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ARABIYAT

ARABIYAT
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Published by Universitas Islam Negeri Syarif Hidayatullah Jakarta

ISSN : - EISSN : - DOI : -

Core Subject : Education,

Languange, Linguistic, Communication & Media

Jurnal Arabiyat terbit 2 kali dalam satu tahun (Juni dan Desember) sebagai salah satu wadah pengembangan ilmu pendidikan bahasa Arab yang dinamis dan aktual. Jurnal ini menyajikan artikel berbahasa Arab, Indonesia, dan Inggris fokus pada perkembangan bahasa Arab di dunia pendidikan yang merupakan hasil penelitian atau kajian teoritis yang berkaitan dengan literatur kebahasaaraban, peradaban bahasa Arab, lembaga pendidikan bahasa Arab, kurikulum, dan metode pembelajaran dan lainnya merupakan tema-tema yang tersaji di jurnal ini. Jurnal Arabiyat berkerja sama dengan Jurusan Pendidikan Bahasa Arab UIN Jakarta dan IMLA (Ittihad Mudarrisi al-Lughah al-'Arabiyyah/Ikatan Pengajar Bahasa Arab)

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Articles 624 Documents

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DIRÂSAH TAHLÎLIYYAH TAQWÎMIYYAH ‘AN AL-MUFRADÂT FÎ KITÂB MANÂN AL-AZÎZ Wahyudi Buska; Yogia Prihartini; Nur Hasnah
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban | Vol. 5 No. 2 December 2018
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

The fundamental problem in this research was how relevant the vocabulary in Arabic book Manan al-Aziz is to a higher level in Indonesia. This study amis to: (1) find out the vocabulary in Manan Aziz's book in terms of number, type, position and method, and (2) know the advantages and disadvantages of the book of Manan Aziz. This was a library research employing evaluation analysis method. Data sources were: The Arabic Teaching Book used for grades 10, 11 and 12 in secondary schools in Indonesia, written by Manan Al Aziz in 2009. The results of this study were: new vocabulary in Manan Aziz book after less repetition (53 words) means 693 vocabularies. The number of vocabularies that must be taught to Arabic for speakers of other languages were 1500/2000 words for advanced level, starting with a large number of words in class eleven is 302 words, then in the twelfth line means 242 words

IMPLEMENTASI TEORI CHOMSKY DALAM BAHASA ALQURAN Wati Susiawati
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban | Vol. 5 No. 2 December 2018
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

This research aims to unravel Chomsky’s statment that generative transformation theory can be implemented in languages including Arabic. The main conclusions of this thesis was that generative transformation theory was carried out by Chomsky can be implemented into Alquran in all patterns. In Arabic grammar, however, especially in Alquran, these patterns were very diverse and varied. For example, there is a change in harakat, caused by the difference in position i'râb, al-ziyâdah which has lots of pattern or way, so did the placement pattern (al-ihlâl) and pattern i'âdat al-tartîb particularly at taqdîm wa ta'khîr and hadhf. However, the accuracy of Alquran sellection and the process of arrangement were truly remarkable, not only because of its i'jâz, but this is reflected in the results of the study and the findings of the theory of generative transformation implemented in Arabic Alquran.

TATHBÎQ MANHAJ TA’LÎM AL-LUGHAH AL-‘ARABIYYAH ‘ALA ASÂS AL-TAHSHÎL AL-DIRÂSÎ FÎ AL-JÂMI’ÂT AL-ISLÂMIYYAH BI MATARAM INDONESIA Nasarudin Nasarudin
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban | Vol. 5 No. 2 December 2018
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

This study aimed to reveal the process of learning as an implementation of the Arabic language curriculum based on learning outcomes in two Arabic education study programs at Mataram State Islamic University and Muhammadiyah University Mataram. This research used a qualitative approach descriptive types with multi-site studies. The research findings unveiled that the process of implementation the Arabic language curriculum based on learning outcomes that refers to the Indonesian Qualification Framework (IQF) combined two approaches, namely student-centered learning (STL) and teacher-centered learning (TCL) by varying the use of learning methods in achieving learning outcomes set in the Semester Learning Plan. In addition, the lecturers apply the SCL approach more than the TCL.

