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63340384.pdf - Vol. 4. No. 1, Mei 2020, 91-110 P-ISSN:...

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Vol. 4. No. 1, Mei 2020, 91-1105053-ISSN: 2580-5045, E-2580ISSN:-PDOI: 10.29240/jba.v4i1.1360التلااكشلاةيرظنيفميلعتوحنلافرصلاولب نيقطانلريغةيبرعلاايسينودنإيفIsmail AkzamUniversitas Islam Riau (UIR)[email protected]Adham Muhammad Ali HamawiyaUniversitas Islam Antarabangsa Malaysia (UIAM)[email protected]AbstractThis study aim’s tothe Arabic education institutes in Indonesia whothink thatas-sharfteaching precedesan-nahwteaching, while othersseean-nahwteaching precede pure education, and the two partiesforget that the generalization of each of them is not straightforward;the learner from Arabic speakers is not the same as the learner fromother speakers, and is specialized in the Arabic language and itsliterature not like a specialist in other sciences, and it is not correctfor these scholars and specialists to be prepared either, but socialand professional differences between them are taken into account,so the difference is clear between learning Arabic in its countriesand between it in others, as well as between its learning because it isan end and it is because it is a means, which necessitates reviewingsome problems the theory of the trade-off betweenan-nahwandas-sharfand their teaching for non-Arabic speakers, especially inIndonesia, and we have discussed this issue through a criticalapproach, and we have come to the conclusion that the solution toobtain competence and integrated language skills is to combine an-nahwandas-sharfteaching according to certain conditions that gobeyond the problems experienced in the development TeachingArabic in Indonesia, and at the forefront of these problems isreliance on traditional curricula, lack of comprehensive courses andmodern teaching methods, as well as insufficient qualification ofteachers sufficient and professionally, and relying on courses that donot match the level of Learners and their needs, in addition to theeducational content lacking the pedagogical, psychological and
92 | Arabiyatuna :Jurnal Bahasa Arab, Vol. 4, No. 1, 2020cultural linguistic foundations, whether in its choice or itsorganization.Keywords:an-nahw, as-sharf, teaching Arabic, theoretical problemsخلمصنع ثدحتي ثحبلا اذهيف ةيبرعلا ميلعتدهاعمايسينودنإاهيف ذإ ،نمميلعت نورخآ ىري نيح يف ،وحنلا ميلعت قبسي فرصلا ميلعت نأ ىريفرصلا ميلعت قبسي وحنلالك ميمعت نأ ناقيرفلا ى سانتيو ،لا امهنمميقتسي.فةيبرعلاب نيقطانلا نم سرادلانم سرادلاك سيلنيقطانلا،اهريغبوصصختلمااهبادآو ةيبرعلا ةغللا يفك سيلاهريغ يف صصختلمانممولعلا،دعي نأ حصي لاونوسرادلا ءلاؤهنوصصختلماو،ءاوسامنإوعارُتىهلماو ةيعامتجلاا قورفلالعت نيب حضاو قرفلاف ،مهنيب ةينةيبرعلا مهنلأ هنيبو ةياغ اهنلأ اهمْلعت نيب اذكو ،اهريغ يف هنيبو اهنادلب يفامم ،ةليسو اوحنلا نيب ةلضافلما يف ةيرظنلا تلااكشلإا ضعب ضارعتسا يعدتسي،ايسينودنإ يف اميس لاو ،ةيبرعلا ريغب نيقطانلل امهميلعتو فرصلاودقوشقانثحبلاا هذهصوتو ،يدقن جهنم للاخ نم ةلأسلمىلإ للحلا نألب عمجلا وه ةلماكتلما ةيوغللا تاراهلماو ةءافكلا ىلع لوصحلميلعت نيزواجتت ةنيعم طورش قفو فرصلا ميلعتو وحنلا

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