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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
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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.
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Articles 198 Documents
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Tathbīq Qawāid al-Imlā fī Ta’ lim al-Lughah al-‘ Arabiyyah li ash-Shaff al-Awwal bi Kulliyati al-Mu’ allimīn al-Islāmiyyah fī Ma’hadi Ar-Risālah al-‘Ashri al-Mubarmaj al-‘Alamiy Ponorogo M Miftah Muttaqin; Kunti Nadiyah Salma; Wahyu Hanafi Putra
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 8 No. 2 (2021): Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

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Abstract

Arabic writing is a fundamental component of Arabic language learning, as errors in writing may alter the intended meaning of words and sentences. Therefore, mastery of Arabic writing conventions and orthographic rules is essential for developing students’ writing proficiency. At KMI PM Arrisalah Ponorogo, Arabic writing is introduced to first-year students through guided practice and dictation (imla’) activities. This study aims to describe the instructional methods used in teaching Arabic writing, examine the evaluation process, and identify the challenges encountered during the implementation of Arabic writing instruction in Class I of KMI PM Arrisalah Ponorogo. This research employed a qualitative approach using both primary and secondary data sources. The findings indicate that the teaching of Arabic writing is conducted through three main stages: lesson introduction, instructional activities, and lesson closure. Learning evaluation is carried out through the assessment of lesson implementation and students’ writing performance. Several challenges were identified during the instructional process, including students’ low motivation and enthusiasm for learning Arabic writing, teachers’ limited consistency in providing corrective feedback and reminders during classroom activities, and students’ lack of attentiveness, which contributes to writing errors. These findings emphasize the importance of employing effective instructional strategies, continuous feedback, and active classroom engagement to improve students’ Arabic writing skills and reduce orthographic errors.
Istirātijiyyatu Takwīn al-Bī’ah Li Da’mi Iktisābi al Mahārāt al-Lughawiyyah fi al-Ma’āhid al-Islamiyyah fī Jāwā al-Wusthā (Dirāsah al-Hālah fī Ma’hādi Alfirā al-Hadīts al-Islāmiy wa Ma’hadi al-Hidāyah al-Islāmiy wa Ma’hadi al-Ihsān al-Islāmy) Ade Ruswatie; Imam Asrori; Syuhadak Sholeh
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 8 No. 2 (2021): Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

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Abstract

This study aimed to investigate the strategies employed to establish a language environment that supports Arabic language acquisition at Elfira Islamic Modern Boarding School, Al Hidayah Islamic Boarding School, and Al Ikhsan Islamic Boarding School. A qualitative field research design was adopted to obtain an in-depth understanding of the language environment implemented in these institutions. Data were collected through interviews, observations, and documentation, and subsequently analyzed using qualitative data analysis procedures, including data reduction, data display, and conclusion drawing. The findings indicate that the three Islamic boarding schools implement a range of strategies to promote an effective Arabic language environment. These strategies include establishing dedicated language environments or language rooms, developing language-based student organizations, providing library resources that support language learning, designating specific days for the exclusive use of Arabic as the official language, displaying announcements in Arabic throughout the school environment, encouraging the use of Arabic during classroom instruction and group discussions, implementing disciplinary measures to reinforce language policies, and conducting regular evaluations to monitor students’ language development. The study concludes that the integration of these complementary strategies contributes to the creation of a supportive language environment that facilitates Arabic language acquisition and encourages students to use the target language consistently in both academic and daily communication.
Al-Mus}āh}abah Al-Lughawiyah Li Kalimah Al-H}ubb wa S}iyaghuhā Fī Riwāyah Al-H}ubb Al Maktūm Muassasatan ‘ala Al-Mudawwanah Al Lughawiyah Syarif Husein; Moh. Ainin; Yoke Suryadarma
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 8 No. 2 (2021): Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

