BUKU TEKS BAHASA ARAB TINGKAT MADRASAH ALIYAH KURIKULUM 2013 TERBITAN KEMENTERIAN AGAMA RI (TELAAH ASAS PENYUSUNAN BUKU TEKS BAHASA ARAB)

M. Riza Pahlefi, NIM.: 1620411047 (2018) BUKU TEKS BAHASA ARAB TINGKAT MADRASAH ALIYAH KURIKULUM 2013 TERBITAN KEMENTERIAN AGAMA RI (TELAAH ASAS PENYUSUNAN BUKU TEKS BAHASA ARAB). Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

A teaching and learning activity of arab language cannot be separated from the role of textbook as the teaching material. In this textbook, there are many teaching materials which are arranged systematically. A textbook of arab language subject for non-arab is quite different with any other arab language textbook. On the arrangement process of the textbook and on the material formulation, within the process, the author should concern on the textbook arrangement’s principles and material components of arab language textbook for non-arab. This research aims to know the book quality by comprehending its compatibility with the arab language textbook of islamic senior high school of 2013 curriculum published by Ministry of Religion of Republic of Indonesia. The theoretical framework in the analysis of the textbook is using the theory of arab language textbook for non-arab, and to know the problems on its arrangement and usage, the research methodology employs a qualitative method which is a library research. The data collecting technique in this research employs documentary technique. The data are collected selectively and then are arranged by using content analysis. The result of the analysis shows that the book in general has been compatible with the principle of arab language textbook arrangement which includes the socio-culture principle, psychology principle, language principle and education principle. But there is a note, the culture content in this book emphasizes on the student culture (Indonesian culture) on certain aspects. Related to the psychology in this book, there is still a weakness on the aspect of individual difference’s principle and the presentation of image which are still less maximal. On the material component’s point of view, the book has been sufficient in terms of basic material, but there are still many weaknesses on the supported components, for example, there is no dictionary, reading book, and audio & media the supported material of arab language teaching activity. At the end of the discussion in this research presented some weaknesses and shortcomings ini the arabic textbook. Thera are four discussion related to the weaknesses or shortcomings, there are language and culture, psychological aspects, approach and system of the material presentation, and economic factors.

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