journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 35 determining the influence of power point slide toward students motivation in learning english enni akhmad, noning t. rivai jurusan tadris bahasa inggris fakultas ilmu tarbiyah dan keguruan iain sultan amai gorontalo ennimakassar@gmail.com abstract this study aims to determine the influence of the using power point slides on the motivation of students in learning english. the study formulated into research question “is there influence of using power point toward students’ motivation?” this study used quantitative research by taking sample 37 students at mts negeri model limboto through random sampling technique. the instrument of this study was questionnaire. the data analyzed through the formula pearson product moment and correlation product moment. the result of this study shown that there is strong influence of using power point slide toward students’ motivation in learning english. the significant influence can be seen in the result of data analyzed, where penelitian ini bertujuan untuk menentukan pengaruh penggunaan powerpoint slide terhadap motivasi siswa dalam kegiatan belajar bahasa inggris. pertanyaan penelitian dirumuskan dalam bentuk pertanyaan yaitu “apakah terdapat pengaruh penggunaan power metode penelitian kuantitatif dengan mengambil 37 orang siswa mts negeri model limboto melalui teknik sampling acak. instrumen penelitian yang digunakan adalah kuisionaire. data yang diperoleh dianalisis menggunakan rumus pearson product moment dan correlation product moment. hasil penelitian menunjukkan bahwa terdapat pengaruh yang kuat penggunaan power point slide terhadap motivasi siswa belajar bahasa inggris. pengaruh signifikan terlihat dari hasil analisis data yaitu keywords: powerpoint slide as media, motivation journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 36 a. introduction adapting technology in teaching and learning process had been done many years ago since computer system introduced. the operational system of computer has been proved that the process of teaching and learning is easy to run through applying those systems. the computer system contains some examples which need to make teaching and learning process effective. to copy the document, there are printed facilities, to save the material, there are directory file facilities, to calculate the students’ achievement, there is microsoft excel facility, and to present the lesson material into several point of ideas, there is power point facility. benefits of using microsoft power point slide in teaching and learning have been determined through research (ex: hoffsterr, 2013, munir, 2012, rudi susilana dan cepi riyana, 2007, verawati, 2008). the benefits are (1) the material presented is becoming more attractive, (2) the material presented is easy to understand, (3) the material presented clearly, (4) assist in the manufacture of the slide, outline presentations, electronic presentations displaying dynamic slide, including clip art interesting, all of which is displayed on the screen, (5) enhance the digestibility of students to the information or material provided. microsoft power point slide also give beneficial function to teacher, namely (1) facilitate the teacher to explain the learning material or abstract objects (not real) into concrete (real), (2) make it easy for teachers to provide a real and direct experience, because students can communicate and interact with the environment in which learning, (3) it can attract the attention of students, arousing interest, motivation, activity, learning and creativity in the teaching and learning. attracting students’ motivation in learning is one of important factor. according to sardiman motivate is the driving force from the inside to perform activities to achieve objectives. motivation is the process of encouraging direction and persistence of behavior. motivation can serve as a spur to effort and achievement. someone does something because of the motivation business. there are two types of motivation, intrinsic motivation and extrinsic motivation. intrinsic motivation is motivation arising from within the private individuals themselves without the influence of outside individuals. extrinsic motivation is journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 37 a boost to the behavior of someone who is outside the act of doing. intrinsic motivation and extrinsic motivation is very important for students in the learning process, with the emergence of intrinsic motivation can lead to the spirit of learning. based on two principles that microsoft power point slide as the facility on computer which enable to attract students’ attention in learning and the theory said that students’ motivation can be influenced by the extrinsic factor, thus logically variables microsoft power point slide influence students motivation in learning. therefore, the question should be answered is there influence of using microsoft power point slide toward students’ motivation to study english. thus, the aim of the research is to determine the influence of using power point toward students’ motivation in learning english. the implication is to strengthen the theory that microsoft power point slide is effective to attract students’ attention and automatically influence students’ motivation. b. literature review microsoft power point is a presentation program for a computer developed by microsoft in the computer application package. it helps preparing a presentation in order to make effective learning. microsoft powerpoint slide typically consist of graphics, movies, sounds, objects, clipart, as well as images and text. according to susilana (2009:99) microsoft powerpoint is a presentation application program in computer. verawati (2008: 9) said microsoft powerpoint is software created specifically to handle the design of graphical presentations easily and quickly intervening. microsoft power point as the application for presentation can be used in many situations such lecturing, training, seminars, and workshops. microsoft power point slide is also website based. in this pattern it can be formatted into a web (html) so that the program appears in the form of a browser that can display internet. this is supported by the facilities of the powerpoint to publish the results of work into the web. hoffsterr, 2013, munir, 2012, rudi susilana dan cepi riyana, 2007, verawati, 2008). the benefits are (1) the material presented is becoming more attractive, (2) the material presented is easy to understand, (3) the material presented clearly, (4) assist in the manufacture of the slide, outline presentations, electronic presentations displaying dynamic slide, including clip art journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 38 interesting, all of which is displayed on the screen, (5) enhance the digestibility of students to the information or material provided. microsoft power point slide also give beneficial function to teacher, namely (1) facilitate the teacher to explain the learning material or abstract objects (not real) into concrete (real), (2) make it easy for teachers to provide a real and direct experience, because students can communicate and interact with the environment in which learning, (3) it can attract the attention of students, arousing interest, motivation, activity, learning and creativity in the teaching and learning. underlying the point that microsoft power point slide can attract the attention of students, arousing interest, motivation, activity, learning and creativity in the teaching and learning, thus motivation can be regarded as the driving force from the inside and in the subject to perform the activity specific activities order to achieve a goal. motivation is the driving force from the inside to perform activities to achieve objectives. motivation is the process of encouraging direction and persistence of behavior. it should be emphasized that the motivation coincides with a purpose. motivation to learn is necessary, because someone who does not have the motivation learn, not possible to implement learning activities. in the process of learning, motivation is required in determining the intensity of the effort of learning for students. according to oemar hamalik in martinis yamin (2006:170) mentions that there are three functions of motivation namely, (1) encourage people to do, so as a driver or motorcycle which releases energy, (2) determine the direction of action towards the goals to be achieved, (3) selecting actions, which determine the actions that must be done to match in order to achieve the goal, to put aside the deeds that are not useful for that purpose. the nature of motivation to learn is internal and external encouragement to students who are learning to make changes in behavior, in general, with several indicators that support. hamzah b. uno (2006:23) classifies the indicators of motivation to learn (1) the desire and the desire to succeed, (2) the encouragement and needs in learning, (3) the hopes and dreams of the future, (4) the existence of awards in the study, (5) there activity interest in learning, (6) the existence of a conducive learn environment, thus enabling a student can learn well. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 39 motivation to learn is not only arise from within the students, but also from outside the student. extrinsic motivation has important role, according to max darsono, et al (2000: 65) there are several factors that influence the motivation to learn items, namely: (1) ideals or aspirations of students. ideals or aspiration is a target to be achieved. ideals will strengthen the motivation to learning. (2) study skills, it required a wide range of capabilities. this capability includes some psychological aspects contained in students, for example, savings, attention, memory, think the power, fantasy. (3) conditions student, students are creatures composed of psychophysical unity. the conditions that affect motivation students to learn here with regard to the physical and psychological condition. (4) environmental conditions, they are elements that come from outside the student. healthy environmental conditions, harmony life, social order needs to be enhanced quality with a safe environment. (5) dynamic elements in learning are elements whose presence in the learning process is not stable, sometimes strong, the sometimes weak and even disappear altogether. (6) the efforts of teachers in student learning. efforts question is how to prepare teachers in teaching students ranging from mastery of the material, how attentive the students, evaluate student learning outcomes, and others. c. method of research this research used quantitative method. there were 74 students of mts n model limboto taken as population and 37 students chose as sample by using random sampling. the research instrument was questionnaires. they were consisted of 20 statements (questionnaire for microsoft power point) and 20 statements (questionnaire of motivation). they used into likert scale. data analysis were using correlation product moment, in determining the percentage level the researchers used a formula to calculate the frequency distribution using spss 16. d. finding and discussion the questionnaires of using microsoft power point slides showed the result through the data display., when question was analyzed one by one. the students always attend an english class when power point slide used. there 70,3 percentage sample agree with the statement, 13,5 percentage strongly agreed, 16,2 percentage rate quite agree with the statement. the students prefer the spirit of learning english by using an animated display that journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 40 draws on power point slides. there were 2,7 percentage of samples disagreed with the statement, 40,5 percentage rate agreed, 32,4 strongly agree. the students easily digest english class when using an animated display moves on power point. there were 43,2 percentage rate samples agreed with the statement, 35,1 percentage rate strongly agree. display attractive animations can help me to understand english lessons, 51,4 percentage rate strongly agree and only 10,8 percentage rate quietly agree. the student enthusiasm for learning english in school if using animation in powerpoint media, 40,5 percentage agree, 35,1 percentage strongly agree, 24,3 percentage quietly agree, and no sample voted less agree and disagree. using a power point application in learning english is very interesting when using animated display, 51,4 percentage strongly agree, 29,7 percentage agree, 16,2 percentage quite agree, 2,7 less percentage agree. power point presented such animations so i was interested to learn, 40, 5 percentage rate strongly agreed, 37,8 percentage agreed and, 21,6 percentage quite agree. the students interested in learning english when using the display of images on a power point slide, 45,9 percentage strongly agree and 5,4 percentage less agree. learning english by using an attractive appearance makes my enthusiasm for learning, 73,0 percentage strongly agreed with the statement and 2,7 percentage less agree. learning english in the classroom fun when using the display of images on power point, 43,2 percentage agreed, 35,1 percentage rate strongly agree, and 5,4 percentage less agree. learning english to use your powerpoint images on the media makes me happy, 37,8 percentage strongly agree and disagree, and 2,7 percentage less agree. the students glad to learn english at school using video views on power point, 45,9 percentage agreed with the statement, 27,0 percentage strongly agree and quite agree, and none less agree. by using the image display when learning english makes student excited, 43,2 percentage agree, 21,6 percentage quite agree, and 35,1 percentage rate with statement strongly agree. learning to use the image of education make student has pleased to learn english, 48,6 percentage agree, 2.7 percentage not agree, 21,6 percentage strongly agreed, and 27,0 percentage quite agree. learning english using video display powerpoint slides are very interesting and easy to understand, 43, 2 percentage agree, 2, 7 percentage less agree, 18,9 revelation quite agree. it was easier to digest english class journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 41 when using video display draws on power point slides, 40, 5 percentage strongly agreed and 8, 1 percentage less agree. the students do not feel bored learn english by using video on powerpoint media, 56,8 percentage strongly agreed, 5,4 percentage quite agree and disagree. the student has pleased to learn english by using the video display on the power point slides as easy to understand, 43,2 percentage agree and 8,1 percentage less agree. the student glad to learn english at school using video views on power point slide, 37, 8 percentage quite agree 8,1 percentage less agree, 32,4 percentage strongly agree, and 21,6 percentage agree. it was easier to digest english lessons when using the strong views education video on power point slides, 56,8 percentage strongly agreed, and 5,4 quite agree and disagree. the finding of students’ motivation displayed in these data showed the increase of students’ achievement, because they have high interest in involving teaching and learning using power point. the student can memorize english vocabulary of more than 100 vocabulary, 64,9 percentage strongly agree, 10,8 percentage quite agree, and 24,3 percentage agree. the student can working task english easily, 43,2 percentage agree, 54 percentage less agree, 32,4 percentage quite agree, and 18,9 percentage strongly agree. the student will continue to learn english so that i get good grades, 43, 2 percentage agree, 10,8 strongly agree and disagree, and 35,1 quite agree. the students believe will get good score in the subjects of english, 32,4 percentage strongly agree, agree, and quite agree, and 2,7 percentage less agree. the students want to be subjects of english extracurricular lessons, 37,8 percentage agree, 5,4 percentage less agree with the statement, 29,7 strongly agree and agree. the students want more developed english lessons to be easy to learn, 43,2 percentage quite agree, 24,3 percentage strongly agree, and 32,4 percentage agree. the students want to learn english to develop my potential, 37,8 percentage strongly agree, 27,0 percentage agree, and 35,1 percentage quite agree. the students want to be a lot of time to learn english, 40,5 percentage strongly agree with the statement, 32,4 percentage agree, and 24,3 percentage quite agree. praise given teacher for student be more active learning english, 54, 1 percent strongly agree 18,9 percentage agree, and 27,0 percentage quite agree. the students task with a maximum of english in order to get good grades, 43,2 percentage agree, 5,4 percentage less agree, 35,1 percentage strongly agree, and 16,2 percentage quite agree. by giving student a good value journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 42 even harder to learn english, 37,8 percentage strongly agree and agree, 2,7 percentage less agree, and 21 percentage quite agree. the student followed the subjects of english because students want to become fluent english language, 37,8 percentage quite agree, 8,1 percentage less agree. the level of significance of the variables x and y is 0,05. if the error rate of 0.05 (95% confidence level) and n = 37, then the price r table = 0,325. by looking at the table r count correlation = 0,375, then r count greater than r table or r count > r table, so ho rejected and ha accepted. thus, there was a positive influence and significant correlation between the use of powerpoint toward student motivation in learning english, at 0,375. based on the display data above, using microsoft power point slide proved has influence to students motivation. hoffsterr, 2013, munir, 2012, rudi susilana dan cepi riyana, 2007, verawati, 2008). the benefits are (1) the material presented is becoming more attractive, (2) the material presented is easy to understand, (3) the material presented clearly, (4) assist in the manufacture of the slide, outline presentations, electronic presentations displaying dynamic slide, including clip art interesting, all of which is displayed on the screen, (5) enhance the digestibility of students to the information or material provided. microsoft power point slide also give beneficial function to teacher, namely (1) facilitate the teacher to explain the learning material or abstract objects (not real) into concrete (real), (2) make it easy for teachers to provide a real and direct experience, because students can communicate and interact with the environment in which learning, (3) it can attract the attention of students, arousing interest, motivation, activity, learning and creativity in the teaching and learning. the theory proved the data were collected through questionnaire. it contains 20 questions. the item of questions refers to the using of microsoft power point in teaching and learning process, 99 percentage samples strongly agree that lesson material will more easy and attractive when presenting through microsoft power point. it can present in modification, such as in personal presentation: commonly used for powerpoint presentations in class classical learning. such as lectures, trainings, seminars, workshops, and others. stand alone: on the pattern of this presentation, powerpoint can be tailored to individual learning interactive, although the interactive content is not too high, but powerpoint is capable of displaying the journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 43 feedback that has been in the program. web-based: in this pattern powerpoint files can be formatted into a web (html) so that the program appears in the form of a browser that can display internet. this is supported by powerpoint facilities to publish the work to the web. e. conclusion the level of significance of the variables x and y is 0,05. if the error rate of 0.05 (95% confidence level) and n = 37, then the price r table = 0,325. by looking at the table r count correlation = 0,375, then r count greater than r table or r count > r table, so ho rejected and ha accepted. thus, there was a positive influence and significant correlation between the use of powerpoint toward student motivation in learning english, at 0,375. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 44 references arikunto, s. prosedur penelitian suatu pendekatan praktik. (jakarta: rineka cipta, 2006), hlm. 7. arsyad, azhar. media pembelajaran. (jakarta: rajawali pers 2011) dr. rusman, dkk. pembelajaran berbasis teknologi informasi dan komunikasi, (jakarta: rajawali pers, 2013), hlm. 2 dalyono. psikologi pendidikan. (jakarta: pt. rineka cipta, 2005), hlm. 55. djaali. psikologi pendidikan, (jakarta: pt bumi aksara, 2013), hlm. 101. hamalik. proses belajar mengajar, (bandung: pt bumi aksara, 2006), hlm. 170. hamzah b. uno. perencanaan pendidikan, (jakarta: pt bumi aksara, 2006), hlm. 23 munir, m.it., multimedia konsep dan aplikasi dalam pendidikan, (bandung: alfabeta, 2012), hlm 2 purwanto, m. ngalim. prinsip-prinsip dan teknik evaluasi penagajaran, (bandung: pt remaja rosdakarya, 2007), hlm. 61. pupuh fathurohman dan sobry sutikno. strategi belajar mengajar. (bandung: pt rafika aditama, 2014), hlm. 19. rudi susilana dan cepi riyana. media pembelajaran. (bandung: cv wacana prima,2007), hlm 99. sumadi suryabrata. psikologi pendidikan, (jakarta: rajawali pers, 2013), hlm. 70. slameto. belajar dan faktor-faktor yang mempengaruhi, (jakarta: rineka cipta, 2013), hlm. 74. sugiyono. metode penelitian dan pengembangan r&d, (bandung: alfabeta, 2015. sardiman a.m. interaksi dan motivasi belajar mengajar, (jakarta: rajawali pers, 2014), hlm. 73. verawati, erhans. microsoft powerpoint 2007. (jakarta: pt. ercontara rajawali,2008), hlm 9. al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 13 implementation of prezi media to improve understanding of students in english learning eka resty novieta sari (1) , rizal ula ananta fauzi (2) ekaresty@unipma.ac.id (1) , rizalmanajemen@gmail.com (2) informatics engineering department, faculty of engineering pgri university of madiun (1) management department, business economic faculty pgri university of madiun (2) abstract this study aims to apply the learning model by using prezi to improve understanding of english courses. this research was conducted at the pgri university of madiun in the academic year of 2017/2018. the research subjects were students of primary school teacher education. this study uses a classroom action research design. it was used to solve learning problems in the classroom that seeks to study and reflect in depth some aspects of learning. this research was divided into two cycles that are adjusted to the time allocation and topic chosen. based on the findings of the study, it can be concluded that the implementation of prezi media can improve understanding of english class 2b material, primary school teacher education study program. this increase was shown by the achievement of the average understanding of the concept of the first cycle of 73 with 69% completeness and in the second cycle of 83 with 94% completeness. so it can be concluded that there has been an increase of 25%. this shows that the application of the learning model using this prezi media can improve students' understanding. keywords: english learning, prezi learning model, prezi media abstrak penelitian ini bertujuan untuk mengetahui penerapan model pembelajaran dengan menggunakan prezi untuk meningkatkan pemahaman kursus bahasa inggris. penelitian ini dilakukan di universitas pgri madiun pada tahun akademik 2017/2018. subjek penelitian adalah siswa pendidikan guru sekolah dasar. penelitian ini menggunakan desain penelitian tindakan kelas (penelitian tindakan kelas) dengan dua siklus yang disesuaikan dengan alokasi waktu dan topik yang dipilih. kesimpulan dalam penelitian ini adalah bahwa penerapan media prezi dapat meningkatkan pemahaman materi kelas 2b bahasa inggris, program studi pendidikan guru sekolah dasar. peningkatan ini ditunjukkan dengan pencapaian pemahaman rata-rata konsep siklus pertama 73 dengan ketuntasan 69% dan pada siklus kedua 83 dengan ketuntasan 94%. maka dapat disimpulkan bahwa terjadi peningkatan sebesar 25%. hal ini menunjukkan bahwa penerapan model pembelajaran menggunakan media prezi ini dapat meningkatkan pemahaman siswa. kata kunci: pembelajaran bahasa inggris, model pembelajaran prezi, media prezi mailto:ekaresty@unipma.ac.id(1) mailto:rizalmanajemen@gmail.com(2) al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 14 a. introduction teaching and learning of english is one of the important factors in improving the ability of human resources in indonesia. in the globalization era it is now very important to master english because a lot of science and technology are presented in english. however, not all students master english. as a result many students still have difficulty absorbing knowledge and technology from the west. in general, students have a poor understanding of english courses. students assume that english courses are difficult. many factors make them do not understand english. as a result, many of them received poor grades. for this reason, interesting learning is needed so that they are more interested in participating in english learning. to help clarify the delivery of material, it is necessary to have the right learning media so that students are more motivated. learning media can stimulate students to be more effective. learning media will facilitate students to receive or remember the material that has been delivered. another benefit is to facilitate the lecturer in delivering the material, because it can be directed directly to students. therefore, the use of learning media can stimulate students to learn. the accuracy in choosing learning media that will be used in the teaching and learning process is very influential on the effectiveness of achieving the learning objectives to be achieved. learning media is very varied along with the rapid development of science and technology. one of them is the use of prezi is an interactive and internet-based learning media that has a slide with the zooming user interface (zui) view. this learning media is a new breakthrough in learning, where the prezi media can be used as a tool to explore and share ideas on virtual canvas. this zooming user interface (zui) display allows users to prezi to zoom in and out on their presentation media. in addition the prezi is used to make presentations in linear form or in the form of mind maps. in this prezi media, text, images, videos, and other presentation media are placed on the presentation canvas and can be grouped into the frame provided. from the description above, it is important to conduct research that focuses on the use of innovative learning media so that students' understanding of english learning increases. in this study prezi media was used to improve understanding of english learning. al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 15 learning is a process of creating conducive conditions for interaction between teaching and learning between teachers, students, and other learning components to achieve certain goals. (rusman, et al, 2012: 15-16). gagne and briggs (in arsyad, 2011: 4) define learning media implicitly, namely a tool that is physically used to convey the content of teaching material, which consists of books, tape recorders, cassettes, video cameras, video recorders, films, slides (picture frames), photos, pictures, graphics, television, and computers. in other words, the media is a component of learning resources or physical vehicles that contain instructional material in the student environment that can stimulate students to learn. tarr (in embi, 2011: 129) argues that prezi media has the advantage that (1) has more factors than other slides, (2) it does not need to move from one slide to another. enough with one large canvas that can be inserted with images, ideas, data, and so on. so for presentations with prezi you don't need lots of slides, just 1 slide, (3) it's easy to combine images, sounds and videos in one view, (4) it's very easy to use. the learning model with prezi media is a new innovation in the world of information technology-based education. prezi media can display an idea or idea in an interrelated view in a slide show with another slide. in this case, the prezi media can focus on the desired slides so that it can facilitate understanding the contents of each slide. the presence of zoom out and zoom in features can make students become more interested in following english learning and students are easier to capture material so that student achievement is better. b. research method this research was conducted at the pgri university of madiun in the academic year of 2017/2018. the research subjects were students of primary school teacher education. research time starts from preparation to preparation of classroom action research reports starting from may 2018. this study uses a classroom action research design that is used to solve learning problems in the classroom. in general, this study aims to improve the understanding of students of the primary school teacher education study program on english language courses using prezi media. according to kemmis and mc taggart in (fitrianti, 2016: 22-23) there are four components in a cycle including: (1) planning, (2) action, (3) observation, and (4) al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 16 reflection. after a cycle has been implemented and reflected, then it is followed by replanning carried out in a separate cycle. data collection techniques in this study are tests and non-tests. data collection techniques are how to obtain the data needed. according to sugiyono (2012: 193) "data collection techniques are the most strategic step in research because the aim of the research is to obtain data." this study uses a test with written techniques in the form of evaluation sheets done after learning english using prezi which aims to measure understanding students are held at each meeting in each cycle. non-test techniques are observation. data from observations and researcher notes were analyzed descriptively to determine the quality of the teaching and learning process. to find out the improvement of learning outcomes is done by comparing the scores of students with previous tests. student understanding data is analyzed on cognitive aspects. data analysis for cognitive aspects was done by descriptive statistical analysis and gain score. the level of mastery of the material is analyzed by gain score by determining the gain score normalized. according to hake 1999 (in yuliati, 2005: 92) the normalized gain score (9) is a good method for analyzing the results of the pre-test and post-test. gain score is a good indicator to show the level of effectiveness of learning that is carried out in terms of the pre-test and post-test scores. according to hake, the gain score normalized can be determined by the formula: < 𝑔 >= (< 𝑆𝑓 > − < 𝑆𝑖 >) (100−< 𝑆𝑖 >) (hake in yuliati, 2005: 92) information : <g>: gain score normalized s_f : post-test mean score s_i : average pre-test score gain score category: g-high : with (<g>)> 0.7 g-medium: with 0.7 ≥ (<g>) ≥ 0.3 g-low : with (<g>) <0.3 al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 17 c. findings and discussions findings pre-action findings 1. understanding of english language material for students of elementary school teacher education study programs is still lacking. this is reflected in the results of midterm test, only a few who scored above 60, and others still under 60. 2. students are less active both in the learning process and in working on the given questions. they did not dare to ask questions. students are less concentrated in participating in learning. at the beginning of learning students seemed to concentrate on learning. but that didn't last long. many students don't pay attention, there are those who play cell phones while learning takes place. 3. lecturers still use power point media when learning. the learning method applied by the lecturer is lecture. data cycle i exposure based on the results of the observation, the data obtained from the observations of the lecturers' actions were obtained from the learning implementation sheet. the success of the lecturers' actions in learning in cycle i is 75%. the results of the evaluation of understanding by applying the prezi media on learning cycle i can be seen in table 1. below: table 1. data frequency of value of postes understanding cycle i no. interval frekuensi (fi) mid score (xi) fi.xi percentage (%) 1. 60-65 5 62,5 313 16 2. 66-71 4 68,5 274 13 3. 72-77 15 74,5 1118 47 4. 78-83 3 80,5 242 9 5. 84-89 4 86,5 346 13 6. 90-95 1 93,5 94 3 total 32 466 2385 100 average class = 73 completeness = 69% top value = 90 lowest value = 62 al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 18 a summary of data on the pre-test results of understanding the concept of students in cycle i can be seen in table 2. below: table 2. percentage of learning completeness of students in the pre-test of cycle i study completeness students all student percentage complete study 6 32 19% not complete learning 26 32 81% the following is a summary of post-test understanding data in cycle i can be seen in the table below: table 3. percentage of student completeness in post-test cycle i study completeness students all student percentage complete study 23 32 72% not complete learning 9 32 28% students concept comprehension tests were carried out at the beginning and end of cycle i. based on these data, a percentage of students' understanding of the concept of grade 2b in the first cycle can be compiled in table 4. below: table 4. achievement of students' understanding in cycle i average pretest average post-test gain score 66 75 0,26 cycle ii data exposure observation activities were carried out by observers. recapitulation of the results of observations of lecturers' actions was 76.59%. the results of evaluation of understanding of future tense material by applying prezi media on learning cycle ii can be seen in table 6. below : table 6. data frequency of cycle ii postes understanding value no. interval frekuensi (fi) central value (xi) fi.xi percentage(%) 1. 68-72 2 70,0 140 6 2. 73-77 5 75 375 16 3. 78-82 9 80 720 28 4. 83-87 5 85 425 16 5. 88-92 9 90 810 28 al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 19 6. 