PROBLEMATIKA KERAGAMAN LATAR BELAKANG PENDIDIKAN MAHASISWA DAN KEBIJAKAN PROGRAM PEMBELAJARAN BAHASA ARAB Agung Setiyawan
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban | Vol. 5 No. 2 December 2018
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

This study aims to determine the problem of learning in the Department of Arabic Language Education UIN Sunan Kalijaga caused by differences in the educational background of students, knowing the way students to catch up the knowledge and abilities of Arabic language, and formulating a package of learning policy that considers the different background of education. This was descriptive-qualitative and field research. Data were collected through questionnaires and interviews. The respondents were the students and head of the Department of Arabic Language Education UIN Sunan Kalijaga as a stakeholder. The results show there were at least 7 learning problems caused by the differences of students’ education background. There were 3 learning programs which proclaimed by the Department to overcome the problems and 5 steps offered to catch up the knowledge and ability of Arabic language.

PROSES AFIKSASI MORFOLOGI ISM (NOMINA) DALAM BAHASA ARAB Lailatul Zuhriyah; Ahmad Sholihuddin; Muhammad Thohir
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban | Vol. 5 No. 2 December 2018
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Arabic is a language full of polymorphism. Where Arabic verbs have an inflectional form and derivative of agglutinative type. This study aims to analyze and explore various types of isim (nouns) in Arabic, which has various affixation variations. Various forms of Arabic word processing give rise to various meanings. This research is library research with qualitative approach and descriptive syncronic method. The findings of this study resulted that the variety of affixation isim (nouns) can be formed from verbs and adjectives with the addition of letters. The affixing process can occur early / prefix (as-sabiq), infixs / insertion (ziyadah), and confixs / prefix and suffixs (as-saabiq wa al-laahiq). The addition of the affixes of the prefix verbs, and the base of the hamzah prefixes, of the adjectiva and verb infix using alif letters, from the noun base consist of suffix ya 'syaddah, alif-nun confixs, nun-wawu, nun-ya' and nun-alif-ta'. Basic verb conjunction with mim-alif, mim-ta' and mim-wawu. Meanwhile, the conceivable meanings include isim alat, isim maf’ul, isim faa’il, isim makan, dan isim zaman.

REFLEKSI VARIASI FONOLOGIS PADA FONEM BAHASA ARAB MESIR DAN ARAB SAUDI Darsita Suparno
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban | Vol. 5 No. 2 December 2018
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

This article describes the type of phonological changes in Arabic everyday language pattern of Egypt and Saudi Arabia. The data collection was done by interview using Swadesh vocabulary as a guide. Each vocabulary was recorded and transcribed phonetically. From the comparison of sounds and phonemes forming vocabulary in both languages, known sound-changes of sound are classified, namely: (1) referential, (2) articulatory phonetics, (3) translational, (4) orthographic, (5) the tools of speech. Similarity technique is used to see similarities and differences. The results showed that everyday language pattern of Egypt and Saudi Arabia has a lot of phonological variation in the form of (a) lenition (b) deletion, (c) the addition of sound. The sound addition includes the addition of a consonant and vowel at the beginning, middle, and the end of the word. Sound deletion occurs at the beginning, in the middle and at the end of the word.

