IZDIHAR
IZDIHAR journal is a scientific research journal of Arabic teaching, linguistics, and literature. It is open for anyone who desires to develop knowledge based on qualified research in any field. Submitted papers are evaluated by anonymous referees by double-blind peer review for contribution, originality, relevance, and presentation. The Editor shall inform you of the results of the review as soon as possible, hopefully within 4 - 8 weeks. The research article submitted to this online journal will be peer-reviewed at least 2 (two) reviewers. The accepted research articles will be available online following the journal peer-reviewing process.
Articles
170 Documents
<![CDATA[Arabic-Java Writing System: How Javanese Language Adopts Arabic Script ]]>
<![CDATA[Fakron Jamalin]]>;
<![CDATA[Asma Abdul Rahman]]>
<![CDATA[ Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature Vol. 4 No. 1 (2021): Izdihar: Journal of Arabic Language Teaching, Linguistics, and Literature ]]>
Publisher : <![CDATA[Arabic Education Department, Islamic Studies Faculty, Universitas Muhammadiyah Malang ]]>
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DOI: 10.22219/jiz.v4i1.11337
<![CDATA[Borrowing script happens throughout history of languages. Long before we know Latin script, Javanese has already adopted Arabic script. However, Java language deals with problematic adaptation due to distinctive sound system among those two languages, Arabic and Java. For that matter, this research aims to uncover 1) how Arabic-Java orthography represents Javanese’s consonants and vowel, and 2) how Arabic-Java orthography represents Javanese’s cluster. This research uses qualitative descriptive method. Data contain with the Javanese words which is written in Arabic script. Data are gained from eight different books which are inscribed by Arabic-Java orthography. After data are collected, the orthography method and grapheme-phoneme correspondence are used to analyze them. Grapheme-phoneme correspondence used to know how Arabic-Java orthography represents consonants and vocal phonemes. Finally, this research found that Arabic-Java orthography has 28 graphemes which are used to represent 23 consonants. Modification letters and digraph are used to represent missing sound in Arabic. Six Javanese vocals are represented with 9 graphemes. In another hand, cluster is written in two ways, first by adding Anaptyxis schwa [ə] in between sonorant-sonorant or obstruent-sonorant and vowel [a] in initial cluster nasal consonant and plosive consonant.]]>
<![CDATA[Stylistic Analysis in Surah Al-Najm ]]>
<![CDATA[Ziana Walidah]]>;
<![CDATA[Muslim Yanuar]]>;
<![CDATA[Dyah Nurul Azizah]]>;
<![CDATA[Syihabuddin Qalyubi]]>
<![CDATA[ Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature Vol. 3 No. 2 (2020): Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature ]]>
Publisher : <![CDATA[Arabic Education Department, Islamic Studies Faculty, Universitas Muhammadiyah Malang ]]>
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DOI: 10.22219/jiz.v3i2.11624
<![CDATA[Stylistic is a multidisciplinary approach that aims to foreground the peculiar properties of texts on the basis of language and derive hidden and in-depth meaning to figure out major and minor themes. The evident fact that makes Stylistic a multidisciplinary approach is its retrievable, rigorous, and replicable principles. With Stylistic science, someone can reveal the secrets of the Qur’an as a whole by analyzing all aspects of the Qur’anic linguistics. This article aimed to analyze Surah al-Najm with the Stylistic theory. The research was qualitative research with library research or literature study. The analysis was carried out using an objective approach and descriptive analysis method by reading Surah al-Najm repeatedly then collecting relevant data. So, the data that has been found was analyzed with the two terms of Stylistics, they are semantics and imagery. From this study, it was concluded that in Surah al-Najm there were (1) nouns and verb preferences, various sentence structures and sentence confirmation in syntactic aspects, synonyms and antonyms in semantic aspects, and (2) several kinds of language styles such as isti'arah, majaz, and kinayah in imagery.]]>
<![CDATA[Learning of Imla’ Using Flashcards on Writing Skill at Islamic Elementary School Level in Samarinda ]]>
<![CDATA[Luluk Humairo Pimada]]>;
<![CDATA[Rostanti Toba]]>;
<![CDATA[Abdul Wahab Rasyidi]]>
<![CDATA[ Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature Vol. 3 No. 1 (2020): Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature ]]>
Publisher : <![CDATA[Arabic Education Department, Islamic Studies Faculty, Universitas Muhammadiyah Malang ]]>
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DOI: 10.22219/jiz.v3i1.11682
