Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Vol. 8 No. 1, June 2021, 90-105
P-ISSN: 2356-153X; E-ISSN: 2442-9473
doi: http://dx.doi.org/10.15408/a.v8i1.20818
COMPILING VOCABULARY LISTS FOR CORPUSBASED ARABIC FOR TOURISM TEACHING
Faisal Hendra, Mujahidah Fharieza Rufaidah
Universitas Al Azhar Indonesia, Jakarta, Indonesia
Jl. Sisingamangaraja No. 2, Kebayoran Baru, Jakarta, 12110, Indonesia
Corresponding E-mail: faisalhendra2104@gmail.com
Abstract
Arabic for Tourism is a course that can be facilitated with innovative teaching
materials along with the availability of learning resources on the internet
rich in vocabulary and terms typical to the field of Arabic tourism. Therefore, the use
of Arabic tourism websites is an effective way to compile vocabulary lists. The articles
published in this kind of websites can be collected to be used as a corpus,
then processed using a corpus processing software, AntConc. This study used a
combination of qualitative and quantitative approaches with descriptive and
comparative methods using a corpus linguistic approach. Teachers can take advantage
of the features in this application to identify vocabularies commonly used in the world
of tourism. These features are word frequency, concordance, collocation, and NGram. The results can be used as a reference in compiling an Arabic for Tourism
vocabulary list.
Keywords:
Arabic for tourism, vocabulary list, website, corpus processing software, AntConc
Introduction
The arrival of Arab tourists to several Muslim countries has increased since
9/11 incident on September 11, 2001, known as the terrorist attacks in New York City
and Washington DC.1 The Arab tourists and Muslim travelers change their travel
destination from Europe and North America to other parts of the world, especially
Muslim countries.2
Indonesia as a country with the largest Muslim population is one of the
targets of foreign tourists. Since five years after 9/11 in 2006, Indonesia witnessed an
increase in tourist arrivals from the Middle East as much as 51.479, particularly
from Saudi Arabia, Yemen, and Egypt. Since then, the number of tourists has
1 Ibrahim et al., “Travelling Pattern & Preferences of the Arab Tourists in Malaysian Hotels”,
International Journal of Business and Management, Vol. 4, No. 7, 2009.
2 Hashim Bin Mat Zin & Tengku Ghani Tengku Jusoh, “The Potential of Arabic as a Tourism
Language in Malaysia”, Journal of Educational and Social Research, Vol. 3, No. 7, 2013.
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continued to rise, followed by tourists from other Middle Eastern countries such as
Qatar and the United Arab Emirates.3
The increase in the number of Middle Eastern tourists should
be accompanied by an increase in human resources in the tourism sector, especially
those who have the ability to speak Arabic. Here lies the significance of Arabic for
special purposes or professions in supporting language skills, especially in enriching a
certain work-related vocabularies which has its own uniqueness.
The specific objectives of learning Arabic are divided into two parts, namely:
(1) scientific objectives, as a support for obtaining limited proficiency in a particular
field of study or profession; (2) the objective of practical use, as a means to acquire
Arabic communication skills both in spoken and written way, as well as receptive and
productive.4 Therefore, Arabic for tourism, as a branch of Arabic for specific
purpose, is taught in educational institutions, including universities, as part of the core
curriculum. This is useful to prepare students to face the strong emergence of
globalization that requires foreign languages, one of which is Arabic as an introduction
to various activities, including the field of tourism.
With regard to teaching Arabic for specific purpose, in this case Arabic for
tourism, several important instruments such as curriculum, lesson plans, preparation
of teaching materials, methods, teaching approaches, and so on should be taken into
account.5 This article focuses on discussing the preparation of teaching materials,
especially the components of compiling a vocabulary list, considering that
each special field has its own unique terms or vocabulary.
As the rapid development of cutting-edge technology emerges, there is an
increasing trend in language teaching material development, especially with regard to
the process of compiling Arabic for specific purposes vocabulary lists. The internet as
one of the largest sources of foreign language vocabulary can make it easier to
compose this vocabulary list, by utilizing sites that always provide the latest
information for their readers. This site can be processed to be more specific by
issuing vocabulary generally used in it and the context in which the vocabulary is used.
