READING

(Case Stud

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DEPART

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had Abu Bak

mitted as a

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RISMA

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Partial Ful

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t of Islamic

BY:

SILVIANI

M : G000144

: 14/X/02.2.

OF ISLAM

F ISLAMI

AMMADI

2018

DS AS AN E

AK ARABIC

UDENTS

idiq Academ

fillment of t

achelor Degr

Education

PUTRI

013

1/0181

MIC EDUC

IC STUDI

IYAH SU

EFFORT TO

C

mic Year 20

the

ree of

CATION

IES

RAKART

O BOOST

017/ 2018)

TA

v

MOTTOS

إا أزلا قرآا عربيا لعلكن تعقلوى

“Sesungguhnya kami menurunkannya berupa al-qur‟an dengan

berbahasa arab, agar kamu memahaminya”

عي أبي أهاهة البالي رضي هللا ع قال: سوعت رسول هللا صلى هللا

قرءوا القرآى، فإ يأتى يوم القياهة شفيعا ألصحاب وسلن يقول : ا علي

)روا هسلن(

Abu umamah al-bahili ra berkata : Aku mendengar rasulullah saw

bersabda: bacalah al-qur‟an karena ia akan memberikan syafaat

kepada para “sahabatnya”

vi

DEDICATION

Gratefully I dedicate this paper to:

1. My Wonderful Parents,

Faris & Siti Maryam

2. My Amazing Little Brother

Risma Tamma Adaby

3. My Beloved Family

4. My Beloved Friends

5. My Beloved Campus

6. All Those Who Love Me

vii

GUIDELINES TO ARAB-LATIN TRANSLITERATION

Based on joint decree of the Minister of Religion and Minister of Education and

Culture of the Republic pf Indonesia Number 158/1987 and 0543b/U/1987, dated

January 22, 1988.

1. Single Consonant

Arabic

font

Name Latin Letters Information

Alif Not symbolized Not symbolized ا

ba‟ B Be ب

ta‟ T Te ث

sa‟ ṡ Es (with a dot above) ث

Jim J Je ج

ḥa‟ ḥ Ha (with a dot below) ح

kha‟ Kh Ka dan Ha خ

Dal D De د

Żal Ż Zet (with a dot above) ذ

ra‟ R Er ر

Zai Z Zet ز

Sin S Es ش

Syin Sy Es dan Ye ش

ṣād ṣ Es (with a dot below) ص

ḍaḍ ḍ De (with a dot below) ض

ṭa‟ ṭ Te (with a dot below) ط

ẓa‟ ẓ Zet (with a dot below) ظ

ain „ Comma upside down„ ع

viii

Arabic

font

Name Latin Letters Information

Gain G Ge غ

fa‟ F Ef ف

Qāf Q Qi ق

Kāf K Ka ك

Lam L El ل

Mim M Em م

Nun N En ى

ha‟ H Ha ه

Hamzah ´ Apostrof ء

ya‟ Y Ye ي

2. Double Consonant Because Syaddah is Written in Duplicate

Written „iddah عدة

3. Ta’ Marbutah

a. If turned off written h

Written Hibah هبت

Written Jizyah جسيت

(This provision is not applicable to Arabic words that have been absorbed into

Indonesian, such as shalat, zakat, etc., except if the original pronunciation is

desired).

When followed by the article “al” and the second reading is separate, it is written

with “h”.

Written Karāmah al-auliyā كرا هت األولياء

ix

b. If ta‟ marbutah lives or with harakat fathah, kasrah and dhammah witten

“t”

Written zakātul fitri زكاة الفطر

4. Short Vowels

- - - - - -

Kasrah Written I

- - - - - -

fatḥah Written A

- - - - - -

ḍammah Written U

5. Long Vocals

fatḥah + alif example: جالية Written ā jāhiliyah

fatḥah + alif example: جالية Written ā yas‟ā

kasrah + ya‟ mati كرين Written ī karīm

ḍammah + wāwu mati فروض Written ū furūḍ

1. Double vowels

fatḥah + ya‟die example: بيكن Written ai bainakum

fatḥah + wāwu mati example: قول Written au qaulun

2. Article “ال”

The article “ال” is transliterated with “al” followed by a hyphen “-“ both when

meeting qamariyyah letters and syamsiyyah letters, for example:

Written al-qalamu القلن

Written al-syamsu الشوص

x

3. Capital Letters

Although Arabic writing does not recognize capital letters, but in transliteration

capital letters are used for the beginning of sentences, self-name, etc. such as the

provisions of EYD. The beginning of the article on self-name is not written in

capital letters; example:

وها هحود

االرضول

Written Wa mā Muḥammadun illa rasūl

xi

METODE READING ALOUD DAN DRILL DALAM UPAYA

MENINGKATKAN KEMAMPUAN BERBICARA BAHASA ARAB BAGI

MAHASISWI TA’MHῑ’DI

(Studi Kasus di Ma’had Abu Bakar Ash-Shidiq Tahun Akademik 2017/2018)

Abstrak

Ma‟had Abu Bakar adalah salah satu lembaga pendidikan yang berada di bawah

naungan Universitas Muhammadiyah Surakarta, jenjang yang ada pada instansi

ini terbagi menjadi lima bagian diantaranya adalah : Ta‟mhῑ‟di, mustawa 1,

mustawa 2, mustawa 3, mustawa 4. Ta‟mhῑ‟di merupakan jenjang paling dasar

yang ada di Ma‟had Abu Bakar Ash-Shidiq, pada jenjang ini rata-rata dari

mahasiswi yang ada belum mempunyai basic berbahasa arab. Seluruh proses

pembelajaran yang ada selurunya menggunakan bahasa arab akan tetapi berbeda

dengan Ta‟mhῑ‟di. Pada semester awal ada keringanan yang diberikan yaitu

menggunakan bahasa indonesia. Kemudian setelah itu, mahasiswi Ta‟mhῑ‟di

diminta aktif seperti mahasiswi pada umumnya dalam berbahasa. Maka dari itu,

upaya mudarris dalam meningkatkan kemampuan tersebut dengan

mengaplikasikannya melalui proses pembelajaran yaitu menggunakan metode

Reading Aloud dan Drill.

Tujuan dari penelitian ini yaitu untuk mengetahui upaya yang dilakukan oleh

mudarris dalam meningkatkan kemampuan berbahasa arab khususnya dalam

berbicara dengan menggunakan metode Reading Aloud dan Drill dalam proses

pembelajaran. Hal ini menjadi daya tarik tersendiri bagi penulis untuk melakukan

penelitian karena dari banyaknya fakta yang terjadi dilapangan metode reading

aloud hanya untuk meningkatkan kemampuan membaca saja. Oleh karena itu,

penulis ingin menjadikan bahwa ini dapat menjadi rujukan dalam pengajaran pada

khususnya dan dunia pendidikan pada umumnya.

Penelitian ini merupakan penelitian lapangan, yang artinya proses penelitian

dilaksanakan di lingkup mahasiswi Ta‟mhῑ‟di Ma‟had Abu Bakar Ash-Shidiq.

Penelitian ini bersifat deskriptif kualitatif, dengan metode pengumpulan data

melalui observasi, wawancara, dan dokumentasi. Kemudian dilakukan analisi

data, sehingga data-data tersebut dapat ditarik kesimpulan dan di deskripsikan

sesuai dengan sebagaimana adanya.

Hasil penelitian ini adalah pertama, penggunaan metode Reading Aloud dan Drill

merupakan metode yang efektive dalam meningkatkan kemampuan berbicara bagi

mahasiswi Ta‟mhῑ‟di. Proses penggunaan metode ini dengan membaca keras dan

terus mengulang-ulang. Kedua, faktor yang mempengaruhi peningkatan

kemampuan terdiri dari dua yaitu ; faktor internal dan eksternal. Kedua faktor

tersebut banyak didapatkan di lingkungan kampus, teman sebaya dan kegiatan-

kegiatan yang ada.

Kata kunci: kemampuan berbicara, bahasa arab, metode pembalajaran

xii

READING ALOUD AND DRILL METHODS AS AN EFFORT TO BOOST

THE ABILITY TO SPEAK ARABIC

FOR BEGINNER STUDENTS

(Case Study Of Ma’had Abu Bakar Ash-Shidiq Academic Year 2017/ 2018)

Abstract

Ma'had Abu Bakar is one of the educational institutions under the auspices of the

Muhammadiyah University of Surakarta, the levels in this institution are divided

into five parts including: Ta‟mhῑ‟di, mustawa 1, mustawa 2, mustawa 3, mustawa

4. Ta‟mhῑ‟di is the most the basis of which is in Ma'had Abu Bakar Ash-Shidiq, at

this level the average female student does not have an Arabic language base. The

entire learning process with all of them uses Arabic but is different from

Ta‟mhῑ‟di. In the first semester there was relief given, namely using Indonesian.

Then after that, Ta‟mhῑ‟di students were asked to be active as students in general

in language. Therefore, the effort of mudarris in improving these abilities by

applying them through the learning process is using the Reading Aloud and Drill

method.

