Indonesian Journal of Arabic Studies
The Indonesian Journal of Arabic Studies provides a means for sustained discussion of relevant issues that fall within the focus and scopes of the journal (Arabic Linguistics, Arabic Literature, and Arabic Applied Linguistics), which can be examined empirically. The journal aims to promote Arabic studies in Indonesia and beyond by offering a platform for researchers, scientists, and academics to publish their results and disseminate their knowledge to the wider scientific community. IJAS accepts papers from researchers, scientists, and academics all across the world. The Indonesian Journal of Arabic Studies welcomes and acknowledges high-quality theoretical and empirical original research papers, case studies, review papers, literature reviews, conceptual frameworks, analytical and simulation models, and technical notes from researchers, academicians, professionals, practitioners, and students from all over the world. The scope of the research includes: Arabic linguistics (phonology, morphology, syntax, and semantics of Arabic), including but not limited to Arabic theoretical linguistics, Arabic historical linguistics, Arabic Sociolinguistics, Pragmatics, Arabic Typology, Arabic stylistics, Arabic Lexicography, Arabic computational linguistics, And Arabic Corpus. Arabic Literature including Arabic Literary Theory, Arabic literary history, and Arabic Literary Criticism Arabic applied linguistic, including Arabic language pedagogy, Arabic teaching curriculum, Arabic Teaching Material, Arabic Teaching Methods, Arabic Teaching Strategy, Arabic Teaching Media, Arabic Teaching Instructional Evaluation and Assessment, Arabic Teaching Technology, Information and Communication Technology for Arabic Teaching, Arabic for Specific Purposes,Arabic Second Language Acquisition, Arabic translation, Arabic language planning and policies.
Articles
92 Documents
<![CDATA[Arabic Culture and Disagreements in Political TV Conversation ]]>
<![CDATA[Hakim Rosly]]>
<![CDATA[ Indonesian Journal of Arabic Studies Vol. 4 No. 2 (2022) ]]>
Publisher : <![CDATA[UIN Siber Syekh Nurjati Cirebon, Indonesia ]]>
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DOI: 10.24235/ijas.v4i2.10321
<![CDATA[In intercultural studies, Arabic society has been described as high-context culture that rely more on indirect message and little room is provided within verbalized articulations. This study attempts to prove out this basic insight relating to communication pattern of a culture in other settings, by analyzing Arabic disagreements in TV interaction. Little investigation about disagreements have been done in Arabic context. The current study will fill this gap and seeks to explore the realization of speech act of disagreement within the context of televised political discourse by analyzing and comparing direct and mitigated disagreement strategies in Arabic political TV talks. In order to achieve these research objectives, a total of twelve Arabic recorded TV programs were transcribed and analyzed through qualitative and quantitative methods. Disagreement responses in the corpus were classified and adjusted based on application framework suggested by some previous studies. The procedures for conducting this study involve data collection, transcription and analysis, using Conversation Analysis (CA) technique. This study reveales that the general percentage of direct disagreements were obviously higher and preferred to that of alleviated disagreements (64.9%-35.0%) which challenges the generalizations about cultural distinctions. Arabic disagreement features such as negation particle, explicit oppositional phrases and disagreement with apology were identified. When the Arab interactants engage in conflict, employing vocative particle with calling the name of the other speaker is one of the unique features found in this research. For future studies, researchers should be mindful of integrating polite and conflict framework for more comprehensive interpretation of human communication. ]]>
<![CDATA[Difficulties of Translating Tenses from English to Arabic (Specialization students in linguistic and translation as a sample) ]]>
<![CDATA[Abdul Majeed Mohammed Aaqil]]>;
<![CDATA[Abdul Majeed Razick]]>
<![CDATA[ Indonesian Journal of Arabic Studies Vol. 4 No. 2 (2022) ]]>
