الطباق في سورة النحل (دراسة تحليلية بلاغية)

AbstrackIbrahim Abdullah Rafidah said in his book that the Qur’an is the first of the principles of grammar. Thus, he determined the correct history of the relationship of grammatical research with the Holy Qur’an as an existing and close link since the beginning of thinking about inventing grammar and building its edifice. Hence, every person needs to learn the Arabic language to understand the meanings of the Qur'an. The Arabic language has been integrated not only through the science of grammar, but also has a strong relationship with it, which is the science of rhetoric to know the meanings of the verses of the Qur’an and the miraculous rhetorical methods. Thus, the appropriate study for this field is the rhetorical analytical study. After the researcher perused the enlightening book of tafsir Al-Munir, the researcher found Surah An-Nahl, which mentioned the divine power in this universe, the evidence and the oneness of God. There are two opposite words whose meaning is unknown. Therefore, this research is related to At-Tibaq in Surat An-Nahl and its revelation. The researcher used in his research is qualitative desk research. The method of data collection used by the researcher is the Documentary Method. An approach that uses written sources to obtain data, The result of this research: The number of verses matching in Surat An-Nahl is thirteen verses: 6, 17, 19, 36, 37, 48, 61, 75, 80, 83, 93, 96, 103, 116. As for the meanings of Al-Tibaq in Surat Al-Nahl, it can be relied on the interpretation of the written verse in the analysis, as well as on the images of the written dishes for which the dishes are cast from the real and figurative dishes.

Implementation of Digital Story Telling (DST) Strategy in Arabic Learning (Case Study at Arrifaie Gondanglegi Middle School Malang)

Today technology is growing rapidly. This makes us (humans) become digital natives so not only adults but teenagers have now spread to consume technology, especially social media. The world of video editing is no longer a stranger to teenagers, especially the students of Al-Rifa'ie Gondanglegi Modern Junior High School Malang. So in this case the researcher implements a learning strategy that combines maharah al-kalam learning with today's technological advances, namely digital storytelling (DST). This strategy makes students want to practice maharah al-kalam but in a more contemporary way, which is packaged via video. The purpose of this research is to find out the application of digital storytelling strategy (DST) in learning maharah al-kalam and also to know some problems in its application. The research method used in this research is descriptive qualitative. The results of the research are that this method is a method that combines many student skills ranging from speaking skills, writing skills, presentation skills (performing) and skills in using technology. And the problem that occurs when learning is the lack of students' mastery of Arabic vocabulary so that in the preparation of the script it is a bit hampered and the limited use of laptop / cellphone media because the majority of students are students who live in Islamic boarding schools so that the time in the video editing process is a bit long. The advantages of this strategy are that it is interesting to use in a variety of student learning styles, arouses student interest, attention and motivation in the classroom, makes digital storytelling (DST) based on students' own creative talents, digital storytelling (DST) as a tool to create a creative learning and can increase students' self-confidence

Kreolisasi Bahasa Indonesia dengan Bahasa Arab pada Komunikasi Santri Pondok Modern Rafah Bogor

Abstract An educational institution that implements a language system requires a support system from all lines to realize active communication. However, it is the background of the students that affects the type of language that will be studied so that a new language is formed as a result of marriage between the original language and the language studied. The purpose of this study was to determine the art of communication for the students of Pondok Rafah and to find out the structure of the mixed language of Indonesian and Arabic dialects. This research includes library research using qualitative research methods which refers to the book Qualitative and Inquiry Research Design by John W. Cresswell with purposive sampling data collection technique. From the results of this study, the students of Pondok Rafah came from various ethnic and cultural backgrounds and one national language, namely Indonesia. So, a new language was formed as a result of the marriage of the original language with the language he was learning due to the lack of native speakers in Pondok. For example: لَيْسَ ذلِكَ غَرْضِي  (that's not what it means) The correct one in Arabic Fushah is لَيْسَ هذَا هُوَ الْمَقْصُوْدُ However, Rafah's students still know the original Arabic language even if fellow alumni are mixed dialects because they have become identities. &nbsp

