RELIGIOUS MODERATION IN THE RECITATION ACTIVITY OF MUSLIMAT NU: An Effort to Prevent Religious Extremism

The lives of religious people are often in the spotlight because of complex problems. Religion which is supposed to be the source of peace, causes chaos. Hence, the moderation values must be taught in religious life to create peace. This study aims to explain the efforts and contribution of Muslimat NU Durek Hamlet, Batu City in internalizing the religious moderation values to prevent religious extremism. This is a qualitative research with a case study approach. The data are collected using observation, interviews, and documentation. The analysis technique includes data condensation, data display, conclusion drawing and verifying. The data are then verified using triangulation techniques. The results reveal that there are three efforts done by the Muslimat NU Durek Hamlet to internalize the religious moderation, namely oral method, exemplary, and monitoring. The values taught are balance, tolerance, deliberations, good prejudice and fair. Meanwhile, the contribution of religious moderation in preventing religious extremism is tolerance for differences, being friendly, polite, and doing deliberation.

طرق تعليم المحادثة في الهيئة اللغوية "الأزهار" بباري كديري جاوى الشرقية

The researcher observed Al-Azhar Course, the one of Arabic Courses in Pare Kediri, East Java that . The reasons for establishing this language body are to assist students in practicing foreign languages, especially Arabic. Its purpose is for students to be able to speak Arabic. Its goal is to upgrade the competence of the Arabic language for Muslims so that they can speak this language and understand the Qur’an and Hadith and understand scientific literature and others. And her vision is a person with knowledge, good deeds, and decent morals. Its mission is to spread the Arabic language as a means of shaping the Islamic person with enthusiasm, intelligence and noble morals. The programs in the linguistic body “Al-Azhar” are from the dorm and the classroom, such as the “distinction” class, the class for the first stage, the class for the second stage, the class for the third stage, the curriculum class, and vacation programs. The methods used to teach conversation material in this linguistic form “Al-Azhar” in Bari Kediri East Java and in the classroom for the second stage, especially as follows: the audio-oral method, the direct method, the crazy method, the rhetorical method, and the problem-solving method.

The Teaching of The Speaking Skill Using The Audio-Oral Method for The Students of Islamic Senior High School of Zainul Hasan Genggong Probolinggo

This research aims to know the teaching of the speaking skill using the audio-oral method for the students of Islmic Senior High School of Zainul Hasan Genggong Probolinggo and to know its problems. This qualitative research used observation, interview, and documentation to collect data. To analyze the data, this research based on three basic things, data reduction, data presentation, and extrapolation. And, to measure the validity of the data, this research used triangulation. The results of this research are the teaching of the speaking skill using the audio-oral method for the students of Islmic Senior High School of Zainul Hasan Genggong Probolinggo by giving the dialogues, then translates them and represents the pronunciation in the Arabic dialect, which the students hear and then imitate afterwards sometimes the tape recorder used for improving the arabic speaking skill correctly while teaching continued with more exercises in various Arabic dialogues. The problems of the teaching of the speaking skill using the audio-oral method for the students of Islmic Senior High School of Zainul Hasan Genggong Probolinggo consist of three basic problems which are related to the language environment, the local language, the monotonic teaching method and learning media.

MICROBIOLOGICAL COMPARISON OF THE ORAL AND PUMP METHODS OF INFLATING GOAT CARCASSES

Two methods of inflating goat carcasses prior to dehairing - the oral and the mechanical pump • are compared for efficiency and microbial contamination. The mechanical pump method was found to be two times faster, to have less total bacterial load with no pathogenic organism as seen in the oral method.

The Theories of learning and methods of teaching foreign languages Literature review

The objective of this article is to provide a historical overview of the learning trends that have marked several fields over the past two centuries, and from which the methods of teaching foreign languages ​​have been largely inspired. Teaching and learning a foreign language has always been a major concern of officials working in the education sector. Finding a unique method, perfect and suitable for all learners was the center of interest of most researchers of all backgrounds, linguists, educators or trainers. Three major theories of learning have really changed the field of education and specifically the field of foreign language acquisition. These three currents are respectively behaviorism, cognitivism and constructivism. Each current had its supporters and detractors depending on the progress made at the end of their research. The methods that emerged from these three learning theories also had their ups and downs depending on the degree to which the desired objectives were achieved. In the course of this study, we plan to bypass, in chronological order, the different methods and approaches, coming from the three streams, and practiced in the teaching of foreign languages. Our attention will be focused on the study of the audio-oral method, the audio-visual method, the communicative approach and the skills-based approach. We also offer, in this article, a discussion whose interest is to elucidate the circumstances which led to the success or failure of a particular method. We will also focus on the successes and limitations of each of these methods. The conclusion will be the subject of a reflection on all the points covered in the article while offering an opening on other solutions that can improve the teaching / learning of foreign languages.

