Lisanudhad: Jurnal Bahasa, Pembelajaran, dan Sastra Arab
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.
Articles
198 Documents
<![CDATA[Ta’līmul Insyā Fī Tanmiyāti Kafāati At Ta’bīr At Taḥrīrī ]]>
<![CDATA[Imam Bahroni]]>;
<![CDATA[Nur Hadi Ihsan]]>;
<![CDATA[Athifah Saifurrahman]]>
<![CDATA[ Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 6 No. 1 (2019): Lisanudhad: Journal Bahasa, Pembelajaran dan Sastra Arab ]]>
Publisher : <![CDATA[Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor ]]>
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<![CDATA[علم الإنشاء هو إحدى الأنشطة والمهارات الكتابية يفرض فيها إيجاد المعاني وتنسيقها بصورة تعبر عما يجول بالخاطر وخطر في الذهن اهتماماً نحو القواعد اللغوية كقواعد النحو والصرف والقواعد الإملائية. ركّز على تنمية مهارة الكتابة التي تعد إحدى وسائل التواصل وكانت من خواص الإنسان التي تميزه عن الحيوان، وقد ميزها وفضلها علماء الأدب. وله أثر في تنمية القدرة على التعبير التحريري الذي يقوم بمكانة عالية بين فروع اللغة، حيث يكون فيه القدرة على الاطلاع على ما تحدث الفرد وقرأ، والتقاط المفردات واستخدام التراكيب اللغوية، والقدرة على تحديد الأفكار. فيهدف تعليم الإنشاء إلى إكساب القدرة على التعبير السليم بالأفكار والآراء المرتبة و بلغة سليمة مفرداً أو تركيباً. ويجب على المدرس معرفة الأسس في تعليم الإنشاء وهي ثلاثة: الأسس النفسية، والأسس التربوية، والأسس اللغوية. كما يجب أيضاً الاهتمام نحو الخطوات الأساسية في تعليم الإنشاء، وهي: التمهيد، العرض، كتابة الموضوع، الربط، والخاتمة. وكذلك، يجب عليه معرفة المشكلات وأسبابها في تعليم الإنشاء، كانصراف التلاميذ عن الإنشاء، والضعف الشائن، والقصور الشديد في إنشاء معظم التلاميذ، وإرهاق المدرسين.]]>
<![CDATA[Qaḍiyyat ʿIlm al-Dalālah ʿinda Toshihiko Izutsu ]]>
<![CDATA[Kamal Musthofa]]>
<![CDATA[ Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 2 No. 1 (2015): Jurnal Lisanudhad: Jurnal pendidikan bahasa, dan sastra Arab ]]>
Publisher : <![CDATA[Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor ]]>
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<![CDATA[The concept of language is no longer understood merely as a collection of sounds through which people express their intentions. Rather, language encompasses not only spoken expressions but also writing, signs, gestures, and other forms of communication that normally accompany verbal interaction. Among the scholars who devoted significant attention to the study of semantics is the Japanese linguist Toshihiko Izutsu, who is widely known for his theory of worldview (Weltanschauung) in semantic studies. Izutsu argued that an adequate and comprehensive conception of semantics had not yet been fully established. According to him, many existing interpretations of semantics fail to capture its true nature and therefore represent incomplete or distorted understandings of the discipline. This article aims to provide an in-depth examination of Toshihiko Izutsu's views on semantics by exploring the theoretical foundations of his semantic approach and its implications for understanding meaning within language.]]>
<![CDATA[Ferdinand de Saussure: Structuralism and His Role in Modern Linguistics ]]>
<![CDATA[Khoirul Zaman Al Umma]]>
<![CDATA[ Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 2 No. 1 (2015): Jurnal Lisanudhad: Jurnal pendidikan bahasa, dan sastra Arab ]]>
Publisher : <![CDATA[Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor ]]>
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<![CDATA[Structuralism emerged in the twentieth century with the publication of Course in General Linguistics, a work based on the lectures of Ferdinand de Saussure at the University of Geneva. Although the book was compiled and published posthumously by his students rather than written directly by Saussure himself, it is widely regarded as a landmark that revolutionized modern linguistic thought. Structural linguistics analyzes language by focusing on its internal structure rather than on its historical development. Saussure viewed language as an organized system of interrelated elements and distinguished between langue, the abstract system of language shared by a speech community, and parole, the individual act of speech or communication. The linguistic principles proposed by Saussure introduced a new methodological framework for language analysis that differed fundamentally from the historical-comparative approach that had dominated linguistic studies before the emergence of structuralism. This paper discusses the essential principles of Saussure's structuralist theory and examines its significant contribution to the development of modern linguistics.]]>
<![CDATA[Asykāliyatu Nuṭqil Ḥurūf Al ‘Arabiyyah Laday Ṭalabati Madrasati Tarbiyatil Qur’an: Tahlīl Taqābulī bayna Al-Lugah Al-’Arabiyyah wa Al-Lugah Al-Indūnīsiyyah fī Mustawā Al-Fūnīm ]]>
<![CDATA[Kamal Yusuf]]>;
<![CDATA[Sri Indah Ayu Damayanti]]>
<![CDATA[ Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 6 No. 1 (2019): Lisanudhad: Journal Bahasa, Pembelajaran dan Sastra Arab ]]>
Publisher : <![CDATA[Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor ]]>
