Negotiation of Arabic Teachers' Grammatical Structures in Arabic–Indonesian Translation in Islamic Boarding Schools

Aulia Mustika Ilmiani, Farid Permana

Abstract


The practice of Arabic–Indonesian translation in Arabic language learning in Islamic boarding schools involves the negotiation of grammatical structures influenced by typological differences between languages and the pedagogical needs of learners. However, studies that place teachers as the main actors in this negotiation process are still limited. This study aims to analyze the patterns of grammatical structure negotiation carried out by Arabic teachers in Arabic-Indonesian translation and its implications for learning. This study uses a qualitative approach with a case study design. Data were collected through learning observations, in-depth interviews, and analysis of translation documents, and then analyzed thematically and linguistically. The results of the study show three main patterns of negotiation, namely syntactic adaptation through the adjustment of verb and subject order, simplification of morphosyntactic structures by reducing complex grammatical elements, and reconstruction of meaning order to suit the logic of the Indonesian language. This study contributes to strengthening the study of Arabic–Indonesian pedagogical translation by emphasizing the role of teachers as linguistic and cultural mediators. It provides practical implications for the development of contextual Arabic translation teaching strategies in Islamic boarding schools.

Keywords


Arabic Teachers; Arabic Translation; Boarding Schools; Grammatical Negotiation; Pedagogical Translation

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References


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DOI: https://doi.org/10.17509/alsuniyat.v9i1.96840

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