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<![CDATA[????? ?????? ???????? ??????? (????? ????? ????? ??? ?????? ????? ??????) ]]>
<![CDATA[Mirwan Ahmad Taufiq]]>
<![CDATA[ Jurnal Alfazuna : Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban Vol. 1 No. 1 (2016): December ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Arab FTK UIN Sunan Ampel ]]>
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DOI: 10.15642/alfazuna.v1i1.3
<![CDATA[Abstract: This study aims to discover that the real life of Sudanese students are still using both of kind of Arabic language; the Standard Arabic and the Slang Arabic in their daily activity and daily education in school. It is like the phenomena of diglossia in social bilingualism that has been studied by Joshua Fishman in early 1959, that there are two or several types of language in each community but the aspects effect kind of these types are different. Thus, this study tries to analyze and find the aspect could make them speak by both types of language in Arabic environment. This study has been conducted in Sudan in early 2016 addressed pupils in Elementary School El-Inqaz which was founded in 1992 at the Capital of Sudan, Khartoum. The reseacher has held oral test in standart Arabic to several students of that school, by listing some arabic vocabularies and arabic sentences and asking them to read the word and the sentences by their own language. In this way, the reseacher could datas of their Arabic spoken in daily activity and education. The second, the reseacher has interviewed them dealing with their daily activity in home, their parent language and tribe. It was done to know the environtment of the student. Abstrak: Kajian ini bertujuan untuk menngungkap fakta bahwa siswa Sudan masih menggunakan dua bentuk Bahasa Arab, Fusha dan Amiyah dalam kehidupan sehari-hari dan pendidikan di sekolah. Phenomena ini sering disebut sebagai Diglosia dalam sosial berbahasa yang pernah dikaji oleh Joshua Fishman pada awal 1959, bahwa ada dua standar bahasa yang digunakan pada setiap komunitas dengan berbagai aspek pengaruh yang berbeda-beda. Oleh karena itu kajian ini akan meneliti dan menganalisa beberapa aspek yang mendorong para siswa berbahasa Fusha dan Amiyah di lingkungan Arab. Penelitian ini dilakukan di Sudan pada awal tahun 2016, yang meneliti para siswa Sekolah Dasar El-Inqaz di Ibu kota Sudan, Khartoum. Peneliti telah melakukan tes lisan kepada siswa-siswa di sekolah itu, dengan mencantumkan kosa-kata Arab dan kalimat-kalimat Arab dan meminta mereka untuk mengucapkannya dengan bahasa mereka sendiri. Dengan cara ini, peneliti mendapatkan data-data tentang Bahasa Arab yang mereka ucapkan sehari-hari. Kedua, peneliti melakukan interview kepada mereka menanyakan bahasa keseharian mereka dan orang tua di rumah. Hal ini dilakukan agar dapat diketahui bentuk dan suasana lingkungan para siswa. Keywords: Standart Arabic, Slang Arabic and Diglossia.]]>
<![CDATA[????? ?????? ????????? ??? ?????? ]]>
<![CDATA[Mufilhah Mufilhah]]>
<![CDATA[ Jurnal Alfazuna : Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban Vol. 1 No. 1 (2016): December ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Arab FTK UIN Sunan Ampel ]]>
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DOI: 10.15642/alfazuna.v1i1.4
<![CDATA[Sociolinguistics is the branch of linguistics that examines the relationship between language and the speakers. This study specifically discusses the contextual study of the variations in the use of language communities that are affected by differences in the sociocultural aspects of society. Sociolinguistics also discusses the relationship between language and society, the use of language and social structure of the language. The social life of a complex society there are various variations of the language. Language variations provide a wealth of information about how the language is used, the social relations in a community language, and other aspects of social identity through the language they use. The use of language variation or a variety of diverse languages is a richness that is very unusual, because the study sociolinguistics never saw that kind of language contained in the community is something that is wrong or right, but only sociolinguistics examines the emergence of language diversity. The term sociolinguistic basically already used by scholars qudama 'in the books turast especially Imam Jahidz in the book hayawan bayan wa tabyin and other books, which discusses issues relating to regional variations of someone with his social status in the community as well as groups a different profession or position in society tend to use a variety of different languages]]>
