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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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Ta’līm Mahārat al-Qirā’ah Li Ta’zīzi Fahmi al- Maqru’ fī al-Mawād bi al-Lughat al-‘Arabiyyah Ifa Rodifah Nur; Fitra Awalia Rahmawati
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 7 No. 2 (2020): Lisanudhad: Journal Bahasa, Pembelajaran dan Sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

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Abstract

تُعدّ مهارة القراءة إحدى المهارات الأساسية في تعليم اللغة العربية للناطقين بغيرها؛ إذ تساهم بشكل رئيسي في إثراء الحصيلة اللغوية من الكلمات، والجمل، والعبارات المستخدمة في مجالي الكلام والكتابة. ولتحقيق هذه المهارة، تتعدد الأساليب والنظريات التعليمية التي يمتلك كل منها مزايا وعيوباً على حدٍّ سواء؛ ومن أبرزها: الطريقة الحرفية، والطريقة الصوتية، وطريقة الكلمة، وطريقة الجملة، والطريقة الجمعية.وتتدرج مهارة القراءة عمقاً ومعرفياً من السهل إلى الصعب، لتشمل أربعة مستويات رئيسية: أولها قراءة السطور (القراءة الحرفية)، وثانيها قراءة ما بين السطور (القراءة التفسيرية)، وثالثها قراءة ما وراء السطور (القراءة الإبداعية)، وأخيراً تقييم المضمون وتحليله (القراءة الناقدة).وعلى الرغم من أن الهدف الأساسي للقراءة هو فهم المقروء كعملية متكاملة لا تنفصل عن القراءة نفسها، إلا أن بعض المتعلمين ينفقون أوقاتاً طويلة في القراءة بشكل سلبي دون تحديد هدف معين. وبما أن الفهم هو الركيزة الأساسية والضرورية لكل عملية قرائية، فإنه لا فائدة ترجى من قراءة تخلو من الاستيعاب؛ إذ يعجز القارئ حينها عن استنباط المعاني أو جني الفائدة المرجوة من قراءته.
Nadzariyyātu Stephen Krashen An Ta’līm Mahārati Al-Kalām Muhammad Syamsul Arifin; Mohammad Syifaurrosyidin
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 7 No. 2 (2020): Lisanudhad: Journal Bahasa, Pembelajaran dan Sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

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Abstract

إن من الأمور البالغة والمهمة في حياته البشر ظاهرة التواصل إلىومي التي تتم بين الناس على اختلافهم، والتواصل بين أفراد البشر وإن كان متعدد الوسائل فإن أفضل وسيلة وأرقاها هي اللغة، التي هي أصوات يعبر بها مختلف الأقوام عن أغراضهم وقضاياهم. وبعدم اللغة، كان الإتصال بين الفرد والمجتمع مستحيل الوقوع. لأن اللغة ليست إلا مجموعة الكلام والأصوات للتعبير فحسب، بل يشمل من الآلة أوالوسيلة من عملية الفكرية. تظهر أهمية تعليم الكلام في اللغة الأجنبية من أهمية الكلام ذاته في اللغة. فالكالم يعتبر جزءا أساسيا في منهج تعليم اللغة الأجنبية، ويعتبره القائمون على الميدان من أهم الأهداف في التعلم اللغة الأجنبية، وذلك أنه يمثل في الغالب الجزء العملي والتطبيقي لتعلم اللغة. لأن النجاح في تعلم الكلام باللغة الأجنبية يدفع إلى تعلمها وإتقانها، والنتصور إمكانية الإستمرار في تعلم القراءة والكتابة باللغة الأجنبية دون التحدث بها. من إحدي الخبراء اللغة الذي بركز في تعليم عن إكتساب اللغة الثانية هو ساتيفان كراشين، من بعض أرائه الهامة أن الطالب في إكتساب اللغة الزم أن يكتسب المعلومات المفهومة ومناسبة على مستواه أو أحسن مما عنده. والمراد هنا أن في عملية تعليم اللغة الأجنبية أو اللغة الثانية البد للطالب أن يتعلم ويعرف اللغة من السهولة إلى السعوبة ومن البسيط إلى المركب.
Asālīb al-Istimālah al-'Āṭifiyyah fī Kitāb Al-Imāmah wa al-Siyāsah: Dirāsah fī al-Binyah wa al-Dalālah Abdul Hafidz Zaid
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 3 No. 2 (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 events of al-Saqīfah and the political developments surrounding them represent a significant turning point in the history of Arab political thought. Although political activities had already existed among pre-Islamic Arab tribes, the events at al-Saqīfah marked the emergence of a more organized concept of state governance. They transformed the Arab political system from a narrow tribal structure into a state-oriented political order and shifted political thinking from the pre-Islamic (Jāhiliyyah) worldview to the Islamic paradigm. This study examines the patterns and linguistic expressions of emotional persuasion employed in Arabic political discourse through Ibn Qutaybah al-Dīnawarī's Al-Imāmah wa al-Siyāsah. It aims to identify the forms of emotional persuasive expressions and analyze the contexts in which they are used from both structural and semantic perspectives.
Istrātījiyyāt al-Kalām al-Fa''ālah Ladā al-Muta'allimīn al-Nājiḥīn: Dirāsah bi-Ma'had Nūr al-Hidāyah bi-Riyāw, Indūnīsiyā Unmūdhajan Nadwah Daud
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 3 No. 2 (2016): Jurnal Lisanudhad: Jurnal pendidikan bahasa, dan sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

