scholarly journals Metode Pembelajaran Bahasa Arab

2016 ◽  
Vol 2 (1) ◽  
pp. 206-220
Author(s):  
Zulfiah Sam
Keyword(s):  
Reading Skill ◽  
Learning Method ◽  
Reading And Writing ◽  
Listening Skill ◽  
Writing Skill ◽  
Speaking Skill

The assembling of learning method will not work effectively andefciently as a companion media in learning without a sufcientmethod knowledge. A method of traditional Arabic Learning isan arabic learning method that focused on “language as thescientifc tradition” so that learning an arabic means learning anarabic in details, either grammatically/sintactically (Qawā’id alNaḥwu), morpheme/accidence (Qaw ḥ ā’id al-Ṣarf) or literature ḥ(ādāb). The main aspects in learning arabic are : listening,speaking, reading and writing. The four aspects are mutualrelated, for example, a listening skill contributes to adevelopment of speaking skill, both skills are strengthened byreading skill, while writing skill contributes to a reading skill inthe text or document form. Keyword : Metode, Bahasa Arab.

scholarly journals EMBRACING SOCIAL MEDIA TO IMPROVE EFL LEARNERS' ENGLISH SKILL

2021 ◽  
Vol 4 (4) ◽  
pp. 704
Author(s):  
Dwi Iswahyuni
Keyword(s):  
Social Media ◽  
Research Method ◽  
Qualitative Method ◽  
Reading Skill ◽  
Efl Learners ◽  
Listening Skill ◽  
Writing Skill ◽  
Speaking Skill ◽  
Use Of Social Media ◽  
Almost All

Regarding the importance of exploring the use of social media to enhance English skill, this study investigated the use of social media to improve English skill of EFL learners especially non-English college students. The objective of this study was to find out in what ways social media can contribute to the improvement of EFL learners’ English skill. The research method employed in this study was descriptive qualitative method. In gaining data, this study used questionnaire and observation. The results showed that almost all respondents took advantage of social media to learn English. Some social media used were YouTube, WhatsApp, Instagram, Facebook, Twitter, TikTok, etc. The respondents revealed that by the use of social media, their reading skill (97.3% of the respondents), their writing skill (94.6% of the respondents), their vocabulary mastery (91.9% of the respondents), their listening skill (89.2% of the respondents), their speaking skill (86.5% of the respondents), their grammar mastery (83.8% of the respondents) could be improved. Based on the findings of the study, it can be inferred that social media can contribute to the improvement of EFL learners’ English skill in many ways including reading skill, writing skill, vocabulary mastery, listening skill, speaking skill, and grammar mastery. Keywords:  EFL Learners, English Skill, Social Media

scholarly journals MODEL OF COMMUNICATIVE ENGLISH SYLLABUS FOR STUDENTS OF HOTEL DEPARTMENT AT SMK N 7 BENGKULU

2018 ◽  
Vol 2 (1) ◽  
pp. 1-12
Author(s):  
Ayu Anisa Sartika ◽  
Hilda Puspita ◽  
Imranuddin .
Keyword(s):  
Data Analysis ◽  
Random Sampling ◽  
Reading Skill ◽  
English Teachers ◽  
Needs Analysis ◽  
Developmental Research ◽  
Listening Skill ◽  
Writing Skill ◽  
Speaking Skill ◽  
Communicative Approach

This study was designed as a developmental research which was aimed at designing communicative English syllabus for students of Hotel Department at SMK N 7 Bengkulu. The researcher used needs analysis to find out the students’ needs of English. The instrument used was a set questionnaire items to collect the data. The population of this study was students and English teachers at SMK N 7 Bengkulu and hotel staff of Nala Seaside Hotel Bengkulu as well. The samples of this study were selected with two techniques sampling. The first technique sampling was random sampling for 80 students. The second technique sampling was total sampling for 3 English teachers and 12 hotel staff. The result of the study showed that listening skill gained 94%, speaking skill gained 91%, reading skill gained 74%, and writing skill gained 68%. From the result of data analysis, a syllabus was designed based on communicative approach and it had been tried out for three times.