Publisher : <![CDATA[UIN Siber Syekh Nurjati Cirebon, Indonesia ]]>
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DOI: 10.24235/ijas.v4i2.10407
<![CDATA[The study aimed at detecting difficulties faced by translation students while translating the tense from English into Arabic. The researcher has used the Descriptive, Analytical and Contrastive methods. Moreover, the researcher used primary and secondary data. Primary data were obtained from questionnaire distributed to all male and female students who are studying specialization in linguistics and translation from Arabic department. The number of students are 42. Secondary data were collected from books, research articles and Websites information to construct its theoretical subject. In order to obtain accurate scientific results, the researcher used MS Excel 2019. Interviews were conducted randomly with three students in each year. The major findings are there are more differences then similarities in tense structure between two languages in terms of the number of tenses and its basis and the use of clues which indicates meaning. Therefore, students face difficulties when translating in identifying tense, choosing the right word, and usage of appropriate clues for tense. They also face difficulties in translating tense, especially in perfect and perfect continues tenses. In order to reduce the difficulties, the researcher suggest that students should focus on learning tense accurately with practical. This research would help identify difficulties in translating tense and provide appropriate solutions regarding the issue]]>
<![CDATA[The Effect of Cooperative Teaching with the Type of Numbered Headers on the Results of Teaching Arabic Writing ]]>
<![CDATA[Rini Angreni Hasibuan]]>;
<![CDATA[FNU Yunaldi]]>
<![CDATA[ Indonesian Journal of Arabic Studies Vol. 4 No. 2 (2022) ]]>
Publisher : <![CDATA[UIN Siber Syekh Nurjati Cirebon, Indonesia ]]>
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DOI: 10.24235/ijas.v4i2.10840
<![CDATA[The results of the Arabic writing teaching in the Class VIII MTS Robi’ul Islam Pasar Latong, Lubuk Barumun Dtricist, Padang, Indonesia were not good because the teacher did not use the diverse education model. One of the education model is cooperative education in the Numbered Head Together type. This education can build actual education and promote cooperation between students in the discussion so that it can be influenced by the results of teaching Arabic writing The questions of this research are how to apply Numbered Head Together cooperative education? Has Numbered Head Together -type cooperative education affected the results of arabic writing education for VIII students at The MTS Robi’ul Islam Pasar Latong? The objectives of this research are to demonstrate the application of Numbered Head Together cooperative education and to see the impact of Numbered Head Together cooperative education on the results of arabic writing education for VIII students at The MTS Robi’ul Islam Pasar Latong. The type of research is quantitative research in an experimental manner. The search population was all eighth class students، consisting of five classes with a total of 156 students. The number of students taken from class 8-A was 30 and the 8-B class was 31. Data collection is observed and tested. The data is processed and the data analyzed using the t. test formula after it has been studied by applying the remote test for experimental separation 83.70 and the control separation 78.65. The thitung> ttabel means 2,214 > 2,000  means that Ha is acceptable or there are cooperative effects of Numbered Head Together on the results of Arabic language education in the eighth semester of The MTS Robi’ul Islam Pasar Latong. The conclusion of this research is that there are cooperative effects of Numbered Head Together on the results of arabic writing education for VIII students at The MTS Robi’ul Islam Pasar Latong. ]]>
<![CDATA[The Meaning of Khalaqa and Its Derivation in Surah Ar-Rum (Semantic Analysis of Toshihiko Izutsu) ]]>
<![CDATA[Mislannada Fiddaraini]]>;
<![CDATA[FNU Yusroh]]>;
<![CDATA[Rika Astari]]>;
<![CDATA[Abdul Mukhlis]]>
<![CDATA[ Indonesian Journal of Arabic Studies Vol. 4 No. 2 (2022) ]]>
Publisher : <![CDATA[UIN Siber Syekh Nurjati Cirebon, Indonesia ]]>
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DOI: 10.24235/ijas.v4i2.11283
