Kalamuna: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban

Mimicry-Memorization Method: Elevating Arabic Speaking Skills with Visual Media

Siti Hafsari — 2024-01-31

This research aims to explore the effectiveness of implementing the Mim-Mem (Mimicry-Memorization) Method with the support of visual media in enhancing Arabic speaking proficiency in a school environment. The Mim-Mem Method combines mimicry for better understanding and memorization for vocabulary reinforcement, while visual media is utilized as a clear representation of the learning material. The research methodology employed is classroom action research with students from grade XI A at SMP IT Sahabat Alam Pelabuhan Ratu Sukabumi as the subjects. Data were collected through observations, tests, and field notes over two research cycles. The results were analyzed to measure the improvement in students' speaking abilities. The research findings demonstrate a significant enhancement in students' speaking skills after applying the Mim-Mem Method with visual media. The average scores increased from 64 in the pre-test to 81 in the post-test, indicating the effectiveness of this method as a learning approach. The discussion involves in-depth analysis regarding the positive impact of the Mim-Mem Method with visual media on Arabic speaking skills among students. The novelty of this research lies in the innovative combination of methods with a visual approach, providing an effective solution to learning challenges. In conclusion, the implementation of the Mim-Mem Method with visual media makes a positive contribution to improving Arabic speaking skills among students at SMP IT Sahabat Alam Pelabuhan Ratu Sukabumi. Recommendations for future research could focus on further developing this method, including variations in teaching approaches and more specific adjustments to students' characteristics. Additionally, further studies could explore the effectiveness of this method in higher education contexts or different educational environments.

تحليل البسملة على ضوء علم الصرف والنحو

Hilman Jaelani — 2024-01-31

من المعلوم أن في اللغة العربية نحتا. والنحت هوما ينتزع من كلمتين أو أكثرحين تكون كلمة جديدة تدل على معنى ما انتزعت منه. وتكون هذه الكلمة إما اسما كالبسملة من (بسم الله ) أو فعلا كحمدلة من (الحمد لله) أو حرفا كإنمامن (إن و ما)أومختلطة كعما(عن وما). والأغراض لهذا البحث هي معرفة البسملة من ناحية صيغتها وتنظيمها. أومعرفة جوانب لغوية في البسملة على ضوء علم الصرف والنحو.أما الطريقة التي يستخدمها الكاتب في هذالبحث فهي الطريقة التحليلية الوصفية وهي الطريقة التي تستخدم لتحليل البيانات واستنتاجهاالصحيح من الكتب أو الوثائق. وأما أسلوب جمع البيانات الذي يسير عليه الكاتب في هذالبحث هو أسلوب قراءة الكتب التي تتعلق بالموضوع. ومن النتائج المحصولة من هذا البحث هي أن البسملة على ضوء علم الصرف لها ناحية صيغتهاالخاصة فتعرف صيغة لفظ "اسم" و "الله" و "الرحمن" و"الرحيم"، والبسملة من ناحية علم النحو تتعلق بمواقع الإعراب لكل كلمات فيها من الباء و"اسم" و"الله" و"الرحمن" و"الرحيم" فيعرف موقع الإعراب للفظ"اسم" و"الله" و"الرحمن" و"الرحيم".

Penerapan Sistem Blok dalam Mendorong Kemandirian Belajar Bahasa Arab Siswa di MTs NU Pakis (MATSNUEPA)

fitri Amelia — 2024-01-31

The Merdeka Curriculum has a principle of freedom in learning that guides students to become independent learners. MTs NU Pakis (MATSNUEPA) uses a block system as its learning system. With this block system, the duration of student learning becomes longer in each lesson. Thus, students are encouraged to be independent learners. Based on this, the aim of this research is to explore how the application of the block system can encourage students' independent learning in Arabic language learning, as well as the forms of independent learning carried out by students in the Arabic language subject. This research uses a qualitative method with a case study approach. Data collection uses three instruments in the form of interviews, observations, and documentation. Data analysis is carried out using Miles and Huberman's theory through three stages: reducing data, presenting data, and drawing conclusions. The results of this study indicate that the implementation of the block system based on the Merdeka curriculum is divided into four blocks in each academic year. The forms of students' independent learning are implemented through project-based learning methods, the use of learning media, and tourism activities at the end of each semester.

Malay Arabic Influence in Arabic Writing Skills

Nurhikmah Sani — 2024-01-31

Learning Malay Arabic writing seems more popular than Arabic writing, therefore it is necessary to know the impact of Malay Arabic writing on Arabic writing and the differences in letters between the two. The purpose of this research is to find out about Malay Arabic and the differences in letters between Malay Arabic and Arabic as well as their impact on learning to write Arabic (insya'). In this research, the method used is library research, data collection is used by looking for sources from books, journals and existing research. The results of this research are 1. Malay Arabic skills have an impact on Arabic writing skills 2. Malay Arabic skills have a negative impact on Arabic writing 3. Malay Arabic writing rules and Arabic writing rules are very different. This research was conducted to find out how Malay Arabic writing and Arabic language writing are and their impact on learning insha'.

