MODEL-MODEL BELAJAR BAHASA ARAB DI INDONESIA (STUDI KASUS PENGALAMAN BELAJAR BAHASA ARAB DOSEN BAHASA ARAB DI INDONESIA YANG MENDAPATKAN PENGHARGAAN DARI TIMUR TENGAH TAHUN 2014)

R. Umi Baroroh, NIM.: 1130016010 (2018) MODEL-MODEL BELAJAR BAHASA ARAB DI INDONESIA (STUDI KASUS PENGALAMAN BELAJAR BAHASA ARAB DOSEN BAHASA ARAB DI INDONESIA YANG MENDAPATKAN PENGHARGAAN DARI TIMUR TENGAH TAHUN 2014). Doctoral thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Several points underlie the study of Arabic-learning models in Indonesia. Firstly, despite the shift of paradigm from teacher centered approach to student centered one, studies of student-based learning are not frequently conducted. Arabic is no exception. Secondly, the number of Islam-based schools, such as madrasah, pesantren and the like, is abundant, yet these schools lack of Arabic learning models that lead their students to a success in learning. The history shows that Arabic has been learnt since the arrival of Islam missionaries in Indonesia. It also indicates that there have thousands of Indonesians been learning the language; among them are Arabic teachers. Thirdly, the motivasion and interest of Islamic-base school students are very low due to inadequate number of fascinating models of learning available. Therefore this research focuses on three basic questions. What learning experience is useful in Indonesia? Which models of learning Arabic are appropriate? What points make the subjects of the study succeed? This is a qualitative interactive research with a collective case type of study. The data taken from an interview and documentasion are analysedusing qualitative data analisis, whereas the case study is analysed with situasion analisis and comparison analisis. Data are validated their credibillity by member-check, their transferability by the teachers‟ respons toward the findings, and their dependability and confirmability by audit trail technique conducted by both promotors. The results of the study are as follow: 1) two competences in Arabic-learning experience (i.e. receptive and productive ) were revealed. 2) In general, there were two basic Arabic-learning models; receptive competence learning with 9 models and productive competence learning with 15 models. 3) There were 6 factors that support the success in learning Arabic; external motivasion, internal motivasion, a competence teacher, a caring teacher, an easy understanding teacher, supportive environment. In terms of Arabic learning theory, the study contributes the theory of acting and moving in learning Arabic.

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