Pengaruh Scramble Berbasis IT Dalam Meningkatkan Pemahaman Tarakib Nahwiyyah

Abstract: Scramble learning model is a learning model that provides an interesting and fun learning atmosphere. In addition, this learning model can improve student responsiveness during learning because it is required to actively develop creativity and think to solve tarakib problems using this model. Scrambel has often been used in general lessons but not in Arabic lessons. So that the purpose of this study can be taken to find out Arabic learning in tarakib understanding of the material "Religion in Indonesia" before and after the use of IT-based Scramble and to determine the effect of using IT-based Scramble on Arabic learning outcomes in tarakib understanding of the material "Religion in Indonesia” for 11th grade students at Madrasah Aliyah Negeri 4 Cirebon. The method in this study uses quantitative methods. Pre-experimental in the form of one group pretest posttest design and data collection in this study using interviews, observations and tests and the technique is simple random sampling to measure student learning outcomes in tarakbi understanding of the material "Religion in Indonesia". The results of the pretest on the understanding of tarakib nahwiyyah of grade 11 students at Madrasah Aliyah Negeri 4 Cirebon before using the Scramble with an average of 56.3 and student learning outcomes after using the Scramble seen from the posttest test with an average of 76.7. The effect of using Scramble on Arabic learning outcomes on the understanding of tarakib nahwiyyah 11th graders at Madrasah Aliyah Negeri 4 Cirebon shows a significant influence and the evidence is that the results of the study were calculated using a paired simple t-test with the results of sig (2-tailed) 0.000 < 0.005 and the result of Cohen's effect size calculation is 5.55 with a sample of 31 students. It means that the Scramble learning model has a strong and high impact. Then Ha is accepted, HO is rejected.Abstract: Scramble learning model is a learning model that provides an interesting and fun learning atmosphere. In addition, this learning model can improve student responsiveness during learning because it is required to actively develop creativity and think to solve tarakib problems using this model. Scrambel has often been used in general lessons but not in Arabic lessons. So that the purpose of this study can be taken to find out Arabic learning in tarakib understanding of the material "Religion in Indonesia" before and after the use of IT-based Scramble and to determine the effect of using IT-based Scramble on Arabic learning outcomes in tarakib understanding of the material "Religion in Indonesia” for 11th grade students at Madrasah Aliyah Negeri 4 Cirebon. The method in this study uses quantitative methods. Pre-experimental in the form of one group pretest posttest design and data collection in this study using interviews, observations and tests and the technique is simple random sampling to measure student learning outcomes in tarakbi understanding of the material "Religion in Indonesia". The results of the pretest on the understanding of tarakib nahwiyyah of grade 11 students at Madrasah Aliyah Negeri 4 Cirebon before using the Scramble with an average of 56.3 and student learning outcomes after using the Scramble seen from the posttest test with an average of 76.7. The effect of using Scramble on Arabic learning outcomes on the understanding of tarakib nahwiyyah 11th graders at Madrasah Aliyah Negeri 4 Cirebon shows a significant influence and the evidence is that the results of the study were calculated using a paired simple t-test with the results of sig (2-tailed) 0.000 < 0.005 and the result of Cohen's effect size calculation is 5.55 with a sample of 31 students. It means that the Scramble learning model has a strong and high impact. Then Ha is accepted, HO is rejected.Abstrak: Model pembelajaran Scramble merupakan model pembelajaran yang memberikan suasana belajar yang menarik dan menyenangkan. Selain itu, model pembelajaran ini dapat meningkatkan daya tanggap siswa saat pembelajaran karena dituntut aktif mengembangkan kreatifitas dan berpikir untuk memecahkan masalah tarakib dengan menggunakan model ini. Scrambel sudah sering digunakan dalam pembelajaran pelajaran umum tapi belum pada pelajaran bahasa Arab. Sehingga dapat diambil tujuan dari penelitian ini untuk mengetahui pembelajaran Bahasa arab dalam pemahaman tarakib tentang materi “Agama di Indonesia” sebelum dan sesudah penggunaan Scramble berbasis IT dan untuk mengetahui pengaruh penggunaan Scramble berbasis IT terhadap hasil belajar Bahasa arab dalam pemahaman tarakib tentang materi “Agama di Indonesia” untuk siswa kelas 11 di Madrasah Aliyah Negeri 4 Cirebon. Metode dalam penelitian ini menggunakan metode kuantitatif. Secara Pre eksperimental dengan bentuk rancangan one group pretest posttest dan Pengumpulan data dalam penelitian ini menggunakan wawancara, observasi dan tes dan tekniknya simple random sampling untuk mengukur hasil belajar siswa pada pemahaman tarakbi tentang materi “Agama di Indonesia”. Hasil pretest pada pemahaman tarakib nahwiyyah  siswa kelas 11 di Madrasah Aliyah Negeri 4 Cirebon sebelum menggunakan Scramble yaitu dengan rata-rata 56,3 dan hasil belajar siswa setelah menggunakan Scramble dilihat dari tes posttest yaitu dengan rata-rata 76,7. Adapun pengaruh penggunaan Scramble terhadap hasil belajar Bahasa arab pada pemahaman tarakib nahwiyyah siswa kelas 11 di Madrasah Aliyah Negeri 4 Cirebon ini menunjukan pengaruh signifikan dan buktinya adalah bahwa hasil penelitian melalui perhitungan paired simple t-test  yaitu dengan hasil sig (2-tailed) 0.000 < 0.005 dan hasil perhitungan cohen’s effect size yaitu 5,55 dengan sampel 31 siswa dengan ini bahwa model pembelajaran Scramble dampaknya dianggap kuat dan tinggi. Maka Ha diterima, HO ditolak.

