Cordova Journal language and culture studies

Problematika Keterbacaan Kitab Turats Fiqh Fathu al-Qarib Di Kelas Program Kitab Turats Plus (KTP) Pondok Pesantren Salaf Modern Thohir Yasin

Iwan Hadi Saputra — 2023-06-15

Kitab Turats Fiqh Fathu al-Qarib is a book in the Syafi'iyyah school of thought which is always studied and taught in the world of Islamic boarding schools. Along with the development of time, this book has always been a reference standard in measuring the fluency and understanding of students in reading kitab turats. So the level of readability of this book is closely related to the level of difficulty encountered when reading the book. Therefore, this study aims to analyze the readability problems contained in this book, especially among students of the class of the Kitab Turats Plus (KTP) program at Thohir Yasin Salaf Modern Islamic Boarding School. This study uses a qualitative method with a case study research design. The research data collection instruments were interviews and documentation with fifteen informants. Meanwhile, in analyzing the data, this study used the Atlas.ti 9.0 application using the thematic analysis method. The results of this study found that students still experienced difficulties in analyzing and applying nahwu and sharf knowledge in the kitab Fathu al-Qarib. In addition, the cause of student's difficulties in reading and understanding the kitab Fathu al-Qarib is that there is still a lack of mastery and memorization of vocabulary and there are still difficulties with fiqh terms, especially those found in the chapter on zakat and the latter is due to the lack of parental support, the difference in cognitive level between one student and another and due to the activities of the Islamic boarding school too dense. Therefore, recording and evaluating any difficulties faced by students in reading kitab turats is highly recommended for teachers so that the goals to be achieved can be efficient and on target.

Exploring Factors Contributing to Students’ Willingness to Communicate in English Class at The 11th Grade of Ma Nurul Islam Dasan Baru Murbaya Village Pringgarata Sub-District in The Academic Year 2022/2023

Alfia Rahmawati Alfia Rahmawati — 2023-06-15

This research is aimed to find out the students’ willingness to communicate (WTC) in English class, and unveil the factors that contribute to students’ willingness to communicate (WTC) in English class. This research implemented qualitative descriptive method by conducting observation and interview. The informants were the 11^th grade students at MA Nurul Islam Dasan Baru. The findings showed that most students have medium willingness to communicate in English class. Meanwhile, less of them have high willingness to communicate in English class. Furthermore, the researcher found some factors contributing to students’ willingness to communicate (WTC), namely psychological factors and situational factors. Psychological factors include self-confidence, perceive communicate competence, learning anxiety, motivation, and personality. Meanwhile, situational factors include effect of task, effect of topics, teacher role, interlocutor, and classroom atmosphere.

Al-Usus Al-Ta’limiyah Li I’dadi Mawad Ta’lim Al-Lughah Al-’Arabiyah

Amirul Mukminin — 2023-06-15

Teaching Materials are an important component that must exist in learning, as well as in learning Arabic. Its existence is very helpful in achieving learning objectives. Therefore, the preparation and selection of teaching materials/materials is one of the important things that really must be prepared carefully. The process of compiling teaching materials must be based on principles, foundations or basis for compiling teaching materials, including the basics of education (al-usus al-tarbawiyah). This study discusses what are the principles and foundations of education that must be included in teaching materials, especially Arabic. The method used in this research is literature review. Researchers collect information data through documents, both written documents, and electronic documents about educational principles in the preparation of teaching materials. The educational principles in the preparation of teaching materials are divided into several areas, including the principles of organizing teaching materials, the principles of clarity of educational materials and their legibility, the principles of conformity of teaching materials and the possibility of teaching them. These educational principles are then discussed in detail and systematically as the basis for compiling quality Arabic language teaching materials.

