Arabic Skills Research Articles

Promoting Arabic Sign Language Skills Among Dental Students.

While the services available to deaf people in the Middle East have yet to be documented, they need improvement in several countries. The aim of this article was to reduce miscommunication between dentists and deaf patients through the introduction of an optional sign language course for pre-doctoral students and faculty of dentistry at King Abdulaziz University (KAUFD). All fourth-year pre-doctoral students were invited to participate in an Arabic sign language course. A survey with 11 multiple choice and 38 true/false questions with an "I don't know" option was distributed, both before and two weeks after the course. This survey was extensively validated and pilot-tested before distribution. The response rate was 141 students (84.9%), 49 of which were males (34.8%) and 92 of which were females (65.2%). The pre-doctoral students had a higher overall knowledge score (mean 22.9±14.8) and sign language skills (11.1±1.7) after the course compared to before the course (9.8±7.1, and 3.7±3.3, respectively) (all P-value <0.001). All the pre-course individual questions had lower scores compared to the post-course questions (P-value <0.05). Deaf people might face difficulties communicating at dental health care clinics, which may be improved by equipping dentistry providers with cultural competency training, like this course.

Understanding cognitive and language development in refugees: Evidence from displaced syrian children in Turkey

The present study introduces systematic data on the cognitive and linguistic abilities of refugee children. We tested 9–10 year-old Syrian refugee children (N = 25) on their cognitive abilities (i.e., working memory, shifting, inhibitory control, and fluid intelligence) and vocabulary knowledge in Arabic and Turkish. We compared their performance to two non-refugee control groups with low socioeconomic status, matched on age and mother’s education: Arabic-Turkish bilinguals (N = 29) and Turkish monolinguals (N = 19). Refugee children lagged behind both non-refugee groups in the fluid intelligence task. Compared to their bilingual peers, they showed poorer performance in working memory and shifting tasks. On the other hand, these scores matched their monolingual peers, with only slower performance in the shifting task. Greater exposure to trauma and poverty were predictors for lower scores in refugee children’s cognitive tasks. On the language tests, refugee children exhibited a smaller Turkish vocabulary size compared to both non-refugee controls. Trauma exposure, poverty and kindergarten attendance factors were significant predictors for this difference. As for the Arabic language skills, Syrian children outperformed their bilingual peers in Arabic. Although Syrian children displayed a more balanced bilingual profile, their performance in their dominant language (Arabic) was poorer than the bilingual control group’s performance in their dominant language (Turkish). Overall, the results suggest that refugee children’s working memory, shifting and fluid intelligence abilities, as well as mother tongue development, were negatively affected by forced displacement, but they were able to develop Turkish vocabulary skills and match Turkish monolinguals on both working memory and shifting abilities. This is the first piece of evidence suggesting that while being a refugee has adverse effects on children’s cognitive and linguistic development, holding bilingual status may actually create a protective shield in some cognitive abilities for disadvantaged refugee children.

تقويم برنامج ترقية مهارات اللغة العربية في مجموعة الكندي في جامعة مولانا مالك إبراهيم الإسلامية الحكومية مالانج

In the academic world, mastering a foreign language is very important. Al-Kindy Community is a community to hone Arabic language skills for students majoring in Arabic Language Education. As a community for improving Arabic language skills that exists at universities, researchers are interested in analyzing the activity programs that exist in the Al-Kindy community. This research aims first, to find out the objectives of the Al-Kindy program. Second, knowing the implementation of the al-Kindy program. Third, know for evaluating the al-Kindy program. The method used in this research is a qualitative and quantitative combined method with using likert scale. The data collection techniques used in this research are interviews and documentation. The research results show first are, the general goals of the al-Kindy program is to improve students' Arabic language skills and take part in every Arabic language competition for student level. Second, the implementation of the al-Kindy program includes activities carried out every weekend on campus which are guided by experienced Al-Kindi lecturers and alumni. Third, the results of the evaluation conducted by researchers on the skills improvement program at Al-Kindy showed a percentage of 84%, which means very good.

