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Critical Review of English-Arabic World Journal
Published by Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember
ISSN : 28293762     EISSN : 28286626     DOI : https://doi.org/10.35719
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences
All articles submitted to CREW journal will be screened out by the editor for initial review to see whether or not they meet the scopes and aims of the journal and have sufficient quality before they are sent out for a peer review process. The CREW journal offers critical and fresh insight into current issues particularly in English or Arabic Linguistics, Humaniora, Literature, and other Applied Linguistic Studies.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 114 Documents
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Meaning Shift in the Translation of Disney Song Lyrics: A Stylistic Analysis Yuliarta, Rizqi
Critical Review of English-Arabic World Journal Vol. 4 No. 1 (2025): Critical Review of English-Arabic World Journal
Publisher : Critical Review of English-Arabic World Journal is an open-access journal published by the Language Development Unit, State Islamic University of Kiai Haji Achmad Siddiq, Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/crewjournal.v4i1.2371

Abstract

This research discusess the shift of meaning in the translation of Disney song lyrics from English to Indonesian with a stylistic approach. The three songs analysed are Let It Go, How Far I’ll Go, and Beyond. This study uses a qualitative descriptive method with a comparative analysis technique between the original lyrics and translated version. The results show there are various forms of meaning shifts caused by simplification of language style, removal of symbolic meaning, and changes in sentence structure. Stylistic devices such as metaphor, personification, simile, anaphora and rethorical questions tend to change or disappear in the translated version, which results in a decrease in the expressive power, poetic beauty, and emotional power of the song. While the denotative meaning is retained, the connotative nuanes and depth of meaning in the original lyrics are often not fully conveyed in the translated version. This research shows the importance of maintaining stylistic elements in the translation process to preserve the message and artistic power of song lyrics.
The Use of Alternative Writing Assessment for Senior High Students Muroqobah, Musfi; Femilia, Praptika Septi
Critical Review of English-Arabic World Journal Vol. 4 No. 1 (2025): Critical Review of English-Arabic World Journal
Publisher : Critical Review of English-Arabic World Journal is an open-access journal published by the Language Development Unit, State Islamic University of Kiai Haji Achmad Siddiq, Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/crewjournal.v4i1.2378

Abstract

           Assessment plays a crucial role for teachers in monitoring students' performance and evaluating the students skills. Alternative writing assessment aims to foster a deeper understanding of students' capabilities in expressing themselves through writing. The research was conducted in the 11th-grade students at SMAN Umbulsari, utilizing a descriptive qualitative design as the research approach. Data collection methods included observations, interviews, and document reviews. To ensure data validity, triangulation of sources and techniques was employed. From the data revealed several findings for the forms are; journals, observations, self-peer assessment. The procedures were: a) Journal, teacher gave guidlines, designed scoring rubric, calculating the score. b) Self-peer assessment, students exchange their work with their partners, then correct each other, gave correct and incorrect assessments. c)Observation, students mention the difficulties of their writing, then teacher gave feedback. Strengths from assessment alternative writing are: students could wrote well according to the lesson theme, easily created outlines based on the lesson theme, also easily discussion with partners to improves understanding. Meanwhile, the weakness is the students needed sufficient time to do their writing tasks. It can provide some additional information about alternative writing assessments, and provide an overview for their use during the learning process.
Taʿlīm al-Lughah al-ʿArabiyyah fī Mandhūr Thalāthah Arkān Filsafat al-ʿIlm (al-Anṭūlūjiyā, wa-al-Ibistimūlūjiyā, wa-al-Aksiyūlūjiyā): Teaching the Arabic Language from the Perspective of the Three Pillars of the Philosophy of Science (Ontology, Epistemology, and Axiology) Hermawan, Dendy
Critical Review of English-Arabic World Journal Vol. 4 No. 1 (2025): Critical Review of English-Arabic World Journal
Publisher : Critical Review of English-Arabic World Journal is an open-access journal published by the Language Development Unit, State Islamic University of Kiai Haji Achmad Siddiq, Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/crewjournal.v4i1.2385

