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ANALISIS KESALAHAN BAHASA PADA PERCAKAPAN BAHASA ARAB MAHASISWA PROGRAM STUDI PENDIDIKAN BAHASA ARAB (PBA) STAIN JURAI SIWO METRO TAHUN AKADEMIK 2013/2014

JURNAL TAPIS Vol 14, No 2 (2014)
Publisher : Pusat Penelitian dan Pengabdian Masyarakat (P3M) STAIN Jurai Siwo Metro

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Abstract

This study is aimed at classifying the kinds of errors in Arabic conversations of students majoring in Arabic at the State Islamic College of Jurai Siwo Metro in Academic Year 2013/2014, describing the frequency of the language errors, and explaining the factors that caused the language error. The data were collected through observation, field notes, and tape recording. The results showed that errors in Arabic conversations of the students can be classified in three kinds of languages errors, namely: (1) the pronunciation errors, (2) the morphology errors, and (3) the syntax errors. On the kind of pronunciation errors, the highest frequency of errors occurred at pronunciation of / ض/, / ث/, / ع/, and / Ð/. On the kind of morphology errors, the highest frequency of errors occurred at tashrif fi’il madhiy and tashrif fi’il mudhari›. On the kind of syntax errors, the highest frequency of errors occurred at the structure of mudhaf-mudhaf ilaih, na›at-man’ut, and jarmajrur. The factors that caused the pronunciation errors can be categorized as the inter-language errors. While the factors that caused morphology errors and syntax errors can be categorized as the intra-lingual errors.Keywords:Language errors, inter-language errors, intra-language errors

PERSEPSI DAN RESISTENSI AKTIVIS MUSLIM KAMPUS TERHADAP PAHAM DAN GERAKAN ISLAM RADIKAL: KASUS PERGURUAN TINGGI DI PROVINSI LAMPUNG

Penamas Vol 28 No 2 (2015): Volume 28, Nomor 2, Juli-September 2015
Publisher : Balai Penelitian dan Pengembangan Agama Jakarta

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Abstract

This study reveals the endurance of students in Lampung againts radical Islamic understanding and movements. Research has been carried out on students at four universities in Lampung Province, including the students at the University of Lampung (Unila), students of the State Islamic Institute (IAIN) Raden Intan Lampung, students of Metro Muhammadiyah University, Higher Schools of Islamic Studies Maarif (STAIM) Metro. Data were collected through interview and documentation. This study used phenomenological and symbolic interaction approaches. The results showed that the majority of the radical Islamic movement activists deem radical Islamic movement as a threat to the The Unitary State of the Indonesian Republic (NKRI). Nevertheless, For 23% of respondents who argued the opposite, that radical Islam does not imperil the existence of the Unitary State of the Indonesian Republic (NKRI), can not be regarded as an insignificant figure. Campus muslim activists have strong enough endurances againts the influence of radical Islamic understanding and movement as well as various media and facilities which commonly used by radical Islamic realm to conduct propaganda and prepare the cadres. Their endurance are influenced by educational, religious understanding, environmental and social factors. Keywords: Radical Islam, jihad, campus muslim activist, endurance Penelitian ini berusaha mengungkap ketahanan mahasiswa di Provinsi Lampung terhadap paham dan gerakan Islam radikal. Penelitian dilakukan terhadap mahasiswa di empat perguruan Tinggi di Provinsi Lampung, yaitu mahasiswa Universitas Lampung (Unila), mahasiswa Institut Agama Islam Negeri (IAIN) Raden Intan Lampung, mahasiswa Universitas Muhammadiyah Metro, dan mahasiswa Sekolah Tinggi Agama Islam Ma’arif (STAIM) Metro. Teknik pengumpulan data dengan cara wawancara dan dokumentasi. Sementara pendekatan yang digunakan dalam penelitian ini adalah pendekatan fenomenologi dan interaksi simbolik. Hasil penelitian ini menunjukkan, bahwa mayoritas aktifis memandang gerakan Islam radikal sebagai ancaman terhadap Negara Kesatuan Republik Indonesia (NKRI). Namun demikian, keberadaan 23% responden berpandangan sebaliknya, yaitu Islam radikal tidak membahayakan eksistensi NKRI, tidak dapat dikatakan sebagai angka yang tidak signifikan. Aktivis Muslim kampus mempunyai ketahanan yang cukup kuat terhadap pengaruh paham dan gerakan Islam radikal serta berbagai media dan sarana yang biasa digunakan kalangan Islam radikal untuk melakukan propaganda dan mencari kader. Ketahanan tersebut dipengaruhi oleh faktor pendidikan, pemahaman agama, faktor lingkungan dan pergaulan. Kata Kunci: Islam radikal, jihad, aktivis Muslim kampus, ketahanan

