Title: USE OF MEDIA IN WRITING Proficiency support ARABIC CLASS madrasah
This material is suitable for the Higher Education section LANGUAGE / LANGUAGES.
Name & E-mail (Author): Mohammad Ahsanuddin, S. Pd
I am Lecturer at the Department of Arabic Literature, State University of Malang
Topic: Learning Media
Date: January 25, 2006
INTRODUCTION
Teaching Arabic for Madrasah Ibtidaiyah as listed in the 1994 curriculum is a process activity that is directed to encourage, guide, develop and maintain proficiency in Arabic fusha both active and passive as well as foster positive attitudes toward language. Arabic language skills, and attitudes toward language that is very important in order to understand Islam better than the original source of Qur'an and Hadith and Arabic-language books relating to Islam.
In the above described curriculum that Arabic is taught at Madrasah Ibtidiyah serves as the language of religion and science in addition as a means of communication. Therefore, Arabic language lessons in Madrasah Ibtidaiyah is part and parcel of the whole subject of Religious Education. However, the teaching of Arabic at the Madrasah Ibtidaliyah must remain guided by the principles of foreign language teaching in general.
Implicitly stated that the purpose of teaching Arabic at the Madrasah Ibtidaiyah is that students can master the active vocabulary of 300 fusha Arabic words and expressions in the form and basic sentence patterns so students are expected to hold a simple communication in Arabic and able to understand the reading-Bacan simple in the text (MORA RI, 1994).
Known to exist in language teaching four skills / proficiency skills ie listening, speaking, reading and writing skills. The four language skills are to be taught to students in a diverse, varied so that students are not saturated and the monotony of what they receive from teachers. According to Tarin (1986: 38) minimum requirements to be met by teachers of language skills is the mastery of the material about the language skills and can teach it to students.
In addition to strong in the mastery of subject matter, teachers should also be rich with varied experiences, teaching methods or teaching techniques. Teachers must be proficient language skills and rich experience with the technique of teaching language skills.
Proficiency writing in Arabic (kitabah) takes lots of practice, ranging from writing letters, writing letters and connect. According to Lubis (2002: 2) teach the Arabic-olds SD / MI required a huge effort from a teacher as well as the need for good variety, method and medium of instruction. Need to overcome the constraints faced by carefully considering the different levels of understanding children. In this age of the students still require the introduction of what is read and its usefulness, the introduction of new vocabulary and get used to express desire. For that, teachers and educators in the school environment conducive conditions that seek to introduce and use foreign languages in the classroom and school.
In achieving these objectives, Madrasah Ibtidaiyah face problems-serious and complex problems. Among the problems it is a factor that not professional teachers and inadequate materials. From the teacher factor, the research findings Masyruhah (2001) showed none of the Arabic teacher in a district Sugio MI Lamongan district educational background in Arabic language teacher. While the material factors, the study Asrori (2001) against four kinds of texts in force showed that the four had serious weaknesses. Those weaknesses include (1) does not match the curriculum content, (2) sentences are not contextual, (3) over the rules, (4) just meets the pattern structure, (5) is not illustrated, (6) introduces grammatical terms, (7 ) using translation as a model.
See the above facts, we should bear a teacher to use the medium of instruction as a tool to minimize the difficulties faced by students. The development of a modern growing so rapidly and increasingly easier for educators to utilize a wide range of existing medi.
MEDIA TEACHING AND Books
Lots of media understanding of learning expressed by the figures, but according to media terminology derived daribahasa Latin word "medium" which means the intermediary, whereas in the media comes from the Arabic word meaning wasaaila introductory message from the sender to the recipient.
The elaboration of figures about the understanding of instructional media, among others:
1. According Berlach and Ely (1971) suggested that the media in the learning process tends to mean the tools graphic, photographic or electronically to capture, process and reconstruct the information and rearrange the visual or verbal information.
2. According Heinich, et al 1985 Learning Media is the media that carry messages or information which contains the aims of learning or learning purposes.
3. Media Martin and Briggs 1986 study suggested that the media covers all the necessary resources to perform communication with the-learning. This can include hardware and software used on the hardware.
4. According to Malik, 1994 H instructional media is anything that can be used to deliver the message (instructional materials), so that may stimulate the attention, interests, thoughts and feelings of the learning in learning activities to achieve specific learning goals.