<![CDATA[Neologisasi dalam Bahasa Arab ]]>
<![CDATA[Rahmap Rahmap]]>
<![CDATA[ Jurnal Alfazuna : Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban Vol. 1 No. 1 (2016): December ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Arab FTK UIN Sunan Ampel ]]>
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DOI: 10.15642/alfazuna.v1i1.5
<![CDATA[Realitas dominasi dan penjajahan Barat terhadap sebagian besar negara-negara Arab dan dunia Islam pada umumnya mengkibatkan timbulnya perasaan rendah diri bagi sebagian umat Islam dan penutur bahasa Arab. Muncul suara-suara sumbang di tengah penutur bahasa Arab sendiri, khususnya mereka yang sedang menekuni bahasa-bahasa Eropa ingin mereformasi bahasa Arab fusha. Mereka menganggap bahasa Arab fusha sudah tidak sanggup lagi bertahan hidup dan bersaing di tengah perkembagan ilmu dan teknologi. Mereka juga menganggap bahwa bahasa Arab fusha sebagai bahasa abad pertengahan yang sudah tidak layak lagi dipertahankan pada era moderen sekarang ini. Bahasa Arab fusha adalah bahasa klasik yang sangat sulit dipelajari dan dipraktikkan dalam percakapan sehari-hari baik oleh penutur bahasa Arab itu sendiri lebih-lebih yang bukan Arab. Hal ini terikat dengan tata bahasa (grammatical) yang sangat rumit dan terpaku pada i’rab. Para pembela bahasa Arab fusha, karena alasan keagamaan dan nasionalisme Arab tidak dapat menerima upaya pembaharuan bahasa Arab dengan jalan mengganti huruf-hurufnya menjadi huruf latin dan menolak penggalakan bahasa amiyah. Mereka menyadari akan pentingnya upaya-upaya inovasi dan pembaharuan dalam bahasa Arab bahkan mutlak diperlukan untuk mengembangkannya agar dapat mengikuti dan berpacu seiring dengan perkembangan ilmu pengetahuan dan teknologi. Namun bentuk pembaharuan itu bukanlah dengan cara mencampakkan bahasa Arab fusha melainkan dengan melalui cara dan proses penciptaan kata atau menggunakan kata-kata lama dengan arti baru untuk mengungkapkan ide-ide dan konsep-konsep baru dalam ilmu pengetahuan dan teknologi modern melalui bahsa Arab. Tulisan ini bertujuan untuk mendeskripsikan proses pembentukan kata dan istilah baru (neologisasi) dalam bahasa Arab baik berupa kata kerja (fi’il) maupun kata benda (isim). Tujuan lainnya ialah untuk menjelaskan kaidah-kaidah yang digunakan dalam neologisasi bahasa Arab. Selain itu, penulis juga akan menguraikan proses morfofonemis kata kerja (fi’il) sesuai dengan tata bahasa Arab yang dianalisis menurut teori-teori sharaf (morfologi). Secara morfologis, proses pembentukan kata baru (neologisasi) dalam bahasa Arab yang diterapkan oleh lembaga bahasa Arab (majma’ al-lughah al-arabiyyah) adalah memalui tiga metode yaitu isytiqaq (derivasi) dari akar kata, kemudian naht yaitu kata singkatan yang merupakan gabungan dari dua kata atau lebih, dan yang terakhr ialah ta’rib yaitu kata asing yang diarabkan. Pembentukan kata bahasa Arab selalu diwarnai proses morfofonemis yang mencakup pertukaran fonem (ibdal), penghilangan fonem (tahzib) dan penambahan fonem (ziyadah).]]>
<![CDATA[???? ????? ?????? ?? ??????? ?? ???? ??????? ???????? ]]>
<![CDATA[Anisa Listiana]]>
<![CDATA[ Jurnal Alfazuna : Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban Vol. 1 No. 1 (2016): December ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Arab FTK UIN Sunan Ampel ]]>
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DOI: 10.15642/alfazuna.v1i1.6
<![CDATA[Translation is a communication activity to understand the existence of another nation with the peculiarities of the language. Arabic is language through which the revelation of Qur'an was revealed. For Arabic, at the initial appearance, science and sharf nahwu intended only as a means of learning to anticipate the spread of language errors. But in its development, nahwu and sharf is a independent discipline that is heavily influenced by Greek philosophy that science is complex and convoluted. This complexity demands for anyone whose background non-Arabs for more in depth to be able to translate and understand the main revelation is revealed through the Arabic language. Arabic and Indonesian are the two languages that were born from two different language families. Of these two languages have similarities and differences. Different characteristics (sui generis) within each language requires precise translation process. Indeed, sometimes there is stiffness in translation. In this context, knowledge of grammar / classification grammatical study of morphemes, words, phrases, sentences so as to form a discourse, other Dalan is very important and the massive benefits in translation. Grammar and other knowledge is a discussion within the discipline nahwu and sharf as a separate science disciplines.]]>
