scholarly journals Model Pembelajaran Bahasa Inggris di Ponpes Ta'mirul Islam Surakarta

2016 ◽  
Vol 1 (1) ◽  
pp. 47
Author(s):  
Faizal Risdianto
Keyword(s):  
Learning Process ◽  
Qualitative Method ◽  
Learning Strategy ◽  
Language Skills ◽  
Direct Method ◽  
Boarding School ◽  
Learning Model ◽  
English Learning ◽  
Teacher Authority ◽  
Boarding House

This research applies descriptive qualitative method aiming at knowing the format and model as well as the motivating and resisting power of English learning at Tamirul Islam Male Boarding School Surakarta. From observations and interviews, it is found that there is as direct learning strategy using teacher-centered approach. This learning strategy is even more detailed by the army method learning model which emphasizes high discipline and teacher authority as well as direct method which stresses on the teacher instructions. The learning model of the school follows behavioristic patterns that emphasizes on customization in language skills. It is combined with army method patterns that treat students with rewards and punishments. The motivating power of the English learning process at the boarding house is the availability of facilities, biah lughowiyah or the environment that supports the students to be able to speak and write in English. Meanwhile, the ressisting factor is the ignorance of most students toward the punishments given by the authority.

scholarly journals ENGLISH LEARNING MODEL: AN ETHNOGRAPHY STUDY

2020 ◽  
Vol 7 (1) ◽  
pp. 183-199
Author(s):  
Maulizan Zainal Abidin ◽  
Aceng Rahmat ◽  
Zuriyati
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Skills ◽  
Boarding School ◽  
Document Analysis ◽  
Learning Model ◽  
English Learning ◽  
Careful Planning ◽  
Classroom Activities ◽  
Field Notes

The learning model is included in the civilization process of the School. It is as a culture aiming at academic achievement, cultivates attitudes, knowledge and skills of students. The habituation learning model of the pesantren style (Islamic Boarding school) applied by MAS (Islamic Senior High School) Jeumala Amal has successfully increase the school's achievements. Based on the aforementioned data, the researcher needs to do more in-depth research in obtaining detailed information reagarding the model applied so that it is applicable for other schools. This study aims to gain a deeper understanding of the English learning model at MAS Jeumala Amal which applies a qualitative ethnographic method. The data obtained were observation, interviews, field notes and document analysis. The Study revealed that the form of English language learning is designed through a careful planning which integrates two proficiencies, namely functional and communication skills; the former are taught through classroom activities while the latter are trained more in pesantren programs. The student learning models in MAS Jeumala Amal adheres to a behavioristic pattern which emphasizes habituation in language skills through  an army method pattern that restrain students based on reward and punishment pattern.

MODIFIKASI MODEL PEMBELAJARAN PROBLEM POSING DENGAN STRATEGI PEMBELAJARAN TUGAS DAN PAKSA

2019 ◽  
Vol 2 ◽  
Author(s):  
Lita Amalia ◽  
Alda Dwiyana Putri ◽  
Alfajri Mairizki Nurfansyah
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Learning Strategy ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Problem Posing ◽  
Reasoning Skills ◽  
The Impact ◽  
Answering Questions

The purpose of this paper is to describe the Problem Posing learning model with Task and Forced Strategy. As for the background of this writing is because of difficulties in understanding the material and also lack of enthusiasm of students in learning the material so that the impact on student learning outcomes is still low. The low student learning outcomes are, of course, many factors, one of which is the problem of applying a learning model that is still teacher-centered, so students tend to be passive. For this reason, the teacher can use the Problem Posing learning model that is modified by the task and force strategy (Task and Forced). Problem Posing learning model is a learning model that requires students to develop their systematic reasoning skills in making questions and answering questions. While the task and force strategy (Task and Forced) is a learning strategy that has little effect on students to complete the task until it is completed and on time to avoid the punishment given by the teacher as a consequence. So that students will be motivated in listening, understanding the material delivered and doing assignments on time. By combining this model and strategy can be a solution so that the learning process becomes quality.

