scholarly journals Peningkatan Mutu Pembelajaran Bahasa Arab Berbasis Aktivitas Di Madrasah Ibtidaiyah

2020 ◽  
Vol 6 (1) ◽  
pp. 39-58
Author(s):  
Imam Makruf ◽  
Anisatul Barokah
Keyword(s):  
Service Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Group Discussion ◽  
Arabic Language ◽  
Learning Activities ◽  
Participatory Action ◽  
Teacher Skills ◽  
Guided Writing ◽  
Reading Activities

Implementing the 2013 curriculum, these madrassas have generally begun to apply scientific learning. However, it still cannot be carried out optimally. This article aims to find out the improvement in the quality of Arabic learning in MI (Madrasah Ibtidaiyah) in Kartasura District which is characterized by an increase in teacher skills in developing activity-based Arabic learning strategies, the variety of learning activities, the activeness of students in participating in learning and increasing the ability of Arabic language learners. By using the Service-Learning approach which is integrated with Participatory Action Research with the main stages of preparation or planning, serving or action, and evaluation or reflection. There were 8 madrasas in Kartasura District being observed. Data were collected by observation, interview and documentation, and validated by a focused group discussion.  The results of this research show that; the teachers apply various learning activities that are varied for each maharah although the intensity and variation varies. Among the learning activities of mahārah istimā’-kalām is the reinforcement of memorization of Arabic vocabulary and expressions using drill or istimā’-kalām, singing, and word chain. Mahārah qirā'ah has more activities involving reading out loud classically, whether in large groups, small groups, or individual loud reading activities, chain reading, and reading with media such as LCDs, cards, or objects that are given Arabic names. For maharah kitabah, the most widely used activity is imla', follow the line, stringing words into sentences, and guided writing through assignments. The activeness of the students in participating in learning also increased, although not too significantly. Likewise with the activeness and ability of Arabic language. After implementing the activity-based learning, the students the language ability has also increased. Keywords: Quality Improvement, Learning Activities, Madrasah Ibtidaiyah

scholarly journals Integrating Speaking Class Activities and Service Learning: Arousing Students Awareness Towards Their Environment

2018 ◽  
Vol 59 ◽  
pp. 01016
Author(s):  
Karunia Kusciati ◽  
Nurrahma Fatkhiyati
Keyword(s):  
Service Learning ◽  
Focus Group ◽  
Cultural Studies ◽  
Focus Group Discussion ◽  
Group Discussion ◽  
Environmental Issues ◽  
Learning Activities ◽  
English Department ◽  
Department Faculty ◽  
Speaking Skills

This paper explores not only the attempt of integrating Speaking class activities and service learning but also its effects to the students. Under the topic of survey and interview with its environmental issues the students of third semester of English Department, Faculty of Cultural Studies, Universitas Sebelas Maret Surakarta were asked to see closely the problems in their surroundings. By conducting a survey they examined the problems in their surroundings. Next, the result of the survey was shown to the experts and local officers by interviewing them in English. The students then were asked to find some solutions toward the problems. The last step was making a report by presenting their activities. Focus Group Discussion in reflection section was conducted to see whether or not the students were affected by the service learning activities. It shows that the activities contributed to the speaking skills ability and at the same time gave the awareness toward the problems found in their surroundings.

Hubungan Tahap Motivasi Dengan Strategi Pembelajaran Bahasa Arab Dalam Kalangan Pelajar Sekolah Menengah Agama Terengganu

2012 ◽  
Author(s):  
Kamarul Shukri Mat Teh ◽  
Mohamed Amin Embi ◽  
Nik Mohd Rahimi Nik Yusoff ◽  
Zamri Mahamod
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Learning Strategy ◽  
Arabic Language ◽  
Study Data ◽  
Learning Motivation ◽  
Language Learning Motivation ◽  
Language Learning Strategy ◽  
Level Of Motivation

