Strategi Belajar Membaca Teks Arab Berbasis Belajar Mandiri

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Field Value
 
Title Strategi Belajar Membaca Teks Arab Berbasis Belajar Mandiri
 
Creator Fitriani, Laily
 
Description ABSTRACT
               Learning to read cannot be separated in a series of metacognitive, cognitive and social mediation strategies. These three types of strategies have contributed to the implementation of learning to read Arabic texts especially for non-Arabic independent learners. This study aims to identify the problems that emerge when reading Arabic texts, what strategies students use and how the strategies can help them read Arabic texts. The method of this research is descriptive qualitative with a case study approach to students of Arabic Language and Literature departement in five and seven semester. Data collection is conducted by observation, interviews and documents, and analyzed qualitatively.  
               The results of the study explained that: 1) The problems faced by students in reading Arabic texts are lack of understanding of new vocabulary / mufrodat, contextual understanding of texts when vocabulary / mufrodat is in a sentence and reading Arabic texts according to the rules of nahwiyah and shorfiyah; 2) Strategies used in reading Arabic texts are metacognitive, cognitive and social mediation strategies; 3) Strategies in the classroom consist of: opening dictionaries, searching for new vocabulary and summarizing the essence of the text. While the strategy outside the class consists of: discussing with friends, reading Arabic texts / writings through magazines, newspapers, books, and the internet, forming study groups with the application of peer tutors, repeating the material that has been studied, and learning to read texts before entering the class.
 
Keywords: Strategy for learning, reading Arabic text, independent learning
ABSTRAK
Belajar membaca tidak dapat dipisahkan dalam rangkaian strategi metakognitif, kognitif dan mediasi sosial. Ketiga jenis strategi ini memiliki konstribusi dalam implementasi belajar membaca teks Arab khususnya pada pembelajar mandiri non Arab. Penelitian ini bertujuan untuk mengidentifikasi permasalahan yang muncul pada saat membaca teks Arab, strategi apa yang mahasiswa gunakan dan bagaimana strategi itu dapat membantu mereka dalam membaca teks Arab. Metode penelitian ini adalah deskriptif kualitatif dengan pendekatan studi kasus pada mahasiswa jurusan Bahasa dan Sastra Arab semester lima dan tujuh. Data dikumpulkan dengan observasi, wawancara dan dokumen, kemudian dianalisis secara kualitatif.
Hasil penelitian menjelaskan bahwa: 1) Permasalahan yang dihadapi mahasiswa dalam membaca teks Arab adalah kurangnya pemahaman pada kosakata/mufrodat baru, pemahaman teks secara kontekstual saat kosakata/mufrodat berada dalam sebuah kalimat serta membaca teks Arab sesuai dengan kaidah nahwiyah dan shorfiyah; 2) Strategi-strategi yang digunakan dalam membaca teks Arab adalah strategi metakognitif, kognitif dan mediasi sosial; 3) Strategi di dalam kelas terdiri dari: membuka kamus, mencari kosakata baru dan merangkum intisari teks. Sedangkan strategi di luar kelas terdiri dari: berdiskusi dengan teman, membaca teks/tulisan Arab melalui majalah, koran, buku, dan internet, membentuk kelompok belajar dengan penerapan tutor sebaya, mengulang materi yang telah dipelajari, dan belajar membaca teks sebelum memasuki kelas.
Kata Kunci: Strategi belajar, membaca teks Arab, belajar mandiri
 
 
 
Publisher Prodi PBA Fakultas Tarbiyah dan Ilmu Keguruan IAIN Purwokerto
 
Date 2019-12-31
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
 
Format application/pdf
 
Identifier http://ejournal.iainpurwokerto.ac.id/index.php/tarling/article/view/2872
10.24090/tarling.v3i1.2872
 
Source Tarling : Journal of Language Education; Vol 3 No 1 (2019): Desember 2019; 1-23
2614-4271
2599-1302
10.24090/tarling.v3i1
 
Language ind
 
Relation http://ejournal.iainpurwokerto.ac.id/index.php/tarling/article/view/2872/1968
 
Rights Copyright (c) 2019 Laily Fitriani
http://creativecommons.org/licenses/by-sa/4.0
 

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