Abstract

الفلسفة العلمية هي جزء أصيل في تعليم اللغة العربية، وفهمها يُعَدّ من الضروريات في ميدان التربية من أجل تدريب الطالب على التفكير النقدي في اللغة العربية التي يدرسها. يهدف هذا البحث إلى استكشاف تعليم اللغة العربية في ضوء فلسفة العلم، وذلك من خلال ربطه بثلاثة أركان رئيسة في فلسفة العلم، وهي: الأنطولوجيا، والإبستمولوجيا، والأكسيولوجيا.أما المنهج المتَّبع في هذا البحث فهو البحث المكتبي (الدراسات المكتبية) بالمنهج الوصفي الكيفي. وقد تبيَّن أنَّ في جانب الأنطولوجيا، تعليم اللغة العربية هو دراسة تربوية تبحث في علوم اللغة العربية، وكذلك في اللسانيات العامة مثل النحو، والصرف، وعلم الأصوات، والدلالة. وأما من الجانب الإبستمولوجي، فهو متعلق بكيفية اكتساب الصورة العلمية في اللغة العربية ذاتها، ويشمل التفسير والجوانب الديناميكية، إضافة إلى الأسس المنهجية والنظامية. وفيما يخص جانب الأكسيولوجيا، فهو مرتبط بالقيم في علم اللغة العربية، أي بالعلم اللغوي الذي يُسخَّر لخدمة مصلحة الإنسان. وهذه الأركان الثلاثة للفلسفة تُشكِّل وحدة أساسية ملازمة لكل علم، ولا سيما في تعليم اللغة العربية. The philosophy of science is an essential part of teaching the Arabic language, and understanding it is considered a necessity in the field of education to train students in critical thinking about the Arabic language they study. This research aims to explore Arabic language teaching in light of the philosophy of science by connecting it to the three main pillars of the philosophy of science: ontology, epistemology, and axiology. The method used in this study is library research (desk research) with a qualitative descriptive approach. It was found that, from the ontological perspective, teaching Arabic is an educational study that examines the sciences of the Arabic language, as well as general linguistics, such as grammar, morphology, phonology, and semantics. From the epistemological perspective, it relates to how scientific knowledge of the Arabic language itself is acquired, including interpretation, dynamic aspects, and methodological and systematic foundations. Regarding the axiological perspective, it is related to values in Arabic linguistics, meaning linguistic knowledge that is utilized to serve human interests. These three pillars of philosophy form an essential and inseparable unity for every science, particularly in the teaching of the Arabic language.
Tathwīr Mawād at-Taʿlīm li-l-Lughah al-ʿArabiyyah al-Muʿtamadah ʿalā al-Wasāʾiṭ at-Tafāʿuliyyah fī aṣ-Ṣaff as-Sābiʿ bi-Madrasah Mutawassiṭah ad-Dawlah ath-Thānīyah Aceh Tenggara: Developing Arabic Language Teaching Materials Based on Interactive Media for Seventh Grade at the Second State Junior High School, Southeast Aceh Najmi, Nurun
Critical Review of English-Arabic World Journal Vol. 4 No. 1 (2025): Critical Review of English-Arabic World Journal
Publisher : Critical Review of English-Arabic World Journal is an open-access journal published by the Language Development Unit, State Islamic University of Kiai Haji Achmad Siddiq, Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/crewjournal.v4i1.2388

