taken from articles and books written by Ahmad Fuad Effendy both in Arabic and Indonesian in the development of Arabic teaching curriculum and from interviews. Data analysis was carried out through 1) data condensation, 2) data presentation, and 3) withdrawal and verification of conclusions. The researchers came to the conclusion that analyzing the needs of the community and employment in Arabic language and literature was important when developing a curriculum, especially to formulate curriculum goals to increase the effectiveness of the curriculum.يحتل المنهج موقعاً استراتيجياً في العملية التعليمية لأنه أساس منظومة العملية التعليمية. أحمد فؤاد أفندي أحد ناشطي تعليم اللغة العربية البارزين الذين لديهم جهد كبير في نشر تعليم اللغة العربية وتجديد مساره في إندونيسيا. كان مؤسسا لاتحاد مدرسي اللغة العربية في إندونيسيا (IMLA) وعضوا لمجلس أمناء مركز الملك عبد الله بن عبد العزيز الدولي وله خبرة طويلة في مجال منهج تعليم اللغة العربية. هدف هذا البحث إبراز أفكار أحمد فؤاد أفندي في الأسس الاجتماعية لأنها تعتبر الأسس التي اهتم بها كثيرا عند تطوير منهج التعليم. اعتمد الباحثون هذا البحث على المدخل الكيفي على نوع السيرة باستخدام المدخل الموضوعي.  صدرت البيانات من المقالات والكتب التي كتبها أحمد فؤاد أفندي في منهج تعليم اللغة العربية والمقابلة. وتم تحليلها حسب رأي ميلس وهوبرمن وسلدانا: 1) تكثيف البيانات، 2) عرض البيانات وتحليلها و3) الاستنتاج والتحقق. توصل الباحثون إلى النتيجة أن تحليل متطلبات المجتمع ومجالات الأعمال في اللغة العربية وآدابها أمر مهم عند تطوير منهج دراسي خاصة لصياغة أهداف المنهج ويزيد فعالية المنهج.
The Contribution of Arabic Learning To Improve Religious Materials for Students Amrina Amrina; Iswantir M Iswantir M; Adam Mudinillah; Ahmad Firdaus bin Mohd Noor
Ijaz Arabi Journal of Arabic Learning Vol 5, No 1 (2022): 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.v5i1.15066

Abstract

This study aims to determine how big the contribution of Arabic courses to the improvement of religious material for students of the Tarbiyah Faculty of Teacher Training and Education, Batusangkar State Islamic Institute. This study uses survey methods and data collection techniques through a google form, which can be seen through student learning outcomes. The research sample was students of the Tarbiyah Teacher Training Institute at the State Islamic Institute of Batusangkar who had studied Arabic. From the results or data obtained, the researcher concludes that Arabic language courses contribute to improving religious material for students of the Tarbiyah Faculty of Teacher Training and Education, Batusangkar State Islamic Institute. A positive indicator of learning Arabic in religious subjects is that students can read and understand Arabic texts even though they are not majoring in Arabic. It is evident in the courses from several departments at the Batusangkar State Islamic Institute, namely the Department of Islamic Religious Education (PAI) in the Ulumul Quran and Ulumul Hadith courses, the Department of Madrasah Ibtidaiyah Teacher Education (PGMI) in the Qur'an course. And Hadith and the Department of Early Childhood Islamic Education (PIAUD) in Tarbawi Hadith and Tarbawi Tafsir courses. A positive indicator of learning Arabic in religious subjects is that students can read and understand Arabic texts even though they are not majoring in Arabic. Quran and Ulumul Hadith, majoring in Madrasah Ibtidaiyah Teacher Education (PGMI) in the Al-Qur'an Hadith course and majoring in Early Childhood Islamic Education (PIAUD) in Tarbawi Hadith and Tafsir Tarbawi courses.

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