ARABIYAT (Journal of Arabic Education)

1-16

Authors: Asep Muhammad Saepul Islam

Motivation plays important role in language learning. When the language learner’s motivation is decreasing then he is being in a demotivation stage. Several previous studies in reveal that demotivation could diminish the student achievement in language skill. The phenomenon of this demotivation is rising in Arabic language learning in Indonesia’s madrasa. Using qualitative method with short essay from 105 students of Madrasah Aliyah Negeri (MAN) Cianjur, this study shows two major factors that cause demotivation in Arabic learning: external and internal. Specific external factors come from: (1) complexity of Arabic language; (2) learning material and method; (3) learning facility and environment; and (4) teacher’s behavior and personality. While internal factor sources are: (1) basic skill and previous learning experience; (2) negative attitude to Arabic subject. These factors need to be considered by teacher and other stakeholder as basic reference to increase student’s motivation in Arabic learning.

31-42

Authors: M. Hasyim

The objective of this study is to get empirical evidence whether there is a significant difference between the class which is taught by andragogy technique and which is taught by conventional technique. This article describes that technique is one of the important factors in conducting Arabic class. This study categorized as an experimental research. The data is collected by giving the test for both experimental and conventional class. The result of the study shows that experimental class which is taught by applying andragogy technique get higher score than the conventional one. Means that Al-Ittihad Islamic Boarding School get higher score than Ulil Albâb. It seems that technique influences the quality of teaching and learning Arabic.

59-74

Authors: Muhbib Abdul Wahab

This article is aimed to answer two essential problems; (1) development map of Arabic learning method from 1990s until today which has been formulated unclearly, and (2) developing Arabic learning in posmethod era by optimilizing teacher’s strategic role in the process of Arabic learning. This article used bibliographic sources from some books and articles in scientific journal about linguistic and Arabic learning. The interpretation data of academician thought and Arabic linguistic experts was done by using historical-critical approach and content analysis for substancial interpretation. B. Kumaravadivelu concept in Beyond Methods: Macrostrategies for Language Teaching (2003) which requires teacher to play three essential roles; pasif technician, reflective practician, and transformative intelectual is very inportant in Arabic learning in posmethod era. The principle of at-tharîqatu ahammu min al-mâddah (method is more important than content) can be developed to be main principle “spirit, profesionality and strategic role of language educator is more important in teaching Arabic than the method itself”, since basically there is no most appropriate and ideal method for any goals and situation of Arabic learning.

86-97

Authors: Ahmad Habibi Syahid

Discussing the issue of language acquisition is interesting. Acquisition as an unconscious process is important when someone acquire a language. It contrasted with learning, which is a conscious process. The process of language acquisition and language learning influences by some factors. The process of language acquisition can be viewed from the perspectives of psycholinguistic, sociolinguistic, and neurolinguistic. From neurolinguistics perspective examines the nervous system in the human brain has an important role the process of acquiring a foreign language; includes external and internal factors of the human environment. This article discusses the process of Arabic language acquisition for non-native students.

112-129

Authors: Khalid Khamis Farraj

This study is aimed to analyze spelling error of Arabic for non Arabic native in Institute of Islamic and Arabic Sciences (LIPIA), Indonesia. This study also contributes in developing curriculum of Arabic studies. The sample of this study is 117 students of Syaria Faculty who study in the first semester. They have learnt at Arabic preparation program for two years before. The spelling error which is analyzed include language style and grammar. The procedures of analysis include (1) error identification of Arabic spelling, (2) error description of Arabic spelling, (3) identification of error repetition number and (4) data analysis and findings’ interpretation.