مشكلات تعليم اللغة العربية في معهد نهضة المبتدئين الإسلامي إندرامايو جاوى الغربية العام الدراسي 2022/2023

ARABIC: اللغة العربية هي اللغة الثانية التي يجري تدريسها إجباريا في بعض البلاد الإسلامية في العالم كما أنها هي اللغة الرابعة أو الخامسة من بين أهم اللغات الأجنبية التي يتم تعليمها في كثير من البلاد الأوروبية. ولكن لم تزال المشكلات في تعليمها، تعتبر مشكلات تعليم اللغة العربية من الأمور الصعبة أو المشكلات التي يتم مواجهتها أثناء عملية التعلم. اختار الباحث موقيع بحثه في معهد نهضة المبتدئين الإيلامي إندرامايو الذي له البرنامج المتفوق يعنى إتقان اللغة العربية والإنجليزية، فهم قراءة كتب التراث، وتحفيظ القرآن. وكيف تجرى البرنامج خصوصا اللغة العربية في بيئة المعهد مع أن الأنشطة المشغولة. ولذلك أجرى الباحث في بحثه عن مشكلات تعليم اللغة العربية في معهد نهضة المبتدئين الإسلامي إندرامايو. يهدف هذا البحث إل تحديد: معرفة نظام تعليم اللغة العربية ومعرفة كيفية تطبيق تعليم اللغة العربية، ومعرفة المشكلات الموجودة في تعليم اللغة العربية ثم معرفة الجهود التي بذلت للتغلب على مشكلات تعليم اللغة العربية في معهد نهضة المبتدئين الإسلامي إندرامايو.استخدم الباحث طريقة بحث الكيفي الميداني، وطريقة جمع البيانات بالمقابلة المتعمقة والملاحظة والوثيقة. وطريقة تحليل البيانات بتقليل البيانات وعرض البيانات وتحليل ما بين المواقع. وتفتيش صحة البيانات بالطريقة التثليث. أما نتيجة البحث المحصولة فهي: 1) يهدف نظام تعلم اللغة العربية إلى القدرة على التعبير عن المشاعر والأفكار والقدرة على التكلم باللغة العربية لفهم التعاليم والعلوم الإسلامية المكتوبة باللغة العربية. 2) تنفيذ تعليم اللغة العربية تحتوى على تخطيط (Planning)، تنظيم (Organizing)، تطبيق (Activiting)، التحكم (Controlling)، يستخدم تنفيذ تعلم اللغة العربية منهجا تم إعداده على أساس احتياجات المعهد، وهو كلية المتعلمين الزهراء. على الرغم من أنه لم يحصل على شرعية رسمية. 3) تحتوى على المشكلة اللغةوية وغير اللغوية، من الجانب اللغوي الذي يتكون من نظام الصوت، والمفردات، وترتيب الجملة، والكتابة، تتأثر جميع جوانب اللغويات بالخلفية غير المتجانسة للطلاب والطالبات. من الجوانب غير اللغوية، يتكون من عوامل الطلاب، والكتب المدرسية، وعوامل المعلمون، والمناهج الدراسية، والبيئة الاجتماعية. 4) المحاولة المبذولة للتغلب على مشكلة تعليم اللغة العربية من الجوانب اللغوية وغير اللغوية، عقد المعهد تعليما إضافيا للغة العربية يتطلب مشاركة الطلاب والطالبات. وفي الوقت نفسه، في التغلب على مشكلة المعلمين، يواصل مدير المعهد وجميع المعلمين التقييم لتطوير أعضاء هيئة التدريس في المعهد من جوانب المناهج والكتب المدرسية والبيئة الاجتماعية. ENGLISH: Arabic is a second language taught compulsorily in some Islamic countries of the world and is the fourth or fifth among the most important foreign languages taught in many European countries. However, problems in learning Arabic still occur from both linguistic and non-linguistic aspects, because learning a language other than the mother tongue is not easy. In this study, researchers discussed the problems of learning Arabic at the Nahdlotul Mubtadi'in Al-Islamy boarding school in Indramayu, which has excellent programs, namely proficiency in Arabic and English, understanding reading the turost book, and memorizing the Qur'an. How is this program carried out, especially in Arabic, in a cottage environment with a busy schedule of activities? Therefore, researchers conducted their research on the problematics of Arabic language learning. This study aims to find out the objectives of the Arabic language teaching system, find out how the implementation of Arabic language teaching, find out the problems in Arabic language teaching, and then find out the efforts made to overcome the problems of Arabic language teaching at Nahdlotul Mubtadi'in Al-Islamy Indramayu Islamic boarding school. This research uses descriptive qualitative methods conducted at Nahdlotul Mubtadi'in Al-Islamy Indramayu Islamic boarding school, data collection methods through in-depth interviews, participatory observation and documentation, data analysis techniques with data reduction, data display, and conclusions, while to check the validity of the data using the triangulation method. The results of this study are: 1. The Arabic language learning system aims at the ability to express feelings and thoughts and speak Arabic to understand Islamic teachings and knowledge written in Arabic. 