تطبيق تعليم درس الحوار في المدرسة العالية الإسلامية الحكومية بياكمبوه سومطرى الغربية

2020 ◽  
Vol 4 (01) ◽  
pp. 55-77
Author(s):  
Nurhasnah Nurhasnah ◽  
Yogia Prihartini
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Learning Strategy ◽  
Language Skills ◽  
Field Research ◽  
Secondary Data ◽  
Arabic Language ◽  
Primary Data ◽  
Content Standards ◽  
Reading Material

The Arabic learning process is directed to encourage, guide, develop, and foster students' Arabic language skills, Arabic language skills will also support students in understanding the sources of Islamic teachings, such as the Al-Qur'an and Hadith, and other books that use Arabic . In the Arabic learning process, it is expected that students will have good abilities in learning Arabic. To achieve the expected objectives, the Hiwar learning strategy is to use the Hiwar (conversation) method. The lesson material consists of fluency in speaking by using Arabic.This research is a field research in the form of descriptive qualitative research. Data collection was carried out by interview, observation and documentation. The data analysis used is descriptive in the form of secondary data and primary data. In analyzing the data, it begins with examining the data, after the data is collected then its contents are clarified and analyzed, then interpreted and concluded. The Arabic learning process at MAN 1 Payakumbuh has been implemented in accordance with the existing curriculum, based on Content Standards (SI) and Graduates Competency Standards (SKL), which explains that learning Arabic at Islamic Senior High School is a process of activities directed at encouraging, guiding, develop and develop fushha Arabic language skills, by prioritizing the ability to read and understand reading material. The ability to speak and compose sentences is aimed at strengthening reading skills, which is the main goal of learning, namely the ability to communicate as well as a provision for understanding Islamic teachings from the original sources, namely Al-Quran and Al-hadith. The conclusion of this study is that it turns out that students are still not able to carry out good faith in Arabic and cannot use it in daily conversations, because the learning strategies used are still not optimal due to the lack of media and supporting infrastructure that support the learning process of Hiwar. So that it hasn't got maximum results.

scholarly journals Architecture Studio Learning: Strategy to Achieve Architects Competence

2018 ◽  
Vol 41 ◽  
pp. 04004 ◽  
Author(s):  
Ahmad Saifudin Mutaqi
Keyword(s):  
Learning Process ◽  
Learning Strategy ◽  
Three Dimensional ◽  
Learning Model ◽  
Final Report ◽  
Three Dimensional Model ◽  
Education Standards ◽  
Research Technology ◽  
Study Materials ◽  
The Impact

In most Schools of Architecture, Architecture Studio is at the core of the architectural learning process. In the process, students are trained to have the skills of architectonic spaces design based on the study of the site, its function, and its aesthetics. Students are also trained to have awareness and understanding about the impact of their design on the surrounding environment, both physically and socially. Also, students are trained to present their designs in various forms such as visual graphics, verbal narratives, and three dimensional model animations. Indonesian Association of School of Architecture (APTARI Asosiasi Perguruan Tinggi Arsitektur Indonesia) and Indonesian Institute of Architects (IAI - Ikatan Arsitek Indonesia) has formulated an education Standards, Curriculum, and Achievements of Architect Professional Program to be referred by Ministry of Research, Technology, and Higher Education (KEMENRISTEKDIKTI – Kementerian Riset, Teknologi, danPerguruanTinggi) as the guidance for the implementation of Architect Professional Program (PPA - Pendidikan Profesi Arsitek) in Indonesia. One of the eight recommendations is the PPA Content Standard which contains the learning for the achievement of IAI Architect Competencies through the recommended study materials. However, the recommended study materials did not indicate the activity of the Architecture Studio learning model (Final Report of APTARI Part II and IAI). Will architect’s competence be achieved if the learning process withoutarchitectural studio learning model? The formulation of the curriculum that is developed independently by the IAI recommends the learning of Architectural Studio as Professional Studio. The size of the SKS is large enough to enable someone who follows the lesson to intensively gain experience in designing the building as a real architectural work. This Architecture Studio learning model is interpreted by PPAr organizer universities with various forms, among others: (1) apprenticeship of architects; (2) supervised studios; And (3) project simulation studio. From various models of Architecture learning model mentioned above, all aim to achieve 13 Architect Competence as formulated by IAI. Which model is effective in learning the Architectural Studio mentioned above? This exploratory study would like to compare the three forms of Architecture Studio learning model to see how much the achievement of the targeted competencies by measuring the success of Competency Test activities still use the standards implemented by LPJK by involving assessors from IAI. The results of the comparison will show the compatibility of the implementation of the Architecture Studio learningmodel what is considered effective. These findings will certainly benefit the development of future PPAr implementation, especially if the Architecture Studio model can be commensurate with the studios developed by the School of Architecture in various countries, at least in the region of 21 member countries ARCASIA.

