Garuda - Garba Rujukan Digital

IMPLEMENTASI MODEL LRD (LISTEN-READ-DISCUSS) UNTUK MENINGKATKAN MAHARAH QIRA’AH MAHASISWA PPBA FAKULTAS HUDAYA UNIVERSITAS ISLAM NEGERI MAULANA MALIK IBRAHIM MALANG Anita Andriya Ningsih
El-QUDWAH El-Qudwah (04-2014)
Publisher : lp2m-uin malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (292.139 KB)

Oleh: Anita Andriya Ningsih, Pusat Pengembangan Bahasa Arab Universitas Islam Negeri Maulana Malik Ibrahim Malang email: banoriss@yahoo.co.id ABSTRACT Generally, this research is aimed at improving students’ reading comprehension by implementing the LRD (Listen-Read-Discuss) teaching method. Subjects of the research are the students of 2013/2014 academic year taking reading II subject. The research uses classroom action research method. The data are collected by reading comprehension test for measuring the students’s reading comprehension and questionarrie with Liket scale for collecting the students’ perceptions toward LRD (Listen-Read-Discuss) teaching method. The data are analyzed by descriptive technique. The results of research show that 1) the preliminary comprehension of the students’ reading comprehension is relative poor and very poor in which the distribution of comprehension is not proportional, 2) After first cycle, the students’ reading comprehension improve relativel significantly, 3) Then, after the end of the research, the students’ reading comprehensions improve significantly which most of them (52,8) obtains grade B or it is categorized good and (8,3%) reaches grade A. Only about (33,33%) and (2,8%) of them still have grade C and D. However, nobody gets failed. In term of perception, generally the students have positive and good responds and perception toward the LRD (Listen-Read-Discuss) teaching method for teaching and learning reading comprehension subject. Keywords: LRD (Listen-Read-Discuss), Reading II

Ta‘līm al-Lugah al-‘Arabiyyah ‘ala Asasi al-Madkhali al-Ittiṣali Khilāli Ja’iḥah Covid fī Madrasah al-Ma’arif Singosari Malang / Learning Arabic Based on Communicative Approach During the Covid Pandemic in MA Al-Ma'arif Singosari Malang Anita Andriya Ningsih; Muhammad Mubasysyir Munir
al Mahāra: Jurnal Pendidikan Bahasa Arab Vol 8 No 1 (2022)
Publisher : Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/almahara.2022.081-01

This study describes learning Arabic based on a communicative approach during the covid pandemic in four language skills and the obstacles faced in implementing a communicative strategy in learning Arabic. By using the research method used is the descriptive qualitative method with data collection through interviews and observation. The results of this study show that first, Arabic learning activities with a communicative approach can be implemented in four language skills by forming activities that refer to the teacher's principle only as a facilitator to provide direction and guidance to students to be more active during the learning process. Second, the obstacles in its implementation are the lack of quality of students' confidence in speaking skills, difficulty in finding materials that suit students' interests, and taking a long time to implement. Keywords: Language Skills, Communicative Approach, Barriers to the Learning Process Abstrak Penelitian ini bertujuan untuk mendeskripsikan pembelajaran Bahasa Arab berbasis pendekatan komunikatif pada masa pandemic covid dalam empat ketrampilan berbahasa serta hambatan yang dihadapi dalam mengimplementasikan pendekatan komunikatif dalam pembelajaran Bahasa Arab. Dengan menggunakan metode penelitian yang digunakan adalah metode deskriptif kualitatif dengan pengumpulan data melalui wawancara dan observasi. Hasil penelitian ini menunjukkan pertama, aktivitas pembelajaran bahasa arab dengan pendekatan komunikatif dapat diimplementasikan pada empat ketrampilan Bahasa dengan membentuk kegiatan yang mengacu pada asas guru hanya sebagai fasilitator guna memberikan pengarahan dan pembimbingan kepada siswa agar lebih aktif selama proses pembelajaran. Kedua, hambatan dalam pengimplementasiannya adalah kurangnya kualitas percaya diri siswa dalam keterampilan berbicara, kesulitan dalam mencari materi yang sesuai minat siswa, dan membutuhkan waktu yang cukup lama dalam penerapannya. Kata Kunci: Keterampilan Berbahasa, Pendekatan Komunikatif, Hambatan Proses Pembelajaran