Tahlil Al Kitab Al Amadrosiy Fi Al Fasli Al Hadi ‘Asyaro Minal Madrasah As Tsanawiyyah ‘Ala Asasi Al Mi’yar ACTFL

Ridho Rosyid — 2023-06-15

Astract

This research aims to 1). analyze the level of Arabic proficiency in the KMA 183 Arabic text book from the perspective of ACTFL, 2). Knowing the urgency of the arrangement of material in the KMA 183 Arabic textbook on Arabic language proficiency. 3) describe the implications of the analysis of the KMA 183 Arabic textbook based on the ACTFL language proficiency guidelines. The research is library research by presenting data, documents and other supporting files with a qualitative descriptive approach, using content analysis techniques, namely analyzing data according to its contents so as to provide an overview of the suitability of the material contained in textbooks Arabic at the MA level of class XI by analyzing through the perspective of language proficiency guidelines. The results of research conducted by analyzing KMA 183 Arabic textbooks can be explained that in Productive skills, reading material is presented at the intermediate level and beginner level dominated by the middle intermediate level (intyermediate mid), while writing material is presented with inconsistent material weights. and irregular between novice mid to intermediate mid, while Receptive skills include reading skills and listening skills. On reading material as a whole has increased. In the first two chapters, it begins with the material level of proficiency at the beginner high level (Novice High), then increases to advanced high. This is different from material in listening skills which is consistently at the intermediate level, both intermediate low and medium high, thereby showing that the process of transforming material changes can be enjoyed by learners in each chapter.

Keywords: ACTFL, Language Proficiency, Textbook, Arabic Language

Abstrak

Penelitian ini bertujuan untuk 1). menganalisis tingkat kemahiran berbahasa Arab yang ada dalam buku teks bahasa Arab KMA 183 perspektif ACTFL, 2). Mengetahui urgensi susunan materi dalam buku teks Bahasa Arab KMA 183 terhadap kemahiran berbahasa

Arab. 3) mendeskripsikan implikasi analisis buku teks ajar Bahasa Arab KMA 183 berdasarkan pedoman kemahiran berbahasa ACTFL. Penelitian merupakan penelitian kepustakaan (Library Research) dengan memaparkan data, dokumen dan berkas-berkas penunjang lainnya dengan pendekatan deskriptif kualitatif, dengan menggunakan teknis analisis isi (Content Analysis) yaitu melakukan Analisa data menurut isinya sehingga memberikan gambaran tentang kesesuaian materi yang terdapat dalam buku teks Bahasa arab pada jenjang MA kelas XI dengan menganalisis melalui perspektif pedoman kemahiran berbahasa. Hasil penelitian yang dilakukan dengan menganalisa buku teks Bahasa Arab KMA 183 dapat dipaparkan bahwa pada kemahiran Produktif yaitu materi membaca disajikan berada pada tingkat menengah dan tingkat pemula dengan didominasi oleh tingkatan menengah tengah (intyermediate mid), sedangkan materi menulis disajikan dengan bobot materi yang tidak konsisten dan tidak teratur antara pemula menengah (novice mid) sampai kepada menengah tengah (intermediate mid), sedangkan untuk kemahiran Reseptif mencakup kemahiran membaca dan kemahiran menyimak. Pada materi membaca yang secara keseluruhan mengalami peningkatan. Pada dua bab pertama diawali dengan tingkat materi kemahiran di level pemula tinggi (Novice High), lalu meningkat di mahir tinggi (advanced high). Hal ini berbeda dengan,materi di kemahiran menyimak yang konsisten berada di tingkatan menengah baik menengah pemula (intermediate low) samapai kepada memengah tinggi (intermediate high) dengan demikian menunjukan bahwa proses transformasi perubahan materi bisa dinikmati pembelajar di tiap babnya.