scholarly journals Online English Learning during Covid-19 Pandemic

2021 ◽  
Vol 1 (1) ◽  
pp. 63-69
Author(s):  
Dewi Sartipa ◽  
Keyword(s):  
Learning Process ◽  
Research Methodology ◽  
Learning Strategy ◽  
The Internet ◽  
English Learning ◽  
Teachers And Parents ◽  
Descriptive Method ◽  
Development Of Students ◽  
English Subject ◽  
At Home

Abstract Purpose: This article aims to describe English learning in the Covid-19 Pandemic Era. This article also explains the importance of the Internet in the learning process and the importance of parents in the development of students in the Covid-19 Pandemic Era. Research methodology: This study used a descriptive method. Results: This study suggests that parents should motivate their children in this situation because the learning process is carried out at home, and only parents can directly monitor the learning process. Limitations: This study has limitations. It is the information of parents who guide their students in the learning process, especially English Subject in the Covid-19 pandemic. Contribution: The study is beneficial for teachers and parents to conduct a better learning strategy during Covid -19 pandemic.

scholarly journals MODEL PEMBELAJARAN TALKING STICK SEBAGAI PENDUKUNG PENGUASAAN ENGLISH VOCABULARY PADA ANAK USIA DINI

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
I Putu Andre Suhardiana
Keyword(s):  
Early Childhood ◽  
Language Development ◽  
Learning Process ◽  
Language Skills ◽  
Learning Model ◽  
Early Age ◽  
Developmental Aspect ◽  
International Language