scholarly journals KOMPONEN-KOMPONEN PEMBELAJARAN AL-KITÂBAH BAHASA ARAB

2016 ◽  
Vol 2 (1) ◽  
pp. 1-26
Author(s):  
Nurul Huda
Keyword(s):  
Language Skills ◽  
Reading Skill ◽  
Listening Skill ◽  
Writing Skill ◽  
Student Reading ◽  
Speaking Skill ◽  
Main Component

The main component of Arabic learning covers the same four language skills for all competencies. They are: listening (istimâ’), speaking (kalâm), reading (qirâ’ah), and writing (kitâbah). Those four skills mutually connected. For instance, listening skill contributes to speaking skill and vice versa. In turn, those two skills will be strengthened by student reading skill or vice versa. Speaking skill is very close related to listening skill.  Speaking and listening skill refer to all means to communicate orally. Because of the importance of this writing skill, the writer sees the need of al-Kitabah study map and its parts that can be delivered to student systematically, start from the lowest level (Ibtidâiyyah) to the next level (I’dadiyyah) based on students condition and psychology, including components in Al-kitâbah.

TEACHING AND LEARNING MOTIVATION IN ENGLISH MASTERY FOR EARLY SEMESTER STUDENT OF ENGLISH DEPARTMENT

2018 ◽  
Vol 1 (2) ◽  
pp. 89-103
Author(s):  
Arjulayana Arjulayana ◽  
Cut Novita Srikandi
Keyword(s):  
Teaching And Learning ◽  
Field Research ◽  
Reading Skill ◽  
Qualitative Approach ◽  
Learning Motivation ◽  
English Department ◽  
Real Condition ◽  
Listening Skill ◽  
Writing Skill ◽  
Speaking Skill

Student can be said master the English if they can master four skills of language, there are speaking skill, writing skill, listening skill, and reading skill. Those skills are will be impossible to achieve if the student do not have motivation, both internal and external The aims of this research is to explain and describe what kinds of motivations that students required to support their expectable achievement related to four skills of language. This research uses qualitative approach, with field research scheme, because the data and instruments are implemented in real condition. The research instruments consist of observation, interview, script interview, and study document. The interview conducted to 10 English lecturers to find out the students’ problems and lecturers’ suggestion regarding to students’ motivation to support teaching and learning process in English department. The result of this research shows that Early semester students are having trouble in adapting English at their university, because of some problems, such as; unconfident in performing English as their instruction language in the classroom, because of their vocabulary limit, difficult in understanding lecturer’s English explanation, and difficult to interact among others in using English. Therefore, they need motivation, both internal and external.

scholarly journals Keterampilan Menulis Teks Eksposisi

2019 ◽  
Author(s):  
Dwi Hastuti
Keyword(s):  
Reading Skill ◽  
Listening Skill ◽  
Writing Skill ◽  
Speaking Skill

Kemampuan berbahasa (language art, languageskill) mencakup empat segi, yaitu kemampuan menyimak (listening skill), kemampuan berbicara (speaking skill), kemampuan membaca (reading skill), dan kemampuan menulis (writing skill). Keempat aspek berbahasa tersebut sangat berperan penting dalam pengajaran suatu bahasa di Sekolah. Menulis teks eksposisi merupakan salah satu jenis teks yang diajarkan di sekolah menengah atas. Menulis teks eksposisi merupakan keterampilan yang memiliki peranan penting dalam kehidupan manusia untuk menyampaikan informasi sejelas-jelasnya, menambah wawasan, dan pengetahuan.

scholarly journals An Analysis of Language Skills’ Proportion in the English Textbook Grade XII Published by Kemendikbud 2014

