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Jurnal Al-Maqayis
Published by Universitas Islam Negeri Antasari Banjarmasin
ISSN : 23381337     EISSN : 26153890     DOI : https://dx.doi.org/10.18592/jams.v8i2.4838
Core Subject : Religion, Humanities, Education, Art,
Religion Arts Humanities Other
Jurnal Al-Maqayis Jurnal Al-Maqayis: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban is a peer-reviewed journal on Arabic education and Arabic Studies related topics to Arabic Language in Education, Teaching Arabic as a Foreign Language, Arabic Language and Linguistic, Arabic Language and Literature, and Islam and Arabic Language Studies. This journal is published by the Arabic Education Department, Magister Program, Antasari State Islamic University, in partnership with PPJKBA Indonesia (Arabic Studies Journal Management Association) and IMLA (Association of Arabic Lecturers). Click Here to Download MoU. This journal is an open access journal which means that all content is freely available without charge for the user or his/her institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other lawful purpose, without asking prior permission from the publisher or the author. This is in accordance with the BOAI definition of open access.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 7 Documents
 1 
Search results for , issue "Vol 9, No 2 (2022)" : 7 Documents clear
The Use Traditional Game Cublak-Cublak Suweng to Improve Arabic Vocabulary Achievements Novia Indah Kurniawati; Lailatul Qomariyah; Mustafa Farouq Abdul-Aaleem Mahmoud
Jurnal Al-Maqoyis Vol 9, No 2 (2022)
Publisher : UIN ANTASARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/jams.v9i2.5591

Abstract

The research purpose is to know Arabic vocabulary acquisition on students by traditional game cublak-cublak suweng (CSS). The applied approach in this research is PTK (class based research) held in cycles. Each cycle composed two meetings. The first meeting is used to give the material, drill vocabularies, and give test paper connected with fresh taught vocabularies. Second meeting is used to review taught vocabularies in first meeting by traditional game CSS. The data collection is by using interview, observation, giving tests, and documentation. The result of research indicates using game method, especially in traditional game cublak-cublak suweng increase students' Arabic vocabulary acquisition. The indicator is increasing grades degree from first cycle to other cycles; lack in first cycle, sufficient in second cycle, and good in third cycle.
The Effect of The Sequential Whispering Game on Listening Skill Teaching for Islamic Junior High School Students in Indonesia/أثر لعبة الهمس المتسلسل على تعليم مهارة الاستماع لدى طلاب المدرسة المتوسطة الإسلامية بتانجيرانج الجنوبية Azkia Muharom Albantani; Mohd Zulfahmi Muhammad; Afwa Uzna Fauziah
Jurnal Al-Maqoyis Vol 9, No 2 (2022)
Publisher : UIN ANTASARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/jams.v9i2.7345

Abstract

The researcher chose this title because of problems in listening skills learning activities, such as students have not been able to receive information or messages contained from a speaker, which is caused by a lack of vocabulary,their inability to differentiate short and long sounds of letters in pairs.In addition, the students lack interest in learning, and the teacher chooses media and methods unsuitable for listening learning activities. This study aims to analyze the application of chain whispering games in teaching listening, analyze the effect of chain whispering on students' learning outcomes, and reveal the supporting and inhibiting factors in teaching this game. This quantitative research uses an experimental (pre-experimental) method with a one-group pretest-posttest design. The population in this study were students of class VIII at MTs Serpong, and researchers took research samples of 33 students in class VIII. Researchers used data collecting methods: pre- and post-tests, observation, interviews, and questionnaires. After the researcher gave the pretest and posttest to students, this study obtained an average pretest score of 53.48 and an average posttest score of 79.10, with the results of the effectiveness of the N-Gain pretest and posttest of language games on students' listening skills was 54.0 with the category enough. After the calculation, the table value is obtained at the 5% level, which is 0.943, and shows that the Zero Hypothesis ( 16HO" style="width: 15pt; height: 15pt;"> ) and the Alternative Hypothesis ( 16Ha" style="width: 15pt; height: 15pt;"> ) are accepted. It shows a significant effect between the series of whispering games on listening skills learning and student learning outcomes. Keywords:  Learning Listening Skills, Language Games, Whispering Chains 
Analysis Of The Implementation Of Higher-Order Thinking Skills In Learning Arabic For Speakers of Other Language/ تطبيق وتحليل مهارات التفكير العليا في تعليم اللغة العربية لدى الناطقين بلغة أخرى Ahmad Murdhani; Salih Jamman al jahrani
Jurnal Al-Maqoyis Vol 9, No 2 (2022)
Publisher : UIN ANTASARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/jams.v9i2.6958