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Abstract

This study aims to identify the language learning strategies employed by successful learners in developing their Arabic speaking skills at Nūr al-Hidāyah Islamic Boarding School in Riau, Indonesia. The institution possesses distinctive characteristics that differentiate it from other Islamic boarding schools, particularly in its effective approach to teaching Arabic, with special emphasis on speaking proficiency. The participants were selected through purposive sampling and consisted of two male and two female students recognized as successful language learners at the institution. Data were collected through two research instruments: classroom observations and semi-structured interviews conducted during two language tasks, namely dramatic role-playing and oral presentations on assigned topics. The findings reveal that the participants employed both indirect and direct language learning strategies. Moreover, some participants effectively integrated listening and reading strategies to enhance their speaking performance.
Features of Diglossic Stability in Arabic with Counterexamples Mark Shockle
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 3 No. 2 (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, as a macrolanguage, represents the quintessential example of classical diglossia and remains one of the most extensively studied and well-documented cases of this linguistic phenomenon. The spoken and written varieties of Arabic have diverged over such a long period that some scholars have suggested that Arabic diglossia may have existed even before the advent of Islam. Regardless of its historical origins, various social and cultural factors have sustained Classical Arabic and Modern Standard Arabic as the prestigious language varieties. Above all, the primary force preserving this linguistic continuity for centuries has been the religio-linguistic ideology associated with Islam. This paper examines the sociolinguistic conditions and ideological factors that contribute to the stability of Arabic diglossia while also discussing several counterexamples that illustrate instances of diglossic shift.
Al-Tadrībāt al-Lughawiyyah al-Mushawwiqah fī Taʿlīm al-Lughah al-ʿArabiyyah ʿalā Ḍawʾ Mahārat al-Kitābah yoke suryadharma
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 3 No. 2 (2016): Jurnal Lisanudhad: Jurnal pendidikan bahasa, dan sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

