Shorof is an essential tool in learning Arabic and a prerequisite for mastering Arabic. The problem that is often encountered in the learning process that takes place is the difficulty of students in mastering the material memorization because learning is only centered on lecture theory. The solution to this problem is to provide learning media concept maps which are often referred to as concept mapping. The method used in this research is qualitative research with the object of 3rd-semester Arabic language education students Maulana Malik Ibrahim State Islamic University Malang, amounting to 50 students. Also, students at the second level in the Department of Arabic at Ilorin University, Ilorin Nigeria, there are 40 students. Concept maps are designed by linking the concept of propositions using conjunctions with giving lines that are labeled so that they have a meaning. By applying this method, it will affect the ease of students in understanding the material in learning. Based on the research conducted, data differences were obtained between the data on the results of student learning achievements in the study of the students who did not use media concept mapping with those using the concept mapping. That the results of student achievement are better when using these media. Then it can be concluded that there is a significant effect of the use of media concept mapping in the study of theorists.
<p dir="RTL">تهدف هذه الدراسة إلى وصف عن أساليب التدريس في المدارس الثانوية في إندونيسيا ونيجيريا. الطريقة المستخدمة في هذه الدراسة هي البحث النوعي الوصفي الميداني. ومجتمع البحث: المدير، ومدرسي اللغة العربية في المدرسة الثانوية وطلاب المدارس في إندونيسيا النيجيريا. كانت طرق جمع البيانات المستخدمة هي الملاحظة، والمقابلات، والوثائق، مع التحليل الفني لبيانات التثليث. تشير نتائج الدراسة إلى أن تعلم مهارة التحدث للمدرسة الثانوية في إندونيسيا يستخدم طريقة السمعية الشفهية. تبدأ عملية التعلم مع ذكر وقراءة المفردات من قبل المدرس، ثم يشارك الطلاب في النطق ثلاث مرات. يتم تقييم التعلم من خلال تقديم أسئلة للطلاب حول المفردات التي تم منحها ثم يقوم الطلاب بالإجابة اللفظية. كما يُطلب من الطلاب وضع جمل من المفردات التي يعطيها المعلم شفهيًا. إن استخدام هذه الطريقة تشجع الى نجاح البيئة العربية حيث يتكلم الطلاب اللغة العربية يوميا، وتؤدي الى وجود جو تعلم تفاعلي وتواصلي وممتع حتى لا يشعر الطلاب بالملل. وأما تعليم مهارة الكلام في المدرسة الثانوية بنيجيريا يعتمد اعتمادا كليّا على تعويد التلاميذ على الكلام باللغة العربية وتنمية خبراتهم الكلامية بأشكال متنوعة من الحوار والمناظرة أو المسابقة وغيرها. ويحدث ذلك تحت هيمنة المدرس الذي يلاحظ في كلامهم مواضع النقص والإخفاق، فيقوم بالتصحيح مشفوعا بالبيان والتوضيح والتوجيه المقنع. من بعض وجوه الاتفاق والاختلاف بين إندونسيا ونيجيريا؛ حيث كان الاتفاق في كثير من الأنظمة التدريسية والمشاكل التي تواجه التلاميذ في تعليم مهارة الكلام مع اهتداء المدرس إلى كيفية تبديد شمل هذه المشكلات مع سعيه الحثيث لإيجاد الحلول الناجعة.</p><p dir="RTL"> </p><p>This study aims to describe speaking proficiency teaching methods for high school level in Indonesia and Nigeria. The method used in this study is descriptive qualitative, field research with the subject of the principal, Arabic language teachers, and senior high school in Indonesia and Nigerian school students. Data collection methods used were observation, interviews, and documentation, with technical analysis of triangulation data. The results showed that learning Indonesian conversation skills using the method of sam'iyah syafahiyah (oral audio). The learning process begins with mentioning and reading vocabulary by the teacher, and then students participate in the pronunciation three times. Learning is evaluated by asking questions to students about the vocabulary that has been given, and students respond verbally. Students are also required to make vocabulary sentences given orally by the teacher. The use of this method encourages the success of the Arab environment where students speak Arabic every day and lead to an interactive, communicative and enjoyable learning environment, so students do not feel bored. Teaching speaking skills in secondary schools in Nigeria depends entirely on the ability of students to speak Arabic and develop their verbal skills in various forms of dialogue, debate, competition, etc. This happens under the domination of the teacher, who notes in their words about deficiencies and failures, which are corrected with statements and clarification and convincing guidance. There are similarities and differences between Indonesia and Nigeria, for example the similarities in the teaching system and the problems faced by students in learning speaking skills with the teacher explaining how to solve this problem by finding practical solutions.</p>
The linguistic extenuation has shown that the letters have a profound effect on determining the meanings of Arabic sentences. Their task is not only to reconcile the structure but also to occupy a sensitive position in the completion of the Arabic word structure with its purposeful meaning. And these letters of different types and different meanings and the diversity of their work in the Arabic language works radically to prove the meaning of the time and exile in another time; if one takes another place in the expression; and to this importance, this paper attempts to study these types of characters and used in the expression to determine the extent their impact on changing meanings. The paper proceeds in this study according to the analytical method in which these linguistic minutes are revealed that enable these letters to be revealed when they are occupied in the folds of the structures with heterogeneity in meaning.
The practice of translation generally presents a lot of difficulties and issues. The process becomes more complicated when dealing with teaching translation especially in higher institutions. This study examines the dynamics of teaching the practice of translation taking the example of University of Ilorin. Thus, the study investigates the significance of translation teaching, teaching materials, techniques and teaching methods. This is done with a view to uncovering the challenges encountered by concerned lecturers teaching translation courses at the University of Ilorin. In this study, a descriptive approach was utilized in identifying the problems associated with teaching translation. With this method, questionnaires (containing 11 questions open ended) were administered. This research reveals the challenges encountered and proposes some practical procedures to resolve them. The outcomes and recommendations also proffer new vistas and possible solutions which would assist facilitators and other stakeholders to improve the way translation is taught in the University.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.