93-97 2 95 190 6 total 32 495 2660 100 average class = 73 completeness = 69% top value = 90 lowest value = 62 the description of the data obtained from the second cycle of the application of the learning model using prezi media is as follows. table 7. percentage of student completeness in the pre-test of cycle ii study completeness ∑students ∑all student percentage complete study 22 32 69 not complete learning 10 32 31 summary of student post-test results in the second cycle can be seen in table 8. below: table 8. summary of cycle ii student post-test results data study completeness ∑students ∑all student percentage complete study 30 32 94 not complete learning 2 32 6 student understanding tests are carried out at the beginning and end of cycle ii. based on the data, the percentage of students' understanding of achievement in cycle ii can be compiled in the table below. table 9. achievement of student understanding in cycle ii average of pre-test average post-test gain score 54 83 0,62 based on table 9. above it can be seen that the calculation of the gain score in cycle ii is 0.62. the gain score shows that learning with media prezi has a very good success rate because it is included in the g-medium level. learning activities in cycle ii are carried out based on the findings in cycle i. from the findings, improvements are made so that the learning activities in cycle ii run better than cycle i. al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 20 the development of student learning comprehension from the initial conditions to the second cycle can be seen in the following table 10. below: table 10. development of student learning understanding action total student complete percentage (%) pre action 6 19 cycle 1 22 69 cycle ii 30 94 discussions based on data analysis conducted, in the first cycle showed an average test score of 75 with completeness of 72%. in this first cycle, some students have not been able to achieve classical completeness. the factors that led to the achievement of classical completeness in the first cycle was due to (1) there were still few students who dared to ask questions, (2) there were still some students who played mobile phones during the learning process, (3) there were several students who were crowded especially those who sat behind, (4) during the delivery of the material, there were still students who did not pay attention, (5) there were some students who were not actively discussing the practice questions, (6) the ability of students to present the answers was low. in the second cycle the average score of understanding increased to 83 with a classical completeness of 94%. this shows that the application of learning media using this prezi media can improve students' understanding. the increasing understanding of students in the second cycle was due to the increase in student activity. this increase was marked by (1) the discussion went well, (2) students no longer played cell phones during the learning process, (3) students took the lecturers' explanations well. the level of effectiveness of learning in this study was calculated using the gain score. gain score increased from cycle 1 by 0.26 to 0.62 in cycle ii. this shows that learning using media prezi can improve students' understanding of the material. al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 21 d. conclusions based on the findings of the study, it can be concluded that the application of prezi media can improve understanding of english language material in class 2b, the primary school teacher education study program. this increase was shown by the achievement of the average understanding of the concept of the first cycle of 75 with a completeness of 72% and in the second cycle of 83 with 94% completeness. b. suggestion the results of this study have not fulfilled the actual objectives so it is necessary to include discussion of research findings based on research findings and existing theories. in addition, research needs to be done by developing media prezi with all teaching material in 1 semester, in order to produce a better understanding. al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 22 references arsyad, azhar. 2011. media pembelajaran. pt raja grafindo persada: jakarta embi, muhammad. 2011. aplikasi web 2.0 dalam pengajaran dan pembelajaran. selangor: universiti kebangsaan selangor. fitrianti. 2016. sukses profesi guru dengan penelitian tindakan kelas. deepublish: yogyakarta. rusman, dkk. 2012. pembelajaran berbasis teknologi informasi dan komunikasi: mengembangkan profesionalitas guru. pt. raja grafindo persada: jakarta. sugiyono. 2012. metode penelitian kuantitatif kualitatif dan r&d. alfabeta: bandung. 223 ©2019 al-lisan: jurnal bahasa (e-journal) al-lisan: jurnal bahasa (e-journal) iain sultan amai gorontalo volume 4, nomor 2, agustus 2019 issn 2442-8965 (p) issn 2442-8973 (e) http://journal.iaingorontalo.ac.id/index.php/al struktur kolokasi bahasa arab (suatu kajian fenomena linguistik) yuslin kasan yuslinkasan81@gmail.com iain sultan amai gorontalo abstrak penelitian ini tentang kolokasi dalam bahasa arab. kolokasi dalam bahasa disebut al-tadhāmma. tujuan penelitian ini adalah menguraikan serta mendeskripsikan jenis atau kategori kolokasi dalam bahasa arab. penelitian ini termasuk dalam jenis penelitian pustaka metode yang digunakan dalam pengambilan data menggunakan metode distribusional yakni tehnik unsur langsung kemudian dianalisis secara kualitatif. hasil penelitian ini menunjukkan bahwa terdapat dua kategori kolokasi bahasa yang terdapat dalam sumber penelitian yakni kolokasi gramatikal dan kolokasi leksikal. karakteristik dari kolokasi gramatikal biasanya preposisi bisa didampingkan dengan verba dan nomina, dimana preposisi yang digunakan yakni preposisi في(fî), إلى(ilâ), على(alâ), ْعن(an), ْل(li) dan ْب(bi) serta adverbia ت sedangkan kolokasi leksikal ,(tachta)تَح adalah kolokasi yang terbentuk dari nomina, verba, adjektiva, yang digunakan untuk kata tertentu saja. abstract this research is about collocation in the arabic language. collocation in the arabic language is called al-tadhāmma. the purpose of this study is to describe the type or category of language collocation in arabic. this research is library research. the technique of data collection used distributional, then analyzed qualitatively. the results of this study indicate that there are two categories of language collocation found in research sources namely grammatical collocation and lexical collocation. the characteristics of grammatical collocation are usually prepositions that can be accompanied by verbs and nouns, where the prepositions used are the prepositions في (fî), إلى (ilâ), ت and adverb (bi) بْ and (li) لْ ,(an) عنْ ,(alâ) على ,(tachta) تَح whereas lexical collocation is collocation formed from nouns, verbs, adjectives, which are used for certain words only. keywords: al-tadhāma; grammatical collocation, lexical collocation http://u.lipi.go.id/1421293761 http://journal.iaingorontalo.ac.id/index.php/al mailto:yuslinkasan81@gmail.com 224 ©2019 al-lisan: jurnal bahasa (e-journal) a. pendahuluan kajian mengenai kolokasi bahasa arab sebagai suatu fenomena linguistik berlangsung belum lama ini. minat akan kolokasi sebagai suatu fenomena linguistik di dalam bahasa arab bermula sejak para pakar bahasa arab tradisional yang mencatat keberadaannya di dalam bahasa arab tetapi mereka tidak memberinya suatu nama. (gemei & mahmoud, 2006). gemei & mahmoud (2006) mendefinisikan kolokasi sebagai asosiasi yang mengikuti kebiasaan antara dua atau lebih kata-kata untuk menandakan arti tertentu. ini merupakan suatu fenomena linguistik yang ada di dalam arab seperti halnya di dalam bahasa-bahasa yang lain dan dibahas dalam ilmu semantik, leksikografi, tatabahasa, terjemahan, dan ilmu semantik teori. hal ini telah dipelajari sebagai bagian dari masingmasing bidang dan diberi nama yang berbeda-beda sesuai dengan bidang yang mempelajarinya. sebagaimana telah disebutkan di atas pada dasarnya setiap bahasa, mempunyai karekteristik kolokasi tersendiri. misalnya dalam bahasa indonesia kita mengatakan ‘saya hanya mau minum air bening, air putih, atau air biasa’.pilihan kata setelah kata air lebih tepat menggunakan putih, walaupun kenyataannya air berwarna bening. contoh lainnya “kucing mati lebih tepat jika dibandingkan dengan kucing meninggal. sebab kata “mati” hanya tepat jika disandingkan dengan kata “kucing” atau jenis hewan lainnya. kemampuan menyandingkan kata dan memahami kata yang sudah disandingkan merupakan dambaan pembelajar bahasa arab, akan tetapi akan menjadi sulit dan bahkan membuat frustrasi jika pembelajar bahasa arab kurang memiliki kemampuan menyandingkan dan memahami kata yang sudah disandingkan dengan kata lainnya. nation (2001) menyatakan, “knowing what words can occur with other words contributes to the fluency which with language can be used”. pernyatan ini dapat dipahami kata-kata yang bisa berpasangan dengan kata-kata yang lainnya membantu kefasihan dalam penggunaan bahasa tersebut. kolokasi merupakan fenomena universal yang ada dalam setiap bahasa dan memiliki karakteristik tersendiri yang berbeda antara satu bahasa dan lainnya. karena keunikannya itulah maka kolokasi menjadi objek yang sangat menarik untuk dikaji. 225 ©2019 al-lisan: jurnal bahasa (e-journal) tidak salah jika dikatakan bahwa kolokasi termasuk persoalan pelik yang mendapat perhatian serius terutama bagi para pembelajar bahasa terutama bahasa arab. oleh karena itu, dalam penelitian ini akan dideskripsikan tentang pengertian kolokasi dan bagaimana kolokasi dalam bahasa arab dengan pengambilan sampel dari kamus-kamus bahasa arab dan buku-buku yang berkaitan dengan bahasa arab. b. metode penelitian penelitian ini termasuk jenis penelitian pustaka (library research) yakni mendeskripsikan suatu penelitian yang dilakukan semata-mata berdasarkan fakta atau fenomena yang terdapat pada data. istilah “metode” dalam penelitian linguistik mencakup kesatuan dari rangkaian proses: penetuan, kerangka pikiran, perumusan hipotesa atau perumusan masalah, penentuan populasi, penentuan sampel, data tehnik pemerolehan data, analisis data. jadi metode itu baru tampak dalam tehnik pemeroleh data analisis data (subroto: 1992). adapun metode pengumpulan data adalah dengan tehnik pustka. sumber data dapat berwujud majalah, surat kabar, karya sastra, buku bacaan umum, karya ilmiyah yang pakai (subroto: 1992). sumber data diambil dari kamus arab indonesia (yunus: 1989), kamus almunawwir: arab indonesia terlengkap (al-munawwir: 1997), kamus kontemporer arab-indonesia (atabik, ali dan muhdlor, a zuhdi: 1998) dan buku-buku yang berkaitan dengan bahasa arab dengan pendekatan semantik gramatikal dan leksikal. sedangkan teknik yang digunakan untuk analisis data adalah tehnik urai langsung ialah mengurai suatu kontruksi morfologi atau sintaksis tertentu kedalam unsur-unsur langsung berdasarkan intuisi yang didukung oleh penanda lahir (intonasi) peneliti dapat menentukan unsur langsung suatu konstruksi, seperti َْعلَى yang terdiri dari فََرَض verbaفرضberdampingan dengan preposisiعلى (subroto: 1992). c. hasil dan pembahasan 226 ©2019 al-lisan: jurnal bahasa (e-journal) hasil kolokasi dalam bahasa arab adalah ْتضام(bālbaki, 1990). menurutnya kolokasi adalah: ْ ت ع َمال َرىْف ىاإلس َْكل ماتْأُخ َعةُْالَكل َمةْإلَىْالتضمامْإلىْالكلمةْأو ىنَز اللُّغَو yang dapat dimaknai kolokasi (tadhāmma) adalah kecondongan kata untuk bergabung dengan kata lainnya dalam pemakaian bahasa (balbaki, 1990). barfield dan gyllstad (2010) mengemukakan, “for everyone learning or teaching a second language, collocation is undoubtedly one of the most fascinating (and at time frustrating) challenges that they face”. konsep mengenai kolokasi pertama kali diidentifikasi oleh palmer pada tahun 1933 (nation, 2001) yang mengatakan bahwa: “each [collocation] … must or should be learnt, or is best or most conveniently learnt as an integral whole or independent entity, rather than by the process of piecing together their component parts”. misalnya, kata ‘menanak’ dapat berkolokasi dengan ‘nasi’, tetapi tidak dapat berkolokasi dengan ‘ikan’ atau ‘sayur’. adapun yang mempopulerkan istilah kolokasi adalah firth seorang linguis inggris, dalam slogan yang cukup populer ia mengatakan "you shall judge a word by the company it keep" dapat dimaknai 'anda akan menilai sebuah kata dengan menyandingkannya'. firth dalam modes of meaning (1957) memaparkan bahwa meaning by collocation'pemaknaan berdasarkan kolokasi' bermanfaat untuk mendekati makna secara formal dan konseptual (al-farisi, 2011). sedangkan menurut kridalaksana (2008) kolokasi adalah “asosiasi yang tetap antara kata dengan yang lain yang berdampingan dalam kalimat; misalnya: antara kata ‘keras’ dan ‘kepala’ dalam ‘kami sulit menyakinkan orang yang keras kepala’. definisi kolokasi menurut baker (1997) sebagai kecenderungan sejumlah kata untuk bergabung secara teratur dalam suatu bahasa, tetapi kata yang mana dapat berkolokasi dengan kata apa tidak ada hubungannya secara logis. kolokasi berbeda dengan idiom. idiom adalah ungkapan yang kalau diterjemahkan secara harfiah tidak masuk akal atau ungkapan yang maknanya tidak dapat ditelusuri melalui kata per kata dan membentuk kata baru. misalnya, idiom dalam bahasa indonesia ‘cuci tangan’ dalam kalimat ‘mereka cuci tangan atas masalah itu’. 227 ©2019 al-lisan: jurnal bahasa (e-journal) idiom ‘cuci tangan’ tidak bisa dipahami melalui kata ‘cuci’ dan kata ‘tangan’, tetapi harus dipahami sebagai satu kesatuan. dalam bahasa arab pun demikian. misalnya ْا ب ُن بْ ‘artinya ‘anakابن ,tidak bisa kita pahami kata perkata (pandai berperang)ال َحر sedangkan الحربartinya ‘perang’. ْي ق ْالطَّر ُع عُْ tidak bisa pahami (perampok)قَاط قَاط ‘yang memotong’ dan الطريقartinya ‘jalan’. contoh lainnya seperti kata ْ أع َطى ُرهُْ ُرهُْ memberikan’ sedangkan‘ أع َطي tidak bisa dipahami kataَظه ’punggungnya‘ َظه tidak bisa diartikan dia memberikan punggungnya akan tetapi idiom yang berupa klausa tersebut dimaknai ‘tidak mengindahkan dan tidak memperhatikan. sebaliknya, kolokasi adalah gabungan kata yang maknanya dapat ditelusuri melalui kata per kata, tetapi tidak membentuk kata baru. misalnya dalam bahasa indonesia gabungan kata ‘memanjat pohon’ dapat dipahami maknanya melalui kata ‘memanjat’ dan kata ‘pohon’. adapun dalam bahasa arab, ketika seorang penutur bahasa arab memikirkan minuman, misalnya, ia dapat menggunakan verba yang umum seperti يشرب. pendengar dapat memprediksikan sejumlah besar kemungkinan kata yang berkolokasi dengan verba tersebut, seperti: ُّْالشَّاي ‘teh’, ال َحل يب ‘susu’, القهوة ‘kopi’, تقَال ي ُرال بُر jus jeruk’, tetapi sama sekali pendengar tidak akan‘َعص memprediksikan kata-kata ْك رْ ,’oli mesin‘ َزي تُال ُمَحر ي minyak ‘ َزي تُا لَبن ز bensin,شامبو‘syampo’ يتيك ب ر ُضا لك .’asam belerang‘ َحام menurut benson, dan ilson (1997) kolokasi terdiri atas dua kategori, yaitu kolokasi gramatikal dan kolokasi leksikal. kolokasi gramatikal ialah gabungan kata yang terdiri atas kata dominan (nomina, ajektiva, verba) dan kata depan (preposisi), misalnya ‘menyimpang dari’,‘senang dengan’, ‘terdiri atas’, dan kolokasi leksikal ialah gabungan kata yang terdiri atas nomina, verba, adjektiva, dan adverba, misalnya ‘minum obat’, ‘teh tawar’, ‘menanak nasi’, ‘mengumbar janji’, ‘berjalan cepat’. kolokasi adalah kecenderungan sejumlah kata atau sekelompok kata untuk bergabung secara teratur guna menghasilkan bicara dan atau tulisan yang terdengar 228 ©2019 al-lisan: jurnal bahasa (e-journal) lazim dan berterima dalam suatu bahasa. setiap bahasa mempunyai kebiasaannya masing-masing. misalnya, dalam bahasa indonesia kata ’mati’ dapat bersanding dengan lampu menjadi ’lampu mati’. kata ’mati’ bersinonim dengan kata ’meninggal dunia’, ’mangkat’, ’berpulang ke rahmatullah’, tetapi sinonim kata ’mati’ tidak lazim bergabung dengan kata ’lampu’. dalam bahasa indonesia, tidak lazim dikatakan “lampu meninggal dunia (mangkat, wafat, gugur, atau berpulang ke rahmatulah)”. seperti yang telah diuraikan di atas, kolokasi dapat diuraikan dalam dua kategori, yakni kolokasi gramatikal dan leksikal. untuk itu, dalam pembahasan kali ini akan diuraikan sedikit tentang kolokasi dalam bahasa arab dilihat dari segi kolokasi gramatikal dan leksikal. dalam bahasa arab kolokasi secara gramatikal misalnya verba َْاَل َزمberdampingan dengan preposisi ْبmenjadi ْْب ,yang dimaknai mengharuskan, mewajibkan (aliاَل زَم atabik & muhdlor, a zuhdi. 1998). verba َْأتبع(menggabungkan) berdampingan dengan preposisi ْبmenjadi yang dimaknai menggabungkan (ali, atabik & muhdlor, aأَت بََعْبْ zuhdi. 1998). verba بَاض(bertelur) berdampingan dengan preposisi ْب(dengan) menjadi ْباَض .yang dimaknai diam, berdomisili (ali, atabik & muhdlor, a zuhdi. 1998: 294)بْ selanjutnya verba فرض(menentukan) berdampingan dengan preposisiعلىmenjadiفََرَضَْعلَىyang dimaknai mewajibkan (ali, atabik & muhdlor, a zuhdi. 1998). verba غاب(menghilang) berdampingan dengan preposisi َْعن(dengan) menjadi َْعنْ .yang dimaknai menghilangkan (ali, atabik & muhdlor, a zuhdiَغاَب 1998). selanjutnyaَْا ب تَعَد(menjadi jauh) berdampingan dengan preposisi َْعن(tentang) menjadi َْعنْ & yang dimaknai menceraikan atau memisahkan (ali, atabikا ب تَعَدَ muhdlor, a zuhdi. 1998). verba ُْيَئ س(putus asa) berdampingan dengan preposisi ْن ْ menjadi (dari)م يَئ ُس نْ yang dimaknai berputus asa (ali, atabik & muhdlor, a zuhdi. 1998). contohم 229 ©2019 al-lisan: jurnal bahasa (e-journal) selanjutnya verba حاد(condong) berdampingan dengan preposisi ْعنyang dimaknai condong atau menyimpang (ali, atabik & muhdlor, a zuhdi. 1998). selanjutnya verba ََْحَصل(berjalan, terjadi) berdampingan dengan preposisi ْلْ menjadi (untuk)لْ & yang dimaknai mengenai, atau terjadi (ali, atabikَحَصل muhdlor, a zuhdi. 1998). dan jika verbaََْحَصل(berjalan, terjadi) berdampingan dengan preposisi ْن نْ menjadi (dari)م ْم ,yang dimaknai muncul dari atau hasil dari (aliَحَصل atabik & muhdlor, a zuhdi. 1998). sedangkan verba ََْحَصل(berjalan, terjadi) berdampingan dengan preposisi على(atas) menjadi َْعلَى yang dimaknaiَحَصَل mendapatkan atau memperoleh (ali, atabik & muhdlor, a zuhdi. 1998). selanjutnya verba ََْخَرج(keluar) jika berdampingan dengan preposisi ْب(dengan) menjadi َْخَرَجْبyang dimaknai mengeluarkan. kemudian jika verba ََْخَرج(keluar) jika berdampingan dengan preposisi َعلَى(diatas) menjadi َْعلَى yang dimaknaiَخَرَج memberontak, menyerang. selanjutnya verba ََْخَرج(keluar) jika berdampingan dengan preposisi َْعن(tentang) menjadi َْْعن yang dimaknai membelok, perkecualian dariَخَرَج atau melampaui (ali, atabik & muhdlor, a zuhdi. 1998). selanjutnya verba دَعا(memanggil, mengundang) jika berdampingan dengan preposisi ْب(dengan) menjadi ْْب .yang dimaknai mengundang, atau menamakanدَعا kemudian verba دَعا(memanggil, mengundang) jika berdampingan dengan preposisi ْإلى menjadi (ke)إلى yang dimaknai mengundang. kemudian jika verbaدَعا (untuk)لْ jika berdampingan dengan preposisi (memanggil, mengundang)دَعا menjadi yang dimaknai menyebabkan, mendatangkan (ali, atabik & muhdlor, aدعاْلْ zuhdi. 1998). verba َْراغ(menyimpang) jika berdampingan dengan dengan preposisi ْن danم نْ menjadiَعنْ dimaknai menghindang aau mengelak. sedangkan jikaراغْعنْ danَراَغْم berdampingan dengan preposisi إلىmenjadi راغْإلىdimaknai cenderung atau berpihak dengan sembunyi-sembunyi (ali, atabik & muhdlor, a zuhdi. 1998). 230 ©2019 al-lisan: jurnal bahasa (e-journal) selanjutnya verba ََْسلَّم(menyerahkan, memberikan) jika berdampingan dengan preposisi إلى(ke) menjadi ْإلى dimaknai tunduk dan mengajukan. tetapi jika diَسلََّم sandingan dengan preposisi ْن نْ makan akan menjadi (dari)م ْم yang dimaknaiسلََّم menyelamatkan, menjaga, dan jika disandingkan dengan preposisi علَى(diatas) maka akan menjadi َْعلَى yang dimaknai memberi hormat atau salam. kemudian jikaَسلََّم disandingkan dengan preposisi ْبmakan akan menjadi ْْب ,yang dimaknai relaَسلََّم mengakui atau menetapkan (ali, atabik & muhdlor, a zuhdi. 1998). kemudian verba َْ jika disandingkan dengan preposisi (naik, tinggi)َسما yang dimaknai memandang rendah, dan jika dibandingkanَسماَْعنْ menjadi (tentang)َعنْ dengan preposisi ْب(dengan) menjadi ْْب َ dimaknai menaikkan. selanjutnya jikaَسما disandingkan dengan preposisi إلى(ke) menjadi َْْإلى dimaknai mengangkat atauَسما berhasrat kepada (ali, atabik & muhdlor, a zuhdi. 1998) kemudian klausa ُْن ه disandingkan (memperoleh)يَدَى berasal dari kata verbaيَدَىْم dengan preposisi ْن yang dimaknai memperoleh kebaikan (dia)ـهdan pronomina (dari)م darinya (ali, atabik & muhdlor, a zuhdi. 1998). kemudian prasa بة ر ْتج ت تَْ merupakan gabungan dari adverbiaتح di bawahتَح dan nomina بة ر yang diartikan percobaan. jika disandingkan kedua kata tersebutتَج diterjemahkan secara harfiyah di dalam kekuasaan dan diterjemahkan secara maknawi diartikan dalam percobaan. klausa ْيده تَْ berasal dari adverbiaتحت dan (tangan)يَدَىَّْ dan nominaتح pronominaـه(dia) yang dimaknai di dibawah kekuasannya (ali, atabik & muhdlor, a zuhdi. 1998). selanjutnya preposisi َعلى(di atas) jika disandingkan dengan nomina ْيَد(tangan) menjadi ْْيد (tentang)َعنْ dimaknai atas perbuatannya. selanjutnya jika preposisiعلى jika disandingkan dengan nomina ْيَد(tangan) menjadi ْْيد dimaknai atas bantuannyaعن (ali, atabik & muhdlor, a zuhdi. 1998). 231 ©2019 al-lisan: jurnal bahasa (e-journal) kemudian preposisi َْعن(tentang) dan preposisi ْمن(dari) jika disandingkan dengan nomina ْد ي ْبعيدْ menjadiبَع َْبعيدْ danَعن ن yang dimaknai dari jauh (ali, atabikم & muhdlor, a zuhdi. 1998). lebih jelasnya di bawah ini diuraikan contoh kolokasi dalam bentuk tabel. tabel 1. pembentukan kolokasi gramatikel nn kolokasi gramatikal terjemahan maknawi kategori 1 (ب)الزمْ (aljama bi) mengharuskan verba+ preposisi 2 (ب)أتبَعْ (atba’a bi) menggabungkan verba + preposisi 3 (ب)باض (bâ’dhabi) berdomisili verba + preposisi 4 (على)فرضْ (faradha ‘alâ) mewajibkan verba + preposisi 5 (عن)غابْ (ghâba ‘an) menghilang dari verba + preposisi 6 (عن)ابتعدْ (ibta’ada ‘an) menceraikan verba + preposisi 7 نْ )يئس (م (ya’isu min) berputus asa ajektiva +preposis i 8 (ْلْ )َحَصل (chashala li) mengenai atau terjadi verba + preposisi 9 ( نْ )َحَصلْ م (chashala min) muncul dari verba + preposisi 10 (َعلَى)َحَصلَْ (chashala ‘alâ) memperoleh verba + preposisi 11 ( بْ )َخَرجَْ (kharaja bi) mengeluarkan verba + preposisi 12 (َعلَى)َخَرجَْ (kharaja ‘alâ) menyerang verba + preposisi 13 (َعنْ )َخَرجَْ (kharaja ‘an) membelok verba + preposisi 14 (بْ )دَعا mengundang/menamakan verba + preposisi 232 ©2019 al-lisan: jurnal bahasa (e-journal) (da’â bi) 15 (إلى)دَعا (da’â ‘alâ) mengundang verba + preposisi 16 (لْ )دعا (da’â li) menyebabkan, mendatangkan verba + preposisi 17 نْ )َراغَْ (م (râgha min) menghindar, mengelak verba + preposisi 18 (َعنْ )َراغَْ (râgha an) menghindar, mengelak verba + preposisi 19 (إلى)راغ (râgha ilâ) cenderung, berpihak verba + preposisi 20 (إلى)َسلَّمَْ (sallama ilâ) mengajukan, tunduk verba + preposisi 21 نْ )سلَّمَْ (م (sallama min) menyelamatkan verba + preposisi 22 (َعلَى)َسلَّمَْ (sallama ‘alâ) memberi hormat verba + preposisi 23 (بْ )َسلَّمَْ (sallama bi) mengakui, menetapkan verba + preposisi 24 ( َْ عنْ )َسما (samâ‘an) memandang rendah verba + preposisi 25 ( َْ بْ )َسما (samâ bin) menaikkan verba + preposisi 26 (إلىَْ)َسما (samâ ilâ) mengangkat, berhasrat kepada verba + preposisi 27 (منه)يدى (yadâ minchu) memperoleh kebaikan darinya nomina + preposisi + pronomin a 28 تَتجربة تَح (tachtatajribah) dalam percobaan adverbia + nomina 29 (يده)تحت (tachta yadahu) dibawah kekuasaanya adverbia+ nomina 30 يدْ (على) (a’ala yadin) atas perbuatan preposisi + nomina + pronomin a 31 يدْ (عن) (‘an yadin) atas bantuannya preposisi + nomina 233 ©2019 al-lisan: jurnal bahasa (e-journal) 32 بعيدْ (عن) (‘an ba’îdin) dari jauh preposisi + nomina 33 بعيدْ (من) (min ba’îdin) dari jauh preposisi + nomina kolokasi secara leksikal, seperti yang telah diuraikan di atas ialah gabungan kata yang terdiri atas nomina, verba, adjektiva, dan adverbia. misalnya: prasa ْالقَُرى ,أُمُّ nomina أمartinya induk sedangkan القرىartinya desa-desa, jika disandingkan kedua nomina tersebut diterjemahkan secara harfiyah induk dari desa, dan diterjemahkan secara maknawi menunjuk pada suatu tempat yakni kota mekkah al-mukarramah (ali, atabik & muhdlor, a zuhdi. 1998). begitu juga dengan ُّْْأُم أس الرَّ kata ُّْ أُمّ artinya induk sedangakan الرأسartinya kepala. jika disandingkankan kedua nomina tersebut diterjemahkan secara harfiyah artinya induk dari kepala dan diterjemahkan secara maknawi artinya otak (ali, atabik & muhdlor, a zuhdi. 1998). selanjutnya prasa ْالكتاب artinya indukأم merupakan gabungan dari nominaأم sedangkan الكتابartinya buku, al-qur’an. jika disandingkan kedua nomina tersebut diterjemahkan secara harfiyah artinya induk dari al-qur’an, dan diterjemahkan secara maknawi artinya surat al-fathichah (ali, atabik & muhdlor, a zuhdi. 1998). kemudian prasa ح ْْأم م الرُّ merupakan gabungan dari nomina أمartinya induk sedangkanْ ح م artinya lembing. jika disandingkan kedua nomina tersebutالرُّ diterjemahkan secara harfiyah artinya pokok lembing dan terjemahan secara maknawi artinya bendera. selanjutnya ْر س ْالج artinya kepalaَرأسُْ merupakan gabungan dari nominaَرأ ُس sedangkan الجس رartinya jembatan dan jika disandingkan kedua nomina tersebut diterjemahkan secara harfiyah artinya kepala jembatan dan terjemahan secara maknawi ujung jembatan. kemudian frasa ْال َمالْ merupakan gabungan dari nominaَرأ ُس 234 ©2019 al-lisan: jurnal bahasa (e-journal) yang artinya harta, dan jika disandingkanالمالُْ artinya kepala, sedangkan nominaَرأسُْ kedua nomina tersebut diterjamahkan secara harfiyah artinya kepala harta dan terjemahan secara maknawi artinya modal (ali, atabik & muhdlor, a zuhdi. 1998). kemudian frasa ُْا لبَابْ َْعتَبَة merupakan gabungan nominaَُْعتَبَةyang artinya tangga sedangkan nomina البَابartinya pintu, jika disandingkan kedua nomina tersebut diterjemahkan secara harfiyah tangga pintu, dan terjemahan secara maknawi ambang pintu (ali, atabik & muhdlor, a zuhdi. 1998). kemudian frasa ُْت رْ َْصو ُسو ال َمك merupakan gabungan nomina صوتyang artinya suara dan nomina ْر ُسو artinya rusak, jika disandingkan kedua nomina tersebutال َمك terjamahan harfiyahnya suara rusak dan terjamahan secara maknawi suara yang lunak (ali, atabik & muhdlor, a zuhdi. 1998). selanjutnya frasa ُْأ ي ُْْصل ب الرَّ merupakan gabungan nomina ُُْصل بyang artinya artinya baja dan nomina ُْأ ي artinya pemikiran, pendapat. jika disandingkan keduaالرَّ nomina tersebut terjemahan harfiyahnya keras pendapat yang diterjamahkan secara maknawi keras kepala (ali, atabik & muhdlor, a zuhdi. 1998). selanjutnya frasa ُْا ألَدَبْ ْقَل ي ل merupakan gabungan nomina ُْقَل ي لartinya sedikit, dan artinya adab, sopan santun. jika disandingkan kedua nomina tersebut terjemahanاألدب harfiyahnya sedikit adab dan terjemahan maknawi tidak punya sopan santun (ali, atabik & muhdlor, a zuhdi. 1998). selanjutnya frasa ُْل ا لبَالْ َْمش غُو merupakan gabungan nomina ل غُو artinya sibukَمش dan nomina ُْالبَالartinya keadaan jika disandingkan kedua nomina tersebut terjemahan harfiyahnya sibuk keadaan dan terjemahan maknawi gundah, gelisah (ali, atabik & muhdlor, a zuhdi. 1998). kemudian frasa ُْبَالْ ا لَْخال ي merupakan gabungan nomina خاليartinya kosong, bebas danُْا لبَالyang artinya keadaan jika disandingkan kedua nomina tersebut 235 ©2019 al-lisan: jurnal bahasa (e-journal) terjemahan harfiyahnya keadaan yang kosong dan terjemahan maknawi tenang, damai (ali, atabik & muhdlor, a zuhdi. 1998). kemudian frasa ُْيَاح ي كْ ْص الد merupakan gabungan nomina ُْيَاح artinya suaraص dan ْي ك yang diartikan ayam jantan. jika disandingkan kedua nomina tersebutالد diterjemahkan secara harfiyah suara ayam jantan yang dimaknai ayam berkokok (ali, atabik & muhdlor, a zuhdi. 1998). kemudian frasa ْبال artinya mempunyai danذوmerupakan gabungan nominaذو yang diartikan keadaan. jika disandingkan kedua nomina tersebut diterjemahkanبَالْ secara harfiyah artinya mempunyai keadaan, dan terjemahan maknawi yang penting, menarik perhatian (ali, atabik & muhdlor, a zuhdi. 1998). kemudian prasa غيرْذيْبالmerupakan gabungan dari nomina غيرyang diartikan tidak, bukan dan prasaذيْبالyang diartikan mempunyai keadaan jika di terjemahkan secara harfiyah tidak mempunyai keadaan, secara maknawi diartikan yang tidak penting (ali, atabik & muhdlor, a zuhdi. 1998). kemudian prasa ُْطاَرَْصوابُهmerupakan gabungan dari verba َْطاَرartinya terbang dan َْصوابartinya kesadaran. jika disandingkan kedua kata tersebut diterjemahkan secara harfiyah artinya terbang kesadaran, dan terjemahan yang maknawi artinya hilang kesadaran (ali, atabik & muhdlor, a zuhdi. 1998). kemudian prasa ْ ْفَرحا artinya terbangطاَرَْ merupakan gabungan dari verbaطاَر dan ْ فَرحاartinya senang. jika disandingkan kedua kata tersebut diterjemahkan secara harfiyah artinya terbang senang, dan terjemahan yang maknawi artinya bersuka ria (ali, atabik & muhdlor, a zuhdi. 1998). untuk lebih memberikan pemahaman di bawah diuraikan contoh-contoh kolokasi secara leksikal dalam bentuk tabel. tabel 2. pembentukan kolokasi leksikal no kolokasi leksikal terjemahan maknawi kategori 236 ©2019 al-lisan: jurnal bahasa (e-journal) أمْالقرى 1 (‘ummu al-qurâ) makkah al-mukarramah nomina + nomina مح 2 أمْالر (‘ummu al-ramchi) bendera nomina + nomina أمْالرأس 3 (ummu al-ra’si) otak nomina + nomina أمْالكتاب 4 (ummul-kitâbi) surat al-fatihah nomina + nomina ح ْْأم 5 م الرُّ (ummu al-rumhi) bendera nomina + nomina رأسْالمالْ 6 (ra’su al-mâli) modal nomina + nomina عتبةْالباب 7 (‘utabatu-l-bâb) ambang pintu nomina + nomina صوتْالمكسور 8 (shawtu al-maksûr) suara yang lunak nomina + nomina صلبْالرأي 9 (shalaba al-ra’yi) keras kepala nomina + nomina قليلْاألدب 10 (qalîlu al-‘adabi) tidak tahu adab (sopan) ajektiva + nomina مشغولْالبال 11 (masyghûlu al-bâli) gundah ajektiva + nomina خاليْالبال 12 (khâliyu al-bâli) tenang nomina + nomina صياحْالديك 13 (shiyâchu al-dîku) ayam berkokok nomina + nomina ذوْبال 14 (dzûbâlin) penting nomina + nomina غيرْذيْبال 15 (ghairudzîbâlin) tidak penting nomina + nomina طاَرَْصوابُهُْ 16 (thâra shawâbuhu) kehilangan kontrol verba + nomina فَرحا ْْطارَْ 17 (thâra shawâbuhu) bersuka ria verba + nomina d. simpulan berdasarkan pembahasan di atas dapat disimpulkan bahwa kolokasi dibentuk dari dalam dua kategori, yakni kolokasi gramatikal dan kolokasi leksikal yang terdiri dari 237 ©2019 al-lisan: jurnal bahasa (e-journal) dua kata atau lebih yang salah satu unsur kata tersebut memiliki hubungan dengan anggota kata lain. adapun karakteristik kolokasi gramatikal pada penelitian ini, bahwasanya preposisi bisa didampingkan dengan verba dan nomina, dimana preposisi yang digunakan yakni preposisi في(fî), إلى(ilâ), على(alâ), ْعن(an), ْل(li) dan ْب(bi) serta adverbia َْت sedangkan kolokasi leksikal adalah kolokasi yang terbentuk dari .تَح nomina, verba, adjektiva, yang digunakan untuk kata tertentu saja. penelitian kolokasi dalam bahasa arab sesungguhnya sangat penting dalam mempelajaran bahasa arab dan juga dalam penerjemahan. penulis meyakini kajian mengenai kolokasi dalam bahasa arab dapat dikaji lebih lanjut sebagai bagian dalam mengembangkan khasanah keilmuan khususnya dalam bidang bahasa. daftar pustaka ali, a. & muhdlor, a z. (1998). kamus kontemporer arab-indonesia. yogyakarta: indonesia. al-farisi, m. z. (2011). pedoman penerjemahan arab indonesia (strategi, metode, prosedur dan teknik). bandung: pt. remaja rosdaya. alwi, h., dkk. (2003) tata bahasa baku indonesia (edisi tiga). jakarta: balai pustaka. bakalla, m. h. (1984). arabic culture, through it’s language and literature. london: keagen paul international. baker, m. (1997). in other words: a course book on translation. london: routledge. 