In creating a vocabulary list, the corpus linguistic approach can facilitate data
processing. Corpus linguistics is the language database statistically taken for the
purpose of investigation, description, application, and analysis related with the
branches of linguistics.6 The corpus comprised of a collection of data, both ordinary
and digital data, in written form containing linguistic information like word level,
3 Misran, “Dialek ‘Ammiyyah dalam Pengajaran Bahasa Arab untuk Pariwisata di Indonesia”,
Adabiyyāt: Jurnal Bahasa dan Sastra, Vol. 12, No. 2, 2013, 398–423
4 Dahlan, Metode Belajar Mengajar Bahasa Arab, (Surabaya: Usaha Nasional, 1992).
5 Halim, “Bahasa Arab Dengan Tujuan Khusus Berbasis Komunikatif Wisata Travelling.”
Bintang, Vol. 2, No. 3, 2020, 230–241.
6 Suryadarma & Fakhiroh, “Optimalisasi Penggunaan Corpus Linguistics Dalam Penyusunan
Kamus Az-Ziro’ah Sebagai Media Pembelajaran Bahasa Arab”, International Seminar on Language,
Education, and Culture (ISOLEC), 2020.
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structure, meaning, and discourse that can be used for research.7 The corpus is created
from not only hard file sources such as a collection of articles, textbooks, literary
works, and newspapers, but also from the internet particularly websites, online
news, and social media conversations.8
The compilation of Arabic vocabulary lists can be taken from a large body of
online sources which can be then processed using corpus processing software one of
which is called AntConc. This software can be downloaded freely and has useful
features such as (1) word frequency, used to determine the number of occurrences of
words in the corpus; (2) concordance, containing a list of combinations of a word that
is in a context; (3) collocation, containing the occurrence of words that are paired
with other words in a context; and (4) N-Gram or clusters, containing sequences of
two or more words that appear repeatedly in the text.
Based on the need for compiling Arabic for tourism vocabulary lists, this study
aimed to provide information related to Arabic tourism websites that can be used as a
reference in compiling a vocabulary list for teaching Arabic tourism, as well as to
provide examples of the results of a corpus processing application, namely AntConc
with it features, namely word frequency, concordance, collocation, and N-Gram.
Method
This study used a combination of qualitative and quantitative approaches with
descriptive and comparative methods using a corpus linguistic approach. A qualitative
approach was used to describe Arab tourism sites and the steps for compiling a
corpus-based vocabulary list. The quantitative approach is relevant with this study
which aimed to describe the frequency of words and phrases contained in the
corpus. The data sources for this research were articles on tourism websites in Arabic
and various previous literatures.
Result and Discussion
Linguistic Principles in the Preparation of Teaching Materials
One of principles in the preparation of teaching materials in Arabic is
linguistic principle. The use of qaaimat al-mufradat (vocabulary list) in the preparation of
teaching materials in Arabic is crucial to provide students with vocabulary close to
them, especially concrete vocabularies which can be seen by the sense of sight, can be
found in the learning materials, has a relationship with the vocabulary of other specific
topics. The vocabulary list is composed from the concrete to the abstracts words and
from low frequency to high frequency words, and is repeated and reduced gradually.9
Nur Hizbullah, Fazlurrahman, & Fauziah, “Linguistik Korpus dalam Kajian dan Pembelajaran
Bahasa Arab di Indonesia”, Prosiding Konfererensi Nasional Bahasa Arab, Vol. 1, No. 2, 2016.
8 Azzahra, “Penyusunan Kamus Kedokteran Arab-Indonesia dengan Pendekatan Linguistik
Korpus”, Tsaqofiya: Jurnal Pendidikan Bahasa dan Sastra Arab, Vol. 2, No. 2, 2020, 60–66.
9 Aliwafa, “Revitalisasi Asas Penyusunan Bahan Ajar Bahasa Arab Untuk Perguruan Tinggi”,
Islamedia: Jurnal Komunikasi Dan Informasi Kegamaan, Vol. 13, No. 1, 2012.
