scholarly journals MEDIA POP UP BOOK DALAM PEMBELAJARAN BERCERITA

2019 ◽  
Vol 7 (1) ◽  
pp. 49
Author(s):  
NANDA WIDYANI ALVIOLITA ◽  
MIFTAKHUL HUDA
Keyword(s):  
Language Learning ◽  
Reading Skills ◽  
Writing Skills ◽  
Three Dimensional ◽  
Learning Activities ◽  
Listening Skills ◽  
The Media ◽  
The Many ◽  
The Right ◽  
Speaking Skills

AbstrakLatar belakang yang mendorong penelitian ini merupakan pembelajaran bahasa Indonesia yang tak terlepas dari empat keterampilan berbahasa, yaitu keterampilan membaca, menulis, menyimak, dan berbicara. Salah satu keterampilan berbahasa yang sering digunakan dalam kehidupan kita sehari-hari adalah keterampilan berbicara. Kegiatan pembelajaran bercerita juga menjadi salah satu aspek kegiatan pembelajaran yang terdapat dalam keterampilan berbicara. Kegiatan bercerita dijadikan sebagai langkah awal yang dipakai guru sebagai dasar dalam melatih keterampilan berbicara siswa. Namun, dalampembelajaran bercerita siswa sering kali merasa kesulitan saat bercerita karena guru tidak menggunakan media pembelajaran bercerita yang tepat atau sesuai, guru hanya mengajar satu arah dengan menyampaikan materi lalu siswa hanya mendengarkan sehingga siswa kurang memahami dan tidak tertarik dengan pembelajaran tersebut. Oleh karena itu, rata-rata hasil kemampuan siswa dalam bercerita masih tergolong rendah. Salah satu media yang tepat digunakan guru dalam pembelajaran bercerita adalah media pop up book. Media pop up book dikembangkan sebagai ilustrasi dua atau tiga dimensi sehingga mampu menunjang dan mempermudah siswa dalam pembelajaran. Pemilihan media popup book dalam pembelajaran bercerita ini mengingat karena banyaknya kelebihan media pop up book.Kata kunci: pop up book, bercerita, media pembelajaranAbstractThe background that led to this study was that Indonesian language learning wasinseparable from four language skills, namely reading skills, writing skills, listening skills, and speaking skills. One language skill that is widely used in everyday life is speaking skills. Storytelling learning activities become one of the aspects of learning activities contained in speaking skills. Storytelling activities are used as the first step used by teachers as a basis for training students' speaking skills. However, in learning to tell stories often times students find it difficult when telling stories because the teacher does not use the right or appropriate learning media to tell, the teacher only teaches one direction, namely by conveying the material then the students only listen so that studentsare less understanding and less interested in the learning. Therefore, the average results of students' ability in storytelling are still relatively low. One of the right learning media used by teachers in storytelling learning is the pop up book. The media pop up book is developed as a two- or three-dimensional illustration so that it can support and facilitate students in learning. The choice of media pop up book in learning tells the story because of the many advantages of pop up book.Keywords: pop up book, story telling, learning media

scholarly journals The Importance of Environmental Materials in Indonesian Language Learning

2020 ◽  
Author(s):  
Puja Andrilla
Keyword(s):  
Language Learning ◽  
Reading Skills ◽  
Writing Skills ◽  
Listening Skills ◽  
Environmental Materials ◽  
Speaking Skills

Environmental materials in education have an important role in making students aware of their surroundings. Indirectly, the environment supports the improvement of students' skills both in writing skills, reading skills, speaking skills and listening skills. Environmental materials can help students to overcome difficulties when solving topics in Indonesian language learning, which mostly consists of text.

scholarly journals المبتدأ في اللغة العربية والإندونيسية دارسة مقارنة وتطبيقية في تعليم اللغة العربية والاستفادة منها لدى الطلاب المبتدئين الإندونيسيين

