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Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Published by UIN Sunan Gunung Djati Bandung
ISSN : 2549208X     EISSN : 27215237     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Ta’lim Al-Arabiyyah Jurnal Pendidikan Bahasa Arab & Kebahasaaraban is a peer-reviewed journal on Arabic education in the world. This journal is published by the Arabic Education Department, Faculty of Education and Teacher Training, Sunan Gunung Djati State Islamic University, Bandung, Indonesia, in partnership with IMLA (Association of Arabic Lecturers). Editors welcome scholars, researchers and practitioners of Arabic Education around the world to submit scholarly articles to be published through this journal. All articles will be reviewed by experts before accepted for publication. Each author is solely responsible for the content of published articles. This journal encompasses original research articles, review articles, and short communications, including: Teaching Arabic as a Foreign Language Model of Arabic Teaching Strategy of Arabic Teaching Methods of Arabic Teaching Technology of Arabic Teaching Media of Arabic Teaching Arabic Linguistic Arabic Literature Arabic History History of Arabic Education Arabic Islamic Culture Modern Standard Arabic Arabic Second Language Acquisition Institutions of Arabic Teaching
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 215 Documents
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Exploring Challenges in Learning Arabic as a Second Language: a Study of Code-Switching and Code-Mixing Muna, Zulfa Tsalitsatul; Nur Fadhilah, Fina; Eka Rachmawati, Annisa; Setiyawan, Agung
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 8 No. 1 (2024): Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpba.v8i1.32905

Abstract

Code-switching and code-mixing are linguistic phenomena in everyday communication and second language learning. However, this phenomenon can be a challenge for learners in the context of learning Arabic. This research examines code switching and code mixing in Arabic learning at Mumārasah Language Excellence Program of MA Ali Maksum Yogyakarta and the factors that cause code switching and code mixing. This research is field research with a descriptive qualitative approach. The data sources in this research are teachers and students of class ten. Data collection techniques used include observation, interviews, and documentation. Meanwhile, in analyzing the data, researchers used data reduction techniques, data presentation, and conclusions. The results show that in Arabic learning at Mumārasah Program of MA Ali Maksum, there is external code-switching from Arabic to Indonesian and two types of code-mixing: 1) external code-mixing, involving the insertion of English or Arabic words and 2) mixed code-mixing, involving a mix of Indonesian, Arabic, English, and Javanese. This article explores factors contributing to code-switching and code-mixing, such as speaker characteristics, interlocutors, popular language trends, and humor. While these phenomena are well-studied in linguistics and language learning, the article aims to provide strategic advice for Arabic learners. By effectively utilizing code switching and code mixing, learners can enhance communication, overcome barriers, and gain confidence in Arabic.overcome communicative barriers and boost their confidence in Arabic.
Analysis of Syntactic Errors in Arabic Textbook-Based Instructional Materials and Their Implications for Arabic Learning at Madrasah Aliyah Ma'suq, Ahmad Tarajjil; Huda, Mokhammad Miftakhul; Irawan, Bambang
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 8 No. 1 (2024): Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpba.v8i1.33580

Abstract

Textbooks are essential components in learning, but errors are often found, including syntax. It aims to analyze some of the errors found in the textbook used as a reference in learning Arabic at MA Madinatul Ulum and explain the implications of these errors on Arabic Learning. This research uses library research with an applied linguistic approach in error analysis. Data was collected using documentation techniques related to Arabic textbooks, books, journals, and other written works. The data analysis used is a content analysis technique with several steps: identifying, interpreting, and correcting. The research showed that significant syntactic errors were identified. However, the textbook covers various aspects of Arabic skills, such as listening, speaking, reading, and writing, with various cognitive, psychomotor, and affective tasks. These errors deviate from standard Arabic grammar norms, compromising instructional quality, affecting student evaluations, and posing challenges for teachers. By involving language experts in developing instructional materials, providing training for teachers, and promoting the use of alternative learning resources, it is hoped that syntactic errors in instructional materials can be minimized, thereby enhancing the quality of Arabic learning. Recommendations include thoroughly reviewing and improving materials to ensure adherence to educational standards emphasizing syntactic accuracy. Future research should expand to encompass broader aspects of Arabic instruction beyond syntax, encompassing morphology and semantics to enhance educational effectiveness
Translation Analysis of Negative Sentences in the Zakat Chapter of the Book Al-Fiqh Al-Muyassar Kusumadewi, Justicia Shabirina; Anis, Muhammad Yunus; Mohammed, Chouchani Abidi
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 8 No. 1 (2024): Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpba.v8i1.33848