2019 ◽  
Vol 3 (4) ◽  
pp. 438-451
Author(s):  
Muhammad Reza Dwika Nanda ◽  
Alamsyah Harahap ◽  
Indah Damayanti
Keyword(s):  
High School ◽  
Language Skills ◽  
Reading Skill ◽  
Learning Objectives ◽  
The Third ◽  
Listening Skill ◽  
Writing Skill ◽  
Speaking Skill ◽  
The Subject ◽  
The Government

The design of this research was descritive quantitative. It was aimed to find out the suitability of english textbook with the curriculum and the proportion of the language skills’ in the English textbook grade XII published by kemendikbud 2014. The subject of this research was the English textbook grade XII for 1 year , consist of 16 chapters. The data was collected by using evaluation checklist that proposed by syllabus in curricullum 2013 and the expert (Ur (1996)). The result showed that the English Textbook Grade XII for senior high school published by Kemendikbud 2014 is categorized into “very good” category. From 27 learning objectives (KD) that proposed by the curriculum 2013 in syllabus, 22 of it is covered to the English textbook. The writing skill has the highest proportion it is 38 %; the second is reading skill has 30 %; the third is speaking skill has 21 %; and the last is listening skill has 11 %.Consequently, it can be conclude that it is suit to the standard from the government, to make the students reach the functional level of literacy and used the text – based teaching and focuss on the text.

scholarly journals Model Pembelajaran Role Play Dalam Meningkatkan Kemampuan Bermain Drama Mahasiswa Jurusan Sastra Inggris Sekolah Tinggi Ilmu Bahasa Asing (STIBA) Persada Bunda

2018 ◽  
Vol 5 (1) ◽  
pp. 29-35
Author(s):  
Qori Islami Aris
Keyword(s):  
Foreign Language ◽  
English Literature ◽  
Role Play ◽  
Reading Skill ◽  
Learning Model ◽  
Listening Skills ◽  
Listening Skill ◽  
Writing Skill ◽  
Language School ◽  
Speaking Skill

Abstrak Mata kuliah drama jurusan sastra inggris Sekolah Tinggi Ilmu Bahasa Asing Persada Bunda hanya menitikberatkan pada analisis teks dan dialog. Sementara bermain drama juga dapat meningkatkan empat kemampuan yang harus dimiliki oleh mahasiswa sastra Inggris yaitu speaking skill, listening skill, reading skill, dan writing skill. Melalui speaking skill mahasiswa telah melakukan kegiatan berbicara. Sementara listening skill mahasiswa telah melakukan kegiatan menyimak. Pada saat membacakan penggalan dialog dalam naskah drama, mahasiswa melakukan kegiatan membaca dan tentu saja dibutuhkan reading skill yang mumpuni. Sementara pada writing skill mahasiswa diharapkan dapat menulis naskah teks drama yang ingin dipentaskan. Berdasarkan masalah ini, penulis tertarik untuk melakukan penelitian dengan judul “Model Pembelajaran Role Play dalam Meningkatkan Kemampuan Bermain Drama Mahasiswa Jurusan Sastra Inggris Sekolah Tinggi Ilmu Bahasa Asing (STIBA) Persada Bunda”. Tujuan dilakukannya penelitian ini untuk melihat bagaimana model pembelajaran Role Play dapat meningkatkan kemampuan bermain drama. Berdasarkan data yang diperoleh, Penerapan model pembelajaran Role Play membantu meningkatkan kemampuan bermain drama mahasiswa jurusan sastra inggris Sekolah Tinggi Ilmu Bahasa Asing Persada Bunda dengan peningkatan Persentase Penilaian Hasil sebesar 29,20%.   Kata Kunci : Role Play, Peningkatan Bermain Drama Abstract Drama course of English Literature of Foreign Language School Persada Bunda focuses on text analysis and dialogue. Playing the drama can also increase the four skills that must be possessed by students of English literature that is speaking skills, listening skills, reading skills, and writing skills. Through the speaking skills, students have been doing the talking activity. While listening skills, the student has been doing a listening activity. When reading a snippet of dialogue in a drama script, students do reading and of course, required a qualified reading skill. While the writing skill students are expected to write a drama text script to be staged. Based on this problem, the authors are interested in conducting research under the title "Role Play Learning Model in Enhancing the Ability to play Drama Students of English Literature of Foreign Language School of Foreign Studies (STIBA) Persada Bunda". The purpose of this research is to see how the Role Play learning model can improve the ability to play drama. Based on the data obtained, Implementation of Role Play learning model helps to improve the ability to play drama majoring in English Literature of Foreign Language School Persada Bunda with an increase of the percentage of Result Assessment of 29.20%.   Key Words: Role Play, Improved Drama Play

