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Lughawiyah: Journal of Arabic Education and Linguistics
Published by Universitas Islam Negeri Mahmud Yunus Batusangkar
ISSN : 27158098     EISSN : 27158101     DOI : http://dx.doi.org/10.31958/lughawiyah
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Lughawiyah is aimed at spreading the research results conducted by academicians, researchers, and practitioners in the field of arabic education and linguistics. Lughawiyah provides scientific articles of Arabic education and linguistics developed in attending through the original research report and literature reviews. Lughawiyah encompasses papers from researcher, academics, and practitioners. In particular, papers which consider the following general topics are invited: Teaching Arabic as a Foreign Language, Curriculum and Materials Development in Arabic Teaching, Method and Strategy in Arabic Teaching, Instructional Media in Arabic Teaching, Information and Communication Technology in Arabic Teaching, Assessment and Testing in Arabic Teaching, Arabic Teacher Training and Studies in Arabic Linguistics
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 67 Documents
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PENGEMBANGAN MATERI AJAR BAHASA ARAB TERPADU BERBASIS TEMA DI MTs THAWALIB PADANG PANJANG M. Yusuf Salam
Lughawiyah: Journal of Arabic Education and Linguistics Vol 1, No 2 (2019)
Publisher : IAIN Batusangkar, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/lughawiyah.v1i2.1577

Abstract

Tujuan penelitian ini adalah mendeskripsikan (1) desain bahan ajar bahasa Arab Terpadu berbasis tema di kelas VII MTs Thawalib Padang Panjang, (2) kelayakan bahan ajar bahasa Arab terpadu berbasis tema, dan (3) efektifitas penggunaan bahan ajar bahasa Arab terpadu berbasis tema dalam pembelajaran. Penelitian ini menggunakan rancangan penelitian pengembangan. Model pengembangan yang digunakan pada penelitian ini mengacu pada model pengembangan Research and Development (R&D) Borg and Gall yang disederhanakan menjadi beberapa langkah, yaitu (1) analisis potensi dan masalah, (2) mendesain produk, (3) mengumpulkan materi, (4) membuat produk awal, (5) melakukan uji ahli, (6) merevisi produk, dan (7) melakukan uji lapangan. Data dalam penelitian ini berupa data kuantitatif  dan kualitatif. Data kuantitatif diperoleh dari hasil angket untuk ahli media, ahli materi, dan subjek penelitian. Instrumen yang digunakan dalam pengumpulan data pengembangan bahan ajar pembelajaran ini adalah instrumen berbentuk angket terstruktur dan penilaiannya menggunakan skala bertingkat. Sedangkan untuk mendapatkan data kualitatif pada tahap uji lapangan peneliti menggunakan metode observasi. Penelitian ini menghasilkan sebuah produk materi ajar bahasa Arab terpadu berbasis tema yang dikategorikan layak berdasarkan uji lapangan.This study aims at describing (1) the design of theme-based integrated Arabic instructional materials for VII grade of Thawalib Padang Panjang Islamic Boarding School, (2) the validity of theme-based integrated Arabic instructional materials, and (3) the effectiveness of the use of theme-based integrated Arabic instructional materials in teaching and learning process. The type of this research is research and development (R and D). The development model used is based on Borg and Gall model which was modified by Sugiyono by applying the following steps: (1) analyzing potential and problems, (2) collecting data, (3) designing prototype, (4) validating the prototype, (5) prototype trial, (6) revising prototype, (7) product trial, (8) revising the prototype, (9) revising product, and (10) mass production. The data used are quantitative and qualitative data. Quantitative data were obtained from the result of questionnaire given to two experts: media and materials experts, and the respondents of the research. The instrument used was rating scale structured closed-questionnaire. Whereas, qualitative data were obtained by doing field observation. The result of this research is a valid and worthy product of theme-based integrated Arabic instructional materials.
SEMIT: ASAL MUASAL BAHASA ARAB Melisa Rezi; Amrina Amrina
Lughawiyah: Journal of Arabic Education and Linguistics Vol 1, No 2 (2019)
Publisher : IAIN Batusangkar, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/lughawiyah.v1i2.1524