METODE SOROGAN SEBAGAI MODEL PEMBERANTASAN BUTA HURUF HIJAIYYAH BAGI IBU-IBU RUMAH TANGGA DI KOTA MALANG Anita Andriya Ningsih; Mubasyiroh Mubasyiroh; Siti Fatimah
Al-Khidmat Vol 3, No 1 (2020): Jurnal Al-Khidmat : Jurnal Ilmiah Pengabdian Kepada Masyarakat
Publisher : Pusat Pengabdian kepada Masyarakat LP2M UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jak.v3i1.6198

AbstrakBagi seorang muslim, kemampuan membaca huruf hijaiyah merupakan hal yang urgent karena Kitab suci umat muslim, yaitu Al-Qur’an ditulis menggunakan bahasa Arab yang huruf-hurufnya adalah huruf hijaiyyah. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk memecahkan problem buta huruf hijaiyyah bagi ibu-ibu rumah tangga di Kelurahan Ketawanggede, Kecamatan Lowokwaru, Kota Malang dengan memberikan pelatihan dan pendampingan terhadap mereka dalam mengenal dan membaca huruf hijaiyyah atau ayat-ayat dalam Alqur’an dengan benar sesuai kaidah. Jumlah peserta kegiatan ini adalah sebanyak 60 orang yang dibagi menjadi 3 kelas atau kategori, yaitu a) peserta yang sama sekali belum mengenal huruf hijaiyah, b) peserta yang sudah mengenal huruf hijaiyyah tetapi keliru dalam melafadzkannya, dan c) peserta yang sudah dapat membaca huruf hijaiyyah tetapi masih menemui kekeliruan dalam membaca terutama makharijul huruf dan kaidah-kaidah tajwid. Di antara hasil dari kegiatan pengabdian ini adalah setelah melalui pelatihan dan pendampingan secara intensif menggunakan metode sorogan, peserta mengalami peningkatan kemampuan membaca huruf hijaiyah (pisah dan sambung) dan ayat-ayat dalam Alqur’an.AbstractFor a Muslim, the ability to read Hijaiyah letters is important because the holy Book of Muslims, the Qur'an is written by using Arabic language that the letters is a letter Hijaiyyah. This community is aimed to solve hijaiyyah illiteracy problem for housewives in Ketawanggede sub-district, Lowokwaru subdistrict, Malang City by providing training and mentoring to them in Know and read the letters Hijaiyyah or verses in the Qur'an correctly in accordance with the rules. The number of participants of this activity is as many as 60 people divided into 3 classes or categories, namely a) participants who are not familiar with the letters Hijaiyah, B) Participants who already know the letter Hijaiyyah but erroneous in the pronunciation, and c) participants who Can already read the letter Hijaiyyah but still found confusion in reading mainly Makharijul letters and rules tajwid. Among the results of this devotion is after through training and mentoring intensively using the methods of Sorogan with the forward one by one and then corrected directly by Ustadz and directly in the process of justification, so that through Sorogan method that is more focused and direct evaluation, participants experienced an increase in the ability to read Hijaiyah letters (split and Dial) and verses in the Qur'an.

ISLAMIC VALUES INTEGRATION IN ENGLISH LESSON AT MADRASAH TSANAWIYAH: TEACHERS’ BELIEFS AND PRACTICES Galuh Nur Rohmah; Lina Hanifiyah; Ulil Fitriyah; Anita Andriya Ningsih
Jurnal Bahasa Lingua Scientia Vol 11 No 1 (2019)
Publisher : Pusat Pengembangan Bahasa IAIN Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2019.11.1.93-106