<p>Language is a developmental aspect which is important to be stimulated from an early age. Language development in children has a dynamic rhythm. There is numerous speech that seems common and consistent in the language of children. Fortunately, this phenomenon does not automatically close the gaps of diversity in the children’s classes. Thus, the method of developing language skills especially English in children must be based on awareness of their own level of development. In developing language skills, the mastery of vocabulary by children determines the dominant ability to communicate, so this should be given special attention by educators. Answering the challenge of mastering the English vocabulary in early childhood, this paper explores in depth about the Talking Stick Learning Model which tends to be reserved for children at a relatively early age. Their first interaction with English will in some way affect their wishes ahead to learn more about this International language. Talking Stick Learning Model projects teachers not to dominate the learning process. This method of learning requires the help of a stick and for the child holding the stick, in turn, must answer the questions of the teacher that have thoroughly studied a discussion. In addition to training children to speak, this model will create a fun atmosphere for learning and train students to participate actively and creatively.<br /> <br />Keywords: Talking Stick Learning Model, English Vocabulary, Early Childhood<br />Abstrak<br />Bahasa adalah aspek perkembangan yang penting untuk distimulus sejak usia dini. Perkembangan bahasa pada anak memiliki irama yang dinamis. Terdapat ujaran yang terkesan umum dan konsisten pada bahasa anak-anak. Untungnya, fenomena ini tidak secara otomatis menutup celah-celah munculnya keberagaman pada kelas-kelas anak. Dengan demikian, metode dalam mengembangkan kemampuan berbahasa, terlebih bahasa Inggris, pada anak mesti didasarkan atas kesadaran mengenai tingkat perkembangan mereka masing-masing. Dalam mengembangkan kemampuan berbahasa, penguasaan kosakata oleh anak menentukan secara dominan kemampuannya dalam berkomunikasi, sehingga hal ini sebaiknya diberikan atensi khusus oleh pendidik. Menjawab tantangan penguasaan kosakata bahasa Inggris pada anak usia dini, tulisan ini mengupas secara mendalam tentang Model Pembelajaran Talking Stick yang cenderung diperuntukkan bagi anak-anak pada usia relatif dini. Interaksi pertama mereka dengan bahasa Inggris akan sedikit banyak mempengaruhi keinginan mereka ke depan mempelajari lebih jauh bahasa Internasional ini. Model Pembelajaran Talking Stick memproyeksikan guru untuk tidak mendominasi proses pembelajaran. Bantuan tongkat diperlukan dalam metode pembelajaran ini dan bagi anak yang memegang tongkat pada gilirannya mesti menjawab pertanyaan dari guru setelah tuntas mempelajari suatu bahasan. Di samping melatih anak berbicara, model ini akan menciptakan suasana menyenangkan dalam pembelajaran serta melatih siswa untuk berpartisipasi aktif serta kreatif.</p><p>Kata Kunci: Model Pembelajaran Talking Stick, English Vocabulary, Anak Usia Dini</p>

scholarly journals Learning Strategies Employed in English Language: Perceptions and Practices

2019 ◽  
Vol 1 ◽  
pp. 87-99 ◽  
Author(s):  
Pitambar Paudel
Keyword(s):  
Qualitative Research ◽  
Learning Strategies ◽  
Learning Process ◽  
English Language ◽  
Phenomenological Study ◽  
Learning Strategy ◽  
Language Skills ◽  
Learning Goal ◽  
Listening Skill ◽  
Teaching Learning

Learning strategies are the key tools to determine the approach for achieving the learning goal. They are included in different phases of teaching learning process. They are usually tied to the needs and interests of students to enhance their learning efficiency. This article aims at exploring perspectives and practices of learning strategies in learning English language. For this, phenomenological descriptive qualitative research was conducted with a class of 48 students of Bachelor in Education at a constituent campus, under Tribhuvan University, Nepal. Both the class of the students and campus were selected purposively to meet the requirement of phenomenological study. Thirty classes were observed as a participant as well as teacher and from the same group of the students only ten students were interviewed. Then, the data from both the sources were triangulated, interpreted and analyzed descriptively. From this study, it was interpreted that students employed various strategies to learn different language skills and aspects. The study revealed that students felt difficulty in selecting proper learning strategy for learning grammatical rules due to many exceptional cases and listening skill due to their less time devotion on it while the felt ease to select and employ proper strategies in learning vocabulary.

scholarly journals Penggunaan Media Spinning Wheel Dalam Pembelajaran Qawaid Nahwu

Studi Arab ◽  
2020 ◽  
Vol 11 (2) ◽  
pp. 87-100
Author(s):  
Nisa Fahmi Huda
Keyword(s):  
Data Collection ◽  
Learning Process ◽  
Tertiary Education ◽  
Language Skills ◽  
Boarding School ◽  
School Level ◽  
Reading And Writing ◽  
Quasi Experimental ◽  
The Subject ◽  
Collection Methods