2. The implementation of Arabic language learning consists of: planning, organizing, implementing, and controlling, using a curriculum that is made by itself for the needs of the cottage, namely Kulliyatul Muta'allimin Az-Zahra. 3. Consisting of linguistic and non-linguistic problems, from linguistic aspects consisting of sound grammar, vocabulary, sentence grammar, and writing, all aspects of linguistics are influenced by heterogeneous student backgrounds. From the non-linguistic aspect, it consists of student factors, textbooks, teacher factors, curriculum, and social environment. 4. Efforts to overcome the problems of learning Arabic from linguistic and non-linguistic aspects, the boarding school organizes additional Arabic language learning that requires the participation of male and female students. in overcoming teacher problems, the boarding school leaders and all teachers continue to evaluate the development of institutions both in terms of curriculum, textbooks and social environment. INDONESIA: Bahasa Arab adalah bahasa kedua yang diajarkan secara wajib di beberapa negara Islam di dunia dan merupakan bahasa keempat atau kelima di antara bahasa asing terpenting yang diajarkan di banyak negara Eropa. Namun problematika dalam pembelajaran bahasa Arab masih terjadi baik dari aspek linguistik maupun non-linguistik, karena mempelajari Bahasa selain Bahasa Ibu adalah hal yang tidak mudah. Pada penelitian ini peneliti membahas problematika pembelajaran Bahasa Arab di pondok pesantren Nahdlotul Mubtadi’in Al-Islamy Indramayu, yang memiliki program unggulan yaitu mahir berbahasa Arab dan Inggris, memahami membaca kitab kuning, dan menghafal Al-Qur'an. Bagaimanakah program ini dilakukan, terutama bahasa Arab, di lingkungan pondok dengan kesibukan kegiatan yang padat. Oleh karena itu, peneliti melakukan penelitiannya tentang problematika pembelajaran Bahasa Arab. Penelitian ini bertujuan untuk mengetahui tujuan sistem pengajaran bahasa Arab, mengetahui bagaimana pelaksanaan pengajaran bahasa Arab, mengetahui problematika dalam pengajaran bahasa Arab dan kemudian mengetahui upaya-upaya yang dilakukan untuk mengatasi problematika pengajaran bahasa Arab di pondok pesantren Nahdlotul Mubtadi’in Al-Islamy Indramayu. Penelitian ini menggunakan metode kualitatif deskriptif yang dilakukan di pondok pesantren Nahdlotul Mubtadi’in Al-Islamy Indramayu, metode pengumpulan data melalui wawancara mendalam, observasi partisipatif dan dokumentasi, Teknik analisis data dengan reduksi reduksi data, display data, dan kesimpulan, sementara untuk mengecek validitas data menggunakan metode triangulasi. Hasil penelitian ini adalah: 1. Sistem pembelajaran bahasa Arab bertujuan pada kemampuan mengekspresikan perasaan dan pikiran serta kemampuan berbahasa Arab untuk memahami ajaran dan ilmu-ilmu Islam yang ditulis dalam bahasa Arab. 2. Pelaksanaan pembelajaran Bahasa Arab terdiri dari: perencanaan, pengorganisasian, pelaksanaan, dan pengontrolan, dengan menggunakan kurikulum yang dibuat sendiri untuk kebutuhan pondok yaitu Kulliyatul Muta’allimin Az-Zahra. 3. Terdiri dari problematika linguistik dan non-linguistik, dari aspek linguistik yang terdiri dari tata bunyi, kosa kata, tata kalimat, dan penulisan, semua aspek linguistik dipengaruhi oleh latar belakang murid yang heterogen. Dari aspek non-linguistik terdiri dari faktor murid, buku ajar, faktor guru, kurikulum, dan lingkungan sosial. 4. Upaya untuk mengatasi problematika pembelajaran bahasa Arab dari aspek linguistik dan non-linguistik, pondok pesantren mengadakan pembelajaran bahasa Arab tambahan yang membutuhkan partisipasi siswa laki-laki dan perempuan. dalam mengatasi masalah guru, pimpinan pondok dan semua guru terus mengevaluasi pengembangan lembaga baik dari aspek kurikulum, buku ajar dan lingkungan sosial

