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<![CDATA[HUBUNGAN BAHASA TUBUH GURU DENGAN MOTIVASI BELAJAR BAHASA ARAB SISWA KELAS X ]]>
<![CDATA[Niswa Ikraama]]>;
<![CDATA[Maslamah Maslamah]]>
<![CDATA[ Al-Fakkaar Vol 4 No 2 (2023): Agustus ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Arab Unisda Lamongan ]]>
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DOI: 10.52166/alf.v4i2.4190
<![CDATA[Abstract : This study is a correlational study using quantitative methods aimed at determining the relationship between teacher's body language and motivation to learn Arabic among tenth grade students of Muhammadiyah Al-Kautsar High School Special Program. The independent variable in this study was the teacher's body language, while the dependent variable was the motivation to learn Arabic among tenth grade students of Muhammadiyah Al-Kautsar High School Special Program. The population of this study was all tenth grade students of Muhammadiyah Al-Kautsar High School Special Program, a total of 39 subjects. The samples in this study were tenth grade students of Muhammadiyah Al-Kautsar High School Special Program. The data of this study were collected using a questionnaire (questionnaire) for each variable with a total of 10 points. The results of the analysis of the coefficient of determination show that the teacher's body language influences the students' Arabic learning motivation only 2%, while the remaining 98% is influenced by other factors not investigated in this study. The value of 2% is in a weak range of influence. In addition, the results of calculating the correlation between the teacher's body language and students' motivation to learn Arabic show that the probability is 0.796 > 0.05 (significance level 5%), so Ho is accepted, so it can be concluded that the results of this study show that there is no significant relationship (correlation) between the teacher's body language and students' motivation to learn Arabic among tenth graders at Muhammadiyah Al-Kautsar High School Special Program. Keywords: Body Language and Learning Motivation Abstrak : Penelitian ini merupakan penelitian korelasional dengan menggunakan metode kuantitatif yang bertujuan untuk mencari hubungan antara bahasa tubuh guru dengan motivasi belajar Bahasa Arab Siswa kelas X SMA Muhammadiyah Al-Kautsar Program Khusus Kartasura. Variabel bebas dalam penelitian ini adalah bahasa tubuh guru, sedangkan variabel terikatnya adalah motivasi belajar Bahasa Arab siswa kelas X SMA Muhammadiyah Al-Kautsar Program Khusus Kartasura. Populasi dalam penelitian ini adalah seluruh siswa kelas X SMA Muhammadiyah Al-Kautsar Program Khusus Kartasura yang berjumlah 39 orang. Sedangkan sampel dalam penelitian ini adalah siswa kelas X SMA Muhammadiyah Al-Kautsar Program Khusus Kartasura. Data hasil penelitian ini diperoleh melalui kuesioner (angket) untuk tiap variabelnya dengan jumlah butir item sebanyak 10 nomor. Berdasarkan hasil analisis koefisien determinasi menunjukkan bahwa bahasa tubuh guru mempengaruhi motivasi belajar Bahasa Arab siswa hanya sebesar 2%, dan sisanya 98% dipengaruhi oleh faktor-faktor lain yang tidak diteliti dalam penelitian ini. Nilai 2% tersebut berada dalam tingkatan pengaruh yang lemah. Selanjutnya hasil perhitungan uji hipotesis korelasi bahasa tubuh guru dengan motivasi belajar Bahasa Arab siswa dapat diketahui bahwa probabilitas 0,796 > 0,05 (taraf signifikan 5%), maka Ho diterima sehigga dapat disimpulkan bahwa hasil penelitian ini menunjukkan tidak terdapat hubungan (korelasi) yang signifikan antara bahasa tubuh guru dengan motivasi belajar Bahasa Arab siswa Kelas X SMA Muhammadiyah Al-Kautsar Program Khusus Kartasura Kata Kunci : Bahasa Tubuh dan Motivasi Belajar]]>
<![CDATA[PENGUASAAN UNSUR-UNSUR KALIMAT DALAM ILMU NAHWU DENGAN PERMAINAN TEKA-TEKI SILANG ]]>
<![CDATA[Fikri Abdul Salam]]>;
<![CDATA[Adhi Setiyawan]]>
<![CDATA[ Al-Fakkaar Vol 4 No 2 (2023): Agustus ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Arab Unisda Lamongan ]]>
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DOI: 10.52166/alf.v4i2.4265
<![CDATA[The Arabic language is a language with specific rules and sentence elements to be learned. Many students are interested in improving their Arabic language skills but face challenges in using the elements of its sentence structure, making the usage and placement of sentences imperfect. Learning the Arabic language has countless benefits. By understanding Arabic, we can delve deeper into the meaning of the Qur'an, open doors of communication with over 420 million Arabic speakers worldwide, and immerse ourselves in the richness of Arab culture, literature, and history. Therefore, this paper will offer a way to teach students to memorize and use sentences properly and effectively to enhance their understanding of the elements of Arabic sentences, or Nahwu. This will be achieved through creating a game called "Teka-Teki Silang (TTS) Ilmu Nahwu" (Nahwu Crossword Puzzle). Using this game as a teaching medium will facilitate and make learning enjoyable, as its characteristics are easy and flexible. Students will be able to memorize the elements of Arabic sentence structure, achieve the learning objectives, and produce an engaging learning media that motivates them to learn while having fun.]]>
