scholarly journals تعليم اللغة العربية في غانا: التحديات والحلول

Al-Ma rifah ◽  
2018 ◽  
Vol 15 (1) ◽  
pp. 1-23
Author(s):  
عباس شمس الدين إبراهيم
Keyword(s):  
Curriculum Development ◽  
Analytical Approach ◽  
Language Education ◽  
Arabic Language ◽  
Arab Countries ◽  
The Status ◽  
The Subject ◽  
Education In Ghana

The research on the subject of Arabic language education in Ghana addresses challenges and solutions. It highlights the challenges faced by Arabic language education in Ghana from (al-kuttab), schools, institutes, and universities, and presents possible solutions to challenges through the use of the analytical and analytical approach. Living in Ghana, with no official bodies responsible for the development of Arabic in schools, the development of curriculum development and development, the status and development of teachers, and the lack of adequate support from Arab countries for Arabic, as do their counterparts in Ghana, such as French and Germans And its Chinese and other living languages that seek to revive their language at the official level

scholarly journals The universality of Arabic and the pedagogies of Arab countries: عالمية العربية وبيداغوجيات الدول العربية

2021 ◽  
Vol 5 (15) ◽  
pp. 129-120
Author(s):  
Rania Ahmed Rashid Shaheen Rania Ahmed Rashid Shaheen
Keyword(s):  
Arab World ◽  
Arabic Language ◽  
Arab Countries ◽  
Semitic Languages ◽  
International Policies ◽  
The Status ◽  
The Relationship ◽  
Descriptive Method

The research “The Arab world and its pedagogies” dealt with two tracks, the first track: Arabic between Semitic and the components of global languages, and the second track: pedagogies specific to strengthening the status of the Arabic language, using the descriptive method, and it stemmed from several questions raised by the virtual reader about the reasons for including the Arabic language within International and Semitic languages, and the relationship between the terms (global- international- official), and the most important components of the Arabic language that made it among the international languages. Language and international policies that serve the Arabic language.

scholarly journals The Solution of Arabic Teaching: Design of Arabic Teaching for Non-Native Speakers through Creative Ways as An Initial Step to Raises Enthusiasm Learning Arabic

2018 ◽  
pp. 1
Author(s):  
Rizqy Maulana Hakim ◽  
Adam Doni Mauladi
Keyword(s):  
Native Speakers ◽  
Arab World ◽  
Language Education ◽  
Initial Step ◽  
Arabic Language ◽  
Arab Countries ◽  
International Affairs ◽  
Educational Curriculum ◽  
Arabic Speakers ◽  
Official Languages

The Arab world has an extremely rich culture and history with diverse region geographical in the Arabian Peninsula. The religion of Islam was spread in Arab firstly by the prophet Muhammad SAW and the only language he spoke was Arabian well as Arabic also is the language of the Quran. There are 300 million Arabic speakers in the world and Arabic is the official language in 22 countries. Arabic is also one of the six official languages in the United Nations (UN). Arabic language education is very important, benefits that received from learning Arabic could implement into daily life and any aspects such as understanding the meaning of the Holy Qur’an and very potential to increase good relations in international affairs especially among Indonesia and Arab countries. However, Arabic teaching in non-native speakers' countries has some challenges. We observe that the biggest challenge teaching Arabic in Indonesia is the lack of knowledge among society about the benefit that we can gain from learning Arabic and the educational curriculum has been relying heavily on aspects of memorizing without any effective aspects or understanding of the Arabic lesson, it caused the low level of awareness to learn Arabic. Refer to the research of Jamsuri Muhammad Syamsudin and Mahdi Mas’ud on 30 students of IIUM indicates the biggest challenge to learn Arabic influenced by psychological factors such as desire, motivation, and un-confident. The question then is how to increase Arabic enthusiasts in non-native speakers’ countries and how to improve the educational system to learn Arabic effectively? The serious effort to increasing Arabic enthusiasts and to improve the educational curriculum is through simplification of the Arabic curriculum, as said before that much of the curriculum on Arabic depends on rote teaching methods that can’t truly benefit today. This can be done through creative ways and implement human behavior-based approaches or multiple forms of incentives to raises enthusiasm among non-native speakers to learn Arabic. We propose technology and fun activities that giving out the rewards and without it feels as if a burden to learn Arabic. This approach needs to be developed because the individuals need to be encouraged to do things that will bring benefits much than the act itself. In conclusion, solving the challenge of Arabic teaching is neither easy and improves its educational curriculum is crucial. It is hoped that Arabic teaching will have innovation for its development and overcome its challenges.

scholarly journals Analisa Kebutuhan Sebagai Konsep Dasar dalam Pengembangan Kurikulum Bahasa Arab di MAN Curup

