تطوير مواد تعليم الأصوات العربية ÙÙŠ ضوء تØليل الأخطاء اللغوية: بالتطبيق على طلبة البرنامج الخاص ÙÙŠ جامعة مولانا مالك إبراهيم الإسلامية الØÙ
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Institusion
Universitas Islam Negeri Maulana Malik Ibrahim Malang
Author
Salah, Munair Yusaf Abdalhafiz
Subject
Datestamp
2018-03-19 08:30:23
Abstract :
?????? ????? ????? ??????? ??????? ???? ??? ????? ??????? ??? ?????? ?????? ?? ???????? ?????? ?????? ????? ???????? ??????? ????????? ???? ?? ??????? ??? ?????? ??????? ?? ???????? ?? ?????? ?? ?? ??? ????????. ???? ???? ????? ??: (1) ??? ??????? ??????? ?? ????? ??????? ??? ???? ???????? ?????? ???????? ???????? ???????. (2) ????? ?????? ??????? ??????? ??? ????? ??????? ????? ???????? ?????? ?????? ????? ??????? ?? ????? ?????? ???? ??????? ?????????. (3) ????? ?????? ?????? ????????? ???????? ????? ?????? ????? ??????? ??????? ?? ????? ??? ??????? ?????????. (4) ????? ??? ?????? ??????? ??? ???? ????? ??????? ??????? ??? ?????? ???????? ?? ????? ?????? ??????? ????????? ???? ??? ????? ????. ??????? ?????? ???? ????? ???????? ?????? ???? ????? ???? ???????? ????????? ????????? ?????????? ???????? ?????????? ?? ??? ????? ????? ???????? ??????? ????????? ????? ???????? ?????? ??????? ??. ???? ????? ????? ???: 1) ??????? ??????? ???? ???? ???? ????? ??? ????? ?????? ?? ?? ????? ??: ??????? ??????? ????????? ?????? ?????? ?????? ?????? ?????? ?????? ?????? ?????? ?????? ??????. ??? ??????? ???? ??? ???? ????? ??? ????? ?? ??????? ?????? ???????? ??? ??????? ???: ?????? ?????? ?????? ?????? ??????? ??????. ???????? ???????? ??? ??????? ???? ????? ?????????? ???????? ???? ???? ???????? ????? ????? ?????? ????? ?????? ????????? ??????? ?????. ???????? ???? ???? ????? ???? ??? ?? ??????? ??????? ??: ????? ?????? ?????? ?????? ?????? ?????? ?????? ?????? ?????? ??????? ?????? ?????? ??????. ?????? ??????? ??????? ?? ??????? ??????? ???? ?????? ??? ???? ??? ??????? ???????? ???? ????? ??? ?????? ?? ???? ?? ??????? ?????????. (2) ????? ?????? ???? ????? ?????? ??????????? ??? ????? ?????? ???? ??? ????? ??????? ????? ?????? ?????? ??????? ???? ???? ?????? ?????? ??????. (3) ???? ??????? ???????? ?????? ???? ????????? ???? ??? ????? ?????? ??????? ?????? ?????? ???????. (4) ??????? ?????? ???????? ?????? ????? ?? ????? ??????? ??????? ??? ?????? ???? ??? ????? ?????? ??. ???????? ?????? ???? ????? ?? ?? ?????? ????????? ??????? ??? ????? ??????? ??????? ???? ???????? ???? ????? ??? ??? ??????. ABSTRACT Teaching material includes an important teaching element, problematic listening error occurs in non-Arabic learners. It is found by researcher in Intensive Arabic Course (PKPBA) UIN Maulana Malik Ibrahim Malang and some teaching materials which cannot solve existing problem. The purposes of this study are (1) To Describe, analyze and overcome the errors of listening to the Arabic on student of Intensive Arabic Course 2) Developing of Teaching Material based on student of Intensive Arabic Course error analysis (3) Knowing the feasibility development of teaching material based on the theory of language error analysis in justifying such misconceptions and overcoming (4) To know the influence of the book developed on the students and its effectiveness in teaching process. This study uses the development of a modified Borg and Gall model. The data is collected with instruments such as observation, interview, questionnaire and documentation of study. The results of the research are: (1): the sound errors which occur in the students mostly occur in the stand-alone word they are: the sound of mad al-fatha, kasrah, long damma as well as in short-sounds, and ak-tha, al -ha, al-zal, al-shad, al-dhad, al-zha, ain, ghain, and qaf. There is a mistake because there is similarity between two languages: hamzah, ha, ba, dal, kasrah, and dhamma. The missing sounds between the two languages are predicted by the speaker would be partially easy to convey in pleasant form. Arabic sounds which usually occur less error than before are: ta, jim, kha, ra, syin, fa, lam, ba, dal, zay, kaf, mim and nun. The addition of intonation lesson at the beginner level makes students motivated to learn this phenomenon, practice and master it; this addition is not found in most textbooks. (2) The characteristics of textbooks developed based on error analysis and focus on developing language skills, communication and student culture. (3) The textbook which is developed worthy to be used based on an expert validation; student and lecturer assessments achieve preferential value. (4) The textbook developed is effectively and has an effect on increasing student achievement. The formal finding of this study that language sounds for non-Arabic learners can be overcome by guiding them to identify their problems carefully and make it easier to address them through the design of appropriate teaching materials ABSTRAK Bahan ajar termasuk unsur pengajaran yang penting. Problematika kesalahan bunyi terjadi pebelajar non Arab. Hal tersebut ditemukan peneliti di PKPBA UIN Maulana Malik Malang, dan bahan ajar yang ada tidak mampu menyelesaikannya. Tujuan penelitian ini yaitu: 1) Mendeskripsikan, menganalisis, dan mengatasi kesalahan bunyi (ashwat) mahasiswa PKPBA. 2) Mengembangkan buku ajar berbasis analisis kesalahan mahas
