Dirasah Tahliliyah 'An Ahammiyah Ma'rifah al-Tashrif fi Fahmi al-Lughah al-Arabiyah

Ritonga, Mahyudin; Alrasi, Fitri; Bambang, Bambang

doi:10.29240/jba.v2i1.333

Cited by 4 publications

(4 citation statements)

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“…Learning Maharah Qira'ah in higher education not only equips students to be able to read Arabic texts fluently and following nahwu sharaf rules, (Ritonga et al, 2018) but also to be able to understand the texts and to take the essence of the main thoughts in the texts so that they can apply them in their life. Since the goal of learning qira`ah is to understand the texts, the lecturers mostly take the shortcuts by reading the text and translating then word-by-word or in sentences.…”

Section: Introductionmentioning

confidence: 99%

E-Learning Process of Maharah Qira'ah in Higher Education during the Covid-19 Pandemic

Ritonga

Nurdianto³

et al. 2020

IJHE

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The learning process has changed totally since the implementation of the distance learning policy (Pembelajaran Jarak Jauh-PJJ). Lecturers and students are required to be able to optimize the internet. This article discusses the process of Maharah Qira’ah using e-learning in UIN Imam Bonjol Padang. This research is a qualitative study by describing data found in the field in depth. The data were collected through Google Forms, observation, distribution of questionnaires through Google Forms, and online interviews through social media and documentation. The results showed that the e-learning media used in Maharah Qira’ah classes are WhatsApp, Zoom, Youtube, Instagram, and Facebook applications, where Whatsapp is more significant than other media. In an effort to realize reading skills, the lecturers designed the lesson by demanding students to understand Qira'ah texts sent through WhatsApp Group, by writing new vocabulary found in the text, recording their readings, and sending them to WhatsApp Group, followed by solving 10 problems, and then discuss them with the lecturers and the other students. This study found that there is a shift in learning maharah qira’ah using e-learning from student center to media center. It means that the process depends on technology is more significant than dependence on teachers. This study also found that learning mahara qira'ah with conventional methods is more preferred by students than using e-learning. Although the teacher explains the material in depth and provides assignments that support student learning.

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Section: Introductionmentioning

confidence: 99%

E-Learning Process of Maharah Qira'ah in Higher Education during the Covid-19 Pandemic

Ritonga

Nurdianto³

et al. 2020

IJHE

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“…Meanwhile, there are internal aspects of the Arabic language that differ from other languages such as phonetic of the Arabic language, the sound of Arabic which has a different nature and demands the way of pronunciation, even the difference of sound in Arabic (Rozi, 2017) is not available in Indonesian language (Nikmah, 2020), such as sound ‫"غ"‬ not found in Indonesia language. Similarly, the Sharaf aspect has some Wazans (Ritonga, Alrasi & Bambang, 2018). Some patterns are not available in Indonesia language and there is a variety of other Arabic language internal aspects.…”

Section: Introductionmentioning

confidence: 99%

The Influence of Using Audio-lingual Method on Students’ Speaking Skill in Madrasah Diniyah Takmiliyah Awwaliyyah

Aprianto

Ritonga

Marlius

et al. 2020

JIz

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The study aimed to determine the influence of audio-lingual methods towards the Arabic speaking skills, the method used in this research was quantitative with experimental quasi approach, data collection technique was polling and test. The population of this research was 102 students in the MDTA Bustanul Huda at Padang City, West Sumatera, Indonesia. Data obtained through polls and tests were then analyzed statistically. The analysis used the normality test, homogeneity test, and hypothesis test. All three types of tests were done with the help of the SPSS Statistics 22 program. The results of the study were: 1) the use of audio-lingual methods was categorized on good classification with an average of 63.33 in intervals 62-64; 2) Speaking Arabic skills was categorized on good classification with an average of 68 in intervals 65-68; and 3) the score of influence with N 30 obtained sig α 0.001 and the score of r Square 0.35. There was a significant influence between the use of audio-lingual methods to the Arabic speaking skill of students at MDTA Bustanul Huda Ulak Karang at Padang City Indonesia in the academic year 2019/2020. The influence of variable X to variable Y because students are accustomed to hearing how to speak Arabic as the native speaker of the Arabic language.

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“…19 In translation, the translator needs to understand and pay attention to tashrif. 20 This is because in Arabic if the sentence structure is different, then the meaning or intention achieved is also different and not in accordance with the source language text. But there are translation methods that use dynamic strategies without paying attention to the structure and language patterns of the source text or omitting some parts of the source text.…”

Section: Picture 1 Illustration Of Sahehly Application Systemmentioning

confidence: 99%

Review of Arabic Autocorrect System in Sahehly Application

Nuraisyah,

Fuada,

Umbar

2024

JBA

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This research was conducted to investigate and determine the accuracy of the automatic correction system for Arabic texts. The focus of this research was the autocorrection system found in the Sahehly application, with analysis conducted on the harakat, tarakib, and grammatical aspects of the Arabic language. Accuracy is a very important part of an application system because accuracy can influence correct results and reduce the occurrence of errors. This study examined the review of the autocorrect system in the Sahehly application. The sample text used was the book of Fathul Qorib in the chapter of law and witnesses. The method used in this research was descriptive analysis with text study research design. From the results of the analysis, 3 words were found to be corrected with the application of Sahehly on grammatical aspects. However, when reviewed, the results of the Sahehly correction were less precise, and no changes needed to be made because they were correct. Then, the researchers found inaccuracies in 22 words that were given harakat by the Sahehly application. Thus, the presence of Sahehly is one of the developments of artificial intelligence (AI) in Arabic to provide harakat, but it is not fully perfect. Therefore, the use of Sahehly should be re-examined by referring to the knowledge that has been learned and referring to the available Arabic dictionaries and books.

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Dirasah Tahliliyah 'An Ahammiyah Ma'rifah al-Tashrif fi Fahmi al-Lughah al-Arabiyah

Cited by 4 publications

References 0 publications

E-Learning Process of Maharah Qira'ah in Higher Education during the Covid-19 Pandemic

E-Learning Process of Maharah Qira'ah in Higher Education during the Covid-19 Pandemic

The Influence of Using Audio-lingual Method on Students’ Speaking Skill in Madrasah Diniyah Takmiliyah Awwaliyyah

Review of Arabic Autocorrect System in Sahehly Application

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