2018 ◽  
Vol 2 (1) ◽  
pp. 49
Author(s):  
Nurjannah Nurjannah
Keyword(s):  
Curriculum Development ◽  
Arabic Language ◽  
Language Teachers ◽  
Needs Analysis ◽  
Community Collaboration ◽  
Student Needs ◽  
Functional Changes ◽  
School Programs ◽  
The Subject ◽  
The Right

Needs analysis in curriculum development is necessary to assess and identify the needs of Arabic and community teachers in curriculum development, as curriculum development is essentially oriented to the needs of Arabic language teachers and the needs of the community, including the needs of the subject. Needs analysis is also used to identify the incompatibility between the performance of the desired Arabic teacher and the performance of the real Arabic teacher. In the school system Needs analysis is needed to find curriculum deficiencies that involve school community collaboration and understanding of school programs for improvement. The purpose of the curriculum needs analysis is to find the right solution to solve the curriculum problem. One of the basic assumptions of curriculum development in education should be based on student needs analysis. The procedure used to collect information about student needs is known as needs analysis. The method of needs analysis in curriculum development is made to be able to measure the level of gap that occurs in student learning from what is expected and what has been obtained. The conclusions obtained in the analysis are: the needs of the curriculum is a formal process to determine the distance or gap between what exists and how should be from a curriculum, the priority of the main problem and then solved the problem. Needs analysis is a constructive and positive tool for making changes based on rational logic, functional changes that can meet the needs of citizens, groups and individuals.

scholarly journals Francophone History and its Effects in the Arabs World

2017 ◽  
Vol 25 (1) ◽  
pp. 179-200
Author(s):  
Latifah Al-Ma'yuf Latifah Al-Ma'yuf
Keyword(s):  
Eighteenth Century ◽  
Language Education ◽  
Arabic Language ◽  
Arab Countries ◽  
Military Occupation ◽  
Left Behind ◽  
Islamic Identity

Francophone represents one of the methods of alienation and subordination which was carried out in the Arab’s world. It has gone through several stages and different styles, which began with the protection of Christians minority in the Levant (in the eighteenth century during the Ottoman rule), then it ended with the colonial military invasion of the Maghreb. Francophone worked towards the capture of the sources and resources of the Arab nations, and worked towards obliteration of the Arabian Islamic identity. After the liberalization of the Arab countries from military occupation, Francophone continued the abuse of the Arabs. However, the methodology of Francophone was defeated in the Arab’s world, but it left behind its existence serious effects, (for instance on the Arabic language, education and culture).

scholarly journals Aplikasi Teori Kebutuhan Maslow dalam Pembelajaran Bahasa Arab (Implementasi Pendekatan Humanistik)

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Aam Amalia
Keyword(s):  
Subject Matter ◽  
Language Education ◽  
Arabic Language ◽  
The Internet ◽  
Library Research ◽  
Humanistic Approach ◽  
The Subject

This research aims to describe the humanistic approach in Arabic learning. The method used in this research is library research which data comes from various sources, both from libraries and various websites that exist on the internet. The source is books, encyclopedias, dictionaries, journals, documents, magazines, and others. The results of this study attempt to illustrate that a humanistic approach is an approach that helps learners to enjoy learning on the subject matter in developing the potential of students themselves in a better direction. The humanistic approach can be used in Arabic language education, Humanistic approach emphasizes guidance education, develops and directs student's basic potential in terms of cognitive, affective, and psychomotor. Abstrak Penelitian ini bertujuan untuk menggambarkan paradigma pendekatan humanistik dalam pembelajaran bahasa Arab. Metode yang digunakan dalam penelitian ini adalah metode library research yang data-datanya berasal dari berbagai sumber,baik dari perpustakaan maupun berbagai website yang ada di internet meliputi buku,ensiklopedi, kamus, jurnal, dokumen, majalah, dan lain-lain. Hasil penelitian ini berusaha menggambarkan pendekatan humanistik merupakan sebuah pendekatan yang membantu peserta didik untuk senang belajar pada suatu objek atau materi pelajaran dalam mengembangkan potensi diri peserta didik ke arah yang lebih baik. Dengan demikian pendekatanhumanistik dapat digunakan dalam pembelajaran bahasa Arab. Pendekatan humanistik menekankan pada pendidikan membimbing, mengembangkan dan mengarahkan potensi dasar peserta didik baik dari segi kognitif, afektif, dan psikomotor. Kata kunci: Teori Kebutuhan Maslow, Pendekatan Humanistik, Bahasa Arab.

