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Alsinatuna
Published by Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan
ISSN : 24775371     EISSN : 25032690     DOI : https://doi.org/10.2891/alsinatuna
Core Subject : Religion, Humanities, Education,
Religion Humanities Education Languange, Linguistic, Communication & Media
Alsinatuna is a peer-reviewed journal devoted to the study and development of Arabic education and linguistics. The journal aims to provide a platform for scholars, researchers, and practitioners to share innovative ideas, critical analyses, and empirical research that advance the understanding and practice of Arabic language teaching and linguistic studies. Scope of the journal includes, but is not limited to, the following areas: Arabic Language Education - Curriculum development and instructional design - Teaching methodologies and language acquisition strategies - Assessment and evaluation in Arabic language learning - Technology-enhanced Arabic learning (e-learning, mobile learning, AI in language teaching) - Arabic teacher training and professional development Arabic Linguistics - Phonetics, phonology, morphology, syntax, semantics, and pragmatics of Arabic - Sociolinguistics, Psycholinguistics and variation in Arabic dialects - Discourse analysis and textual studies - Corpus linguistics and computational approaches to Arabic - Contrastive and error analysis in Arabic learning contexts Interdisciplinary Studies - Integration of Arabic language education with Islamic studies - Comparative linguistics involving Arabic and other Semitic or regional languages - Language policy and planning in Arabic-speaking and non-Arabic-speaking countries The journal welcomes both theoretical and applied research papers, literature reviews, and case studies that contribute to the enrichment of Arabic language education and linguistic scholarship.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 8 Documents
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Search results for , issue "Vol 4 No 1 (2018): December 2018" : 8 Documents clear
Dayakese Students’ Beliefs About Arabic Language Learning and Their Relation with the Language Learning Strategies Wahdah, Nurul; Ainin, Moh; Hamid, M. Abdul
ALSINATUNA Vol 4 No 1 (2018): December 2018
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v4i1.1589

Abstract

Language learners often bring their personal philosophy into foreign language learning. Beliefs about language learning might support to selecting the ways of learning in foreign language. This study aims at finding out the correlation between Dayakese students’ beliefs about language learning and their learning strategies in Arabic as a foreign language at Central Borneo, Indonesia. Sixty-one students were asked to participate in this study. The instruments used were Beliefs about Language Learning (BALLI) proposed by Horwitz (1988) and Strategy Inventory for Language Learning (SILL) proposed by Oxford (1990). In analyzing data, arithmetic mean, standard deviation and correlation coefficient of Pearson product moment were used. The findings can be explained as follows. 1) The aptitude, learning difficulty, and communication and learning strategies dimensions were at medium level, while nature of language learning and motivation & expectation dimensions were at high level. Generally, Dayakese students’ beliefs about Arabic language learning were at medium level; 2) The popular strategies used by Dayakese students were metacognitive and affective strategies; 3) The significant correlations were found between Dayakese students’ beliefs about language learning and their Learning Strategies in Arabic as a foreign language with coefficient correlation 0.431.
A Comparative Study of ngapsahi Analysis and Tagmemic Analysis on Arabic Texts in Kitab Kuning Jaeni, Muhamad
ALSINATUNA Vol 4 No 1 (2018): December 2018
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v4i1.1590

Abstract

There are various traditions used in interpreting a book or kitab. One of the models of interpreting kitab kuning used in pesantren is Ngapsahi. This is a creative and effective model using grammatical markers. Actually, the analysis of the grammatical markers has been used by western linguists, although it only emphasizes on the analysis of the structural latin texts, such as English, France, Indonesian, and other latin languages. This analysis model has not been implemented in Arabic texts. Yet, the western linguists believe that this tradition is universal which can be implemented in any language in the world. This study focuses on creating Ngapsahi analysis system and comparing it with Tagmemic analysis in kitab kuning. There are three steps used in the research method including finding data and sources; analyzing the data and the sources; and drawing conclusion. The results of this study are: First, Tagmemic analysis can be implemented in Arabic text inspite of the uncomplete dimensions covered by this analysis. Second, Ngapsahi analysis model is a specific model created by pesantren’s priest. Third, there is a similarity between Tagmemic and Ngapsahi analyses, especially which is in the term of linguistic dimensions (Slot, Class, Role, Cohesion) filled by the grammatical markers. The difference between those analyses is the more complete dimensions of Ngapsahi analysis than Tagmemic’s because of the complexity and compliteness of Arabic text system.
Arabic Language Learning Evaluation in Higher Education with Context Input Process Product (CIPP) Model Halimah, R.A. Umi Saktie; Hadjar, Ibnu
ALSINATUNA Vol 4 No 1 (2018): December 2018
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v4i1.1591

Abstract

Evaluation of Arabic language learning in higher education is needed for quality assurance of a learning system. The evaluation should not assess the mere students’ learning output, but involve all aspects of learning program including objectives, planning, implementation and output. This study aims to uncover the implementation of evaluation of Arabic learning program in higher education with the CIPP model, from the emergence of the idea to the result achieved after the program is implemented. It is a theoretical study, which is not based on empirical data in the field. The application of the CIPP model in evaluating Arabic language learning in higher education is conducted by collecting data and information about context, input, process and products of a learning program comprehensively and continuously. More specifically, context evaluation is directed to assess data concerning the purpose and background of a learning program. Input evaluation is conducted to examine the accuracy of the curriculum, students, lecturers and infrastructures. Meanwhile, process evaluation is carried out to reveal the suitability of the curriculum, teaching materials and media in a learning activity. Product evaluation is intended to provide data and information about the outputs and outcomes of Arabic language learning.
The Implementation of Contrastive Analysis Based Arabic Learning Raswan, Raswan
ALSINATUNA Vol 4 No 1 (2018): December 2018
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v4i1.1597