دور معلمي اللغة العربية في نموذج التعليم الالكتروني للفـصل الثامن بالمدرسة الثانوية الحكومية السادسة فونوروكو العام الدراسي 2020 -2021: The roles of Arabic teachers in e learning model for 8.A grade students at MTsN 6 Ponorogo in academic year 2020/2021

As the Corona virus developed  the Minister of Education  issued information to stop learning in the classroom and directed to use online learning. Therefore, the school is responsible for preparing everything needed for this learning. Seeing the importance of Arabic in this school, the school requires to learn it. As the of Arabic language is important, it requires to be learned. To see the absorption of learners in Arabic language materials, researchers examined the role of Arabic teachers in e-learning in terms of material preparation, technology monitoring and motivation for improving their competencies And the purpose of this research: (1) knowing  the school E-Learning learning preparation. (2) Knowing the role of Arabic teachers in E-Learning learning for grade 8 students in MTsN 6. And this research includes descriptive qualitative research.From the analyzed data, the results of the research can be known are: (1) The application of E-learning learning in MTsN 6 (a) This learning has been implemented starting from the new periode of 2020-2021, (b) Madrasah is using E-learning from the Ministry of Religious Affairs, (c) Madrasah has prepared tools for E-learning, (d) Learning in madrasah is intended in web based learning model, (e) learning in madrsah  is an asynchronous learning , (f) the advantages of this learning are practical, and facilitated students, (g) the disadvantage of learning: expensive costs, large storage (2) The role of Arabic teachers in E-learning learning for grade 8 A in MTsN 6 (a) The role of Arabic teachers as constituents of materials by teaching the government material  then it  adjusted to the students' abilities and adding appropriate learning media. then for evaluation, more in a negative direction. (b) The role of Arabic teachers as technology builders by using madrasahs E-learning , which this application can be referred as madrasah online. The printed E-learning books, it is divided into 3 : MGBK, Module, and LKS. (c) The role of Arabic teachers as the motivator  runs smoothly between the interaction of  learners with the teachers, the students with E-learning, as well as learners with themselves, but there has not been any interaction among students itself. (d) The role of Arabic teachers in improving learners by conducting briefings and preactteks on the use of this learning, so there is a development of  the students abilities for using  this learning. Which  is very appropriate to be used in the pandemic period

At-Thibāq Fī Surat An-Nahl (Dirosat Tahlīliyyah Balāghiyyah)