scholarly journals معايير تقييم معلمي اللغة العربية لغير الناطقين بها

Al-Ma rifah ◽  
2018 ◽  
Vol 15 (02) ◽  
pp. 73-94
Author(s):  
عارف بن شجعان العصيمي
Keyword(s):  
Native Speakers ◽  
Language Education ◽  
Arabic Language ◽  
Educational Process ◽  
Foreign Languages ◽  
Standards Of Learning ◽  
Need To Evaluate ◽  
The Subject ◽  
Descriptive Method

The aim of this research is to understand and establish criteria for evaluating the performance of the Arabic teacher for non-native speakers. The standards of learning foreign languages ​​and integrating them into the curriculum and its applications in the field of language education. The researcher also pointed to the most important standards in the field of teaching Arabic to non-native speakers. In order to achieve the objectives set for this study, the researcher followed the descriptive method based on the development of the data required to answer the questions of the study describing the phenomenon under study and derived and analyzed to reach tangible results. The researcher chose this approach because it is comprehensive and provides the researcher with a lot of information about the phenomenon and its relevance to the subject studying. The researcher concluded from this study the results of the most important of which is to prove the role of the educational assessment of the teacher of the Arabic language for non-native speakers and how to achieve the goals of education effectively and strive to provide him with what helps to reflect his ideas abstraction and transfer it to knowledge and planning and application in the best ways to modify the environment of education and the need for educational renewal The need to evaluate the teacher according to basic and functional standards in the educational process such as ACTFI standards, CEFR standards, TESOL standards, Stralah AFMLTA. The need for teaching Arabic language curricula for non-native speakers to the development and activation.

scholarly journals RHETORICAL OMISSION IN THE QUR’ANIC EXPRESSION AND ITS APPLICATIONS IN SURAT AL-BAQARAH (OMISSION LETTER AS A MODEL)

2021 ◽  
Vol 03 (06) ◽  
pp. 402-414
Author(s):  
Abdoul Bassiti Toure MOHAMED ◽  
Nashwan Abdo KHALED
Keyword(s):  
Analytical Approach ◽  
Historical Overview ◽  
Modus Operandi ◽  
Effective Manner ◽  
The Status ◽  
The Subject ◽  
Descriptive Approach ◽  
The Difference ◽  
Relationship Of ◽  
The Relationship

Recently, Muslims and non-Muslims have witnessed an interest in studying the Holy Qur’an with contemporary approaches and trends, which requires Muslims, in particular, to participate in studying the Qur’an in an objective and effective manner to highlight the characteristics of the Holy Qur’an and the beauty and meanings that it contains. Hence, this study comes to analyze the rhetorical omissions in similar contexts in the Holy Qur’an and answer questions that may be raised about them. The study begins with a historical overview of the issue of omission in the Noble Qur’an for both the ancients and the contemporaries, with an indication of the status of thisThe topic is in the sciences of the Noble Qur’an, passing through the semantics of rhetorical deletion and its role in understanding the meanings of the Qur’anic expression, down to the uses of that method in different contexts and its inferred results, and applications and examples of omissions in Surat Al-Baqarah to collect all types of remembrance and deletion. Studying the subject of omission in Surat Al-Baqarah is a way to understand its other places in the rest of the Surahs in the Holy Qur’an. This study used the descriptive approach to extrapolate the modus operandi of rhetorical deletion in the Holy Qur’an, the historical approach to trace what was written in rhetorical deletion and the efforts of Al-Qami and contemporaries in it, and the analytical approach to show the relationship of deletion and its role in enriching meanings... Among the most important findings of the study: • Those who trace the positions of rhetorical deletion in the Holy Qur’an clearly realize the effect of rhetorical deletion in enriching the significance and meanings. The deletion often supports proving the meaning of the thing absolutely and as a sentence, or suggests the general significance of the rhetorical deletion method. • The difference of style betweenThe mention and omission are not in vain, but rather come to add a special style or a specific purpose. • It was found through the study that it is necessary to return to books of rhetoric and grammar, and books of language in general, to reveal many of the indications of rhetorical omission generated by deep reflection on the context of similar verses in the wise Quran.

scholarly journals Readability Level of Arabic Text in the Textbook of “Silsilah Fi Ta’limil Lughah Arabiyah” for Universities in Indonesia

2021 ◽  
Vol 5 (2) ◽  
pp. 144-168
Author(s):  
Puti Zulharby
Keyword(s):  
Reading Ability ◽  
Language Education ◽  
Arabic Language ◽  
Arab Countries ◽  
Word Class ◽  
Study Program ◽  
First Semester ◽  
Low Level ◽  
Frustration Level ◽  
Readability Level