<![CDATA[There are some language skills, one of them is writing which has the steps of learning a foreign language. Writing skill has the most difficult skill. The use of instructional media has functions to facilitate teaching and learning activities, especially in Arabic learning of Imla’ material. The flashcard is used as a medium to facilitate teaching and learning activities of Imla’ for non-Arabic students. This research aimed to describe learning of Imla’ on Arabic writing skill and describe learning implementation of Imla’ on Arabic through flashcard at the level of elementary school at Elementary School level in Samarinda. The researcher used research design of qualitative descriptive by using the research instruments of observation, interview, and documentation. The research result obtained through the data sources from the principal, vice principal of curriculum, Arabic teachers and students. To analyze the data, the researcher used Miles and Huberman’s theory through three steps of data reduction, data display, and verification. The research results were that Arabic learning based on the writing skill on the elementary level included in category of Imla’ manqul which is aimed for students to be able to recognize, know, and rewrite letters of Hijaiyah by the rules of writing and letters written separated or connected with other letters. The students were also able to recognize the meaning of what they wrote through flashcard. The use of flashcard was helpful in the Arabic teaching process, because the students were easier in understanding the meaning of each vocabulary they wrote. The students did not feel saturated in teaching and learning proses, because flashcard can be used by the students as a form of game which they usually play such as picture card. Therefore, the Arabic writing skill on the elementary level will be easier to be learnt by the students.]]>
<![CDATA[Perspectives on the Arabic Language from University Student: Between Reality and Hope ]]>
<![CDATA[Rijal Mahdi]]>;
<![CDATA[Ahmad Asri Lubis]]>
<![CDATA[ Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature Vol. 3 No. 1 (2020): Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature ]]>
Publisher : <![CDATA[Arabic Education Department, Islamic Studies Faculty, Universitas Muhammadiyah Malang ]]>
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DOI: 10.22219/jiz.v3i1.11757
<![CDATA[Learning Arabic language has the ideal conditions that students want to achieve. therefore, the ideal condition is highly dependent on various factors. This research discusses the views or perspectives on the Arabic Language from students of IAIN Syekh Nurjati Cirebon that are enrolled in different faculties. This research contains several objectives: primarily to learn the direct thoughts of students on the Arabic language and its relevance within both national and international level. In addition, this study reveals the academic conditions of the students that has a direct correlation towards their preparedness and desire to receive studying materials in one semester whilst studying during first semester 2019 in from the total amount of sample that consists of 109 students. The researcher utilizes the survey method to perform the study along with empty cards as an aiding tool which was distributed among students. The empty papers that were provided were given to let students write their brief reasonings behind their perspective on Arabic Language. The outcome of this study shows that there were 40% of students having negative views towards the Arabic language, 45% of students with positive views while 10% of the research sample combines themes or contents closely related to the Arabic language. Furthermore, 5% of student gave suggestions and ideas for learning Arabic language. This research has contributed in several ways especially in understanding the student’s perspectives and opinions on Arabic language and help the lecturers to identify suitable teaching methods to use during the learning and teaching process.]]>
<![CDATA[Mediated Arabic Language Learning for Higher Education in COVID-19 Situation ]]>
<![CDATA[Wildana Wargadinata]]>;
<![CDATA[Iffat Maimunah]]>;
<![CDATA[Suci Ramadhanti Febriani]]>;
<![CDATA[Luluk Humaira]]>
<![CDATA[ Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature Vol. 3 No. 1 (2020): Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature ]]>
Publisher : <![CDATA[Arabic Education Department, Islamic Studies Faculty, Universitas Muhammadiyah Malang ]]>
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DOI: 10.22219/jiz.v3i1.11862
<![CDATA[The COVID-19 emergency situation has affected all citizens of the world, including Indonesia and also all non-formal and formal educational institutions, such as higher educations. The Learning Process in various educational units, including tertiary institutions, experienced a total change to the use of internet or online media. The present article examines the media and the Arabic learning process at the university in the COVID-19 pandemic situation. The COVID-19 pandemic situation changed the way of learning Arabic students at UIN Maulana Malik Ibrahim Malang from conventional offline learning to learning using internet media online. This research is a qualitative descriptive study. The data are obtained through observation, questionnaires distributed through Google forms, online interviews through social media, and documentation. The result shows that the majority of students use the WhatsApp application, and most of them study autonomously through online platforms. Besides, it reveals that the most popular learning material is video. To improve their language skills, students are more likely to have peer-discussion activities. The study discovered a shift in Arabic learning by students of UIN Maulana Malik Ibrahim Malang from personal to instrumental as a result of the current COVID-19 pandemic situation. In this case, there was a transformation in Arabic learning from a personal-cultural approach to an instrumental-functional approach. This research has implications regarding the ideal Arabic learning process in the conditions of the COVID-19 pandemic. The shift also took place in the degree of teachers' dependence towards dependence on technology during the pandemic situation. ]]>