Pembiasaan Membaca Teks Arab Gundul dengan Kitab Al Nahwu Al Wāḍih di Pondok Pesantren Manbaul Husna Kabupaten Banyumas Jawa Tengah

The background to this community service is the lack of time to study “Arab Gundul” texts at the Manbaul Husna Islamic Boarding School in Purwokerto, even though Arabic language skills are one of the main abilities of a santri. The aim of this community service is to optimize Arabic language learning by accustoming students to reading b”Arab Gundul” texts with the book al nahwu al wadhih. Arabic language learning in Islamic boarding schools can generally be carried out well because the material is delivered through theory and practice. However, in the context of student Islamic boarding schools, Arabic language practice is less than optimal because the students' study time is limited. In this context, the habit of reading “Arab Gundul” texts is useful for optimizing students' Arabic language skills because by reading “Arab Gundul” texts, students learn mufradat, nahwu, nerve, as well as tarjamah. The result of this community service activity was the implementation of the reading habitual activity of “Arab Gundul” texts with the book al nahwu al wadhih for the students of the Manbaul Husna Islamic Boarding School, Purwokerto, for eight meetings. Meanwhile, the findings obtained were an increase in students' skills in reading Arabic texts using the correct nahwu rules.

The Growthing Love of Arabic Language and Soft Skill Through Learning to Read Al-Qur’an and Knowing Mahfudhot

Abstract. Arabic is still considered a difficult subject for children, even though it is the language of the Qur'an. Reading the Qur'an for children has been started and introduced early on through learning at the TPA or the like. In fact, it is not uncommon for a child to be able to read the Qur'an well at a young age. However, this has not made it easy for children to learn Arabic. For this reason, it is necessary to provide awareness for children that learning to read the Al-Qur'an is also learning Arabic at the same time. So that it can foster a love for learning it and keep away from the attitude that learning Arabic is difficult. Besides that, to cultivate character in children in this empowerment program it will also provide mahfudhot learning where these mahfudhot words have a deep meaning, but unfortunately they are still taught in Islamic boarding schools and have not been studied in schools in general. Words of wisdom in mahfudhot can provide understanding and foster good character for children if they study them and even stick them in strategic places so that they are always remembered and implemented.

PELATIHAN DAN PENDAMPINGAN MUHADATSAH UNTUK MENINGKATKAN KEMAMPUAN BERBICARA BAHASA ARAB SANTRI DI PONDOK PESANTREN AL-QUR’AN (PPQ) NURUL HUDA SINGOSARI KABUPATEN MALANG

In a society that is less familiar with Arabic, many feel that this language is foreign and difficult to learn. Lack of introduction to Arabic from an early age makes it difficult for many people to understand Arabic texts, especially Qur'anic texts that have been translated into Indonesian. This results in a less complete and deep understanding, even leading to deviations in the practice of the contents of the Qur'an. Efforts to introduce Arabic at the basic level are very important to improve people's understanding of these texts, which are the key to understanding and applying the teachings of the Qur'an in everyday life.The results of the training and mentoring of basic muhadatsah for students of PPQ Nurul Huda Singosari showed high enthusiasm and significant improvement in Arabic speaking skills. The students are able to pronounce daily sentences correctly and fluently and are able to carry out muhadatsah independently well. This is an indication that the training has a positive impact on the development of Arabic language skills and a better understanding of the Qur'anic text.

مشكلات الكتابة العربية وحلولها لطلاب الصف السابع بالمدرسة المتوسطة الاسلامية الأهلية "السلام" بانجيلان طوبان

