ANALISIS PEMBELAJARAN QIRA'AH MELALUI MODEL VISUALIZATION AUDITORY KINESTHETIC DALAM BAHASA ARAB : Studi Deskriptif Kualitatif pada Kelas VI TKQ dan DTA Daarul 'Ilmi Cipagalo Bandung

• Main Author: Selma Fitria Rahayu, - (Author)
• Format: Book
• Published: 2018-11-29.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/48431/1/FPBS_S_ARB_1404009_Title.pdf; http://repository.upi.edu/48431/2/FPBS_S_ARB_1404009_Abstract.pdf; http://repository.upi.edu/48431/3/FPBS_S_ARB_1404009_Table_of_Contents.pdf; http://repository.upi.edu/48431/7/FPBS_S_ARB_1404009_Chapter1.pdf; http://repository.upi.edu/48431/8/FPBS_S_ARB_1404009_Chapter2.pdf; http://repository.upi.edu/48431/9/FPBS_S_ARB_1404009_Chapter3.pdf; http://repository.upi.edu/48431/10/FPBS_S_ARB_1404009_Chapter4.pdf; http://repository.upi.edu/48431/11/FPBS_S_ARB_1404009_Chapter5.pdf; http://repository.upi.edu/48431/12/FPBS_S_ARB_1404009_Bibliography.pdf; http://repository.upi.edu/48431/13/FPBS_S_ARB_1404009_Appendix.pdf
• Keywords: P Philology. Linguistics; PJ Semitic

Penelitian ini dilatarbelakangi oleh permasalahan rendahnya kemampuan membaca bahasa Arab siswa kelas VI dalam pembelajaran Qira'ah di DTA Daarul Ilmi Bandung. Padahal, dalam pembelajaran bahasa asing, penguasaan kemampuan membaca memegang peran yang sangat penting karena merupakan salah satu komponen yang menghubungkan empat keterampilan berbahasa yaitu menyimak, berbicara, membaca, dan menulis. Oleh karena itu, peneliti melakukan penelitian lebih lanjut mengenai hal ini. Tujuan Penelitian ini untuk menganalisis pembelajaran qira'ah melalui model Visualization Auditory Kinesthetic dalam bahasa Arab terkait perencanaan, pelaksanaan, evaluasi, serta kendalanya di DTA Daarul 'Ilmi. Metode penelitian yang digunakan adalah studi deskriptif kualitatif. Teknik pengumpulan data yang digunakan adalah observasi, wawancara dan studi dokumentasi. Hasil dari penelitian ini perencanaan pembelajaran yang telah guru rencanakan sudah cukup baik dengan meliputi kurikulum, silabus dan RPP. Pelaksanaan model VAK terdiri dari santri di mulai dari kegiatan pendahuluan, kegiatan inti yang mana menggunakan model VAK di dalamnya dan kegiatan penutup. Pelaksanaan pembelajaran maksimal karena pematerian tersampaikan dan dapat mengacu siswa dalam semangat belajar dan siswa fokus dalam pembelajaran sehingga siswa dapat mengaplikasikan materi dengan cukup baik. Evaluasi model VAK menggunakan proses penilaian yang terdiri dari tes lisan dan tes tulisan. Kendala yang dihadapi santri-santri saat yaitu ada beberapa siswa ketika guru sedang menjelaskan harus di ulang beberapa kali, hal ini agar ia bisa memahami materi yang disampaikan gurunya dan tidak banyak siswa yang mampu mengkombinasikan ketiga gaya belajar ini. ------ This research was motivated by the problem of the low level of Arabic reading ability of the sixth grade students in Qira'ah learning in Daarul Ilmi DTA Bandung. In fact, in foreign language learning, mastery of reading skills plays a very important role because it is one component that connects the four language skills, namely listening, speaking, reading and writing. Therefore, researchers conduct further research on this matter. The purpose of this study is to analyze qira'ah learning through the Visualization Auditory Kinesthetic model in Arabic related to planning, implementation, evaluation, and constraints in Daarul 'Ilmi DTA. The research method used is a qualitative descriptive study. Data collection techniques used are observation, interviews and documentation studies. The results of this study learning planning that the teacher has planned is good enough to include curriculum, syllabus and lesson plans. The implementation of the VAK model consists of students starting from preliminary activities, core activities which use the VAK model in it and closing activities. The implementation of maximum learning because the presentation is delivered and can refer students in the spirit of learning and students focus on learning so students can apply the material quite well. Evaluation of the VAK model uses an assessment process consisting of oral tests and written tests. The obstacles faced by students when there were several students when the teacher was explaining had to be repeated several times, this was so that he could understand the material presented by his teacher and not many students were able to combine these three learning styles.