<![CDATA[????? ?????? ??????? ??? ?????? ???????? ??????? ??? ???? ??? ????? ????? ??????? ?????? ??????? ????????? ???????? ????????? ]]>
<![CDATA[Ridha Darmawaty]]>
<![CDATA[ Jurnal Alfazuna : Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban Vol. 1 No. 1 (2016): December ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Arab FTK UIN Sunan Ampel ]]>
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DOI: 10.15642/alfazuna.v1i1.7
<![CDATA[The ability of students of Department of Arabic Language Education IAIN Antasari Banjarmasin in recite the nushus without a vowel in accordance with the rules nahwiyyah or sharfiyyah is imperative that demands urgent especially when students use the references in Arabic and when they teach in the field of practice at schools. However, there were frequent errors in certain functions, although the subject that supports the ability to read nushus not use harakat like nahwu, sharf, tarjamah, balagha, Maharat al lughawiah been programmed. Using quantitative descriptive study with an analysis of the value and errors that appear in the test results, the authors describe the general ability of students in reading nushus without a vowel is still classified as moderate with an average value of 73.23. As for the errors that frequently arise when giving a vowel of a word or phrase that serves as mudhaf ilaih, maf'ul bih, man'ut while the most frequent word that serves as khabar and mudhaf ilaih. The results of this study as information for teachers on students' ability to read nushus without a vowel and errors that often arise when the process is underway. This study is very significant in evaluating and improving learning outcomes as well as the deepening of designing materials based on the results of analysis errors. The authors recommended the bid in order to facilitate students in reading nushus without a vowel is by analysis of the functional structure are arranged in a sentence with a simple model.]]>
<![CDATA[????? ????? ???? ???????? ???????? ?????? "????? ?????? ??????? ?? ????? ???????" ??? ????? ??????? ????? ???????? ??? ?????? ???? ???? ??????? ]]>
<![CDATA[Aida Maulidia Muzdalifatin]]>;
<![CDATA[Muhammad Thohir]]>;
<![CDATA[Muhammad Baihaqy]]>
<![CDATA[ Jurnal Alfazuna : Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban Vol. 1 No. 1 (2016): December ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Arab FTK UIN Sunan Ampel ]]>
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DOI: 10.15642/alfazuna.v1i1.241
<![CDATA[Learning materials are all materials used to help teacher in their learning process in the classroom, and istima’ (listening skill) is one of the four language skills that are basis for mastering other language skills such as speaking, reading and writing. The book of Silsilah Al-Daurah Al-Mukathafah fi Al-Lughah Al-Arabiyah is a book whose teaching material is sourched from several books written by learning experts in the Middle East, such as ‘Arabiyah Bayna Yadayk and Durûs Al-Lughah Al-‘Arabiyah and others. Researchers want to know about how to fill and apply the material istima’ in the book Silsilah Al-Daurah Al-Mukathafah fi Al-Lughah Al-Arabiyah in order to provide the right solution to the problems in the book using Richards theory. This study uses qualitative descriptive method to analyze the content of the book and the application of istima’ material according to the book of Silsilah Al-Daurah Al-Mukathafah fi Al-Lughah Al-Arabiyah in the Al-Fathimiyah Islamic Boarding School in Tambakberas Jombang. This study also uses descriptive analysis methods in its applied research. According to Richards in the preparation of the material istima’ uses four approaches, Bottom-Up Processing, Top-Down Processing, Transactional and Interactional. The results of this study indicate that the istima’ material in the book Silsilah Al-Daurah Al-Mukathafah fi Al-Lughah Al-Arabiyah and the application using the Bottom-up Processing and Transactional, because the material and the application are more inclined giving a detailed meaning.]]>