7
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In addition, error analysis (tahlil al-akhta`) of students in several skills, such as reading
and writing Arabic can be used as a reference in compiling teaching materials to guide
students to avoid the mistakes they have made, for example, grammatical
errors, vocabulary writing, or vocabulary pronunciation.10
Corpus Linguistics
Corpus linguistics is an empirical mindset linguistic latest in a rapidly growing
since the early 90s.11 The term corpus itself is defined by Hunston as a collection of
natural language examples consisting of several sentences from a series of written texts
or several records that have been collected for linguistic studies.12 The text which
consists of two forms, namely written and spoken, is then arranged systematically. The
corpus is called natural language because the text collected is produced and used fairly
and as it is.
Baker classified three aspects as considerations in understanding the concept
of the corpus:13
1) The main corpus is a collection of texts generated electronically and can be
analyzed automatically or semi-automatically.
2) The corpus is not only a collection of written texts but also speech.
3) The corpus probably includes most of the text that comes from a variety of
sources.
At first, the corpus was in the form of hard files, which came from a collection
of articles, journals, textbooks, text books, literary works (poems, short stories, and
novels), newspapers, magazines, or it could also be in the form of broadcast
recordings of conversations, interviews, and others. When digital technology grows
fast, the corpus can be collected from the internet, such as websites, online news and
newspapers, social media conversations, and so on.14
Corpus in written form can be obtained through collection from various
sources, such as articles in newspapers, journals, literary works (poems, short stories,
novels) and correspondences. Meanwhile, corpus materials in oral form can be
obtained through recordings of several activities such as face-to-face informal
conversations, telephone conversations, lectures, interviews, debates and discussions.15
Aliwafa, “Revitalisasi Asas Penyusunan Bahan Ajar Bahasa Arab Untuk Perguruan Tinggi”.
Rajeg & Rajeg, “Pendekatan Linguistik Korpus Untuk Kajian Metafora Konseptual Bahasa
Indonesia”, INA-Rxiv, 2019.
12 Arum & Winarti, “Penggunaan Linguistik Korpus Dalam Mempersiapkan Bahan Ajar English
For Specific Purpose Di Bidang Radiologi”, Jurnal Teras Kesehatan, Vol. 2, No. 2, 2020, 58–69.
13 Azzahra, “Penyusunan Kamus Kedokteran Arab-Indonesia Dengan Pendekatan Linguistik
Korpus”.
14 Azzahra, “Penyusunan Kamus Kedokteran Arab-Indonesia Dengan Pendekatan Linguistik
Korpus”.
15 Setiawan, “Korpus dalam Kajian Penerjemahan”, Dipresentasikan Pada Seminar Nasional
Perspektif Baru Penelitian Linguistik Terapan: Linguistik Korpus dalam Pengajaran Bahasa, UNY, 2017.
10
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Format and Characteristics of Corpus-Based Teaching Materials
The corpus can be defined as a collection of data, both ordinary and digital
data in written form containing linguistic information, ranging from word level,
structure, meaning, and discourse, which can be used for research.16 Corpus linguistics
has been used successfully in studying all aspects of linguistics (from lexical to
grammatical) and language use. Romer said that the use of corpus linguistics analysis
can be applied at least on three major areas of research, namely the field of linguistics
with all branches of study, field of literature with a variety of text, and the field
of language teaching which includes all process from beginning to end.17
The corpus in language teaching can be used as a source of information for a
language, and as a domain to explore more deeply foreign language. One aspect that
makes the corpus important in language teaching is the systematically arrangement of
its empirical data.18 Furthermore, the ability of computers to process large amounts of
data is also the reason why the corpus can be an important and practical analytical tool
in language teaching and research.19
Corpus-based teaching materials have been widely used in language
teaching. One of them is the use of dictionaries. Dictionaries can be
compiled using corpus software with the initial step of collecting a vocabulary list
first. The data entered into the corpus must also be updated in accordance with the
development of society, culture, and technology, all of which can certainly have a
major influence in the realm of language.
Studies on a variety of linguistic aspects such as speech, vocabulary (lexicon),
the meaning of the word / phrase / clause (semantics), language and society
(sociolinguistics), the use of language (pragmatic), language and culture, and others
have been using the corpus as accurate and representative database.20
The Arabic language corpus has been made in various countries with all their
own uniqueness.21 In the Sketch Engine application, for example, there is a corpus
containing approximately 7.4 billion words taken from a number of sources. Then the
Alsubaiti corpus was released more complete with 18 types of corpus taken from
various sources and used for various specific fields of study that are on the University
of Leeds sub-page, including the Corpus of Contemporary Arabic, Arabic Gigaword,
Nur Hizbullah et al., “Source-Based Arabic Language Learning: A Corpus Linguistic
Approach”, Humanities & Social Sciences Reviews, Vol. 8, No. 3, 2020, 940–954.