Abstract

 This study aims to analyze the application of higher-order thinking skill in learning Arabic at Madrasah Aliyah Negeri in Banjarmasin. The results of the study are as follows: The design of learning implementation that contains relevant Higher Order Thinking Skills contains learning indicators from levels C4 to C6. For lesson plan kalam (speaking) and lesson plan kitabah (writing) teachers use operational verb up to level C6 because this is a productive lesson in speaking and writing which requires students to be able, and active in making Arabic conversations and writings. Meanwhile, in the istima' (listening) and qiraah (reading) lesson plans, the teacher only uses operational verb to C3 because this istima' and qiraah learning is receptive in nature, which is different from productive kalam and scriptures. Effective HOTS learning in the implementation of learning includes literacy activities, creativity activities, critical thinking, communication, collaboration. This activity was carried out in Arabic learning activities at the Madrasah Aliyah Negeri in Banjarmasin. In its implementation, teachers also use interactive media such as Whatsapp, Google Meet, Telegram and E-Learning Madrasah. The implementation of the appropriate HOTS evaluation in learning uses an evaluation instrument that is in accordance with the indicators formulated in the lesson plans and the indicators use operational verb from levels C4 to C6.
Ethnography Of Communication In Arabic Language Learning Rudiny Indis; Mehdi Ahmed
Jurnal Al-Maqoyis Vol 9, No 2 (2022)
Publisher : UIN ANTASARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/jams.v9i2.6642

Abstract

This research was the Ethnography of Communication in Arabic learning to students MA Ubudiyah Bati-Bati. This study started from the author's initial observation about the tradition of many of the 12th-grade students in Arabic learning communication at MA Ubudiyah Bati-Bati found language traditions. These traditions were unique in communication between teachers to students, students to students, and students to teachers. As with the diverse ethnic backgrounds of students. Based on the statement above, the results of this study indicate that educational experience, ethnicity, place of residence, and language use of these affect students' communication style in the classroom. Furthermore, in this study, students used 5 languages in communication in the classroom: Arabic, Banjarese, Indonesian, English, and Javanese. Then the speech patterns of student interactions in this study amounted to 16 patterns of interaction speech used. A pattern in the exchange of learning Arabic. Produces this pattern more from teachers to students because, in it, there are questions and answers. For students to students, there are only a few because they do not have much time to talk to their friends in the class room when learning Arabic. In addition from the results of the analysis of interactions that occurred in learning Arabic, the researchers found 3 words that were often spoken during the learning process until students became accustomed to saying them. That is, “Bujurlah pa”, “Insya Allah”, and “Izin bertanya/izin menjawab”.
Arabic Language Skills Development Through The Application Of Language Disciplines In Modern Islamic Boarding Schools/ تطوير مهارات اللغة العربية وجعلها نظاما للتواصل في المعهد الإسلامي العصري Mardhiya Agustina Malkan; Wardhatul Jannah; Rif'ah Kasyfuddin Jamhuri
Jurnal Al-Maqoyis Vol 9, No 2 (2022)
Publisher : UIN ANTASARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/jams.v9i2.6857

Abstract

The study was conducted in order to describe the students’ Arabic language skills development process at Pondok Modern (Modern Islamic Boarding School) An-Najah, South Kalimantan. Arabic language skills at PM An-Najah are developed by applying the language discipline method. This process combines the provision of material in the classroom and the application of language discipline in both of the classroom and the dormitory environment. One of the competency standards for graduates of PM An-Najah is that students are capable to demonstrate Arabic language skills, such as istima (listening), kalam (speaking), qira'ah (reading) and kitabah (writing), at the intermediate level. This research was conducted by means of qualitative methods with field research as the specification. The data were collected through interviews, observations and documentation studies, and then were analyzed and presented descriptively. The result of the study indicated that: (1) the process of applying language discipline was carried out through several stages, namely (a) language programs planning, (b) socialization, (c) habituation, (d) adaptation, (e) raising awareness, and (f) mastery of language skills; (2) the determining factors for the development of students' language skills include (a) system and environment, (b) educators, (c) discipline, and (d) the students themselves; and (3) the supporting factors for the development of students' language skills consist of (a) direction and guidance, (b) cooperation, and (c) infrastructure.
Arabic Script In Banjarese Ethno-Religious Identity Saifuddin Ahmad Husin
Jurnal Al-Maqoyis Vol 9, No 2 (2022)
Publisher : UIN ANTASARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/jams.v9i2.7394

Abstract

Language sociologists propose some factors contributing to the choice of a language over the other. These factors include economic, social, political, educational, and demographic factors. Other language scientists mention religious, values and attitudinal factors. What is real choice is there for those who use lesser-used script, such as Arabic script for Malay and Bahasa Indonesia, in a community where most people use a major national script, i.e. Latin script to write their language. How do economic, political, religious, educational, and demographic factors influence the choice of use of script for a language? 
Visual Technology Development for Arabic Learning Based on ADDIE Development Model Haniah Haniah; Jumadil Jumadil
Jurnal Al-Maqoyis Vol 9, No 2 (2022)
Publisher : UIN ANTASARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/jams.v9i2.5692

Abstract

This article aimed to determine the variety of visual technology and its development in learning Arabic. Visual technologies that could be used by Arabic language teachers were all kinds of media that could be used in general learning, both in the form of non-projected visual media and projected visual media, Non-projected visuals in the form of graphic media, realia (real objects), and models,  while visual media that could be projected are LCDs, and digital cameras. In its development, Arabic learning could be developed with various models, one of which is the development of the ADDIE (analyze, design, development, implementation, and evaluation), ADDIE Development model was media development through the following steps: Analyse, Design, Develop, Implement, and Evaluate. Visual technology for learning Arabic was developed by first analyzing the needs of students, then designing and developing the right media (production process), then socializing it to students, and finally evaluating it. If it had been completed, visual technology could be implemented in the learning classroom

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