LISANIA: Journal of Arabic Education and Literature

Negotiating Identity across Borders in Arab Anglophone Diasporic Writings: Reflections on Abbas El-Zein’s Leave to Remain (2008)

2023-11-17T23:17:16+00:00

Generally, diaspora narratives are about leaving and returning. Throughout these processes, diasporas engage in negotiating their identities, inside and outside their country of origin, construct different memories, and exhibit a plethora of feelings and attitudes. In this regard, Abbas El-Zein’s memoir Leave to Remain is preoccupied with a constant search for identity and being in Lebanon and elsewhere. The current paper examines El-Zein’s discourse on belonging through the identification negotiation. It discusses how his multiple identifications as Lebanese, Arab, and Australian are at work through a continuous struggle informed by different attitudes and feelings. El-Zein had “inhabited” and visited many places like America, England, Japan, Paris, Iraq, Australia, etc. This makes him a transnational diasporist, experiencing multi-placedness.

Investigating the Existence of Egyptian Colloquial Arabic (ECA) in the Language Learning Context

2023-11-17T23:08:11+00:00

Many scholars have discussed Egyptian Colloquial Arabic (ECA), especially concerning its structure and comparison with Standard Arabic, Modern or Classical. However, whether it is a phenomenon of language variation (diglossia) or it could be a language deviation from the Arabic grammatical rules has not been specifically explored. For this reason, this paper examines the ECA concerning its emergence and existence in Arabic language learning. Literature studies on several reference books and articles about ECA were carried out to present the views of experts regarding this discussion. Based on the results, it can be noted that there are two significant opinions regarding the existence of ECA in the language learning context. The scholars who posit that the ECA is a language deviation inherited the paradigm from the prescriptive study of language adopted by traditional linguistics schools. This perspective appeared as a consequence of the emergence and development of Arabic grammar, as well as the standardization of the language applied at that time. Meanwhile, the scholars who consider the ECA as a phenomenon of language variation tried to objectively portray and describe this language as they learned from the results of research on Egyptian sociolinguistics. This paradigm is in line with structural or modern linguistics which is more focused on the object of study. The results of this study can be used by Arabic language institutions & lecturers as consideration whether to include colloquial language elements in their Arabic teaching or not.

Problems of Learning Arabic for Non-Islamic School Graduate Students at the Arabic Language Education Program at Sultan Thaha Saifuddin State Islamic University Jambi

2023-11-18T01:17:26+00:00

This research discusses the problems of learning Arabic for non-Islamic boarding school graduate students in the Arabic Language Education Study Program at the Sultan Thaha Saifuddin Jambi State Islamic University (UIN Sulthan Thaha Saifuddin Jambi). This research aims to explain and describe the problems faced when learning Arabic for UIN Sulthan Thaha Saifuddin Jambi students who are non-Islamic boarding school graduates. The method used in this research is a descriptive qualitative method with a case study approach. The data collection technique uses observation, interviews, and documentation techniques. This research aims to find the right solution to deal with the problems found so that it can have a positive impact on non-Islamic boarding school students in learning Arabic. The results of this research show that in the process of learning Arabic at UIN Sulthan Thaha Saifuddin Jambi, there are several problems, including linguistic problems, such as problems of phonetics, morphology, and structure, as well as problems of a non-linguistic nature such as learning motivation, learning facilities, teaching methods, learning time, and learning environment.

Curriculum Development Strategy for Independent Learning in Arabic Language Learning at PTKIN in East Java

2023-11-20T01:34:08+00:00

This study aims to analyze the MBKM curriculum development strategy for Arabic learning and its implementation at PTKIN in East Java. The approach used a qualitative approach with a multi-site study in the Arabic language education study program at UIN Maulana Malik Ibrahim Malang and IAIN Kediri which already organized MBKM for learning Arabic. The data obtained in this study are in the form of views of stakeholders or heads of study programs and curriculum documents regarding the implementation of the MBKM program either through guidelines or through websites. The data collection techniques used were interview, observation, and a study through documents on the implementation of learning Arabic. The results of this study concluded that the curriculum development strategy is carried out through the stages of determining graduate achievements, mapping courses, marketing courses based on specialization in teaching assistance and apprenticeships designed with an internship within 6 months at school institutions and apprenticeship institutions, as well as the preparation of lesson plans, and conversion of assistance, internship, and Certificate of Substitute for Diploma for students’ competencies.