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Abstract

Corpus linguistics is a well-established field of linguistic inquiry that has evolved significantly with the advancement of digital technology, particularly in the era of the Fourth Industrial Revolution (Industry 4.0). Despite its growing global application, the use of corpus linguistics in linguistic research and language education in Indonesia remains relatively limited. Various corpus analysis tools, including Sketch Engine, AntConc, WordSmith, and Lunchbox, have been developed to facilitate linguistic analysis. One important area of corpus-based research is collocation analysis, which plays a crucial role in improving language proficiency, especially vocabulary development, fluency, and speaking skills. This study aims to examine the collocations of the word al-ḥubb (“love”) in the novel Al-Ḥubb al-Maktūm using a corpus linguistics approach. A qualitative descriptive method was employed, supported by library research. The Sketch Engine platform was utilized as the primary tool for collecting and analyzing corpus data. The analysis focused on identifying the lexical forms of al-ḥubb, determining their frequency of occurrence, and examining their collocational patterns within the novel. The findings demonstrate that corpus-based analysis using Sketch Engine enables an efficient and systematic examination of lexical collocations. The approach successfully identifies the various forms and collocational patterns of al-ḥubb while simplifying and accelerating the analytical process. The study concludes that corpus linguistics has considerable potential to enhance linguistic research and Arabic language instruction in Indonesia. Therefore, broader adoption and further development of corpus-based approaches are recommended to support innovation in Arabic language teaching and learning, particularly in the areas of vocabulary acquisition and language proficiency.
Tammām Hassān Wa Ārāuhu Ḥaula Tajdīd An- Naḥwi (Dirāsah Waṣfiyyah Taḥlīliyyah Fī Kitābihi Al- Lugah Al-‘Arabiyyah Ma’nāhā Wa Mabnāhā) Alif Cahya Setiyadi; Ummu Sa’adah
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 6 No. 2 (2019): Lisanudhad: Journal Bahasa, Pembelajaran dan Sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

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Abstract

كان علم النحو هو علم مهم في تعلم اللغة العربية؛ لأن نشأته لحفظ اللسان من الخطأ الشائع عندئذ. ولكن ما زال النحو علماً صعباً في العربية، وتجد هذه الصعوبة إلى اليوم، بدليل على أن كثيراً من الطلاب لم يفهم النحو جيداً بعد تعلمه بضع سنين، بل أشد من ذلك، يعني أن تعلمهم النحو لم يحملهم إلى فهم اللغة العربية. فمن هنا ظهرت حركة تجديدية التي دعا إليها النحاة في هذا العصر. ومن المشكلة الموجودة كانت من المهم أن يعرف بعض وجوه التجديد الذي حمله النحاة في هذا العصر، فكان أحسن النحاة الذي له آراء في هذا الشيء هو تمام حسان. إنه عالم لغوي الذي قد أخرج آراء كثيرة في اللغة العربية خاصة في النحو، وألف هو كتباً كثيرة، ومنها كتاب اللغة العربية معناها ومبناها. هذا الكتاب رآها الآخرون كاختراع في اللغة العربية، وهذا الكتاب هو آية رائعة في اللغة العربية. الهدف في كتابة هذا البحث العلمي بهذا الموضوع هو لمعرفة تجديد النحو الذي يولد من فكرة تمام حسان في أحد كتبه وهو كتاب "اللغة العربية معناها ومبناها". فنتائج البحث التي حصلتها الباحثة هي: أن تمام حسان قسم الكلم إلى سبعة أقسام وهي: الاسم، والصفة، والفعل، والضمير، والخالفة، والظرف، والأداة. وأنه رفض فكرة العامل النحوي وبدله بفكرة التعليق وذلك بواسطة القرائن. وأنه أنشأ نظرية تضافر القرائن ليحصل على المعنى الوظيفي. وأنه فرق بين الزمن الصرفي والزمن النحوي من ناحية وظيفته. وجواز الترخص في القرينة –استفادها أو عدمها– في أمن اللبس، حتى إذا لا يستفاد أحد القرائن كان المعنى الذي وصله مفهوماً مراده ومقصوده. وهذا لأن النحو ارتجى لحفظ أصالة اللغة العربية من تجديدها المدافع لتطورها.
Tadakhul al-Lughah al-Indunīsiyyah fī Mahārat al Kitābah Ladā at-Talāmīdz bi Ma’hadi al-‘Izzah al Islamiy al-‘Alamiy Batu Fairuz Afra Yuslizar; Uril Bahruddin
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 8 No. 2 (2021): Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

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Abstract

Language interference is a common phenomenon among second-language learners and represents one of the major challenges in the language acquisition process. Since every language has its own linguistic system and grammatical rules, differences between the learners’ first language and the target language frequently lead to interference. In the context of Arabic language learning, many Indonesian students unconsciously apply the grammatical patterns of Indonesian when producing written Arabic texts, resulting in various linguistic errors. This study aims to identify the forms of Indonesian language interference in the Arabic writing of students at Al-Izza International Islamic Institute, Batu, and to examine the factors contributing to this phenomenon. The research employed a qualitative field study approach. Data were analyzed using Corder’s error analysis framework, which consists of data collection, error classification, error identification, error description and analysis, interpretation of interference, and error correction. The findings reveal that Indonesian language interference occurs at the grammatical, morphological, and semantic levels of students’ Arabic writing. These forms of interference are influenced by both internal factors, such as students’ linguistic competence and learning habits, and external factors, including instructional practices and the surrounding language environment. The study concludes that understanding the patterns and causes of language interference is essential for developing more effective instructional strategies that can improve students’ Arabic writing proficiency and minimize first-language influence.
Asālīb Bināi Manhaj At-Ta‘allum Al-Madji ‘Alā Asās Al-Madkhal Al-Itisālī Li Tanmiyati Mahārāt Al-Lugah Al-‘Arabiyyah Li Nātiqīna Bi Gairihā Moh Ismail
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 6 No. 2 (2019): Lisanudhad: Journal Bahasa, Pembelajaran dan Sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