Abstract

As well as other learning process, the successful Arabic learning can be achieved through several steps. This study aims to explain those steps, and it uses library research. Method of this study covers finding data and sources related to the contrastive analysis in Arabic learning; analyzing the data as well as the sources; and drawing conclusion. The approach used in the learning process can be categorized as a learning difficult foreign language, if it is considered as the perspective in understanding the material. The difficult language is particularly the one that has different systems/subsystems with mother tongue. On the other hand, if the approach is considered as a belief, the successful key to achieve is the use of contrastive analysis. We have to work hard to overcome students' learning difficulties by doing contrastive approach and analysis firstly. However, the most significant part is the goal using contrastive analysis. As the result of this study, hopefully learning Arabic occurs progressively, and absolutely the teaching materials and learning steps need teachers’ ability in mastering the contrasted languages. That is the main factor in achieving the learning to be developed further in using this approach.
Effective Strategies on Learning Arabic for Children Sokip, Sokip
ALSINATUNA Vol 4 No 1 (2018): December 2018
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v4i1.1596

Abstract

Arabic learning can take place at various ages of either children, adolescents or adults. Learning Arabic is something needed for especially Muslim because it is important in Muslim life. This paper will explain about the Arabic learning strategy for children. This is important to discuss because children need special strategies in learning for their ages. In collecting information, the writer uses library research method, which is done by comparing several literary sources, especially those that are the main source of discussion to discuss about the existing problems. Then, as the result, language learning is a help to determine how, and how well, learners learn a foreign language. There are many variations on learning strategy. Arabic learning strategies for children include playing, singing, telling stories, projects, demonstration, and conversation. By using the suitable and fun strategy, children can develop their potential well and effectively. The selection of learning strategies depends on children’s ages and characteristics.
Ta’līm Al-Lugah Al-Arabiyyah Li Fahm al-Qur’an (Al-Mabādi’ wa Al-Musykilāt) Habibi, Burhan Yusuf
ALSINATUNA Vol 4 No 1 (2018): December 2018
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v4i1.1593

Abstract

This study aims to discuss the learning Qur’anic language and its problems at SMP Islam Al-Azhar 14 Semarang. This study uses a qualitative approach of field case study. In collecting the data, this study uses interview, observation, and document analysis methods. Research instruments are researchers and interview’s guidelines, observation and document analysis. In analyzing the data, this study uses Miles-Huberman interactive analysis consisting of data reduction, data presentation, and conclusion. The results of the study indicate that the goals of Arabic learning are the students can read Al Quran correctly, and also know the meaning and grammar contained there. Learning material consists of grammar, vocabulary, reading, and writing based on Al Quran’s text. Method that used was translation grammatical method without the use of Arabic language on learning process. As for the evaluation, it uses both objective test and subjective test for cognitive skill and observation for affective skill. Learning Arabic with the specific aim of understanding the Qur'an is inseparable from various problems, including the complicated Arabic language of the Qur’an because of the miracles inside, the difference betweenstudents’ competencesin reading as well as writing the Qur'an and their Arabic background, and lack of various methods enabling the students get bored because the teacher is able to use the memorizing method only.
Mauqif Al-Jāḥiẓ min Al-Ṣaut Al-Lugawiy wa Al-Adāiy Muflihah , Muflihah; Bashori, M.
ALSINATUNA Vol 4 No 1 (2018): December 2018
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v4i1.1594

Abstract

Language is essentially sound. In using Arabic, the sound spoken is related to a certain meaning. A person who has a certain language can recognize the sounds that are coupled, so that they are meaningful speeches. In this case, phonology is a branch of language that talks about the sound of language that is able to distinguish the meaning of a word. The problem that was first encountered by someone in learning oral languages, especially foreign languages ​​and regional languages, was the problem of his speech. Before learning the meaning of various words and the grammar to be faced, first he must recognize the sounds used in them. Sound science as a classical science that has received tremendous attention from the Arabs since its inception. It can be seen from what was done by the lugho scholars including Imam Jahidz. He discussed in detail about Arabic phonetics, the sound of the language, the place where the language came out and its characteristics. Thus, the researcher wanted to discuss the above matters mainly about language sounds according to Jahidz, using qualitative descriptive research methods. The result of this study is al-Jahiz’s thought that sound comes from vibration of human body using lips in oral activity, then there is a transition around the lips which moves to the ears and brain, and finally the vibration is called as vocal. It is divided into psychology and physiology.
Asālīb Tadrīs Al-Imla’ Li Gair Al-Nāṭiqīna Bi Al-‘Arabiyyah Ulum , Fatkhul
ALSINATUNA Vol 4 No 1 (2018): December 2018
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v4i1.1595

Abstract

Imlā is in the high position among the branches of language. It constitutes an important foundation for written language. Errors in imlā can result in many problems and lead to errors in understanding sentence because of its unclear meaning. Students who are not Arabic speakers encounter many problems when learning this realm. Therefore, it is needed an appropriate method to adapt students language ability with their language level. This study aims to explain several methods of teaching Imla for non Arabic speakers. The suggested method here is adjusted with the four types of imlā, namely: Imlā Manqūl, Imla Manżūr, Imla Masmū’ and Imla Ikhtibāri. Besides it is provided with applicative examples in the teaching of imlā based on certain stages that should be taken by a teacher. Thus the teaching can be carried out pleasantly and satisfy all students needs in the lesson.This study uses the method of al-waşfi al-taḩlīli, a method that describes the problems that occur, by analyzing the causes and trying to find solutions to these problems.This research shows that the method of al-Nuşush al-Mutakāmilah is more effective and suitable for teaching imlā for non-Arab students, because it contains many positive things for teaching branches of Arabic.

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