Kata Kunci: ACTFL, Kemahiran Berbahasa, Buku Ajar, Bahasa Arab

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???? ??? ????? ??? 1). ????? ????? ?????? ????? ??????? ?? ?????? ??????? ?????? ?? ????? ????? ???????? ????????? ??? 183 ???? 2019 ?????? ??????? ??? ????? ACTFL? 2). ????? ??? ????? ????? ?????? ?? ???? ??????? ?????? ?? ????? ????? ???????? ????????? ??? 183 ???? 2019 ?????? ??????? ??? ?????? ????? ???????. 3) ??? ?????? ???????? ??? ????? ???? ????? ??????? ??????? ?? ????? ????? ???????? ????????? ??? 183 ???? 2019 ???????? ??? ??????? ?????? ????? ACTFL. ????? ????? ?? ??? ??????? ?? ???? ??? ???????? ???????? ???????? ??????? ?????? ????? ???? ????? ???????? ?????? ????? ???????? ?? ????? ???????? ??? ????????? ?????? ???? ???? ?? ??? ?????? ?????? ??????? ?? ????? ???????? ??????? ??? ?????? ??????????. ????? ????????? ?? ????? ?????? ??? ?? ???? ??????? ?? ???? ????? ??????? ?????? ?????. ???? ????? ????? ????? ???? ?? ?????? ?? ???? ????? ????? ???????? ??????? ??????? ?? ????? ????? ???????? ????????? ??? 183 ???? 2019 ??? ?? ???????? ?????????? ??? ????? ???? ??????? ?? ??????? ??????? ?????????? ??????? ???? ????? ???? ??????? ??????? ????????? ??(????? ???????)? ????? ??? ????? ???? ??????? ?????? ??? ??????? ??????. .???? ????? ??? ????????? ?? ??????? ??????? ????? ???????? ????? ???? ?????? ????????? ????? ??????? ?????? ????????. ??? ???? ??????? ??? ?????. ???? ??????? ??????? ?????? ????? ??? ??????? ?????? ????????? (????? ?????)? ?? ????? ??? ??????? ??????? ???????. ??? ????? ?? ???? ????? ???????? ???? ???? ???????? ?? ??????? ?????????? ???? ??? ??????? ??????? ?? ??????? ???????? ??? ??? ??? ?? ????? ????? ????????? ??????? ???? ?? ????? ??? ????????? ?? ?? ???.

??????? ????????: ACTFL ? ?????? ????? ???????? ?????? ???????? ????? ???????

Students Code-switching and Code-mixing in Spoken Communication Activities at English Language Education Department of UIN Mataram

Muslihati Muslihati — 2023-06-15

The research aims to know the types of code mixing, the type of code switching and the factors of code-switching and code-mixing in the process of learning English in 6^thsemester students of the English Language Education department of UIN Mataram. This research was used descriptive qualitative approach. The subject of this study was one of the classes in the British American Australian course. The research applies observation, interviews and documents in collecting data. The study reveals that (1) there are 2 types of code mixing namely Insertion and alternation;(2) there are 2 types of code switching namely Intra-Sentential and Intra-Sentential; (3) there are 4 factors that cause students did code switching and code mixing in class namely situation, talking about a particular topic, difficulties to finding equivalent words in language in used, and intention of clarifying the speech content for interlocutor.

Pengokohan Keterampilan Menulis Artikel Popular Melalui Model Pembelajaran Berbasis Proyek Dan Evaluatif Bagi Mahasiswa Prodi Pendidikan Bahasa Arab Universitas Islam Malang

Sultan Sultan — 2023-06-15

The argument for writing this article is to respond to students' problems in learning to write popular articles which are part of the study in Indonesian language courses as a general compulsory subject in tertiary institutions. The method used in completing this research is a portfolio-based descriptive qualitative method. The results of this study show that first, the process of strengthening popular article writing skills through project-based learning for PBA UNISMA students is carried out in several processes, namely the planning phase, the creation phase, and the processing phase. The results of the process evaluation show very well. then secondly, the results of the evaluation of project-based learning in strengthening popular article writing skills show optimal results, this is evidenced by the average value of 84.6, project-based learning shows positive results.