AbstrakIbrahim Abdullah Rafidah said in his book that the Qur’an is the first of the principles of grammar. Thus, he determined the correct history of the relationship of grammatical research with the Holy Qur’an as an existing and close link since the beginning of thinking about inventing grammar and building its edifice. After the researcher perused the enlightening book of tafsir Al-Munir, the researcher found Surah An-Nahl, which mentioned the divine power in this universe, the evidence and the oneness of God. There are two opposite words whose meaning is unknown. Therefore, this research is related to At-Tibaq in Surat An-Nahl and its revelation. The researcher used in his research is qualitative desk research. The method of data collection used by the researcher is the Documentary Method. An approach that uses written sources to obtain data, The result of this research: The number of verses matching in Surat An-Nahl is thirteen verses: 6, 17, 19, 36, 37, 48, 61, 75, 80, 83, 93, 96, 103, 116. As for the meanings of Al-Tibaq in Surat Al-Nahl, it can be relied on the interpretation of the written verse in the analysis, as well as on the images of the written dishes for which the dishes are cast from the real and figurative dishes.Keywords: Al-Balaghah, At-Tibaq, Surat An-Nahl. 

دور معلم اللغة العربية في تطبيق التعليم الإلكتروني للفـصل الثامن بالمدرسة الثانوية الحكومية السادسة فونوروكو

As the of Arabic language is important, it requires to be learned. To see the absorption of learners in Arabic language materials, researchers examined the role of Arabic teachers in e-learning in terms of material preparation, technology monitoring and motivation for improving their competencies And the purpose of this research: (1) knowing&nbsp; the school E-Learning learning preparation. (2) Knowing the role of Arabic teachers in E-Learning learning for grade 8 students in MTsN 6. And this research includes descriptive qualitative research.From the analyzed data, the results of the research can be known are: (1) The application of E-learning learning in MTsN 6 (a) This learning has been implemented starting from the new periode of 2020-2021, (b) Madrasah is using E-learning from the Ministry of Religious Affairs, (c) Madrasah has prepared tools for E-learning, (d) Learning in madrasah is intended in web based learning model, (e) learning in madrsah&nbsp; is an asynchronous learning , (f) the advantages of this learning are practical, and facilitated students, (g) the disadvantage of learning: expensive costs, large storage (2) The role of Arabic teachers in E-learning learning for grade 8 A in MTsN 6 (a) The role of Arabic teachers as constituents of materials by teaching the government material&nbsp; then it&nbsp; adjusted to the students' abilities and adding appropriate learning media. then for evaluation, more in a negative direction. (b) The role of Arabic teachers as technology builders by using madrasahs E-learning , which this application can be referred as madrasah online. The printed E-learning books, it is divided into 3 : MGBK, Module, and LKS. (c) The role of Arabic teachers as the motivator&nbsp; runs smoothly between the interaction of&nbsp; learners with the teachers, the students with E-learning, as well as learners with themselves, but there has not been any interaction among students itself. (d) The role of Arabic teachers in improving learners by conducting briefings and preactteks on the use of this learning, so there is a development of&nbsp; the students abilities for using&nbsp; this learning. Which&nbsp; is very appropriate to be used in the pandemic period. &nbsp; &nbsp

PENGGUNAAN WHATSAPP DALAM PEMBELAJARAN PRAKTIK MAHARAH KITABAH KELAS-SYARQI AL-AWWAL MARKAZ ARABIYAH PARE

Abstract In the Syarqi Awwal Markaz Arabiyah Pare class there is a book of material, but the uslub taught are very large while the study of the book there is only 1 JP a day so it is only enough to use material explanations, even though to become skilled in writing in Arabic, students need continuous practice and practice. Whatsapp media is a medium that can be used for online training and practice of maharah kitabah. Therefore, researchers are interested in examining the use of Whatsapp in learning the practice of maharah kitabah. The purpose of this study is to describe the procedures, advantages and constraints of using Whatsapp in learning the practice of maharah kitabah. This research is a descriptive qualitative case study. Sources of data in this study were students, teachers, and documents using questionnaires, interviews, observations and documents. The results show that the procedure for using WhatsApp begins with explaining the uslub material to supervising the discussion and straightening out student answers. There are several advantages and constraints found among them: learning can be done anywhere and anytime (29%), more practical (23%),  has a long discussion time (9%), and is easy to use (39%). In addition, there are several obstacles: relying on the internet (29%), being buried by other chats (21%), collaboration (37%), and slow response or not working (13%). Keywords: whatsapp, maharah kitabah, syarqi awwal, markaz arabiyah