The purpose of this study is to find out the efforts made by Mudarris in improving

the ability to speak Arabic, especially in speaking using the Reading Aloud and

Drill method in the learning process. This is the main attraction for writers to

conduct research because of the many facts that occur in the field of reading aloud

method only to improve reading skills. Therefore, the author wants to make that

this can be a reference in teaching in particular and the world of education in

general.

This research is a field research, which means the research process is carried out

in the scope of Ta‟mhῑ‟di female student Ma'had Abu Bakar Ash-Shidiq. This

research is descriptive qualitative, with the method of collecting data through

observation, interviews, and documentation. Then do data analysis, so that the

data can be deduced and described according to what they are.

The results of this study are first, the use of the Reading Aloud and Drill method

is an effective method of improving speaking skills for Ta‟mhῑ‟di students. The

process of using this method is to read aloud and keep repeating. Second, the

factors that influence the increase in ability consist of two, namely; internal and

external factors. Both of these factors are mostly found in the campus

environment, peers and existing activities.

Keywords: Speaking Skills, Arabic, Learning Methods

xiii

ACKNOWLEDGEMENTS

Bismillahirrahmanirrahim

Assalamu’alaikum Warrahmatullahi Wabbarakatuh

Alhamdulillahi Robbil’aalamiin, all praise being to Allah SWT, Lord of the

world, the Most Merciful, who blesses the researcher so that she could complete

her research paper as a partial fulfillment of the requirements to attain a

Bachelor‟s Degree of Islamic International Education of Islamic Studies Faculty

of Universitas Muhammadiyah Surakarta. Praise to the greatest Prophet

Muhammad SAW, his family, his companions, and his followers. Amin.

The researcher would like to express her sincere gratitude for everyone who

gave contribution and support in accomplishing this research. Thus, the researcher

would like to express her deepest gratitude and appreciation to:

1. Dr. Syamsul Hidayat, M.Ag., the Dean of Islamic Studies Faculty of

Universitas Muhammadiyah Surakarta.

2. Dr. Muhammad Ali, S.Ag., the Head of Islamic Religious Education of

Universitas Muhammadiyah Surakarta.

3. Azhar Alam, S.E, Lc, M.SEI, the consultant who has given guidance,

advice, help, and information patiently during the arrangement of this

research and during the study

4. The examiners who has given a great chance and easiness for the

researcher to get through one of the major steps in her life.

5. All the lecturers in the Islamic Studies Faculty who have

helped and guided for all of their beneficial knowledge that has been

taught to the researcher. And especially for Mrs. Nurul Latifatul Inayati,

S.Pd.I.,M.Pd.I, which always accompanies the steps of 2014 international

class religious education program students.

6. To the Director BKUI and the Islamic Religious Education study program

who have been providing information and allow the research.

xiv

7. To the administrative staff of the Islamic religious faculty of UMS who

have assisted in the matter of correspondence and others.

8. My dearest parents, beloved mother Siti Maryam and beloved father

Faris, for everything that has been done for my success.

9. My beloved little brother Risma Tamma Adaby and my dearest big family,

big thanks for the support and prayers.

10. My second family in International Islamic Boarding School KH. Mas

Mansyur of Universitas Muhammadiyah Surakarta

11. My little family in Supporting Staff of PESMA KH. Mas Mansyur : Siti

Arifah, Intan Mustikasari, Fitria Uswatun Azizah, Mahtsarul Fatimahul

Jannah, Harris Fuadi, M. Zulfikriansyah, Abu Salim, Rozi Irfan Roshadi,

Rasyid Burhanuddin Fahmi, M.H Dwi Nur Arif, M. Yoga Oktama, Bisrul

Khafid, Dwi Rakhmawati Rizqillah, Tia Widya Ayuningtyas , Dziya

Ulhikmah, Ulya Septiana.

12. My beloved friends Dwi Rakhmawati Rizqillah, M. Zulfikriansyah, Abu

Salim, Rozi Irfan Roshadi, Rasyid Burhanuddin Fahmi thanks for the help,

support, motivation, happiness, and their kindness.

13. My beloved family of 2014 International Class Islamic Studies Education

Program Students, Imamatul Ummah Faizah, Afifah Zahroh, Chori

Miftakhul K.N, Marisa Yuliana, Raning Fadilah Candri, Yuliani Rahmah

Zulfa, Ainun Fatihatulida, Anggun Liris Perdani, Diah Putri Fatmala, and

Aziz Annizar thanks for the love, support, crazy things, unforgettable

moments, anti-mainstream activities, and everything.

14. The big family of International Class Islamic Studies Education Study

Program UMS

15. My solid team of Ar-Rasail wa Namlah (nadiyul munadoroh al-„arabiyah)

UMS

16. My roommate and my translator, Miss Zainab Binti Mohd Thaha who has

help me to correct my english structure for my research.

xv

17. All the people who cannot be mentioned one by one for their support to

the researcher for completing this research paper.

