1,731,028 research outputs found
Improving Pronunciation of the Second Grade Students Of Madrasah Ibtidaiyah Islamiyah Sukoharjo Plemahan Kediri by Using Songs and Games
No full textABSTRACT Bariroh,Umi. 2013. Improving Pronunciation of the Second Grade Students Of Madrasah Ibtidaiyah Islamiyah Sukoharjo Plemahan Kediri by Using Songs and Games. S1 Thesis, English Department, Faculty of Letters, State University of Malang. Advisor I: Nur Hayati, S.Pd., M.Ed; Advisor II: Evynurul Laily Zen, S.S., M.A. Keywords: Songs, games and pronunciation The study was designed to improve the pronunciation of second graders at MI Islamiyah through the implementation of English songs and games in the teaching and learning process. The researcher found that the students encounter great difficulty with pronouncing words correctly. This is confirmed by the results of their English test especially the oral test, which showed that the students often made mispronunciation. The students’ problems in pronunciation seemed to be caused by their lack of motivation to follow the lesson and lack of practice so they forgot things easily. In order to solve the problem, the researcher proposed the use of songs and games that are considered engaging and fun activities for young learners. The study was classroom action research in which the researcher is also the classroom teacher. The subjects of the study were 28 students of II A at MI Islamiyah Sukoharjo. The study consisted of three cycles, with two meetings for each cycle. The cycles lasted six weeks. In the planning stage, the researcher designed a lesson plan, preparing materials and media, and formulating the criteria of success. In implementing the action, the researcher conducted the instruction and research based on the lesson plan. In observing the action, the researcher collected data through some instruments concerning the songs and games implementation such as questionnaires, observation checklist, and field notes. The reflection was done in order to know the results of using songs and games and to find information on what needs to be revised with the planning and the action applied. The researcher found that the implemetation of songs and games improved the students’ pronunciation. The criterion of success is that 80 % or more of the students score equal to or above 60 in the reading aloud test. The results of cycle 1 showed that 53.6 % of the students got a score equal to or above 60 and 83.5 % of the students were interested toward the songs and games used. In cycle 2, these percentages improved. 67.9 % of the students got a score equal or above 60 and 89.3 % of the students were interested toward the songs and games used. The results of cycle 3 showed another increase in the percentages. There were 82.1 % of the students who got a score equal to or above 60 and 95.5 % of the students interested toward the songs and games used. It can be concluded that the researcher has achieved her criteria of success. In line with research findings, it is concluded that the use of songs and games in teaching pronunciation can improve the pronunciation of the second grade students at MI Islamiyah. Due to these results, it is suggested that the English teachers be selective since not all English songs and games are suitable for teaching. Teacher should consider the language level. For low-grade classes, it is suggested that the teacher use songs which are not too long and which are easy to memorize. Next, in implementing the song activity, the teacher needs to ask the students to do some body movements such as clapping hands and standing up because it will make the situation more alive and fun. Future researchers are suggested to conduct similar studies on the use of songs and games in different contexts and to improve the students’ English ability in other areas through songs and games.