Beberapa kajian menunjukkan penggunaan Strategi Pembelajaran Bahasa (SPB) dipengaruhi oleh Motivasi Pembelajaran Bahasa (Oxford dan Nyikos, 1989; Prokop, 1989; Okada et al. 1999). Kertas ini memerihalkan dapatan kajian mengenai penggunaan SPB oleh pelajar bahasa Arab berdasarkan tahap motivasi pembelajaran bahasa. Subjek kajian yang dipilih secara rawak terdiri daripada 457 orang pelajar di 13 buah sekolah menengah agama di Terengganu. Data dikumpulkan dengan menggunakan soal selidik yang diubah suai daripada SILL (Oxford, 1990) dan bahagian soal selidik motivasi daripada Affective Survey (Ehrman & Oxford, 1991). Hasil kajian menunjukkan bahawa tahap motivasi pelajar adalah sederhana dan pelajar bermotivasi tinggi lebih kerap menggunakan SPB berbanding pelajar bermotivasi rendah. Kata kunci: Strategi pembelajaran bahasa; motivasi pembelajaran bahasa; bahasa Arab; sekolah menengah agama A few studies have indicated that use of Language Learning Strategy (LLS) was influenced by language learning motivation (Oxford dan Nyikos, 1989; Prokop, 1989; Okada et al. 1999). This paper reports on one study that sets out to investigate the employment of LLS by students of Arabic language based on level of language learning motivation. A total of 457 students from thirteen Religious Secondary Schools in Terengganu participated in this study. Data was collected by using a questionnaire adapted and modified from SILL (Oxford, 1990) and Language Learning Motivation part of the Affective Survey (Ehrman & Oxford, 1991). The results indicate that students were moderately motivated and language learners with higher level of motivation use LLS more frequently than less motivated language learners. Key words: Language learning strategies, language learning motivation; Arabic language, religious secondary school

scholarly journals Upaya Peningkatan Hasil Belajar Siswa Terhadap Pembelajaran PPKn Melalui Ketrampilan Guru Dengan Menggunakan Metode Diskusi Kelompok

2020 ◽  
Vol 1 (2) ◽  
pp. 64-74
Author(s):  
I Made Sila ◽  
I Gusti Ayu Mas Darwati ◽  
Apliana Mila
Keyword(s):  
Action Research ◽  
Student Learning ◽  
Learning Strategies ◽  
Group Discussion ◽  
Learning Activities ◽  
Average Score ◽  
Research Subjects ◽  
Learning Achievement ◽  
Civics Education ◽  
Classroom Action Research

This study was Classroom Action Research (CAR) to improve students’ achievement of SMK Dwijendra Denpasar; currently students’ achievement of Pancasila and Civics Education was relatively low. Therefore, teachers were required to design learning activities that are able to develop competences both in cognitive and psychomotor domain. Learning strategies are centered on students and create a joyful atmosphere to motivate students from the beginning to the end of teaching and learning activities to improve the quality of improving students’ achievement. The main problem to be solved was whether teacher skills using group discussion method could improve student learning achievement towards of Pancasila and Civics Education in Grade XI of SMK Dwijendra Denpasar in academic year 2019/2020. The study was is the Classroom Action Research (CAR). The research subjects were 31 students of Grade XI Ak 1 of SMK Dwijendra Denpasar. The goal to be achieved was to determine the implementation of the group discussion to improve students’ achievement of Pancasila and Civics Education. The data were collected through observation technique, student learning achievement, and questionnaires. The finding showed that research analysis was implemented in two cycles. The stages of each cycle were (1) planning, (2) action, (3) observation / observation, and (4) reflection. The data collected were the activities and post-test at the end of the cycle. There was significant improvement of activities in cycle I (one); the average score of student activities which was in accordance with the evaluation score has increased. In the cycle I the students’ average score was 69% and classical completeness was 48%. Meanwhile, the average score of cycle II was 85% and the classical score was 100%. It was due to student’s responses to the approach in implementing problem-based learning model; students were comfortable in stating problems in learning that enable them to understand the concepts being taught. Thus, the teacher’s skill on group discussion could improve students’achievement of Pancasila and Civics Education reflected by percentage of students who experience greater learning completeness to improve learning achievement.

scholarly journals The Possible Differences between Learning Styles Used by Russian, English, French, and Arabic Language Learners