Integrating Islamic values in non-religion subjects at masdrasah has been crucial to do. This study outlines the teachers’ beliefs and practices on integrating Islamic values in English lesson at Madrasah Tsanawiyah (MTs) Jawa Timur. By using qualitative approach, this study involved 6 English as a Foreign Language (EFL) teachers from Surabaya, Malang, and Pasuruan representing the demography of the city as metropolitan city, education city, and santri city. Data were taken from classroom observation and interview which then those were analysed by firsly categorizing into some dimensions. The teachers’ beliefs were categorized into their knowledge on integration, the important of integration, and integration in English lesson as well as the supporting policy from the school. The teachers believed that the integration of Islamic values is significant in English lesson as the manifestation of K-13 focusing on KI 1 and KI 2, and school policy. The beliefs influence the teachers’ practices in which they have been trying to insert Islamic values in their teaching activities. The level of integration was still at integrating religious routines such as ‘doa bersama’, ‘reciting some Surah’, ‘warning praying time’. The integration in the content of English lesson was still not strongly practiced even some teachers have done it by giving added values when explaining a particular material. The situation was mostly influenced by inability to operationalize the values into the teaching materials and the lack of model for integration. Further study on how to operationalize the integration, and on developing the model of integration will be worth investigating.

Tanmiyah Al-Mahārat Al-Lughawiyyah Li Thullāb Kuliyyah Al-‘Ulūm Wa Al-Tiknulūjiya Min Khilāl Al-Ta’līm Fī Al-Hawāi Al-Thalaq Anita Andriya Ningsih
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol 5, No 2 (2021): Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpba.v5i2.14278

The process of learning Arabic at PKPBA takes a long time and the material is quite difficult for most students because they are Mubtadi (beginners) level, science and technology children, which is 30% of the number of UIN students who study Arabic with a myriad of mentoring activities, practicums, regular learning also all done in the classroom or room. The design in this study uses mixed methods with commensurate status and none is dominant between the two types of research. Qualitative research to determine the application of outbound in improving the Arabic language skills of students of the Faculty of Science and Technology of UIN Maulana Malik Ibrahim Malang and the use of quantitative methods to obtain an increase in the language skills of students of Science and Technology and the level of motivation of students of the Faculty of Science of UIN Maulana Malik Ibrahim Malang by implementing outbound in improving Arabic skills. The results showed that the games were grouped in each language skill. Among them, in special skills, you can play numbered chairs and chain whispers. In Kalam skills with guessing games, and reading skills by sorting words and writing skills by stringing letters into correct and meaningful words. Motivation to learn with the application of this outbound is very high from the results of the questionnaire. And the category of motivation is instrumental motivation because foreign languages are seen solely as a means of meeting practical needs (for example to get a good and steady job), not as a means of approaching other nations' cultures.

ISLAMIC VALUES INTEGRATION IN ENGLISH LESSON AT MADRASAH TSANAWIYAH: TEACHERS’ BELIEFS AND PRACTICES Galuh Nur Rohmah; Lina Hanifiyah; Ulil Fitriyah; Anita Andriya Ningsih
Jurnal Bahasa Lingua Scientia Vol 11 No 1 (2019)
Publisher : Unit Pengembangan Bahasa UIN Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2019.11.1.93-106

Integrating Islamic values in non-religion subjects at masdrasah has been crucial to do. This study outlines the teachers’ beliefs and practices on integrating Islamic values in English lesson at Madrasah Tsanawiyah (MTs) Jawa Timur. By using qualitative approach, this study involved 6 English as a Foreign Language (EFL) teachers from Surabaya, Malang, and Pasuruan representing the demography of the city as metropolitan city, education city, and santri city. Data were taken from classroom observation and interview which then those were analysed by firsly categorizing into some dimensions. The teachers’ beliefs were categorized into their knowledge on integration, the important of integration, and integration in English lesson as well as the supporting policy from the school. The teachers believed that the integration of Islamic values is significant in English lesson as the manifestation of K-13 focusing on KI 1 and KI 2, and school policy. The beliefs influence the teachers’ practices in which they have been trying to insert Islamic values in their teaching activities. The level of integration was still at integrating religious routines such as ‘doa bersama’, ‘reciting some Surah’, ‘warning praying time’. The integration in the content of English lesson was still not strongly practiced even some teachers have done it by giving added values when explaining a particular material. The situation was mostly influenced by inability to operationalize the values into the teaching materials and the lack of model for integration. Further study on how to operationalize the integration, and on developing the model of integration will be worth investigating.

Title

Found 6 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 6 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 6 Documents
Search