2019 ◽  
Author(s):  
Abdurrahman Hilabi ◽  
habibullah
Keyword(s):  
Language Learning ◽  
Reading Skills ◽  
Mother Tongue ◽  
Language Skills ◽  
Writing Skills ◽  
Arabic Language ◽  
Listening Skills ◽  
Novice Students ◽  
Speaking Skills

The main purpose of language learning is to explore and develop the ability of learners in using the language, either actively (orally) or passively (writing), as well as to comprehend Arabic language skills and skills, such as muthala'ah, muhadatsah, and insya '; Nahwu and Shorf. So get the language skills that includes four aspects of skills, namely: listening skills, reading skills, writing skills, and speaking skills. This skill is intended to realize a high goal, namely to equip students' competence to understand the correct and clear language expression. Grammatical rules are a means to teach novice students to read and express the correct sounds of this language. Indonesians who learn Arabic have many problems writing and speaking in Arabic, including novice issues and rules. Because essentially, all language skills are related to each other. This can be analogous to a child who wants to learn the mother tongue. So the language skills are closely related to the processes that underlie the acquisition of a person's language. Since language is a reflection of a person's mindset or thinking, he or she should master these skills well. Although it is to master the four language skills is very difficult. But it is not impossible to master the four language skills.

scholarly journals Metode Dan Strategi Pengajaran Membaca pada Pembelajaran Bahasa Arab Bagi Pemula

2020 ◽  
Vol 8 (1) ◽  
pp. 92
Author(s):  
Sitti Aisyah Chalik
Keyword(s):  
Foreign Language ◽  
Reading Skills ◽  
Language Skills ◽  
Writing Skills ◽  
Learning Objectives ◽  
Basic Skill ◽  
Listening Skills ◽  
Speaking Skills

This paper discusses the methods and strategies of reading in Arabic lessons. As is well known that language skills include four aspects,  namely  speaking skills, writing skills, reading skills, and listening skills. At the beginner level, reading is a basic skill that must be mastered by everyone who wants to    learn Arabic as a foreign language and as is well known that Arabic is a Foreign Language for non-Arabs. Teaching Arabic which is a foreign language requires various methods and strategies appropriate so that learning objectives can be achieved effectively and efficiently.

scholarly journals MVR ABBAS: MULTIMEDIA VIRTUAL REALITY GAME BERBICARA BAHASA ARAB UNTUK SISWA JENJANG MENENGAH PERTAMA

2019 ◽  
Vol 4 (1) ◽  
pp. 44
Author(s):  
Novita Kusumadewi ◽  
Aziz Fajar Nurizki ◽  
Andri Bekti Pratama ◽  
Zukhaira Zukhaira
Keyword(s):  
Virtual Reality ◽  
Language Learning ◽  
Writing Skills ◽  
Intercultural Education ◽  
Listening Skills ◽  
Teachers And Students ◽  
Arabic Speaking ◽  
Speaking Skills

Language learning must be carried out hierarchically from listening skills to writing skills. Although learning Arabic in Indonesia has been going on for centuries, learning listening skills and speaking Arabic still lacks adequate attention and focus. This happens because there is no proper language learning media available. Teachers rarely use and even never use media in learning Arabic, especially speaking skills. Based on the above problems, a solution is needed in the form of a variety of learning media that can be used by teachers and students in speaking learning, namely MVR Abbas (Multimedia Virtual Reality Arabic Speaking Game), an Arabic Speaking Game which not only teaches and trains related speaking skills only, but also has the contents of the material based on intercultural education considering learning languages will not be separated from learning the culture of the language.

scholarly journals PEMANFAATAN MEDIA PEMBELAJARAN GAME INTERAKTIF DALAM PEMBELAJARAN KOSAKATA BAHASA ARAB

2018 ◽  
Vol 2 (2) ◽  
pp. 156
Author(s):  
Muhammad Luqman Hakim
Keyword(s):  
Language Learning ◽  
Junior High School ◽  
Reading Skills ◽  
Arabic Language ◽  
Listening Skills ◽  
Interactive Games ◽  
Qualitative Descriptive ◽  
The Media ◽  
School Learning

