1,720,975 research outputs found
بتعـلّم مـــهاراتها في تعليـم اللغــة العـربية
Full text linkEvaluation is aimed at figuring out whether predetermined purposes have been successfully met and to decide what instructional materials and competency should be achieved by the students. In the context of Arabic learning, such instructional materials and competency should be relevant to the evaluation. Consequently, evaluating speaking skill by means of reading test will never take place. In this context, language learners should understand the interrelationship between language testing (evaluation) and language skill mastery, especially in Arabic learning evaluation.
Kata kunci: اختبارات اللغة, مهارات اللغة, تعليم اللغة, تعلم مهارات اللغة,عملية الاختبارا
UPAYA PENINGKATAN KETERAMPILAN BERBICARA SISWA PADA MATA PELAJARAN BAHASA ARAB MELALUI LATIHAN KOMUNIKATIF DI MTSN PANINJAUAN KABUPATEN TANAH DATAR
No full textThis research was based on the needs of improving studentsÔÇÖ speaking skill and teachersÔÇÖ creativity in managing learning process on speaking skill at MTsN as a response to the lack of studentsÔÇÖ speaking ability. This research, therefore, employed qualitative approach and analyzed by means of reflective, participative and collaborative studies. The setting of the research was MTsN Paninjauan by employing 2 cycles, each of which consisted of 4 meetings. In cycle 1, the students were not familiar with learning condition where communicative practices were applied and therefore were explained to them the principles so that the students and teachers got more familiar with. Observing on the studentsÔÇÖ speaking it was found that studentsÔÇÖ average improvement was 1.14 with average achievement was 48.1%. At the end of cycle 2, studentsÔÇÖ speaking skill showed an average improvement of 3.9 with average percentage of achievement 79%.Kata Kunci :┬áketerampilan , berbicara, teknik komunikatif, pemahaman, ujara
تطوير النموزج التعليمي لمهارة الكلام في ضوء الفروق الفردية (بالتطبيق على طلبة جامعة محمود يونس الإسلامية باتوسنكر سومطرة الغربية إندونيسيا )
No full textABSTRAK
Kebanyakan pendidik belum memperhatikan perbedaan individu yang terjadi di dalam proses belajar mengajar di dalam kelas. Diantaranya apa yang terjadi di Sekolah Tinggi Agama Islam Negeri Batusangkar, dimana terjadi perbedaan mahasiswa secara individual baik dari segi kemampuan, motivasi, semangat dan kecepatan belajar dikalangan mereka. Sementara dosen mengajarkan bahasa Arab, khususnya dalam matakuliah “muhadasah” dengan cendrung mengunakan satu metode atau teknik saja terhadap individu yang berbeda. Konsekwensinya adalah mahasiswa yang berkemampuan rendah tidak mencapai prestasi belajar yang diharapkan. Berdasarkan itu, Peneliti melihat pentingnya pengembangan model pembelajaran yang berbasis individual,maka dari itu peneliti menawarkan pengembangan model pembelajaran“Interaksi Perlakuan dengan Kemampuan” berbasis perbedaan individu yang diterapkan dalam mata pelajaran keterampilan berbicara,agar dapat meyelesaikan permasalahan yang dihadapi oleh mahasiswa dan guru di dalam proses belajar mengajar.
Tujuan pembahasan ini adalah untuk 1) mendisain model pembelajaran berbasis individual terhadap matakuliah muhadasah, 2) menerapkan model pembelajaran berbasis perbedaan individu terhadap mata kuliah muhadasah, 3) mengetahui pengaruh model pembelajaran berbasis individual dalam matakuliah muhadasah.
Metode penelitian mengunakan model penelitian dan pengembangan Dick and Cary, kemudian dimodifikasi dengan langkah-langkah: 1) peneliti melakukan studi pendahuluan meliputi studi pustaka, mereviuw hasil pendahuluan terdahulu dan hasil survey, 2) melakukan pengembangan pembelajaran yang meliputi disain draf awal penelitian, uji coba draf awal secara individual, kelompok kecil dan besar, 3) peneliti melakukan validasi model pembelajaran. Instrument pengumpulan data yang digunakan adalah observasi, angket, wawancara dan tes. Analisis data mengunakan analisis statistik deskriptif dan statistik infrensial dengan mengunakan program SPSS versi 15.