It feels familiar to us with one of the Arabic subjects. Moreover, Arabic learning has existed at the school level from elementary to tertiary education. Arabic learning must stand and cannot be separated from several kinds of language skills, such as listening, speaking, reading, and writing. However, apart from the four language skills, we must pay attention to one of the important aspects of language and this is also not separated because without this aspect, language will not be organized. These important aspects are the nahwu rules that we must learn and cannot be separated from the four skills of Arabic. The purpose of this study was to determine how effective the use of the spinning wheel media was in learning Arabic, especially in the subject of qawaid nahwu. Data collection methods used observation, interviews, tests, and documentation. The approach used is quantitative with the type of research Quasi Experimental One Group Pretest Posttest. The result of this research is that the use of the spnning wheel media can improve the qawaid nahwu learning process in the seventh grade training of the students of the Darul Qur'an Wal Islamic Boarding School, Wonosari, Gunungkidul, Yogyakarta.

scholarly journals تأثير أسلوب نشاطي الأخذ والعطاء في ترقية قدرة الطلاب على المحادثة

2021 ◽  
Vol 9 (2) ◽  
pp. 169
Author(s):  
Muhammad Ikbal
Keyword(s):  
Learning Process ◽  
Boarding School ◽  
T Test ◽  
Daily Activities ◽  
Control Group ◽  
English Learning ◽  
Experiment Method ◽  
Post Test ◽  
Preliminary Research ◽  
Banda Aceh

Darul Ulum Islamic Modern Boarding School is a school that is located in Banda Aceh. The school concerns not only on the English learning process but on the Arabic learning process as well. From the preliminary research on the school, it was found the students still face a lot of difficulty in expressing their ideas orally although they had memorized a lot of vocabularies. It was caused by they did not have enough practice to speak in Arabic in their daily activities in the dormitory. Thus, finding a suitable method to make the students able to speak fluently is the important thing to do. One of the methods is by using the Take and Give method. This method is one of the methods which are used in Curriculum 2013. The aim of this study was to find out how is the implementation of Take and Give model in teaching muhadhasah. Besides, this study also aimed to find out the influence of Take and Give model in increasing students’ ability in Muhadhasah. This study used a quasi experiment method which means that the study was conducted without a control group. 30 students in Class VA at Darul Ulum Islamic Modern Boarding School were taken as the sample of this study. In order to collect the data needed, one instrument was used. That was a test (Pre-test and Post-test). The result of the research showed that; 1) The implementation of Take and Give model of learning in Muhadhasah gave a meaningful influence to the students, 2) The implementation of Take and Give model of learning in muhadhasah was effective in increasing the learners’ ability in Muhadatsah. It was shown by the result of T-Test that is bigger than the result of Table Test) or it can be said that if the value of sig. (2-tailed) is smaller than 0,005 that is 0,000, it was accepted.

scholarly journals Teaching Arabic to Mothers at Islamic Boarding School/ تعليم اللغة العربية للأمهات في المعهد الإسلامي

2021 ◽  
Vol 1 (2) ◽  
pp. 108-120
Author(s):  
Reni Riyana
Keyword(s):  
Learning Process ◽  
Mixed Method ◽  
Qualitative Method ◽  
Boarding School ◽  
Educational Institutions ◽  
Learning Material ◽  
Analysis Process ◽  
Level 3 ◽  
The Government ◽  
Level 2

Arabic is generally taught in official educational institutions such as schools and institutions under the auspices of the government, the object of learning usually includes the age of school children. There is an institution called Imam Al-Bukhari, which conducts Arabic learning for adults, especially mothers. This study aims to reveal the process of learning Arabic for mothers at the Imam Al-Bukhari Islamic boarding school. This research uses the descriptive qualitative method. Because in this study, the results will be presented in the form of descriptive sentences. Data collection was carried out by interview, observation and documentation. The data analysis process goes through several stages. including data validation, presenting data, concluding. The result of this research is the method used in learning Arabic level 2 and level 3 is a mixed method. In level 2 learning it was found that mothers had mastered the material during the learning process. Likewise, mothers for level 3 have mastered the learning material provided during the learning process.

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