From the definition above, can be taken the opportunity of learning the characteristics of media including:
1. Its use reserved or allocated in its interests,
2. Is a tool to explain what is the lesson book of either words or symbols and even numbers,
3. Not the result of learning media arts,
4. Utilization of instructional media are not limited to a particular Science but is used throughout Science.
Various kinds of media used. In general medium of language teaching can be divided into three types, namely the media view (visual aids), hearing the media (audio aids) and the media heard-of (audio-visual aids). The media view may include natural objects, people and events; imitation of natural objects, people and events, and pictures of natural objects, people and events (Effendi, 1984).
Natural objects that can be presented easily to school or can be directly appointed a media perspective that is effective enough to be used, such as school supplies, sporting goods, and objects around the school. If a natural object can not be presented, it can be replaced with a replica that is now fairly easy to get, for example fruits of plastic, toy cars, home furnishings, and so on. If imitation of natural objects that did not exist, then it can be replaced with an image, either a simple image or picture of the latest equipment. Another view of the media is a card with all its forms, flannel boards, magnetic boards, pocket boards, and so forth.
In the context of learning ALA, artificial objects and images are the most effective media to use, especially for the introduction mufradat and sentence patterns. Objects and images that can be placed in the corners of the room or attached to the wall as the exposure. If a child has been able to read, under each picture or imitation goods that can be included his name in Arabic.
Media that can be used untukr hear language teaching, among others, radio, tape recorder, and language laboratories (simple). To study the ALA, the radio seems less suitable, because the radio transmitter which broadcasts Arabic-language radio generally from the Middle East program and its contents are not suitable for consumption Indonesian children. Tape recorder to hear the media is a rather appropriate choice for teaching language, including the ALA, because with this tool can play the tapes according to what we want, such as the Arabic-language songs for children. However, constraints of the use of tape recorders is the lack of tapes ready to use specially designed for the teaching of ALA. This constraint was also a challenge for experts and practitioners of teaching Arabic.
Use of language laboratory as a tool for language teaching effectiveness has been recognized by experts on language teaching. However, for ¬-school school in Indonesia in general, especially in the districts, the equipment is often only a delusion that is difficult to achieve because the price is relatively high.
Media language teaching is the most complete media hear of view, because the media is a process of mutual help between the sense of hearing and sense of perspective. Which includes this type of media is television, VCD, computer-to-date and Language Laboratory. By using a satellite dish television broadcasts can be accessed in Arabic from various countries, like Saudi Arabia, United Arab Emirates, Kuwait, Iraq, and Pakistan. The broadcast can then be recorded using CD Writer so that can be played repeatedly as props.
VCD is also the medium of language teaching is quite effective to use. This tool is similar to the tape recorder just more complete. Heard only a tape recorder, while the VCD heard and seen. Currently has many programs for the teaching of Arabic is packaged in a CD, but not enough to operate with a VCD but with a computer equipped with multimedia. In the context of teaching ALA, ALA has many teaching programs are packaged in a CD, for example: Alif-Ba-Ta, Al-Qamus mushowwar li al-As-Shigar, Al-Bustan Raudloh, Juha 1-2, Jism al-Insan, Hadiqah al-Arqam, Masrahiyah al-letter al-Arabiyah, al-Lughah Ta'lim al-Arabiyah, 'Alam al-li as-Sigar Tajarub, Jazirah Al-Barka: n, and al-Musabaqah Mausuah wa al-Algha: z and many more (Kholisin, 2002).
REFERENCES
Asrori, Imam. 2001. Teaching Curriculum Conceptions About BA in MI and Development Weakness In Textbook. Paper presented at the PINBA II UGM Yogyakarta, 20-21 July 2001.
MORA. 1993. Outlines of Teaching Program (GBPP) Madrasah Curriculum Subjects Elementary Arabic. Jakarta: Directorate General of Islamic Binbaga.
Effendy, A. Fuad. 1984.
Kholisin, 2002. Paper presented at the Workshop on Arabic Language Learning Strategies for Children at the Department of Arabic Literature FS UM, 12-13 July.
Lubis, Amany. 2002. Teaching Arabic for kids (Al-Arabiyah Tadris Lil-Atfal). Paper presented at the Workshop on Arabic Language Learning Strategies for Children at the Department of Arabic Literature FS UM, 12-13 July.
Masyruhah, A. 2002. Madrasah Arabic Language Teaching in the Elementary District Se Sugio Lamongan. Unpublished Thesis. New York: State University of Malang.
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