Abstract

الوسائط التفاعلية هي وسائط تجمع بين عدة عناصر مثل النصوص، الرسوم البيانية، الصور، الفيديو، والرسوم المتحركة في مجموعة واحدة تجذب انتباه المتعلمين في عملية التعليم. أجريت هذه الدراسة في المدرسة المتوسطة الحكومية الثانية في أتشيه تنجارا، وكان موضوع البحث طلاب الصف السابع. هدف هذا البحث هو معرفة الإجراءات والنتائج من تطوير الوسائط التفاعلية في تعليم اللغة العربية. نوع هذا البحث هو البحث والتطوير (R&D) باستخدام نموذج التصميم التطويري لبورغ وغال. أظهرت نتائج البحث أن وسائط تعليم اللغة العربية باستخدام الوسائط التفاعلية تمتلك مستوى عالياً من الفاعلية والجاذبية، وذلك من خلال وجود اهتمام ودافعية قوية لدى المتعلمين. كما حصلت هذه الوسائط التعليمية التفاعلية على استجابة إيجابية من المعلمين والمتعلمين، مما جعل عملية التعليم أكثر فاعلية وانضباطاً، وأسهمت في تحفيز الطلاب على تعلم اللغة العربية. أما النتيجة النهائية من عملية التطوير فهي إنتاج وسائط تعليمية للغة العربية على شكل وسائط تفاعلية استوفت مكونات الوسائط التعليمية من خلال عملية التحقق والتجريب. Interactive media are media that combine several elements such as texts, charts, images, videos, and animations into a single set that attracts learners’ attention during the learning process. This study was conducted at the Second State Junior High School in Aceh Tenggara, and the research subjects were seventh-grade students. The aim of this study is to identify the procedures and outcomes of developing interactive media for teaching Arabic. This research is a Research and Development (R&D) study using the Borg and Gall developmental design model. The results of the study indicate that Arabic language teaching media using interactive media possess a high level of effectiveness and attractiveness, as evidenced by strong learner interest and motivation. Additionally, these interactive learning media received positive responses from both teachers and students, making the teaching process more effective and disciplined and contributing to motivating students to learn Arabic. The final outcome of the development process was the production of Arabic language learning media in the form of interactive media that met the components of educational media through a process of validation and testing.
Tanfīdh Barāmij Maḥjar al-ʿArabī fī Mahārat al-Kalām li-Tilāmidh aṣ-Ṣaff al-Mutafawwiq bi-Maʿhad Dār aṣ-Ṣibyān Balung: Implementation of the Arabic Corner Program in Speaking Skills for Outstanding Students at Dār aṣ-Ṣibyān Balung Hamami Abicandra, Muh. Nidom; Ardytama, Genta
Critical Review of English-Arabic World Journal Vol. 4 No. 1 (2025): Critical Review of English-Arabic World Journal
Publisher : Critical Review of English-Arabic World Journal is an open-access journal published by the Language Development Unit, State Islamic University of Kiai Haji Achmad Siddiq, Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/crewjournal.v4i1.2451