The purpose of this study was to produce readability level of the text in textbook "Silsilah fi Ta'limil Lughah Al-'Arabiyah, Al-Mustawa Ats-Tsaniy, Al Qiraah", knowing the cause of the low level of text readability in terms of word class tendencies and linguistic findings. This study also resulted in the level of reading ability of first-semester Arabic students at universities in Indonesia, as well as the types of texts recommended for use or further development by other researchers. This research was carried out using descriptive qualitative methods, data sourced from the first semester students who took the Qiraah course totalling 83 students, with readability analysis techniques using the Cloze Procedure Test. The research showed that the readability of textbooks was 46% at the frustration level and 29% at the moderate level. The tendency of the word class to make errors generally occur in 1) 27% of perfect verbs (fi’il madhi), 2) 24% of nouns (isim), 3) 16% of imperfect verbs (fiil mudhari). Other factors are 1) Reader Factor, the majority of student inputs to the Arabic Language Education Study Program was 43% from general/vocational high schools; 35% from Islamic high school; and only 22% came from Islamic boarding schools; 2) Reading Factors, the team of writers of textbooks from native Arabic speakers generally relies on their experience, judgment, and culture in presenting the text regardless of the ability of the readers as foreign speakers. The results also showed the low level of readability of textbook due to the scarcity of choice of textbook from Arab countries. 3) Reading Book Factor, this book was minimal in terms of vocabulary and illustrations in the form of pictures so that it was less helpful in independent understanding.

scholarly journals Common Mistakes in Writing Arabic Annexation System of The Students of The Arabic Language Education Department at The Islamic State University of Antasari Banjarmasin (ar)

2019 ◽  
Vol 7 (2) ◽  
pp. 85-96
Author(s):  
Arif Rahman Hakim
Keyword(s):  
Error Analysis ◽  
Language Education ◽  
Arabic Language ◽  
School Level ◽  
Islamic State ◽  
State University ◽  
Education Department ◽  
Secondary School Level ◽  
Speaking Skill ◽  
The Subject

This study aims to know UIN Antasari students’ common mistakes in writing Arabic annexation system (idhafat). The sample is 90 students who join in the subject of tarkib tawabi. It takes qualitative approach with error analysis method. The data are collected from the documentation of students’ syntax workbook which is then analyzed by syntactic error analysis. The result of the study shows that the common mistakes in writing Arabic annexation vary from the mistake in mudhaf, mudhaf ilaih, multiple idhafat, and that in meaning of idhafat. These errors are caused by inadequate duration of learning Arabic in the secondary school level, the teacher that focuses more on explaining syntax theory, and the school’s orientation in raising students’ speaking skill.

Arabic Language Curriculum Development in Ma’had Umar Bin Al-Khattab Surabaya in Maintaining Middle Eastern Culture-based Educational Institutions.

Academia Open ◽  
2021 ◽  
Vol 5 ◽  
Author(s):  
Luthfi Ans ◽  
Budi Haryanto
Keyword(s):  
Middle East ◽  
Curriculum Development ◽  
Middle Eastern ◽  
Educational Institution ◽  
Language Education ◽  
Arabic Language ◽  
Educational Institutions ◽  
Language Curriculum ◽  
Eastern Culture ◽  
Middle Eastern Culture

Ma’had Umar Bin Al-Khattab Surabaya is an educational institution that concentrates on providing Arabic language education and islamic studies with an institutional style based on Middle Eastern Culture. This study aims to describe and analyze the development of the Arabic language curriculum and the achievement of Arabic curriculum development at MUBK Surabaya in maintaining Middle Eastern culture based educational institutions.This research uses a naturalistic qualitative approach with the type of field research and case study research design. The subjects in this study were Mudir, Deputy Mudir, Lecturers of Ma’had, alumni and students of MUBK Surabaya. data was collected by observation, interview, and documentation. Data analiysis techniques using data analysis techniques of Miles and Huberman, namely data reduction, data presentation, and drawing conclusions.The results of this research showed that the development of the Arabic language curriculum at MUBK Surabaya was carried out because of many background aspect including: stakeholder demands and students need. The principles of curriculum development are relevance, flexibility, continuity, as well as effectiveness and efficiency. The foundation of curriculum development used is religious, capability, psychological, and sosio-cultural. Middle Eastern culture at MUBK Surabaya includes 3 aspects, namely: first, the value system and nature of Middle Eastern people thought. Second, the pattern of life, attitudes, and Islamic habits of the Middle East. Third: patterns of student-teacher relationships in Middle Eastern cultures. The acvievement of curricilum development at MUBK Surabaya is by designing several courses to support the implementation of the 3 aspects of Middle Eastern culture. Keywords : Arabic Language Curriculum Development; Educational Institutions; Middle East Culture.

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