الطريقة المثلى في تعليم القواعد النحوية للمبتدئين والمتقدمين لغير الناطقين بها

This study aimed to identify and describe the best method of teaching rules of nahwu for beginners and advanced students for foreign speakers (non-Arabic). This research was a qualitative descriptive study with a type of library research by tracing references in data collection. The results of this study indicate that the best method of teaching rules of nahwu for foreign speakers is of two methods, namely: The first one is the aural-oral method (sam'iyyah syafawiyyah) for the beginner level. This method uses patterned training techniques (pattern drill) through activities of istimā' (listening) and kalām (speaking) to form behavior (habits) for beginner-level learners in using language along with learning rules of nahwu through sentence structure (applied nahwu); The second one is the method of al-istiqra'iyyah (inductive method) for advanced students. This method is one that makes the dialogue/reading text the center of learning all language skills, both speaking and reading related to the rules of nahwu by using three training techniques (drill) that do not come out of the dialogue/reading text, namely the pattern drill (patterned training), meaning drill (exercise of the meaning) and communicative drill (communication exercise). These three techniques combine the formation of behavioral habits in using language along with understanding the meaning and ability to communicate with native speakers (Arabs) by paying attention to the theoretical principles of nahwu (nahwu concept) and applied nahwu (applied nahwu).

The Teacher's Role in Applying the Hadith Release Method in SDIT Cendekia Pematangsiantar District

The research objectives were to determine: (1) the role of the teacher in the implementation of memorizing hadith in SDIT Cendekia, (2) the method applied by the teacher in memorizing hadith at SDIT Cendekia and (3) the impact obtained by students from the application of memorizing hadith in SDIT Cendekia. The research method used is qualitative. Data collection is done by observation and interviews. The research findings show: (1) the role of the teacher is as a facilitator, motivator, and the most important role in memorizing this hadith is to instill good morals to students who are in accordance with the guidance and behavior of the prophet through habituation. (2) the method applied by the teacher in memorizing hadiths used the oral method and movement, they did this on the basis of the age of grade 1-2, they were still not very fluent in reading hadith and were still not very fluent in reciting it, while for grades 3-6 the method was used. The tasalsuli thariqah, the jam'i thariqah method and the muqassam thariqah method. and, (3) the impact that students get from the application of memorizing hadiths is positive things that are felt by students, teachers and parents, including students' morals and actions that are more focused, students know and love the prophet more, students can find out the existing morals. in the Prophet's self, students remember each other friends if their actions are not in accordance with the hadith of the prophet they learned, and always try to behave according to the hadith of the prophet.

Metode Dakwah dalam Mengatasi Perilaku Menyimpang Remaja di Mendahara Ilir

This research is motivated by a phenomenon that occurs in Mendahara Ilir Village, Mendahara District, East Tanjung Jabung Regency, that teenagers in this village behave inappropriately such as stealing, drinking, gambling, drugs and smoking, which makes parents and the surrounding community restless. . Then the author relates this phenomenon to the da'wah method carried out by the local da'i, whether his da'wah has had an effect or not. The research method used is descriptive qualitative field research, which describes the da'wah method in overcoming deviant behavior in adolescents. The results of the study show that the da'i method of da'i is the bil oral method and gathers youth in hadroh art groups. Teenagers in the Mendahara Ilir village seem to reduce their deviant activities. A good da'wah method for teenagers can encourage teenagers to do positive activities such as practicing hadrah, teaching hadroh to other friends, actively attending taklim assemblies, actively asking questions, polite in speaking, although not involving all teenagers in this village. However, this method can be said to be quite effective in overcoming deviant behavior in adolescents.

The Ukrainian language communicative competence formation of foreign students based on the student-centered approach (in the process of teaching Ukrainian as a foreign language)

The article aims to offer a student-centered system of work on the communicative competence formation of foreign students in the process of teaching Ukrainian. The author implements it with the help of theoretical (analysis, synthesis and generalization of scientific knowledge to find out the main factors of the Ukrainian language communicative competence formation of foreign students), empirical (author’s own observations on the educational process) and statistical methods (analysis of foreign students’ poll results). Main results and conclusions. The article suggests the system of work on forming the foreign students’ communicative competence based on the student-centered approach in the process of teaching Ukrainian. The author submits that a number of factors contribute to the foreign students’ effective education and their communicative competence formation, among which she highlights the following: sociocultural adaptation, individual characteristics of the person, direct communicative interaction with teachers and students. These factors convince that the educational process of foreign-language communicators should be based on the student-centered approach and should be carried out in stages. Each of the stages has a certain system of work, a corresponding set of methods and techniques. For example, at the adaptive-propaedeutic and motivational-stimulating stages of foreign speakers communicative competence formation it is recommended to apply the oral method of Herald Palmer and the audiovisual method; at the third stage, it is necessary to implement the method of exercises (pre-communicative, communicative-situational, post-communicative, etc.), imitative, situational-communicative and communicative-game methods; at the production-creative stage it is possible to organize work by means of discussion, text-translation and project methods; the reflection-evaluation stage is provided by the methods of free conversation and reflection. Each method has a number of techniques, which are implemented in the exercises. Our proposed methods and techniques for the foreign students’ communicative competence formation in classes of Ukrainian as a foreign language are effective, but they are tentative and can be improved. There is no doubt that this issue requires further research, so we will continue to work in this direction and its results will be highlighted in the next articles.

METODE PENYAMPAIAN DALAM PENDIDIKAN ISLAM

The basics of disseminating Islamic education consist of religious and bio-psychological basics. Bio-psychological basic is divided into three types, namely; biological, psychological and social basics. The classical method that was carried out during the Abbasiyah dynasty led the society realized the importance of the science development and community needs. The teaching methods used at that time were oral, memorizing, and writing. Oral method included dictation, lecture, qira’ah and discussion. The methods that could be applied in schools/madrasah, namely: lecture, discussion, experimental, demonstration, assignment, socio-drama, drill method, group-work, question and answer, and project methods. Besides, the most important was the exemplary and the habituation methods.