Arabic language is one of the areas of study taught at the level of junior high school. Learning of Arabic language on the this level directed at the fourth skill, there are; listening skills (Al-maharah Al-Istima’), speaking skills (Al-maharah Al-Kalam, reading skills Al-Maharah Al-Qira’ah), and writing skills (Al-Maharah Al-Kitabah).The fourth skill cannot be achieved without having a good mastery of vocabulary, because the quality of a person's language skills depends on the quantity and quality of its own vocabulary. This research aims to obtain information about the needs of the media in learning Arabic language. The method used is qualitative descriptive and review of the literature. The results of this research is in the Arabic language learning requires media interactive games to make learning interesting and can facilitate the learning process.

scholarly journals E-LEARNING MENYANGKUT EMPAT KETERAMPILAN BERBAHASA DALAM MATERI TEKS PIDATO

2021 ◽  
Author(s):  
Ayu Alrahmi Putri
Keyword(s):  
Reading Skills ◽  
Writing Skills ◽  
Listening Skills ◽  
E Learning ◽  
Speaking Skills

(Tarigan, 2008) berpendapat bahwa keterampilan berbahasa mempunyai empat komponen, yaitu keterampilan menyimak (listening skills), keterampilan berbicara (speaking skills), keterampilan membaca (reading skills), keterampilan menulis (writing skills). Yang mana keterampilan membaca dan menyimak merupakan keterampilan berbahasa yang bersifat kemampuan reseptif (decode) yakni proses yang berlangsung pada pendengar yang menerima kode-kode bahasa yang bermakna dan berguna yang disampaikan oleh pembicara melalui alat-alat artikulasi dan diterima melalui alat pendengar (Chaer, 2003). Sedangkan keterampilan berbicara dan menulis merupakan keterampilan berbahasa yang bersifat kemampuan produktif (encode) yang merupakan proses rancangan berbahasa (Chaer, 2003). Salah satu tindakan yang bisa saja menggunakan empat keterampilan berbahasa yakni keterampilan membaca, menyimak, menulis, dan berbicara adalah kegiatan pembelajaran mengenai materi ‘Teks pidato’.

scholarly journals Pembelajaran Mahārat al-Kalām Menurut Rusdy Ahmad Thu’aimah dan Mahmud Kamil al-Nâqah

2019 ◽  
Vol 5 (1) ◽  
pp. 63-84
Author(s):  
Yazid Hady
Keyword(s):  
Language Learning ◽  
Curriculum Design ◽  
Descriptive Analysis ◽  
Foreign Language Learning ◽  
Learning Goals ◽  
Listening Skills ◽  
Design For Learning ◽  
Context Of Learning ◽  
The Right ◽  
Speaking Skills