238 ©2019 al-lisan: jurnal bahasa (e-journal) bālbaki, r. m. (1990) mu’jam al-mushthalahaat al-lughawiyyah, inkliziyyah-‘arabiy, cetakan pertama. beirut: daar el-ilmi lilmalayin. barfield, a., & gyllstad, h. (ed.). (2010). researching collocations in another language. houndmills, basingstoke, hampshire: macmillan publishers limited. benson, m., benson, e., & ilson, r. (1997), the bbi dictionary of english word combinations. philadelphia: john benjamins. harimurti, k. (2008). kamus linguistik. jakarta: pt gramedia pustaka utama. munawwir, a.w & fairuz, m. (2007). kamus al-munawwir indonesia-arab terlengkap. surabaya: pustaka progresif. nation, i.s.p. (2001). learning vocabulary in another language. cambridge: cambridge university press. subroto, e. (1992). pengantar metode penelitian linguistik struktural. surakarta: sebelas maret university press. yunus, m. (1989). kamus arab-indonesia. jakarta: pt hidakarya agung.. el-gemei, dalal mahmoud. (2006). encyclopedia of arabic language and linguistics, vol. 1, general editor kees versteegh. leiden – boston: brill. pp. 434-439 journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 46 identifying the slip of tongue in efl classroom: one error that blocked students’s fluency in speaking moh. ali imron mustofa & enni akhmad aliimron@gmail.com enni@iaingorontalo.ac.id english education department, tarbiyah and teacher training faculty the state institute of islamic studies iain sultan amai gorontalo abstarct one indicator of being able to speak is having good pronunciation. slip of tongue is one factor that is blocking good pronunciation. this research investigates the types of slip of tongue which doe by students in pronouncing english as a foreign language. there were 5 students of seventh semester at english education program academic year 2017/2018 iain sultan amai gorontalo, as the subjects of this research. it used qualitative method in order to describe the kinds of error on students’ pronunciation, especially when they are in slip of tongue. audio recording was used to identify the students’ pronunciation, data analyzing was done by transcribing their error pronunciation. the result shown from six of eight types of slips of the tongue occurred on students’ pronunciation, namely shift, anticipation, perseveration, addition, deletion and substitution, the main slip of tongue occurred on students’ pronunciation was substitution. salah satu indikator untuk bisa berbicara adalah memiliki pengucapan yang baik. keseleo lidah adalah salah satu faktor yang menghalangi pengucapan yang baik. penelitian ini menginvestigasi jenis-jenis keseleo lidah yang dilakukan oleh mahasiswa dalam melafalkan bahasa inggris sebagai bahasa asing. ada 5 siswa semester tujuh di program studi pendidikan bahasa inggris 2017/2018 iain sultan amai gorontalo, sebagai subyek penelitian ini. penelitian ini menggunakan metode kualitatif untuk menggambarkan jenis kesalahan pada pelafalan siswa, terutama ketika mereka membuat kesalahan pelafalan. rekaman audio digunakan untuk mengidentifikasi pelafalan mahasiswa, analisis data dilakukan dengan menyalin pelafalan kesalahan mereka. hasil yang ditunjukkan dari enam dari delapan jenis keseleo lidah terjadi pada pengucapan mahasiswa, yaitu shift, antisipasi, ketekunan, penambahan, penghapusan dan substitusi, namun yang utama adalah substitusi. key words: error, slips of the tongue, pronunciation. mailto:aliimron@gmail.com mailto:enni@iaingorontalo.ac.id journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 47 a. introduction pronuciation is one of indicators used to score the ability of speaking (arthur hughes : 2003). pronunciation is a set of habits of producing sounds. the habit of producing a sound is acquired by repeating it over and over again and by being corrected when it is pronounced wrongly. learning to pronounce a second language means building up new pronunciation habits and overcome the bias of the first language (abbas pourhosein gilakjani, 2015). english pronunciation involves the production of each sound and pronunciation of words, phrases, and sentences with correct spelling, compressing and/or correct intonation. in addition, there is a way how to read the word correctly called ‘phonetic transcription’ ((phonetic transcript), which is defined as a kind of alphabetic writing where each letter represent a sound. phonetic transcript aim is to provide clear and unambiguous to the language learner, for example, the sound of which one should be used on a word or phrase, and in what order to use the sound. for the non-native speakers, pronunciation is one of the most important parts in english communication because by using good pronunciation, we can avoid misunderstanding between the speakers (harmer: 2000, dalton: 1998, angelina tieneke sugiarto: 2013, syarif hidayatullah: 2016). pronunciation errors occur in such a way, for instance because of slip of tongue. slip of tongue is a psychological problem of speaker. freud proposed that somebody misspeaks; it is an accidental expression of expressed thoughts or feeling (in david. w. carrol : 1985). slip of the tongue is occurred when the speaker’s actual utterance differs in some way from the intended utterance. the following utterances are categorized into slips of the tongue, namely shift exchange, anticipation, perseveration, addition, deletion, substitution, blend. those types of slips of tongue identified were occurred in english foreign language (efl) classroom (angelina tieneke sugiarto: 2013). the research focused on pronunciation error which included the slip of tongue, while this research focused on the types of slip of tongue faced by english department students in the classroom. therefore, the research question formulated as: what types are slip of the tongue occcured on students’ of english department pronunciation? journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 48 b. literature review everyone needs to convey their message, idea, feelings or information to make a conversation to other people, so that they produce their speech. there are four stages of production: conceptualizing, formulating, articulating, and self-monitoring. to pass the steps, we ofte do errors consciously or subcociously, either i first language or secod language. erdogan (p. 5) explains that the errors may occur because the learner does not know what is correct, and thus it cannot be self-corrected. error analysis, on the other hand, deals with the learners' performance in terms of the cognitive processes they make use of in recognizing or coding the input they receive from the target language. the errors in pronouncing english may be viewed as a part of learning english process to the people who speak english as a foreign language. because by the errors, they will learn how to correct pronounce in english. lado (1996) states common errors in english is usually occur in every linguistics aspect namely; syntax, lexicon, phonology and morphological errors. slips occur when the speaker’s actual utterance differs in some way from the intended utterance unintentionally. slip of the tongue is occurred when the speaker’s actual utterance differs in some way from the intended utterance. freud proposed that somebody misspeaks; it is an accidental expression of expressed thoughts or feeling. although speech errors cover a wide range of semantic content, there appear to be only a small number of basic types, namely: shift, exchange, anticipation, perseveration, addition, deletion, substitution, and blend. shift, occurs when one speech segment disappears from its appropriate location and appears somewhere else, for example (fromkin) misderivations is the speaker somehow attaches the wrong suffix or prefix to the word. for example: that’s so she’ll be ready in case she decides [dɪˈsaɪds] to hit [hɪt] it becomes that’s so she’ll be ready in case she decide [dɪˈsaɪd] to hits [hɪts]it. it can be seen that the word "hit" [hɪt] there is the addition of the suffix -s. the addition of the suffix -s is not in the proper place because after the infinitive "to" always follows the original verb. suffix -s is supposed to be added to the word "decide" [dɪˈsaɪd]. exchanges are, in effect, double shifts, in which two linguistic units exchange places. for example: fancy getting your nose [nǝʊz] remodeled [rɪˈmɒdled]becomes fancy getting your model [ˈmɒdl] renosed [rɪnǝʊzd]. there is an exchanging between two sounds; there journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 49 are /n/ and /m/. the speaker utters “fancy getting your model renosed [fensɪ geting ju:r mɒdl rɪnǝʊzd]”. it should be said “fancy getting your nose remodeled [fensɪ getting ju:r nǝʊzrɪˈmɒdled]”. anticipations occur when a later segment takes the place of an earlier one. they differ from shifts in that the segment that intrudes on another also remains in its correct location and thus is used twice. for example:take [teɪk] my bike becomes bake [beɪk] mybike. the speaker intended to say take my bike [teɪk maɪ baɪk], but said instead bake my bike [beɪk maɪ baɪk], “anticipating” the sound /b/ at the beginning of bike in his pronunciation of take, (the arrow means “was mispronounced as”). in this example take is said to be the target word, and bike is said to be the origin of the error (since that is where the b came from). perseverations occur when an earlier segment replaces a later item. he pulled a tantrum [ˈtæntrǝm] becomes pulled a pantrum [pæntrǝm]john gave the boy [bͻi] a ball becomes john gave the goy [gͻi] a ball. the speaker intends to say ‘pulled a tantrum’ [pʊld ǝˈtæntrǝm], but he said instead ‘pulled a pantrum’[pʊld ǝ pæntrǝm ], the speaker has perseveration the sound /p/ at the beginning of ‘pulled’ in his pronunciation of ‘tantrum’. in this example ‘pulled’ is said to be the target word and ‘tantrum’ is said to be the origin of the error since that is where the sound /p/ of ‘pulled’ came after the origin (“tantrum” “pantrum”) (an earlier segment that is ‘pulled’ replaces a later item). according to fromkin, garrett, shattuck-hufnagel, in carroll, additions add linguistic material. for example: i didn’t explain this carefully [keǝ(r)fʊli] enough becomes i didn’t explain this clarefully [kla(r)fʊli]enough. based on the example above, we can see that in the statement “i didn’t explain this clarefully enough” [aɪ ˈdɪdnt ɪkˈspleɪn ðɪs kla(r)fʊli ɪˈnλf] there is an addition the soun /l/ in the word “clarefully” [kla(r)fʊli]. it is supposed to say the word “carefully”[keǝ(r)fʊli]. deletions leave something out, according to fromkin, garrett, shattuck-hufnagel, in carroll. for example: i’ll just get up and mutter unintelligibly [λnɪnˈtelɪdӡǝblɪ]becomes i’ll just get up and mutter intelligibly [ɪnˈtelɪdӡǝblɪ] based on the example above, we can see in the statement “i’ll just get up and mutter intelligibly” [aɪ’l dӡλst get λp ǝnd ˈmλtǝ(r) ɪnˈtelɪdӡǝblɪ] there is a deletion occurs, in this case is deletion of the prefix “un” in word “intelligibly”. so, it is supposed to say “i’ll just get up and mutter unintelligibly” [aɪ’l dӡλst get λp ǝnd ˈmλtǝ(r) λnɪnˈtelɪdӡǝblɪ]. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 50 according to fromkin substitutions occur when one segment is replaced by an intruder. these differ from previously described slips in that the source of the intrusion may not be in the sentence. before the place close [klǝʊs] becomes before the place open [ˈǝʊpǝn] at low speeds, it’s too heavy [ˈhevɪ] becomes at low speeds it’s too light[laɪt] based on the two examples above, there are substitutions of word that each of them has relation either semantically or phonologically. in the first example, the speaker intends to say “before the place close” [bɪˈfͻ:(r) ðǝ pleɪs klǝʊs]. in fact, the speaker said the word “open” [ ǝʊpǝn] in his/her statement which is has close relation and it is the antonym of the intended word, in this case the word “close”. in the second example, the speaker intends to say “at low speeds it’s too heavy” [ǝt lǝʊ spi:d ɪts tu: ˈhevi]. in fact, the speaker said the word “light” [laɪt] not the word “heavy” [ˈhevi]. there are two possibilities about this case. the first one is, because both of the word “light” and “heavy” are from the same group of word class which is a s a noun make the speaker confuses and tend to makes the error. and the second one is, if we look at the statement “at low speeds it’s too light” [ ǝt lǝʊ spi:d ɪts tu: laɪt], it relates with a crowded road which is full of lights from the street lamps. so that’s why the speaker used the word “light”. fromkin states that in word substitutions, the speaker produces a word that is wrong, but typically related either semantically or phonologically to the intended word. slips of the tongue also tell us a great deal about the structure and organization of the mental dictionary. blends the speaker leaves out a short stretch of speech. blends apparently occurs when more than one word is being considered and the two intended items “fuse” or “blend” into a single item. for examples: fried [fraɪd] + potatoes [pǝˈteɪtǝʊs] becomes fries[fraɪs]. post [pǝʊst] + toasties [tǝʊstis] becomes posties[pǝʊstis] we can see from the examples of blends/ haplologies above, two words are combining into a single word. at the first one the speaker is combining the word “fried” [fraɪd] with the word “potatoes” [ pǝˈteɪtǝʊs] become the word “fries”. the second one is combining process of the word “post “[pǝʊst] and the word “toasties” [tǝʊstis] become into the word “posties” [ pǝʊstis]. slips of the tongue in l1 speech have been widely studied in detail as they can provide evidence about particular aspects of the speech production process and, in the case of slips produced by children, about language development. however, until now very little research journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 51 has been done on slips of the tongue in l2 learner speech production, even though l2 slips might well provide evidence of the language development of l2 learners. in some research there are statement showed that slips of the tongue in l1 speech production are also valid for l2 learner speech. in a research by poulisse, in her data, 2000 l2 slips and l1 slips were included which were collected by tape-recording and carefully re-examined by two trained researchers. as is common in l1 slip research, the slips were classified in terms of the linguistic level involved (e.g. syntactic, lexical, morphological and phonological) and slip type. the most important slip types are substitutions, anticipations, perseverations, exchanges, additions, deletions and blends. she compared l1 slip data with l2 slip data in order to find if they are the same or different, and to what extent. the analysis of the data showed there are many similarities between the l1 and the l2 slip data. for instance, one of the findings supporting the frame-and-slot mechanism is that slips of the tongue adhere to the” syntactic category constraint”: nouns replace nouns, verbs replace verbs, and prepositions replace prepositions, and so on. c. research method this research used qualitative descriptive method. it used to analyze the students’ pronunciation of slip of tongue and served the research finding by data’s description. the location of this research was in english education department of state institute of islamic studies sultan amai gorontalo. the subject of research was 5 students at seventh semester academic year 2017/2018 as the. it used purposive sampling, under the principle of sow ball. thus, the research interviewed ad tested one student before going to another student. only 5 students were taking, because the types of slip of tongue almost occurred o the. document ad interview were used to get the data. in this research, researcher used students’ transcription and the topic was daily conversation (introduction, family, daily activities, home town).interview is a meeting of two persons to exchange information and idea through question and responses, resulting in communication and joint construction of meaning about a particular topic. this interview used only to clarify that the participants error is happen because of their error in performance. the researcher analyzed the data systematically by using the following steps: first, the researcher made the transcription from the utterances, and then the researcher presented the data that contain the pronunciation errors that happened in journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 52 their speech. second, the researcher analyzed slip of the tongue based on fromkin’s theory in table 3.2. third, the researcher described and discussed the findings that are related to the objective of the study. finally, the researcher made general conclusion by relating to the theory and research finding about pronunciation errors happened in seventh semester student of english department. d. findings and discussions slips of the tongue analysis in presenting the presentation on the slips of the tongue and pronunciation problems, there were 5 participants as the data sources in this research which were observed. and the pseudonyms were also used in the presentation of this analysis; they are student 1, student 2, student 3, student 4, and student 5. the frequency of appearance of types of slips of the tongue would be presented in table 4.2 table 4.2 types of slip of tongue appearance no. type of slip of tongue frequency 1. shift 1 2. exchange 3. anticipation 3 4. perseveration 3 5. addition 28 6. deletion 33 7. substitution 52 8. blend total 120 a) in others word… in other words is i wanna be a success girl (student 1) based the utterances, the speaker pronounced the word in others word in her utterances. it should be pronounced “in other words”, it could be proved because of there was a repairing process from the speaker. the error happened because the student makes a shift on (s) letters, she pronounces in others word in her utterances which changing the meaning of the sentences. it is should located in the end of the word “word” to get the meaning. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 53 a) i was born on tweny nine february ninety ninety six (student 1) in this utterance which made by student 1, the student was getting anticipate and more focused on second word that is “ninety”. so, she made slip between which should pronounce nineteen or ninety. b) i was born in limboto three mart, three marts in ninety ninety six (student 2) based on the utterance, the same slip of tongue was made by the student 2. therefore, in the segment “in ninety ninety six”the suffix -ty in the second ninety take place in the early word which should be pronounce nineteen. based on the utterance, the same slip of tongue was made by the student 2. therefore, in the segment “in ninety ninety six”the suffix -ty in the second ninety take place in the early word which should be pronounce nineteen. c) and i was born in tote on twenty five june nine...ninety ninety six (student 4) based on the utterance during typing this transcription, i found that most of the student make a slip when pronouncing their own date of birth especially in pronouncing -teen and -ty suffix. a) alhamdulillah.. my fathers and my mothers (addition – s)… still complete. based on the utterance, in this case the speaker definitely get slip when pronouncing her parent by mentioned they’re like “my fathers and my mothers” with an addition -s in those words and it was inappropriate location. this -s suffix addition is not appropriate because the adding sound /s/ showed a quantity of an object “my fathers and my mothers” is a singular noun which belong to the speaker itself. it could be seen when the speaker renews her sentence into “my father and my mother”. b) so my farthers (addition – r,s) do everything. based on the utterances, the speaker pronounces it in a hurry. there is an unnecessary addition sound /r/ & /s/ that makes the word heard unclearly. it should be pronounced “so my father do everything” c)my second little brothers (addition – s). based on the utterances, the -s suffix addition is not appropriate because the adding sound /s/ showed a quantity of an object. it should be pronounced without -s “my second little brother”, because her second little brother just 1 in this world. a) it is very difficult for me to reach. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 54 based on the utterance, the speaker omitted the word “it” from the sentences. this error happened when the speaker hurried to close the sentences. the speaker immediately repaired his utterance when he realized that it was inappropriate. b) okay.. i…i … just.. i’ll just tell you. based on the utterance, it is a same case with the sentence above. in this section, the speaker also in a hurry situation and little confused about what is she going to say. then, the speaker immediately repaired his utterance when he realized that it was omitted or uncompleted. c) i’am so slowly in work. based on the utterance, the speaker omitted suffix -ing in the last word “work” whether it should be “working” because the -ing suffixes is perform as a complement. d) surfing internet, or.. watching some movie. based on the utterances, there are determiner “the” deletion in sequence [surfing internet] while it should pronounce [surfing the internet] because internet is a medium just like water, ground, & air. a) i know can’t te.. told you..i can’t told it.. i can’t tell you, it’s a secret. based on utterance above, it could be seen that the speaker made an error. he substituted the word “tell” into the word “told”. the speaker intended to pronounce an utterance which was contained present form. b) ef (substitution of).. of their mystery. in this section, the speaker substitute word “of” but she made slip when pronouncing vowel /o/ it’s changing into /e/. c) if someone.. ask him to uh.. to do building(subtitution – should make or built a) he will do it. in this sentence, the speaker choose inappropriate verb to fill the sentences. for this case the sentence should pronounce“if someone ask him to uh.. to built a building he will do it.” d) if someone ask him to what.. gardening (subtitution – should farming) he will do it. this is same case with above sentence. in this section, the sentence should journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 55 pronounce“if someone ask him to farming he will do it”. e) my father and my mother..still complete. based on the utterances above, word “complete” should change into “alive” because the speaker intended to give means that her parents still slive. f) while my mother’s job is marbot masjid based on the utterance, the speaker also changes or substitute an english with her first language. therefore, she should pronounce “while my mother’s job is a caretaker of mosque” e. conclusion kinds of pronunciation error found in the seventh semester students at english education program academic year 2017/2018 contain six kinds of slip of the tongue. the six kinds of slip of the tongue, they are shift, anticipation, perseveration, deletion, addition, and substitution. there are only six of them were found, because the appearance of each type of slips of the tongue is relate to their speech, and there are no case showing the rest of other types. next, substitution is dominantly occurred than the other types. it is happened because slip of tongue also known as freudian slips. a freudian slip is a bit more complicated because there is believed to be more meaning behind the word error that is made. a freudian slip is a verbal mistake that is believed to be linked to the unconscious mind. so, the mistake is not considered a mistake at all, but instead an unconscious thought that is coming out in speech. often freudian slips are not with words that sound alike at all, like with a slip of the tongue. a common example of a freudian slip would be calling one’s boyfriend or girlfriend by your mother or father’s name. a freudian slip gets its name from the psychiatrist sigmund freud. he believed mistakes we make when speaking has meaning and aren’t really mistakes at all, but our unconscious mind slipping through into our speech. when the students pronounced the english words in hurry, less of vocabulary and monitoring condition which make their unconscious mind crawling into their speech and substituted some english words to others. the five students also produce pronunciation problems such as the uncompleted word and the unclear pronunciation. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 56 references adhwaul bayan, muhammad al amin asy syinqithi, 3/238, dar ilmi al fawaid brown, h. d. principles of language learning and teaching, 3rd ed. (englewood cliffs, nj: prentice hall regents. 1994) carrol, david. w. psychology of language, 3rd ed. (brooks/cole publishing company, 1999) carrol, david. w. psychology of language, 5th ed. (usa: thompson wedsworth, 2004) dullay, h. language two. (new york: oxford university press, 1982) erdogan, v. contribution of error analysis to foreign language teaching. turkey: mersin university, 2005 g. leech and p. wignell. making sense of functional grammar. (sydney: antipodean educational enterprises (æe), 1994) g. leech, margaret deuchar and robert hoogenraad. english grammar for today. (london: macmillan education ltd, 1982.) gabriele. slips of the tongue and freudian slips. https://blogs.transparent.com/english/slips-ofthe-tongue-and-freudian-slips/. (accessed march 17, 2018.) herbert h. clark and eve v. clark. psychology and language: an introduction to psycholinguistic. (new york: harcourt brace jovanovich, inc. 1977) jumrina. skripsi: an analysis of student’s pronunciation errors in english. gorontalo: ung, 2013 karmila, m. the integration of technology in a decentralized curriculum settings: the case of english as a foreign language (efl) instruction in gorontalo, indonesia. usa: ohio university, 2011 lado, m, j. common errors in english. jakarta: tulus, 1996 merriam webster. websters ninth new collegiate dictionary. (usa: merriamwebster inc, 1990) moleong, lexy j. metodologi penelitian kualitatif, (bandung: pt remaja rosdakarya, 2007) pakaja, m. course material introduction to general linguistcs. yogyakarta: adelia grafika, 2011 journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 57 pateda, m. bahasa indonesia di perguruan tinggi. gorontalo: viladan, 2009 pateda, m. sosiolinguistik. gorontalo: viladan, 2001 savitri. meaning of descriptive question. merit answers (online). july 11 th 2016. (accessed on march 17, 2018) sugiarto, angelina t. pronunciation errors made by the fourth semester students. skripsi. semarang: faculty of humanities dian nuswantoro university, 2013 sugiyono, memahami penelitian kualitatif, (bandung:alfabeta, 2014) sugiyono. metode penelitian kuantitatif, kualitatif dan r&d. bandung: alfabeta, 2013 sugiyono. metode penelitian pendidikan pendekatan kuantitatif, kualitatif dan r&d, (bandung: alfabeta, 2010) taylor, i. and m. martin taylor. psycholinguistics learning and using language. london: prentice – hall international (uk) limited, 1990) zheng, qi. slips of the tongue in second language production. sino-us english teaching. volume 3, no.7 (serial no.31). p.71-74. july. 1 understanding the rules of language acquisition in children based on “natural grammar” theory by chomsky: a review of literature ani agus riani applied linguistics program, state university of yogyakarta email: ani.agus2015@student.uny.ac.id abstract rules of language acquisition in children based on "natural grammar" theory by chomsky discuss about how real the language acquisition in children happens, how the real mastery and production of language happens in order to determine the comprehension of children processing of sound into a message. finally, the children be able to obtain the messages themselves into the language. it is based on the approach of chomsky's theory that is a theory of natural grammar (a grammar truth of god). the results in child's language acquisition has been conditioned in the memory so that the child is ready to learn the rules of the language. key words: rules, understanding, speech and language, production abstrak aturan pemerolehan bahasa anak-anak yang didasarkan pada teori " natural grammar " oleh chomsky membahas tentang bagaimana real bahasa akuisisi pada anak-anak terjadi, bagaimana nyata penguasaan dan produksi bahasa terjadi untuk menentukan pemahaman anak dalam memproses suara ke dalam sebuah pesan. akhirnya, anak-anak dapat memperoleh pesan itu sendiri ke dalam bahasa. hal ini didasarkan pada pendekatan teori chomsky natural grammar (a grammar truth of god). hasil dalam pemerolehan bahasa anak telah dikondisikan dalam memori sehingga si anak sudah siap untuk mempelajari aturan bahasa. kata kunci: aturan-aturan, pemaahaman, ujaran dan bahasa, produksi 2 a. introduction human growth and development requires a long time and a long and consists of the phases that have their own characteristics. among the phases, the initial growth phase or the growth rate of children is a phase that need a great attention because it has significance for human growth and development in the next period, especially in the aspects of language acquisition. considering that language acquisition is an important aspect that marks the phase of growth and development of a child, dardjowidjojo (1996) conducted a research of language acquisition in his own grandson named echa. echa language acquisition research starts from the age of 0-5 years. talk about language acquisition in children is more interesting to be discussed considering not many people observe (especially the ordinary people including parents who raise their children). how the actual language acquisition in children occurred. we just know suddenly when a child is able to speak. never previously imagined how utterances were acquired and ultimately used by a child as a tool to communicate. b. natural grammar: a grammar truth of god linguists' truth of god tries to explain the language in relation to psychology. this is in contrast with the hocus pocus-game approach or ' math ', this approach using artificial intelligence theories therefore the theory demonstrated the ability of the speaker is not in human terms (as a creature who uses feeling) but the term computer process (operation). a calculator can solve math problems that humans do, without wanting to overcome that artificial intelligence theory is of no use. according to this theory the child's linguistic ability is done through a process of competence i.e. mastery of grammatical competence unconsciously. these competencies include three language proficiency i.e., phonology, syntax, and semantic. the performance process is divided into two, namely understanding and generating sentences. natural grammar theories depart from the principles of grammar developed in the 3 absence of sound production and comprehension of the language first developed from the speech production. there are many children who are born mute. people like this are born with crippled (due to brain injuries) or on some other abnormalities found in the organs of articulation as the tool said. a child who silent but heard can develop the ability to produce speech, however, how the child can understand a sentence? well, they can understand a sentence that reflects the main characteristics of the language, i.e. the understanding of a number of sentence grammar is not limited. comprehension and production process that always tries to follow the understanding because the children acquire a language aspect in understanding, then the children can try to figure out how to use it in production. therefore, the children try to harmonize the language production with linking system which has been developed to be understood (clark and hecht in steinberg, 2001:37). huttenlocher (steinberg, 2001:37) conducted a research of four children aged 10-13 months and above the six-month period. he found that children can understand the sound at a level beyond that which they have developed in the production. it can be concluded that for normal children, such as children who are mute, speech understanding is the basis for the formation of grammar in mind, this is not to say that the production is not a sound that is not important. clearly, however, the production is the process of optional and this is possibly derived from the grammar based on the principal process of speech understanding. understanding of the grammatical truth of god-the next basic natural grammar performance will look like a speech understanding of the schemes below: speech sound grammar understanding 4 c. child language acquisition based on natural grammar chomsky (1986) stated that language does not exist in world (in any scientific sense) but resides in the heads of individual users. hence there is no external target of learning, and hence no “learnability” in the traditional sense. based on natural grammar by chomsky, child language acquisition has been conditioned in the memory so that the child is ready to learn the rules of the language. furthermore, the rules of speech comprehension developed in language and ultimately capable of producing speech language. on the basis of these rules, the principles of natural language is as follows: children trying to understand their own worlds newborn child found himself (entities) in the external and internal physical world, each trying to be understood. babies know the physical world through their feelings and understand some basic unity, objects, events, and circumstances. through the implementation of psychology, infant complete and assess an entity. the entity is known generally. the task is understanding the psychology of babies by seeking the understanding of mental understanding about hunger, thirst, pain, formulate encouragement, etc. this proposition as predicates, arguments, bookmark, and relationships with other arguments that others become the essence of a system of regular and can be modified in different ways. the rule applies in general (universal) for all human beings. after the baby has a perception about various aspects of the world, they begin to learn the language. children start when learning through hearing speech in the form of objects, situations, and the introduction of environment. in turn, the motivation of children to the proposition and the structure of the grammar in understanding the meaning of the other speech be better. meaning 5 the basic mental existence comes from the physical world let's think about some basic mental unity which relates to the physical world that will be studied. these are some examples of each use of attached terms in quotation marks, the single thing that shows the idea: (1) objects: mother, father, hand, dog, blanket, ball, bananas; (2) the supplementary object (bookmark properties): large, black, small, soft, stinking; (3) event that shows objects involved in an action or movement: mother is running, barking dog, spinning ball: (4) circumstances indicate the object involved in the relationship are static (not active): banana on the table, dogs were in the back seat, mom was standing near the door, (5) attribute words to determine the nature and the evaluation of the events and circumstances, so many variety of attributes, modifications and evaluation, such as ' good for me ' and ' bad for me ' can be determined by events and circumstances. understanding the child against physical world reality to build basic mental form, like ‘a dog barking’, ‘that's banana on the table’, so the idea of involving the object as the argument developed in the child accompanied by the child's attitude, evaluation, and others from words that help a knowledge network which covers many things, steinberg (2001:37). children be aware of and understand their mental world. at the same time, child trying to make sense of the outside world, they are also trying to understand and organize the subjective world as a part of mental experience and thought. they learn to distinguish certain ideas concerning certain experience such as heat, cold, itching, sores, taste, comfortable. they also formulate the mind (not to be confused with the sentence, which reflects their thinking) by using these ideas or any other they could pick from the experience of their world. children combining and organizing the knowledge of the physical and mental world 6 as time passed and the longer children experience more and more, children combine a lot of knowledge about the physical world. children learn to recognize the diversity of objects, attributes and how they describe into events and circumstances. this further ideas and thoughts are relating to the child experiences. like animals, children can learn a lot about the environment even in the absence of language. however, as time goes on, a unique overview of the environment that drew the attention of the child was the sound of speech. children pay attention to objects, events and conditions in their environment, interpret the sound of speech as a danger or the sound of speech as a challenge to look out. d. the development of grammar the formation of vocabulary in observing the environment, the children basically wonder why people make speech sounds they do and they are looking to make sense of this phenomenon. they look for uniformity and in the end they notice that certain speech sounds occur in close relation to certain objects, events or circumstances that is foreign to them. for example, they noticed that the sound of the ' banana ' is uttered by a person when the bananas given to them, then the sound of ' mama ' is created when a certain woman walked into the room, the children especially learn words whose meaning is already there in his mind as an example, the concept; the cat. a child who has no idea about ' cat ' or other ideas could not be expected to gain meaning. the sound of the voice of the ' cat ' it doesn't matter how many times it is said to them without an object (cat) or the some instructions to them. even on the idea of belonging to the child, such as ' cat ' idea of what can be shown. children need some relationship towards the sound of the voice that is observed from before the child can begin to connect the sense at the sound of it. when children learn to understand the meaning of spoken words such as ' dog ', ' run ', and ' jump ' their