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<![CDATA[إن المتعلمين الإندونيسيون يوجهوا المشاكل كثـيرا عند تعلم اللغة العربية و بالخصوص فى مجال علم الصوتيات (phonetics)، و تظهر الصعوبات لوجود الاختلافات بين نظام الصوت العربي و الإندونيسي. فيهدف هذه المقالة إلى استكشاف صعوبات و مشكلات المتعلمين فى تعلم الأصوات العربية، و اشتركت الطلبة من المدرسة لتعلم القرآن ”المهجرين“ سيدايو، جريسيك، إندونيسيا فى هذا البحث العلمي. إلجراء هذا البحث، استخدم الباحث المنهج الوصفىي التقابلي، و عقد الاختبار لقراءة الصوتيات العربية و المقابلة لأجل جمع البيانات. كشفت هذه الدراسة على أن المتعلمين الإندونيسين واجهوا الصعوبات فى نطق الحروف العربية المتأثرة باللغة الإندونيسية. استخدم المتعلمون هذه الاستراتيجيات للتغلب على الصعوبات، وهي نطق نفس الصوتيات كالصوت ”ح“ و ”خ“، و نطق الأصوات المماثلة كالصوت ”س“ و ”ش“، ونطق الأصوات عن طريق تغيـير الصوتيات فتكون أسهل فى النطق كالصوت ”ث“ تغيـيره بالصوت ”س“. هذا البحث يقدم الاقتراحات والتوصيات فى التغلب على صعوبات لدي المتعلمين الإندونيسين فى تعلم الأصوات العربية ونطقها الصحيحة.]]>
<![CDATA[Intāj al-Lughah fī al-Dimāgh (Dirāsah fī ʿIlm al-Lughah al-ʿAṣabī) ]]>
<![CDATA[Moh Ismail]]>
<![CDATA[ Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 2 No. 1 (2015): Jurnal Lisanudhad: Jurnal pendidikan bahasa, dan sastra Arab ]]>
Publisher : <![CDATA[Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor ]]>
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<![CDATA[Thinking is a rational cognitive process that is not directly connected to external objects in the same way as sensory perception; rather, it operates through mental activity. Cognitive activity is closely associated with language, which functions as a medium for thought and communication among members of society. Language itself is realized through a linguistic organization within the brain, the organ that serves as the central regulator of the thinking process. Through the interaction of language and thought, human beings formulate goals that mentally precede the outcomes of their actions. Consequently, thinking is expressed in various forms, including concepts, judgments, reasoning, theories, and other cognitive structures. This article seeks to present several fundamental issues concerning the relationship between language and thought, as well as the cognitive processes that occur within the brain. In its concluding section, the article discusses how linguistic thought is produced in the brain from the perspective of neurolinguistics.]]>
<![CDATA[Dirāsah ‘An Al-Luṣgah wa Al-Laknah wa Al-Laḥn ]]>
<![CDATA[Muflihah]]>;
<![CDATA[M.Bashori]]>
<![CDATA[ Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 6 No. 1 (2019): Lisanudhad: Journal Bahasa, Pembelajaran dan Sastra Arab ]]>
Publisher : <![CDATA[Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor ]]>
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<![CDATA[عيوب النطق هي ظاهرة خاصة لها ظرفها المعين، وتشكل جزءاً من الظاهرة عامة. وإن اللغويين العرب قديماً أشاروا إلى ظاهرة عيوب النطق، وحاولوا تفسيرها وتوضيحها، وقد تناثرت المادة التي تناولت عيوب النطق في مصادر متعدّدة. وكانت العيوب التي تحدث في بعض النطق هي اللثغة واللكنة واللحن. والثغة أن تعدل الحرف إلى غيره أو أن يصير الراء لماً والسين ثاءاً في كلامه. واللكنة هي العجمة في الكلام أو دخول الحروف من لغة أعجمية إلى اللغة العربية. واللحن هو الخطأ في الإعراب واللغة والغناء والقطنة والتعريض والمعنى أو ترجيع الصوت والفهم ومعنى القول وإسقاط الإعراب واللغة والإيماء.]]>
<![CDATA[Tathwīr Mawād Ta’līm al-Lughah al-‘Arabiyyah al-I’lāmiyyah li Thullāb Syu’bah Ta’līm al-Lughah al-‘Arabiyyah bi Jāmi’ah Malang al-Hukumiyyah ]]>
<![CDATA[Shovi Maryam]]>;
<![CDATA[Nasaruddin Idris Jauhar]]>;
<![CDATA[Junaedi]]>
<![CDATA[ Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 9 No. 2 (2022): Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab ]]>
Publisher : <![CDATA[Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor ]]>
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<![CDATA[This study aimed to (1) develop teaching book of Journalistic Arabic for students of the Division of Arabic Education at State University of Malang, and (2) measure the effectiveness of the book. The researcher used the type of research “Research and development, and this research and development is based on the model of Sugiyono. The study used qualitative approach and quantitative approach. The analyses qualitative data by using Miles and Huberman’s theory, and analyses quantitative data by using T-Test and Likert scale. This study developed the book from the materials on website Indonesiaalyoum.com. The results of this study are following (a) Development of teaching book of Journalistic Arabic for students of the Division of Arabic Teaching at State University of Malang was done in ten steps. Assessment of the materials developed by experts and lecturers was rated "very good", and by students it was rated "excellent" which is eligible to be used in teaching and (b) based on data analysis for the pre-test and post-test in the first and field trial using SPSS t-test program indicates that the calculated t-result is greater than the table t-result. Thus, the developed teaching book is effective in improving the grades of students.]]>