Abstract

In fiqh books, the translation of negative sentences into Arabic plays a crucial role in accurately explaining Islamic laws. This phenomenon requires translators to pay attention to correct grammatical structures and the use of appropriate technical terms within the context of Islamic law. For example, negative statements that indicate prohibition or disapproval (makruh) must be translated precisely to prevent misunderstandings or mistaken readings. This study aims to analyzes al-jumlah al-manfiyyah in Arabic, translation techniques, and the quality in al-fiqh al-muyassar. Using a descriptive qualitative approach with Spradley's analysis, 93 instances were identified, employing 12 translation techniques. Of these, 82 were accurately translated with high readability, resulting in a final quality score of 2.83. This suggests that readers can comprehend fiqh worship texts and muamalat effectively. Thus, this research significantly advances scholarship in Arabic language research by setting benchmarks for precision and comprehensibility in translating Islamic legal texts. Future researchers should explore the subtleties of interpreting negative sentences in fiqh texts, consider cultural and contextual influences on Islamic legal texts, and establish standardized guidelines for accurate and accessible translations.
An Analysis of the Arabic Language Proficiency of Students in Mahārah Al-Istima’ at an Islamic Senior High School Ramadil, Muhammad; Musdizal, Musdizal
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 8 No. 1 (2024): Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpba.v8i1.33983

Abstract

In Arabic, there are 4 skills (mahārah), one of which is istima' referring to the ability to listen or comprehend. This study examines the level of understanding of various types of texts, information processing speed, and the ability to recognize nuances in the spoken language. The focus on MAS Bhakti Kerapatan Jujun provides a unique cultural and educational context that may influence research outcomes and offers a new perspective on learning istima' skills in that environment. This research aims to evaluate the mastery level of istima' skills among 10th-grade students at MAS Bhakti Kerapatan Jujun. The research method used was a survey with data collected through interviews as the testing instrument. The study population consisted of all 10th-grade students at MAS Bhakti Kerapatan Jujun, and the researcher used a total sampling technique to gather data. The research results show that students' istima' abilities overall fall into the category of sufficient. The evaluation was conducted through six indicators, indicating that most students have fairly good abilities in identifying letters, distinguishing sounds, understanding vocabulary meanings, and providing responses. However, their ability to comprehend sentences and discourse remains categorized as inadequate. The implications of this study highlight the importance of enhancing students' istima' skills in understanding sentences and discourse in Arabic. Future research could explore more effective teaching strategies to improve students' comprehension of sentences and discourse within the unique cultural and educational context
Washback Effect Assessment of Mahārah Istimā' using Google Form Rahmawati, Rahmawati; Zakiyah, Zaimatuz; Sitompul, Julkhaidir
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 8 No. 1 (2024): Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpba.v8i1.34358