Abstract

نعلم خلافا تعلم اللغة العربية تعد مهارة الكلام وإحدى المهارات الأساسية التي يجب على كل طلاب إتقانها وهي أهداف الأساسية والنهائية لتعلم اللغة أجنبية، فإن أنشطة تحدث في فصل المتفوق له جانب إتصال ثنائى الإتجاه أى أنشطة بين متحدث ومستمع بطريقة متبادلة أو يسمى بمحادثة، وبا لتالي يجب أن تعتمد علي ممارسة أولا على قدرة التلاميذ على تعليم مهارة الكلام  في اللغة العربية و صنع رئيس المعهد بمحجر العربية لإهتمام التعليم اللغة العربية وحفظ بيئة اللغوية  لطلاب فصل المتفوقة بمعهد دار الصبيان كارنج دورين بالونج وأهداف الذي رسمنا منذ البداية من هذه البحوثة علي وهي نعرف كيفية عملية تنفيذ برامج مهجر العربي بمعهد دار الصبيان وكذلك نعرف كيفية عملية دافعة والعائقة بتنفيذ محجر العربية لطلاب فصل المتفوقة. استخدم هذا البحث مدخلا كيفي من خلال طريقة الوصفية و مصادر البيانات استخدم الباحث بمصادر الإنسانية وغير الإنسانية أى بملاحظة ومقابلة ووثائق. وحصول علي هذا البحث إستنادا علي أهداف بحثه هو عملية تنفيذ محجر العربي يعمل بثلاثين أيام و فيه كثير من أنواع البرامج التي يؤثر على ترقية مهارة الكلام وهناك عوامل الدافعة أكثر من عوامل العائقة بهذا البرنامج وبسبب محجر العربي بيئة اللغوية وشجاعة الطلاب صار أجود بنصبة قبله. Teaching Arabic language differs from other subjects because speaking is one of the essential skills that every student must master; it is a fundamental and ultimate goal of learning a foreign language. Speaking activities in the advanced class involve two-way communication, meaning activities between a speaker and a listener in an interactive manner, also called conversation. Therefore, it should primarily rely on practicing students’ ability to develop speaking skills in Arabic. The head of the institute established the Arabic Immersion Program to promote Arabic language education and preserve the linguistic environment for students in the advanced class at Dar Al-Subyan School, Kareng Durin, Balung. The objectives of this study are to understand how the Arabic Immersion Program is implemented at Dar Al-Subyan School and to identify the driving and inhibiting factors affecting its implementation for the advanced students. This research uses a qualitative approach with a descriptive method. The data sources include human and non-human sources, obtained through observation, interviews, and documentation. Based on the research findings, the Arabic Immersion Program is implemented over a period of thirty days and includes various types of activities that positively influence the improvement of speaking skills. The program has more driving factors than inhibiting factors. Thanks to the Arabic Immersion Program, the linguistic environment and students’ courage have significantly improved compared to before its implementation.
Translation Procedure Of Economic Term In A Textbook Entitled English For Economic By Hengki And Ratna Nurvita, Fina; Manggarrani, Maria Dita
Critical Review of English-Arabic World Journal Vol. 4 No. 2 (2025): Critical Review of English-Arabic World Journal
Publisher : Critical Review of English-Arabic World Journal is an open-access journal published by the Language Development Unit, State Islamic University of Kiai Haji Achmad Siddiq, Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/crewjournal.v4i2.2439

Abstract

This study aims to examine the translation procedures of economics terms in  the textbook “English for Economics” by hengki and Ratna. In this study, the research collected 150 data points, which were subsequently analyzed using Peter Newmark translation procedures. The analysis revealed that the procedure of transference dominated the data, Transposition for 47 or 31.33%. The second Through-Translation, with 22 or 14.67%. The third was Recognized Translation with 20 or 13.33%. The fourth was Couplets with 18 or 12.00%. The fifth was Cultural Equivalent with 16 or 10.67%. The sixth was Descriptive Equivalent with 10 or 6.67%. The Seventh was Functional equivalent with 7 or 4.67%.  The Eight was Modulation with 5 or 3.33%. The Ninth was Naturalization with 3 or 2%. Lastly, tenth and eleventh  were Synonymy and Transference with 1 or 0.67%.
Tatbiq Ṭarīqat al-Kharīṭah al-Dhihniyyah fī Ta‘līm ‘Ilm al-Naḥw ladā Ṭullāb al-Ṣaff al-Thāmin Bayna MIPAS fī Madrasah al-Amīn al-Mutawassiṭah al-Islāmiyyah, Umbulu, Jember: The Application of the Mind Mapping Method in Teaching Arabic Grammar to Eighth-Grade Students in the MIPA Stream at Al-Amīn Islamic Junior High School, Umbulu, Jember Mahdalena, Elsa; Hamami Abicandra, Muh. Nidom
Critical Review of English-Arabic World Journal Vol. 4 No. 2 (2025): Critical Review of English-Arabic World Journal
Publisher : Critical Review of English-Arabic World Journal is an open-access journal published by the Language Development Unit, State Islamic University of Kiai Haji Achmad Siddiq, Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/crewjournal.v4i2.2458

