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Lisanudhad: Jurnal Bahasa, Pembelajaran, dan Sastra Arab
Published by Universitas Darussalam Gontor
ISSN : 23561998     EISSN : 25276360     DOI : https://www.doi.org/10.21111/lisanudhad.v13i1.7
Core Subject :
The Lisanudhad is a scientific journal which focuses on the theme and topic of Arabic language teaching for non-native speakers: Methodology of Arabic teaching for non-native speakers; Teaching for Arabic Competences; Strategy for teaching and learning Arabic for non-native speakers; Models of Arabic teaching for non-native speakers; The Technology of Arabic teaching; Design of Arabic teaching for non-native speakers; Evaluation in Arabic teaching for non-native speakers. Linguistics pedagogy (Studies on phonology, morphology, syntax and semantics in teaching Arabic for non-native speakers.
Arjuna Subject : -
Articles 198 Documents
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Manhaj Taʿlīm al-Lughah al-ʿArabiyyah li al-Nāṭiqīn bi Ghayrihā (Dirāsah Waṣfiyyah li al-Dawrah al-Tadrībiyyah al-Mukaththafah fī al-Lughah al-ʿArabiyyah bi Markaz al-Lughah, Jāmiʿat Dār al-Salām Gontor) Alif Cahya Setiyadi; Agung Prawoto
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 3 No. 1 (2016): Jurnal Lisanudhad: Jurnal pendidikan bahasa, dan sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

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Abstract

The Arabic language training program organized by the Language Center of Universitas Darussalam Gontor is an intensive educational initiative designed to develop learners’ proficiency in the four essential language skills: speaking, listening, reading, and writing. The program provides a comprehensive set of language activities supported by a curriculum specifically designed to achieve its instructional objectives. Arabic instruction in this program follows an integrated curriculum that combines classroom learning with extracurricular language activities to create a continuous Arabic-speaking environment throughout the day. Consequently, the instructional approaches employed inside the classroom differ from those implemented outside the classroom in order to maximize language exposure and communicative practice. This study provides a detailed descriptive analysis of the instructional curriculum used in the intensive Arabic training program at the Language Center of Universitas Darussalam Gontor. It examines the curriculum design as well as the teaching methods and instructional techniques applied in delivering the program's learning materials.
Taṭwīr Māddah Mahārah al-Qirāʾah min Khilāl Tarjamat al-Ḥikāyāt al-Shaʿbiyyah al-Indūnīsiyyah ilā al-Lughah al-ʿArabiyyah li Ṭalabat al-Madāris al-Thānawiyyah al-Islāmiyyah bi Indūnīsiyā Tisf Wanda Effendy
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 3 No. 1 (2016): Jurnal Lisanudhad: Jurnal pendidikan bahasa, dan sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

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Abstract

The development of high-quality instructional materials is an essential aspect of effective language teaching, as the quality of teaching is closely related to the quality of the learning materials employed. This study aims to develop reading skill materials by translating Indonesian folktales into Arabic for students of Islamic senior secondary schools in Indonesia. The research adopts a modified Research and Development (R&D) model proposed by Borg and Gall (1989), consisting of six stages: (1) needs analysis, (2) product design, (3) expert validation, (4) product revision, (5) field testing, and (6) final product development. The study resulted in three major outcomes. First, it produced a set of reading materials based on translated Indonesian folktales, comprising a dedication page, preface, table of contents, reading texts, illustrated exercises, learner profile page, and references. Second, expert evaluations indicated that the developed materials were of excellent quality and suitable for use as supplementary resources in Arabic language instruction for Islamic senior secondary school students in Indonesia. Third, the study developed a user guide for both teachers and students to facilitate classroom implementation and support independent learning.
Manhaj al-Ṣuwar fī Taʿlīm al-Lughah al-ʿArabiyyah (Dirāsah al-Lughah al-ʿAṣabiyyah) Moh Ismail
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 3 No. 1 (2016): Jurnal Lisanudhad: Jurnal pendidikan bahasa, dan sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

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Abstract

Arabic has become one of the world's major languages, playing a significant role in international cultural, intellectual, economic, political, and communicative spheres. Consequently, language learning has emerged as an essential competency for contemporary generations and a key requirement for fostering mutual understanding and intercultural dialogue among diverse societies. As language education continues to evolve through advances in educational technology, innovative approaches are needed to improve the teaching and learning of Arabic for non-native speakers. Modern Arabic language instruction should be guided by internationally recognized pedagogical, technological, linguistic, and cultural standards, encompassing effective content delivery, digital learning resources, instructional strategies, and assessment methods to ensure quality, accessibility, and sustainability. This article presents an image-based approach to Arabic language teaching, highlighting the use of visual media as both an instructional tool and a teaching strategy to facilitate language acquisition and enhance learners' engagement and comprehension.
Wujhāt Naẓar Dārisī al-Lughah al-ʿArabiyyah Naḥwa Taʿallum Māddat al-Naḥw al-ʿArabī Hanan Mustafa
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 3 No. 1 (2016): Jurnal Lisanudhad: Jurnal pendidikan bahasa, dan sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