This research aims to analyze the errors in Arabic writing among 7th-grade students at MTS As-Salam. Arabic language plays a crucial role in understanding and using Islamic religious texts and is one of the key subjects in secondary schools. However, many students face difficulties in learning Arabic, especially in writing.&#x0D; The research was conducted using an error analysis method. Data were obtained from the writings of 7th-grade students at MTS As-Salam throughout one semester. The results of this analysis provide an overview of the types of errors commonly made by students in Arabic writing, as well as their contributing factors.&#x0D; Based on the research findings, several common types of errors were identified, such as errors in using Arabic letters (huruf hijaiyah), punctuation, affixes, and sentence structures. These errors may hinder the comprehension and interpretation of the texts they write. Contributing factors to these errors include a lack of understanding of Arabic writing rules, insufficient practical writing exercises, and the influence of different native languages.&#x0D; Therefore, further efforts are needed to improve the quality of Arabic language teaching at MTS As-Salam. Teachers should provide more practical exercises in Arabic writing and offer a deeper understanding of writing rules. Additionally, collaboration between teachers and parents is essential to help students enhance their Arabic language skills outside the school environment.&#x0D; This research is expected to make a positive contribution in understanding and addressing Arabic writing errors among 7th-grade students at MTS As-Salam. By identifying common errors and their causes, it is hoped that the school can implement more effective learning strategies focused on enhancing students' Arabic language proficiency.

Problematika Guru Dalam Pembelajaran Kitabah Di MTs Negeri 2 Deli Serdang

Writing is one of the Arabic language skills, in learning it, writing has several problems, especially for teaching staff or teachers in a school. Therefore, in this research, researchers will discuss the problems faced by teachers in learning writing at Madrasah Tsanawiyah Negeri 2 Deli Serdang. This research uses a qualitative-descriptive method, the data collection method uses interviews and observation, interviews wera conducted with 4 Arabic language subject teachers who teach at the school and observation was used to observe the teacher`s difficulties in teaching writing to students and the efforts made by the teacher. The results of the research show that the problems in this school are 1) Limited knowledge of mufradat for students, 2) Educational background at the previous level which was not based on Islam, 3) Low interest and motivation of students in learning Arabic, especially writing. To overcome all these problems, the teachers made several efforts to facilitate good learning of the book, such as providing mufradat memorization at each meeting, giving imla` assignments, assigning students to answer question and writing them on the blackboard, and often providing motivation to arouse students` enthusiasm in study.

Penggunaan Metode Insya’ Muwajjah Sebagai Proses Pembelajaran Kitabah

One of the four Arabic language skills is the ability to write, or what is called maharah al-kitabah. There are four categories of Arabic language skills, namely listening skills (maharah al-istima'), speaking skills (maharah al-kalam), reading skills (maharah al-qira'ah), and writing skills (maharah al-kitabah). Writing is an activity related to the thinking process and the ability to convey ideas through writing. Insya' muwajjah, or structured writing, is one method to improve the ability of maharah al-kitabah with a teaching method that asks students to write perfect sentences or essays with some direction and instructions from the teacher. This research was conducted with the aim of getting an answer to whether one of the insha' muwajjah learning methods could be an alternative for achieving success for a teacher in teaching one of the skills that is included in the most difficult level of other maharah. This research uses analysis that the author quotes from various secondary data, in the form of scientific journals, theses and internet media. From the results that we have collected from various previous sources, it shows that the insha' muwajjah method can be an alternative because the learning carried out starts from easy to difficult stages so that students' understanding can be evenly captured in learning until skills are formed.

Strategi Pembelajaran Bahasa Arab dalam Upaya Mempersiapkan Calon Mahasiswa Baru ke Timur Tengah (Studi Kasus pada El-Darosah Banten)

This article aims to analyze the Arabic language learning strategies implemented by El-Darosahat Banten in order to prepare prospective new students for the Middle East, especially Al-Azhar as the oldest university in Egypt. As we know that students who want to continue their studies in the Middle East have increased. Therefore, it requires a strategy in preparing Arabic so that they can follow learning in the Middle East well. This research is qualitative using descriptive analysis methods. Data were obtained through observation, interviews, and documentation studies. The qualitative approach according to Creswell allows a researcher to become a key instrument, namely as a data collector, behavioral observation, or participant interview. The object of research in this paper is students at the El-Darosah institution who want to continue their studies to the Middle East. The results of this research show that learning Arabic at this institution is for a specific purpose so that it has implications for several things: First, the implementation of Arabic learning at El-Darosah uses private and classical methods so that learning runs effectively; The material is a compilation of many resources pertaining to learning Arabic related to the acquisition of Arabic language skills; Third, in the grammatical aspect, students are required to identify and express ideas about the grammatical structure and style used in the texts provided, so that learning Arabic is more functional. Another strategy used in learning Arabic at this institution is that teachers always motivate students, so predetermined goals of learning Arabic can be achieved effectively and efficiently because students are present physically and psychologically. We recognize that this study has many flaws. Therefore, we hope that there are researchers who can continue our research, such as how the strategy of mastering the Amiyah language because outside of learning, the language used is the Amiyah language.