Abstract

أظهر تطبيق طريقة الخريطة الذهنية في تعليم النحو العربي فوائد ملحوظة لدى طلاب الصف الثامن في برنامج BINA MIPAS بالمدرسة المتوسطة الإسلامية الأمين في أمبولو، جمبر. وبالمقارنة مع الصفوف الأخرى، أبدى طلاب BINA MIPAS مستوى أعلى من الكفاءة في فهم المفاهيم النحوية وتذكرها، ولا سيما في سياق الجمل الاسمية والفعلية. يهدف هذا البحث النوعي القائم على دراسة الحالة إلى وصف تطبيق طريقة الخريطة الذهنية في تعليم النحو العربي، مع التركيز على الجمل الاسمية والفعلية. جُمعت البيانات من خلال الملاحظة، والمقابلات، والتوثيق، وتم تحليلها باستخدام النموذج التفاعلي لمايلز وهوبرمان. كما أُجري التثليث في المصادر والتقنيات لضمان صدق البيانات. كشفت النتائج أن تطبيق طريقة الخريطة الذهنية مرّ بعدة مراحل، وهي: التهيئة، والفهم، ومراجعة المادة الدراسية، وتشكيل المجموعات، وعرض الخرائط الذهنية، والتقويم بعد نشاط الخريطة الذهنية، ثم الخاتمة. وقد ثبتت فاعلية هذه الطريقة في تعزيز فهم الطلاب للجمل الاسمية والفعلية والاحتفاظ بها، وتنمية قدراتهم الإبداعية والتعاونية. أما أبرز المعوقات التي تم تحديدها فتشمل محدودية وقت التدريس، وتفاوت القدرات المعرفية لدى الطلاب، وقلة الوسائل التعليمية، وصعوبة توقيت الحصة لكونها في الحصة الأخيرة من اليوم الدراسي. وعلى الرغم من هذه المعوقات، ظلت طريقة الخريطة الذهنية فعّالة بدرجة عالية في دعم طلاب الصف الثامن ببرنامج BINA MIPAS في إتقان الجمل الاسمية والفعلية في النحو العربي. The implementation of the Mind Mapping method in teaching Arabic grammar has demonstrated significant benefits for eighth-grade students of the BINA MIPAS program at Al Amin Islamic Middle School in Ambulu, Jember. Compared to other classes, BINA MIPAS students have shown higher proficiency in understanding and remembering grammatical concepts, especially in the context of nominal and verbal sentences. This qualitative, case study–based research aims to describe the implementation of the Mind Mapping method in teaching Arabic grammar, focusing on nominal and verbal sentences. Data were collected through observations, interviews, and documentation, and analyzed using the Miles and Huberman interactive model. Triangulation of sources and techniques was conducted to ensure data validity. The results reveal that the implementation of the Mind Mapping method progressed through several phases: initiation, comprehension, review of the lesson material, group formation, presentation of the mind maps, assessment after the Mind Mapping activity, and concluding remarks. The method proved effective in enhancing students’ understanding and retention of nominal and verbal sentences, fostering their creative and collaborative abilities. The primary constraints identified included limited instructional time, variations in students’ cognitive abilities, scarcity of teaching resources, and the challenge posed by scheduling the lesson in the final period of the school day. Despite these constraints, the Mind Mapping method remained highly effective in supporting eighth-grade BINA MIPAS students in mastering nominal and verbal sentences in Arabic grammar.
An-Nuṣūṣ al-‘Arabiyyah dhāt al-Mawḍū‘ al-Bī’ī bi-Waṣfihā Wasīlah li-t-Tarbiyah al-ʾĪkūlūjiyyah fī Ta‘līm al-Lughah al-‘Arabiyyah: Arabic Texts with Environmental Themes as a Means of Ecological Education in Teaching the Arabic Language Rahman, Muhammad Amin Abdul
Critical Review of English-Arabic World Journal Vol. 4 No. 2 (2025): Critical Review of English-Arabic World Journal
Publisher : Critical Review of English-Arabic World Journal is an open-access journal published by the Language Development Unit, State Islamic University of Kiai Haji Achmad Siddiq, Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/crewjournal.v4i2.2470

