Abstract
The main purpose of this study is to find a clear description of the effectiveness of using the scramble method to improve students’ proficiency in Arabic writing skills. This research is a qualitative study using a class action research method for 4th-semester students of 2016, in the Arabic language Education Study Program, Faculty of Languages and Arts, Universitas Negeri Jakarta, who took Kitābah 1 course. The results of this study indicate that there are changes in the attitudes and behavior of students who study Kitābah 1 with the scramble method before and after applying the method, starting from the pre-research to the first and second cycles. In this second cycle, there is a very significant change compared to before where students are more active in asking questions and discussing with their groups. Because of their activeness, the results obtained were also significant changes. This is proven by the following changes: there are 29 out of 85 students who get “very good” grades, 37 students get “good” grades, and 15 students who have “enough” grades. Meanwhile, only 4 students scored “less”. The lack of value is because the student concerned did not enter the lecture so the value and understanding are lacking in the material that has been submitted.
Highlights
The main purpose of this study is to find a clear description of the effectiveness of using the scramble method to improve students’ proficiency in Arabic writing skills
The results of this study indicate that there are changes in the attitudes and behavior of students who study Kitābah 1 with the scramble method before and after applying the method, starting from the pre-research to the first and second cycles
There is a very significant change compared to before where students are more active in asking questions and discussing with their groups
Summary
Metode yang digunakan dalam penelitian adalah metode penelitian tindakan kelas (PTK). Penelitian ini dilakukan untuk mengembangkan kualitas pada proses pembelajaran, karenanya peneliti terjun ke lapangan untuk meneliti dan mengamati pengajar pada saat proses belajar atau pembelajaran yang berlangsung, khususnya pada mata kuliah Kitābah 1 bagi mahasiswa Program Studi Pendidikan Bahasa Arab (PBA), Universitas Negeri Jakarta, semester 4, tahun akademik 2016/2017. Penelitian tindakan kelas ini menggunakan bentuk kolaboratif atau kooperatif di mana pengajar sebagai peneliti dan pihak lain, demi tercapainya tujuan. Susilo berpendapat bahwa penelitian tindakan kelas (PTK) sebagai sebuah proses penelitian yang terkendali secara berulang dan bersifat reflektif mandiri yang dilakukan oleh pengajar atau calon pengajar yang bertujuan untuk melakukan perbaikan-perbaikan terhadap sistem, cara kerja, proses, isi, kompetensi dan situasi pembelajaran. Seharsini, Suhardjono, dan Supardi menyatakan mengenai PTK dengan memisahkan kata-kata dari penelitian tindakan kelas Seharsini, Suhardjono, dan Supardi menyatakan mengenai PTK dengan memisahkan kata-kata dari penelitian tindakan kelas (Kurnianto et al, 2009, p. 9)
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