17 Hizbullah et al., “Source-Based Arabic Language Learning: A Corpus Linguistic Approach”,
940-954.
18 Wirza, “Aplikasi Software Concordance Program dalam Pengajaran dan Penelitian Bahasa
(Studi Kasus Pada Mahasiswa Semester 6, Jurusan Bahasa Dan Sastra, Universitas Pendidikan
Indonesia)”, Majalah Ilmiah UNIKOM, 2011.
19 Milroy, Observing and Amalysing Natural Language, (UK: Basil Blackwell Ltd, 1987).
20 Wirza, “Aplikasi Software Concordance Program dalam Pengajaran dan Penelitian Bahasa
(Studi Kasus Pada Mahasiswa Semester 6, Jurusan Bahasa Dan Sastra, Universitas Pendidikan
Indonesia)”.
21 L al-Sulaiti and Atwell, “The Design of a Corpus of Contemporary Arabic (CCA)”, Research
Report, The University of Leeds, 2003.
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and the International Corpus of Arabic by the University of Alexandria, Egypt. A
number of the corpus is divided into two groups, paid download and unpaid ones.22
The corpus can also be processed using some applications available on the
internet with a variety of features in it. There are some that can be downloaded for
free, such as Nooj, TextStat, MonoconcEsy, Aconcord, and AntCont. There are also
paid ones, such as WordSmith.23 The results given by the corpus processing
application are in the form of statistical data. So interpretation is needed in order to
make the results understandable. Several features of technical tools (corpus tools) in this
corpus processing application are very useful for reviewing the content of a text in a
particular language. This tool can help learning Arabic, more specifically helping the
preparation of Arabic for Tourism vocabulary. Among these features and their uses
are:
1. Word frequency
The frequency feature is useful to know the number of occurrences of a word
in a corpus or text.24 An analysis on frequency of a word can help researchers identify
the words that most frequently appear in a corpus, then comparing and distinguish it
from other words. This can help the preparation of language teaching materials, where
students know which vocabulary is often used in a subject and which vocabulary is
rarely used. The list of basic vocabulary becomes the starting point for the preparation
of teaching materials.25
2. Concordance
Concordance is a list or sequence of several examples of a word, part or
combination of a word that is in a context and sourced from the corpus text.26 This
feature is an important aspect of corpus linguistics that helps the qualitative analysis of
corpus data. Concordance can analyze data by looking at the linguistic features attached
to a word in addition to looking at the form of the word itself as well the words
around it.27 Concordance provides a real example of how a word is used in
context. This makes it easier for the teacher to explain the meaning
of vocabulary as teaching material in depth, along with examples of its use in a real
sentence.
22 Nur Hizbullah, Fazlurrahman, & Fauziah, “Linguistik Korpus dalam Kajian dan Pembelajaran
Bahasa Arab di Indonesia”.
23 Nur Hizbullah, Fazlurrahman, & Fauziah, “Linguistik Korpus dalam Kajian dan Pembelajaran
Bahasa Arab di Indonesia”.
24 McEnery and Hardie, Corpus Linguistics: Method, Theory and Practice, (Cambridge University
Press, 2011).
25 Al-Naqah, “Khittah Muqtarahah Li Ta’lif Kitab Asasiyy Li Ta’lim Al-Lughah Al- ‘Arabiyah Li
Al-Natiqin Bi Ghayriha”, Dalam Waqai’ Nadawat Ta’lim Al- Lyghah Al-‘Arabiyah Li Duwal Al-Khalij, 1985.
26 Baker, Hardie, and McEnery, A Glossary of Corpus Linguistics, (Edinburgh: Edinburgh
University Press, 2006).
27 Arum and Winarti, “Penggunaan Linguistik Korpus dalam Mempersiapkan Bahan Ajar
English for Specific Purpose di Bidang Radiologi”, 58-69.