On Heterogeneous Covert Networks
Full text linkCovert organizations are constantly faced with a tradeoff between secrecy and operational efficiency. Lindelauf, Borm and Hamers (2008) developed a theoretical framework to deter- mine optimal homogeneous networks taking the above mentioned considerations explicitly into account. In this paper this framework is put to the test by applying it to the 2002 Jemaah Islamiyah Bali bombing. It is found that most aspects of this covert network can be explained by the theoretical framework. Some interactions however provide a higher risk to the network than others. The theoretical framework on covert networks is extended to accommodate for such heterogeneous interactions. Given a network structure the optimal location of one risky interaction is established. It is shown that the pair of individuals in the organization that should conduct the interaction that presents the highest risk to the organization, is the pair that is the least connected to the remainder of the network. Furthermore, optimal networks given a single risky interaction are approximated and compared. When choosing among a path, star and ring graph it is found that for low order graphs the path graph is best. When increasing the order of graphs under consideration a transition occurs such that the star graph becomes best. It is found that the higher the risk a single interaction presents to the covert network the later this transition from path to star graph occurs.covert networks;terrorist networks;heterogeneity;game theory;information;secrecy
Fundamentalism: Study of Islamic History
Full text linkThis paper is a literary study by analyzing various thoughts from various readings. The concern of this study is about fundamentalism in the study of Islamic history. The discussion material includes; contextualization, history and various thoughts in response to fundamentalism. Regarding contextualization, a discussion arises whether fundamentalism exists as a product, as an agent, or both? If it is related to social changes in Islamic society in particular. Is Islamic fundamentalism more of a religion matters? Some refer to the events of the Iranian revolution in 1979, to the 18th century Wahhabi movement, some others point to the Al-Mihnah policy by the Mu'tazilah during the reign of the caliph Al-Ma'mun in the 9th century. There are even those who say that the genealogy of fundamentalism has existed since the beginning of Islamic history, namely the emergence of the Khawarij which is seen as having the same qualifications as contemporary fundamentalism. Responses to fundamentalists have been written in various ways, such as the assumption about the hegemonic nature of Western civilization which is said to be an obstacle to the accommodation of the basics of mutual equality, as well as an attitude of mutual respect and recognition. Other responses were in the form of proposals for the deconstruction of fundamentalism, the idea of developing Islamic values of compassion and moderation as a way or policy of dealing with fundamentalism.
Dirasah islamiyah (metodologi studi islam) tahun 2000
No full textAgama yang di sampaikan oleh .kepada rasul nya nabi muhammad SAW itu kini telah berusia hampir lima belas abad lamanya dan kian hari kian terasa semakin di butuhkan oleh ummat manusia yang mendambakan kehidupan yang tertib dan nyamanvi, 374 hlm, 21 x 14,7 c
The methodology of religious education in the United Arab Emirates
Full text linkIn this thesis Islamic teaching methodology in the UAE has been examined in relation to Islamic ideology, the Qur'an and Muhammad's (pbuh) teaching methods, and in accordance with the social aims in the UAE. The aim of the investigation and the methodology used are outlined in Chapter I. Chapters II and III consider the nature and process of Islamic education as derived from the Islamic world view. They also try to demonstrate that the content of religious education is derived from the Holy Qur'an; the accepted model of the religious education teacher is derived from the personality and character of the Prophet Muhammad (pbuh); and that the methods of religious education are derived from, and legitimated by, his practice. Chapter IV attempts to show how the scope and purpose of religious education is derived from the concept of community (Ummah) and the Islamic way of life (Shariah).These crucial features of Islam have implications for education and methodology. The Islamic subject teacher is expected to teach for a community larger than the classroom and for a way of life larger than the intellect or schooling. Detailed discussion of the teacher’s role is given in Chapter IV, while Islamic teaching methodology in the UAE is examined in Chapter V. Chapter VI discusses the relation between what is seen in the Emirates at the period of study and Islamic ideology and the methodologies of the Qur'an and Muhammad (pbuh). It examines methodologies in accordance with social aims in the UAE. The same chapter explores the conclusions and recommendations harvested from this work
Terrorist Groups in South East Asia. Jemaah Islamiyah - Strategy and Tactics
No full textCelem artykułu jest przedstawienie charakterystyki oraz działalności terrorystycznej ugrupowania Jemaah Islamiyah. Omówiono w nim historię, rozwój, strukturę, a także mechanizmy finansowania Jemaah Islamiyah. Autorka przedstawiła zdolności operacyjne, współpracę z innymi organizacjami terrorystycznymi w Azji Południowo -Wschodniej oraz najważniejsze ataki terrorystyczne, przeprowadzone przez ugrupowanie.The aim of this article is to provide detailed information on structure and terrorist activity of Jemaah Islamiyah. It also reveals links to Al -Qaida and other terrorist groups operating in Southeast Asia. The author discuss historical background, capabilities and tactics of Jemaah Islamiyah based in Indonesia
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