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Abstract

إن تعلم اللغة العربية للناطقين بغيرها يتطلب إتقان أربع مهارات بدرجات وتركيبات متباينة وتلك المهارات هي: الاستماع، والكلام، والقراءة والكتابة. وفي تعليم تلك المهارات لا بد لمدرس اللغة العربية للناطقين بغيرها زيادة الاهتمام بالوسائل التعليمية الحديثة التي تعرف بالوسائل التكنولوجية لتعليم اللغة العربية استماعاً وكلاماً وقراءة وكتابة؛ لأن تلك الوسائل تسهل عملية الاتصال بين المعلم والمتعلم. قد لعبت التكنولوجيا دوراً عظيماً في مجال تعليم اللغة العربية للناطقين بغيرها وقد ساهم في تسهيل بعض العمليات التعليمية. وللتعليم الإلكتروني أشكال مختلفة ومن أهم هذا الشكل هو التعليم المدمج. والتعليم المدمج هو برنامج تعليم رسمي يتعلم فيه الطالب خلال شبكة الإنترنت على شكل جزئي والفصل الدراسي بجزء آخر. ومن استراتيجية أداء التعليم المدمج في تعليم اللغة العربية للناطقين بغيرها خطوات عديدة، منها: المزج بين أنماط مختلفة من التكنولوجيا المعتمدة على الإنترنت لإنجاز هدف تربوي، ومزج طرق التدريس المختلفة والمبنية على نظريات متعددة، ومزج أي شكل من أشكال التقنية، ومزج التقنية في التدريس مع مهمات عمل حقيقية لعمل إبداعات فعلية تؤثر على الانسجام بين التعلم والعمل.
Istirātījiyyāt Tadrīs al-Qawāid bi Ma’hadi Nur as-Salām Pamekasan Madura Syamsul Arifin
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 8 No. 2 (2021): Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

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Abstract

Arabic language learning encompasses four fundamental language skills—listening, speaking, reading, and writing—which are closely interconnected with linguistic components such as grammar (qawāʿid). Grammar serves as the foundation for understanding Arabic texts accurately and plays a crucial role in developing students’ overall language proficiency, particularly in reading and interpreting classical Arabic texts. Therefore, effective grammar instruction requires appropriate teaching strategies that correspond to students’ learning needs and the characteristics of the instructional materials. This study was motivated by the limited attention given to grammar learning strategies at Nurus Salam Islamic Boarding School, Pamekasan, Madura. Although vocabulary acquisition is essential, mastery of grammatical structures is equally important for enabling students to comprehend Arabic texts correctly. Accordingly, this study aims to (1) describe the grammar teaching strategies implemented at Nurus Salam Islamic Boarding School and (2) examine the functions of these strategies in supporting students’ Arabic language learning. A qualitative descriptive approach was employed in this research. Data were collected from the head of the boarding school, Arabic language teachers, and students through participatory observation, focused interviews, and document analysis. The collected data were analyzed using the interactive model of Miles and Huberman, which includes data reduction, data display, and conclusion drawing. The findings reveal that grammar instruction at Nurus Salam Islamic Boarding School utilizes five main strategies: the inductive method, the deductive method, the grammar–translation method, memorization, and continuous evaluation. These strategies contribute to improving students’ understanding of grammatical concepts, increasing learning efficiency, reducing students’ learning difficulties and lack of motivation, assisting teachers in delivering instructional materials more effectively, and creating a more efficient and structured learning process. The study concludes that the implementation of appropriate grammar teaching strategies significantly enhances the effectiveness of Arabic language instruction and facilitates students’ mastery of Arabic grammar.
The Dynamic of Semantic Loss in Indonesian’s Translation of Al-Qur’an Moh. Mukhlas
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 6 No. 2 (2019): Lisanudhad: Journal Bahasa, Pembelajaran dan Sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