2021 ◽  
Vol 8 (9) ◽  
pp. 471
Author(s):  
Ali Asghar Ahmadishokouh ◽  
Fatemeh Samadi
Keyword(s):  
Individual Differences ◽  
Foreign Language ◽  
Learning Styles ◽  
Learning Strategies ◽  
Learning Style ◽  
Language Learners ◽  
Arabic Language ◽  
Influential Factors ◽  
The Individual ◽  
Iranian Students

One of the most enduring effects on education has been the search for individual differences that can explain and predict variation in student achievement, with the hope that pedagogical methods can be designed that will capitalize on these. Among the individual differences, ‘Learning styles’ remain a popular choice for filling this role and the number of models of learning styles on offer continues to proliferate. Learning styles are said to be influential factors, in learning a second or foreign language. Despite the fact that there are lots of papers published in this area, but comparing the learning styles employed by those who are learning different foreign languages seems to be untouched. Therefore, in this study we try to address this gap, by comparing the learning styles used by Russian, English, French, and Arabic who are learning these languages as their foreign language. A number of 100 Iranian students took part in this study. They are between 18 to 20 years of age. They were divided into four groups, each including 25 members. The Ehrman and Leaver Learning Style Questionnaire (E&L) was distributed among the language learners. The finding of the study revealed that these four groups of language learners made use of learning styles differently. And also, there are significant differences between Russian, Arabic, English, and French language learners in terms of employing learning strategies.

scholarly journals English Language Learning Strategies Reported By Advanced Language Learners

2016 ◽  
Vol 12 (2) ◽  
pp. 67-76 ◽  
Author(s):  
Juyeon Lee ◽  
Michael Heinz
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
English Language ◽  
English Education ◽  
Cognitive Strategies ◽  
Learning Activities ◽  
English Language Learning ◽  
Language Learning Strategies

The purpose of the present study is to investigate effective English language learning strategies (LLSs) employed by successful language learners. The participants in this study were 20 student interpreters enrolled in the graduate school of interpretation and translation in Korea. Data on LLSs were collected through unstructured essay writing, a method employed to encourage participants to freely reflect on their language learning experiences and report what strategies and study methods helped them develop a high level of English proficiency. Qualitative data analysis produced several findings related to the use of learning strategies. Specifically, metacognitive strategies, such as disciplined approach to language learning and monitoring of progress, and cognitive strategies, such as reading-aloud and text analysis, were frequently mentioned as effective strategies. In addition, a number of participants emphasized the importance of conscious attention to language input during language learning activities. Testimonies of advanced English language learners in an English as a Foreign Language (EFL) context suggest that learner autonomy manifested in self-regulated learning activities may be crucial for successful foreign language learning. These and other findings are discussed with respect to their pedagogical implications for strategy-based instruction in English education.

scholarly journals Tathbîq Tiknûlûjiyâ (Istirâtîjiyah al-Kharîthah al-Dzihniyah) li Hilli Musykilah Ta'lîm Mufradât al-Lughah al-'Arabiyah Lada Thullâb al-Fashl al-Sâbi' fî al-Madrasah al-Tsânawiyah "Nurul Jadid Banyuputih - Situbondo"

2020 ◽  
Vol 1 (2) ◽  
pp. 197-209
Author(s):  
Shofwatul Fu’adah
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Language Learners ◽  
Learning Process ◽  
Arabic Language ◽  
Learning Technology ◽  
Mind Mapping ◽  
Foreign Language Learners ◽  
Mapping Strategy ◽  
The Mind

The inhibiting factor for students having difficulty in learning Arabic is that vocabulary mastery is still very limited, even though the vocabulary is an elementary language that must be mastered by foreign language learners including the Arabic Language. Therefore learning methods and strategies are very influential in the learning process and student's motivation to study. Learning strategies included in the design of domain learning technology. So the teacher in this school uses mind mapping strategies to solve the student's problem in mastering Arabic vocabulary. In this study, the researcher used a qualitative method. While the process, the researcher has a source of data from the mufradat/vocabulary learning process as well as the students involved in it. This paper discusses the implementation of learning technology (mind mapping strategy) to solve the problem of learning mufradat. And The results of this study prove that the mind mapping strategy help to improve mufradat mastery of the students and them following the learning process with pleasure.