تنفيذ تعليم مهارة الكلام في المعاهد الإسلامية بربولينجو (دراسة المقارنة بين معهد نور الجديد ومعهد المصدوقية بربولينجو)

Speaking skills are considered to be one of the most important language skills in learning Arabic, especially for Arabic learners. Because speaking is the goal of Arabic learning, either second language or foreign language. In this study, the researcher found several features in learning speaking skills in Nurul Jadid and Al-Masduqiyyah Islamic boarding schools i.e students often get achievements in the field of speaking skills such as be the champion of the scientific debate in Arabic, Arabic speech contest, Arabic story telling contest, Arabic poetry contest, and Arabic olympics. There is a language environment that strongly supports learning Arabic skills. Therefore, the researcher is interested in doing this study.The purpose of this study are: 1) To find out the implementation of learning speaking skills in the probolinggo Islamic boarding schools. 2) To find out the advantages and disadvantages of learning language skills.In this study the researcher used qualitative descriptive methods. The retrieval of data used by the researcher are interviews, observation and documentation.The resuls of this sudy are : 1). The purpose of learning Arabic skills in Nurul Jadid and Al-Masduqiyyah Islamic boarding schools are the same that is to train students to fluently speak Arabic ell according to thr correct rules. 2). The Arabic language learning material in Nurul Jadid Islamic boarding school are : Vocabularies, conversation, Arabic scientific debate, Arabic specch, story telling, reading news and grammar. The Arabic language learning material in Al-Masduqiyyah are : Vocablaries, conversation, muhadharah, mutholaah, and grammar. 3). The learning methods of Arabic language skills in Nurul Jadid and Al-Masduqiyyah Islamic boarding schools are the memorization method, the direct method and samiyyah syafahiyyah method. 4). The learning media in learning Arabic skills in Nurul Jadid Islamic boarding school are Muhawaroh Al Haditsah book, Jurumiyyah book, Imrithi book, Alfiyah book, Amsilatu Tasrifiyyah book, white board, and LCD projector. Meanwhile, the learning media in learning Arabic skills in Al-Masduqiyyah Islamic boarding school are Jami’ul Mufrodat book, Nahwu Wadhih book, Amsilatu tasrifiyyah book, white board and LCD projector. 5). The learning evaluation in learning Arabic skills in Nurul Jadid and Al-Masduqiyyah Islamic boarding schools are weekly evaluation, formative evaluation and summative evaluation.

Innovation in the Learning of Isima’ and Kalam through the Online Media to the Arabic Language Education Students of UIN Sunan Kalijaga

Learning istima’ and kalam are important language elements in order to improve students’ Arabic language skills. As a form of awareness of the importance of linguistic elements, lecturers in the Arabic language education study program at UIN Sunan Kalijaga integrate istima’ and kalam learning with technology, namely by utilizing online media. This innovation is based on needs analysis and ease of use of online media to achieve istima’ and kalam learning objectives. This research aims to describe the process of learning istima’ and kalam using online media for students of the Arabic Language Education study program at UIN Sunan Kalijaga. In carrying out this research the author used a qualitative descriptive research method, with data collection techniques using observation and documentation. The research results show that istima’ and kalam learning uses WhatsApp, Zoom Meeting and E-Learning media. Before the lecture begins, the lecturer first distributes special material in audio form via the WhatsApp group, so that students can first listen and try to understand the material independently. After the lecture begins, all students enter the Zoom Meeting to practice kalam, students are asked to verbally express what only what is understood from the previous istima’ material. As for the final stage, the lecturer gives assignments via e-learning related to the theme of istima’ and kalam material that has been studied in writing.