Many experts about Arabic argue about the nature of language which will have an impact on the pattern of learning Arabic, including that اللغة في الأساس, هي الكلام” According to Mahmud Kamil al-Nâqah the urgency of speaking skills in the context of learning foreign languages ​​is found in the oral aspects of the language itself. The speaking aspect is the main aspect of the foreign language learning curriculum. This opinion clearly indicates that speaking skills (kalām) indicate a person's success in speaking and knowing the language. Because this proficiency is very much related to pronunciation, grammar, vocabulary, listening skills, etc. This research uses descriptive analysis method, and the conclusions obtained based on this research are curriculum design for learning Arabic based on mahārat al-kalām learning theory according to Rusdy Ahmad Thu'aimah and Mahmud Kamil al-Nâqah. Then the use of methods and strategies or techniques based on the right approach will influence the results of language learning goals. The purpose of this study is to analyze the learning of mahārat al-kalām according to Rusdy Ahmad Thu’aimah and Mahmud Kamil al-Nâqah. Abstrak Banyak para ahli tentang bahasa Arab berpendapat tentang hakikat berbahasa yang akan berdampak pada pola pembelajaran bahasa Arab, diantaranya bahwa  “اللغة في الأساس, هي الكلام”. Menurut Mahmud Kamil al-Nâqah urgensi kemahiran berbicara dalam konteks pembelajaran bahasa Asing terdapat pada aspek lisan pada bahasa itu sendiri. Aspek berbicara merupakan aspek utama dalam kurikulum pembelajaran bahasa Asing. Pendapat ini jelas mengindikasikan bahwa kemahiran berbicara (kalām) mengisyaratkan keberhasilan seseorang dalam berbahasa dan mengetahui bahasa tersebut. Karena kemahiran ini sangat terkait dengan pelafalan, gramatika, kosakata, keterampilan mendengarkan, dan lain lain. Penelitian ini menggunakan metode analisis deskriptif, dan kesimpulan yang didapatkan berdasarkan penelitian ini berupa desain kurikulum pembelajaran bahasa Arab berdasarkan teori pembelajaran mahārat al-kalām menurut Rusdy Ahmad Thu’aimah dan Mahmud Kamil al-Nâqah. Maka Penggunaan metode dan strategi atau teknik yang didasari oleh pendekatan (approach) yang tepat akan berpengaruh terhadap hasil dari tujuan pembelajaran bahasa. Tujuan dari penelitian ini adalah menganalisis pembelajaran mahārat al-kalām menurut Rusdy Ahmad Thu’aimah dan Mahmud Kamil al-Nâqah. Kata kunci: Pembelajaran Bahasa Arab, mahārah kalām, Rusdy Ahmad Thu’aimah, Mahmud Kamil al-Nâqah.

scholarly journals MENYIMAK EKSTENSIF

2019 ◽  
Author(s):  
Ananda Rizki Hidayanti
Keyword(s):  
Reading Skills ◽  
Writing Skills ◽  
Listening Skills ◽  
Bahasa Indonesia ◽  
Speaking Skills

Bahasa merupakan bagian dari kehidupan masyarakat penuturnya. Tahun 1928 para pemuda telah berikrar dalam sumpahnya bahwa akan menjunjung tinggi bahasa yang satu, bahasa Indonesia. Bahasa mempunyai peran penting dalam berinteraksi. Keterampilan berbahasa terdiri dari empat komponen, yaitu keterampilan menyimak (listening skills), keterampilan berbicara (speaking skills), keterampilan membaca (reading skills), dan keterampilan menulis (writing skills). Setiap keterampilan tersebut saling terkait dan tidak bisa dipisahkan dari keterampilan lainnya. Menyimak merupakan keterampilan paling dasar yang berpengaruh terhadap tiga keterampilan lainnya. Tahapan berbahasa yang dilalui manusia pada umumnya sejak masa kanak-kanak yaitu belajar menyimak, kemudian berbicara, lalu membaca dan menulis. Segala informasi dalam situasi formal maupun non formal umumnya diterima melalui kegiatan menyimak.

scholarly journals RESEPTIF DAN PRODUKTIF DALAM BAHASA ARAB

2020 ◽  
Vol 1 (1) ◽  
pp. 33-36
Author(s):  
Miftachul Taubah ◽  
Ilzam Dhaifi
Keyword(s):  
Reading Skills ◽  
Language Skills ◽  
Writing Skills ◽  
Arabic Language ◽  
Listening Skills ◽  
Speaking Skills

Arabic language skills included in receptive abilities are listening skills and reading skills. Whereas, Arabic language skills which are included in are writing skills and speaking skills.

scholarly journals Do You Need Reading Skills to Improve Writing Skills in Learning Indonesian?

2019 ◽  
Author(s):  
Fikri Widyanto
Keyword(s):  
Reading Skills ◽  
Language Skills ◽  
Social Activity ◽  
Writing Skills ◽  
Listening Skills ◽  
Speaking Skills

Language is a social activity, new language activities can be realized if humans are involved in it. When speaking, of course, it involves various aspects, aspects of language are known as language skills. Language skills in the curriculum at school usually include four aspects, namely: listening skills, speaking skills, reading skills, and writing skills. These language skills from one another very closely linked, especially in a person's attempt to be able to obtain to the inability to speak (Tarin in Seattle in 2019 ).

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