store of knowledge of the language in a ' mental lexicon includes not only words but phrases and sentences, such as ' bread and butter ', ' good boy, ' don't touch ', and 'come here’. at first, the child is a recipient of the 7 passive voice that sounds, such as ' cats ', with one way, from the sound of the concept. so, on the vocabulary in the children minds are basically of the form: consequently, when a child hears a strange sign in the physical world, children can discover the concept in a way shows the sound of a voice that has he keeps in his mind. in this way, not only the meaning of words but of the whole phrases and sentences can be understood by directly without grammatical process. for foreign things and objects, an analysis of the language is required. the development of morphology at the time of sound through the experience and analysis of children against physical environment dam soul, children learn to understand the meaning of common words, children learn the parts and understand the variety section of the word constantly, phrase and morpheme, related to words. this lesson is based on the analysis of input of speech sound. children make a hypothesis relating to the sound he heard and by using hypothesis related to the sound he heard and by using hypothesis on the origin of the sound, form the origin of the meaning of the morpheme. these are the basic rules that are used when the child then tried to speak. once the child begins to speak, the error often indicates the child understanding statement regarding morphology. therefore, if a child says something like ‘breaked, ‘goed’, ‘mouses’, and ‘sheeps’, it shows the mental children against the rules that underlie the rules of tense (past tense) and plural (plural and singular). therefore, when we use production data to demonstrate knowledge of understanding, it must always be present in memory that the sound vocabulary entries speech sound + concept 8 production data is a reflection of the best of the knowledge of abstract language that has been previously acquired by children through understanding. the development of syntax in his memory, children have thoughts and insights on the environment and themselves. children forever thinking about their own world, objects, and life in it. therefore what should be done with the child in learning to understand the syntactic structure of utterances, it is recognized: (1) the predicate-verb, adjective and pleases with prepositions and conjunctions; (2) the argument-noun and noun phrases with the semantic role, (3) hypothesis, the syntax for these elements, the elements of a sentence is expressed. knowledge of the meaning of noun before is very important because without knowledge that the child will have little chance in guessing the predicate relations expressed in sound preposition. nouns, structure words and preposition as indicators of roles and argument. as a language, english is generally rely on the meaning of nouns (clause sentences) to signify an argument and structure of words and prepositions to indicate the nature of a particular argument. example in the sentence: 'john gives candy to the bear'; john, candies and bear is a noun or object phrase with meaning that indicates the status of argument. each (phrases objects) present role distinct verb predicate 'give', a description structure of the child that the object phrase come first before the verb, 'john' is an argument, the object phrase directly follow the verb and the prepositions , candy, is an object of argument, whereas the noun phrase follows the verb and the preposition ‘to’ bear is the argument receiver. at first, the child can only interpret some of the syntactic sign and rely on the meaning of a noun and a verb, so with a common sentence structure i.e. verb + noun phrase + (noun phrase). , for example, ' the dog is jumping ', ' cat ' hunting dogs, as well as for the 9 argument of self identification name, the meaning of the preposition as well as order of noun phrase must be learned. e. other function words and inflections this context tries to understand the phrases and sentences that vary with the function of other prepositions. the introduction of something with the event or situation that is felt in the environment, children have to guess the meaning and function words. this includes the auxiliary verb (will, can), factor (the, a, this), said auxiliary (do, be, have) and conjunctions (and, but, if). it has long to be understood. speech that does not have the intended effect, it could make a child make another hypothesis. getting to know the language and intent of others. in this sense, the production, the secondary (second) may have a good effect / result in a better understanding of the second process. f. the development of complex structures children learn to understand the underlying complexity of a negative sentence, phrase questions, sentences with relative clauses, passive, and others. then the process of guessing the meaning of unknown sound arrangement, only then the child can record how meaning is expressed in speech. this is a sentence structure that relation to the relevant objects, events, and circumstances in an environment that gives the child a sense. at the time of the child hypotheses regarding principles and rules of sound events. in this case knowledge of the structure of syntactic complexity were formed into the grammar in the child's memory. it must be noted that the grammar is equipped with understanding. there is no hint in which the sound is given as input to the grammar so that meaning in conjunction with the framework of a proposition can be given as output. once children understand the many negative form, the picture will appear in the production. because children advance in knowledge understanding of syntax, then progress will be reflected in the quality of its negative speech. then, the process of understanding the process of formation in basic natural grammar is as follows: speech 10 g. speech production vocabulary as i have previously written for vocabulary comprehension, vocabulary was originally the inclusion in the speech and ends with meaning, namely: soundmeaning. vocabulary should be prepared based on the voice to sound a clear purpose. sound sequences that are similar or different from the other and the other will be registered on a base. to understand speech spoken in a normal value, which is quite right, people should have spoken in the normal value, people should have access speech or it would be unlikely to be found. instead, a vocabulary that is prepared for the purpose of production should give a sensearrangement basis. people who would like to say a sentence would have the vocabulary associated with it means that speech can be seen clearly similar to the production. for production purposes, we will access using proportional framework, as a guide. we know what we think into revealed but we have to find a way to pronounce the sound. we want our vocabulary for listing on the basis of meaning, namely: sense sound. actually, we need all kinds of mental or soul. we can say that the inclusion of vocabulary related to sound and meaning, and it's not a clue what to wear. in fact we heard more noise than the sound we make sense of the relationship. grammar understanding meaning 11 however, in order to produce the sound of a voice, a sense sound, we need to access the same vocabulary. however, the meaning must be arranged with respect to a variety of communication and semantic field. that means that the network must be able to accept the notion of meaning and it gained a voice that was imported by the meaning. the development of articulation and sound development stages there are many variables such as when the children began to utter the words. a child could possibly say his first words at the age of 5 months while others can not say his first word until about 2 years. this fact is not the way that shows the children who possess delayed a little conceptual arrangement of the world or to understand a few words. without a doubt, some of the variables should be made with the physical development with regard to the pronunciation of the sound and its relationship should be formed in the brain (bates et al .., 1992) which states that it is not easy to make the sound of a particular sound. the brain child should establish relations to select a series of words and to pronounce it in a stage. understanding speech sound is not difficult because the stage itself is given as input. a child entering a level word or a number of single words is separated (scolion 1976, bloom, 1973) production of understanding: development of a word production an auxiliary verb as a syntax that is based on the understanding of wear due to allow the production of sound is important for children to produce many sentences. this is not a subject of reversal functions, operations, and this rule (function / operation / principles) that will not provide the intended results. this is a production to the understanding of grammar and interactions that allow the child to produce a sound sentence syntactically. because knowledge of the science of language in children in increasing the understanding of grammar, children tried to use that knowledge in production. g. conclusion 12 based on chomsky’s natural grammar theory, child language acquisition has been conditioned in memory so it's ready to learn the rules of the language further developed in language and speech understanding could ultimately produce the speech language. there are some way in children to learn the language rules (1) the child trying to understand the "world" them; (2) form the basis of mental derived from the physical world; (3) children be aware and understand his own mental world (4) children combine and organize the knowledge of the physical and mental world. the development of children's grammar develops through; (1) formation of vocabulary; (2) the development of morphology; (3) development of syntax; and (4) noun, wording, prepositions as indicators and the role of the phrase objects and arguments. while the development of children's language develops speech production through: (1) vocabulary; (2) the development of articulation and developmentally sound; and (3) the production of understanding the development of a production auxiliary verb. 13 references anit, dubey. 2013. the influence of discourse on syntax a psycholinguistics model of sentence processing. cambridge: mit press bates, elizabeth et al. 2001. psycholinguistics: a cross language-perspective. california: center for research in language benjamin, aaron. 2007. skill and strategy in memory use. oxford: jordan hill cleland, alexandra. 2012. spoken word processing creates a lexical bottleneck . university of york: uk dell, gary. 2012. insights for speech production planning from errors in inner speech. university of illinois: urbana-champaign diessel, holger. 2004. the acquisition of complex sentence. uk: cambridge university press dornyei, zoltan. 2005. the psychology of the language learner. new jersey: london duppoux, emmanuel. 2010. language, brain and cognitive development. spain franck, julie. 2011. abstract knowledge of word order by 19 months: an eye tracking study. university of geneva: switzerland franck, julie. 2012. revisiting evidence for lexicalized word order in young children. university of geneva: switzerland forrenster, michael. a.. 1996. psychology of language. california. thousand oaks gagarina, natalia et al. 2006. the acquisition of verb and their grammar. berlin: germany green, melanie. 2004. cognitive linguistics. edinburg: edinburg university press 14 goldrick, mathew et al. 2012. linking speech errors and phonological grammars: insights from harmonic grammar networks. northwestern university: northwestern haynes, judie. 2007. getting started with english language learners. alexandria: virginia usa kornai, andras. 2010. natural languages and chomsky hierarchy. hungary: budapest kowal, sabine. 2008. communicating with one another: toward a psychology of spontaneous spoken discourse. georgetown university: usa lassotta, romy. 2011. early word order representations: novel argument against old contradictions. england: london latash, mark. 2005. motor control and learning. new york: springer science inc loritz, donald. 1998. how the brain evolved language. london: oxford university press luisa, maria. 2003. age and the acquisition of english as a foreign language. australia: footprint books matychuk, paul. 2014. the role of child directed speech in language acquisition. usa: nethery hall painter, clare. 2012. learning through language in early childhood. england: london saffran, jenny r. et al. 2014. the acquisition of language by children. bernard college of columbia university: new york scolion. 1976. a cognitive view of language. new york: holt singleton, david et al. 2012. language acquisition. dublin: ireland 15 tamminen, jakken et al. 2015. from specific examples to general knowledge in language learning. cambridge: united kingdom tellier, isabelle. 2012. towards a semantic-based theory of language learning. usa: cambridge university press torikul, mohammad. 2013. first language acquisition theories and transition to sla. osaka: japan turnbull, william. 2003. language in action: psychological model of conversation. new york: psychological press 16 1 comparison between discourse analysis and critical discourse analysis from linguistics view oleh alvons habibie habibievons@iaingorontalo.ac.id iain sultan amai gorontalo faculty of education and teacher training abstrak tulisan ini membahas tentang perbandingan analisis wacana dan analisis wacana kritis. hal ini dianggap penting, karena penggunaan istilah ini sudah sangat umum digunakan oleh seluruh lapisan masyarakat dan dalam berbagai macam aktivitas. demikian pula, dari segi keilmuan, analisis wacana telah ditempatkan sebagai salah satu mata kuliah di beberapa perguruan tinggi. oleh karena itu, tulisan ini diharapkan mampu memberikan pemahaman yang jelas mengenai analisis wacana. selain itu, dipaparkan pula perbandingan analisis wacana dan analisis wacana kritis, serta teori-teori yang digunakan dalam analisis tersebut. kata kunci:analisi wacana, analisis wacana kritis abstract this paper discusses the comparative of discourse analysis and critical discourse analysis. it is considered important because the term has been used by public and in many kinds of activities. such as, in a scientific field. discourse analysis had been placed as one of the subjects at few universities. therefore, this paper is expected to be able to give clear understanding and comprehension about discourse analysis. besides, it is also explained about the comparative between discourse analysis and critical discourse analysis from a different side, and the theories are applied in the analysis. key word: discourse analysis, critical discourse analysis 2 a. introduction when we listen to speakers in a seminar, training, or classroom discussions, the term “discourse” is often used by people who are involved in it. if we read various books, open the internet, discourse also often comes across. this indicates that the term has become a consumption of different levels of life. the term “discourse” has become part of people's life. many people use it with various meanings. anyone using it with the proper meaning. instead, parts of them are using it inappropriately. in linguistics, the theory of discourse is increasingly felt his presence. it feels incomplete when an exposure of linguistic discourse theory does not include it. in fact, indonesian language grammar book puts the raw chapter on discourse independently run parallel to other areas of grammar, such as sentence and said, a breakthrough in the writing of grammar as long as this hasn’t been done. grammar books are compiled by indonesian sutan takdir alisjahbana (sta), cuora again, keraf gorys, and others never put the topic of discourse in their discussion. as the blade's analysis, the theory of discourse is already widely used in social studies and education. in social studies, for example, the design of the "discourse analysis" and "critical discourse analysis" is widely used by researchers to analyze social practices that exist around us. then, in educational research, or particular research into language teaching, "discourse analysis" has also been used by a lot of researchers to address issues of teaching. theory of discourse and discourse analysis is already no longer being-linguistic fields, but already it belongs to other areas. as the early discussion, let us begin to recognize the various uses of the word "discourse". first, "discourse" opposite or juxtaposed with "language". the opposition is widely used in the field of hermeneutics. this opposition is comparable to saussure's famous opposition, namely the langue and parole. the term "language" belongs to langue, whereas the term "discourse" is with parole. thus, the discourse has properly discussed the process of making meaning suitable with context. second, the term "discourse" juxtaposed with the term "text". geoffrey leech & michael short, i.e., uses both terms as follows. 3 discourse is linguistic communication seen as a transaction between speaker and hearer, as an interpersonal activity whose form is determined by its social purpose. text is linguistic communication (either spoken or written) seen simply as a message coded in its auditory or visual medium (mills, sarah: 1997, h. 4) in fact, the two terms are often used in an overlap. the question is, do the text and discourse refer to maujud (entity) the same? in science, they often exchanged freely between the term "discourse" and "text". some were treated equally, and others were different. in germany, language covers those terms (discourse and text). (de beaugrande, r.a. & dressler, w.u: 1986, h. 12). by contrast, in the united kingdom uses of both distinguished. the text refers to written, while the discourse refers to spoken language. there are concerns that the text implies the non-interactive monologs, while the discourse implies interactive discourse. the text could be long and short, while the discourse implies a certain length. the text is a purely linguistic phenomenon, while the discourse is the phenomenon of language use (text) and context. third, the term "discourse" distinguished with "a sentence or clause." this definition is only used in linguistics, descriptive linguistics, included in indonesia. (michael stubbs, m: 1983, h.10). it stated as follows. discourse is "organization of language on top of the sentence or clause; in other words the linguistic units larger than a sentence or clause, such as exchange-the exchange of conversation or written texts" it is also found in the view of david crystal (1991, h. 96) as follows. the discourse was "a series of ongoing process language (especially oral) wider than the sentence" both have the same view about the stratification of the discourse that is above a sentence or clause. the two statements above have a different, stubbs explained the scope of discourse can be either oral or in writing, and crystal is more emphasized on the oral realm of discourse. fourth, the term "discourse" which refers to the supreme unit, full, lingual and or intact." this refers to the concept of kridalaksana and samsuri as following. “the discourse was "complete language units; in the grammatical hierarchy of grammatical unit is the highest or largest”. this discourse is realized in the form of whole articles (novel, books, a 4 series encyclopedia and others), paragraphs, sentences, or words that carry the full mandate (kridalaksana: 1984, h. 208). fifth, the term "discourse" is differentiated by "ideology". this was done by many linguists are critical. roger fowler stated as follows. discourse is speech or writing seen from the point of view of the beliefs, values, and categories which it embodies; these beliefs etc. constitute a way of looking at the world, an organization or representation of experience—“ideology” in the neutral non-pejorative sense. different modes of discourse encode different representations of experience; and the source of these representations is the communicative context within which the discourse is embedded (mills, sara: 1997, h. 6). fowler emphasized the concept of "point of view" of things implied also in view of the jorgensen & phillips (2002) that discourse is "a particular way to discuss and understand this world, it’s important to make a difference between the two terms above (discourse analysis and critical discourse analysis). on the next discussion, it will be discussed more those terms based on some views of linguists. b. discussions 1. discourse analysis the term “discourse” then is utter a variety of experts interpretation. clark in his article discourse in production published in the handbook of psycholinguistics describes “discourse” as the use of language as a whole exceeded the level of sounds, words, and sentences. these opinions were expressed by kridalaksana with related to the discourse as the complete language units in the grammatical hierarchy of grammatical unit. the complete language units could be a sequence of sentences. it is inter-related and capable of connecting, existing proposition into a unified. these whole definitions are the definition of a conventionally that put discourse as a neutral and independent construction value (moeliono 2013). a little different with these opinions, fowler et., al, fairclough, van dijk, van leeuweun and wodak defines critical discourse by placing the discourse as a construction which is not neutral and has not value-free. the discourse is a manifestation of social action which produced a goal to be achieved by the speaker. discourse analysis was originally initiated by zellig harris in 1952 with his article called discourse analysis. the linguist on the era preoccupied is just reviewing the language from the level of the sentence. harris writes about more 5 extensive analysis towards a language that does not stop at the level of the internal linguistic (sentence), but it further examines the external landscape surrounding the internal landscape, i.e. the link between text with the context. the discourse analysis is just starting a lot done by experts in the 1960s brown and yule also revealed that the discourse analysis means to do an analysis of the language used. van dijk in his news discourse explained that analysis is the process of discourse analysis of language use and language goal in obtaining a description more explicitly and systematically regarding what is delivered. cook added that in the analysis of discourse is not enough to just analyze the linguistic elements, but also take into account the context of the discourse that builds up. 2. critical discourse analysis the presence of the context that is associated with the linguistic factor was not quite satisfactory for the process of discourse analysis. the influence of the critical paradigm presents breakthrough called critical discourse analysis. the experts of discourse analysis extended discourse with the term more broadly. a group of teachers from the university of east anglia, i.e. fowler, hodge and kress, trew, conducts critical linguistic approaches. they interpret the discourse as a social practice which has a specific purpose. discourse is not immediately present, but it comes with a specific purpose that wishes to deliver the audience. the text is never viewed as something of a non-neutral value. critical discourse analysis sees language as an action. the main duty of critical discourse analysis is to elaborate relationship of power, dominance, and inequality produced in discourse. a critical discourse analysis of language seems as a critical factor as the embodiment of particular power. a text produced particular ideology. the development of critical discourse analysis creates various theories and approach which also used in the research field. fowler, hodge and kress, trew (1979) applied the theory of functional grammar to perform critical discourse analysis. the theory stated that the language has three main functions, namely; communicating all process of occasion in the world (the ideational function); expressing the attitude of the speaker toward the proposition that is already compiled and express the relationships between speakers and listeners (interpersonal function); and serving the expression coherensive and adequately via text (textual function). fowler, hodge and kress trew (fairclough, n: 1995, h. 10), applying, the analysis of the 3 functions of language to dissecting the ideology in discourse. the analysis was 6 conducted only in text, namely; analyzing the elements of the vocabulary used in the text; nominalization; and choice sentences are used. van den week (van leeuwen: 2008, h. 28-29) in his book entitled discourse and practice used the exclusion and inclusion approach to analyzing how the actor in discourse is been displayed, whether the actor is shown as a whole, only partially or even eliminated. exclusion or removal expenses is an actor of a discourse. the process of exclusion is realized through three strategies, namely passives (removal of the actor in the discourse of the most commonly performed using a passive phrase to describe an event), nominalization (the process of change the verb into a noun) and replacement of subordinate clauses. the opposite of exclusion, inclusion is concerned with how the actors inserted or presented in discourse. inclusion process is realized through differentiation strategies, i.e. six-diverifications (presenting the actors or other events as a comparison), objective-abstraction, nomination, nomination-categorization, identification, determination of-undetermination and assimilation-individualization. this type of approach allows to review more in detail about the position of the actors in the discourse, but to see how the formation of discourse as a whole is still not detailed because van leeuwen is only conducting his analysis on the text. in line with the van leeuweun, mills on his paper entitled critical discourse analysis, it is conducted by focusing on how the actors displayed in the discourse. what separates the two is the focus of the studies they do, i.e. mills is famous for his feminism discourse studies. he wanted to examine how media bias in showing women are so marginal on it. critical discourse analysis model of mills attempted to link the social actor's position and the position was an event to reveal the presence of marginalization. the position of the subject and object in that event are examined in depth by him to see which actors have a higher position and the power to determine the discourse that will be thrown at the public. the actor who plays the role of the subject is assumed as an actor who has a chance to define and perform imaging against him. on the other hand, the actor who became the object of a party is defined and described his presence by others. an analysis of the position of the subject-object contains a certain ideology charge of mills. the excess of critical discourse approach was to take into account the position of the reader in the text. the news is not solely as a result of production from senior news and readers may 7 not necessarily be placed as a target. mills considers negotiating as a result of news between the news and the preacher to his readers. in contrast to van leeuwen monday and mills, critical discourse analysis approach of van dijk, known as its approach to social cognition, include an analysis of the cognition of discourse in the process of formation of discourse maker and linguistic analyses. it is involved in more depth to dismantle relationships of power and domination that was produced in the discourse. van dijk, classifying, elements of the discourse into three, namely, text, social cognition and social context. the text is divided into level 3, i.e. macro-structures, microstructure, and superstructure. macrostructure is the outer frame structure discourse with regard to schematic superstructure discourse. microstructure includes the linguistic elements that are used in discourse. van dijk set 4 linguistic elements are examined in the microstructure, i.e. the element syntax, semantic difference, stylistic and rhetorical. social cognition is present to bridge between the text and the context. social cognition deals with mental processes and cognition maker discourse in the production process of discourse. the existence of social cognition analysis submitted to the makers of discourse will further clarify how the discourse produced and context as what affected him. an analysis of the social context is done through the study of intertextuality, i.e. linking a discourse with the discourse of the related existing before and after. the link between social cognition, text and social context are reflecting the tendency of a discourse. the advantages of the process analysis of the discourse made by van dijk is how it connects between the text and the context of the social cognition through the manufacture of the discourse. similar statements by van dijk, a critical discourse analysis of fairclough in his book critical discourse analysis used intermediaries in linking between text and context, i.e. through the practice of discourse. critical discourse analysis approach to three-dimensional model classify that discourse consists of text, discourse, and socio-culture practice. the dimensions of the text simultaneously have three functions, namely the representation, relationships, and identity. the function of representation is closely related to how social reality is displayed in text form. the practice of discourse according to fairclough is staging with regard how to produce a discourse, a discourse in the form of mass media relates to how the media (news author) produce a text. this relates to the author's own personal as a newsmaker, 8 working relationship with fellow workers of other media, place of media institutions the author of refuge, how coverage news, news writing until it becomes news in the media. sociocultural practice is divided into three levels, namely the level of situational (situation builders discourse), institutional (institutional influence) and social (social influence society). the difference between van dijk and fairclough lies in the analysis of the text. although fairclough has already done with his analysis of the linguistic elements that are more comprehensively, but those are still not detailed because he did not clearly classify linguistic elements. in the analysis of discourse either critical or not, those are basically having the same point from language side or language used. there are three differences how language is seen in the discourse analysis (whether critical or not). the first view, represented by the empirical positivism, they see language as a bridge between man and object outside themselves. human experiences deemed to be directly expressed through the use of a language without any constraints or distortions, so far as he expressed by wearing the logical statements, syntax (the grammar of the sentence), and has a relationship with empirical experience. one feature of this view is the separation between thought and reality. in connection with the discourse analysis, people don't need to know the meanings of the subject or the underlying value from a statement, because the important thing is whether the statement was made correctly according to the syntactic and semantic rules (grammarly correct). the second view referred to as constructivism. this view rejects the view of positivism-empirical separating subject and object (thought and reality). in the view of constructivism, language is not just seen as a tool to understand the mere objective reality and separated from the subject as the messenger, but instead, consider the subject as a central factor in the activities of discourse and social relations. the subject has the capability to control certain purposes in any discourse, and languages are regulated and switched on by statements that have aims. each assertion is essential to mean, i.e. the creation of actions, the actions of selfformation as well as the disclosure of the identity of the speaker. while the third view, referred to as a critical view. this view wants to proofread a constructivism view of less sensitive on the production process and the meaning of reproduction going on historically as well as institutional (institutional in 9 nature). the view of constructivism is also still not analyze factors inherent power relations (closely related) in any discourse, which in turn was instrumental in shaping the kinds of a specific subject along with his behavior. in view of the critical emphasis on constellations the power that occur in the process of production and reproduction of the meaning. the individual is not considered a neutral subject who can interpret freely in accordance with his thoughts because of it deeply connected and influenced by the social power that exist in society. the language in these critical understood as a representation of a role in shaping a particular subject, the themes of a particular discourse, as well as the strategies. therefore, the analysis of the discourse in this view is used to unload the power that exists in every process of language: constraints of what is allowed into the discourse, the perspective should be used, what topics are discussed; and see the language has always been involved in power relations, especially in the formation of the subject, and various actions contained in the representation of the society. based on some of the views above, we can classify where critical discourse analysis and is not critical. the discourse analysis that used third-category view (critical view) is called the critical discourse analysis. while taking the first and second view categories called discourse analysis. in critical discourse analysis, language is analyzed not by mere linguistic aspect, but also connects with the context and as a social practice of shaping them. the context here means that language is used for its intended purpose and certain practices, including the practice of power. describing discourse as social practice lead to dialectical relations between discursive events (distorted) with certain situations, institutions, and social structures that formed it. the practice of discourse can also display the effects of ideology, for example, he can produce and reproduce the power relations that does not draw between social classes, men and women, the majority and minority groups through which differences represented in social position are shown. through discourse, for example, state that racist, sexist, or inequality of social life are seen as a common sense, fairness or natural and indeed like that fact. a critical discourse analysis of language seen as important factors, example, how language is used to look at inequality came in society appear, even we can investigate how existing social groups fought each other and filed their each version. 