Vocabulary learning strategies of South African English First Additional Language learners

2021 ◽  
Vol 54 (2) ◽  
pp. 53-69
Author(s):  
Kufakunesu Zano ◽  
Nkidi Caroline Phatudi
Keyword(s):  
Learning Strategies ◽  
Language Learners ◽  
Mixed Methods Research ◽  
Vocabulary Learning ◽  
Group Discussion ◽  
Doctoral Degree ◽  
Sequential Mixed Methods ◽  
Vocabulary Learning Strategies ◽  
Teacher Needs ◽  
Grade 11

This article reflects the qualitative part of a doctoral degree thesis, in which the researchers used an explanatory, sequential, mixed-methods research design to investigate the role of English academic vocabulary in the reading comprehension of Grade 11 English First Additional Language (EFAL) learners in a district in South Africa. The study represents an attempt to investigate which vocabulary learning strategies (VLS) the learners used. To this end, the researchers employed a focus group discussion to collect data from a sample comprising eight (n=8) Grade 11 EFAL learners. The data were analysed using content analysis. The findings revealed that it is important to explore and broaden learners’ VLS knowledge. Also, the results showed that learners can take control of their vocabulary learning as long as their teachers are trained to offer them opportunities to learn and practise those strategies. It is recommended that stakeholders become conscious of the VLSs which learners in the EFAL environment use, so that the former can design and deliver vocabulary instruction and training accordingly. The teacher needs to assist learners in becoming independent learners during EFAL vocabulary learning. This can be done by exposing them to different VLSs.

scholarly journals Multimedia and Critical Thinking on Arabic Guided Writing Learning

DINAMIKA ILMU ◽  
2019 ◽  
Vol 19 (2) ◽  
pp. 211-223
Author(s):  
Muhammad Kamal bin Abdul Hakim
Keyword(s):  
Critical Thinking ◽  
Quantitative Research ◽  
Language Education ◽  
Total Sample ◽  
Arabic Language ◽  
Learning Activities ◽  
Control Group ◽  
Research Approach ◽  
Study Program ◽  
Guided Writing

The aims of study was to determine the effect of multimedia through film and digital games with pictorial stories in groups of students who have high and low critical thinking patterns on guided writing learning activities in the Arabic Language Education Study Program, Jakarta State University. The study was conducted on the third semester students of the 2018/2019 school year with a total sample of 44 students, which were divided into two groups: 22 students for the experimental group and 22 students for the control group. The research approach uses quantitative research with a 2x2 factorial experimental method. Data collecting technique used tests for writing instruments and critical thinking instruments. The data analysis technique used two-way ANOVA. The results of two-way analysis are known that there are significant effects of multimedia and critical thinking patterns on learning activities of Arabic workshop writing.

Covid-19 Pandemic And Sustainabilitystudy At Madrasah Ibtidaiyyahpsm Sulursewu, Teguhan, Ngawi, East Java

2020 ◽  
Vol 1 (02) ◽  
pp. 103-114
Author(s):  
Moh. Toriqul Chaer ◽  
Muhammad Atabiqul As'ad ◽  
Qusnul Khorimah ◽  
Erik Sujarwanto
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Psychological Impact ◽  
Educational Institutions ◽  
Participatory Action ◽  
Social Phenomena ◽  
Learning Programs ◽  
Teachers And Students ◽  
The Government

The continuity of learning programs during the COVID-19 pandemic found educational institutions, especially Madrasah Ibtidaiyyah (MI) temporarily closed the learning process in schools. To prevent the spread of COVID-19 that is currently engulfing Indonesia. Lack of preparation, readiness and learning strategies have a psychological impact on teachers and students. Declining quality of skills, lack of supporting facilities and infrastructure. Learning from home (online) is an effort by the government program to ensure the continuity of learning in the pandemic period. The research method uses participatory action research (PAR), which focuses on understanding social phenomena that occur in the community and mentoring efforts on the problems faced. The assistance effort is to help the children of MI Sulursewu, Ngawi in participating in online learning related to; 1). Preparation of activities, 2). Counselling participants offline method, 3). Offline activities method. Results of the study show that the mentoring activities following the target of achievement; first, the activity can be carried out following the schedule that has been set. Second, students are always on time for the online learning hours that have been set. Offline methods show that efforts can help ease the burden on parents, but can also make it easier for students to receive subject matter.  

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