scholarly journals Pengaruh Model Know Want Learned (KWL) Terhadap Keterampilan Membaca dan Menulis Bahasa Inggris Pada Siswa Kelas VIII SMP Negeri 3 Abang

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
KADEK WIRAWAN . ◽  
PROF.DR. NASWAN SUHARSONO, M.Pd. . ◽  
DR. I MADE KIRNA, M.Si. .
Keyword(s):  
Direct Instruction ◽  
Random Sampling ◽  
Writing Skills ◽  
Reading Skill ◽  
Control Group ◽  
Reading And Writing ◽  
Significant Difference ◽  
Writing Skill ◽  
The Difference ◽  
Instruction Model

Penelitian ini bertujuan untuk mendeskripsikan perbedaan keterampilan membaca dan keterampilan menulis secara bersama-sama diantara siswa yang mengikuti model Know Want Learned (KWL) dengan siswa yang mengikuti model pembelajaran langsung, perbedaan keterampilan membaca antara siswa yang mengikuti model Know Want Learned (KWL) dengan siswa yang mengikuti model pembelajaran langsung, dan perbedaan keterampilan menulis antara siswa yang mengikuti model Know Want Learned (KWL) dengan siswa yang mengikuti model pembelajaran langsung. Populasi pada panelitian ini adalah siswa kelas VIII SMP Negeri 3 Abang tahun pelajaran 2016/2017 yang terdiri dari lima kelas. Pemilihan sampel dilakukan dengan teknik Random Sampling dimana dua kelas digunakan sebagai sampel, satu kelas digunakan sebagai kelompok experimen dan satu kelas sebagai kelompok kontrol. Penelitian ini merupakan penelitian quasi experiment dengan rancangan Non Equivalent Pretest-Posttest Control Group Design. Pengumpulan data dilakukan menggunakan tes keterampilan membaca dan tes keterampilan menulis. Data yang diperoleh dianalisis dengan MANCOVA dengan keterampilan membaca awal dan keterampilan menulis awal sebagai kovariat. Pengujian hipotesis dilakukan pada taraf signifikansi 5%. Hasil penelitian menunjukkan bahwa: pertama ada perbedaan yang signifikan pada keterampilan membaca dan keterampilan menulis secara bersama-sama antara siswa yang mengikuti model Know Want Learned (KWL) dengan siswa yang mengikuti model pembelajaran langsung, kedua ada perbedaan yang signifikan pada keterampilan membaca antara siswa yang mengikuti model Know Want Learned (KWL) dengan siswa yang mengikuti model pembelajaran langsung, dan ketiga ada perbedaan yang signifikan pada keterampilan menulis antara siswa yang mengikuti model Know Want Learned (KWL) dengan siswa yang mengikuti model pembelajaran langsung.Kata Kunci : Model Know Want Learned (KWL), Keterampilan Membaca, Keterampilan Menulis This study aimed at describing the difference in reading and writing skills simultaneously of the students who learned by Know Want Learned (KWL) model and those who learned by Direct Instruction model, the difference in reading skill of the students who learned by Know Want Learned (KWL) model and those who learned by Direct Instruction model, and the difference in writing skill of the students who learned by Know Want Learned (KWL) model and those who learned by Direct Instruction model. This is a quasi-experimental research with non-equivalent pretest-posttest control group designed. The population of the study was eighth grade students of SMP Negeri 3 Abang in the academic year of 2016/2017 consisting of five classes. The selection of the sample for this study was based on random sampling technique, two classes were selected as the sample, one class as the experimental group and the other was the control group. The data were collected by administering reading and writing test. The data were analyzed by using MANCOVA in which pre-students’ reading and writing skills used as covariat. The hypothesis was tested at 5% level of significance. The results indicated that (1) there was a significant difference in reading and writing skills simultaneously of the students who learned by Know Want Learned (KWL) model and those who learned by Direct Instruction model, (2) there was a significant difference in reading skill of the students who learned by Know Want Learned (KWL) model and those learned who by Direct Instruction model, and (3) there was a significant difference in writing skill of the students who learned by Know Want Learned (KWL) model and those who learned by Direct Instruction model.keyword : Know Want Learned (KWL) Model, Reading Skill, Writing Skill