<![CDATA[This study, entitled 'The Meaning of Khalaqa and its Derivation in Surah Ar-Rum (Semantic Study of Toshihiko Izutsu)' aims to describe the derivation of the word khalaqa in Surah Ar-Rum, explain its basic and relational meanings, explain the synchronic and diachronic words of khalaqa with a semantic perspective. Toshihiko Izutsu explains the world view of the derivation of the word khalaqa in Surah Ar-Rum. The method used in this research is descriptive with a qualitative approach. The type of research used is a literature study. The research design and framework are temporary because the research is open-ended, and this research is natural. The results of this study indicate that the form of the word khalaqa and its derivation in the surah Ar-Rum is found 10 times mentioned in 9 verses, some are in the form of file madi, fi'il mudari', and masdar. The basic meaning of each verse is creating, creation, and creation, and its relational meaning is related to the words Allah, Allah, Yabda’u, Yu’iduhu, Fitrah, Yatafakkaru, as-Samawati wal-‘Ard, Alsinatikum wa Alwanikum, Azwaja, Turab, Basyar, Razaqakum, Yumitukum, yuhyikum, Da’fin quwwatan, Ma yasya’u and Wa min Ayatihi. The synchronic meaning is explained through the method of interpretation which comes from the explanations of the interpretations of Ibn Katsir, Al-Maragi, and Tafsir Al-Misbah. The diachronic meaning of the word khalaqa and its derivation consists of three phases, namely pre-Qur'an, Qur'anic phase, and post-Qur'an. The resulting worldview can form the belief in the existence of Allah SWT with three types of components, namely a vertical relationship to Allah (hablun min Allah), a relationship to fellow humans (hablun minan-nas), and a close relationship to Allah through oneself (hablun binafsihi).تهد٠هذه الدراسة المعنونة "معنى خلق واشتقاقها ÙÙŠ سورة الروم (دراسة دلالية عند توشيهيكو إيزوتسو)" إلى وص٠اشتقاق كلمة خلق ÙÙŠ سورة الروم، ÙˆØ´Ø±Ø Ù…Ø¹Ø§Ù†ÙŠÙ‡Ø§ الأساسية والعلائقية، ÙˆØ´Ø±Ø Ø§Ù„Ù…ØªØ²Ø§Ù…Ù† والكلمات المتزامنة للخلق من منظور دلالي: توشيهيكو إيزوتسو، ÙˆÙŠØ´Ø±Ø Ø§Ù„Ù†Ø¸Ø±Ø© العالمية لاشتقاق كلمة خلق ÙÙŠ سورة الروم.الطريقة المستخدمة ÙÙŠ هذا البØØ« وصÙية ذات منهج نوعي. نوع البØØ« المستخدم هو دراسة الأدب. تصميم البØØ« وإطاره مؤقتان لأن البØØ« Ù…ÙتوØØŒ وهذا البØØ« طبيعي.تشير نتائج هذه الدراسة إلى أن شكل كلمة خلق واشتقاقها ÙÙŠ سورة الروم وجد 10 مرات المذكورة ÙÙŠ 9 آيات بعضها على شكل الÙعل الماضي، Ùˆ المضارع، Ùˆ المصدر. المعنى الأساسي لكل آية هو الخلق، والخالق، Ùˆ المخلوق، ومعناه العلائقي مرتبط بكلمات الله، والÙطرة، Ùˆ من آياته والسماوات والأرض، والأزواج، والبشر Ùˆ التراب Ùˆ يبدأ Ùˆ يعيد Ùˆ رزق Ùˆ يميت Ùˆ ÙŠØيي Ùˆ يتÙكرو ما يشاء. ويÙسر معنى التزامن من خلال منهج التÙسير الذي يأتي من تÙسير ابن كثير والمراغي وتÙسير المصباØ. يتكون المعنى التاريخي لكلمة الخلق واشتقاقها من ثلاث مراØÙ„ØŒ وهي مرØلة ما قبل القرآن والمرØلة القرآنية وما بعد القرآن. يمكن لوجهة النظر الناتجة إلى العالم أن تكوÙّن الإيمان بوجود الله سبØانه وتعالى بثلاثة أنواع من المكونات، وهي العلاقة الرأسية بالله (Øبل من الله)ØŒ والعلاقة مع إخواننا من البشر (Øبل من الناس)ØŒ والعلاقة الوثيقة بالله من خلال الذات. (Øبل بنÙسه).]]>
<![CDATA[Contrastive Analysis of Noun Clauses in Arabic and Swahili Languages ]]>
<![CDATA[Faisal Masoud Muhindo]]>;
<![CDATA[Erfan Gazali]]>
<![CDATA[ Indonesian Journal of Arabic Studies Vol. 4 No. 2 (2022) ]]>
Publisher : <![CDATA[UIN Siber Syekh Nurjati Cirebon, Indonesia ]]>
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DOI: 10.24235/ijas.v4i2.11335
<![CDATA[The focus of this study is to compare the structure of noun clauses in Arabic and Swahili based on its pattern and constituent elements. This study is a qualitative study using a contrastive descriptive analysis method. The analysis used is content analysis with the aim of describing the structure of noun clauses in Arabic and Swahili separately which is then compared to find out the similarities and differences in the noun clauses of the two languages. Based on the results of the comparison, it can be seen that the noun clauses of the two languages have the same structure, namely consisting of a subject and a predicative. The difference between these two noun clauses is that in Arabic (1) predicates can be nouns, adjectives, prepositional phrases, or adverbs and this is not found in Swahili; (2) subject and predicate in Arabic can be either masculine or feminine; (3) Subjects in Arabic sometimes take the form of definite and infinite (4) Nominal sentences in Swahili have 4 four kinds, namely sentensi sahili, sentensi ambato, sentensi changamano and sentensi shurtia while Arabic has two types of noun clauses namely mansukha and gairu mansukha. By knowing the similarities and differences of noun clauses based on patterns and forming structures, students can get a better description of how to use Arabic clauses correctly. For teachers of Arabic, this study can be input for teaching clauses and preparing better learning materials.]]>