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Abstract

Arabic grammar constitutes one of the most fundamental disciplines in linguistic studies, particularly in preserving the accuracy and integrity of the Arabic language against linguistic errors and dialectal influences. As Arabic continues to be used globally in various educational, religious, and communicative contexts, grammar instruction remains an essential component of Arabic language education. This study aims to explore the perspectives of non-native university students of Arabic regarding the learning of Arabic grammar as a formal academic subject. Employing a qualitative research approach, data were collected and analyzed through focus group interviews involving two male and three female students from different academic levels. The findings reveal that participants encountered various linguistic and non-linguistic challenges in learning Arabic grammar. Despite these difficulties, they expressed a positive attitude toward grammar learning and reported that it appeared relatively easy during the initial stages of study. The study suggests that teachers should utilize students’ perspectives to improve grammar teaching methods and enhance learners’ linguistic competence and classroom performance. Furthermore, the article provides practical recommendations for classroom instruction based on the experiences and perceptions of Arabic language learners.
Tārīkh Nash'at al-Ma'ājim al-'Arabiyyah Agus Yasin; alif Cahya Setyadi
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 2 No. 2 (2015): Jurnal Lisanudhad: Jurnal pendidikan bahasa, dan sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

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Abstract

The history of Arabic lexicography began in the first century of the Hijri era (seventh century CE). Since that period, Muslim scholars paid considerable attention to the vocabulary of the Qur'an, particularly to the words classified as gharīb (uncommon or difficult words), by interpreting and investigating their precise linguistic meanings. Among the earliest scholars who devoted themselves to Qur'anic interpretation, especially the explanation of gharīb al-Qur'an, was ʿAbd Allāh ibn ʿAbbās (d. 68 AH/687 CE). The spread of the Arabic language throughout the regions conquered by Muslims also raised concerns among scholars about the preservation of Arabic due to its contact with other languages. Consequently, they compiled dictionaries to preserve the language and to facilitate understanding among people whose tongues had become influenced by non-Arabic languages. Today, there is no doubt that the Arab world faces certain limitations in the field of lexicography when compared with the remarkable lexicographical advancement achieved in many European countries, where dictionary-making has been regarded as a national endeavor and has received extensive institutional support and resources. This article aims to examine the historical development of Arabic dictionaries across different periods of Arab history. It discusses the general historical background of Arabic lexicography, the stages of its development and renaissance from its earliest beginnings to the present day, as well as the major schools of Arabic lexicography.
Ilm al-Maʿājim wa al-Muʿjam al-ʿArabī Saiful Anwar
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 2 No. 2 (2015): Jurnal Lisanudhad: Jurnal pendidikan bahasa, dan sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

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Abstract

A dictionary is a reference work that contains the vocabulary of a language, usually arranged alphabetically, with definitions of each entry and information concerning its forms, pronunciation, etymology, meanings, and various usages. It is a systematically organized list of words from a language compiled according to a particular methodology. A dictionary may also serve as a tool for clarifying the meanings of foreign words. The study of dictionaries encompasses both lexicology and lexicography. Lexicology focuses on the scientific study of words, including their structure, formation, meanings, and linguistic characteristics. Lexicography, on the other hand, is concerned with the compilation and classification of dictionaries, the selection of lexical entries, the methodology of dictionary compilation, the objectives of dictionary making, and the meanings of the words included. This article discusses these two major fields—lexicology and lexicography—in the context of the Arabic language, which is recognized as one of the richest languages in the world because of its vast vocabulary and diverse semantic expressions. Lexicographical studies in Arabic differ in several respects from those conducted in other living languages around the world.
Dirāsat Taṣnīf al-Muʿjam al-ʿArabī: (Taḥlīl al-Manhaj al-Abjadī al-ʿĀdī fī Taṣnīf Muʿjam al-Munjid) Moh Ismail; Fairuz Subakir Ahmad
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 2 No. 2 (2015): Jurnal Lisanudhad: Jurnal pendidikan bahasa, dan sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

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Abstract

The study of dictionary classification is one of the branches of philology that focuses on the methods of compiling dictionaries with the aim of clarifying the meanings of words in a language. Dictionary compilation employs various classification methods that differ according to the lexicographical school adopted. These include the anagrammatic (taqlīb) school, the rhyme (qāfiyah) school, the alphabetical school, and several other lexicographical traditions. An understanding of these schools enables users to benefit more effectively from dictionaries by familiarizing themselves with the methods employed by their compilers, the principles underlying their organization, and the appropriate ways to use them. The standard alphabetical method is one of the major approaches to dictionary classification. In this method, lexical entries are arranged into sections and chapters according to the normal sequence of letters in each word. The arrangement begins with the first letter, followed by the second and third letters, without rearranging or permuting the root letters. Thus, dictionary entries are organized according to the first letter while taking into account the second and third letters in their natural order. This method has become one of the simplest and most accessible systems for learners of Arabic. Based on this background, the researchers consider the study of this method essential for students of Arabic and scholars interested in lexicography. Therefore, this article aims to describe and analyze the standard alphabetical method employed in the classification of Al-Munjid Dictionary.
Taʿlīm "Fatḥ al-Munjid" fī Maʿhad al-Īmān al-Islāmī lil-Banīn yoke suryadharma
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 2 No. 2 (2015): Jurnal Lisanudhad: Jurnal pendidikan bahasa, dan sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