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3. Collocation or word sketch
Collocation is the occurrence of words that are paired with certain other words
in a context and field of meaning. Baker states that in corpus processing applications,
collocations are usually pairs of two or more words.28 Collocations or word sketches
help the preparation of teaching materials in determining which vocabulary should be
paid more attention, based on how many word pairs occur in a corpus.
4. N-Gram atau clusters
N-Gram contains a sequence of two or more words that appear repeatedly in a
text with a significant number to be studied with certain assumptions.29 N-Gram is
useful to group frequently used phrases in the corpus text. This is useful for adding to
the vocabulary of teaching materials, making it more interesting materials.
Arabic Tourism Website
Website can be used as a general learning source which provides the readers
with various references such as books, modules, and teaching materials which teachers
can access for free and use it as teaching material sources of Arab fusha and its
grammar and structure.30 The format of the material provided by the website is usually
presented in written text, sound / audio material, and audiovisual material. If
converted into a corpus, the material format has conformity, including the format
of a text collection, an audio corpus, and an audiovisual collection.
These various websites can be used as a source of material by students as well
as teaching materials for teachers in learning Arabic at various levels, from basic to
advanced levels.31 More specifically, it is very useful in the preparation of Arabic for
specific purposes teaching materials, one of which is in the realm of tourism. Given
that the world of tourism has many reading references on the internet with
the availability of sites that discuss tourism topics in Arabic, and there
is a special vocabulary that is only used in the world of tourism. Tourism webites in
Arabic are considered beneficial to facilitate in classifying Arabic vocabularies
frequently used and in the field of tourism. The authors found the following Arabic
language tourism websites:
Nur Hizbullah, Fazlurrahman, and Fauziah, “Linguistik Korpus Dalam Kajian Dan
Pembelajaran Bahasa Arab Di Indonesia.”
29 Baker, Hardie, and McEnery, A Glossary of Corpus Linguistics.
30 Nur Hizbullah et al., “Source-Based Arabic Language Learning: A Corpus Linguistic
Approach”.
31 Idris Mansor & Ghada Salman, “Arabic for Tourism: Guidelines for Linguists and
Translators”, Arab World English Journal, Vol. 7, No. 3, 2016.
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1. Mawdoo3.com (https://mawdoo3.com/)
Mawdoo3 is an online platform that provides thousands of Arabic articles with
the latest information in various fields, one of which is tourism, not only tourism
in the Arab region, but throughout the world. This site provides a voice feature to
search for and listen to articles in Arabic by native speakers. This can be useful in
learning Arabic in the preparation of teaching materials through access to copy
of tourism articles to be included in the corpus processing application and for students
by accessing this site to improve language skills.
2. Ootlah.com (https://www.ootlah.com/ar/blog/category/where-to-go.html)
The Ootlah website offers a large selection of the best tourist spots for
vacations along with cost deals with the best travel agencies in the destination
city. This site has two languages, namely Arabic and English, in the sense that all
articles can be read in two languages at once. This can help students improve their
skills in both languages by accessing this site. In addition, teachers can also use this
site as a reference in compiling a Arabic for Tourism vocabulary list.
3. Ar-Traveler.com (https://www.ar-traveler.com/destinations)
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This ar-traveler website specifically discusses tourism around the world in
Arabic. The site consists of several sections, including news section, tourist
destinations, tips and directions related to the world of tourism, hotel and travel
agency offers. With various sections on this site, the Arabic vocabulary and terms in it
are very varied. This is useful for the preparation of corpus-based Arabic for
Tourism vocabulary
4. TourFlag.com (https://tourflag.com/)
TourFlag is to provide information and referrals related to everything related to travel
and tourism, the most famous tourism countries, and the cities of the loveliest in each country
based on tourists’ opinions, as well as show you tours of the most frequently visited city. The
site also provides comparison of cost tourism among travel agents. With these features,
teachers can find complete Arabic tourism vocabulary and terms.
The Compilation of Corpus-based Vocabulary List
A number of above mentioned websites can be used as material
for compiling Arabic for Tourism vocabulary list through a corpus application
called AntConc. The following are the stages of using the AntConc:
1. Copy a number of articles on the website into Microsoft Word by removing the
editorial elements (numbers, symbols, images, etc.) and then converting them
into plain text.