Hasil penelitian meliputi temuan pengembangan model pembelajaran terhadap aktivitas dosen dalam proses belajar mengajar dan kemudian pengaruhnya dalam prestasi belajar mahasiswa. Kemampuan dosen meningkat dan optimal dalam kegiatan pembelajaran dengan mengunakan model yang dikembangkan sehingga dia mampu mengembangkannya kepada setiap mahasiswa yang berbeda kemampuan. Kemampuan” terhadap prestasi belajar mahasiswa tergambar pada hasil uji “t” melalui perbandingan hasil posttest kelompok eksperimen dengan kontrol, menunjukkan bahwa “t hitung” (7,110) lebih besar dari “ t tabel” 2,036)artinya proses belajar mengajar dengan mengunakan model pembelajaran “ Interaksi antara Perlakuan dengan Kemampuan” lebih baik daripada model konvensional.
Berdasarkan hasil temuan penelitian di atas, maka dapat disimpulkan bahwa dalam proses pembelajaran dengan model ini, dipraktekkan penghargaan terhadap perbedaan individu manusia dalam bentuk memperlakukan pelajar sebagai sabjek, yang diwujudkan dalam bentuk memberikan perlakuan
yang sesuai dengan kemampuan mereka, sekaligus mengukuhkan akan pentingya peranan pendidik sebagai fasilitator dalam memfasilitasi kebutuhan anak didik yang berbeda dan berpikir bahwa tidak satupun kemampuan anak didik – dengan kelebihan dan kekurangan yang mereka miliki - yang tidak dapat ditumbuh kembangkan menjadi suatu potensi yang dapat meningkatkan kualitas keterampilan dan pengetahuan mereka.
ABSTRACT
Most of educators have not paid attention on the individual differences in the teaching and learning process in the classroom. In State Islamic College, Batusangkar, there are some individual differences in students’ ability, motivation, spirit and speed of study. Meanwhile, lecturers who teach Arabic, especially in muhadasah subject, tend to use only one method or technique. The consequence is the low ability students cannot achieve the expected result. According to that point, the researcher sees the importance of individual difference-based teaching model. Therefore, the researcher offers teaching model development of ‘The Interaction of Treatment and Ability’ based on individual differences which is implemented in Speaking Skill subject in order to overcome the problem faced by students and lecturers in the teaching-learning process.
This discussion aims in 1) designing teaching model based individual differences in muhadasah subject, 2) implementing individual differences-based teaching model on muhadasah subject, 3) understanding the influence of individual differences-based teaching model in muhadasah subject.
The research method used is research and development of Dick and Cary, then modified with steps: 1) the researcher conducts an introduction research including literature study, reviewing the
previous introduction and survey results, 2) the researcher develops the teaching including designing first research draft, trying out the first draft individually, in small and big group, 3) the researcher validates the teaching model. The instruments of data collection technique are observation, questionnaire, interview and test. The data analysis uses descriptive statistical analysis and inferential statistic by using SPSS 15
program.
The findings include the development of teaching model toward lecturers’ activity in teaching- learning process which then affects the students’ learning achievement. The lecturers’ ability are improved in teaching activity by using developing model so they are able to develop it to every student who has different ability. The influence in students’ learning achievement is shown in the result of t-test through comparing the post test result of experimental and control groups, shows that t-count (7.110) is higher than t-table (2.036), which means that the teaching-learning process using teaching model ‘the Interaction of Treatment and Ability’ is better than conventional one.
According to the result, it can be concluded that teaching process using this model appreciate the individual differences which treat the students as subjects, which is done by treat them based on their abilities. It shows the importance of educator’s role as facilitator in facilitating the students’ different needs. In addition, there is always a way to improve students’ skill and knowledge
MENINGKATKAN MEMBACA PEMAHAMAN BAHASA ARAB SISWA MELALUI MODEL KOOPERATIF TIPE CIRC DI MAN PADANG PANJANG
No full texthis research aimed improving students’ reading comprehension in Arabic by using Cooperative Integrated Reading and Composition (CIRC) at MAN 3 Padangpanjang. To reach the aim, qualitative approach and classroom action research (CAR) were used. The participants of the research were students of grade XI/2 MAN 3 Padangpanjang. The research was conducted during July-August in 2008/2009 academic year which consisted 3 cycles. The data were collected employing such techniques as of test, observation, interview and in depth discussion among the researcher team, peer and collaborator for the reflection and supported by the following tools as reading comprehension test, observation sheet, interview guidance, questionnaire and discussion sheet. The finding showed that CIRC improved students reading comprehension in Arabic, and learning process activity. CIRC also made reading comprehension in Arabic more enjoyable and minimize learning boredom.