<![CDATA[ترقية مهارة الكلام بتقنية ثلاث خطوات للمقابلة الطلاب الص٠الثامن بمدرسة المتوسطة الإسلامية بستان الØكمة دومÙÙŠ اغونج كمبانج باهو لامونجان ]]>
<![CDATA[Khoirotun Ni'mah]]>;
<![CDATA[Ida Latifatul Umroh]]>;
<![CDATA[Miftahul Jannah]]>
<![CDATA[ Al-Fakkaar Vol 4 No 2 (2023): Agustus ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Arab Unisda Lamongan ]]>
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DOI: 10.52166/alf.v4i2.4347
<![CDATA[Speaking skills are basic skills in linguistics because one of the functions of language learning is to be able to communicate properly and correctly. In Arabic there are four language skills, namely listening, speaking, writing and reading. Of the four skills, which researchers focus on in this study is speaking skills. This research is motivated by the difficulty of students in conveying an utterance that will be presented and the lack of ability to speak in Arabic. Therefore, the researcher provides the application of three step iterview technique to improve speaking skills in Arabic. The type of this research is quantitative research, while the research design used is pre-experimental in the form of one group pretest-posttest design. The data collection uses three techniques, namely observation, interviews and tests. While the data analysis used descriptive data analysis techniques and inferential data analysis. With the application of three step interview technique, it is expected to be able to improve students' speaking skills in Arabic.]]>
<![CDATA[تعليم اللغة العربية على ضوء الذكاءات المتعددة (دراسة الØالة ÙÙŠ مدرسة مالك إبراهيم المتوسطة بكرسيك) ]]>
<![CDATA[Saiul Anah]]>
<![CDATA[ Al-Fakkaar Vol 4 No 2 (2023): Agustus ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Arab Unisda Lamongan ]]>
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DOI: 10.52166/alf.v4i2.4467
<![CDATA[There are three objectives of this research: 1) to know the learning of learning the Arabic language based on the multiple intelligences of Gifted students at Malik Ibrahim Junior High School of Gresik, 2) to know the dominant types of multiple intelligences in learning the Arabic language at Malik Ibrahim Junior High School of Gresik, and 3) to know the benefits of Multiple Intelligences in learning the Arabic language for Gifted students at Malik Ibrahim Junior High School of Gresik. The researcher applied a qualitative approach namely case study method. The data collected is taken from recording observation and interview and is analyzed by interactive model analysis. Substantive findings consist of: (a) the Varieties of learning models arabic language base on the multiple intelligences at Malik Ibrahim Junior High School of Gresik is multiple model and interdisipliner for learning activity. 2) Technique of Multiple Intelligences in learning the Arabic language : a) question and answer Technique. There is two varieties of discussion: closing question (some ask there is a question) and opening question (many answering). b). Speech Tehnique. Speech tehnique is interdisipliner for learning activity every week get a student to speech with tittle in arabic book. c). Discussion Tehnique 3) Multiple Intelligences have some benefits for each learning is motivation, customisation learning and easy for learning activity. The formal research findings showed that learning multiple for multiple intelligence can give impact student for Motivation dan customisation for student intelligent appropriation.]]>
<![CDATA[ANALISIS KESALAHAN FONOLOGIS DALAM MEMBACA SURAT AL-FATIHAH DI PROGRAM TAHFIZH NURUL HUDA GARUT ]]>
<![CDATA[Alwi Nizar Al-Ghifari]]>;
<![CDATA[Lina Marlina]]>
<![CDATA[ Al-Fakkaar Vol 4 No 2 (2023): Agustus ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Arab Unisda Lamongan ]]>
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DOI: 10.52166/alf.v4i2.4598