<![CDATA[Peran Bi’ah Lughawiyyah dalam Meningkatkan Pemerolehan Bahasa Arab ]]>
<![CDATA[M. Rizal Rizqi]]>
<![CDATA[ Jurnal Alfazuna : Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban Vol. 1 No. 1 (2016): December ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Arab FTK UIN Sunan Ampel ]]>
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DOI: 10.15642/alfazuna.v1i1.242
<![CDATA[Bi'ah Lughawiyyah is Arabic language environment in which a person interacting with others using the Arabic language as a communication tool. Bi'ah Lughawiyyah is the main facility for students in acquiring first and second languages. The student's first language is the mother tongue derived from birth to adulthood while their second language is Arabic obtained through bi'ah lughawiyyah. Lughawiyyah Bi'ah is very important in realizing the speaking skills for everyday communication. With the Bi'ah Lughawiyah, the very spirit and happy students in obtaining Arabic because with Bi'ah Lughawiyyah they felt as if they were living in the Middle East region so that a spirit of dialogue by using Arabic is quite high even if they are shy do not speak Arabic. Bi'ah Lughawiyyah can be obtained formally or informally on the level of education.role Bi'ah Lughawiyyah very effective in enhancing the Arabic language acquisition supported by strategies and media in line with expectations that can provide maximum results in the Arabic language acquisition]]>
<![CDATA[Peran Bi’ah Lughawiyyah dalam Meningkatkan Pemerolehan Bahasa Arab ]]>
<![CDATA[RIZAL RIZQI]]>
<![CDATA[ Jurnal Alfazuna : Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban Vol. 1 No. 1 (2016): December ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Arab FTK UIN Sunan Ampel ]]>
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<![CDATA[Bi'ah Lughawiyyah is Arabic language environment in which a person interacting with others using the Arabic language as a communication tool. Bi'ah Lughawiyyah is the main facility for students in acquiring first and second languages. The student's first language is the mother tongue derived from birth to adulthood while their second language is Arabic obtained through bi'ah lughawiyyah. Lughawiyyah Bi'ah is very important in realizing the speaking skills for everyday communication. With the Bi'ah Lughawiyah, the very spirit and happy students in obtaining Arabic because with Bi'ah Lughawiyyah they felt as if they were living in the Middle East region so that a spirit of dialogue by using Arabic is quite high even if they are shy do not speak Arabic. Bi'ah Lughawiyyah can be obtained formally or informally on the level of education.role Bi'ah Lughawiyyah very effective in enhancing the Arabic language acquisition supported by strategies and media in line with expectations that can provide maximum results in the Arabic language acquisition. Abstrak: Bi’ah Lughawiyyah adalah lingkungan bahasa Arab di mana seseorang melakukan interaksi dengan orang lain menggunakan bahasa Arab sebagai alat komunikasinya. Bi’ah Lughawiyyah merupakan fasilitas utama bagi pelajar dalam memperoleh bahasa pertama dan kedua. Bahasa pertama pelajar adalah bahasa ibu yang diperoleh sejak lahir hingga dewasa sedangkan bahasa kedua mereka adalah bahasa Arab yang diperoleh melalui bi’ah lughawiyyah. Bi’ah Lughawiyyah ini sangat penting dalam mewujudkan keterampilan berbicara untuk komunikasi sehari-hari. Dengan adanya Bi’ah Lughawiyah, para pelajar sangat semangat dan senang dalam memperoleh bahasa Arab karena dengan adanya Bi’ah Lughawiyyah mereka merasakan bahwa seakan-akan mereka hidup di daerah Timur Tengah sehingga semangat untuk berdialog dengan menggunakan bahasa Arab sangat tinggi bahkan mereka malu jika tidak berbicara menggunakan bahasa Arab. Bi’ah Lughawiyyah ini dapat diperoleh secara formal maupun informal pada jenjang pendidikan tertentu. Peran Bi’ah Lughawiyyah sangat efektif dalam meningkatkan pemerolehan bahasa Arab dengan didukung oleh strategi dan media yang sesuai dengan harapan yang mampu memberikan hasil yang maksimal dalam pemerolehan bahasa Arab.]]>
<![CDATA[أسباب التحدث باللغة السوقية (دراسة مسحية لغوية على تلاميذ مدرسة الأساس) ]]>
<![CDATA[Taufiq, Mirwan Ahmad]]>