KITÂBAH ‘ARAB PEGON KHASHÂISHUHÂ WA ISHÂMÂTUHÂ FÎ TATHWÎR TA’LÎM AL-LUGHAH AL-‘ARABIYYAH BI INDÛNÎSIYYÂ Sahal Mahfud; Halimi Zuhdy
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban | Vol. 5 No. 2 December 2018
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

This study aims to determine the characteristics and contribution of Arab Pegon script in the development of learning Arabic language in Indonesia. The Pegon script is an Arabic sript modified to write the Javanese, Sundanese, Madurese and Indonesian language. The phonological system of the Pegon script is based on the Javanese phonological system “Hanacaraka”, so that the consonants are twenty-one, and the vowels are seven. The Pegon script has similarities and differences with Arabic script and Jawi script developed and used in Malaysia, Brunei, Singapore and Pattani Thailand. Arabic Pegon script has a real contribution in the development of learning Arabic in Indonesia. Contribution of Pegon script is found in the teaching of yellow book (Islamic literature) in traditional Islamic boarding school, traditional Islamic school, as well as in Islamic traditional boarding school-based universities in Indonesia.

EPISTEMOLOGI NAHW TA‘LÎMÎ DALAM PERSEPEKTIF LINGUIS ARAB KONTEMPORER Khabibi Muhammad Luthfi
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban | Vol. 5 No. 2 December 2018
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

This paper amis to analyze the essence, source, approach and validity of syntax of pedagogical Arabic in the perspective of contemporary linguists. This was based on linguists who hold a classical syntax, saying renewal of pedagogical syntax in the contemporary era is not yet epistemological because it only redefines and implies classical syntax. With the philosophy approach of language education and educational linguistic theory based on library data with discourse analysis, it is found that pedagogical syntax iss Arabic grammar for learning to be proficient in speaking; derived from the Quran, hadith, poetry and syntax of classical schools and modern Arabic writing. The drafting approach is structural-behavioral with prescriptive, relevance, gradation, structural, clarity and simple principles. The methods are naqd, damj, tarjîh al-’arâ’, ziyâdah, tabwîb and ikhtishâr. The validity is pragmatic. On this basis, pedagogical syntax has its own distinct epistemology with classical syntax.

AL-USHÛL AL-‘ARABIYYAH LI ASMÂ AL-ISYÂRAH FÎ LUGHÂT AL-‘ÂLAM MIN MANZHÛR NAZHARIYYAH JADZR AL-KALIMAH Zaidan Ali Jassem
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban | Vol. 5 No. 2 December 2018
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

This paper aims to establish the Arabic cognates or origins of "demonstrative pronouns" in the world languages from a radical consonantal (lexical root) theory perspective. The data comprises key demonstrative pronouns like this, that in eleven major and minor families like Indo-European, Sino-Tibetan, Afro-Asiatic, Austronesian, Dravidian, Turkic, Mayan, Japonic, Niger-Congo, Uto-Aztec, and Tai-Kadai, which make up 60% of world languages and 96% of world population. The results showed that all such demonstrative pronouns have true Arabic cognates with the same or similar forms and meanings. Therefore, the results support the adequacy of the radical consonantal or lexical root theory according to which, unlike the Comparative Method and/or Family Tree Model, all world languages are related to one another. Thus, Arabic can be safely said to be the radical language itself to which all languages can be related for sharing demonstrative pronouns with all languages and for having a huge phonetic, morphological, grammatical, and lexical repertoire.

REALISASI PENERJEMAHAN ASPEK IMPERFEKTIF DALAM ALQURAN SURAT AL-QASHASH Novita Sekar Arum Sari; Syihabuddin Syihabuddin; Mohamad Zaka Al Farisi
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban | Vol. 5 No. 2 December 2018
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

The imperfective aspect of Arabic language can be used for the past-tense, present-tense, and future-tense. This study used a descriptive-qualitative method with analysis content design. The purpose of this study was to examine the translation of imperfective aspect and tense contained in the Quran on the chapter Al-Qashash. This study revealed that the imperfective aspect which was used for the past-tense was translated into Indonesian word ‘telah’ and ‘dahulu’. The imperfective aspect used for the present-tense was translated into Indonesian word ‘sedang’. Finally, the imperfective aspect used for the future-tense was translated into Indonesian using ‘akan’, ‘hendak’, ‘agar’, or ‘mudah-mudahan’.

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