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Lugawiyyat
Published by Universitas Islam Negeri Maulana Malik Ibrahim Malang
ISSN : 26866420     EISSN : 26866439     DOI : https://doi.org/10.18860/lg.v2i1
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Lugawiyyat, adalah Jurnal pembelajaran bahasa Arab yang dipublikasikan oleh PKPBA (Program Khusus Pengembangan Bahasa Arab) di bawah Pusat Pengembangan Bahasa Universitas Islam Negeri Maulana Malik Ibrahim Malang. Jurnal Lugawiyyat memuat artikel hasil penelitian atau kajian pustaka yang fokus dalam bidang pembelajaran bahasa Arab, dan terbit reguler dua kali dalam setahun (bulan Mei dan November).
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 10 Documents
 1 
Search results for , issue "Vol 3, No 2 (2021): Lugawiyyat" : 10 Documents clear
اللغة الهجين واللغة المولدة Makhi Ulil Kirom
Lugawiyyat Vol 3, No 2 (2021): Lugawiyyat
Publisher : UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/lg.v3i2.14022

Abstract

Language is speech, as Ibn Jinni defined it. This definition goes to the growth of the spoken language in society. It is well known that the spoken language is more developed and used than the written language. This research aims to explain the conditions of the spoken language and its changes. First of all, we divide this spoken language into two parts, pidgin language and creole language. While a pidgin language arises from efforts to communicate between speakers of different languages, a creole language is born from the natural language that develops from the simplifying and mixing of different languages into a new one. This phenomenon is found in many languages, including Arabic. The pidgin language in Arabic is spoken by workers from outside the Kingdom of Saudi Arabia from India, Bangladesh, Pakistan, the Philippines and other countries. They try to converse among themselves in Arabic according to their ability and understanding, this is where the pidgin language originates. And there are many languages was established among peoples for a long time, and the frequent circulation of it among them made it natural to them, so this language became a creole language.
تطبيق طريقة الاستجابة الجسدية الكاملة في تعليم اللغة العربية Mustapa Mustapa; Anita Andriya Ningsih; Muhammad Mubasysyir Munir
Lugawiyyat Vol 3, No 2 (2021): Lugawiyyat
Publisher : UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/lg.v3i2.14025

Abstract

The TPR (Total Physical Response) method in its implementation through speech instructions given to learners can be played through real examples that are meaningful and understandable. The nature of this study is descriptive analysis, which is the regular parsing of data that has been obtained, then given understanding and explanation in order to be well understood by readers. So that the steps taken are 1) learners must actively listen well to what is demonstrated by the teacher with the vocabulary keywords mentioned and the commands given by the teacher with examples of the use of such vocabulary in everyday life or phenomena that are around, 2) the student's task in listening to the teacher's demonstration explanation explaining the existing vocabulary must be in some time and not just once and thoroughly,  3) The next stage is to deify and imitate, 4) the teacher tries to order students without keywords or demonstrations or other stimulus, 5) Students act or demonstrate teacher commands, 6) creative and innovative demonstrations are carried out by teachers so that students are more understanding and able to imitate well, 7) teachers give varied command models without demonstrations or demonstrations, and 8) then in the final stages students are able to protest to colleagues in turn.
Metode Inkuiri dalam Pembelajaran Menyimak Arab di PKPBA UIN Maulana Malik Ibrahim Malang pada Masa Pandemi Covid-19 M. Zamroni; Supriyanto Supriyanto
Lugawiyyat Vol 3, No 2 (2021): Lugawiyyat
Publisher : UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/lg.v3i2.14026

Abstract

This study aims to explain the process of Arabic listening learning using the inquiry method to PKPBA students at UIN Maulana Malik Ibrahim Malang during the Covid-19 pandemic. The research design implemented in this study is a mixed-method, with a sequential exploratory strategy research design. In which researchers collect, analyze, reduce, and draw conclusions from research data by mixing qualitative and quantitative methods. While the data collection technique is done by the triangulation technique which includes observation, documentation, and literacy. The research subjects in this study were students of ST.1 class of the Faculty of Science and Technology. The results of this study indicate that there are three stages in learning Arabic listening with this method, namely the preliminary, the core learning, and the closing. And six main stages can be implemented with the inquiry method for learning to listen to Arabic, namely the orientation, formulating problems, making hypotheses, collecting data, testing hypotheses, and formulating conclusions. Furthermore, the inquiry method was effective in increasing student activity, as evidenced by the increase in their scores from the mean value of 13.69 to 18.24. In addition, the inquiry method was also effective in increasing the value of understanding the meaning of instructional videos, as evidenced by their scores before using the inquiry method had a mean of 73.98 increasing to 81.98. This method is also effective in increasing the fluency in demonstrating simple expressions, as evidenced by their scores before using the inquiry method with a mean of 72.92 increasing to 82.58.
علم البلاغة كمدخل في تعليم اللغة العربية في اندونيسيا Edy Murdani Z; Tika Mardiyah
Lugawiyyat Vol 3, No 2 (2021): Lugawiyyat
Publisher : UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/lg.v3i2.14013