?????? ????? ????? ??????? ??????? ???? ??? ????? ??????? ??? ?????? ?????? ?? ???????? ?????? ?????? ????? ???????? ??????? ????????? ???? ?? ??????? ??? ?????? ??????? ?? ???????? ?? ?????? ?? ?? ??? ????????. ???? ???? ????? ??: (1) ??? ??????? ??????? ?? ????? ??????? ??? ???? ???????? ?????? ???????? ???????? ???????. (2) ????? ?????? ??????? ??????? ??? ????? ??????? ????? ???????? ?????? ?????? ????? ??????? ?? ????? ?????? ???? ??????? ?????????. (3) ????? ?????? ?????? ????????? ???????? ????? ?????? ????? ??????? ??????? ?? ????? ??? ??????? ?????????. (4) ????? ??? ?????? ??????? ??? ???? ????? ??????? ??????? ??? ?????? ???????? ?? ????? ?????? ??????? ????????? ???? ??? ????? ????. ??????? ?????? ???? ????? ???????? ?????? ???? ????? ???? ???????? ????????? ????????? ?????????? ???????? ?????????? ?? ??? ????? ????? ???????? ??????? ????????? ????? ???????? ?????? ??????? ??. ???? ????? ????? ???: 1) ??????? ??????? ???? ???? ???? ????? ??? ????? ?????? ?? ?? ????? ??: ??????? ??????? ????????? ?????? ?????? ?????? ?????? ?????? ?????? ?????? ?????? ?????? ??????. ??? ??????? ???? ??? ???? ????? ??? ????? ?? ??????? ?????? ???????? ??? ??????? ???: ?????? ?????? ?????? ?????? ??????? ??????. ???????? ???????? ??? ??????? ???? ????? ?????????? ???????? ???? ???? ???????? ????? ????? ?????? ????? ?????? ????????? ??????? ?????. ???????? ???? ???? ????? ???? ??? ?? ??????? ??????? ??: ????? ?????? ?????? ?????? ?????? ?????? ?????? ?????? ?????? ??????? ?????? ?????? ??????. ?????? ??????? ??????? ?? ??????? ??????? ???? ?????? ??? ???? ??? ??????? ???????? ???? ????? ??? ?????? ?? ???? ?? ??????? ?????????. (2) ????? ?????? ???? ????? ?????? ??????????? ??? ????? ?????? ???? ??? ????? ??????? ????? ?????? ?????? ??????? ???? ???? ?????? ?????? ??????. (3) ???? ??????? ???????? ?????? ???? ????????? ???? ??? ????? ?????? ??????? ?????? ?????? ???????. (4) ??????? ?????? ???????? ?????? ????? ?? ????? ??????? ??????? ??? ?????? ???? ??? ????? ?????? ??. ???????? ?????? ???? ????? ?? ?? ?????? ????????? ??????? ??? ????? ??????? ??????? ???? ???????? ???? ????? ??? ??? ??????. ABSTRACT Teaching material includes an important teaching element, problematic listening error occurs in non-Arabic learners. It is found by researcher in Intensive Arabic Course (PKPBA) UIN Maulana Malik Ibrahim Malang and some teaching materials which cannot solve existing problem. The purposes of this study are (1) To Describe, analyze and overcome the errors of listening to the Arabic on student of Intensive Arabic Course 2) Developing of Teaching Material based on student of Intensive Arabic Course error analysis (3) Knowing the feasibility development of teaching material based on the theory of language error analysis in justifying such misconceptions and overcoming (4) To know the influence of the book developed on the students and its effectiveness in teaching process. This study uses the development of a modified Borg and Gall model. The data is collected with instruments such as observation, interview, questionnaire and documentation of study. The results of the research are: (1): the sound errors which occur in the students mostly occur in the stand-alone word they are: the sound of mad al-fatha, kasrah, long damma as well as in short-sounds, and ak-tha, al -ha, al-zal, al-shad, al-dhad, al-zha, ain, ghain, and qaf. There is a mistake because there is similarity between two languages: hamzah, ha, ba, dal, kasrah, and dhamma. The missing sounds between the two languages are predicted by the speaker would be partially easy to convey in pleasant form. Arabic sounds which usually occur less error than before are: ta, jim, kha, ra, syin, fa, lam, ba, dal, zay, kaf, mim and nun. The addition of intonation lesson at the beginner level makes students motivated to learn this phenomenon, practice and master it; this addition is not found in most textbooks. (2) The characteristics of textbooks developed based on error analysis and focus on developing language skills, communication and student culture. (3) The textbook which is developed worthy to be used based on an expert validation; student and lecturer assessments achieve preferential value. (4) The textbook developed is effectively and has an effect on increasing student achievement. The formal finding of this study that language sounds for non-Arabic learners can be overcome by guiding them to identify their problems carefully and make it easier to address them through the design of appropriate teaching materials ABSTRAK Bahan ajar termasuk unsur pengajaran yang penting. Problematika kesalahan bunyi terjadi pebelajar non Arab. Hal tersebut ditemukan peneliti di PKPBA UIN Maulana Malik Malang, dan bahan ajar yang ada tidak mampu menyelesaikannya. Tujuan penelitian ini yaitu: 1) Mendeskripsikan, menganalisis, dan mengatasi kesalahan bunyi (ashwat) mahasiswa PKPBA. 2) Mengembangkan buku ajar berbasis analisis kesalahan mahas
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