scholarly journals Peningkatan Pembelajaran Keterampilan Berbicara Melalui Media Gambar Seri di Kelas III SDN 17 Batang Anai Kabupaten Padang Pariaman

2016 ◽  
Vol 4 (2) ◽  
pp. 13
Author(s):  
Surida Surida
Keyword(s):  
Action Research ◽  
Elementary Students ◽  
Action Observation ◽  
Class Action ◽  
Reading And Writing ◽  
Reflection Data ◽  
Writing Skill ◽  
Speaking Skill ◽  
Planning Action ◽  
Grade Iii

Usually, students feel reluctant to speak in front of classroom. It is caused by learning Bahasa that only focus on reading and writing skill, but less on speaking skill. This research is aimed to improve speaking skill of elementary students grade III in SDN 17 Batang Anai Kabupaten Padang Pariaman by implementing serial pictures media. This is a class action research that consists of two cycles including four steps: planning, action, observation, and reflection. Data of research were obtained through observation, interview, and test. Obtained data were analyzed quantitatively and qualitatively. Learning output of students is improved in each cycle.In cycle I, the percentage of students’ speaking skill is 53.3%. Meanwhile in cycle II, the percentage of students’ speaking skill is 86%. Hence, it can be concluded that Bahasa learning that use serial pictures media can improve speaking skill of elementary students grade III.

scholarly journals منهج مقترح لتعليم اللغة العربية من خلال النظائر المخادعة بين اللغة اللامبونجية واللغة العربية في معجم اللغة اللامبونجية للامبونجيين

2020 ◽  
Vol 4 (01) ◽  
pp. 59-69
Author(s):  
M. Syarif Hidayatullah ◽  
Zulkhaidir
Keyword(s):  
Analytical Method ◽  
Language Skills ◽  
Reading Skill ◽  
Arabic Language ◽  
Educational Curriculum ◽  
Listening Skill ◽  
Writing Skill

This study aimed at designing a suggested curriculum for teaching Arabic through Arabic homonim in Lampung-Indonesia Dictionary for Lampung People. In order to ending this study, the researcher followed the descriptive analytical method, through which the researcher collected similar Lampung words in Arabic, and identified and analyzed them. Then the researcher put it in a unit of study to be a suggested educational curriculum for teaching the Lampung people the Arabic language. This study found that the number of similar Lampung words in the Arabic language or Arabic homonim in Lampung-Indonesia Dictionary is 153 words. And I proved that those words in terms of their pronunciation are divided into two parts: a section in which the pronunciation of the Arabic and Lampung words is matched, and a section in which the pronunciation is a simple deviation. And that the proposed curriculum for teaching it is the curriculum focused on the four language skills: speech skill, listening skill, reading skill and writing skill.

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