Arabic tilini o'rganish uchun rus tilidagi odamlar uchun resurslar

This article provides an overview of Arabic learning resources specifically tailored for Russian speakers. It offers a range of tools, strategies, and platforms to support Russian learners in their journey of acquiring the Arabic language. The resources include language courses, apps, online communities, cultural events, and media sources. By utilizing these resources, Russian learners can enhance their Arabic language skills, deepen their understanding of Arabic culture, and engage in effective language practice

Ikhtibār Mi’yār al-Kafā’ah fī al-Lugah al-ʽArabiyyah bi-Mutașaffiḥ al-Imtiḥān al-Āmin fī Jāmiʽah Walisongo al-Islāmiyyah al-Ḥukūmiyyah Semarang

The objectives of the study include: 1. Describe the IMKA test with Safe Exam Browser (SEB), 2. Know the success rate achieved in the test. The research method used is qualitative descriptive analysis, data was collected in the form of observation, interviews, documentation, and triangulation combinations. Spradley model data analysis consists of domain analysis (categorization), taxonomic analysis (category elaboration), and componential analysis (looking for specific differences). The research time is divided into pre, implementation, and post. Pre-research in September 2021. The implementation is from September 2021 until the end of the online exam on August 8, 2022. Post is the time after the exam is over until the collection of the Language certificate. The primary sample/data source in this study is third and fifth-semester students from all departments and faculties within UIN Walisongo totaling 8,755 students with a schedule of 4 periods in July and 6 periods in August. The results showed that the IMKA Test with CBT type SEB has not shown the success of Arabic language skills in UIN Walisongo students, marked by a student graduation rate of 17.63% with the number of students graduating as many as 1,544 students.

Activating the Mnemonic Learning Model to Enhance Student Motivation in MTs Miftahul Ulum Situbondo

This research focuses on the activation of the Mnemonic Learning model, with the aim of understanding the process of activating the Mnemonic Learning model at MTs Miftahul Ulum. Based on these issues, the researcher is interested in further exploring them in the form of a scholarly thesis. The research objectives include: How does Mnemonic Learning enhance student motivation at MTs Miftahul Ulum Besuki Situbondo and What is the process of activating Mnemonic Learning at MTs Miftahul Ulum Besuki Situbondo. To address these issues, the author employed a qualitative research method, specifically phenomenological research. Data was collected through observations, interviews, and documentation involving various relevant parties related to the research subject. Data analysis involved data reduction, data presentation, and verification. The findings revealed the creation of more active and motivated learning through the use of the Mnemonic Learning model, leading to better understanding of the Arabic language by seventh-grade students at MTs Miftahul Ulum Besuki Situbondo. The author's hope is that the activation of the Mnemonic Learning Model will be able to make students have a high interest in learning Arabic so that they have standardized Arabic language skills.

The Impact of Learning Management System “arabi.id” Web-Based Application on Developing Arabic Language Skills

Until recently, few educational institutions have developed and integrated Arabic language learning curricula with LMS. This study aims to develop a proposed Learning Management System (LMS) program designed to enhance the Arabic proficiency of non-native speakers. It investigates the impact of this program on cognitive fulfilment and language advancement among non-native Arabic learners at the University of Darussalam Gontor, Indonesia. The researcher utilized a quasi-experimental and descriptive research approach, deemed most suitable for this study's nature. Data collection involved 80 students from the University of Darussalam Gontor, employing various tools such as tests, questionnaires, interviews, and observation. The study yielded significant outcomes, including creating the proposed LMS, arabi.id. After completing the research, statistically significant improvements were observed in the experimental and control groups' listening, speaking, reading, and writing abilities, with a more substantial positive impact on the experimental group. Moreover, the experimental group's pretest and post-test results showed statistically significant differences in proficiency levels (listening, speaking, reading, and writing). The study's findings suggest that non-native Arabic speakers can benefit from e-learning courses to enhance their language skills. Recommendations include implementing LMS-based Arabic instruction, encouraging instructors to integrate LMS into the Arabic teaching curriculum, and increasing the availability of Arabic educational websites.