Abstract

Semit merupakan gabungan dari bahasa-bahasa berdekatan yang dinisbahkan kepada Sam bin Nuh (Sam adalah salah satu dari anak-anak Nuh) dalam kitab Safar Takwin (kitab Kejadian) diceritakan tentang tiga orang keturunan Nuh (Ham, Sam, dan Yafit). Dalam kitab tersebut juga disebutkan keturunan Sam bin Nuh, yaitu Elam, Asyur, Arfakasyad, dan Aram, dari mereka inilah berkembang bahasa dan bangsa Semit itu. Adapun cabang-cabang bahasa Semit dan bangsanya tergambar dalam “Syajarah Al-Lughaatus Saamiyah” yaitu bagian utara adalah Kan’aniyah (Ajritiyah, Kan’an Kuno, Muabiyah, Finiqiyah, dan Ibriyah) dan Aramiyah. Sedangkan bagian selatan terbagi kepada Arab Selatan (Ma’iniyah, Sabaiyah, Hadramiyah, Quthbaniyah, Habsyiah) dan Arab Utara yang terbagi kepada Arab Baidah (Tsamudiyah, Shafawiyah, Lihyaniyah) dan Arab Baqiyyah (Hijaziyah dan Tamim) Bahasa yang tertua dari keluarga bahasa Semit adalah Bahasa Arab, karena bahasa Arab adalah  bahasa Semit yang terdekat dengan bahasa Semit lama. Penutur bahasa-bahasa itu berasal dari keturunan Sam anak Nuh a.s. Negri asal bangsa Semit adalah Arab.Semit is a combination of adjacent languages that is attributed to Sam bin Nuh (Sam is one of Nuh’s sons) in Safar Takwin book (Genesis book) about the story of Nuh’s three sons (Ham, Sam, and Yafit). The book also explains about the descent of Sam bin Nuh, namely Elam, Asyur, Arfakasyad, and Aram, who became the ancestor of Semit race and language. The brances of Semit race and language are described in “Syajarah Al-Lughaatus Saamiyah”. In the north is Kan’aniyah (Ajritiyah, old Kan’an, Muabiyah, Finiqiyah, and Ibriyah) and Aramiyah. In the south is divided into south Arabic (Ma’iniyah, Sabaiyah, Hadramiyah, Quthbaniyah, Habsyiah) and north Arabic which is classified into Baidah Arabic (Tsamudiyah, Shafawiyah, Lihyaniyah) and Baqiyyah Arabic (Hijaziyah and Tamim). The oldest language of Semit is Arabic, because it is the nearest language to the old Semit. The language speakers are the descent of Sam, the son of Nuh a.s, and the origin country of Semit race is Arabian.
SIMPLIFYING SHARF MATERIALS (EXPERIMENTAL STUDY AT AT-TAQWA ISLAMIC BOARDING SCHOOL, SUKABUMI, WEST JAVA) / تبسيط الـمواد الصرفية (دراسة تـجريبية في معهد التقوى الإسلامي سوكابومي جاوى الغربية) Istiya Rahayu Dwi Parwati
Lughawiyah: Journal of Arabic Education and Linguistics Vol 3, No 2 (2021)
Publisher : IAIN Batusangkar, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/lughawiyah.v3i2.4803

Abstract

This study aims to reveal the need for simplification of Sharf materials for Arabic language learners, what can be simplified, and to test the effectiveness of using simple Sharf materials on the success of Sharf learning. This research used mixed method by combining qualitative and quantitative method to collect the data in order to produce more comprehensive facts and researcher had a freedom to use all data collection tools to get all required data. The findings explained that the simplification of Sharf materials is an effort to facilitate the learning of Arabic language, so that the process of teaching and learning Sharf is easier and could be done in a relatively short time. The materials simplification focused on simplifying classical wazn sharf by only presenting functional wazn-wazn which is widely used in Arabic, namely 31 chapters of wazn fi’il is simplified into 14 chapters, as well as simplifying binyah kalimat from 11 patterns to 5 patterns. The simplification is present as a solution to the difficulty of learning sharf. The result of pretest and posttest showed a significant difference between the experimental and control class, as the result of the gain test, 0.35 for experimental class and 0.14 for control class, which means that the effectiveness level of experimental class is higher than control class.
MEASURING EFFECTIVENESS OF ARABIC INSTRUCTIONAL MEDIA IN ARABIC SENIOR HIGH SCHOOLS IN BRUNEI DARUSSALAM: A STUDY AT GRADE ELEVEN / اكتشاف فعالية الوسائل التعليمية لتعليم اللغة العربية في المداس الثانوية العربية في بروناي دار السلام: الصف الحادي عشر نموذجا Achmad Yani; Siti Sara Binti Haji Ahmad; Nurul ‘Ain Binti Haji Ismail; Muhammad Amil Zayyan Bin Haji Abd as-Samad; Nurul Aqilah Binti Jawrami
Lughawiyah: Journal of Arabic Education and Linguistics Vol 3, No 2 (2021)
Publisher : IAIN Batusangkar, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/lughawiyah.v3i2.4533

