HADIS TERDAPAT KATA GHARIB

El Azufre rojo, 2018

Bulletin d’études orientales, 2012

ALSINATUNA, 2018

Imlā is in the high position among the branches of language. It constitutes an important foundation for written language. Errors in imlā can result in many problems and lead to errors in understanding sentence because of its unclear meaning. Students who are not Arabic speakers encounter many problems when learning this realm. Therefore, it is needed an appropriate method to adapt students language ability with their language level. This study aims to explain several methods of teaching Imla for non Arabic speakers. The suggested method here is adjusted with the four types of imlā, namely: Imlā Manqūl, Imla Manżūr, Imla Masmū’ and Imla Ikhtibāri. Besides it is provided with applicative examples in the teaching of imlā based on certain stages that should be taken by a teacher. Thus the teaching can be carried out pleasantly and satisfy all students needs in the lesson.This study uses the method of al-waşfi al-taḩlīli, a method that describes the problems that occur, by analyzing the...

2018

2018

2012

9 Seit 2003 finden dank der Unterstützung der ägyptischen Altertümerverwaltung jährlich archäologische Feldforschungen auf dem Gebel Assiut al-gharbi, dem im Westen der Stadt Assiut gelegenen Kalksteinberg, statt. Wissenschaftlerinnen und Wissenschaftler sowie Studierende aus Europa, Afrika und Asien erforschen die 5000 jährige Geschichte des Berges und der Stadt Assiut (alle Teilnehmerinnen und Teilnehmer des Unternehmens sind am Ende dieses Textes aufgeführt). Das „Asyut Project“ wird von der Deutschen Forschungsgemeinschaft als Langzeitvorhaben gefördert und stellt eine Kooperation der Freien Universität Berlin, der Johannes Gutenberg-Universität Mainz und der Universität Sohag dar. Im folgenden werden die Gründe, die zu diesem Projekt führten, skizziert.

al-Ittijah : Jurnal Keilmuan dan Kependidikan Bahasa Arab, 2018

Cooperative learning is one of the learning models used by teachers in teaching and learning process, and it has many types when it is implemented in the classroom. In reality ashwat (Arabic phonology study) is one of the boring subjects considered by students in Ma'had Al-Imarot Bandung. The lecturer only instructs the students to pronounce the Arabic hijaiyyah letters and distinguish the letters adjacent to the makhraj (points of articulation of letters) and its nature. In the learning process, a lecturer uses only lecture method, who gives the examples of correct pronunciation then the students repeat those pronunciations after the lecturer. As a consequence, a lecturer should be able to update the learning process by using an interesting learning model by implementing cooperative learning for instance. The aims of this research is to know the reality of learning ashwat as Arabic pronunciation at Ma'had Al-Imarot Bandung, to know the ability of students to mastery of Arab...

2020

Râyah Al-Islâm : jurnal ilmu Islam, 2022

Arabiyatuna : Jurnal Bahasa Arab, 2020

This study aims to critic the concepts of classical and modern Arabic linguists about sentences which they term differently including: number, kalam, tarkib (sentence, phrase). Their differences are inseparable from polemics, especially in providing boundaries and terms used, both in the classical and modern eras. For example the polemic on the use of terminology and the number and meaning of both, whether synonymous or not, which then affects the elements that build it. This study uses a literature study (library research) with content analysis and hermeneutic approaches. This research found that basically the differences in Arabic experts both in the classical and modern eras were not substantive, but rather as editorial debates, technical terminology, and partial.The old grammarian tended to be complicated in providing a definition of sentence compared to contemporary Islamic scholar, it was easier to explain about this sentence.