Hambatan Penerapan Kurikulum Kulliyatu al- Mu’allimîn al- Islâmiyyah Pada Pembelajaran Bahasa Arab Di Pondok Pesantren Raudhotus Salâm Yogyakarta

muhammad khafid jenur hafiz — 2024-01-31

This research aims to describe the problems of application of the KMI curriculum at the Raudhatus Salaam Islamic Boarding School, Yogyakarta, which includes the problems and implementation of the KMI curriculum. This research uses a descriptive qualitative approach. The data collection methods used were observation, interviews, and documentation. Respondents in this study included the principal, the curriculum department, and one teacher. The research used a process of data reduction, data presentation, and drawing conclusions to analyze the data. The findings show that: The Kulliyatul Mu'allimin Al-Islamiyah curriculum at the Raudhatus Salaam Islamic Boarding School has similarities with the KMI at Pondok Modern Darussalam Gontor. The KMI curriculum at both Islamic boarding schools has a similar structure, with 70% focus on religious knowledge and 30% on general science. The learning process lasts 24 hours and is supervised by the Kyai/President of the Islamic Boarding School, Peduli Santri, Deputy Director of KMI, as well as the Teacher/Ustadz who is responsible for Service and Organization at the Raudhatus Salaam Islamic Boarding School. KMI teachers and staff face difficulties in implementing the KMI curriculum in Arabic language learning because they still follow the Ministry of National Education curriculum and the KMI curriculum.

Analisis Kesalahan Fonologi Dalam Pengucapan Huruf Hijaiah Pada Penderita Gangguan Pendengaran Sensorineural

Cindy Aqmarina Allail — 2024-01-31

The aim of this research is to determine the characteristics of the pronunciation of makhorijul letters for people with sensorineural hearing loss or SNHL. A person with SNHL has hearing problems and this affects their phonological speech. This research is a qualitative descriptive study with the data source being an adult man with the initials NH who is 30 years old. The data collection technique used is the listening and speaking technique. Data were analyzed using the Miles and Huberman model, namely data reduction, data presentation, and conclusion verification. The results of this study show that people with sensorineural hearing loss experience many errors in pronunciation of hijaiah letters, especially in makhroj al-lisan for letters of the same nature. These errors are based on the makhorijul letters which are divided into al-jauf (mouth cavity), al-halaq (throat), al-lisan (tongue), ash-syafatain (two lips), and al-khaisyum (bridge of the nose). In Arabic vocabulary phonemes, 3 phonological errors were found, namely addition, subtraction and replacement of phonemes. Sensorineural hearing loss in this study was caused by frequent blows to the head and taking certain medications, resulting in sound waves that were captured not being heard perfectly and experiencing errors in the phonological aspect.

القدرة على تحديد الفكرة الرئيسة والفكرة الثانوية في النصوص الإسلامية لدى طلاب قسم تعليم اللغة العربية في الجامعة الإسلامية جاكرتا

Raswan Raswan — 2024-01-31

The objectives of the research are to reveal the ability of students of the Department of Arabic Language Teaching to identify the main and secondary idea of a basic problem faced by them to identify the main idea and the secondary idea. This research is qualitative research using the descriptive approach. The researcher takes the sample from 22 students in class "A" Department of Arabic Language Teaching. The data collection methods used by the researcher are interview, observation and written tests. After processing and analyzing the data, the researcher obtains that the average score of students in the Department of Arabic Language Teaching Syarif Hidayatullah Islamic University Jakarta to determine the main idea and the secondary idea is 48.36 with a grade of "fail" because the score falls between 0-45. From here we know that most of them are unable to identify the main idea and the secondary idea. The main problems that students face in determining the main idea and the secondary idea are the students' understanding of the content and their poor understanding of grammatical and morphological rules.

Psycholinguistics in 21st Century Arabic Language Learning

Hafidzotun Nafi'ah — 2024-01-31

This research is motivated by Arabic language learning activities which cannot be separated from language activities. Therefore, learning Arabic is not enough just linguistics, but also needs to study mental state or mind, namely psychology. The science of psycholinguistics was born, which is a combination of language and mental science. This research uses a type of library research, the data was analyzed using content analysis. The findings of this study show that psycholinguistics covers language learning strategies as well as the phenomena of language acquisition and learning. Similar to this, learning Arabic involves adhering to linguistic, psychological, and educational principles. These three tenets serve as the interface between psycholinguistics and language acquisition. It is intended that this study would assist teachers in enhancing the Arabic language acquisition process.