LANDASAN PENGEMBANGAN KURIKULUM BAHASA ARAB

An Nabighoh Jurnal Pendidikan Dan Pembelajaran Bahasa Arab Vol 20 No 01 (2018): Jurnal An-Nabighoh
Publisher : Fakultas Tarbiyah Dan Ilmu Keguruan, Jurusan Pendidikan Bahasa Arab, IAIN Metro

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Abstract

Abstract The curriculum and learning are two things that can not be separated. The curriculum serves as a guide that provides the direction and purpose of education and content to be learned, while learning is a process that occurs in the interaction of teaching and learning between teachers and students. Without a clear curriculum as a reference, then learning process will not take place effectively. Similarly, the curriculum will not be meaningful if it is not implemented in the learning process. The development of an Arabic learning curriculum is a never-ending process that must be done continuously. If not, then the curriculum becomes obsolete or out of date. Nevertheless, the curriculum development can not be done perfunctorily or in any old way. To produce a qualified Arabic leaning curriculum must stand on a firm foundation, among others: religious, philosophical, juridical, linguistic, psychololinguistic, sociolinguistic, and scientific and technological foundations. Abstrak Kurikulum dan pembelajaran merupakan dua hal yang tak dapat dipishakan. Kurikulum berfungsi sebagai pedoman yang memberikan arah dan tujuan pendidikan serta isi yang harus dipelajari, sedangkan pembelajaran adalah proses yang terjadi dalam interaksi belajar dan mengajar antara guru dan siswa. Tanpa kurikulum yang jelas sebagai acuan, maka pembelajaran tidak akan berlangsung secara efektif. Demikian pula, kurikulum tidak akan bermakna jika tidak diimplementasikan dalam proses pembelajaran. Pengembangan kurikulum bahasa Arab adalah proses yang tak pernah berhenti yang harus dilakukan secara kontinu. Jika tidak, maka kurikulum tersebut menjadi usang atau ketinggalan zaman. Namun demikian, pengembangan kurikulum tidak bisa dilakukan dengan asal jadi atau secara sembarangan. Untuk menghasilkan kurikulum bahasa Arab yang berkualitas harus berpijak pada landasan yang kukuh, antara lain: landasan religius, filosofis, yuridis, linguistik, psikololinguistik, sosiolinguitik, dan landasan ilmu pengetahuan dan teknologi.    

مناهج الدراسة اللغوية في التراث العربي

An Nabighoh Jurnal Pendidikan Dan Pembelajaran Bahasa Arab Vol 17 No 2 (2015): Jurnal An Nabighoh
Publisher : Fakultas Tarbiyah Dan Ilmu Keguruan, Jurusan Pendidikan Bahasa Arab, IAIN Metro

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Abstract

The human has a strong will to know things around him, particularly the language that distinguishes him from other creatures. So he always sees the language in many kinds of theories and methods of language studies. There are many kinds of methods can be used in the field of modern language studies, such as descriptive method, historical method, comparative method, prescriptive method, and contrastive method. Each of these methods of language studies has limitations, weaknesses, and advantages.So, for the researchers to choose a method or to combine some methods which fit with their research in the field of modern language studies. Keywords: descriptive method, comparative method, contrastive method

استخدام مدخل التعليم البنائي لترقية مهارة الكتابة العربية

An Nabighoh Jurnal Pendidikan Dan Pembelajaran Bahasa Arab Vol 18 No 2 (2016): Jurnal An Nabighoh
Publisher : Fakultas Tarbiyah Dan Ilmu Keguruan, Jurusan Pendidikan Bahasa Arab, IAIN Metro

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Abstract

The Arabic writing skill is one of the important Arabic language skill and it is a main goal of the Arabic learning as foreign language. However, it does not get a main concern in Arabic teaching as foreign language. Beside, the students’ Arabic writing skill is still in low level. This research aims to increase students’ Arabic writing skill through the constructive teaching approach and to describe the effective teaching method of Arabic writing skill as foreign language. This research used the classroom action research method conducted in two cycles. Each cycle consists of four steps they are: 1)planning, 2) action, 3) observation, and 4) reflection. The data of research consist of teaching and learning process of Arabic writing skill in classroom and students’ Arabic compositions. The research participants are a lecture and 30 students of Arabic writing skill. The results of research showed that the Arabic writing skill teaching through the constructive approach consists of three phases they are: 1) pre writing phase, 2) writing phase, and 3) post writing phase. The results also showed that the constructive teaching approach is effective to increase students’ Arabic writing skill.