<![CDATA[Improvement of Arabic Speaking Skills Through the Total Physical Response Learning Method at The State Islamic Junior High School ]]>
<![CDATA[Muhammad Afthon Ulin Nuha]]>;
<![CDATA[Nurul Musyafa’ah]]>
<![CDATA[ Indonesian Journal of Arabic Studies Vol. 5 No. 1 (2023) ]]>
Publisher : <![CDATA[UIN Siber Syekh Nurjati Cirebon, Indonesia ]]>
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DOI: 10.24235/ijas.v5i1.12583
<![CDATA[Purpose: The goal of this study is to find out how much students' ability to speak Arabic (maharah kalam) improves when they use the Total Physical Response (TPR) method to learn Arabic at class VII-A Islamic Junior High School or MTsN (4) in Jombang, Indonesia, as well as what factors help and hurt their progress. Design/ methods/approach: This study used spiral system classroom action research. This research followed the Hopkins model research design, starting with preliminary acts, then planning, action, observation, and reflection. The research cycled twice. Cycle II improved on cycle I's incomplete evaluation results. Cycle I reflection determined Cycle II improvements. This study yielded qualitative and quantitative data. Quantitative data comes from teacher observations, student interviews, and field notes. Student activities and post-learning evaluations provide quantitative data. The data came from students of class VII-A Islamic Junior High School (4) in Jombang, Indonesia. This study used observation, testing, and field notes. Data analysis completed a study. Interviews, field notes, student evaluations, and teacher observations were assessed. Instructor observations, interviews, and field notes shaped conclusions. Data analyzed student evaluation and activities. Findings: The results showed (1) With the TPR learning method, the score of the test results in the first stage at the end of learning maharah kalam Arabic averaged 60.98%, which is so good. After being given directions back in the second stage, it reached an average of 72 % or with good criteria; (2) The supporting factors that influence speaking activities are language (linguistic) and non-linguistic (non-linguistic), while the inhibiting factors are more dominant to the lack of mastery of mufradat]]>
<![CDATA[Arabization: Its Concept, Importance, Methods, and Term Crisis ]]>
<![CDATA[Basil Faisal AL-Zu’bi]]>;
<![CDATA[Hashim Saleh Manna]]>;
<![CDATA[Rijal Mahdi]]>
<![CDATA[ Indonesian Journal of Arabic Studies Vol. 5 No. 1 (2023) ]]>
Publisher : <![CDATA[UIN Siber Syekh Nurjati Cirebon, Indonesia ]]>
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DOI: 10.24235/ijas.v5i1.12605
<![CDATA[Purpose: The research aims to clarify the concept of Arabization and its importance and methods, then discuss the crisis of the term circulating among scholars to indicate that from the ancient to the modern. Design/ methods/approach: The descriptive method is used in the research, starting with induction and a statistical survey of ancient and modern scientists' use of the term indicative of Arabization and its synonyms, then analysis, classification, justification, processing, and meandering to determine the importance of Arabization and its conditions after treatment, followed by discussion and formulation of the results. Findings: The researcher reached a set of results, the most important of which are: Arabization is a growth factor for the language, activating thought, and its purpose is to facilitate cross-pollination between nations in affecting and influencing vocabulary, and the term must be unified and resolved its crisis, especially when the nomenclature that denotes the Arabization process overlaps.  ]]>
<![CDATA[Discourse Analysis and the Capacity of Linguistic Studies to Theorize a Framework ]]>