Finally, the researcher realizes that this research paper was still far from being

perfect. So, suggestion and structural criticism are expected for the perfection of

this work.

Wassalamu’alaikumWarrahmatullahiWabarrakatuh

The Researcher

Risma Silviani Putri

xvi

TABLE OF CONTENT

COVER ....................................................................................................... i

APPROVAL ................................................................................................ ii

ACCEPTANCE ......................................................................................... iii

DECLARATION ........................................................................................ iv

MOTTOS .................................................................................................... v

DEDICATION ............................................................................................ vi

GUIDELINES OF ARAB-LATIN TRANSLITERATION........................ vii

ABSTRAK .................................................................................................. xi

ABSTRACT ................................................................................................ xii

ACKNOWLEDGE............................................................................. ......... xiii

TABLE OF CONTENT ........ ...................................................................... xvi

LIST OF TABLE ................................................. ....................................... xix

LIST OF APPENDIX .......................................... ....................................... xx

CHAPTER 1 INTRODUCTION

A. Background Case ............................................................................ 1

B. Formulation of the Problem ........................................................... 4

C. Research Purposes ........................................................................... 5

D. Benefit of Research ........................................................................ 5

E. Research Methods .......................................................................... 6

1. Types and Approach ................................................................... 6

2. Research Sites and Subject.......................................................... 6

3. Data Collection Method .............................................................. 7

4. Data Analysis Method ................................................................ 10

CHAPTER II THEORITICAL BASIS

A. Literature Review ............................................................................ 12

B. Theoritical Review .......................................................................... 16

1. Learning Methods ...................................................................... 16

2. Reading Aloud Method ............................................................. 18

3. Drill Method ............................................................................... 22

xvii

4. Increased Ability to Speak Arabic .............................................. 25

5. Factors contributing to the effectiveness of speech .................... 29

CHAPTER III DATA DESCRIPTION

A. Overview of Ma'had Abu Bakar Ash-Shiddiq Surakarta ................ 32

1. History of the Establishment of Ma'had Abu Bakar

Ash-Shiddiq Surakarta .............................................................. 32

2. Profile of Ma'had Abu Bakar Ash-Shiddiq Surakarta ............... 33

3. Vision and Mission of Ma'had Abu Bakar Ash-Shiddiq........... 34

4. Structure and Personnel of Ma'had Abu Bakar Ash-Shiddiq

Surakarta .................................................................................. 34

5. Student Data of Ma'had Abu Bakar Ash-Shiddiq Surakarta ..... 36

6. The excellence of Ma'had Abu Bakar Ash-Shiddiq Surakarta . 36

7. Ma'had Working Partner Abu Bakar Ash-Shiddiq Surakarta ... 37

8. Organized Programs .................................................................. 37

9. Facilities .................................................................................... 39

10. Teaching and Learning Schedules.................................... ........ 44

11. Extracurricular Activities............................................. ............. 44

B. The Process of Implementing Reading Aloud and Drill Methods

in Arabic Learning in Tamhῑdi Classes ........................................... 44

1. Process of Implementing Reading Aloud and Drill Method....... 44

2. Reading Aloud Method ................... ........................................... 45

3. Drill Method........................................................... .................... 51

4. Results of student data in 2016/2017 .......................................... 55

5. Factors Affecting the speaking ability of

Tamhῑdi Students.................................................................. ...... 56

xviii

CHAPTER IV DATA ANALYSIS

A. Analysis of Reading Aloud and Drill Method Implementation Process in

learning Arabic in Tamhῑdi class Ma'had Abu Bakar ..................... 60

1. Reading Aloud Method............................................... ............ 60

2. Drill Method............................................................................ 68

3. Factors Supporting the ability to speak Arabic........... ............ 72

CHAPTER V: CONCLUSION AND SUGGESTION

A. Conclusion ...................................................................................... 74

B. Suggestion ....................................................................................... 75

BIBLIOGRAPHY ...................................................................................... 77

APPENDIX ................................................................................................ 81

xix

LIST OF TABLE

Table 1. Student Data of Ma'had Abu Bakar Ash-Shiddiq Surakarta .................36

Table. 2 LIPIA Jakarta Standard Curriculum .....................................................40

Table. 3 Results Of Student Data In 2016/2017 .................................................55

xx

LIST OF APPENDIX

Appendix 1 Data Research Paper .......................................................................... 81

Appendix 2 Curriculum Vitae ............................................................................... 87

Appendix 3 Research Documentation ................................................................... 90