Abstract

Assessment has specific effects on learning, both positive and negative effects. In this case, assessment should encourage the implementation of better learning. This survey research aims to analyze the positive and negative effects of the mahārah istimā’ assessment using Google Forms or what is also called the washback effect. The respondents in this research were 43 PAI I FTK UIN Imam Bonjol Padang students. In this regard, data was collected through observation techniques, questionnaires, and interviews. As a primary data collection technique, the questionnaire covers three aspects: exam preparation strategies, learning attitudes, and learning materials. Then, the collected data was analyzed using descriptive statistics. The research results show that the total scores for each aspect are 37.4, 3.8, and 3.89, respectively. In other words, these aspects are included in the "excellent" category. Thus, based on these three aspects, the mahārah istimā’ assessment using Google Forms positively impacts learning. This research contributes practically to the experience of the mahārah istimā’  test using Google Forms. For future research, explore longitudinal effects, compare assessment methods, and study the sustainability of positive impacts. Also, analyze educators' perspectives and use qualitative data for deeper insights into assessment dynamics and student learning experiences, refining mahārah istimā’ assessment on digital platforms like Google Forms
Error Analysis of Consonant Pronunciation in Arabic Language among Fifth-Grade Students Pamungkas, Muhammad Ibnu; Ahmad Satibi, Dede; Zakhratunnisa, Alwi; Lestari, Aas
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 8 No. 1 (2024): Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpba.v8i1.34596

Abstract

Language teaching and error analysis are integral in Arabic language education, particularly evident among fifth-grade students at SD Tunas Harapan Ar-Raudhah, who face challenges in mastering Arabic pronunciation. These errors occur due to differences between the Indonesian and Arabic sound systems, which cause difficulties. This study included a total of 9 students as its sample group and focuses on analyzing pronunciation errors made by fifth-grade students of SD Tunas Harapan Ar-Raudhah to find out what letters often have errors in pronunciation and find out the factors that cause these errors, as well as finding and providing specific treatments to overcome and reduce the percentage of student errors. The method used in this research is descriptive qualitative with simak catat technique. The results showed 116 errors in Arabic consonant pronunciation (75.8%) during the pre-test, with the highest errors in three letters: dza, qaf, and 'ain. During the post-test, there were 37 errors (24.2%); this shows that the percentage of student errors decreased. The findings underscore the importance of tailored interventions in addressing pronunciation difficulties and contribute to refining language teaching strategies. Future research should explore alternative methodologies and replicate the study with larger student cohorts to enhance generalizability across diverse educational settings, further advancing effective Arabic language instruction
Phonological Errors in Reciting the Quran among Madrasah Diniyyah Students: Identifying Sources and Solutions | Al-Akhthā Al-Shauthiyyah fī Qirāah Al-Qurān Al-Karīm lada Thullāb Al-Madāris Al-Dīniyyah: Tahdīd Al-Mashādir Wa Al-Hulūl Wahyudin, Dedih; Karim, Agus; Solehah, Mirna
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 8 No. 1 (2024): Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpba.v8i1.34806

Abstract

The purposes of this research are to identify phonological errors among students and the sources of these problems, as well as to find solutions to address these errors in Quranic reading among second-grade students at Madrasah Diniyyah Miftahus-Sholihin. Many students are unable to read the Quran correctly. This phenomenon is influenced by various factors, such as the pronunciation of different letters between Arabic and Indonesian languages. The method used is qualitative through descriptive analysis. Data collection methods include observation, interviews, testing, and documentation. The results of this research show that the qiraah al-tahqiq method helps improve Quranic reading among students.This can be seen from the results of the first and second tests. In the first test, students' phonological errors amounted to 1055 errors. While in the second test, students' phonological errors amounted to 197 errors. These findings have important implications for Arabic language learning, particularly in the context of learning tajweed and correct pronunciation of Arabic letters. It suggests that a structured approach and a focus on phonological errors can improve Arabic language teaching in school. For further research, it is recommended to expand this study with a larger sample and different grade levels to obtain a more comprehensive picture of phonological errors and the effectiveness of learning methods.
Improving Arabic Speaking Proficiency (Muhādatsah) Using Interactive-Communicative Instruction Maryani, Novy; Syafei, Isop; Kosim, Abdul
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 8 No. 1 (2024): Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpba.v8i1.34894