Abstract

يهدف هذا البحث إلى الكشف عن دور النصوص العربية ذات الموضوع البيئي في تعزيز الوعي الإيكولوجي لدى المتعلمين، إضافة إلى إمكان توظيفها بوصفها مادة تعليمية في سياق تعليم اللغة العربية. وقد اعتمد البحث منهج الدراسة المكتبية بأسلوب نوعي لتحليل مجموعة من النصوص البيئية والكشف عن القيم والمفاهيم التي تتضمنها. وأظهرت النتائج أنّ هذه النصوص تحمل جملة من الرسائل التربوية التي تعزز الشعور بالمسؤولية تجاه البيئة، كما تمتلك قدرة واضحة على تنمية مهارات القراءة والمفردات لدى المتعلمين. ويخلص البحث إلى أنّ دمج النصوص البيئية في تعليم اللغة العربية يمكن أن يسهم في تحقيق تكامل بين الأهداف اللغوية والبيئية في آن واحد. This study aims to uncover the role of Arabic texts with environmental themes in enhancing ecological awareness among learners, as well as their potential use as educational material in the context of teaching the Arabic language. The research adopts a qualitative library-based approach to analyze a selection of environmental texts and identify the values and concepts they contain. The findings show that these texts carry a number of educational messages that strengthen the sense of responsibility toward the environment, and they clearly have the ability to develop learners’ reading skills and vocabulary. The study concludes that integrating environmental texts into Arabic language instruction can contribute to achieving a balance between linguistic and environmental objectives simultaneously.
Analysis of the Use of Figurative Language in Taylor Swift's Song Lyrics Rahmawati, Astri Rahayu
Critical Review of English-Arabic World Journal Vol. 4 No. 2 (2025): Critical Review of English-Arabic World Journal
Publisher : Critical Review of English-Arabic World Journal is an open-access journal published by the Language Development Unit, State Islamic University of Kiai Haji Achmad Siddiq, Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/crewjournal.v4i2.2540

Abstract

This study aims to describe the types of figurative language and connotative meanings contained in four Taylor Swift songs, "Blank Space," "Love Story," "All Too Well," and "Cardigan." This study uses a qualitative descriptive method with documentation techniques that involve reading the lyrics as a whole, recording parts that contain figurative language, and analyzing them from the perspective of stylistic theory and connotative meaning. The research findings show that Taylor Swift consistently uses a variety of language styles, such as metaphors, similes, personifications, hyperbole, symbolism, and allusions. The use of figurative language serves to reinforce the emotional and aesthetic messages of the lyrics, especially those related to themes of love, inner conflict, nostalgia, and the healing process. Thus, language style is an important element that enriches the conveyance of meaning in Taylor Swift's musical works.
A Comparative Analysis of Neural Machine Translation (NMT) and Human Translation: A Case Study of The Fable "The Frog and The Crocodile" Samosir, Fitri
Critical Review of English-Arabic World Journal Vol. 4 No. 2 (2025): Critical Review of English-Arabic World Journal
Publisher : Critical Review of English-Arabic World Journal is an open-access journal published by the Language Development Unit, State Islamic University of Kiai Haji Achmad Siddiq, Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/crewjournal.v4i2.2544

Abstract

In the contemporary technological landscape, modern innovations have woven themselves into the fabric of everyday human existence. Among these advancements is Neural Machine Translation (NMT), a tool that has seen significant progress alongside broader technological strides. Yet, when it comes to translating certain types of content like fables, machine translator outputs frequently exhibit innaccuracies in handling cultural nuances. The results from machine translation and human translation in rendering fables are bound to diverge in notable ways. This study aims to compare the differences translation results of the fable story "The Frog and The Crocodile" between human translation and neural machine translation (NMT) in terms of accuracy, fluency, and cultural adaptation. The method used in this study was qualitative content analysis. The fable story entitled "The Frog and The Crocodile" served as a source of data. The results shows that human translation and machine translation provide several differences in translating fable. The machine translation which used literal translation often losing the nuance and meaning of the story while human translation can provide a better translation results in terms accuracy, fluency, and cultural nuances.

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