ARABIYAT (Journal of Arabic Education)

161-180

Authors: Aziz Fahrurrozi

There are some factors influencing teaching and learning of foreign language. In teaching Arabic, for example, linguistic factors, such as Phonology, Grammatical rules, Morphology, and Vocabulary. Non linguistic factor also influences teaching and learning Arabic, for example, teaching aids, teaching method, age and environment. Teaching method in Arabic classroom is one of the important factor. This article discusses how linguistic factor and non linguistic factor influenced Arabic Classroom.

195-208

Authors: Erta Mahyudin

Teaching strategy is very important in Arabic Classroom. It covers design and dimension. One of the model in the instructional design is discovery learning. In teaching Arabic language discovery model called guided discovery. In this model the exposure of linguistic material is given firstly, and followed by the rule of language.

223-236

Authors: Muhammad Akrom

The topic of this research is the Qur’an semiotics on surah Yusuf. This research collaborates the theory of semiotics and al-Qur’an. This research aims to find out the sense, meaning, and messege of the Qur’an on surah Yusuf. The theories used in this research are theory of meaning component, theory of sense relation, and theory of semiotics. This research is used two approaches. First, heuristic or semantics and second, retroactive or semiotics.

253-266

Authors: Ridhoul Wahidi

The aim of this paper is to examine the use of the word isim and fi’il in the Qur'an. This research method is to process data related to the books of fi’il and isim that have relevance aspect to the language of the Qur’an. Among the results of this study are: the nature of isim is not only a noun, but also adjectives, state, pronouns, appoint, name, and mashdar. Isim divided into seven categories there are (mudzakkar, muannats, simplex, mutsanna, and plural, and ma'rifat nakirah, munsharif and ghair munsharif, maqshur and manqush, jamid and musytaq, mu'rab and mabni). While fi’il consists of three parts, (simple past fi’il madhi, simple present fi’il mudhari ', and simple future fi’il amr).

283-292

Authors: N. Lalah Alawiyah

Social constructivism, which is often called Vygotsky’s constructivist theory, is the latest teaching and learning approach which emphasizes on the importance of culture and social context or social interaction for knowledge development. Social constructivists view learning not only as individual process but also as a social process. Guided with social constructivism, this article aims to discuss its application in reading teaching. The implication of the models of learning recommended based on social constructivism are collaborative learning, cooperative learning, peer-scaffolding, reciprocal teaching, and contextual learning.