Abstract

This study aims to measure the effectiveness of Arabic instructional media used in eleventh grade of Arabic senior high schools in Brunei Darussalam. This study was quantitative and evaluative study. The researchers distributed questionnaires to all Arabic teachers who teach grade eleven students in the schools. The data then were analyzed quantitatively and having evaluative analysis. Based on data analysis, it was found that the instructional media used to teach Arabic language in grade eleven has advantages and disadvantages. The advantages are the availability of modern and various media (87.5%), most of the media are appropriate for the students’ age and cognitive level (87.5%), all media are interesting and helpful for Arabic language skills (100%), and most of the teachers often use the media (87.5%). While, the weaknesses are there is still few media that is not as modern as it is expected (12.5%) such as language laboratory, a few media is not appropriate for the students (12.5%), and there are still some teachers who do not use the media frequently (12.5%).
TEACHING NAHW AND SHARF BY USING WHATSAPP (A CASE SUDY AT “BISA” FOUNDATION IN DEPOK, WEST JAVA, INDONESIA) / تعليم النحو و الصرف عبر الواتسأب (دراسة حالية في مؤسسة "بيسا" الإسلامية ديبوك إندونيسيا) Ana Rizkiya
Lughawiyah: Journal of Arabic Education and Linguistics Vol 3, No 2 (2021)
Publisher : IAIN Batusangkar, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/lughawiyah.v3i2.4804

Abstract

This study aims to reveal the process of teaching nahw and sharf via Whatsapp at BISA Foundation, Depok. The researcher used qualitative method in a case study design. To collect the data, the researcher did observation, interviewed the leader, several supervisors and assistants, and distributed online questionnaire to students in nahw and sharf classes using google form. The result described that nahwu and sharf have been tought via Whatsapp since 2013 and was free. Nahw learning is carried for four months and sharf learning is for two months. The textbooks used are al-Nahw lil Mubtadi’in and al-Sharf lil Mubtadi’in. Learning materials are delivered in the forms of written texts, audio, and video. Lessons are held every day except Wednesdays. Teaching and learning is carried out in several activities namely explaining, discussing, and assigning. Students’ learning achievement is measured by giving weekly assignment and final examination. The advantages of teaching nahw and sharf using Whatsapp are that it is cheap and can be carried out everywhere easily. Whereas, the weaknesses are personal problems, the program itself, and technical aspect
SEMANTIC DEVELOPMENT IN ARABIC LANGUAGE (AN ANALYTICAL STUDY ON DIWAN ABI TAMMAM) / التطور الدلالي فى اللغة العربية (دراسة تحليلية عن ديوان أبي تمام) Rita Zahara
Lughawiyah: Journal of Arabic Education and Linguistics Vol 3, No 2 (2021)
Publisher : IAIN Batusangkar, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/lughawiyah.v3i2.4929

Abstract

This study aims to determine the development of Arabic semantics in Diwan Abi Tammam book. Abu Tammam is a modern Arabic poet. He has poetry books which have been printed several times and all of his poetry is collected in a book that is known as Diwan Abi Tammam. This research is limited to the types of semantic development. The method used was content analysis. This study begins with an analysis of semantic development in Arabic and then its application in the Diwan Abi Tammam book. The results of this study indicate that the types of semantic development in Diwan Abi Tammam are grammatical and phonemic semantics. The grammatical semantic elements include the meaning of a sentence based on the elements of imagination, aesthetics, stylistic and rhetoric. Whereas, the semantic phonemic elements include the meaning of characteristics of several composed sounds and these sounds have a meaning role in a word such as the differences in the use of halqi, ra’, and sin, and their influence on the meaning of the target object.
STYLISTIC ANALYSIS OF SURAKH AL-QUBUR: A SHORT STORY BY KAHLIL GIBRAN / ANALISIS STILISTIKA CERPEN SURAKH AL-QUBUR KARYA KAHLIL GIBRAN M. Mahbub Junaidi
Lughawiyah: Journal of Arabic Education and Linguistics Vol 3, No 2 (2021)
Publisher : IAIN Batusangkar, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/lughawiyah.v3i2.2981