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Abstract

Al-Munjid is one of the dictionaries commonly used in modern Islamic boarding schools (pesantren). It serves as an important resource for identifying the meanings of difficult vocabulary encountered by students during the learning process. Al-Munjid possesses several distinctive advantages over other dictionaries. Its extensive vocabulary places it among the most comprehensive dictionaries used in schools and universities. Moreover, its detailed explanations of word meanings facilitate learners in searching for and understanding Arabic vocabulary. This dictionary is widely used in many Islamic educational institutions, particularly those that emphasize Arabic language instruction. One example is Maʿhad al-Īmān al-Islāmī lil-Banīn, located in Ponorogo, East Java, Indonesia. At this institution, the dictionary has been incorporated into a specialized course known as "Fatḥ al-Munjid," which is taught to fifth-grade students. Through this course, students learn the techniques for effectively using Al-Munjid, culminating in a special examination on dictionary usage. For those interested in Arabic language studies, this educational practice represents a distinctive feature that sets the institution apart from many other Islamic boarding schools in Indonesia. Based on this uniqueness, the author considers that studying both this dictionary and its instructional implementation is valuable for students and teachers of Arabic. Therefore, this article provides a comprehensive explanation of the Fatḥ al-Munjid course and its implementation in the institution.
Manhaj Muʿjam al-Munawwir li-Aḥmad Warson Munawwir wa Muʿjam li-Maḥmūd Ahmad Kali Akbar
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 2 No. 2 (2015): Jurnal Lisanudhad: Jurnal pendidikan bahasa, dan sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

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Abstract

Al-Munawwir Dictionary by Aḥmad Warson Munawwir is one of the most significant Arabic dictionaries that has played an important role in the teaching and learning of Arabic for non-native speakers. It contains a wide range of contemporary Arabic vocabulary suitable for both university and non-university students. Another widely recognized Arabic dictionary is the Arabic–Indonesian Dictionary by Dr. Maḥmūd Yūnus, which is well known for its simplicity. It is commonly used by elementary and junior secondary students in Islamic schools and boarding schools. One of its major advantages is the ease with which users can locate lexical entries, as the dictionary is organized according to the standard alphabetical order, making it particularly suitable for beginners. Undoubtedly, each of these dictionaries employs its own distinctive lexicographical methodology, differing in various aspects such as the number of entries, the presentation of meanings, and other organizational features. From this perspective, the author considers it important to conduct a comparative study of the methodologies adopted by these two dictionaries in order to identify their respective characteristics and unique strengths. This study does not aim to determine which dictionary is superior. Rather, it seeks to examine the limitations and advantages of each dictionary so that future lexicographical works may benefit from their strengths and ultimately produce dictionaries that are more comprehensive and effective.
Manhaj Muʿjam al-Furūq al-Lughawiyyah li-Abī Hilāl al-ʿAskarī Adib Kurniawan
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 2 No. 2 (2015): Jurnal Lisanudhad: Jurnal pendidikan bahasa, dan sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

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Abstract

In its general sense, a dictionary refers to any systematically organized list of words from a language, arranged according to a particular method and accompanied by explanations of their literal or figurative meanings as well as their various usages. Dictionaries are indispensable resources for language learners because an individual's vocabulary is naturally limited by the scope of his or her knowledge and experience. Among the many types of dictionaries is Al-Furūq al-Lughawiyyah by Abū Hilāl al-ʿAskarī, which helps readers identify the subtle semantic distinctions between words that are commonly regarded as synonyms. At the same time, it assists users in selecting the most precise lexical item to express the intended meaning with clarity and accuracy. This dictionary is considered one of the most valuable references for investigating ambiguous words, particularly in the Arabic language. It offers a variety of features designed to facilitate the search for word meanings. This article aims to analyze the methodology employed in Al-Furūq al-Lughawiyyah by Abū Hilāl al-ʿAskarī, particularly its semantic or thematic arrangement of lexical entries. Such an arrangement enables users to identify one or more words corresponding to a specific concept. The dictionary also serves several important purposes, including supporting translation, facilitating academic research, assisting scholars engaged in the critical editing of classical Arabic texts, and helping specialists develop terminology for the sciences and the arts. The article begins with a brief overview of the dictionary's historical background, contents, style, and primary objectives, followed by a discussion of selected explanations, its distinctive features, and its limitations.

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