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Alsinatuna
Published by Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan
ISSN : 24775371     EISSN : 25032690     DOI : 10.28918/alsinatuna
Core Subject : Religion, Humanities, Education,
Religion Humanities Education Languange, Linguistic, Communication & Media
ALSINATUNA is a scientific journal in Arabic and English that covers current and contemporary issues related to Arabic linguistics and teaching at the middle school and higher education levels. It is published by the Arabic Education Department, Faculty of Education and Teacher Training, State Islamic University of K.H. Abdurrahman Wahid Pekalongan, in collaboration with the Arabic Teachers Association of Indonesia (IMLA).
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 8 Documents
 1 
Search results for , issue "Vol 3 No 2 (2018): June 2018" : 8 Documents clear
al-Masa’il al-Nahwiyyah (Dirasah Taqabuliyyah Baina Madrasah al-Bashrah wa al-Kufah) Roviin
ALSINATUNA Vol 3 No 2 (2018): June 2018
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v3i2.1247

Abstract

When Islam spread to some Arabian peninsula, Arabs were also scattered to various regions, they communicated with non-Arabs and assimilated with each other. As a result, a new generation emerged that could not preserve the authenticity of its language. Therefore, the Arabs became distorted from the authenticity of their language. The emergence of many Arabic aberrations led to the need to preserve the originality of the Arabic language. This article attempts to analyze the problem of Arabic deviation. Abu al-Aswad al-Duwali was the first who establish Arabic grammars on the orders of Caliph Ali ibn Abi Talib. After Abu al-Aswad al-Duwali, emerging famous grammars were divided into Madrasa of Bashra and Madrasa of Kufa, each of these Madrasas had characteristics and differences. The difference between these two Madrasas is enormous and in many issues. The distinguishing difference between these two Madrasas is that the Madrasa of Bashra is more stringent in terms of Arabic grammars, while Madrasa of Kufa is more loose in it.
al-Qiyam al-Syakhshiyyah wa Tanfidzuha fi Ta’lim al-Lughah al-Arabiyyah Muhammad Jafar Shodiq
ALSINATUNA Vol 3 No 2 (2018): June 2018
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v3i2.1024

Abstract

The background of this research is the poor condition of young generations from the values of character and culture. School as an educational institution has the responsibility to establish and develop the character of students. This paper aims to determine the role of learning Arabic in character education, character education applications in learning the Arabic language and what the values can be internalized in the Arabic language learning. This study applied qualitative method using descriptive technique. The data were collected through observation, interviews, and documentation. The findings of study showed that : 1) The values of character education has been integrated by lecturers in teaching Arabic language include : religious, honest, tolerance, independent, democracy, curiosity, national spirit, communicative, love reading, respect, responsibility, discipline, environmental care, and recognize excellence. 2) How lecturer integrate character education values into Arabic learning include: adjust the lecture material, insert the value of character or try to take lessons in every lecture material, delivery value of the character through learning methods as well as trying to connect with the planting material and the implementation of the educational value of character in everyday life.
Qadliyah al-Dalalah fi ‘Ilm al-Tarbiyah al-Islamiyyah Fitri Zakiyah
ALSINATUNA Vol 3 No 2 (2018): June 2018
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v3i2.1346

Abstract

This paper aims to discuss about semantic issue related to terms often used in Islamic education context, namely ta’lim, tarbiyah, ta’dib and tadris. The writer uses semantic approach to analyze the meanings that produced from those words. This study shows that ta’lim and tarbiyah have a broader meaning and most commonly used in educational institutions. Term ta’dib have more specific meaning and interpret the main goal of education in philosophy of Islamic education. While term tadris basicly more emphasis on the active role of students as a subject of learning and teaching process. These terms have different dimension of meaning but interconnected each other. There is no contradiction of meaning of them because there is the same basic goal of production of meaning from these words. The proper understanding of these meaning is important and need to be considered in preparing the design of learning in order to the process of learning run effectively and achieve the targetted goal.
Tahlil al-Akhtha’ al-Shautiyyah li al-Kalimat al-Thayyibat fi Hayat al-Muslimin (Dirasah Tahliliyyah Shautiyyah) Misbahul Munir
ALSINATUNA Vol 3 No 2 (2018): June 2018
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v3i2.1241