Use of Word Racing Game (سباق الكلمات) for Nahwu Learning at Madrasah Ibtidaiyyah Nurul Amal Mojokerto

This study aims to describe the process of applying or using word races and their advantages and disadvantages in Nahwu learning, especially in the material of Isim Mudzakkar and Muannats at Madrasah Nurul Amal Mojokerto. This research was conducted with field research with a descriptive qualitative approach. With interactive data analysis techniques. Based on the results of the study, the use of this learning word race game will entirely be student-centered or known as Student Centered Learning (SCL). increase student motivation to learn. Its interesting principle is to learn while playing and cultivate a love for the Arabic language. Because the use of Gamification in language learning proves that the use of Gamification for foreign language learning has a positive impact, both in increasing learning motivation and achieving learning objectives. These games provide opportunities for students to actively engage, understand concepts better, and improve their Arabic skills. The disadvantages of this game are time pressure which has implications for one of the children's learning motivation, children's interests outside school, and the adjustment of children's learning activities to children's needs.

Student Pantomime Techniques in Learning Arabic Vocabulary

Arabic is one of the foreign languages taught in various Indonesian educational institutions, starting from the Early Childhood Education level to tertiary institutions. The position of Arabic as the language of religion, science and language of international communication makes Arabic an important language to learn. Learning vocabulary (mufradat) is a person's initial foundation in learning Arabic. Good vocabulary mastery will form good Arabic language skills as well. There are various kinds of learning techniques used for learning objectives, one of which is the pantomime technique. This paper aims to describe pantomime techniques in learning Arabic vocabulary and to explain the influence of pantomime techniques in learning Arabic vocabulary. The method used in this research is library research through documentation techniques. From the results of the analysis of the literature review, the pantomime technique in learning Arabic vocabulary involves educators or students describing the meaning of vocabulary through body movements which must then be guessed by other students. The effect of mime technique assistance in learning Arabic vocabulary is that it can increase student learning motivation, increase student understanding and vocabulary mastery, and improve students' ability to speak Arabic.

Developing the Communication Competencies of Non-Arabic Speakers Using Interactive Kagan Strategies

This research aims to verify the effectiveness of Kagan Strategies in developing communicative competence for non-Arabic speakers. To achieve these goals, the researchers prepared three electronic instruments: a questionnaire, interviews, and a pre- and post-test. The researchers used a descriptive survey method and a quasi-experimental method. They took the sample from 50 secondary school students (Vision International School). Students were divided into two groups. The researchers taught the experimental group of students using Kagan's strategies and the control group of students were taught using traditional methods. Their progress was measured using an achievement test. The researchers used sets of statistical ways to arrive at her conclusions. After completing the experiment, the researchers found statistically significant differences between the average achievement of the control set and the experimental set in the achievement test of Arabic skills, grammar, and communicative competence. Using Kagan Strategies was proven more effective than the traditional way in Vision International School in Qatar.

Optimizing Arabic Language Proficiency Through Instagram Social Media as an Effort in Arabic Language Digitalization

Technology is developing rapidly and affects all aspects of life, especially in the field of education. One form of technological development that exists is the emergence of various social media applications as a means of learning, especially Instagram. As an effort to digitize Arabic, Instagram is used optimally as a practical Arabic learning medium. This study uses a qualitative descriptive method that aims to describe and describe how Arabic learners can improve Arabic language skills through Instagram. The results showed that as an effort to improve Arabic language skills, Instagram is an applicable learning medium. There are 5 Arabic learning recommendation accounts, namely 1) @arabiyahtalks; 2) @muslikhin_m; 3) @marhaban.academy; 4) @nahwu_pedia; and 5) @uslubarabi.id. The content uploaded in several accounts is considered quite varied, practical, easy to understand, and up to date. Efforts to maximize Arabic language skills can be done by following some material packaged in various forms of features on Instagram by several Arabic learning accounts.