<![CDATA[Yusuf Murtadha]]>
<![CDATA[ Indonesian Journal of Arabic Studies Vol. 5 No. 1 (2023) ]]>
Publisher : <![CDATA[UIN Siber Syekh Nurjati Cirebon, Indonesia ]]>
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DOI: 10.24235/ijas.v5i1.12615
<![CDATA[Purpose: This paper focuses on developments, such as Text linguistic, Discourse analysis and Critical discourse analysis, that was introduced in the field of linguistics in the Nineteenth century. These are approaches that refer to language units (text, discourse, conversation and narratives) as social situation with multiple relations, and focus in their analysis on social details that is beyond structure, rather, a careful observation of nature and interpersonal relation. Design/ methods/approach: this paper adopts descriptive analytical method to describe various scientific phenomena that are related to the theoretical capacity of linguistic over other discipline, as well as details of different approaches, procedural similarities and Arabic studies’ adaptation to the development of linguistic in area of discourse analysis. Findings: This paper concluded that the linguistic revolution and transformation towards language units have made analysis focus on social and cognitive aspects, intellectual and intentional strategy, and ideological orientation, which has drawn other studies to the textual linguistic process of analysis.]]>
<![CDATA[Representations of Feminism In The Drama Series Qalb Al Adala By Walter Parkes And William Finkelstein ]]>
<![CDATA[Azza Zahra Rafiqah]]>;
<![CDATA[Bastian Zulyeno]]>;
<![CDATA[Siti Rohmah Soekarba]]>
<![CDATA[ Indonesian Journal of Arabic Studies Vol. 5 No. 1 (2023) ]]>
Publisher : <![CDATA[UIN Siber Syekh Nurjati Cirebon, Indonesia ]]>
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DOI: 10.24235/ijas.v5i1.12699
<![CDATA[Purpose: This study discusses the representation of feminism in the drama series Qalb Al Adala. Qalb Al Adala is an Emirati drama series that follows the perseverance of a woman named Farah in pursuing her career. This series was produced in January 2017 and aired in September 2017. This study aims to explain the representation of feminism and the signs representing feminism in the series. Design/methods/approach: This study uses the qualitative study method along with documentation and literature reviews. The theories applied in this study are the theory of feminism and the semiotic theory of John Fiske, which is based on codes of television. Findings: Results show that Qalb Al Adala represents the values of liberal feminism and existential feminism. The signs representing feminism are depicted through conventional representation with a code of character. On an ideological level, feminist values are represented by the values of liberal feminism and existential feminism.]]>
<![CDATA[Simplification of Arabic Preparatory Classes Through an Intensive Learning in Higher Education ]]>
<![CDATA[Slamet Riyadi]]>;
<![CDATA[FNU Rozaanah]]>
<![CDATA[ Indonesian Journal of Arabic Studies Vol. 5 No. 1 (2023) ]]>
Publisher : <![CDATA[UIN Siber Syekh Nurjati Cirebon, Indonesia ]]>
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DOI: 10.24235/ijas.v5i1.12820
<![CDATA[Purpose: This study seeks to describe an intensive Arabic learning model that has been tested at As-Sunnah Islamic College for three months with the same success rate as one- to two-year language preparation courses for university students. Design/ methods/approach: this research uses a qualitative naturalistic approach where the research is carried out naturally following the program implemented in the field without manipulating the existing variables. Furthermore, the data is described and compared objectively with data from existing language preparation programs. Findings: The Intensive Course, also known as Daurah Mukatssafah, consists of two primary activities. First, intensively study the Arabic book Baina Yadaik, beginning with volume 1 and ending with volume 6, in classes led by multiple lecturers per class. Second, language proficiency utilizes an immersion model outside of the classroom. The results demonstrated a considerable increase in students' Arabic proficiency, equivalent to one year's worth of learning in the Language Preparation Course.  ]]>