Abstract

This research aims to explain the sound error al-kalimāh aṭ-ṭayyibah, vowels and consonants. The research conducted at UIN Yogyakarta. Sources of data obtained from Arabic Linguistic Studies of Post Graduate Students in UIN Yogyakarta. The method used is descriptive-qualitative with case study approach. Data collection of this research used interviewing, taking notes, and recordings. This research shows that the mistakes found in vowels; either short, long, and double vowel sound. Fatḥah(َ) sounds /a/ becomes /o./ Ḍammah(ُ) sounds /u/ becomes /o/, /ū/, dan sukūn/ْ./ Kasrah(ِ) sounds /i/ becomes /e./ Syaddah(ّ) which read double will be not double. Fatḥah(َ) which followed alif(ا), it sounds /ā/ and becomes /a./ Fatḥah(َ) which followed alif(ا) dan tilda(~) above it, it sounds /ā/ and becomes /a./ Fatḥah(َ) which followed wawu sukūn(وْ), sounds /au/ and becomes /ao./ Fatḥah(َ) which followed ya’ sukūn(يْ), sounds /ai/ and becomes /ei./ The error sound of the consonants, consonant phoneme sound ع/‘/ becomes ا/’/, ح/ḥ/ becomes ه/h/ and ك/k/, ظ/ẓ/ becomes ز/z/ and ج/j/, ش/sy/ becomes س/s/, ق/q/ becomes ك/k/, ذ/ż/ becomes ظ/ẓ/ and د/d/, ت/t/ becomes ط/ṭ./ The sound of the vowels and consonants errors occur due to there is link between language with speakers.
Improving Arabic Academic Writing Skills Through Contextual Teaching And Learning Approach Muhammad Kamal bin Abdul Hakim; Yumna Rasyid; Zainal Rafli
ALSINATUNA Vol 3 No 2 (2018): June 2018
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v3i2.1169

Abstract

The aim of this study is to examine the effect of contextual teaching and learning approach to the Arabic academic writing skills students of Education Arabic Department Faculty of Language and Arts State University of Jakarta. The research was conducted during the second semester in the 2015/2016 academic year starting from February up June in 2016. The study design used Elliot’s procedure, which comprised seven phases, namely: (a) identifying the initial ideas, (b) finding and analyzing the facts, (c) general planning, (d) Implementing, (e) observing, (f) evaluating, and (g) revising. The data were taken by observation, interview, and test. The results of the study found that the mean of the pre-test was 65,30, the average score results of the test at the first cycle were 73,25, the average score of the test at the second cycle was 77,40, and the average score of the test at third cycle was 84.1. During the learning process, students have shown the changing of learning behaviour and meet the criteria either by 80%. The quality of students' academic writing has also shown significant. It concluded that the contextual teaching and learning approach could improve the student’s skill in Arabic academic writing.
Comparative Language Style of Moses Story in Al-Quran Romdani; Yumna Rasyid; Aceng Rahmat
ALSINATUNA Vol 3 No 2 (2018): June 2018
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v3i2.1170

Abstract

The purpose of the study is to find the comparative language style of Moses Story in AlQuran. Then, the people knew the context meaning of the story to implement in the real life. The research method is qualitative using content analysis. The data used in this study are the verses of Al-Quran. To determine the validity of data, there are analysis of credibility, transferability, dependability, and conformability. As another data source, the author uses references to literary theory related to the style of language. The instrument of this research is the researcher itself according to qualitative research characteristic. Comparative language styles contained in the verses of the story of Moses in the AL-Quran include; 1) Personification language style has 3 cases, 2) allegorical language style has 5 cases, 3) periphrasis language style has 5 cases, 4) similar language style has 4 cases, 5) hyperbolic language style has 5 cases, 6) metaphoric language style has 6 cases, 7) litotes language style has 3 cases, 8) allusion language style has 11 cases, and 9) synecdoche language style has 3 cases. The commonly used language style comparison is the allusion to language style.
The Quality Management of Arabic Language Education Based on the Quality Management System (SMM) ISO 9001:2015 Mochamad Iskarim
ALSINATUNA Vol 3 No 2 (2018): June 2018
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v3i2.1238

Abstract

The study attempts at discussing the quality management with the Quality Management System (SMM) ISO 9001:2015 applied in the Arabic Language Education. The discussion focused on elaborating seven principles of SMM ISO 9001:2015, containing customer focus, leadership, engagement of people, process approach, continuous improvement, evidence-based decision making and management relationship. The quality management is expected to assist the Arabic language education to create quality, process and graduates who are well-prepared to compete both in the national and international levels. As a part of the process, the SMM ISO 9001:2015-based quality management elucidates a comprehensive guidance for the Arabic Language Education departments to continuously improve their system to fulfil the customer and the user satisfaction. Seen from the result, SMM ISO 9001:2015 can assist the educational institutions to produce graduates who are productive, capable and competitive in the national as well as global levels.
Outbound as the Alternative Method to Have Fun Arabic Learning Jauhar Ali
ALSINATUNA Vol 3 No 2 (2018): June 2018
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v3i2.1276

Abstract

As muslims, we understand that Arabic language is very urgent for the development and improvement of our religious knowledge and practices. Many muslim students have willingness to master the language to be able to communicate and understand religious texts, which are mostly written in Arabic. Most of them, however, are not interested in Arabic language class, due to the difficulties in terms of pronunciation, reading, and writing. Understanding the expressions and grammatical features (al-Nahwu and Al- Sharf) are the other challenges that the students cannot handle in short time and the themes are boring. In brief, there is an assumption that studying Arabic is difficult.The questions, then, are how to change the assumption?, and what are the best method and strategy for students in studying the language in an enjoyable, fun, and supportive atmosphere? These questions show both reality and challenge, especially for the Arabic language teachers and lecturers, that there is a need to change the conventional teaching of Arabic language and at the same time, to find a new method and real actions to answer the above questions. This article offers a new method of teaching which focuses not only on teaching of Arabic language but also enjoyable, fun, and full of spirit atmosphere. The method is called by “outbound using fun games” or “outbound fun games”

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