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Page 1: 1 ?7' > ' A 3 B)0 ˝* CD - etheses.uin-malang.ac.idetheses.uin-malang.ac.id/6071/1/07930020.pdf · dalam meningkatkan kemahiran membaca (khususnya pemahaman terhadap teks- teks Arab)

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ABSTRACT

Muhammad Tauwab, 2009. The Effectiveness of Using Playing Cards in improving Reading Skill in Islamic State Junior High School Waru, North Penajam Paser Regency. Thesis. Graduate Program of Islamic State University Maulana Malik Ibrahim Malang. Advisors: I. Dr. Nurul Murtadho, II. Dr. Bakri Mohammed Bakheet.

================================================ Keywords: Improving Reading Skill, Playing Cards.

In MTsN Waru, Arabic teacher always uses reading method, and grammar - translation method. He has never used teaching media, except the media that are found in the class room. He still find some students who face difficulties to understand the texts. This thesis focuses on the importance of using

teaching medias, one of them is playing cards. From the above problems, the reaseacher will give two questions as the

following: (1) what is the effect of using playing cards in studying Arabic in MTsN Waru, North Penajam Paser Regency? (2) how far is the effectifiveness of using playing cards in improving student’s reading skill –to understand a reading-

in MTsN Waru, North Penajam Paser Regency? The researcher assums that using playing cards is effective in improving student’s reading skill (specially the understanding of Arabic texts) in MTsN

Waru. This research is the experiment research, which uses quasi experiment in expressing the cause and effect between experiment group and control group. The poputation if this research is all of students of MTsN Waru in 2008/2009, and the sample of this research is the students in the first level. To collecting datas, the

researcher used test, observation and questionnaire. The result of this thesis are: (1) the using of playing cards gives the positive effect to the students in studying Arabic. This card develops the motivation and the spirit of the students to studying Arabic, and the fluency and bravery of the students in reading loudly, as well as in understanding a reading. (2) the effectiveness of using playing cards has proved and convinced through the strong evidence which is based on two ways. From the pre-test and post-test of experiment group, it is found t0 = 12,768. And from the result of post-test of two

groups, it is found t0 = 4,82. And the researcher recommands that the next researchers do the same research by using playing cards to develop reading ability –for example in reading loudly- or to develop speaking and listening skill. The researcher thinks that the using of playing cards is effective in developing speaking and reading

skill too.

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ABSTRAKSI

Muhammad Tauwab, 2009. Efektifitas Penggunaan Kartu Taman Semantik terhadap Peningkatan Keterampilan Membaca di Madarasah Tsanawiyah Negeri Waru Kabupaten Penajam Paser Utara. Tesis. Program Pascasarjana Universitas Islam Negeri Maulana Malik Ibrahim Malang. Pembimbing: I. Dr. Nurul Murtadho, II. Dr. Bakri Mohammed Bakheet.

========================================================== Kata kunci : Peningkatan Keterampilan Membaca, Kartu Taman Semantik.

Di MTsN Waru, dalam pembelajaran Bahasa Arab guru selalu menggunakan metode membaca, tata bahasa dan terjemah. Guru tidak pernah menggunakan media pembelajaran selain yang terdapat di kelas. Masih ditemukan siswa-siswa yang mengalami kesulitan dalam memahami bacaan. Dan tesis ini berfokus pada pentingnya penggunaan media pembelajaran, salah

satunya adalah dengan Kartu Taman Semantik. Berdasarkan permasalahan diatas peneliti mengajukan pertanyaan sebagai berikut: (1) Apakah dampak dari penggunaan kartu taman semantik terhadap pembelajaran Bahasa Arab di MTsN Waru Kabupaten Penajam Paser Utara? (2) sejauh mana efektifitas penggunaan kartu taman semantik dalam meningkatkan keterampilan membaca –dalam hal pemahaman bacaan- siswa di MTsN Waru