Figure 1.1: Selecting the plain text type when saving a copy of the article
2. Click the other encoding option then look for the UTF-8 encoding format. This
format is used so that the document can be processed in the AntConc application.
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Figure 2.1: Selecting other encoding format, then click UTF-8
3. Open the AntConc application and enter the document in plain text format by
clicking the file button, then open file.
Figure 3.1: Inserting a copy of an article in plain text format into AntCont
4. Using word frequency feature or wordlist
Click wordlist feature and click start, then appears a list of words that can be
selected sequentially in the feature sort by under button start, then order based on
frequency of occurrence or alphabetical order.
Figure 4.1: word frequency feature
The following are some of the results of processing a number of tourism
articles on the above website using the AntConc application. This data has
been reduced by selecting the vocabulary of a verb and a noun related to tourism and
given a transliteration and translation.
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Word Types: 3.711 | Word Tokens: 10.601
No Frequency
1
50
2
26
3
19
4
18
5
18
6
17
7
16
8
15
9
15
10
15
11
14
12
12
13
12
14
11
15
10
16
10
17
10
18
9
19
9
20
8
21
7
22
7
23
6
24
5
25
5
26
5
27
5
28
5
39
4
30
3
32
3
Word
األماكن
مول
الرائعة
الخالبة
ساحة
بوكينج
قصر
تتمتع
معالم
االستمتاع
املجانية
الطبيعية
املناطق
التاريخية
تتميز
تتوفر
فنادق
التراث
منتزه
الجذب
الترفيهية
املحيط
املغامرة
السياح
متنوعة
االسترخاء
املذهلة
امللونة
الشواطئ
ممتع
مميزة
Transliteration
al-amâkin
mûl
ar-râ`i’ah
al-khallâbah
sâhah
bûkīnj
qashr
tatamatta’
ma’âlim
al-`istimtâ’
al-majjâniyyah
Ath-thabī’iyyah
al-manâthiq
at-târīkhiyyah
tatamayyaz
tatawaffar
fanâdiq
at-turâts
muntazah
al-jazb
at-tarfīhiyyah
al-muhīth
al-mugâmarah
as-suyyâh
mutanawwi’ah
al-istirkhâ`
al-mużhilah
al-mulawwanah
asy-syawâthi`
mumti’
Mumayyizah
Translation
Places
Mall
Amazing
Enchanting
Square/page
Booking
Palace
Enjoy
Places
Enjoyment
Free
Natural
Region
Historical
Has privileges
Available
Hotels
Heirloom
Park/recreation area
Attractiveness
Entertainment
That surrounds
Adventure
The tourists
Varies
Relax
Awesome
Colorful
Beaches
Fun
Characteristic
Table 1. List of vocabularies resulted from AntConc
Word types is the number of types of words in the corpus. The number
is 3,711 words which are then reduced as needed. Meanwhile, words token is the total
number of words in the corpus, including the repeated words. Words tokens can also be
interpreted as the total of all words resulting from the addition of the frequency of
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occurrence of each word. This corpus contains a total of 10,601 words which were
then reduced by choosing verbs or nouns related to tourism and at least three times
the frequency of occurrence.
In table 1 it can be seen that the word األماكن/ al-amâkin / 'places' occupies the
first position as the highest frequency word with fifty times occurrence; while the
word مميزة/ mumayyizah / characteristics is the word with the lowest occurrence, which is
3 times. This data can make it easier for teachers to choose vocabulary according to
the desired field.
5. Using corcondance feature
Figure 5.1: Concordance feature
The following is the concordance of one of the vocabulary
words, namely الرتفيهية/ at-tarfīhiyyah / 'entertainment' or can be interpreted as
' recreation' in certain contexts.