Abstract

This research delves into the efficacy of interactive-communicative learning methodologies in enhancing Arabic speaking proficiency, particularly within the realm of Muhādatsah (conversation). Interactive-communicative learning underscores direct learner interaction, fosters active communication, and furnishes an authentic educational environment. It is a potentially superior alternative to conventional learning techniques for bolstering Arabic speaking proficiency. The research amassed qualitative and quantitative data through classroom observations, interviews, and speaking proficiency assessments. Participants, comprising students with varying degrees of Arabic speaking skills in a tertiary education setting, were segmented into two groups: an experimental cohort exposed to interactive-communicative learning and a control cohort following traditional pedagogical approaches. The outcomes evinced a marked enhancement in Arabic speaking proficiency among learners engaging with interactive-communicative instruction vis-à-vis the control group. Those in the experimental cohort exhibited more pronounced advancements in vocabulary acquisition, sentence construction, and oral fluency, alongside a heightened confidence in Arabic communication. These findings suggest that interactive-communicative learning holds promise as a pragmatic strategy for ameliorating Arabic speaking aptitude. They underscore the significance of integrating genuine, contextualized learning experiences to facilitate learners' linguistic competence development. Subsequent research endeavors could explore techniques to enhance the efficacy of interactive-communicative learning within Arabic language education contexts.
Investigating the Validity and Reliability of WTC Construct In L2 Arabic: A Case Study Fahri, Muhamad; Arrahman, Fajar Pinastia; Albantani, Azkia Muharom; Mahfuzo, Muhammad Rizal; Muslimin, Muhamad Ihwanul
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 8 No. 1 (2024): Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpba.v8i1.35023

Abstract

The main goal of learning Arabic is to develop practical linguistic skills among learners centered around the concept of willingness to communicate (WTC). WTC refers to learners' strong desire and readiness to speak in specific contexts or situations. A critical challenge is how to accurately measure WTC in Arabic language learning using a valid and reliable instrument. Understanding WTC is crucial as it indicates learners' motivation to use Arabic, enhances their speaking proficiency, and creates a supportive linguistic environment. Research on WTC in Arabic language learning is currently limited, necessitating further exploration in this area. Consequently, this study aims to develop a valid and reliable WTC measurement instrument for Arabic language learners using a quantitative approach, incorporating both Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) methods. The participants for this research are 204 Arabic language learners, and a survey was utilized for data collection. The WTC instrument employed in this study is an adaptation of existing instruments, modified to align with the context of Arabic language learning and the specific conditions of Indonesian learners. The findings reveal that the WTC construct has yielded valid and reliable items that can be used to measure WTC among learners in Arabic language learning. Furthermore, there are three main dimensions within this construct, namely, the context of online, classroom, and offline. Thus, it is hoped that the WTC construct developed can be utilized to measure aspects of WTC among Arabic language learners, thereby enabling the determination of further steps in realizing linguistic behaviors
Linguistic Intelligence in Arabic Learning in Islamic Religious College Students Hilmi, Danial; Toifah, Nur; Sa’diyah, Halimatus
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 8 No. 2 (2024): Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jta.v8i2.37714

Abstract

This study aims to analyze the linguistic intelligence of students learning Arabic in Islamic universities in Indonesia. The study used a quantitative approach with descriptive research methods, and data were collected through a questionnaire distributed to 264 UIN Maulana Malik Ibrahim Malang and 125 students UIN Antasari Banjarmasin students using random sampling techniques. The findings reveal that at UIN Maulana Malik Ibrahim Malang, 34% of the students demonstrated dominant linguistic intelligence, 48% exhibited standard linguistic intelligence, and 18% showed low linguistic intelligence. Similarly, at UIN Antasari Banjarmasin, 34% of the students displayed dominant linguistic intelligence, 53% demonstrated standard linguistic intelligence, and 13% exhibited low linguistic intelligence. These results highlight the importance of addressing variations in linguistic intelligence levels among students in Arabic language education. The practical implications suggest that educators at Islamic universities should design teaching and learning strategies that accommodate these differences, fostering the development of student's interests and talents through appropriate learning systems and methodologies. Future researchers are encouraged to explore linguistic intelligence using qualitative approaches to gain deeper insights into students' learning experiences

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