<![CDATA[Al-Sawābiq min al-Asmāʾ fī Kitāb Al-Qirāʾah al-Rashīdah, al-Juzʾ al-Awwal (Dirāsah Waṣfiyyah Taḥlīliyyah) ]]>
<![CDATA[Muhammad Taufiq fadhlul Rahman]]>
<![CDATA[ Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 2 No. 1 (2015): Jurnal Lisanudhad: Jurnal pendidikan bahasa, dan sastra Arab ]]>
Publisher : <![CDATA[Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor ]]>
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<![CDATA[Word formation and morphological change in Arabic often result in shifts from the original meaning of a word, giving rise to new lexical meanings. This characteristic contributes to the richness and diversity of the Arabic vocabulary. Among the important morphological elements responsible for such changes are prefixes (sawābiq), which constitute one type of affix and play a significant role in the formation and semantic development of words. Prefixes follow specific morphological rules that help explain how changes in word structure produce semantic modifications or generate new meanings. In addition to other linguistic factors, the attachment of affixes is one of the principal causes of lexical and semantic change in Arabic. This article presents the fundamental theoretical concepts of prefixes in Arabic morphology and analyzes their occurrence in the first volume of Al-Qirāʾah al-Rashīdah. Because the language used in this textbook is relatively simple and accessible for learners of Arabic, it serves as an appropriate source for studying the use and functions of prefixes, thereby facilitating students' understanding of Arabic word formation and meaning.]]>
<![CDATA[Manhaj Ta’līm Mahārah Kalām Bi Al-Lughah Al-‘Arabiyah Baina al-Ma’had Al-Ashry Wa As-Salafy ]]>
<![CDATA[Moh. Munir]]>;
<![CDATA[Rizka Eliyana Maslihah]]>
<![CDATA[ Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 9 No. 2 (2022): Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab ]]>
Publisher : <![CDATA[Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor ]]>
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<![CDATA[Language becomes the main media in communication, through human language can establish relationships and reach understanding. The main sources of Islamic teaching are written in Arabic. Then, there are four skills in learning Arabic, one of them is speaking skills. Speaking Skill is a receptive ability, which requires the speaker must be able to speak the language using Nahwu's rules and language structure correctly. Modern Islamic Boarding School (IBS) is an educational institution that pays special attention to developing Arabic speaking skills. Besides that, the same special attention is become from Salafy IBS. The development is implemented through language activities curriculum, and the emphasis is on language environment. This article was written using the Qualitative Research approach with case study type, aimed at knowing the full description of the learning objectives, teaching materials, learning steps and evaluation rule that used of the language in both of these Islamic Boarding Schools. And the conclusion is: 1) The main purpose of learning speaking is to get students to speak fluently in Arabic with the correct rules. 2) Textbooks used specifically for teaching Arabic speaking. 3) The learning step uses a direct approach. 4) Language evaluation includes: Weekly, monthly, semester and yearly evaluations.]]>
<![CDATA[Al-Muqāranah Bayna ʿIlm al-Lughah al-Taqābulī wa Taḥlīl al-Akhṭāʾ ]]>
<![CDATA[yoke suryadharma]]>
<![CDATA[ Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 2 No. 1 (2015): Jurnal Lisanudhad: Jurnal pendidikan bahasa, dan sastra Arab ]]>
Publisher : <![CDATA[Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor ]]>
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<![CDATA[Contrastive Linguistics and Error Analysis are two branches of language teaching studies that belong to the field of Applied Linguistics. Contrastive Linguistics emerged in the 1950s as an approach intended to facilitate the teaching and learning of foreign languages. It gained widespread recognition and application throughout the 1960s and the early 1970s. Subsequently, Error Analysis developed as a complementary approach and, in many respects, as an outgrowth of Contrastive Linguistics. In the field of foreign language education, particularly after the emergence of Error Analysis, scholarly debate arose between proponents of Contrastive Linguistics and advocates of Error Analysis. Rather than examining the causes of this disagreement, the present article focuses on comparing these two approaches in order to achieve a more accurate understanding of their respective theoretical foundations and practical applications. The article aims to provide a comprehensive comparison between Contrastive Linguistics and Error Analysis so that educators and researchers may gain a deeper understanding of both approaches and make effective use of them in foreign language teaching.]]>