No
1
2
Word After
األولى في دول الخليج
Word
الترفيهية
Words Before
بل إنها تعد الحديقة
It is the first recreational park in the gulf countries
حيث روعة الحدائق واملتنزهات،املتنوعة
الترفيهية
الفرص
Diverse recreational opportunities, such as the splendor of parks and gardens
بل إنها من أهم األماكن السياحية،في العين
الترفيهية
تأتي حديقة الحيوان ضمن أبرز األماكن
3
The zoo is one of the most famous places of entertainment in Al Ain, and even one of the
most important tourist attractions
والنباتية املمتعة
الترفيهية
فضال عن الحدائق
4
As well as recreational parks and fun plants
والتزلج
واأللعاب وصالة البولينج
الترفيهية
فمع وجود العديد من األنشطة
5
With lot of recreational activities, games, bowling and skiing
Table 2. concordance of word الترفيهية
The concordance feature can help teachers define the meaning of the
vocabulary list and the context of its use correctly after going through several stages of
analysis based on the example sentences. In addition, this feature is helpful to
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distinguish vocabulary in the form of compound words or idioms and which ones are
not. In table 2, it can be found that the word الرتفيهية/ at-tarf hiyyah / can be interpreted
as 'entertainment' when paired with the word ال/ al-had qah / 'garden' and can also be
interpreted as 'recreation'. The choice of meaning is in accordance with the context of
the sentence used. Furthermore, teachers can also provide some examples of the use
of a word in a sentence accurately and in accordance with the application of the word
in day-to-day lives.
6. Using collocation feature
Figure 6.1: Collocation feature
The following is an example of a word that is collocation or paired with the
word اخلالبة/al-khallâbah/ ‘amazing’. The right and left frequencies means the place
where the collocation appears.
No
Frequency
Frequency
(right)
Frequency
(left)
1
4
3
1
2
3
3
0
3
3
3
0
4
3
3
0
5
1
1
0
6
1
1
0
7
1
1
0
102
Collocation
الطبيعي
/ath-thabī’ī/ ‘natural’
املناظر
/al-manâzhir/ ‘scenery’
املشاهد
/al-musyâhid/ ‘scenery’
الطبيعية
/ath-thabī’iyyah/ ‘natural’
البركانية
/al-burkâniyyah/ ‘volcanic’
الشواطىء
/asy-syawâthi`/ ‘beaches’
اإلطاللة
/al-`ithlâlah/ ‘good-looking’
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8
1
1
0
9
1
1
0
املائية
/al-mâ`iyyah/ ‘waters’
الحدائق
/al-hadâ`iq/ ‘gardens’
Table 3. Collocation of word اخلالبة
The collocation feature in the AntConc software can make it easier for
teachers to identify collocation words and determine their meaning. For example, the
collocation of the word اخلالبة/al-khallâbah/ ‘charming’ in table 3. The data show that
the word is most often paired with the word الطبيعي/ath-thabī’ī/ ‘natural’.
7. Using N-Gram clusters feature
Figure 7.1 Features of N-Gram or Clusters
This
feature
is
used
to
identify
phrases
from
a
vocabulary, example phrases قصر/ qishr / 'palace' which appears repeatedly in
the corpus along with the frequency with which it occurs. This feature can
increase knowledge related to the list of popular Arabic for tourism terms used to
those rarely used.
No. Frequency
1
8
2
5
3
1
4
1
5
1
Cluster
قصر املويجعي
/qishrul muwayji’ī/ ‘al-muwaiji palace’
قصر العين
/qishrul ‘ain/ ‘al-ain palace’
قصر فينيس ي
/qishr fīnīsiy/ ‘venesia palace’
قصر كورسيني
/qishr kûrsīnī/ ‘istana corsini’
قصر مجدد
/qishr mujaddid/ ‘renovated palace’
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Table 4. N-Gram of word قصر
After all the data was collected and reduced based on its suitability with
the intended theme, the data classification process was then carried out based on the
desired category. The results of the above analysis can be used as a reference in
compiling an Arabic for Tourism vocabulary list. If it is further processed, it can
be used as test practices by asking students to make sentences containing
the vocabulary or phrases above, and be used to assist in the preparation of
dictionaries as companion teaching materials.
Conclusion
The preparation of a list of vocabulary of Arabic for tourism can take benefit
of several Arabic websites such as Mawdoo3.com, Ootlah.com, Ar-Traveler.com, and
TourFlag.com. In processing a number of these sites, it involves the help of a corpus
processing application, namely AntConc. Articles in a number of these sites
are copied into Microsoft Word and then converted into plain text with UTF8 encoding format for processing in AntConc through its features: word frequency,
concordance, collocation, and N-Gram.[]
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