<![CDATA[This research was conducted with the aim of explaining the forms of phonological errors in reading Surah Al-Fatihah at the Nurul Huda Garut Tahfizh Program, as well as to identify the causes of phonological errors that occur in students at the institution, and the efforts that educators can make to address phonological errors made by students. In collecting data, the author used the observation method, writing method, and recording method. Additionally, the researcher also utilized observation and interview techniques in data collection. The research method employed in this study was qualitative descriptive research. The results of this study indicate that the phonological errors experienced by students in reading Surah Al-Fatihah include difficulties in pronouncing Arabic letters, such as the letter hamzah (Ø¡) being pronounced as 'ain (ع) and the letter 'ain being pronounced as alif. These errors are overlooked by the Arabic language teacher. Furthermore, errors in vowel sounds ىَا (aa) and Ù‰ÙÙŠ (ii) were found in the recitation of Surah Al-Fatihah. The causes of these phonological errors include: (a) lack of attention from teachers, leading to students reading Surah Al-Fatihah incorrectly, and (b) lack of guidance regarding letter pronunciation and tajweed.]]>
<![CDATA[تعليم المÙردات باستخدام الأغنيّة الÙصيØØ© ÙÙŠ الÙصل الثامن بمدرسة الثانوية "بووانا" ويدورو وارو سيدوأرجو ]]>
<![CDATA[muhammad rizal rizqi]]>
<![CDATA[ Al-Fakkaar Vol 4 No 2 (2023): Agustus ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Arab Unisda Lamongan ]]>
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DOI: 10.52166/alf.v4i2.4753
<![CDATA[Vocabulary was an important element of language so that it included the meanings and use of words in the language from the speaker himself or from the writer. And the person will increase his skill in the language if he increases his vocabulary because the efficiency of the skill of the person's language is consistent with the vocabulary that he absorbed. Teaching Arabic needed to use the educational strategy to help the teacher teach vocabulary related to the study subjects, including song, and this is a new strategy. The use of song in teaching Arabic has two parts: the first, singing by learning and the second, learning by singing. The use of singing in teaching vocabulary removes boredom in learning and gives pleasure to students and develops vocabulary or increases vocabulary and facilitates them in memorizing vocabulary. This research aims to obtain an experimental evolutionary description: (1) to find out how to apply vocabulary teaching with eloquent song to students in the eighth grade of the junior high school “Buana†Wedoro Waru Sidoarjo (2) to find out the effectiveness of teaching vocabulary with eloquent song to students in the eighth grade at the junior high school “Buana†Wedoro Waru Sidoarjo. In this research methodology, the researcher uses quantitative research in teaching vocabulary using the song, and the research design is an experimental development study that experiments with the use of the song. This research consists of: plan design, application, observation and evaluation. The results of the research reached by the researcher are that the application of teaching vocabulary song eloquent value effectiveness result of "T" = 10.61 more than 2.01 / 2.75 p e 0 return any e 1 acceptable or that the hypotheses of the research is acceptable]]>
<![CDATA[Research IMPLEMENTASI METODE DISKUSI DALAM PEMAHAMAN TEKS ARAB SISWA MADRASAH I’DADIYAH ]]>
<![CDATA[Almannah Wassalwa Wassalwa]]>
<![CDATA[ Al-Fakkaar Vol 4 No 2 (2023): Agustus ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Arab Unisda Lamongan ]]>
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DOI: 10.52166/alf.v4i2.4766
<![CDATA[Discussion methods is the intraction to exchange ideas, and information for problem solving and the implementation discussion methods is teacher give the opportunity to extend their opinion and the teacher assembled the conclusion of their opinion it’s be alternative for problem solving discussion to search an agreement. Methods : this study used a qualitative methods the result of the study is descriptive and data collection techniques is interview, Observation, and Documentation. According to the result of the study and analyze of data that used by researcher in the second wustho class of Islamic school I’dadiyah PP. Salafiyah Syafi’iyah Sukorejo Situbondo, The result of study is : The implementation of discussion methods maked do by the teacher to divide into separate parts of group discussion and the teacher give a text or a problem to discuss in every group, in this moment the teacher also give a guidelines or direction. In other that students have opportunity to explain of their opinion, and for the last stage, the teacher assembled the conclusion and evaluation of discuss activity. The student ability for comprehension or understanding Arabic text with used discussion method is good enough cause it be evaluated by standard completeness value. Keywords : Discussin Methods, Comprehension Arabic Text.]]>
<![CDATA[Proses Morfologis Kosakata Warna dalam Al-Qur'an ]]>
<![CDATA[Lidya Nurlaily]]>;
<![CDATA[Gina Najjah Hajidah]]>
<![CDATA[ Al-Fakkaar Vol 4 No 2 (2023): Agustus ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Arab Unisda Lamongan ]]>
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DOI: 10.52166/alf.v4i2.4780