Kabupaten Penajam Paser Utara? Peneliti berasumsi bahwa penggunaan kartu taman semantik ini efektif dalam meningkatkan kemahiran membaca (khususnya pemahaman terhadap teks-

teks Arab) siswa MTsN Waru tersebut. Penelitian ini adalah penelitian eksperimen, dengan desain eksperimen semu, untuk mengungkapkan hubungan sebab akibat antara kelompok eksperimen dan kelompok kontrol. Adapun populasi dari penelitian ini adalah seluruh siswa MTsN Waru tahun pelajaran 2008/2009, dan sampel penelitian adalah siswa-siswa kelas VII. Dan untuk mengumpulkan data digunakan cara

test, observasi dan angket. Dan hasil dari penelitian ini adalah sebagai berikut: (1) bahwa penggunaan kartu taman semantik tersebut telah memberikan dampak positif bagi siswa dalam pelajaran Bahasa Arab. Terdapat peningkatan motivasi dan semangat siswa dalam belajar bahasa Arab, juga dalam hal kelancaran dan keberanian siswa untuk membaca dengan nyaring, serta dalam memahami bacaan. (2) bahwa efektifitas penggunaan kartu taman semantik untuk meningkatkan keterampilan membaca telah terbukti secara nyata dan meyakinkan dengan bukti yang kuat berdasarkan dua cara. Berdasarkan hasil pre-tes dan post-tes kelompok eksperimen diperoleh hasil bahwa nilai t0 = 12,768. Dan berdasarkan hasil post-tes kelompok eksperimen dan kontrol dihasilkan nilai t0 =

4,82. Peneliti mengajukan rekomendasi kepada peneliti-peneliti berikutnya agar dapat melakukan penelitian eksperimen serupa dengan menggunakan kartu taman semantik ini untuk meningkatkan kemahiran membaca –pada sisi

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membaca secara nyaring misalnya- atau untuk meningkatkan kamahiran berbicara dan mendengar. Peneliti beranggapan bahwa penggunaan kartu tersebut

juga efektif dalam meningkatkan kemahiran berbicara dan mendengar.

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1 Nuttal, Cristine. 1982. Teaching Reading Skills in foreign Language. London : Heineman

Educational Books. p. 4 2 Caroll, J. Brown. 1985. The Nature of Reading Process. New York. p. 28

3 Robinson, H. Alan. 1977. Teaching Reading and Study StrategiesZ The Content AreasZ (Boston :

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∑X٦٨٠ ٢

MX٣٠,٩١ = = = ٢ N٢٢ ٢

∑Y١٣٢٠ ١

MY٥٥,٠٠ = = = ١ N٢٤ ١

∑Y٨٨٠ ٢

MY٤٠,٠٠ = = = ٢ N٢٢ ٢

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^(z I�7� :); .��$��=7a�� #I7�� ; 0I0)� U�&=��� B)=/���=�.

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MD t0 =

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]��� � ��C! �� ��/�3!: D∑

MD = N

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D = X - Y∑

SEMD =standard of error �� <� L/¥� *C�MD ��C! �� ��/�3! �(��]��� �:

SDD SEMD =

√ N - 1

= SDD Standard of deviation �� *C�z��¶Q� <� �� ��4��X �Y ��C! �� ��/�3! �(��]��� �:

∑D² ∑D ² SDD = N N

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�( � <$ h2�!MD � Bi: ∑D - ���

MD = = = -No,J`N N ��

[( � �3ISDD Bi�:

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= ���,��� - - ��,��� ² = ���,��� - ���,��� = �,���

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N-1 ��-� �� �,���

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MD - ��,���

to = = = - oN,K�W

SEMD �,���

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���8 � :.���- E ��R=�� B#�&��E ��R=� �� <� ��C���V0/ 5.$�+­� �����!��.

ا����� ا�����ر ا���� ا� ا����ة(X)

ا����ي ا�����ر(Y)

D = X – Y D²

� � �� �� ��- ��� � V �� �� ��- ��� � X �� �� ��- ��� � ± �� �� ��- ��� � r �� �� ��- ��� � ´ �� �� ��- ��� � Ü �� �� ��- ��� � � �� �� ��- ��� � u �� �� ��- ��� �� E �� �� ��- ���� �� ? �� �� ��- ��� �� ¦ �� �� ��- ��� �� å �� �� �� - ��� ��  �� �� ��- ��� �� W �� �� ��- ���� ��   �� �� ��- ��� �� æ �� �� ��- ��� �� � �� �� ��- ��� �� É �� �� ��- ��� �� z �� �� ��- ��� �� � �� �� ��- ��� �� � �� �� ��- ��� �� � �� �� ��- ���� �� 6 �� �� ��- ���

��N = ���X = ∑ ���� ∑Y = ���D= ∑ �����D²=∑

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�� @i Ä70!��#3�� .�0$ ) �( V 3T� .�0$ %3�� Z� j�(��.+�& to =oN,K�W – ��/�3!�� !@��h7 ��� M ��� � @i ²�� mC! ���4�� .8E� 5

oN,K�W

�(z &!6� �4��� W�4��)Ho( S!���� W�4���)Ha .( Ho = �=��� S&T� .g /� 6��b�1� *D� C� F���&�� FE M� .�+@��. Ha =�� C� �=��� S&T� .g /� 6��b�1 F���&�� FE M� .�+@��.

 ( � �§34!.+�g to ttabel Z .���- #�g z�C! �� �¤ <��df ZBi�: df = N – 1 = �� – � = ��

Ç�8�! ttabel 5 .�=��� .8E�� % �� .% ���� .8E� 5 .�=���� % £��,�� � .�=��� .8E� 5� % £��,��. � j�u "#CSO T� Z .+�g ²�� z�C! �� <��to <� }Y� ��+�g ttabel Z +@!� :

ttabel 5 % : to : ttabel 1 % = N,JK < oN,K�L > N,Wo

.+�g �)to }Y� <���+�g ttabelZ � �4��� W�4� )Ho( ����� Z S!���� W�4���)Ha( ���&�. �i�}�� [(i ��k "#$� Z �� h7 ��� ��/�3!

! �=��� S&T� .g /� 6��b�1� ²�� s#b�3!�T� %�9 "#$ M��� C��Cg�� ��=�� .�u�Z Á' �� X g /��� ��/�3' FE M� .�+@�� F�+�C�� .�+�#C��� .#�1�� Y S+C�3

5 F���&��.���C�� .P#�� :�#C'.

G(z I�7� :); �A�07;����=7a��v7; 0I0)� U�&=��. ��� .��b�3�� .�- 9�� .&!�/:#C� <$ «]P���� .�=��� .8E�)significance (

.���- "#$ � @� Bi F���&�� FE M� .�+@�� �=��� S&T� .g /� 6��b�1� <�E ��R=� �!����� .$�+­� <� ��C����]��� � ./� ,�� .$�+­�� .:

M1 – M2

to = SEM1 – M2

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Y M�37 X��/R ���'� .: �( � 6�&! �4��� W�4��)Ho( S!���� W�4���)Ha .(

Ho = �=��� S&T� .g /� 6��b�1� *D� C� F���&�� FE M� .�+@��. Ha =1�� C� �=��� S&T� .g /� 6��b� F���&�� FE M� .�+@��.

�( � z��¶Q�E �C�� ·1���� <$ h2�! )SD( :gE ���t� F�$ 3�� 5 +Y.�� ��� .24���.

�( � ���t� j�u <� Z �� z�Á$���� = X∑ ،� ��� =Y∑ ، ٣٨٠٠و =

²x∑ Z ����� =² y∑ Z�� =Nx ��� =Ny.

�u "+3! *P��� <� ·1����X بM1 = Mx � *P��� Y ب My = M2

�� ��/�3��@$ :#C!�� Y +M: X∑ ����

M1= = = �� Nx ��

Y∑ ��� M2 = = = �� Ny ��

<$ h2�! ÇSD <� *P���X V "+3!�SD1 ]��� � Bi�: ²x∑ ����

SD1 = = = √ ���,��� = ��,��� Nx ��

<$ h2�! ÇSD <� *P���Y V "+3!�SD2 ]��� � Bi�:

² y∑ ����

SD2 = = = √ ��,��� = �,���

Ny ��

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���8 � :3T� V h2��� <$ ��·1�� E �C�� z��¶Q� <� .���- E ��R=� ��C��� 5 ��$�+­�

F�+@�� X Y x Y x² y² � �� �� �� �- ��� �� � �� �� � � �� �� � �� �� ��- ��- ��� ��� � �� �� � �- �� �� � �� �� �� � ��� �� � �� �� ��- �- ��� �� � �� �� ��- �� ��� ��� � �� �� �� �- ��� �� � �� �� ��- ��- ��� ��� �� �� �� �� � ��� � �� �� �� � � � �� �� �� �� �� � ��� � �� �� �� ��- �- ��� �� �� �� �� � �� �� ��� �� �� �� �� ��- ��� ��� �� �� �� ��- � ��� � �� �� �� � � �� �� �� �� �� ��- � ��� � �� �� �� ��- �- ��� �� �� �� �� � �� � ��� �� �� �� � � � � �� �� �� � � - �� �� �� �� � �� ��� �� �� � ��- ���

����∑X = ���Y =∑ x = ∑ � y =∑ ���� x²= ∑ ���� y²= ∑

X =.���- V0/�� .$�+�+#� �Ñ=�!��. Y =.���- V0/�� .$�+�+#� ./� ,�� x =z��¶� .���@�� <� X Z� )x = X – Mx( y =z��¶� .���@�� <� Y Z�(y = Y – My)

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j�u �C�� Z :#C! �� ��/�3! <$<� L/¥� E �C� M1 (SEM1)و L/¥� E �C� <�M2 (SEM2)� �� Y:

SD1 ��,��� ��,��� ��,���

SEM1= = = = = �,���

√ Nx – 1 √�� – � √�� �,���

SD2 �,��� �,��� �,���

SEM2= = = = = �,���

√ Ny – 1 √�� – � √�� �,���

�� ��4�� <� L/¥� E �C� <$ h2�! ÇM1 �M2.

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=√ �,���+ �,��� = √ ٩,٦٩٧ = �,���

.���@�� [(i "#$ �� +�$� Z .+�g <$ h2�! �� ��/�3!to Bi�: M1 – M2 �� – �� ��

to = = = = �,�� SEM1-M2 �,��� �,���

.+�g �34! Çto ،� <�� <$ h2�!df ]��� � M#�g:

df = (N1 + N2) – 2 = (�� + ��) – � = ��

! Ç�8� ttabel «]P�� �� .�=��� .8E� 5� % �� % Z �L� M�� �8�V df = �� ZB4� .�=��� .8E�� % =�,�� � .�=��� .8E� 5� = %

�,�� . .+�g �� �(i �C+�to ��+�g <� }Y� ttabel . £� "#$ ��' [(i�.�� C�� .�=�.

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�u Z �4��� W�4��)Ho ( S!���� W�4��� �����)Ha (���&�. !�3 s#b FE�g .�+@�� � C� �=��� S&T� .g /� 6��b�1� �� S�#2��� �(i <� h7 ���

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.� 1E *�38 � E�a@� *DF . �#C�� X 1�E��� .�#Y .t� .��01Q� .C� J-= � .����T�. ����6

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u'�#>� �=�'c�:

22- Ainin, Mochammad. 2007. Metodologi Penelitian Bahasa Arab. cet.1. (Malang: Hilal Pustaka)

23- Arikunto, Suharsimi. 1996. Prosedur penelitian suatu pendekatan praktek

(Jakarta: Rineka Cipta) 24- Ismail, Andang. 2006. Education Games (Yogyakarta: Pilar Media) 25- Machmudah, Umi dan Abdul Wahab Rosyidi. 2008. Active Learning dalam

pembelajaran Bahasa Arab (Malang: UIN Malang Press) 26- Nuttal, Cristine. 1982. Teaching Reading Skills in foreign Language

(London : Heineman Educational Books).

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27- Robinson, H. Alan. 1977. Teaching Reading and Study StrategiesZ The

Content Areas. (Boston : Allyn and Bacon Inc) 28- Soeparno. 1988. Media Pengajaran Bahasa (Yogyakarta: Intan Pariwara) 29- Sudijono، Anas. 1997. Pengantar Statistik Pendidikan. cet.VIII. (Jakarta:

Raja Grafindo Persada)

30- Caroll, J. Brown. 1985. The Nature of Reading ProcessZ Harry and RuddelZ Robert (eds)Z Theoritical Models and process of ReadingZNew York.

31- Haris, Abdul. 2005. Meningkatkan Ketrampilan Berbicara Bahasa Arab

Melalui Game. El JadidZ Jurnal Ilmu Pengetahuan Islam.2(4)

32- Sinar Dunia Creative, Petunjuk Cara Bermain Playing Card (APP, Pabrik

Kertas Tjiwi Kimia Tbk)

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