<![CDATA[The Learning of Arabic Alphabets for Special Needs Students in Elementary School ]]>
<![CDATA[Irma Rachmayanti]]>;
<![CDATA[Mochamad Arifin Alatas]]>
<![CDATA[ Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature Vol. 3 No. 2 (2020): Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature ]]>
Publisher : <![CDATA[Arabic Education Department, Islamic Studies Faculty, Universitas Muhammadiyah Malang ]]>
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DOI: 10.22219/jiz.v3i2.11931
<![CDATA[This research was motivated by the learning of Arabic letters in students with special needs as a basic stage of learning Arabic and the Qur’an. This study aimed to describe the learning of Arabic letters in students with special needs in elementary school Campurdarat Tulungagung East Java Indonesia.This type of research was descriptive qualitative. Data collection techniques by interview, observation, and documentation. Sources of data in this study were principals, teachers, students with special needs, and documents. The results of this study were descriptions of the learning of Arabic letters for students with special needs in elementary schools. (1) Learning planning included promissory notes, syllabus, and lesson plans like schools in general. (2) The implementation of learning included teaching materials with Islamic handbooks while learning methods included alphabetical methods, demonstrations, recitation, and lectures dominated by sign language, while the learning media included cards and Juz ‘Amma. (3) Evaluation of learning included evaluation of processes and results that show students with special abilities can identify Arabic letters, but difficulties in pronunciation. ]]>
<![CDATA[Amplification and Description Techniques in the Translation of Arabic Phrases in Matan Al-Ghayah wa Al-Taqrib ]]>
<![CDATA[Wiji Lestari]]>;
<![CDATA[Yoyo Yoyo]]>;
<![CDATA[Abdul Razif Zaini]]>
<![CDATA[ Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature Vol. 3 No. 2 (2020): Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature ]]>
Publisher : <![CDATA[Arabic Education Department, Islamic Studies Faculty, Universitas Muhammadiyah Malang ]]>
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DOI: 10.22219/jiz.v3i2.12337
<![CDATA[The translation from Arabic into Indonesian on the Islamic field has its long history. However, researches on the subject are a little bit rare. Therefore, the study of the item using a modern approach is required. This research described the use of amplification and descriptions techniques in the translation of Arabic phrases in the reading of Matan al-Ghayah wa al-Taqrib by Ahmad Ma'ruf Asrori. Besides, this paper aimed to describe the quality of the text that is seen from the aspect of readability. This research used a qualitative analysis combined with a quantitative data approach. The data were selected and classified based on procedures of translation techniques. The results showed that based on the amplification techniques there were 35 data in Matan al-Ghayah wa al-Taqrib found 35 which can be divided into four Arabic phrases based as follows: 1) 'atfy phrases are 12 data, 2) idhafy phrases are 13 data, 4) syibhu al-jumlah phrases are 5 data, and 5) adjective phrases are 5 data. Whereas in the description technique, the researchers found 31 data divided into five Arabic phrases based on their constituent elements, namely the 'atfy phrase 12 data, idhafy phrase 12 data, ‘adady phrase 3 data, syibhu al-jumlah phrase 3 data, and adjective phrase 2 data. From the translation quality, it showed that the use of these two techniques could be seen from the assessment of the readability aspects of 42 respondents. It rated 52% high readability on the amplification technique, and 56% high readability on the description technique. It means that the translator used more of these two techniques frequently rather than other techniques. It assumed that amplification and description techniques are much more applicable in the translation of Arabic books into Indonesian due to its acceptance of the cultural dimension of the targeted language.]]>
<![CDATA[The Influence of Using Audio-lingual Method on Students’ Speaking Skill in Madrasah Diniyah Takmiliyah Awwaliyyah ]]>
<![CDATA[Aprianto Aprianto]]>;
<![CDATA[Mahyudin Ritonga]]>;
<![CDATA[Yoni Marlius]]>;
<![CDATA[Raihan Nusyur]]>
<![CDATA[ Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature Vol. 3 No. 2 (2020): Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature ]]>
Publisher : <![CDATA[Arabic Education Department, Islamic Studies Faculty, Universitas Muhammadiyah Malang ]]>