<![CDATA[This research explains the morphological process of colors vocabulary in the Holy Qur'an. The colors mentioned in the Qur'an are mostly basic colors, namely: white, green, black, yellow, red, and blue. Color vocabulary in the Qur'an is expressed in various forms, which is due to the morphological process in the Arabic language. The morphological process that occurs in these color words influences the meaning of the resulting words. The theory used in this research is the theory of morphological process proposed by Prof. Dr. Tajudin Nur (2018). This study uses a literature study method through books, dictionaries, journal articles, and scientific articles. The results of the study explain that the colors vocabulary in the verses of the Qur'an undergo morphological processes through derivation and inflection. Derivation occurs in the colors white, green, black, and yellow, as verb of pattern IX اÙعلّ - ÙŠÙعلّ /if‘alla-yaf‘allu/ from the root of each colors. Other derivations occur from the root of each colors to qualifying adjective pattern with internal changes and to an agentive noun by adding the prefix Ù…Ù /–mu/. As for inflection, it occurs in verbs (conjugation) and nouns (declension) through affixation in verbs and internal changes in nouns to indicate gender changes into feminine. Declension also occurs for amount changes to jamak with internal changes. All colors vocabulary in the Holy Qur'an are found in the form of qualifying adjectives, which is the most common form for colors.]]>
<![CDATA[الدراسة التØليلية عن تعليم اللغة العربية على ضوء الأغنية العربية ]]>
<![CDATA[Wari ono]]>;
<![CDATA[Muhammad Taufiq]]>
<![CDATA[ Al-Fakkaar Vol 4 No 2 (2023): Agustus ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Arab Unisda Lamongan ]]>
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DOI: 10.52166/alf.v4i2.4786
<![CDATA[The purpose of this study was to analyze Arabic language learning at MTsN Tebing Tinggi by using Arabic songs as media. to see how the teaching and learning process is going on in the MTsN Tebing Tinggi in detail.This study uses an analytical study method with a qualitative approach, with qualitative methods enabling researchers to collect data through observation, interviews, and researcher documentation to understand social phenomena in complex and deep contexts. The results of the researchers' observations that learning to use Arabic songs is very significant in increasing vocabulary mastery, making children more active, and student participation in the application of singing methods and Arabic songs. To establish active communication between students. In addition, communication between teachers and students seems effective and intimate. Through the application of the singing method, students' mastery of Arabic vocabulary is improved. With the wider vocabulary or mufradat, students' speaking ability will also increase. It can be concluded that the use of Arabic song-based media at MTsN Tebing Tinggi goes well and smoothly, it also has a positive impact on increasing students' mastery of Arabic at MTsN Tebing Tinggi]]>
<![CDATA[Perkembangan Teknologi Media Pembelajaran Bahasa Arab ]]>
<![CDATA[Fazri Nur Insan]]>;
<![CDATA[Acep Hermawan]]>
<![CDATA[ Al-Fakkaar Vol 4 No 2 (2023): Agustus ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Arab Unisda Lamongan ]]>
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DOI: 10.52166/alf.v4i2.4795
<![CDATA[Technology has revolutionized the way we learn in education, and this paper explores its roles and significance in understanding the Arabic language. In this paper, we will delve into the concept of instructional media technology, how it operates, and why it is highly relevant in the context of acquiring the Arabic language. Instructional technology employs digital tools to enrich the learning experience, encourage engagement, and create various avenues for active involvement in learning materials. In the realm of the Arabic language, technology plays a pivotal role. The intricate and distinct nature of the Arabic language demands a precise approach for profound comprehension. Technology aids in accurate pronunciation practice and facilitates adaptation to various learning styles. Arabic language educators acknowledge the necessity of blending tradition with technology, crafting a more comprehensive and effective learning environment. With resources like interactive platforms, specialized language applications, and audiovisual content, Arabic language learners can authentically engage with the language, strengthen linguistic connections, and transform language acquisition in the technology-driven educational landscape. Technology enables us to achieve a deeper and more comprehensive understanding of the Arabic language, ushering in new opportunities in the ever-evolving realm of learning.]]>