Dirāsah Șarfiyyah 'alā al-Kitābah al-'Arabiyyah li al-Lugah al-Jāwiyyah (Pegon) fī Kitāb Fașalātan li asy-Syaikh Raden Asnawi Kudus

2023-11-18T00:47:43+00:00

This study aims to analyze the words of the Pegon script contained in the Book of Fasholatan by Raden Asnawi Kudus with the perspective of one branch in modern linguistics, namely morphological studies. In this study, researchers used qualitative research methods based on literature research with content analysis of the contents of the Book of Fasholatan by Raden Asnawi Kudus. The results of this study found that there are several morphological characteristics of the word Pegon in Kitab Fasholatan, namely: First, that the morphological system of Pegon vocabulary is based on the morphological system of Javanese which divides types of words into 11 words. Secondly, in the morphological system of the word Pegon there are several vocabularies absorbed directly from Arabic. Third, in the morphological system of the Pegon script, there are Arabic loanwords that have undergone changes in form and changes in meaning, through various types of changes, namely: phonological changes, changes by adding letters at the beginning of words, in the middle or at the end of words, and changes by removing letters from a Pegon word. Fourth, in the morphological system of the Pegon script, various Javanese dialects including the Javanese dialects of Ngoko, Krama Madya, and Krama Inggil are also used in writing the vocabulary of the Pegon script.

Ikhtibār Mi’yār al-Kafā’ah fī al-Lugah al-ʽArabiyyah bi-Mutașaffiḥ al-Imtiḥān al-Āmin fī Jāmiʽah Walisongo al-Islāmiyyah al-Ḥukūmiyyah Semarang

2023-11-18T01:03:36+00:00

The objectives of the study include: 1. Describe the IMKA test with Safe Exam Browser (SEB), 2. Know the success rate achieved in the test. The research method used is qualitative descriptive analysis, data was collected in the form of observation, interviews, documentation, and triangulation combinations. Spradley model data analysis consists of domain analysis (categorization), taxonomic analysis (category elaboration), and componential analysis (looking for specific differences). The research time is divided into pre, implementation, and post. Pre-research in September 2021. The implementation is from September 2021 until the end of the online exam on August 8, 2022. Post is the time after the exam is over until the collection of the Language certificate. The primary sample/data source in this study is third and fifth-semester students from all departments and faculties within UIN Walisongo totaling 8,755 students with a schedule of 4 periods in July and 6 periods in August. The results showed that the IMKA Test with CBT type SEB has not shown the success of Arabic language skills in UIN Walisongo students, marked by a student graduation rate of 17.63% with the number of students graduating as many as 1,544 students.

Taṭwīr Masyrū' al-Mudawwanah As-Sam'iyyah al-Baṣariyyah li Kafā`ati at-Tafkīr an-Nāqid wamā warā`a al-Ma'rifī li Firaqi al-Munaẓarah al-‘Arabiyyah fī Indonesia

2023-11-18T00:55:24+00:00

This research aims to develop an Arabic audio-visual debate corpus based on the Qatar debate guidelines. This development is intended to assist students in enhancing critical thinking and metacognitive skills through Arabic debate learning. The research utilizes the Lee & Owens development approach and is implemented using experimental and control groups. The choice of this approach is because it focuses solely on multimedia learning development. The development procedure consists of five stages: analysis, design, development, implementation, and evaluation. The subjects in this study consist of 32 students participating in the Arabic debate club. The research results show that the average N-gain score of the experimental group after using the researcher-provided learning corpus increased significantly compared to the control group. Respondents were interested in the provided learning corpus, enabling them to think critically and quickly. The use of the learning corpus in the teaching and learning process is beneficial for students to enhance learning focus and accelerate critical thinking in expressing arguments in Arabic debates. The learning corpus can be implemented in various educational fields. Visual learning is remembered and exemplified more quickly by learners. Learning using the corpus can enhance critical thinking and determine students' metacognitive abilities to solve a problem.