Abstract

Linguistic studies in language teaching do not get a dominant place, because the relationship between the two is not direct. Even if we look further, we find that what is taught can be said directly proportional to the meaning of the language itself, which is nothing but the study of linguistics as described by linguists. In the development that occurred, various theories were used in studying the phenomenon of language, one of which was the implicature theory. This theory requires that language be seen from its effects, so that words are arranged and spoken with the aim of giving implications for listeners. More than that, balagah in Arabic studies is wider in scope, because it requires context in speaking, who is the other person, to the choice of words and sentence phrases. In this case, balagah is a good internal approach in compiling, to developing teaching materials in teaching Arabic. With a strict approach, it is hoped that the language taught is actually used and adapted to the situation of students and teachers as part of the community members who use the language and who carry out the learning and teaching process.
تعليم الإملاء في معهد تربية المعلمين الإسلامية "الأمين" برندوان سومنب مادورا Latifatul Mahbubah; Asmaul Husna
Lugawiyyat Vol 3, No 2 (2021): Lugawiyyat
Publisher : UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/lg.v3i2.14014

Abstract

Writing is like reading a communication activity that belongs to written skills, and writing in Arabic learning was one of the linguistic skills, in general, the goals of its teaching are the students' ability to communicate in writing in the Arabic language.  Dictation is an essential writing skill so that students can express their minds in good and correct writing. This research aims to know the steps of teaching of dictation at the TMI Al-Amien Prenduan Boarding School and how to correct it. In this research, the researcher used the descriptive approach with the qualitative approach to learn the steps of teaching of dictation at the TMI Al-Amien Prenduan Boarding School and how to correct it through observation, interview and documentation. The results of the research from this research are as follows: imla' learning material taken from some muthala'ah material. The teaching of dictation used is listening dictation and the method of correcting it is the reciprocal method, which is the exchange of students' notebooks with its neighboring friend, then the teacher ordered some students to write the specified sentence on the blackboard along with the teacher checks the written text on the blackboard.
Metode Inkuiri dalam Pembelajaran Menyimak Arab di PKPBA UIN Maulana Malik Ibrahim Malang pada Masa Pandemi Covid-19 Zamroni, M.; Supriyanto, Supriyanto
Lugawiyyat Vol 3, No 2 (2021): Lugawiyyat
Publisher : UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/lg.v3i2.14026

Abstract

This study aims to explain the process of Arabic listening learning using the inquiry method to PKPBA students at UIN Maulana Malik Ibrahim Malang during the Covid-19 pandemic. The research design implemented in this study is a mixed-method, with a sequential exploratory strategy research design. In which researchers collect, analyze, reduce, and draw conclusions from research data by mixing qualitative and quantitative methods. While the data collection technique is done by the triangulation technique which includes observation, documentation, and literacy. The research subjects in this study were students of ST.1 class of the Faculty of Science and Technology. The results of this study indicate that there are three stages in learning Arabic listening with this method, namely the preliminary, the core learning, and the closing. And six main stages can be implemented with the inquiry method for learning to listen to Arabic, namely the orientation, formulating problems, making hypotheses, collecting data, testing hypotheses, and formulating conclusions. Furthermore, the inquiry method was effective in increasing student activity, as evidenced by the increase in their scores from the mean value of 13.69 to 18.24. In addition, the inquiry method was also effective in increasing the value of understanding the meaning of instructional videos, as evidenced by their scores before using the inquiry method had a mean of 73.98 increasing to 81.98. This method is also effective in increasing the fluency in demonstrating simple expressions, as evidenced by their scores before using the inquiry method with a mean of 72.92 increasing to 82.58.
علم البلاغة كمدخل في تعليم اللغة العربية في اندونيسيا Z, Edy Murdani; Mardiyah, Tika
Lugawiyyat Vol 3, No 2 (2021): Lugawiyyat
Publisher : UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/lg.v3i2.14013