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DOI: 10.22219/jiz.v3i2.12514
<![CDATA[The study aimed to determine the influence of audio-lingual methods towards the Arabic speaking skills, the method used in this research was quantitative with experimental quasi approach, data collection technique was polling and test. The population of this research was 102 students in the MDTA Bustanul Huda at Padang City, West Sumatera, Indonesia. Data obtained through polls and tests were then analyzed statistically. The analysis used the normality test, homogeneity test, and hypothesis test. All three types of tests were done with the help of the SPSS Statistics 22 program. The results of the study were: 1) the use of audio-lingual methods was categorized on good classification with an average of 63.33 in intervals 62-64; 2) Speaking Arabic skills was categorized on good classification with an average of 68 in intervals 65-68; and 3) the score of influence with N 30 obtained sig α 0.001 and the score of r Square 0.35. There was a significant influence between the use of audio-lingual methods to the Arabic speaking skill of students at MDTA Bustanul Huda Ulak Karang at Padang City Indonesia in the academic year 2019/2020. The influence of variable X to variable Y because students are accustomed to hearing how to speak Arabic as the native speaker of the Arabic language.]]>
<![CDATA[Implementation of Integrative Arabic Grammar (Nahwu & Sharaf) Curriculum in Islamic Boarding School ]]>
<![CDATA[Ade Arip Ardiansyah]]>;
<![CDATA[Azhar Muhammad]]>
<![CDATA[ Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature Vol. 3 No. 3 (2020): Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature ]]>
Publisher : <![CDATA[Arabic Education Department, Islamic Studies Faculty, Universitas Muhammadiyah Malang ]]>
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DOI: 10.22219/jiz.v3i3.13264
<![CDATA[Learning Nahwu & Sharaf is considered a frightening subject by students in Islamic boarding schools and informal Islamic boarding schools. One of the reasons is that the institution's existing curriculum has not been planned and presented correctly. One of the institutions with an integrative curriculum to teach Nahwu & Sharaf subjects considered acceptable is the Darul Uluum Islamic Boarding School.This study aimed to describe Nahwu & Sharaf curriculum development concepts and models at Daarul Uluum Islamic boarding school at Majalengka supporting and inhibiting implementing the curriculum. The method used in this study was qualitative research. Data collection used interviews, the teacher's approach to teaching Nahwu & Sharaf, and the Islamic boarding school syllabus.The results showed that Nahwu & Sharaf curriculum development model was a central de-central, which combined two administrative approaches and the grassroots approach. The supporting factors were: 1) Motivation of leaders of Islamic boarding school; 2) Commitments of leaders of Islamic boarding schoolto develop curriculum, 3) Professional competence of Nahwu & Sharaf teachers, and 4) Input of students who have an initial understanding of the material to be obtainable. The inhibiting factors were: 1) the lack of individual funding allocations; 2) the teacher has not been able to properly teach students the material in Nahwu & Sharaf syllabus; 3) the unequal ability of teachers to teach in class Nahwu & Sharaf subjects; and 4) students feel bored while studying in class.]]>
<![CDATA[Akuarintar as a Media in Arabic Teaching and Learning for Deaf Towards Sustainable Development Goals (SDGS) 2030 ]]>
<![CDATA[Nuriyatul Hidayah]]>;
<![CDATA[Nur Anisah Ridwan]]>;
<![CDATA[Hanik Mahliatussikah]]>;
<![CDATA[Moch Wahib Dariyadi]]>;
<![CDATA[Bendine Bekhoula]]>
<![CDATA[ Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature Vol. 3 No. 3 (2020): Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature ]]>
Publisher : <![CDATA[Arabic Education Department, Islamic Studies Faculty, Universitas Muhammadiyah Malang ]]>
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DOI: 10.22219/jiz.v3i3.13921
<![CDATA[Indonesia is a country that is familiar and closely related to Arabic. Therefore, learning this language becomes an important thing. This research was aimed to explain the development process and the validity level of Application of Arabic-Indonesian Expression Dictionary for Deaf (Akuarintar) as a media in Arabic teaching and learning for students at SMALB YPTB Malang. This research and development method used the ADDIE model which included Assessment/Analysis, Design, Development, Implementation, and Evaluation. The results of the validity test were the language validation test showed the proportion of 83%. The results of material validation were 89%, while the results of media design validation were 87%, and the results of teacher validation were 87%. The results of the Wilcoxon Rank Tests analysis obtained a significance value of p = 0.001 and z = -3.453, which means that the students score of Arabic learning significantly increased after using the Akuarintar application. So, it can be concluded that Akuarintar is very suitable as a media for teaching and learning Arabic for the deaf.]]>