Abstract

This study aims to reveal the stylistic used in a short story written by Kahlil Gibran entitled “Surakh al-Qubur” and also to describe the effect of it toward meaning. This is a descriptive qualitative research that used stylistic analysis to show the aesthetics side found in the short story. Based on data analysis, it was found that there are five categories of language styles in short story Surakh al-Qubur, they are: first, lexical (synonym and typical words); second, grammatical (verb and noun); third, rhetorical (alliteration, asyndeton, assonance, chiasmus, polysyndeton, and hyperbole) and figure of speech (metaphor, personification, simile, and eponym); fourth, cohesion and connectors such as al-wawu, al-fa’u, tsumma, au, and am; and fifth, character speech that can be analyzed using narration and dialogue. The influence of stylistic on meaning is that readers get the information directly or indirectly, feels sadness, gives advice, gets a picture of injustice, makes readers curious and more focused.
THE EFFECT OF WESTERN PHILOSOPHICAL REALISM (AL-MAŻHAB AL-WĀQI’Ī) TOWARD MODERN ARABIC LITERATURE / PENGARUH ALIRAN REALISME (AL-MAŻHAB AL-WĀQI’Ī) BARAT TERHADAP SASTRA ARAB MODERN Mohammad Yusuf Setyawan
Lughawiyah: Journal of Arabic Education and Linguistics Vol 3, No 2 (2021)
Publisher : IAIN Batusangkar, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/lughawiyah.v3i2.4838

Abstract

This study aims to find out the intricacies of philosophical realism (al-Mażhab al-Wāqi’ī) and its influence on modern Arabic literature. It is undeniable that literary genre that grew up in the west have had a great influence on the development of literature in the world, including Arabic. This research was a literature review that used a qualitative descriptive method by examining and reviewing several related literature. The result showed that realism emerged as a response to the romanticism philosophy which tends to the subjectivity of writers and the depiction of objects that are full of imagination. Furthermore, the western realism has also influenced modern Arabic literature, both poetry and prose. Realism made Arabic poets aware that love poems were no longer relevant to the reality of the people who were in the midst of crisis due to colonialism. Writers began to invigorate the principles of statehood, nationality, and humanity. However, the adoption of western realism, in some aspects, is contrary to Islamic values. This philosophy directs literature towards materialism, atheism, fulfillment of physical needs, and so on.
نظام تعليم اللغة العربية عن بعد عبر الإنترنت في جائحة الوباء كوفيد-١٩ بالمدرسة المتوسطة الإسلامية الحكومية ١ بسوراكرتا Yuliana Prativi; Muhammad Zaenuri
Lughawiyah: Journal of Arabic Education and Linguistics Vol 3, No 1 (2021)
Publisher : IAIN Batusangkar, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/lughawiyah.v3i1.3262

Abstract

Online learning is a learning via internet without meeting face-to-face between teachers and students. This online learning system is relatively new, therefore teachers and students should adapt quickly. This study aims to determine the online Arabic learning system during the COVID-19 pandemic at Madrasah Tsanawiyah Negeri (MTsN) 1 Surakarta. Researcher used a qualitative approach and observation, interview, and documentation as data collection techniques. The results described that e-learning madrasah was used as the main media for online Arabic learning at MTsN 1 Surakarta during the covid-19 pandemic, then assisted by Whatsapp and Youtube channel. The subject matter was presented in video, powerpoint, and pdf. The learning stages were divided into three: preparation, implementation (pre-activities, whilst-activities and post-activities), and evaluation stage. This online learning helps teachers to coordinate with and supervise students easily, on the other hand, it is difficult for them to monitor the students’ understanding and bad internet network make some students could not follow the learning process in time. 
PENINGKATAN PENGUASAAN MUFRADAT MELALUI METODE TAKE AND GIVE DI MTS NEGERI 1 PATI JAWA TENGAH Lailatun Ni'mah; Noviya Ekasanti; Hijriyatun Hijriyatun; Laily Fitriani
Lughawiyah: Journal of Arabic Education and Linguistics Vol 3, No 1 (2021)
Publisher : IAIN Batusangkar, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/lughawiyah.v3i1.2657

Abstract

This study aims to determine how the application of Take and Give (TG) method in learning Arabic could increase students’ vocabulary mastery at MTs Negeri 1 Pati. This was Classroom Action Research (CAR) with two cycles, each of which includes 3 stages, namely 1) planning, 2) implementing and observation, and 3) reflection. Data collection techniques were tests and non-tests. While the research instruments were pre-test items, post-test items and observation sheets. Data were analyzed using comparative descriptive technique by comparing the learning outcomes of pre-cycle, cycle I and cycle II. As a result, Take and Give method could be used as an alternative teaching method to learn mufradat (vocabulary). The students’ learning outcome increased significantly from the initial conditions (pre-cycle) with 21.05% KKM completeness, then increased about 47.37% in cycle I and increased again to 92.11% in cycle II. This meets the indicators of success that at least 75% of all students achieve learning mastery.

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