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Abstract

Language exercises are among the most essential means of developing language proficiency, as language learning fundamentally requires continuous practice and repeated training. As commonly expressed in English, "language must be practiced," effective language acquisition depends on regular and sustained application. Linguists likewise emphasize that learners can only achieve linguistic competence through consistent practice and ongoing exercises. Therefore, Arabic language teachers need to employ engaging and effective instructional exercises to enhance students' learning experiences. This article discusses the fundamental principles of language exercises in Arabic language teaching, the formulation of engaging language activities, and their various types within the context of writing skills. It presents eighteen comprehensive exercise models designed to promote writing proficiency, each incorporating innovative and creative approaches to answering questions.
Taʿlīm Qawāʿid al-Lughah al-ʿArabiyyah bi al-Ṭarīqah al-Istiqrāʾiyyah ʿalā Asās al-Muṣṭalaḥāt al-Lughawiyyah al-ʿĀmmah Edi Cahya Setiadi
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 3 No. 2 (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 teaching of Arabic faces numerous challenges, particularly in translating theoretical concepts into effective classroom practice. These difficulties arise from the complexity of the language's grammatical system, symbols, and linguistic structures. In addition, many students, especially beginners with no prior exposure to Arabic, encounter significant obstacles in understanding the language. In Indonesia, Arabic receives less attention than English because English is generally perceived as offering broader educational and professional opportunities. To address this issue, Arabic teachers are encouraged to adopt engaging instructional approaches that foster students' interest in learning the language. One such approach is integrating Arabic grammar instruction with concepts from general linguistics, particularly through the use of common linguistic terminology familiar in English or Indonesian. This study proposes an inductive approach to teaching Arabic grammar based on general linguistic terminology, providing a practical framework that educators can implement in Arabic language instruction. It is expected that this approach will enable students to develop a more comprehensive and in-depth understanding of Arabic grammar.
Taʿlīm al-Lughah al-ʿArabiyyah fī al-Madrasah al-Ibtidāʾiyyah al-Islāmiyyah (Dirāsah Maydāniyyah fī Madrasah Harapan Bunda al-Ibtidāʾiyyah al-Islāmiyyah, Purwokerto) ade Ruswati
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 3 No. 2 (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 language instruction at Harapan Bunda Integrated Islamic Elementary School in Purwokerto serves as a fundamental component in preparing students for their future academic and personal development. It plays an important role in nurturing learners with Qur’anic values and moral character. The school's Arabic program also supports students in gradually understanding the vocabulary of the Qur’an through the implementation of a specialized Arabic language curriculum. This study aims to examine the implementation of Arabic language teaching at Harapan Bunda Integrated Islamic Elementary School in Central Java, Indonesia, identify the challenges encountered in both teaching and learning, and analyze how the current curriculum facilitates students’ vocabulary memorization. In addition, the study investigates the extent of students’ comprehension of the instructional materials and explores the major issues affecting the effectiveness of Arabic language education in the school.
Al-Naẓariyyah al-Sulūkiyyah fī Taʿlīm al-Lughah (Dirāsat Waṣf wa Taḥlīl li al-Sulūkiyyah fī al-Ṭarīqah al-Mubāshirah fī Taʿlīm al-Lughah) Fairuz Subakir Ahmad
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 3 No. 2 (2016): Jurnal Lisanudhad: Jurnal pendidikan bahasa, dan sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

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Abstract

Language learning is a process of acquiring and mastering phonological, grammatical, and lexical patterns in order to achieve effective linguistic performance. From a behaviorist perspective, language learning is viewed as the formation of new habits through responses to environmental stimuli. Accordingly, language instruction involves observable human behavior, including speech production and other physical actions, which are shaped through stimulus–response interactions. Various language teaching methods have been developed to accommodate learners’ behavioral characteristics, each incorporating behaviorist principles in the presentation of instructional materials and classroom practices. This article examines the application of behaviorist theory in language teaching, with particular emphasis on the Direct Method. The study analyzes the behaviorist elements embedded in this method, including its emphasis on speaking skills, direct association between words and their meanings, and the use of dialogue and narrative as instructional techniques. The analysis demonstrates that the Direct Method is fundamentally based on the inseparable relationship between stimulus and response. Furthermore, the study identifies several limitations of this approach and discusses their implications for improving language teaching methodologies, instructional strategies, and curriculum development.
Fikrah Tammām Ḥassān fī Taʿallum al-Lughah al-ʿArabiyyah li al-Nāṭiqīn bi Ghayrihā (Dirāsah Waṣfiyyah Taḥlīliyyah) Dihyatun Masqon
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 3 No. 2 (2016): Jurnal Lisanudhad: Jurnal pendidikan bahasa, dan sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

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Abstract

Tammām Ḥassān’s concept of Arabic language learning for non-native speakers is structured into three sequential stages: recognition (taʿarruf), comprehension (istiʿāb), and appreciation (istimtāʿ). The first stage, recognition, emphasizes three fundamental linguistic disciplines that form the basis of Arabic language instruction: phonetics, morphology, and syntax. Phonetics serves as the essential foundation for learning morphology and syntax. The second stage, comprehension, enables learners to understand various sentence patterns and distinguish between their different structures. This stage encompasses two dimensions: cultural meaning and linguistic, rhetorical, and stylistic meaning. The final stage, appreciation, is achieved only after learners have recognized the linguistic structures of a text and comprehended its meanings. At this stage, learners develop literary appreciation and the ability to perceive the aesthetic qualities and artistic beauty of Arabic texts.

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