Kata kunci: membaca pemahaman, model pembelajaran, kooperatif tipe CIRC (Cooperative Integrated Reading and Composition)
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No full textEvaluation is aimed at figuring out whether predetermined purposes have been successfully met and to decide what instructional materials and competency should be achieved by the students. In the context of Arabic learning, such instructional materials and competency should be relevant to the evaluation. Consequently, evaluating speaking skill by means of reading test will never take place. In this context, language learners should understand the interrelationship between language testing (evaluation) and language skill mastery, especially in Arabic learning evaluation.┬á┬áKata kunci:┬áϺϫϬϿϺÏ▒ϺϬ Ϻ┘ä┘äÏ║Ï®, ┘à┘çϺÏ▒ϺϬ Ϻ┘ä┘äÏ║Ï®, ϬÏ╣┘ä┘è┘à Ϻ┘ä┘äÏ║Ï®, ϬÏ╣┘ä┘à ┘à┘çϺÏ▒ϺϬ Ϻ┘ä┘äÏ║Ï®,Ï╣┘à┘ä┘èÏ® Ϻ┘äϺϫϬϿϺÏ▒ϺÏ
UPAYA PENINGKATAN KETERAMPILAN BERBICARA SISWA PADA MATA PELAJARAN BAHASA ARAB MELALUI LATIHAN KOMUNIKATIF DI MTSN PANINJAUAN KABUPATEN TANAH DATAR
Full text linkThis research was based on the needs of improving students’ speaking skill and teachers’ creativity in managing learning process on speaking skill at MTsN as a response to the lack of students’ speaking ability. This research, therefore, employed qualitative approach and analyzed by means of reflective, participative and collaborative studies. The setting of the research was MTsN Paninjauan by employing 2 cycles, each of which consisted of 4 meetings. In cycle 1, the students were not familiar with learning condition where communicative practices were applied and therefore were explained to them the principles so that the students and teachers got more familiar with. Observing on the students’ speaking it was found that students’ average improvement was 1.14 with average achievement was 48.1%. At the end of cycle 2, students’ speaking skill showed an average improvement of 3.9 with average percentage of achievement 79%.
Kata Kunci : keterampilan , berbicara, teknik komunikatif, pemahaman, ujara
MENINGKATKAN MEMBACA PEMAHAMAN BAHASA ARAB SISWA MELALUI MODEL KOOPERATIF TIPE CIRC DI MAN PADANG PANJANG
No full texthis research aimed improving studentsÔÇÖ reading comprehension in Arabic by using Cooperative Integrated Reading and Composition (CIRC) at MAN 3 Padangpanjang.┬á To reach the aim, qualitative approach and classroom action research (CAR) were used. The participants of the research were students of grade XI/2 MAN 3 Padangpanjang. The research was conducted during July-August in 2008/2009 academic year which consisted 3 cycles. The data were collected employing such techniques as of test, observation, interview and in depth discussion among the researcher team, peer and collaborator for the reflection and supported by the following tools as reading comprehension test, observation sheet, interview guidance, questionnaire and discussion sheet. The finding showed that CIRC improved students reading comprehension in Arabic, and learning process activity. CIRC also made reading comprehension in Arabic more enjoyable and minimize learning boredom.Kata kunci: membaca pemahaman, model pembelajaran, kooperatif tipe CIRC (Cooperative Integrated Reading and Composition)
Surat Pencatatan Ciptaan Muhawalat Taysir Al-Nahw 'Inda Al-Mujaddidin Li Tashil Al-'Arabiyah Li Al-Nathiqina Bighairiha
Full text linkMuḥâwalât Taysîr al-Naḥw ‘Inda al-Mujaddidîn Li Tashîl al-‘Arabiyah li al-Nâṭiqîna Bighairihâ
Full text linkPurpose-This study aims to present information about: 1). The problem of learning nahwu, and 2). The efforts of the Islamic scholars in simplifying the nahwu material to be more easily learned, especially for beginners and non-Arabic speakers. Design/Methodology/Approach-This paper is a conceptual analysis using descriptive analysis methods. The data were obtained through library research. Findings-It can be concluded that the main factor making nahwu material difficult to be learned is the philosophical andlayered analysis of i'rab , while this practical analysis is considered not to make a lot of positive contributions in understanding a text, especially for being fluent in speaking Arabic. Research Limitation/Implications-Therefore, the solution is not to learn the theory âmil; theory of illat tsawâni and tsawâlits; theory of qiyâs, and the theory of al-tamârîn al-muftaridhah particularly for novice students of non-Arabic speakers.Keywords:Non-Arabic speakers, i’rab, âmil; ‘illat tsawâni, tsawâlits; qiyâs, al-tamârîn al-muftaridhah
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