Abstract

Linguistic studies in language teaching do not get a dominant place, because the relationship between the two is not direct. Even if we look further, we find that what is taught can be said directly proportional to the meaning of the language itself, which is nothing but the study of linguistics as described by linguists. In the development that occurred, various theories were used in studying the phenomenon of language, one of which was the implicature theory. This theory requires that language be seen from its effects, so that words are arranged and spoken with the aim of giving implications for listeners. More than that, balagah in Arabic studies is wider in scope, because it requires context in speaking, who is the other person, to the choice of words and sentence phrases. In this case, balagah is a good internal approach in compiling, to developing teaching materials in teaching Arabic. With a strict approach, it is hoped that the language taught is actually used and adapted to the situation of students and teachers as part of the community members who use the language and who carry out the learning and teaching process.
تعليم الإملاء في معهد تربية المعلمين الإسلامية "الأمين" برندوان سومنب مادورا Mahbubah, Latifatul; Husna, Asmaul
Lugawiyyat Vol 3, No 2 (2021): Lugawiyyat
Publisher : UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/lg.v3i2.14014

Abstract

Writing is like reading a communication activity that belongs to written skills, and writing in Arabic learning was one of the linguistic skills, in general, the goals of its teaching are the students' ability to communicate in writing in the Arabic language.  Dictation is an essential writing skill so that students can express their minds in good and correct writing. This research aims to know the steps of teaching of dictation at the TMI Al-Amien Prenduan Boarding School and how to correct it. In this research, the researcher used the descriptive approach with the qualitative approach to learn the steps of teaching of dictation at the TMI Al-Amien Prenduan Boarding School and how to correct it through observation, interview and documentation. The results of the research from this research are as follows: imla' learning material taken from some muthala'ah material. The teaching of dictation used is listening dictation and the method of correcting it is the reciprocal method, which is the exchange of students' notebooks with its neighboring friend, then the teacher ordered some students to write the specified sentence on the blackboard along with the teacher checks the written text on the blackboard.
اللغة الهجين واللغة المولدة Kirom, Makhi Ulil
Lugawiyyat Vol 3, No 2 (2021): Lugawiyyat
Publisher : UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/lg.v3i2.14022

Abstract

Language is speech, as Ibn Jinni defined it. This definition goes to the growth of the spoken language in society. It is well known that the spoken language is more developed and used than the written language. This research aims to explain the conditions of the spoken language and its changes. First of all, we divide this spoken language into two parts, pidgin language and creole language. While a pidgin language arises from efforts to communicate between speakers of different languages, a creole language is born from the natural language that develops from the simplifying and mixing of different languages into a new one. This phenomenon is found in many languages, including Arabic. The pidgin language in Arabic is spoken by workers from outside the Kingdom of Saudi Arabia from India, Bangladesh, Pakistan, the Philippines and other countries. They try to converse among themselves in Arabic according to their ability and understanding, this is where the pidgin language originates. And there are many languages was established among peoples for a long time, and the frequent circulation of it among them made it natural to them, so this language became a creole language.
تطبيق طريقة الاستجابة الجسدية الكاملة في تعليم اللغة العربية Mustapa, Mustapa; Ningsih, Anita Andriya; Munir, Muhammad Mubasysyir
Lugawiyyat Vol 3, No 2 (2021): Lugawiyyat
Publisher : UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/lg.v3i2.14025

Abstract

The TPR (Total Physical Response) method in its implementation through speech instructions given to learners can be played through real examples that are meaningful and understandable. The nature of this study is descriptive analysis, which is the regular parsing of data that has been obtained, then given understanding and explanation in order to be well understood by readers. So that the steps taken are 1) learners must actively listen well to what is demonstrated by the teacher with the vocabulary keywords mentioned and the commands given by the teacher with examples of the use of such vocabulary in everyday life or phenomena that are around, 2) the student's task in listening to the teacher's demonstration explanation explaining the existing vocabulary must be in some time and not just once and thoroughly,  3) The next stage is to deify and imitate, 4) the teacher tries to order students without keywords or demonstrations or other stimulus, 5) Students act or demonstrate teacher commands, 6) creative and innovative demonstrations are carried out by teachers so that students are more understanding and able to imitate well, 7) teachers give varied command models without demonstrations or demonstrations, and 8) then in the final stages students are able to protest to colleagues in turn.

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