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Abstract

إن ظاهرة الفقدان الدلالي في القرآن، سواء في شكل توسع في المعنى أو تضييق المعنى أو التغيير الكامل، أمر مثير للدراسة؛ لأنه سيكون له آثار على الحياة الاجتماعية والدينية. وتهدف هذه الدراسة إلى شرح الأشكال والعوامل الكامنة وراء حدوث الخسارة الدلالية في الترجمة الإندونيسية للقرآن. الستكشاف هذه الأهداف، تم استخدام البحث النوعي مع منهج دراسة المكتبة، حيث تم جمع البيانات في شكل وثائقي مع نموذج تحليل تفاعلي اعتمد من مايلز وهوبيرمان. تخلص هذه الدراسة إلى أن الفقد الدلالي في ترجمة القرآن يظهر في شكل توسع في المعنى، وتضييق المعنى، والتغيير الكامل للمعنى، وتحسينه، وهذه هي عملية تغيير المعنى حيث يُنظر إلى المعنى الجديد على أنه أعلى أو أفضل من المعنى القديم. وتتمثل العوامل الكامنة وراء حدوث الفقد الدلالي في عوامل لغوية وغير لغوية؛ تشمل عوامل اللغويات الجوانب الصوتية، والجوانب المورفولوجية، وبناء الجملة، في حين أن العوامل غير اللغوية تشمل العوامل التاريخية، والعوامل الاجتماعية الثقافية التي تحلل الثقافة على أساس وجهات النظر العالمية في السياق الاجتماعي والثقافي لمرتكبي اللغة، والعوامل النفسية للمتحدثين وشركاء الكلام، وعوامل التطور العلمي والتكنولوجي.
Tanfīdz Barnāmij Al-Lughah Al-‘Arabiyyah Fī Ma’had As-salām Kampar Riau : Baina Al-Ittīshālāt, Wa Al Qiyādah, Wa Al-Isyrāf Nurul Fadhilah Fakaubun; Nurul Elmira Harmeilinda; Zakiyah Arifa
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 8 No. 2 (2021): Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

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Abstract

Islamic boarding schools (pesantren) continue to play a significant role in the development of education, including the promotion of Arabic language learning. To enhance students’ Arabic language proficiency, Pondok Pesantren Assalam Kampar has implemented a variety of language development programs supported by effective educational management. This study aims to analyze the implementation of the Arabic language program and identify the management model adopted at Pondok Pesantren Assalam Kampar. This research employed a qualitative descriptive approach, with the researcher serving as the primary research instrument. Data were collected through observations, semi-structured interviews, and document analysis, while data validity was ensured through triangulation. Interviews were conducted with the principal and other relevant stakeholders to explore the management practices underlying the implementation of the Arabic language program, particularly in the areas of communication, leadership, and supervision. The findings reveal that the implementation of the Arabic language program is supported by three key management components. First, communication functions as both an input and an output of the management process and is primarily implemented through a bottom-up communication model that encourages active participation and social interaction among school members. Second, leadership is characterized by a participatory approach in which school leaders actively involve teachers and staff in decision-making to achieve institutional goals. Third, supervision is conducted through a democratic model that emphasizes continuous monitoring, guidance, and collaborative evaluation of program implementation. These management practices contribute to the effective implementation of the Arabic language program and support the development of a sustainable Arabic-speaking environment within the pesantren.
Naḥwa Mustaqbal Afḍal: Taʾammulāt fī Tafʿīl ʿAmaliyyat Taʿlīm al-Lughah al-ʿArabiyyah li-Abnāʾ Indūnīsiyā Dihyatun Masqon
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 1 No. 1 (2014): Jurnal Lisanudhad: Jurnal pendidikan bahasa, dan sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

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Abstract

Language is one of the greatest means through which people communicate, cooperate, and build relationships with others. Beyond serving as a tool of communication, it is also an instrument for thinking, expressing ideas, emotions, and experiences, preserving human knowledge, and transmitting cultural and civilizational heritage. Furthermore, language functions as a fundamental medium for teaching and learning. The Arabic language, in particular, serves as a gateway to Arab and Islamic culture and civilization. Teaching Arabic to non-native speakers requires specialized instructional methods that address the learners’ linguistic and cultural backgrounds, especially in the Indonesian context. In Indonesia, two major educational approaches have emerged in Arabic language instruction: the classical approach and the modern approach, each offering distinctive methods and innovations in teaching Arabic. This article reflects on the importance of strengthening Arabic language education for Indonesian learners by considering these educational approaches and their contributions to improving the quality of Arabic language instruction.

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