<![CDATA[ Jurnal Alfazuna : Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban Vol. 1 No. 1 (2016): December ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Arab FTK UIN Sunan Ampel ]]>
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DOI: 10.15642/alfazuna.v1i1.3
<![CDATA[Abstract: This study aims to discover that the real life of Sudanese students are still using both of kind of Arabic language; the Standard Arabic and the Slang Arabic in their daily activity and daily education in school. It is like the phenomena of diglossia in social bilingualism that has been studied by Joshua Fishman in early 1959, that there are two or several types of language in each community but the aspects effect kind of these types are different. Thus, this study tries to analyze and find the aspect could make them speak by both types of language in Arabic environment. This study has been conducted in Sudan in early 2016 addressed pupils in Elementary School El-Inqaz which was founded in 1992 at the Capital of Sudan, Khartoum. The reseacher has held oral test in standart Arabic to several students of that school, by listing some arabic vocabularies and arabic sentences and asking them to read the word and the sentences by their own language. In this way, the reseacher could datas of their Arabic spoken in daily activity and education. The second, the reseacher has interviewed them dealing with their daily activity in home, their parent language and tribe. It was done to know the environtment of the student. Abstrak: Kajian ini bertujuan untuk menngungkap fakta bahwa siswa Sudan masih menggunakan dua bentuk Bahasa Arab, Fusha dan Amiyah dalam kehidupan sehari-hari dan pendidikan di sekolah. Phenomena ini sering disebut sebagai Diglosia dalam sosial berbahasa yang pernah dikaji oleh Joshua Fishman pada awal 1959, bahwa ada dua standar bahasa yang digunakan pada setiap komunitas dengan berbagai aspek pengaruh yang berbeda-beda. Oleh karena itu kajian ini akan meneliti dan menganalisa beberapa aspek yang mendorong para siswa berbahasa Fusha dan Amiyah di lingkungan Arab. Penelitian ini dilakukan di Sudan pada awal tahun 2016, yang meneliti para siswa Sekolah Dasar El-Inqaz di Ibu kota Sudan, Khartoum. Peneliti telah melakukan tes lisan kepada siswa-siswa di sekolah itu, dengan mencantumkan kosa-kata Arab dan kalimat-kalimat Arab dan meminta mereka untuk mengucapkannya dengan bahasa mereka sendiri. Dengan cara ini, peneliti mendapatkan data-data tentang Bahasa Arab yang mereka ucapkan sehari-hari. Kedua, peneliti melakukan interview kepada mereka menanyakan bahasa keseharian mereka dan orang tua di rumah. Hal ini dilakukan agar dapat diketahui bentuk dan suasana lingkungan para siswa. Keywords: Standart Arabic, Slang Arabic and Diglossia.]]>
<![CDATA[البحث اللغوي الاجتماعي عند الجاحظ ]]>
<![CDATA[Mufilhah, Mufilhah]]>
<![CDATA[ Jurnal Alfazuna : Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban Vol. 1 No. 1 (2016): December ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Arab FTK UIN Sunan Ampel ]]>
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DOI: 10.15642/alfazuna.v1i1.4
<![CDATA[Sociolinguistics is the branch of linguistics that examines the relationship between language and the speakers. This study specifically discusses the contextual study of the variations in the use of language communities that are affected by differences in the sociocultural aspects of society. Sociolinguistics also discusses the relationship between language and society, the use of language and social structure of the language. The social life of a complex society there are various variations of the language. Language variations provide a wealth of information about how the language is used, the social relations in a community language, and other aspects of social identity through the language they use. The use of language variation or a variety of diverse languages is a richness that is very unusual, because the study sociolinguistics never saw that kind of language contained in the community is something that is wrong or right, but only sociolinguistics examines the emergence of language diversity. The term sociolinguistic basically already used by scholars qudama 'in the books turast especially Imam Jahidz in the book hayawan bayan wa tabyin and other books, which discusses issues relating to regional variations of someone with his social status in the community as well as groups a different profession or position in society tend to use a variety of different languages]]>