10 how to understand these cases, the author will present the five (5) characteristics of critical discourse analysis at next sub-topic. 3. critical discourse analysis of characteristics below is characterizes critical discourse analysis according to fairclough (eriyanto: 2009,h. 8-13). a. discourse understood as an action. it means that discourse as a form of associate interaction, for example, people who speak or write are not construed as he wrote or spoke. in such an understanding, there are some consequences of how discourse should be viewed. first, the discourse is seen as something that aimed to influence, persuade, argue, support, react, and others. someone talking or writing has a specific meaning, both large and small. second, the discourse is understood something that expressed a conscious, controlled, not something outside the control of consciousness. b. critical discourse analysis considering the context of discourse, such as backgrounds, situations, events, and conditions. in addition, critical discourse analysis also examined the context of communications: "who is communicating with whom and why; in this type of situation and what audiences; through what medium; how is the difference type of communication development; and associated to each "party". please note that not all contexts are included in the analysis, only the relevant over production and interpretation of texts that are included in the analysis. there is some context that is important because it affects the production of discourse. first, participants of discourse, who is producing the discourse, gender, age, education, social class, ethnicity, religion, in many respects relevant in describing the discourse. second, certain social settings, such as place, time, position the speaker and the listener or the physical environment that constitutes a useful context for understanding a discourse. c. one important aspect to be able to understand the text is put in a certain historical discourse. for example, we analyze some leaflet made by students who opposed mr. president/suharto regime. understanding of the discourse from this text will only be obtained if we could provide the historical context in which the text was created, how the situation of political space, the atmosphere at the time, and why the language style used. d. a critical discourse analysis is also considering elements of the throne (power) in analyzing discourse. here, every discourse that comes in the form of text, 11 conversation, or whatever, is not seen as something natural, reasonable and neutral but it is a form of power combat. the concept of power is one of the key relationships between discourse and public. as a teacher to his students. this implies that critical discourse analysis views do not limit themselves to the details of the text or discourse structure but also connects with the strength and condition of social, economic, political, and cultural. on the concept of power in relation to discourse produces namely "control" or foucault term "disciplined body” both mentally/psychic and repressive. e. ideology is the central concept in this analysis, due to text, conversation, and another form of ideology or practice. in classical ideology theories, stated that the ideology was built by the dominant group aimed to reproduce and legitimize their domination. one of the main strategy is to create awareness to the mob that dominance was accepted in taken for granted, through what is called by gramsci hegemony and create a false consciousness. ideology makes a member of a group will act in the same situation, be able to connect their problems, and contributing in the form of solidarity and cohesion within the group. in this perspective the ideology has some important implications: first, ideology is inherently social, not personal or individual; second, the ideology of social nature, although he used internally among members of a group or community. therefore, the ideology not only provided the function coherence and cohesion but also it formed the identity of the group and difference among groups. in view of this kind of discourse, then not understood as something neutral and takes place naturally, as in any discourse necessarily contained ideology to predominate and jockeying for influence. from the characteristics of critical discourse analysis above, we may examine the discourse produced by the elites who created many of the social inequality, implies the false consciousness of the community through disinformation, and the ecstasy of communication they made. 12 4. critical discourse analysis approach some approaches that are commonly used in critical discourse analysis are: a. critical linguistics approach a critical linguistic approach is emphasizing its analysis on language in relation to ideology. in this case, the ideology has been analyzed from the angle of word choice and sentence structure are used, in other words, the aspect of ideology observed the choice of the language and the structure of the grammar used. b. french approach the french approach assumes that language is a domain of dominant fight. through the meanings that are created in the discourse, the various groups of mutual attempts to infuse his belief and understanding to other groups. through words and meanings, they created a battle opinion, including the power to determine and establish the position of dominance on the other. in this approach, the language and ideology agree on language use and language materialistic on ideology, both, words used and their meaning. this is the approach used by sara mills with the perspective his feminism. c. social cognition approach this approach was developed by teun van dijk that focuses on the issue of ethnicity, racism, and refugees. this approach is referred to as social cognition, because of an important element of cognition factor in the production of discourse. therefore, according to this approach, the analysis of discourse can be used to find out the position of the social groups, both as the ruler/dominant and marginal groups. d. socio-cultural change approach this approach focuses on how the discourse and social change. the discourse here is seen as a social practice. thus, there is a dialectical relationship between the discursive practices with identity and social relations. discourse is also inherent in the situation, institution, and certain social classes. approach social change looked as discourse practices of power. according to this approach, the discourse has three effects in social change, namely (a) gives participation in the construction of social identity and position of the subject, (b) contribute to the construction of social relationships, (c) contributed in the construction of the system of knowledge and belief. 13 e. historical discourse approach according to this approach, the analysis of discourse should pay attention to historical context. the discourse here is called wodak because according to historical analysis of discourse should include the historical context how the discourse a group or community is described (wodak r. and meyer, m. 2001). in the critical paradigm, the media are seen as the dominant group that has a power. because the media is controlled by the dominant group, a reality that has actually been distorted and false. c. conclusions 1. the discourse is a unit of language that most concerned to sentence and a grammatical unit that is highest in the hierarchy of grammatical. while the analysis of discourse is the study of the structure of a message in a communication or an examination regarding various functions (pragmatics). 2. there are three perspectives on discourse, for such empirical positivism-view, the constructivism-view, and critical-view. 3. critical discourse analysis is an effort or parsing process to give an explanation of a text (social reality) and being reviewed by a person or a group of dominant tendency who has a specific purpose. critical discourse analysis has some characteristics, those are historical, context, action, power, and ideology. 4. critical discourse analysis approaches according to eriyanto consists of five parts, namely critical linguistics approach, french approach, social cognition approach, socio-cultural change approach, and historical discourse approach. 14 references crystal, d. (1991). a dictionary of linguistics and phonetics. third edition. oxford: basil blackwell ltd. de beaugrande, r.a. & dressler, w.u. 1986. introduction to text linguistics. third edition. harlow-essex: longman group limited. eriyanto. (2009). analisis wacana pengantar analisis teks media. yogyakarta: lkis yogyakarta. fairclough, n. (1995). critical discourse analysis. the critical study of language. london and new york: longman. fairclough, n. l. (1995). critical discourse. language. harlow, uk: longman. fairclough, n. l. and wodak, r. (1997) critical discourse analysis. in glasgow university media group. (1980). t. a. van dijk (ed.), discourse studies more bad news. london: routledge a multidisciplinary introduction, vol. 2. fowler, r., hodge, b., kress, g., and trew, t. (1979). language and control. london: routledge and kegan paul. jorgensen, m.w. & phillips, l.j. 2002. discourse analysis as theory and method. london: sage publications. kridalaksana, h. (1984). kamus linguistik. jakarta: pt gramedia.lkis. mills, sara. (1997). discourse. london & new york: routledge. stubbs, m. 1983. discourse analysis: the sociolinguistic analysis of natural language. chicago: the university of chicago press. van dijk, t. a. (1988). news as discourse. hillsdale, nj: erlbaum. van leeuwen, t (2008). discourse & practice; new tools for critical discourse. new york: oxford university press. wodak, r. and meyer, m. (eds.). (2001). methods of critical discourse analysis. london: sage. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 79 seating arrangement in improving students’ speaking skill at iqra buru university riki bugis email: rizkyc87@gmail.com (dosen di english language letter faculty of iqra buru university) abstract speaking is one of the problems which is faced by anyone who learn english. in this research, the implementation of classroom management in this case seating arrangement aimed to find out to what extent seating arrangement improve students’ speaking skills at the second semester students of english department of letters faculty at iqra buru university. the participants of this research were the english speaking lecturer and 30 students of iqra buru university. this research employed quasi experimental design, which consist of two groups namely control group and experimental group. control group were treated by implementing orderly rows seating arrangement while for experimental were treated by implementing circle seating arrangement. the data were collected by using two kinds of research instruments namely test and recorder. the data were analyzed by statistical analysis spss program, version 20.0.the result shows that the implementation of seating arrangement can improve students’ speaking skill in term of accuracy, fluency and comprehensibility. it is supported by the mean score of the students’ posttests (74.48) was higher than pretests (56.07). on the other hand, there is also significant correlation among accuracy, fluency and comprehensibility. salah satu masalah yang sering dihadapi oleh seseorang dalam belajar bahasa inggris yaitu keterampilan berbicara. manajemen ruang kelas yang berfokus pada pengaturan tempat duduk dalam penelitian ini bertujuan untuk mengetahui sejauh mana pengaturan tempat duduk dalam meningkatkan kemampuan berbicara mahasiswa semester 2 pada jurusan bahasa inggris di fakultas sastra, universitas iqra buru. partisipasi dalam penelitian adalah dosen speaking dan mahasiswa semester 2 yang berjumlah 30 orang di universitas iqra buru. penelitian ini menggunakan bentuk penelitian kuasi experimental, dimana terdapat dua grup yaitu grup control dan grup eksperimen. pengaturan tempat duduk berbentuk orderly rows diimplementasikan kepada grup kontrol sedangkan untuk eksperimen berbentuk circle. data di kumpulkan dengan menggunakan dua jenis instrumen penelitianya knites dan rekaman. data dianalisis dengan menggunakan program spss versi 20.0 hasil menunjukan bahwa pengimplementasian pengaturan tempat duduk dapat meningkatkan keterampilan berbicara siswa dalam hal ini akurasi, fluensi dan komprehensi. hal ini didukung oleh nilai rata-rata posttest (74.48) siswa lebih besar dari hasil pretest (56.07). selain itu terdapat pula korelasi yang signifikan antara akurasi, fluensi dan komprehensi pada perkembangan keterampilan berbicara. keyword : classroom management, seating arrangement, speaking skills mailto:rizkyc87@gmail.com journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 80 a. introduction english is an important language in the globalization era where people from many countries used it as lingua franca to communicate each other in daily activities. people will have an additional skill which can be used to compete in the globalization era if they are able to communicate using this language. english is an important language in the globalization era where people from many countries used it as lingua franca to communicate each other in daily activities. people will have an additional skill which can be used to compete in the globalization era if they are able to communicate using this language. in indonesia, the government realizes that english competency has an impact on global development not only for education purpose but also for carrier purpose. english has been playing a major role in many sectors. there are some reasons why learning english is important. the first, students can get high-quality job. in business, language that commonly used is english. the second, learners will be able to communicate with other people around the world. the last, learners will be easy to get the data all over the world. (tari, et al. 2013). indonesia had implemented school-based curriculum which accommodates the actual needs and condition of the school. this curriculum provides space to include the local needs as well as the national standard as developed by the department of national education. among a list of subjects, english is considered as one of the most important subject. in a university, english is a general course that should be taught in all departments. the objective of teaching english is to provide the students with communicative ability in order that the students are able to communicate. there are four skills that should be mastered by the students in order to be able to speak english well, those are listening, reading, writing and speaking. among of those, speaking skill perhaps the most important skill for success in learning a language. however, in mastering speaking is not easy as we thought. mogrovejo and ayabaca (2013) in adnyaniet al (2013), revealed that speaking is one of the skill which most difficult to be developed by the students because of some factors such as pronunciation, grammar structure, lack of vocabulary, or just because of the low motivation. as happened at iqra buru university, the only one university which is located in buru island, maluku province where english speaking subject is presented into four semesters. however, the students at iqra buru university still have problem with speaking. based on the observation at english and literature department of university of iqra buru journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 81 (uniqbu) in buru island, maluku province, researcher gets some problems occur, such as: (1) many students cannot communicate each other in english either in the classroom or outside the classroom. they are frequently vacuum and passive in english communication; (2) many students are not interested in joining the speaking class. the students’ lack of opportunity to practice, and some lecturers are hardly to choose and to create teaching techniques and teaching activities. rasyid in jabu (1995), states that the factors that cause the english teaching failure are: (1) the big number of students in each class more than 20, (2) the minimum of meeting frequency, (3) the unavailability of learning source center, the library which prepares authentic materials for the students, (4) the unavailability of multimedia, (5) the low motivation of students, and (6) the unprofessional english teacher. in solving those problems, teacher should provide effective plans or strategies to fulfill students’ needs, whose general purposes to communicate using the language being learnt. it means teacher have responsible to make students speak english by employing suitable teaching strategies. the means of teaching strategies in this research is not only refers to teaching methodology but also classroom management, or how the teachers manage their classroom. generally, classroom management refers to the process where a teacher organizes and controls students’ movement, behavior and interaction during a lesson. teacher’s job in the classroom is to create the conditions in which effective learning can take place. in order to make a course effective, a teacher should have the skill to manage the classroom, and it can be done through teacher’s positive attitude, intentions, personality and a good relationship between teacher and the students. it also requires certain organizational skills such as task organization, lesson organization and techniques, wright (1987:51) oliver and reshchly (2007:44) define classroom management as the ability of teacher to organize classrooms and manage the behavior of their student to achieve positive educational outcomes. in addition, effective teaching and learning cannot take place in a poorly managed classroom. in contrast, well managed classroom provide an environment in which teaching and learning can flourish. (marzano and pickering 2003:1) tsui (2003:138) assumed that classroom management is refer to aspects of classroom organization, such as conducting individuals, pairs, or group work , maintaining order; dealing with disruptive behavior, and handling daily business, such as collecting journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 82 assignment and taking roll class. paramita (2013), states that when the teacher does not have any sufficient knowledge about classroom management, they could not easy to maintain their cl ass and give a good model for students for their learning. she also added, if the classroom is not managed properly, ineffectiveness of learning will become disadvantage for the teacher’s achievement. classroom management includes grouping and seating, setting up activities, time management, teacher’s control, proper start and end the lesson, maintaining discipline, using proper tool and techniques, giving instruction, monitoring, etc. when managing the classroom, it is important for teacher to manage all the aspects that refers to the right circumstances which will help them in developing teaching and learning process. bachar (2010: 3) outlined that there are four aspects in managing classrooms. they are physical environment, managing learning, procedures and rules, and managing discipline. managing physical environment where teaching and learning process take place is very important because a good progression and effective interaction of both students and teachers cannot take place without appropriate atmosphere and well managed environment. ming tak and wai-shing (2008:47) outlined that physical environment involves the management of floor space, wall space, countertop space, shelf, cupboard and closet space and the general ambience. managing learning is the teachers’ responsibility and it is the main role can any teachers play. teachers are required to prepare validity lessons with the necessary materials and audio-visual aids in addition to assessing both students’ progression and material used as well as the good planning for the sequences of the lessons’ parts in the allotted time. managing learning can include managing activities which are the main issues that make students involve and interact in the classroom. teacher must set up their principle from the beginning to do not let the students go out of their control and disturb the learning process. oliver and reschly, (2007:07) claim that teacher should be aware of the students’ negative and positive behavior and must prepare the right feedback for each behavior. these expectation deal with any kind of behaviors allow teachers to get the respect of the students and to decrease disruptive behavior that could have a bad impact on the development of the students’ learning. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 83 rules and procedure are very important to be applied. brophy and evertson (1986:16) asserts that teachers’ achievement could be reached by the explanation of the objectives of the rules and the objectives behind using them, so students will acknowledge and respect them. discipline is about the rules teachers apply in order to decrease students’ misbehavior and make the classroom environment suitable for the smooth running of the teaching and learning process. every teacher has their own procedures and rules which they are not acceptable to be broken by the students. however if the students did not obey the teacher’s rule, teachers may have them warm. as mentioned above that one of the classroom management is physical environment. one of the most parts of physical environment is seating arrangement. seating arrangement is a very important factor in the process of beginning a lesson smoothly and promptly (laslett& smith, 2008). it also plays an important role to make the learners more involved in the class and also can help students in interacting with different people. moreover, students who are weaker have less chance of hiding themselves and the students who are stronger have less chance to dominate in the classroom. b. literature review seating arrangements are the main part in teaching plan for classroom management. baron (1992:13) believed that seating arrangement should be treated as a priority when thinking of classroom with maximum on task behavior. teacher’s position in the classroom is very important factor of classroom management. to communicate with all students in the classroom, teacher sometimes need to move from one place to another place which requires some free space in class. jones (2000) in ming-tak and wai-shing,(2008:49) stated that leaving sufficient space in the classroom is very important to give teachers easy and efficient access to different groups of the students. he added that movement areas of the classroom should be free from congestion to avoid disruptive behavior. harmer (1998:31-32) suggest three types of seating arrangements. those are: 1. orderly rows in orderly rows seating arrangement, both teacher and students can see each other clearly and can have eye contacts. maintaining discipline is easier in this seating arrangement. teacher can also walk up and down if there is an aisle and can have personal interaction with the students. this type of arrangement is suitable for watching a video, using journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 84 the board, explaining a grammar point, demonstrating text organization etc. where the teacher can work with the whole class. teacher needs to engage the whole class while working with them in this arrangement and for this teacher must move round. orderly row is best suited for medium to large classrooms. however, there are some disadvantages of this seating arrangement. in this kind of seating arrangement, the teacher could not maintain the students’ behavior. besides, the teacher could not move easily from one place to one place to watch the students’ movement or attitude during the lesson given. 2. circles and horseshoes in smaller classes, many teachers and students prefer circles or horseshoes. in a horseshoe, the teacher will probably be at the open end of the arrangement since that may well be where the board, overhead projector and/or computer are situated. in a circle, the teacher’s position where the board is situated is less dominating. classes which are arranged in a circle make quite a strong statement about what the teacher and the students believe in. the round table in the british and french legends about king arthur was specially designed so that there would not be arguments about who was more important than who and that included the king himself when they were in a meeting. so it is in classrooms. with all the people in the room sitting in a circle, there is a far greater feeling of equality than when the teacher stays out at the front. this may not be quite so true of the horseshoe shape where the teacher is often located in a commanding position but, even here, the rigidity that comes with orderly rows, for example, is lessened. if, therefore, teachers believe in lowering the barriers between themselves and their students, this kind of seating arrangement will help. there are other advantages too, chief among which is the fact that all the students can see each other. in an ‘orderly row’ classroom, you have to turn round that is, away from the teacher if you want to make eye contact with someone behind you. in a circle or a horseshoe, no such disruption is necessary. the classroom is thus a more intimate place and the potential for students to share feelings and information through talking, eye contact or expressive body movements (eyebrow-raising, shoulder-shrugging, etc) is far greater. 3. separate tables. even circles and horseshoes seem rather formal compared to classes where students are seated in small groups at individual tables. in such classrooms, you might see the teacher walking around checking the students’ work and helping out if they are having difficulties prompting the students at this table, or explaining something to the students at that table in journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 85 the corner. when students sit in small groups at individual tables, it is much easier for the teacher to work at one table while the others get on with their own work. this is especially useful in mixed-ability classes where different groups of students can benefit from concentrating on managing the classroom different tasks (designed for different ability levels). separate table seating is also appropriate if students are working around a computer screen, for example where students are engaged in collaborative writing or where they are listening to different audio tracks in a jigsaw listening exercise however, this arrangement is not without its own problems. in the first place, students may not always want to be with the same colleagues; indeed, their preferences may change over time. secondly, it makes ‘whole-class’ teaching more difficult, since the students are more diffuse and separated. ramsden (1999:3), proposed five common types of seating arrangement which can be used by the teachers. those are: 4. cluster clusters are scattered in different places of the classroom and there is enough space between two clusters so that the chairs do not smack each other and the teacher can easily move from one place to another. this seating arrangement consist of four to five desk together facing each other. 5. desk rows desk rows are the traditional seating arrangement. in this seating arrangement, desk are placed in several rows facing towards the front of the classroom. there is a gap between each desk so the teacher can walk back and forth without moving anything. 6. table rows long tables are placed in rows vertically from the front to back of the room. students sit next to each other. it is suitable for group work because the purpose of this seating arrangement is collaborative learning. 7. semi-circle semi-circle seating arrangement consists of few desks touching each other placed in semi-circle shape. all desks are faced in front of classroom. in this arrangement, both teacher and students can see each other. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 86 8. pairs pairs consists of two desks are placed together. each pair of desks is away from other pairs. students are faced towards the front of the class in this seating. teacher in this seating arrangement, can walk around the whole class and monitor the students easily. c. research method this research aimed to determine existence of casual relationship between two research variables. the research was designed in quasi-experimental type in which there were a control and an experimental group. as in this research, the circle seating arrangement was treated to the experimental group, while the control group had orderly rows seating arrangement of teaching. at the end, the result of pre-test and post-test from control and experimental groups were compared to seek the significant difference. the population of the research was english speaking lecturer and english department students of letters faculty in iqra buru university, buru island, maluku province. the students consisted of one class and the number of the students was 30 students. in this case, the researcher chose the sample by using purpossive technique sampling in which one class acted as the control group, while the other class was the experimental group, and each class consisted of 15students. to ensure that the sample of this research was in the same level of competence, the researcher did small talk with a lecturer who taught speaking subject and the lecturer gave information about the students’ level of ability. furthermore, in choosing sample, the researcher took from the studentspre-test’ score. here the researcher steps in choosing the sample: 1. the first step, the researcher scored the students’ writing narrative text from pre-test score and put them from the highest to the lowest score. 2. after that, the researcher chose the students who had odd number as a sample. in collecting the data, the researcher employed two kinds of research instrument, speaking test and recorder. speaking test was used to assess the students’ speaking skills in term of accuracy, fluency and comprehensibility. it was applied in pre-test and post-test. the pre-test was intended to find out the prior level of the students’ speaking skills before giving treatment, while post-test was aimed to find out the improvement of the students’ speaking skills after giving treatment. and recorder was used to record the students’ speaking. in this journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 87 case, according to heaton (1988: 88), recorder functions to provide accurate analysis based on information that is expressed by the speaker. independent variable was the variable that causes a change, and in this research it referred to the kinds of seating arrangement. while dependent variable was the variable that changes as the effect from independent variable itself. students’ achievement in speaking was the dependent variable of this research. in avoiding the subjectivity in assessing students’ speaking score, the researcher used three inter-raters to score the students’ speaking. the scoring of the tests (pretestposttest) can range from an impression mark to a mark arrived at on the basis of a fairly detailed marking schemes in present day use. the students’ speaking on several pretests and posttests will be recorded, transcribed, and rated them. the transcription and score are subject to analyze using the following criteria level introduced by heaton (1988: 100). the final scores of the students’ speaking skill convert by using the score from heaton score 1 up to 6 and the depdiknas score of students divided by the top of heaton’s band score (6) multiplied by the two of depdiknas’s score (100). in calculating the mean score and standard deviation of the students speaking skill (accuracy, fluency, and comprehensibility), the researcher used spss program version 20.0. in calculating the correlation score, the researcher used jonathan’s interval correlation to find out whether the data are correlated each other or not d. finding and discussion the students’ speaking achievement deals with seating arrangement, the lecturer applied two kinds of seating arrangement for two groups. they were circle and horseshoes for experimental group and orderly rows for control group. the result shows that students under the guidance of experimental group which applied circle and horseshoes performed significantly better than students in control group which applied orderly rows. the experimental group shows score of post-test was greater than control group by gaining mean score 74.48 and control group gained mean score 72.20. the data also computed and analyzed by using statistical package for service solution (spss) version 20. the normality test of the data shows that it was normally distributed where (p > 0.5). thus, parametric was used which covered independent t-test to analyze for a statistically significant difference between control group and experimental group, and pair t-test to look for a statistically significant difference in a prejournal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 88 test and post-test. furthermore, the result of independent t-test in pre-test shows that the significance gained was 0.604. the data indicates that there was no significance different between control and experimental group in pre-test. it means that h0 is accepted since p > 0.5. in contrast with the result of independent t-test for post-test in which, it shows that the significance gained was .000. the data indicates that there was a significant difference between control and experimental group in post-test. it means that h1 is accepted and h0 is rejected because p < 0.5. the data also was computed to know the result of pair ttest for control and experimental groups where control group shows that the significance gained was 0.000. the data indicates that p < 0.5. for experimental group also indicates that p < 0.05 by gaining .000, which means that h0 is rejected and h1 is accepted. there was significant different between pre-test and post-test for both of control and experimental groups. the finding showed that there was significance improvement of the students’ speaking skills at english and literature department of university of iqra buru in aspect of accuracy, fluency, and comprehensibility through seating arrangement. it is proved by α (0.05) value of the students’ posttests are higher than p-value (0.00), it supported by gay (2006: 358) stated that there is significant between pretests and posttests if the p-value or sig. (2-tailed) is less than or equal to α (0.05). the description of the data collected through the test as explained in the previous section shows the students who are treated by circle seating arrangement perform better than the students who are treated by orderly rows. it is supported by the mean score of the students’ pretest in orderly rows was 54.70 and posttest was 72.15. while the mean score of students’ pretest in circle was 56.07 and posttest was 77.73. in this research, there are three items that researcher try to find out, they are accuracy (74.47), fluency (75.60), and comprehensibility (82.53). the highest score was comprehensibility. comprehensibility in speaking means that people can understand what we say and we can understand what they say. harmer (1998: 107) says that if two people want to make communication to each other, they have to speak because they have different information. if there is a ‘gap’ between them, it is not a good communication if the people still confuse with what they say. to avoid from the gap, the speaker should pay attention to the process of constructing meaning. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 89 an interactive process of constructing meaning involves producing, receiving and processing information (burn and joyce, 1997: 63). its form and meaning are dependent on the context in which it occurs, including the participants themselves, their collective experiences, the physical environment, an acceptable level of language, and the purposes for speaking. even though comprehensibility was the highest score but most students get problems in speaking to express their ideas so that the speaker can understand their intention and those caused of inhabitation, lack of vocabularies or nothing to say, and the influence of mother tongue or first language (ur, 1996). therefore, to solve students’ inhabitation, lack of vocabularies, and mother tongue, the teacher should pay much attention in teaching and learning activities such as monologue, dialogue, question and answer, and speaking game. another problem faced by the students in expressing their ideas was pronunciation. pronunciation is one of the important components that a good english speaker uses when he/she expresses his/her ideas in an interaction in order to have a good communication. in fact, the students made some mistakes in pronouncing some english words. they found it hard to pronounce some english words because mostly they were influenced by the use of their mother tongue. this is in line also with wenden (1987) said that to be successful language leaner, one should use the language as often as possible, think with the target language, and live and study in an environment here the target language is spoken. therefore, to get students’ good pronunciation, the teacher should pay much attention in teaching and learning process. students’ score in term of comprehensibility were higher than fluency and accuracy because fluency and accuracy did not lie totally only on mastering the language system but it also lays on the vocabularies as using the language system communicatively, and without too much hesitation. as richard and rodgers (2001: 90) stated that fluency is the ability to produce written or spoken language easily. this indicates that spoken language is produced naturally with hurtles. they also added fluency is the ability to speak with a good but necessarily perfect command of intonation, vocabulary and grammar. so the lack of vocabularies and grammar or mastering language system has become hindrances and obstacles for the students to speak fluently and accuratively. that caused of the students have low achievement in fluency and accuracy. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 90 although the students got high score in posttests in term of accuracy, fluency, and comprehensibility then in pretests, it did not mean that they are good to communicate in english or it did not show that they were perfect without any deficiencies and mistakes they have done especially in term of accuracy, fluency, and comprehensibility. e. conclusions based on the research findings and discussion, the researcher comes to the following conclusions: the implementation of seating arrangement can improve students’ speaking skill in term of accuracy, fluency and comprehensibility. it is supported by the mean score of the students’ posttests (74.48) was higher than pretests (56.07). the result of finding shows that there are strong correlation among of accuracy, fluency and comprehensibility in speaking. it is proved by the probability value from these three elements were higher than 0.05 with the interval score was 1. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 91 references adnyani n.w.s. et al. (2013). the effect of scripted role play and foreign language anxiety on the eleventh grade students’ speaking competency at sma negeri 8 denpasar in academic year 2013/2014. . e-journal program pascasarjanauniversitaspendidikanganesha program studipendidikanbahasainggris (volume 1 tahun 2013). bachar. 2010. classroom management. mohamed khidher university, biskara. baron, e.b. 1992.discipline strategies for teachers. fastback, 344.retrieved from eric database. accessed internet on february 2015 best, j.w. 1981. research in education. fourth edition. new jersey: prentice-hall inc, englewood cliffs. brophy, j.e. and evertson. 1986. classroom organization and management. the elementary school journal, 83,4 gay l.r., mills g. e., &airasian p. (2006). educational research; competencies for analysis and applications. eight edition. new jersey: pearson precentise hall. harmer john (1991). the practice of english language teaching. essex, uk: longman. heaton j. b. (1988). writing english language tests.longman inc: new york. jabubaso. (1995). the assessment of the speaking skills of the students of english department at ikip ujung pandang.unpublished thesis, makassar, post graduate program unhas. laslett robert & colin smith. (2008). effective classroom management: a teachers’ guide. new york : nichol’s publishing company. marzano, robert j., marzano, jana s and pickering debra j. 2003.classroom management that works. usa. association for supervision and curriculum development. ming-tak hue &wai –shing li. (2008).classroom management: creating a positive learning environment. hong kong and aberdeen: hong kong university press. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 92 oliver, regina m and reschly, daniel j. 2007. effective classroom management. teacher preparation and professional development. paramita. (2013). an analysis of teachers’ knowledge and practices of effective classroom management : case study in sd chipta dharma denpasar. http://pasca.undiksha.ac.id/e-journal/index.php/jpbi/article/view/611. accessed electronic journal on 6 th february 2015. ramsden, alexandra. seating arrangement.http://www4.uwsp.edu/educational/pshaw/seating%arrangements.htma ccessed internet on february 2005.. richards jack c. & rodgers t.s. (2001).approaches and methods in language teaching, 2 nd ed.cambridge university press. silalahi, ulbert. 2012. metodepenelitiansosial.third edition.refikaaditama. bandung. sparttet al. (2005).teaching knowledge test: preparation course (tkt). cambridge: cambridge university press. tari, nirmala, et al. 2013. a comparative study of different teaching strategies based on text types on students’ speaking competency. e-journal program pascasarjanauniversitaspendidikanganesha program studi pendidikan bahasa inggris( volume 1 tahun 2013). tsui, b.m. amy. 2003. understanding expertise in teaching case studies of esl teachers. cambridge: syndicate of the university of cambridge. ur penny.(1996). a course in language teaching.practice and theory.cambridge teacher training and development. wright, tony. 1987. roles of teachers and learners. oxford university press. http://pasca.undiksha.ac.id/e-journal/index.php/jpbi/article/view/611 http://www4.uwsp.edu/educational/pshaw/seating%25arrangements.htmaccessed http://www4.uwsp.edu/educational/pshaw/seating%25arrangements.htmaccessed journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 81 need analysis in learning english for non english program at tarbiyah and teacher trainning faculty yuwin r. saleh yuwinsaleh@iaingorontalo.ac.id (dosen iain sultan amai gorontalo) abstract this research aims to obtain information about the needs of learners in englih learning especially non english department students surroundings of tarbiyah and teacher training faculty of iain sultan amai gorontalo, the results of the analysis of data obtained via the questionaire form as the main instrument. based on the data analysis, it was obtained information that the english material should be submitted by using the strategies varied, english has four skills with more emphasized on a competency-based vocabulary , this is because learners expected through vocabulary they can understand a textbook material on other subjects which is very useful for them in job field. penelitian ini bertujuan untuk memperoleh informasi tentang kebutuhan peserta didik dalam belajar bahasa inggris khususnya peserta didik non program studi pendidikan bahasa inggris dilingkungan fakultas ilmu tarbiyah dan keguruan iain sultan amai gorontalo, hasil analisis data yang didapat melalui angket sebagai instrument utama diperoleh informasi bahwa materi bahasa inggris hendaknya disampaiakn dengan menggunakan strategi yang bervariasi, materi bahasa inggris meliputi empat ketrampilan dengan lebih memberi bobot pada kosa kata berbasis kompetensi, hal ini dikarenakan peserta didik mengharapkan dengan kosa kata tersebut mereka bisa memahami materi materi buku teks pada mata kuliah lainnya yang berbasis kompetensi juga bisa menjadi bekal mereka dalam dunia kerja nanti keywords: need analysis, learning english, non english department mailto:yuwinsaleh@iaingorontalo.ac.id journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 82 a. introduction the history of english empire has contributed significantly to the spread of english worldwide, geographically and culturally. geohistorically, english has spread in three ways such as inner circle refers to nations using the language as their mother tongue, in example us, canada, australia, and new zealand. the “outer circle” includes those are from some 55 ex british colonial countries, where english may be the language of the court, the medium of instruction at least in some levels of education, the press, or the government and is usually the official language, the third is expanding circle ; it is includes the nations that recognize the importance of english as an international language, included studying and history of nations. in addition, the global status of english cannot be separated from its other popular role as the language of science and technology. advancements in sciences and technologies that relate to a wide range of human needs including the press, transportation and communication in research, experiments and inventions have been report as knowledge. the continuous advancement of commerce and technology has created the need for students and professionals to master the language of commerce and technology not only for academic purposes but also for occupational purposes. the role of english in commerce and technology has been widely recognized and english courses which cater for this need have been and will continue to play a significant role in the development of commerce and technology. unlike english courses for general purposes, english for specific purposes is different in the way the course is designed. in indonesia, although english is not as widely and accurately use as native speakers naturally, the language is relatively ubiquitous and it is use actively in some cases. at least two english newspaper ( i.e the jakarta post and the indonesia observer) are nationally distributed. five national television and many radio stations broadcast a version of their news or current affairs in english once daily in the morning or evening, in addition to their entertainment programs involve songs and movies in english. in cities, it is common to see and meet english speaking tourists, these are the mirrors of the using english as global status in the world. therefore in indonesia, english is one of the most important subjects in which it has been teach in every stage of education, include islamic higher education. it has been generally accepted that the success of language teaching program depend on some important aspects such as teacher competent, curriculum and students readiness toward journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 83 learning and teaching material. the role of teaching materials has been recognized for decades. renandya argue that teaching material is a key component in most language program. they said that whether the teacher uses textbook, institutionally prepared materials or make use of his own materials instructional materials serve as the basis for much of the language input learners receive and the language practice that occurs in classroom (j. c.,renandya, w, 2002: 65) a good and competent teacher is encouraged to make his/her own instructional materials to fit the need of their learner. however, in developing or designing his/her own materials there are some factors that the teacher should pay attention to. in developing teaching materials a teacher, according to mcdonough & shaw should be guided by syllabus, syllabus is derived from the goals which want to be achieved in the language program. the goals are formed by the nature context of the language teaching program which are the learners themselves and the educational setting where the teaching will occur (mcdonough, j. & shaw, c , 2003: 4). by considering the idea of mcdonough & shaw above it is clear that the analysis on the context, that is where and who the learners will be, is very crucial in developing teaching material. the writing of instructional materials used in iain sultan amai, an islamic college operating in gorontalo province, needs to be increased in anticipation of the growing number of students studying there and need to suit the teaching material with the needs of the students like mukhtar said that in the islamic hgher education level, learning transformation might be contributed and provided the aims of teaching and learning process of high education clearly, it should be suitable with students’ need, it means that in arrange the materials it should be better based on the students’ need include in arrange english materials (carter ronal & nunan,david, 2002 : 131). as the one of subject, english materials at iain sultan amai gorontalo should be based on the students neecd. in this framework of thinking the english taught in iain can be called english for special purposes (esp). according to evans (carter &nunan) the key defining feature of english for special purposes is that the teaching and materials are founded on the results of need analysis. he says that in developing a material for esp the teacher should be guided by the questions: “what do the students need to do with english?, which of the skills do they need to master and how well and which genre do they need to master?”( wello, b. & nur. h. a. j, 2008: 6). journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 84 with regard of the guidelines by evans above the english taught in iain should be english for special purposes (esp), in this case the english for specific purposes should based on the faculty competence. in support with this claim is what wello and nur claim that absolute characteristics of esp are: “designed to meet specific need of the learner, related in content to particular discipline, occupation and activities also centered on the language appropriate to those activities in syntax, lexis, discourse, semantics and need analysis”. iain sultan amai gorontalo has four faculties namely tarbiyah and teacher training faculty, tarbiyah and teacher training faculty, ushuluddin faculty and bussiness and economic faculty. it means that it should be better in english teaching learning and process, the english materials based on the esp. based on the researcher’s pre observation, especially in tarbiyah and teacher training faculty, it is found that english subject has been taught at the first semester, the english lecturers use available book as their handbook in teaching and learning process. based on the interview, they said that they have difficulties to find out the book that related with the faculty competence. this fact encourages the researchers to make a research to find out how are students’ needs in learning english, the researches formulating it in the title “analysis students’ need in learning english for non english program at tarbiyah and teacher training faculty”. the research question in this research is how are the students’ in learning english for non english program at tarbiyah and teacher training faculty? b. literature review 1. english specific purpose (esp) in the first phase of esp history, (the 1960s and the early 1970s), esp researchers and teachers concentrated on the sentence-level characteristics of the types of english identified as useful to their students. they discovered, among many others things, that english of science and technology (est) favors the present simple tense, the passive, and noun compounds ; they also discovered that business letters contain a set formal, many formulaic expressions, a limited vocabulary, and a limited set of conjunctions. after careful analysis of identified spoken or written discourse, practitioners organize their grammar based curricula around the features of these social registers. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 85 in the second phase of esp (late 1970s and early 1980s), have modernizing influences on register analysis, such as those which integrate grammatical form with rhetorical functions (relatively frequent use of “passive” in est as compared to ge), in this phase the focus of register analysis became more rhetorical. in the third phase the researches concentrated upon systematic analysis of the target situation in which students are found to be employing spoken english, in an attempt to make a notional functional curriculum to central focus namely the communicative purpose of a speaker/writer, the setting of language use and the mode of communication and language use. recently, the fourth phase, rather than centering on the discourse, the communicative situation or the learners’ communicative process, the focus is upon the strategies which learners employ to acquire the target language and emphasis need assessment. from historical description about esp above it is clear that esp concentrates more on language in context than on teaching grammar and language structures. the esp vocal point is that english is not taught as a subject separated from the students’ real world (or wishes); instead, it is integrated into a subject matter area important to the learners. in esp it is a need analysis that determines which language skills are most needed by the learners and the syllabus is designed accordingly, in this matter esp can be say that esp have highly motivating the learners because the learners are able to apply what they learn in their english class to their main field of study, they are able to use the vocabulary and structures that they learn in meaningful context. the term “specific” in esp refers to the specific purpose for learning english. the learners approach the study of english through a field that is already know and relevant to them. this means that the learners are able to use what they learn in esp classroom right away in their work and studies. the esp approach enhances the relevance of what the learners are learning and enables them to use the english they know to learn even more english, since their interest in their field will motivate them to interact with speakers and texts. robinson writes” during the period of roughly ten years a wealth of terms has grown up. lsp (language for special purpose) is the international terms and although most of work on languages for special purposes has been on the english language, a consideration of some lsp research provides a useful insight into some shortcomings and preoccupations (robinson. p. c, 1984 : 5)”. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 86 this allegation of robinson above shows that english for special purpose is one of international terms referring to the kind of language learned by learners to achieve certain purpose. apart from english, there are many other languages learnt for special purposes. streven (wello&nur) propose two categories on esp. the first is absolute categories and the second is variable categories. absolute categories include it is designed to meet specific needs of the learners, it is related in content to particular discipline and it is centered on the language appropriate to those activities in syntax, lexis, discourse and analysis of this discourse (wello, b. & dollah s, 2008 : 14). it is obvious that by referring to the idea of robinson and strevens above the english taught in islamic colleges should be called english for special purpose. point three by robinson clearly says that one the characteristic of esp is that it is used for academic or professional study such as engineering, islamic studies and so on. similarly, point two of strevens’s idea says that esp related in content to particular discipline. further strevens (wello & nur) said that “esp may be, but not necessarily, restricted as to the language skills to be learned, e.g reading only not taught according to any pre-ordained methodology (wello, b. & dollah s, 2008 : 14)”. according to wello & nur esp can be subcategorized into english for occupational purpose (eop) and english for academic purpose (eap). eop involves mostly work-related needs and training while eap involves academic and study needs (wello, b. & dollah s, 2008 : 14). to sum up, english taught in islamic college can be categorized as english for special purpose. hence, the materials to be developed for the teaching should be designed into english catering special purpose for students’ in this case academic needs of students. 2. need analysis esp courses set out to teach the language and communication skills that specific groups of language learners need or will need to function effectively in their disciplines of study, professions or workplaces. because esp focuses on teaching specific language and communication skills, esp course design usually includes a stage in which the course developers identify what specific language and skills the group of language learners will need. the identification of language and skills is used in determining and refining the content for the esp course. it can also be used to assess learners and learning at the end of the course. this process is termed ‘needs analysis’. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 87 needs analysis in esp refers to a course development process. in this process the language and skills that the learners will use in their target professional or vocational workplace or in their study areas are identified and considered in relation to the present state of knowledge of the learners, their perceptions of their needs and the practical possibilities and constraints of the teaching context. the information obtained from this process is used in determining and refining the content and method of the esp course. wello and dollah ( 2008 ; 65) stated that “ need analysis or need assessment in a language program is often viewed simply as identification of the language forms that the students will likely need to use in the target language when they are required to actually understand and to produce the language (wello, b. & dollah s, 2008 : 14) “. the above theory means need analysis is to establishing the how and what of a course, it is a continuous process, since a materials developer modify his/her teaching as he/she come to learn more about his/her learners, and in this way it actually shades into evaluation – the means of establishing the effectiveness of a course. needs is actually an umbrella term that embraces many aspects, incorporating learners’ goals and backgrounds, their language proficiencies, their reasons for taking the course, their teaching and learning preferences, and the situations they will need to communicate in. needs could involve what learners know, don’t know or want to know, and can be collected and analyzed in a variety of ways. need analysis procedures may involve interviews with students to determine perceptions of their major language difficulties, interviews with lecturers and instructors, observation of students in class to observe how well they can carry their assignments, examination of their lecture notes, essays, and so on to determine their difficulties, as well as tests of different kinds to determine students level of proficiency in reading, writing and note taking. the aims of a need analysis are thus to determine the types of situational in which learners will be using english, the tasks and activities they are expected to carry out or take part in english and their existing language skills or abilities with respect to those tasks. practical guidelines to needs assessment is proposed by isaac and michael (in wello and dollah,) as follows : a. identity the students-oriented goals (needs are based on goals). b. rank the importance of these goals without regard to performance levels which are categorized as high, moderate, or low importance. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 88 c. asses the level of performance for each of the goals. the performance level for each goal is categorized as high, moderate, or low d. establish a priority for each student’s goal, considering both importance and performance (wello, b. & dollah s, 2008 : 66). in assessing need, in this research the researchers will use approach to need analysis is learning-centered approach that learning is totally determined by the learner. in this approach involve target needs (what the learner needs to do in the target situation) and learning needs ( what the learner needs to learn). for target needs hutchinson and waters consider that the information necessary for the course designer should be obtained by posing detailed questions : a. why is the language needed? b. how will the language be used? c. what will the content areas be? d. who will the learners use the language with? e. where will the language be used? f. when will the language be used? similarly, they also pose questions to analyze learning needs : a. why are the learners taking the course? b. how do the learners learn? c. what resources are available? d. who are the learners? e. where will the esp course take place? f. when will the esp course take place? (hutchinson tom & waters alan, 1990:59) c. research method this research is designed as in qualitative method. according to creswell qualitative procedures demonstrate different approach to scientific inquiry than quantitative research method. its inquiry occupate different assumption philosophically such as: strategies of inquiry; methods of data collection, analysis, and interpretation. the participants were the students of tarbiyah and teacher training faculty, they were one hundred students from pai, mpi, piaud, pgmi and pba program which twenty students for each program. they answered the questioner as main instrument in this research that covered items of : journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 89 1. the students’ need in english learning 2. the students’ reasons to learn english 3. the students’ preference in english be used 4. the students’ preference for the teacher way in teaching english 5. the students’ preference in learning reading text 6. the students’ preference the content of english materials 7. the students’ preference to use english language with ? 8. the students’ area in the language be used? 9. the students’ preference about the time to study english 10. the students’ way to learn english 11. the students’ preference to do homework 12. the students’ preference to spend the time 13. the students’ preference to learning english from? 14. the students’ preference about useful activities in learning english d. findings and discussion based on the analysis the data, i found that the students’ needs in learning english for reading literature, it supported by the students’ first priority to the question number 1, in which they chosen for reading literature was 40%, the students’ answer to question number 2 about the students’ reason in learning english, in which for the question their first priority was to find specific vocabularies with scores 49%. for students preference in english be used, the students chosen to understanding the literature was 40% this was first priority, the students’ preference for the teacher way in teaching english, the students chosen use variety of strategic as their first priority, it was 40%, the students’ preference in learning reading text, their score was 42% for reading text based on the competence as first priority, the students’ preference the content of english materials, they chosen covers four skills namely, writing, reading, listening, and speaking, and it was completed with exercises that the students have to do whether in class or in their house as homework, whether in individually task or group, as their first priory with score 42%. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 90 to presenting the material, the english lecturer used face to face technique in big group, for the students who have difficulties in understanding the material, the lecturer gave the remedial in small group, this is to respect the students preferences about learning english style, in which in this case their first priority in big group by guiding the lecturer in 72% and second priority in small group was 68%. the time used to teach the material at once in a week in 2 1 /2 hours. in presenting the materials, the english lecturer has to use english and indonesian language sometimes use verbal language to make students more understood to the material, this is to recommended the students’ preferences about the english lecturer method in teaching the material, in which in this question their first priority was english and indonesia also verbal in 51% scores. in teaching and learning process to make the english lecturer easy in presenting the materials, it should be better if the english lecturer used handbook for her/himself also gave the students book package so the students have direction about the material that they have to study . for reading material of this products, the english lecturers should prepared reading materials based on the faculty, in this case like a text of short reading, this based on the students preferences toward reading materials, in which in this case, their priority was reading based on the faculty in a short text form as first priority and the english lecturer can use reading comprehension technique. to improve students speaking ability, the material used retelling technique, in this case retell about the content of reading text, this is to fulfill the students responses through question number 14 about their preferences toward method in teaching speaking, in which in this case their first priority was retell in 51% scores, also sometimes english lecturer may ask students to read the text of reading as their second priority. for writing skill, to improve students writing skill, the english lecturers must give their focus in using grammar exercise like ask students to make sentence toward grammar in focus, ask students to make conclusion about the content of reading or about something through audio visual. in improving students listening skill, in the material prepared dictation method by english lecturer whether in classroom or in language laboratory. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 91 e. conclusions based on the data analysis, it is clear that the students’ needs in studying english for reading literature completed with specific vocabularies, because by knowing and using specific vocabularies, it can help the students to understand their text book, this is suitable with the students’ answer to question number 2 about their priority in learning english, in which for the question their first priority was to find specific vocabularies with scores 49%. the english material should involves four skills namely, writing, reading, listening, and speaking, and it was completed with exercises that the students have to do whether in class or in their house as homework, whether in individually task or group, to presenting the material, the english lecturer used face to face technique in bog group, for the students who have difficulties in understanding the material, the lecturer gave the remedial in small group, this is to respect the students preferences about learning english style, in which in this case their first priority in big group by guiding the lecturer in 72% and second priority in small group was 68%. the time used to teach the material at once in a week in1/2 hours. in presenting the materials, the english lecturer has to use english and indonesian language sometimes use verbal language to make students more understood to the material, this is to recommended the students’ preferences about the english lecturer method in teaching the material, in which in this question their first priority was english and indonesia also verbal in 51% scores. in teaching and learning process to make the english lecturer easy in presenting the materials, it should be better if the english lecturer used handbook for her/himself also gave the students book package so the students have direction about the material that they have to study in a semester, but in this research, i did not make book package for the students, it depend on the english lecturer who will use this materials to make book package based on his/her creativity. for reading material should be based on the faculty, in this case like a text of short reading, this based on the students preferences toward reading materials, in which in this case, their priority was reading based on the faculty in a short text form as first priority and the english lecturer can use reading comprehension technique. to improve students speaking ability, the material used retelling technique, in this case retell about the content of reading text, this is to fulfill the students responses through question number 14 about their preferences toward method in teaching speaking, in which in journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 92 this case their first priority was retell in 51% scores, also sometimes english lecturer may ask students to read the text of reading as their second priority. for writing skill, to improve students writing skill, in the material of this exercise also ask students to make sentence toward grammar in focus, ask students to make conclusion about the content of reading or about something through audio visual. in improving students listening skill, in the material prepared dictation method by english lecturer whether in classroom or in language laboratory. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 93 references crawford, j. (2002) how authentic is the language in our classroom? prospect 6(1) 4754 carter ronal & nunan,david (2002) teaching english to speakers of other language. cambridge : university press hutchinson tom & waters alan. (1990). english for specific purposes. a learning-centred approach. cambridge : university press mcdonough, j. & shaw, c.(2003). materials and methods in elt. blackwell publishing. robinson. p. c, (1984). english for special purpose. pergamon press. oxford j. c.,renandya, w. (2002) methodology in language teaching: an anthology of current practice.cambridge university press tomlinson.b., (2003). developing materials for language teaching. continuum. new york tomlinson (2003) developing language course materials. seameo regional language centre. singapore wello, b. & nur. h. a. j,(2008). an introduction to esp. badan penerbit universitas makassar wello, b. & dollah s. (2008) fundamental aspect of english for special purpose. badan penerbituniversitas makassar. penelitian al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 44 metode langsung (direct method) dalam pembelajaran bahasa arab muh. arif email: muharif@iaingorontalo.ac.id iain sultan amai gorontalo abstrak penerapan metode langsung (direct method) dalam pembelajaran bahasa arab di pesantren al-falah dipandang relevan dengan ciri-ciri dan prosedur penerapannya, bahkan untuk mendukung keberhasilan pembelajaran bahasa arab di pesantren tersebut diterapkan sistem bi’ah lughawiyah. adapun faktor yang mendukung keberhasilan penerapan metode langsung (direct method) dalam pembelajaran bahasa arab di pondok pesantren al-falah telah menunjukkan bahwa: minat dan motivasi siswa sangat tinggi untuk belajar agama dan bahasa arab. begitu pula metode pembelajaran yang dipakai dalam pembelajaran bahasa arab di pondok pesantren al-falah membuat siswa mudah memahami dan menguasai pelajaran. selain itu telah didukung dengan penerapan sistem bi’ah lughawiyah (penciptaan lingkungan bernuansa arab) yang dilaksanakan sepanjang waktu mulai bangun tidur santri hingga tidur kembali. sedangkan faktor yang menghambat keberhasilan penerapan metode langsung (direct method) dalam pembelajaran bahasa arab di pondok pesantren al-falah ini, antara lain berkaitan dengan problematika umum dalam penerapan metode langsung, seperti kebebasan berbicara pada situasi yang tidak diprogramkan, mencampuradukkan antara bahasa asing dan bahasa ibu, ketidaksiapan tenaga pengajar, dan penciptaan bi’ah lughawiyah yang belum maksimal. kata kunci: metode langsung, bi’ah lughawiyah, pembelajaran bahasa arab abstract the implementation of the direct method in arabic learning in the al-falah islamic boarding school was seen as relevant to the characteristics and procedures of its implementation, even to support the success of the arabic language learning in the boarding school, the bi'ah lughawiyah system was applied. the factors that support the successful implementation of the direct method in arabic learning at al-falah islamic boarding school have shown that: students' interests and motivations are very high for learning religion and arabic. similarly, the learning methods used in learning arabic at the al-falah islamic boarding school make it easy for students to understand and master the lessons. in addition, it has been supported by the implementation of the bi'ah lughawiyah system (the creation of an arab-nuanced environment) which is carried out all the time from waking up to to sleeping again. while the factors that hinder the successful implementation of the direct method in arabic learning at al-falah islamic boarding school are, among others, related to general problems in applying direct methods, such as freedom of speech in non-programmed situations, confusing foreign languages and languages. the mother, the unpreparedness of the teaching staff, and the creation of a bad lughawiyah. keywords: direct method, bi’ah lughawiyah arabic learning mailto:muharif@iaingorontalo.ac.id al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 45 a. pendahuluan belajar dan memahami bahasa asing menjadi kebutuhan saat ini, baik karena tuntutan karier maupun karena kebutuhan dalam dunia akademik, termasuk mempelajari bahasa arab yang menjadi kebutuhan mendasar bagi setiap orang yang sedang belajar di sebuah lembaga pendidikan (terutama lembaga pendidikan islam) karena di antara fungsi bahasa arab adalah sebagai alat untuk meningkatkan intensitas penghayatan keagamaan dan pengembangan keilmuan islam. sebagaimana diketahui, bahwa sumber pokok ajaran islam (al-qur’an dan al-sunnah) dan literatur-literatur yang menjadi bahan rujukan keilmuan islam ditulis dan dibukukan dalam bahasa arab. oleh karena itu, para peminat studi islam, baik di lembaga pendidikan umum maupun lembaga pendidikan agama, wajib mempelajari dan memahami bahasa arab. ada banyak faktor yang menyebabkan sukses dan tidaknya seseorang belajar bahasa arab (dan belajar bahasa asing pada umumnya). faktor-faktor yang sering disebut oleh para pakar bahasa adalah faktor bakat, inteligensi, minat dan motivasi, metode belajar, dan faktor guru, lingkungan, dan sebagainya. berkaitan dengan metode belajar, para linguis telah berupaya merumuskan metode dan teknik yang praktis untuk mempelajari bahasa asing (termasuk bahasa arab). william francis m. mencatat terdapat sekitar 15 (lima belas) metode dalam pembelajaran bahasa. (sumardi mulyanto, 1979: 32) salah satu metode yang dianggap efektif dalam pembelajaran bahasa arab adalah metode langsung (thorîqat al-mubâsyarah/direct method). metode langsung muncul sebagai reaksi metode qawaid-terjemah yang memperlakukan bahasa sebagai sesuatu yang mati. metode langsung memprioritaskan keterampilan berbicara (kalam) dan memperlakukan bahasa sebagai sesuatu yang hidup. oleh karena itu, dalam mempelajari bahasa arab terdapat dua lembaga pendidikan (khususnya di indonesia) yang senantiasa berseteru dalam penggunaan metode, yang masing-masing mengklaim sebagai yang terbaik. kedua lembaga pendidikan tersebut adalah pondok-pondok pesantren salaf yang masih menggunakan metode qawaid-terjemah, dan pondokpondok pesantren modern yang menggunakan metode langsung. salah satu pondok pesantren modern, seperti pondok pesantren gontor di jawa timur, yang menggunakan metode langsung dalam pembelajaran bahasa arab dengan sistem bi’ah lughawiyah (penciptaan lingkungan bernuansa arab) adalah pondok al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 46 pesantren al-falah yang terletak di kabupaten gorontalo. di pondok pesantren al-falah ini, para santri belajar agama dan bahasa arab dibimbing oleh para ustadz yang merupakan alumni pondok pesantren gontor. oleh karena itu, tak salah jika disebut bahwa pondok pesantren al-falah sangat mengidamkan kesuksesan penerapan metode langsung sebagaimana yang telah diberlakukan di pondok pesantren gontor dalam pembelajaran bahasa arab bagi santri-santrinya. namun, ada pepatah yang mengatakan lain ladang lain belalang, begitu juga dengan penerapan sebuah metode yang secara kontekstual sangat tergantung pada tujuan pembelajaran dan lingkungannya. untuk itu, berdasarkan hasil penelitian yang telah dilakukan lebih dalam tentang penerapan metode langsung (thorîqat al-mubâsyarah/direct method) khususnya di pondok pesantren al-falah kabupaten gorontalo. hasil penelitian ini sejalan dengan adanya reformasi metodologi pembelajaran bahasa arab yang tengah digalakkan di beberapa lembaga pendidikan agama, mulai dari sekolah usia dini hingga tingkat perguruan tinggi, terutama dari sistem pembelajaran yang menggunakan metode gramatika-terjemah ke metode-metode yang memprioritaskan penguasaan kemampuan berbicara (kalam); juga adanya penerapan program ma’had di beberapa perguruan tinggi islam yang notabenenya merupakan upaya untuk menciptakan bi’ah lughawiyah yang diharapkan menjadi tempat belajar yang efektif dan intensif dalam penggunaan bahasa arab sehari-hari. selanjutnya, dengan penelitian ini ditemukan sistem pembelajaran bahasa arab yang secara kontekstual sesuai dengan tujuan dan lingkungannya. penelitian tentang “penerapan metode langsung dalam pembelajaran bahasa arab di pondok pesantren al-falah kabupaten gorontalo” ini penting dilaksanakan, karena hasil penelitian ini diharapkan mempunyai manfaat dan kegunaan praktis sebagai upaya untuk meningkatkan kualitas pembelajaran bahasa arab, dan efektivitas keberhasilan penerapan metode langsung dalam pembelajaran bahasa arab pada sebuah lembaga pendidikan (terutama lembaga pendidikan yang berbasis ma’had); dan bermanfaat secara teoretis sebagai salah satu sumber rujukan yang akan memperkaya kepustakaan khususnya tentang penerapan metode langsung dalam pembelajaran bahasa arab dan bahasa asing pada umumnya. pada bagian ini, diuraikan hal-hal yang berkaitan dengan penerapan sebuah metode dalam pembelajaran bahasa arab, yakni: pengertian pendekatan, metode dan al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 47 teknik; macam-macam metode pembelajaran bahasa arab, dan deskripsi tentang metode langsung dan penerapannya dalam pembelajaran bahasa arab. 1. pengertian pendekatan, metode dan teknik a. pendekatan (approach atau مدخل) pendekatan adalah suatu pernyataan pendirian, filsafat dan keyakinan. pendekatan ialah suatu aksioma (jelas kebenarannya) yang diyakini, walaupun kebenaran itu tidak mesti dapat dibuktikan. kongkretnya, pendekatan dalam pengajaran bahasa terdiri dari serangkaian asumsi mengenai hakikat bahasa dan pembelajarannya. misalnya, asumsi dari aoral-oral approach yang menyatakan bahwa bahasa adalah apa yang didengar dan diucapkan, sedangkan tulisan merupakan representasi dari ucapan itu; juga asumsi yang menyatakan bahwa keterampilan menyimak dan berbicara harus diprioritaskan dari pada keterampilan membaca dan menulis, adalah dua contoh yang merupakan pernyataan keyakinan, pendirian dan filsafat yang jelas kebenarannya. rusydi thoimah mengemukakan bahwa ada empat macam pendekatan dalam pengajaran bahasa asing, yaitu: 1) pendekatan manusiawi (humanistic approach/الوذخل اإلنساني), yakni pendekatan yang menekankan pada perhatian terhadap peserta didik sebagai anak manusia, bukan sebagai alat atau benda yang menerima stimulus dan meresponnya. pendekatan ini sangat memperhatikan kepuasan kebutuhan psikologis peserta didik dari pada menyambut aspirasi pikiran mereka. 2) pendekatan sarana dasar (media-based approach/ yakni pende-katan ,(الوذخل اللتقيّي yang mengasumsikan bahwa dalam mengajar bahasa asing harus mengandalkan kepada sarana dan teknik mengajar. sebagaimana diketahui bahwa sarana atau alat peraga mempunyai peranan yang besar dalam menyampaikan keahlian dan mengubahnya dari keahlian abstrak ke yang kongkrit. 3) pendekatan analisis dan non-analisis (analytical approach/ -dan non الوذخل اللحليلي anaytical approach/ الوذخل غير اللحليلي ). a. pendekatan analisis adalah pendekatan yang berlandaskan kepada pertimbangan kebahasaan yang bersifat sosioliguistik, semantik, aktivitas bicara, analisis sistem dan pengertian-pengertian pikiran serta fungsi. b. pendekatan non-analisis adalah pendekatan yang berlandaskan kepada pertimbangan kebahasaan yang bersifat psikolinguistik. al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 48 4) pendekatan komunikatif (comunicative approach/الوذخل االتصالي ), yakni pende-katan yang berasumsi bahwa bahasa sebagai alat komunikasi, sehingga sasaran pembelajarannya adalah supaya peserta didik mampu berkomunikasi aktif dan praktis. menurut pendekatan ini fungsi utama bahasa antara lain: fungsi manfaat, fungsi regulatori, fungsi interaksi, fungsi pribadi, fungsi heuristik, fungsi imajinasi, dan fungsi representasi. (rusydi ahmad thaimah, 1989:70) b. metode (method/ ( الطريقة metode (method/ dapat diartikan sebagai aturan yang bersifat umum yang ( الطريتت dipedomani oleh guru setelah mempersiapkan segala teknik dan cara yang akan dilakukan. (hidayat, 1986: 5). definisi ini sejalan dengan definisi yang dikemukakan oleh j. anthony yang memberi pengertian metode sebagai prosedur atau rencana menyeluruh yang berhubungan dengan penyajian materi pelajaran secara teratur dan serasi serta tidak saling bertentangan satu sama lain berdasar suatu pendekatan tertentu. (anthony j, 1976: 63 berdasarkan pengertian di atas, dapat dipahami bahwa pendekatan bersifat aksioma, dan metode bersifat prosedural. dalam sebuah pendekatan dapat saja digunakan beberapa metode. sebagai contoh, dalam comunicative approach dapat menggunakan metode langsung dan metode natural. penerapan sebuah metode sangat tergantung pada tujuan, materi dan peserta didik. kalau tujuan belajar bahasa untuk membaca (pemahaman), maka metode yang tepat adalah metode gramatika-terjemah atau metode membaca (reading method). kalau tujuan belajar bahasa untuk keterampilan berbicara, maka metode yang paling tepat digunakan adalah metode langsung (direct method). c. teknik (technik/ ( األسلوب metode (method / -dapat didefinisikan sebagai pengaturan dan langkah ( األسلىب langkah prosedural yang digunakan untuk mencapai sasaran proses pembelajaran. definisi lain menyebutkan bahwa teknik adalah strategi dan praktik operasional yang terjadi di kelas (lapangan). kedua pengertian di atas, jelaslah bahwa teknik adalah langkah operasional dan prosedural yang harus konsisten dengan metode dan pendekatan. dengan kata lain, prinsip-prinsip penggunaan teknik tidak boleh bertentangan dengan metode dan pendekatan, supaya sasaran pembelajaran dapat tercapai secara efektif, karena al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 49 pendekatan merupakan landasan berpijak bagi metode, dan metode adalah landasan bagi teknik. sebagai contoh, kalau seorang guru menggunakan pendekatan komunikatif dan metode langsung, maka teknik yang tepat digunakan dalam pembelajaran di kelas adalah teknik tanya-jawab (dapat juga teknik lain yang tentunya harus sesuai dengan pendekatan dan metode yang digunakan). 2. macam-macam metode pembelajaran bahasa arab ada banyak faktor yang menyebabkan sukses dan tidaknya seseorang belajar bahasa arab (dan belajar bahasa asing pada umumnya). faktor-faktor yang sering disebut oleh para pakar bahasa adalah faktor bakat, inteligensi, minat dan motivasi, metode belajar, dan faktor guru dan lingkungan, dan sebagainya. berkaitan dengan metode belajar, para linguis telah berupaya merumuskan metode dan teknik yang praktis untuk mempelajari bahasa asing, termasuk bahasa arab. william francis m. mencatat terdapat sekitar 15 (lima belas) metode dalam pembelajaran bahasa. metode-metode tersebut yaitu: 1. metode langsung (direct method) 2. metode alamiah (natural method) 3. metode psikologis (psychological method) 4. metode fonetik (phonetic method) 5. metode membaca (reading method) 6. metode gramatika (grammar method) 7. metode terjemah (translation method) 8. metode gramatika-terjemah (grammar-translation method) 9. metode eklektik (eclectic method) 10. metode unit (unit method) 11. metode kontrol bahasa (control-language method) 12. metode mendengar dan menghafal (mimicry-memorization method) 13. metode teori dan praktek (practice-theory method) 14. metode peniruan (cognate method) 15. metode dwibahasa (dual language method). (sumardi mulyanto, 1979: 32-39) al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 50 3. metode langsung (direct method) dan penerapannya dalam pembelajaran bahasa arab metode langsung (al-thariqah al-mubasyirah/direct method) dikembangkan oleh charles berlitz, seorang ahli dalam pengajaran bahasa, di jerman menjelang abad ke-19. (acep hermawan, 2011: 175) metode langsung adalah metode yang menekankan pada penggunaan bahasa sasaran (bahasa yang dipelajari) dalam pembelajaran bahasa dan tidak diperkenankan menggunakan bahasa ibu (sumardi mulyanto, 1979: 32). selain itu, metode langsung dapat diartikan bahwa suatu cara menyajikan materi pembelajaran bahasa asing yaitu guru langsung menerapkannya bahasa asing tersebut sebagai bahasa pengantar tanpa menggunakan bahasa peserta didik sedikitpun dalam pembelajaran, jika ada satu kata yang sulit dimengerti oleh peserta didik, maka guru dapat mengartikan dengan menggunakan alat peraga, mendemonstrasikan, menggambarkan dan lain-lain. (sumardi mulyanto, 1979: 32) metode langsung muncul pada tahun 850 m sebagai reaksi metode qawaidterjemah yang memperlakukan bahasa sebagai sesuatu yang mati. kemunculan metode ini menyerukan adanya perubahan-perubahan mendasar dalam mengajarkan bahasa asing dan memperlakukannya sebagai bahasa yang hidup. di antara ciri-ciri khusus metode langsung adalah: 1. memprioritaskan keterampilan berbicara sebagai ganti keterampilan membaca, menulis dan menterjemah. 2. menjauhi dan menganggap tidak perlu menerjemahkan ke dalam bahasa ibu. dengan kata lain, bahasa ibu tidak ada tempat sama sekali. 3. menerangkan makna kata atau kalimat yang sulit dengan bahasa arab lagi melalui berbagai cara. di antaranya menjelaskan maksud kata/kalimat, menyebut sinonimnya atau lawannya dan sebagainya. 4. menggunakan perbandingan langsung antara kata dan maknanya (dalam bahasa arab lagi). juga perbandingan langsung antara kalimat dan situasinya. 5. menggunakan teknik menirukan dan hafalan, di mana peserta didik mengulangulang kalimat-kalimat, lagu-lagu dan percakapan yang membantu mereka memantapkan bahasa sasarannya. al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 51 dengan memperhatikan ciri-ciri khusus di atas, maka prosedur penerapan metode langsung dalam pembelajaran bahasa mengikuti langkah-langkah berikut: 1. semua kegiatan pembelajaran menggunakan bahasa asing (arab). 2. dalam menjelaskan makna kata, diupayakan dengan teknik-teknik, antara lain: a) menunjukkan benda-benda kongkrit yang merupakan makna-makna kata yang dimaksud, seperti pulpen, buku dan sebagainya untuk menjelaskan makna .dsb ,كلاب، قلن b) mendemonstrasikan dengan perbuatan untuk menjelaskan makna kalimat, sebagai contoh: guru membuka pintu untuk menjelaskan kalimat فلح الباب. c) main peran (drama). d) menyebut lawan kata. e) menyebut sinonim. f) asosiasi, seperti menyebut kata yang mengingatkan pikiran menyebutkan kata lain, seperti ketika menyebut kata أســـرة terpanggil kata أوالد – أمّي – أب dan sebagainya. g) menyebut induk kalimat dan musytaqnya, seperti هجاهذة berasal dari جهذ. h) menjelaskan maksud kata atau kalimat, seperti kata ذ صلّيى هللا عليه وسلّين وأظهر الخضىع والتبىل لها: الوسـلن هى هن صذق برســالت هحوّي i) menerjemahkan ke dalam bahasa pengantar. dengan prosedur dan teknik seperti di atas, metode langsung memiliki kelebihan dalam menampilkan bahasa pada situasi hidup dengan cara dialog dan praktis dalam menggunakan kosa kata, struktur dan ungkapan-ungkapan bahasa sasaran, sehingga peserta didik mudah dan cepat dalam menggunakan bahasa asing (arab) dalam percakapan sehari-hari. namun, problema utama yang muncul dalam penerapan metode langsung adalah: 1. metode ini kadang-kadang memberikan kebebasan berbicara pada situasi yang tidak diprogramkan. biasanya siswa mencampur-adukkan antara bahasa asing dan bahasa ibu. 2. bahasa ibu diasingkan dari bahasa kedua, akibatnya peserta didik hanya mengetahui makna struktur dari konteks saja. sedangkan memahami struktur melalui konteks hanya dapat dilakukan oleh peserta didik yang cerdas saja. al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 52 3. banyak tenaga pengajar yang tidak siap untuk melaksanakan penerapan metode langsung di kelas, karena asas manfaat bercakap bahasa arab di negara kita (indonesia) sangat terbatas. artinya, harus ada penciptaan lingkungan yang mendukung penerapan metode ini. b. pembahasan 1. penerapan metode langsung (direct method) pada pembelajaran bahasa arab di pondok pesantren al-falah kabupaten gorontalo pada dasarnya pembelajaran bahasa arab di pesantren al-falah tidak jauh berbeda dengan pembelajaran bahasa arab di pesantren-pesantren lain yang nota benenya merupakan pesantren modern. namun, di pesantren ini untuk mempercepat perolehan kompetensi berbicara dalam bahasa arab diterapkan metode langsung yang didukung oleh sistem bi’ah lughawiyah (penciptaan lingkungan bernuansa arab). berikut beberapa hal yang penting dikemukakan sebagai hasil pengamatan langsung terhadap pembelajaran bahasa arab di pondok pesantren al-falah di kabupaten gorontalo. pembelajaran bahasa arab dengan metode langsung ini dilaksanakan pada setiap hari setelah melaksanakan shalat subuh selama 1.5 jam. kegiatan pembelajaran ini dibimbing langsung oleh ustadz drs. juwaini. peserta kegiatan adalah dikategorikan dalam dua kelompok, yakni (1) santri-santri yang senior, yakni para santri lama yang telah menetap dan mengikuti kegiatan pondok di atas satu tahun), dan (2) santri-santri yunior, yakni para santri baru atau santri yang telah menetap dan mengikuti kegiatan pembelajaran bahasa arab di bawah satu tahun). adapun prosedur penerapan metode langsung dalam pembelajaran bahasa di pesantren al-falah mengikuti langkah-langkah berikut: 1) semua kegiatan pembelajaran menggunakan bahasa asing (arab). 2) dalam menjelaskan makna kata, diupayakan dengan teknik-teknik, antara lain: a. menunjukkan benda-benda konkret yang merupakan makna-makna kata yang dimaksud, seperti pulpen, buku dan sebagainya untuk menjelaskan makna ،كلاب .dsb ,قلن b. mendemonstrasikan dengan perbuatan untuk menjelaskan makna kalimat, sebagai contoh: guru membuka pintu untuk menjelaskan kalimat فلح الباب. c. main peran (drama). al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 53 d. menyebut lawan kata. e. menyebut sinonim. 3) asosiasi, seperti menyebut kata yang mengingatkan pikiran menyebutkan kata lain, seperti ketika menyebut kata أســـرة terpanggil kata أوالد – أمّي – أب dan sebagainya. 4) menyebut induk kalimat dan musytaqnya, seperti هجاهذة berasal dari جهذ. 5) menjelaskan maksud kata atau kalimat, seperti kata ذ صلّيى هللا عليه وسلّين وأظهر الخضىع والتبىل لها: الوسـلن هى هن صذق برســالت هحوّي 6) menerjemahkan ke dalam bahasa pengantar. adapun sistem bi’ah lughawiyah (penciptaan lingkungan bernuansa arab) dilaksanakan sepanjang waktu mulai bangun tidur hingga tidur kembali. namun, pelaksanaannya bersifat fleksible mengingat para santri juga tercatat sebagai siswa madrasah (di mts atau di ma yang ada di lingkungan pesantren al-falah) yang diharuskan mengikuti beberapa mata pelajaran umum dan bertemu dengan para guru bidang studi umum yang rata-rata menggunakan bahasa pengantar bahasa indonesia. dalam hal yang demikian ini, para santri diperbolehkan menggunakan bahasa indonesia sesuai bidang yang dikajinya (khususnya di ruang kelas saat jam-jam sekolah). 2. faktor pendukung dan penghambat penerapan metode langsung (direct method) adapun faktor-faktor yang mendukung keberhasilan penerapan metode langsung (direct method) dalam pembelajaran bahasa arab di pondok pesantren alfalah, antara lain: a) dari sisi siswa. meskipun input pondok pesantren al-falah tidak semuanya merupakan siswa yang berbakat dan berinteligensi tinggi, namun minat dan motivasi siswa yang tinggi untuk belajar agama dan bahasa arab sangat mendukung keberhasilan program. b) dari sisi metode belajar siswa. metode pembelajaran yang dipakai dalam pembelajaran bahasa arab di pondok pesantren al-falah membuat siswa mudah memahami dan menguasai pelajaran. c) dari sisi guru/tenaga pengajar. para ustadz di pondok pesantren al-falah adalah para alumni pondok pesantren gontor, selain para alumni pesantren al-falah sendiri yang sudah berpengalaman membimbing pembelajaran bahasa arab. al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 54 d) dari sisi lingkungan. sistem bi’ah lughawiyah (penciptaan lingkungan bernuansa arab) yang dilaksanakan sepanjang waktu mulai bangun tidur hingga tidur kembali di pondok pesantren al-falah juga merupakan faktor yang paling berpengaruh terhadap keberhasilan pembelajaran bahasa arab. adapun faktor-faktor yang menghambat keberhasilan penerapan metode langsung (direct method) dalam pembelajaran bahasa arab di pondok pesantren alfalah ini, antara lain berkaitan dengan problematika umum dalam penerapan metode langsung, seperti kebebasan berbicara pada situasi yang tidak diprogramkan, mencampuradukkan antara bahasa asing dan bahasa ibu, ketidaksiapan tenaga pengajar, dan penciptaan bi’ah lughawiyah yang belum maksimal, juga tampak di pondok pesantren al-falah. namun, problematika itu masih dalam taraf yang wajar dan tidak begitu berpengaruh terhadap keberhasilan yang telah dicapai pesantren al-falah sebagai pesantren modern yang telah menerapkan bahasa arab sebagai bahasa sehari-hari di lingkungan pesantren. selanjutnya untuk mengatasi faktor-faktor yang menghambat tersebut, pihak pesantren telah melakukan hal-hal sebagai berikut: 1) problema kebebasan berbicara pada situasi yang tidak diprogramkan, diatasi dengan membuat program-program yang terbimbing, yakni guru menyajikan materi-materi percakapan yang terbimbing (al-hiwar al-muwajjah), sementara untuk bercakap bebas (hiwar al-hurr) diterapkan pada kelas yang telah mahir. 2) siswa mencampuradukkan antara bahasa asing dan bahasa ibu. problema ini diatasi dengan adanya sanksi-sanksi akademik dengan menulis atau mencari padanan kata yang tidak diketahuinya dalam bahasa arab di kamus. 3) ketidaksiapan tenaga pengajar, diatasi dengan mengikutsertakan para guru tersebut dalam pelatihan-pelatihan baik yang dilaksanakan oleh pihak pesantren sendiri atau pihak di luar pesantren. 4) problema penciptaan bi’ah lughawiyah yang belum maksimal, diatasi secara bertahap dengan komitmen yang kuat untuk melaksanakan pemakaian bahasa arab dan istilah-istilah bahasa arab baik oleh santri maupun oleh para pengelola pondok pesantren al-falah (mulai dari pimpinan pondok, ustadz/ustadzah, dan hingga para pengelola bidang urusan rumah tangga yang lain, seperti pengelola kantin, cleaning service, dsb.) al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 55 c. kesimpulan penerapan metode langsung (direct method) dalam pembelajaran bahasa arab di pesantren al-falah telah sesuai dengan ciri-ciri dan prosedur penerapannya, bahkan untuk mendukung keberhasilan pembelajaran bahasa arab di pesantren tersebut diterapkan sistem bi’ah lughawiyah. faktor-faktor yang mendukung keberhasilan penerapan metode langsung (direct method) dalam pembelajaran bahasa arab di pondok pesantren al-falah, yaitu: (1) minat dan motivasi siswa yang tinggi untuk belajar agama dan bahasa arab, (2) metode pembelajaran yang dipakai dalam pembelajaran bahasa arab di pondok pesantren al-falah membuat siswa mudah memahami dan menguasai pelajaran, (3) para ustadz di pondok pesantren al-falah adalah para alumni pondok pesantren gontor, selain itu para alumni pesantren al-falah yang sudah berpengalaman membimbing pembelajaran bahasa arab, (4) lingkungan, yakni penerapan sistem bi’ah lughawiyah (penciptaan lingkungan bernuansa arab) yang dilaksanakan sepanjang waktu mulai bangun tidur hingga tidur kembali. faktor-faktor yang menghambat keberhasilan penerapan metode langsung (direct method) dalam pembelajaran bahasa arab di pondok pesantren al-falah ini, antara lain berkaitan dengan problematika umum dalam penerapan metode langsung, seperti kebebasan berbicara pada situasi yang tidak diprogramkan, mencampuradukkan antara bahasa asing dan bahasa ibu, ketidaksiapan tenaga pengajar, dan penciptaan bi’ah lughawiyah yang belum maksimal. untuk mengatasi faktor-faktor yang menghambat tersebut, pihak pondok pesantren al-falah telah melaksanakan beberapa cara, di antaranya: (1) pemberian materi-materi percakapan yang terbimbing (al-hiwar al-muwajjah), (2) pemberian sanksi-sanksi yang bersifat akademik, (3) mengikutsertakan para guru tersebut dalam pelatihan-pelatihan, dan (4) menumbuhkan komitmen yang kuat untuk penciptaan bi’ah lughawiyah yang maksimal. al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 56 daftar pustaka al-araby, shalah abdul majid. ta’allum al-lughât al-hayyat wa ta’lîmuhâ baina nazhariyat wa tathbîq. beirut-libanon: maktabah lubnan, 1981. arsyad, azhar. bahasa arab dan metode pengajarannya. yogyakarta: pustaka pelajar, 2004. anthony, j. approach, method, and technique: english language teaching. 1976. arikunto, suharsimi. prosedur penelitian: suatu pendekatan praktek. jakarta: rineka cipta, 1998. effendy, ahmad fuad. metodologi pengajaran bahasa arab. malang: misykat, 2003. farber, barry. how to learn any language. cet. 15; new york: citadel press, kensington publishing corp, 2001. hermawan, acep. metodologi pembelajaran bahasa arab. cet. 1; bandung: remaja rosdakarya, 2011. hidayat. ikhtisar metode pengajaran bahasa arab bagi siswa-siswi di sekolah dan pesantren di indonesia. jakarta: t.p., 1986. al-khauli, muhammad ali. asâlîb tadrîs allughat al-‘arabiyah. saudi arabia, 1982. madkur, ali ahmad. tadrîs funun al-lughat al-‘arabiyah. riyad: dar al-syawaf, 1991. moleong, lexy.j. metodologi penelitian kualitatif. bandung: remaja rosdakarya, 1990. mulyanto, sumardi. pengajaran bahasa asing. jakarta: bulan bintang, 1979. al-qosimy, ali muhammad. ittijâhât al-hadîtsah fî ta’lîm al-‘arabiyah li al-nâthiqîn bi al-lughât al-ukhra. riyad: riyad university press, 1979. suprayogo, imam dan thobroni. metodologi penelitian sosial-agama. bandung: remaja rosdakarya, 2001. thaimah, rusydi ahmad. ta’lîm al-‘arabiyah li ghair al-nâthiqîn bihâ: manâhijuh wa asâlîbuh. mesir-rabath: al-munazhzhomat al-islamiyah, 1989. yusuf, tayar. dan syaiful anwar, metodologi pengajaran agama dan bahasa arab. jakarta: raja grafindo persada, 1995. microsoft word interference of malay manado language toward indonesian language by studentsâ•ž speech in journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 1 interference of malay manado language toward indonesian language by students’ speech in gorontalo state university abdul kadir ismail, hamzah a. machmoed and moses usman email: abdulkadir89@ymail.com linguistic studies program, cultural sciences faculty, hasanuddin university abstract interference of malay manado language in formal spoken indonesian language: “a case study at indonesian language studies, gorontalo state university” .this research aims to elaborate the kinds of interference in malay manado language toward indonesian language on students’ speech in class discussion performance and to describe the most frequent of interference that students produced in class discussion performance by students in indonesian language studies. besides, the purpose of this research is to disclose the students deal with the interference on their speech in class discussion performance.the research was conducted in indonesian language studies, gorontalo state university. the data were collected from students’ speech in class discussion performance by using recording technique. the samples were 30 respondents. two methods in analyzing data, namely descriptive quantitative and qualitative methods. there are three kinds of interference that students produced on students’ speech in class discussion performance namely phonological interference, morphological interference, and lexical interference. firstly, in phonological interference can be categorized into assimilation, merger colescence or diftong, syncope, apocope, compression, and vowel modification. in morphological interference, they produced prefix addition, imperative form, reduplication, compounding form, and negation form. in lexical interference, they created nine types of interference namely verb, noun, adjective, pronoun, adverb, question form, language particle, possesive, and preposition. secondly, the most frequent type of interference on students’ speech in class discussion performance is lexical interference. it is about 193 in the percentage 59.38 %. lastly, there are some factors that causing interference on students’ speech. they are, bilingualism, the lack of using indonesian language, needs for synonyms and the last is students’ high prestige. interferensi bahasa melayu manado terhadap bahasa indonesia pada tuturan mahasiswa di universitas negeri gorontalo. tujuan dari penelitian ini adalah untuk menguraikan jenis-jenis interferensi yang terjadi pada tuturan mahasiswa dalam kelas diskusi oleh mahasiswa jurusan bahasa indonesia dan mendeskripsikan frequensi interferensi yang paling banyak diproduksi oleh mahasiswa dalam proses diskusi di dalam kelas. data dikumpulkan dari tuturan mahasiswa di dalam kelas diskusi dengan menggunakan dua tehnik yaitu tehnik rekaman dan metode simak. sampel dari penelitian ini adalah 30 responden. peneliti menggunakan metode deskriptif kuantitatif dan kualitatif dalam menganalisis data. terdapat tiga jenis interferensi yang diproduksi oleh mahasiswa pada tuturannya di dalam kelas diskusi yaitu interferensi fonologi, interferensi morfologi, dan interferensi leksikal. pertama, interferensi fonologi dapat dikelompokkan menjadi asimilasi, penggabungan koalisi atau diftong, syncope, apocope, compression, dan modifikasi vokal. dalam interferensi morfologi mereka memproduksi penambahan prefix, betuk perintah biasa, reduplikasi, pemajemukan,dan bentuk negasi. terdapat sembilan jenis interferensi yaitu interferensi pada kata kerja, benda, kata sifat, kata ganti orang atau benda, kata keterangan, bentuk pertanyaan, partikel bahasa, bentuk kepunyaan, dan kata depan. kedua, frekuensi interferensi yang tertinggi pada tuturan mahasiswa di kelas diskusi adalah interferensi leksikal. interferensi tersebut sekitar 193 dengan persentase 59.38 %. ada beberapa faktor yang menyebabkan terjadinya interferensi pada tuturan mahasiswa yaitu adanya kedwibahasaan, kurangnya pemakaian bahasa indonesia, kebutuhan akan sinonim dan prestise yang menyebabkan tingginya tingkat interferensi. keywords: malay manado language, indonesian language, phonological, morphological, lexical interference journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 2 a. introduction indonesian society is bilingual in spoken, meaning many people used two languages. in the communication process, indonesian is used as a national language than local language in each area. both languages are sometimes used in their daily life in the same time, both orally and in written. this situation enables the influence of language contact. mutual influence can be seen in the use of the indonesian language inserted into the local language vocabulary or in reverse that includes all levels. the researcher found out the same statement or problem above, also occurs in the communication activities in daily life in gorontalo city, especially on students’ in gorontalo state university. they used indonesian language where get interference of malay manado language in their interaction even in formal and non formal situation. the phenomena of interference came from language contact. suwito (1983), states that the existence of irregularities does not mean the destruction of language. interference is a phenomenon of linguistic rules deviation caused by one person mastering two languages or more. besides, interferences are deviation because the element is absorbed by an already existing language in the language equivalent absorbent. thus, the manifestation caused of the interference is the ability to use language by the speakers in particular. in terms of language, interference can be divided in two categories, namely interference in form and interference in meaning. according to poedjisoudarmo (1982), interference form includes elements of language and language variations, while the interference meaning includes lexical, morphological, and syntactical interference. interference according to nababan (1991), is an error that occurs because of the speech habits of the local language or dialect entering a language or the second dialect. similarly, chaer et al (1995), argue that interference is the norm of deviation events from one language to another. the existence of bilingualism will also cause interference and language integration. language interference is linguistic norm deviations that occur in bilingual speech because of its familiarity to more than one language often due to language contact. furthermore language contact factor is causing interference according to weinreich in weda (1998), states that in sufficient vocabulary of a language in the face of progress and reform. additionally, the disappearance of words that are rarely used depends on them being synonymous and on the prestige of the source language. bilingual speaker and lack of loyalty to the recipient language are also as the factor contributing to the interference. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 3 the research about interference has been done by many researchers in this world such as suindartini (2013), investigated the interference in balinese and foreign languages in oral stories in indonesian language in junior high school students, grade vii smp 10 denpasar. the results showed that in balinese language interference, there are four types of interference namely phonological interference, morphological, syntactic, and semantic interference. while the interference of foreign language she got interference of syntax and semantic. besides, weda (1998), focused his research on inter-language phonology: stress shifts of english utterances made by indonesian speakers of english. he tried to describe english stress shifts which occur in english utterances made by indonesian speakers of english. while in gorontalo, a study on interference was carried out by some researchers, one of them is pidu (2011), examineds the language interference of malay manado dialect in gorontalo language in the south dulomo, in family domain. findings show that the use of other dialect, namely malay manado dialect in the family domain are intensifying pressure on gorontalo language, and the mixing of ethnic groups in the village becomes a major factor affecting the reduction in the use of gorontalo language. different from several previous studies above, this study described and elaborated on the kinds of the interference form malay manado language toward indonesian language that focuses on phonological, morphological and lexical interferences by students’ speech in gorontalo state university. generally, gorontalo people only use malay manado language to communicate each other in their daily life, and usually occur among children, teenagers, adults, and even in the family domain, education domain, and in the gorontalo society domain. it always happens because of the indonesian speech community and malay manado people stay coexists in gorontalo province. therefore the interference occurs both of these languages. hence, the focus of this study is the interference of malay manado language toward indonesian language in indonesian language studies. it is because of the best of researcher’s knowledge so far, students in indonesian language studies get interference when had class discussion performance. therefore, one of the aims of this study was to elaborate the kinds of interference that influence indonesian language on students’ speech in indonesian language studies. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 4 b. method this research used descriptive qualitative method. the descriptive qualitative method is to obtain information about phenomenon when research is conducted (furchan, 2004). the population was students in gorontalo state university, indonesian language studies. the sample was 30 respondents in indonesian language studies. in collecting data, the researcher used three steps of collecting data. the first step is simak method. simak method is a method which is performed when the researcher is “hearing” students’ discussion. the second step is technique of recording data which means a technique that use tape-recorder in order to get the data. according to mahsun (2012), when the first and the second technique used, recording data can be done as well with tape-recorder as a tool. the last step is technique of note taking. technique of note taking can be defined as an activity to write the data that recorded. firstly, the researcher started made a transcription of all data (such as class discussion performance “speech”). then, the researcher identified the interference occurred. secondly, the kinds of interference in the data were recorded. the researcher classified the collect data by tabulating them into table and describes them. third, the researcher used descriptive qualitative terms in analyzing the data. the researcher explained the various kinds of interference malay manado language toward indonesian language. fourth, the types of interference made by respondents would be classified. lastly, the researcher draw conclusions about the kinds of interference of malay manado language toward indonesian language that occurred by students’ speech in class discussion performance, and the most frequent interference produced by the students. c. findings and discussion based on the data collected, the researcher found 325 kinds of interference. they are found 60 sounds having phonological interference, there are found 72 morphology interference and lasty there are found 193 having lexical interference from students class discussion performance. phonological processes and types of sound change the types of processes in phonological interference in this changing were namely assimilation, merger coalescence or diftong, syncope, apocope, compression and vowel modification. the following is the explanation concerning the findings data of students’ interference of malay manado language toward indonesian language in phonological aspect. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 5 assimilation assimilation is when one sound makes another sound change. based on data findings there are some words occurred in assimilation process. in this study, the assimilation process happened in the sounds vowel /3/ become vowel /a/ and sometimes become vowel /u/ between consonant, because in phonetic rules, the position both of them are middle-low. so, the vowel /3/ changed become vowel /a/. the sounds change can be seen on some data below: phonological data /kesana/  [kasana] /berapa/  [barapa] /belum/  [bulum] /semua/ [samua] /sebentar/ [sabantar] merger coalescence or diphthong merger coalescence or diphthong is two vowel sounds pronounced as one syllable. it usually happened in the last phoneme of the words. this process also occured on students’ speech in class discussion performance. it can be seen on data below: 1) /au/  [o] / # /kalau/  [kalo] /mau/  [mo] /kau/  [ko] 2) /ai/  [e]/ # /sampai/  [sampe] /dipakai/  [dipake] /ramai/  [rame] 3) /ia/ [a]/ c c /siapa/  [sapa] 4) /ai/  [i]/ c c /bagaimana/  [bagimana] syncope syncope refers to the loss of unstressed vowels in the middle of words. it is syncope which often produces consonant clusters in languages that did not formerly have them. syncope had been done by samples. data instance can be seen below: /terima/  [trima] /karena/  [karna] journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 6 /sekali/  [skali] /sedikit/ [sadiki] /sekalian/  [skalian] /sekarang/ [ skarang] apocope apocope is loss of the final segment of the word and final vowels. this is a very common change in languages. missing the final segment of the word was occurred in malay manado language toward indonesian language. look at the following changes that occurred in samples: /tempat/  [tampa] /ikut/  [iko] /ikut-ikut/  [iko-iko] /pendek/  [ pende] /lidah/  [lida] /tambah/  [tamba] compression compression is the process of dropping off one or more syllables from the end or middle of a word. look at the following changes that occurred in data: /jangan/  [ jang] /coba/  [co] /sudah/  [so] /terima kasih/  [makasih] vowel modification vowel modification is a change in vowel as a result of the influence other sounds that follow. in data findings, some of students produced vowel modification. in this vowel modification process, there are some variations changed process happened. there are middle –low vowel /e/ become high front vowel /i/, middle –low vowel /e/ become high back vowel /u/, sometimes phoneme addition in last words, and high back vowel /u/, become high back vowel /o/. the complete data changed can be seen bellow: */e/ [ i/] / c_c /kenapa/  [kinapa] */e/  [u] / c_c /terus/ .[turus] *ø[n] / _ # /cuma/  [cuman] journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 7 */u/ [o] / c_c /hidup/  [hidop] */a/  [o] / _ # morphological processes in this study, one of morphological processes was prefix. prefix in malay manado language are, ba-, ta-,ma-, or mo. look at the following changes of the prefix from students’ speech in indonesian language toward malay manado language that occurred: data 1 tadi kita ba dengar….. adv 1st ps pref dengar…. ‘tadi saya mendegarkan…’ ‘i was listening’ imperative form imperative form is the form of a verb that is usually used for giving orders. on students’ speech in class discussion performance, the researcher found this fenomena. the data can be seen below: data 2 pertanyaan selanjutnya, wey, capat jo! pertanyaan selanjutnya, part, cepat part ‘pertanyaan selanjutnya, hei cepat saja!’ ‘the next question, hei be quickly please! reduplication reduplication is when a word an element of a word, or phrase is repeated. it can often result in change of meaning or tune. the researcher found some reduplication form in students’ speech. for instance: data 3 dia suka ba baca puisi di tampa-tampa yang rame 3rd ps suka pref baca puisi di red yang ramai ‘dia suka membaca puisi di tempat-tempat yang ramai’ ‘he/she like to read a poem in a crowded places’ journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 8 compounding form compounding is the process of word formation that creates compound lexems. it occurs when two or more words are joined to make one longer word. it can be seen bellow: data 4 kalo orang menulis puisi berdasarkan torang pe saki hati misalnya kalo orang menulis puisi berdasarkan 1st ppl poss comp misalnya ‘kalau orang menulis puisi berdasarkan sakit hatinya kita misalnya’ ‘ for example, if people write a poem base on our broken heart’ negation form negative form interference also occurred in students’ speech class discussion performance. the data cen be seen below: data 5 saya bulum mangarti dengan isi dari karya ilmiah itu saya neg mengerti dengan isi dari karya ilmiah itu ‘saya belum mengerti isi karya ilmiah itu’ ‘ i do not understand yet the content of that scientific writing’ lexical process based on data analysis, the researcher found some kinds of lexical interference of malay manado language toward indonesian language that occurred . they are in verb, noun, adjective, personal pronoun, adverb, question form, language particle, possessive and preposition. a) verb data 6 kalo tidak cumu universitas dalam puisi, pendengar akan menafsirkan….. kalau tidak verb universitas dalam puisi,pendengar akan menafsirkan ‘kalau tidak menyebut universitas dalam puisi pendengar akan menafsirkan…’ ‘if you/we do not mention university in a poem,the listener will give definition….’ b) noun data 7 jadi talinga juga tidak bisa ba dengar. jadi noun juga tidak bisa pref dengar journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 9 ‘jadi telinga juga tidak bisa mendengar’ so, i can not listen well” c) adjective data 8 depe ujung lida itu kurang panjang ada yang depe lidah cuma pende poss ujung lidah itu kurang panjang ada yang poss lidah hanya adj ‘ujung lidahnya itu kurang panjang ada yang lidahnya hanya pendek’ ‘the top tongue is not long, there is human has a short tongue’ d) personal pronouns data 9 ngana jawab kasana saja supaya tida ba tunggu bagini 2nd ps jawab kasana saja supaya tidak pref tunggu part ‘kamu jawab saja, agar tidak menunggu seperti ini’ ‘just please you answer it, so we do not keep wating like this’ e) adverb data 10 tidak sampe dipenyimpangan puisi tidak adv dipenyimpangan puisi ‘tidak sampai pada penyimpangan puisi’ ‘it is not until on the deviation of poem’ f) question form data 11 sapa so moderator? ques part moderator? ‘siapa ya moderator?’ ‘who is actually moderator?’ g) possesive data 12 begitu saya pe maksud! begitu saya poss maksud! ‘begitu maksud saya’ ‘that is, i mean’ data 13 penjelasannya tidak tepat! depe jawaban agak rancu penjelasannya tidak tepat! poss jawaban agak rancu ‘penjelasannya tidak tepat! jawabannya agak rancu’ ‘the explanation is not clear, the answer are wrong’ h) language particle ‘pa’ data 14 tolong diulangi modrator! kurang jelas tadi pa saya soalnya ba ribut. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 10 tolong diulangi moderator! kurang jelas tadi part saya soalnya pref ribut ‘tolong diulangi moderator! kurang jelas pada saya karena ribut’ ‘moderator, repeat please! it is unclear on me because its very crowded’ ‘mo’ data 15 kalo bukunya masih mo dipesan kalau bukunya masih part dipesan ‘kalau untuk bukunya masih mau dipesan’ ‘the books still on the ordering’ ‘vor’ or ‘for’ data 16 dia suka sesuatu itu, ada untung ndak vor dia. 3rd ps suka sesuatu itu, ada untung part part 3rd ps ‘dia suka sesuatu itu, ada untung tidak buat dia' ‘he/she likes something, is there adventages or not for her/him’ ‘nyanda’ data 17 nyanda ada pengertian-pengertian neg ada pengertian-pengertian ‘tidak ada bicara definisinya’ ‘no talking definition here!’ ‘lebe’ kalo romeo dan juliet dengan uda dan dara lebe dulu yang mana? kalau romeo dan juliet dengan uda dan dara part part yang mana? ‘kalau romeo dan juliet dengan uda dan dara lebih dahulu yang mana? ‘which one the first published between romeo and juliet or uda dan dara’ ‘dapa’ data 19 jangan yang hanya dapa nilai 100 yang di apresiasi. jangan yang hanya part nilai 100 yang di apresiasi ‘jangan yang hanya dapat nilai 100 yang di apresiasi’ ‘you can not give appreciation just for the student got a best score(100)’ ‘so’ data 20 ok. trima kasih so bagitu ok. terima kasih part part ok. terima kasih sudah seperi itu ‘ok, thank you. like that’ ‘baku’ data 21 tidak apa-apa baku maso juga… journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 11 tidak apa-apa part masuk juga ‘tidak masalah, saling berhubungan juga…’ ‘it is ok. it is releated to…’ ‘cuma’ or ‘cuman’ data 22 bukan cuman ngana. bagitu saya pe maksud.pokoknya yang ba bagitu. bukan part 2nd ps. part saya poss maksud pokonya yang pref part ‘bukan hanya kamu. begitu maksud saya. pokoknya yang seperti itu’ ‘not only you. it is i mean. just like that’ ‘stou’ data 23 tentang teorinya….apa stou…slide yang ka dua (2) tentang teorinya….apa part…slide yang prep dua(2) ‘tentang teorinya….apa ya…slide yang ke dua(2)’ ’about the theory…what is..second slide please’ ‘bagitu’ data 24 bagitu saya pe maksud part saya poss maksud ‘begitu maksud saya’ ‘that is i mean!’ ‘bagini’ data 25 tidak ada yang lain? macam bagini..bagitu..dan lain-lain? tidak ada yang lain? macam part …part…dan lainlain? ‘tidak ada yang lainnya? seperti begini…begitu…dan lain-lain?’ ‘what about the others? like this..like that..and so on?’ ‘jo’ data 26 biar jo! supaya dia bertanya biar part! supaya 3rd ps bertanya ‘biarkan saja agar dia bertanya’ ‘let him in order he give question’ ‘kase’ data 27 tiga-tiga ini kase satu atau? tigatiga ini part satu atau? ‘tiga-tiganya dsatukan atau? ‘these three will be one or?’ ‘napa’ napa dang! mana itu? journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 12 part part! mana itu? ‘ini dia, mana itu? ‘here it is.where is it?’ ‘sampe’ data 29 ini kelompok dua, jangan sampe macam kelompok ini ya! ini kelompok dua, jangan part macam kelompok ini ya! ini kelompok dua, jangan sampai macam kelompok ini ya! ‘for group two, i do not like you seems like this group’ ‘toh’ data 30 sastra itu puisi toh? sastra itu puisi part? ‘satra itu puisi kan? ‘art is a poem right? ‘dulu’ data 31 apa dulu?...e… apa part ? …e.. ‘apa ya?...e…’ ‘what is?..emm…’ ‘dang’ data 32 maksudnya dapat dipertanggung jawabkan dasar-dasar depe fakta dang maksudnya dapat dipertanggung jawabkan dasar-dasar poss fakta part ‘maksudnya dapat dipertanggung jawabkan dasar-dasar faktanya ya’ ‘it is mean that we can responsible with the main fact. isn’t it? ‘co’ data 33 co anda jelaskan kembali tentang remedial? part anda jelaskan kembali tentang remedial? coba anda jelaskan kembali tentang remedial? ‘please you just explain again about remedial?’ ‘trus’ data 34 trus hasil pengetahuan itu apa? part hasil pengetahuan itu apa? ‘terus hasil pengetahuan itu apa?’ ‘and than, what is the result of the knowledge?’ journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 13 preposition data 35 yang ka dua apa? yang prep dua apa? ‘yang ke dua apa?’ ‘what is the second? this study found that there are many kinds and several forms of interference of malay manado language toward indonesian language, in phonological, morphological, and lexical which presents all the time on students’ speech in class discussion performance. the data shows that, most of students in indonesian language studies in gorontalo state university made several kinds of interferences when they had class discussion performance. it seems that, they do not mastery indonesian language well, especially in phonological and lexical. the researcher found the high interference on students speech between phonological, morphological and lexical interference was in lexical interference. when the researcher did research on students in indonesian language studies, most of students have a capability to speak indonesian well. but, when they had a class discussion especially in giving question and answer sesion they got interference from malay manado language without repairing the language. it happens regularly in each discussion and in every groups in class discussion performance. they had interference in phonological aspect that is assimilation, syncope, apocope, vowel modification, compression, and diftong. while in morphology aspect, they got interference in prefix addition, imperative form, reduplication, compounding form and negation form. lastly , in lexical interference they had interference in verb, noun, adjective, adverb, personal pronoun, question form, language particle, possessive and preposition. d. conclusions the conclusion from this study is most of students in gorontalo state university in indonesian language studies still make several kinds of interference on their speech in class discussion performance such as phonological interference, morphological inteference, and lexical interference. where in phonological interference the students produced type of interference namely assimilation, merger coalescence or diphthong, syncope, apocope, compression, and lastly modification vowel. in morphological interference they produced prefix addition, imperative form, reduplication, compounding form and negation form. in journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 14 lexical interference, they created nine types of interference namely verb, noun, adjective, pronoun, adverb, question form, language particle, possessive, and the last is preposition. referring these conclusions, this study suggests that it is important for the students in indonesian language studies to pay attention and make different between the use of indonesian language and malay manado language in formal and non formal situation especially in class discussion performance. the lecturer should give some comments or repairing students speech, when they produced interference from other language in a wrong way during in students’ class discussion performance. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 15 references chaer & agustina. (1995). sosiolinguistik suatu pengantar. jakarta: rineka cipta. furchan ahmad. (2004). pengantar penelitian dalam pendidikan. yogyakarta: pustaka belajar. mahsun. (2012). metode penelitian bahasa, tahapan strategi,metode dan tekniknya. jakarta: pt. raja grafindo persada. nababan. (1991). sosiolinguistik suatu pengantar. jakarta: pt gramedia pustaka utama pidu sunarti. 2011. language interference malay manado dialect in gorontalo language in the south dulomo, in family domain (tesis). poedjisoudarmo soepomo. (1982). interferensi dan integrasi dalam situasi keanekabahasaan. pengajaran bahasa dan sastra th.iv, no.2. suindratini. (2013). interfeensi bahasa bali dan bahasa asing dalam cerita lisan bahasa indonesia kelas vii siswa smp negeri 10 denpasar. e-jurnal program pascasajana universitas pendidikan ganesha, volume 2. denpasar: universitas pendidikan ganesha. suwito. (1983). pengantar awal sosiolinguistik teori dan praktik. surakarta: henary offset. weda sukardi. (1998). interlanguage phonology: stress shifts of english utterances made by indonesian speakers of english (tesis). makassar: universitas hasanuddin. 1 pemerolehan fonologi dan sintaksis (sebuah studi kasus pada anak usia 2 tahun) oleh hasan ayuba hasanayuba@gmail.com iain sultan amai gorontalo faculty of education and teacher training abstract this research aims to describe the phonological and syntaxtical acquistion of two years old child. the type of this research is a case study research. the research data is spoken record obtained from the subject conversation in a video form. the recording process consists of two phases. the first phase, the subject is let to speak naturaly which is intended to know phonological and syntaxtical of the subject. the second phase, the subject is stimulated to speak in order to know the difference between phonological and syntaxtical of the subject. the result of the research are: a) the phonological and syntaxtical acquisition of the subjectare revolving on the unmeaningfull words. the words occured in this phase are pronoun. b) after being simulated, the phonological and syntaxtical acquisition of the subjectare revolving on meaningfull words which encompass nouns, one word-utterance, two words-utterance, and diftongs. keyword: aquisition, fonological, syntaxtical abstrak penelitian ini bertujuan untuk menggambarkan pemerolehan fonologi dan sintaksis dari seorang anak berumur dua tahun. jenis penelitian yang digunakan adalah penelitian studi kasus. data penelitian berupa rekaman pembicaraan yang didapatkan dari percakapan subyek penelitian dalam sebuah video. pengambilan rekaman terdiri dari dua fae. fase yang pertama, subyek pada penelitian ini dibiarkan secara natural dan direkam fonologi dan sintaksis yang dia hasilkan. fase kedua adalah dengan merangsang subyek pada penelitian ini untuk berbicara. mailto:hasanayuba@gmail.com hasil penelitian ini menunjukan bahwa; (a) pemerolehan fonologi dan sintaksis pada fase pertama ini menghasilkan kata kata yang tidak mempunyai makna, kata kata yang paling banyak muncul pada fase ini adalah jenis kata ganti orang/pronoun, (b) setelah dilakukan treatment berupa rangsangan untuk berbicara, hasil pada fase kedua ini adalah, subyek penelitian sudah mampu menghasilkan kata-kata yang mempunyai makna dan juga menghasilkan beberapa jenis kata diantaranya, kata benda yang diujar sampai dua, tiga kata dalam sekali ujaran dan beberapa diptong. kata kunci: pemerolehan, fonologi, sintaksis a. pendahuluan kita sering melihat dan menyaksikan sendiri bagaimana anak mengujarkan sebuah kata, apakah kata itu bermakna atau tidak, kita dengan sendirinya dapat memahami apa yang anak maksudkan. melalui gerakan tangannya, matanya, serta gerakan mulutnya yang lucu, anak berusaha untuk menyampaikan pesan kepada orang-orang yang berada di sekitarnya. itulah keunikan yang ada pada anak, yaitu keunikan yang tidak dimiliki oleh makhluk lain selain manusia. keunikan ini merupakan kemampuan yang luar biasa yang dianugerahkan kepada setiap anak manusia yang lahir ke alam dunia. beberapa ahli linguistik menyatakan bahwa sesungguhnya bahasa tidak dapat diajarkan kepada makhluk selain manusia dan hanya manusialah yang mampu berbahasa. karena memang, kodrat bahasa hanya dapat dimiliki oleh manusia (chomsky dalam dardjowijodjo, 2003: 236). dalam teorinya, chomsky menyatakan bahwa anak dilahirkan sudah dibekali dengan piranti pemerolehan bahasa atau yang dinamakan dengan language acquition device (lad) (dardjowidjojo, 2003: 232). dengan piranti inilah anak dapat dengan mudah memperoleh bahasa. bahasa, pada tatanan ini diperoleh anak secara alamiah (nature). berbeda dengan chomsky, skinner (dalam tahun dardjowijodjo, 2003:235) menyatakan bahwa pemerolehan bahasa pada anak lebih dipengaruhi oleh faktor lingkungan (nurture). bahasa, menurut skinner, tidak lain hanyalah merupakan seperangkat kebiasaan. kebiasaan hanya diperoleh melalui latihan yang bertubi-tubi. terlepas dari perbedaan pemerolehan bahasa oleh para ahli di atas, tidak dapat dipungkiri bahwa baik faktor alamiah (nature) maupun faktor lingkungan (nurture), keduanya tidak bisa dipisahkan antara satu dengan lainnya. nature diperlukan karena tanpa bekal kodrati makhluk tidak mungkin dapat berbahasa. nurture juga diperlukan karena tanpa adanya input dari alam sekitar bekal kodrati tersebut tidak akan terwujud. terkait dengan piranti pemerolehan bahasa, sebagaimana yang diungkapakn oleh chomsky di atas, diperkuat oleh beberapa hal, yakni: (1). pemerolehan bahasa anak mengikuti tahap-tahap sama;(2).tidak ada hubungan pemerolehan bahasa anak dengan tingkat kecerdasan;(3). pemerolehan bahasa tidak terpengaruh oleh emosi maupun motivasi; dan (4). pada masa pemerolehan tata bahasa anak di seluruh dunia sama saja. si anak akan mampu mengucapkan suatu kalimat yang belum pernah didengar sebelumnya dengan menerapkan kaidah-kaidah tata bahasa yang tidak sadar diketahuinya. sejatinya, masih banyak pertanyaan yang perlu dijawab tentang bagaimana sebenarnya anak-anak memperoleh bahasa. bagaimana cara mereka menentukan apa makna kata-kata atau bagaimana cara menghasilkan ujaran yang bersifat gramatika yang belum pernah mereka dengar atau yang diproduksi sebelumnya?apakah anak-anak belajar bahasa karena orang dewasa mengajarkannya kepada mereka? atau karena mereka diprogramkan secara genetik untuk memperoleh bahasa? apakah mereka belajar dalam rangka memenuhi beberapa kebutuhan untuk berkomunikasi dengan orang lain? telah banyak penelitian yang dilakukan oleh para ahli bahasa dalam rangka menjawab pertanyaan-pertanyaan di atas. dan hasilnya pun sungguh luar biasa. banyak fakta ditemukan oleh para peneliti terkait pemerolehan bahasa pada anak, yang kemudian diterbitkan dalam bentuk buku. melalui buku-buku inilah, banyak para peneliti dapat memecahkan misteri pemerolehan bahasa pada anak. begitu pula dengan penelitian mini ini(mini research) yang penulis ketengahkan kepada para pembaca. dalam penelitian ini, penulis mencoba untuk mendeskripsikan bagaimana cara anak dalam memperoleh bahasa pertamanya. penelitian ini dilakakukan pada seorang anak yang bernama rafandra ishak. rafandra ishak, untuk selanjutnya disebut sebagai subyek, adalah anak pertama dari pasangan uyan ishak dan irmawati bagu. bahasa sehari-hari yang dipakai oleh kedua orang tua subyek adalah bahasa manado dan bahasa gorontalo. begitu pula dengan orang-orang yang berada di lingkungannya. meskipun orang di sekitar subyek memakai dua bahasa, tapi subyek lebih dominan memperoleh bahasa manado. sehingga, bahasa manado menjadi bahasa pertama subyek. alasan peneliti memilih subyek sebagai subjek penelitian adalah disebabkan oleh subyek pada usianya yang sudah menginjak 2 tahun, penguasaan kosa katanya masih sangat terbatas. berdasarkan fokus penelitian di atas, maka pertanyaan penelitian dapat dirumuskan sebagai berikut: a) bagaimana perkembangan pemerolehan fonologi dan sintaksis tahap pertama pada anak usia 2 tahun? b) bagaimana perkembangan pemerolehan fonologi dan sintaksis tahap kedua pada anak usia 2 tahun? c) apa perbedaan antara perkembangan pemerolehan fonologi dan sintaksis tahap pertama dan tahap kedua pada anak usia 2 tahun? ada pun tujuan penelitian ini adalah:a) untuk mengetahui perkembangan pemerolehan fonologi dan sintaksis tahap pertama pada anak usia 2 tahun. b) untuk mengetahuiperkembangan pemerolehan fonologi dan sintaksis tahap kedua pada anak usia 2 tahun. c) untuk mengetahui perbedaan antara perkembangan pemerolehan fonologi dan sintaksis tahap pertama dan tahap kedua pada anak usia 2 tahun. b. metode penelitian metode penelitian yang digunakan dalam penelitian ini adalah metode kualitatif dengan pendekatan studi kasus.bassey (1999: 25) menyatakan bahwa “case study methods involve the collection and recording of data about a case or cases…” pernyataan ini dapat diartikan bahwa metode-metode studi kasus termasuk di dalamnya adalah pengumpulan dan perekaman data tentang satu kasus atau lebih. sehingga melalui metode kualitatif ini akan dideskripsikan perbedaan pemerolehan fonologi dan sintaksis pada anak usia 2 tahun. data penelitian ini berupa data kebahasaan lisan yang direkam (spoken teks). data ini berbentuk wacana interaksional. data-data tersebut diperoleh dari kegiatan percakapan antara subjek penelitian dan teman penulis yang berbentuk rekaman video. data pada penelitian ini diperoleh melalui metode stimulus – respon terhadap subyek. di mana stimulus – respon ini dilakukan dalam dua tahap. tahap pertama, subyek dibiarkan bercakap-cakap secara alamiah untuk mengetahui pemerolehan fonologi dan sintaksis subyek. tahap kedua, subyek distimulus dengan lebih intens merespon apa yang subyek ujarkan, sehingga dengan tahaptahap ini dapat diketahui perbedaan antara pemerolehan fonologi dan sintaksis subyek. selanjutnya, data dalam penelitian mini ini diperoleh melalui teknik perekaman, yaitu perekaman dilakukan pada saat subyek sedang bermain, makan, berinteraksi dengan keluarga, dan aktifitas-aktifitas subyek lainnya.data secara keseluruhan dianalisis dengan menggunakan teknik analisis deskriptif kualitatif. langkah yang dilakukan adalah data yang berupa rekaman ditranskripsikan ke dalam bentuk tulisan. c. hasil dan pembahasan pada pembahasan ini akan diuraikan pemerolehan fonologi dan sintaksis yang dibagi kedalam dua tahap, yakni perkembangan pemerolehan fonologi dan sintaksis tahap pertama dan pemerolehan fonologi dan sintaksis tahap kedua. pembagian ini bertujuan untuk mengetahui perkembangan pemerolehan fonologi dan sintaksis subyek pada saat sebelum dilakukan stimulus dan pada saat setelah dilakukan stimulus. 1. pemerolehan fonologi dan sintaksis (tahap pertama) a. pemerolehan fonologi fonologi adalah salah satu bidang ilmu bahasa yang membahas tentang bunyi-bunyi suatu bahasa tertentu menurut fungsinya untuk membedakan makna leksikal dalam bahasa tersebut (verhaar,1995:36). selanjutnya, dalam bunyi yang diamati adalah bunyi yang dapat membedakan arti yang dikenal dengan fonem. lebih jelas lagi, yang dimaksud dengan fonem adalah satuan bunyi terkecil yang mampu menunjukkan perbedaan makna (kridalaksana, 1993:56). misalnya, perbedaan bunyi [p] dan bunyi [b] pada kata [paru] dan [baru]. dalam bahasa inggris, misalnya, kata light dan right, lot dan rot. dari pasangan kata ini, yang menyebabkan berbedanya makna,yaitu pada fonem [l] dan [r]. pada tahap ini, subjek sudah bisa memproduksi beberapa fonem, di antaranya adalah fonem [p], [b], [t], [m], [k], dan [w] untuk bunyi konsonan. sementara untuk bunyi vokal, dia sudah bisa memproduksi fonem [a], [e], [i], dan [o]. fonem yang paling sering muncul diantara keempat fonem tersebut adalah fonem [a] dan fonem [e]. kedua fonem ini selalu muncul pada setiap situasi, baik ketika ia bermain, makan, dan aktivitas lainnya. fonem [i] pada tahap ini hanya beberapa kali muncul, yaitu ketika subek ingin ikut bersama ibunya, dia mengucapkan kata /yi/ untuk pergi, dan pada saat ia sedang bermain, dia mengucapkan “ati...ti...ti...”, maksudnya adalah ia menyuruh kakaknya untuk mengambil bola. sedangkan untuk fonem [o] hanya sekali muncul, yaitu ketika ia sedang bermain di ruang tengah bersama kakaknya. fonem ini muncul begitu saja bersama dengan bunyi hambat bilabial [p], dan pada situasi-situasi berikutnya, fonem ini sudah tidak pernah muncul lagi. selanjutnya, dalam hal konsonan, pada perkembangannya subyek tampaknya sudah mengikuti konsep universal yang diungkapkan oleh jakobson, bahwa urutan pemerolehan konsonan hambat adalah dari bilabial ke alveolar, dan akhirnya ke velar. dalam hal ini subyek sudah bisa mengeluarkan bunyi hambat bilabial [p] dan velar ringan [t]. hal ini tampak pada setiap situasi kedua fonem ini selalu muncul bersamaan seperti yang tergambar pada situasi berikut ini: r: (subyek) r : (sedang berada di atas ranjang) “ma...ma...ma...pete...pete...” “waw..” (sambil memainkan pengikat rambut kakaknya) “pete...pete...”(kata-kata ini terus dia ulangi. kemudian dia turun dari ranjang) “akaa...waw...waw...waw...” (masih terus memainkan pengikat rambut kakaknya).“pete...pete...mama...ma...mama...”(memanggil ibunya) “kaka....mama...” (ia meminta kakaknya supaya diantar pulang kepada ibunya). dari situasi di atas dapat dilihat bahwa kata “pete...pete” sering dia ucapkan meskipun dari segi semantik kata ini tidak bermakna. sementara untuk bunyi velar [k] pada kata /kaka/ seperti yang tampak di atas, sudah dengan lancar dapat ia ucapkan dan bunyi nasal [m] pada kata /mama/. bunyi hambat bilabial [b] hanya satu kali muncul, yaitu pada kata /ebe..ebe.../. kata ini muncul ketika subjek kesal karena tidak dihiraukan oleh kakaknya. sedangkan bunyi semivokal [w] dalam tahap ini muncul berulang-ulang ketika subyek mengekspresikan kata /waw/ yang selalu ia dengar dari kakaknya. untuk lebih jelasnya perhatikan tabel pemerolehan fonologi subyek di bawah ini: bentuk fonem fonem dalam bentuk kata makna kata keterangan [p] /pete-pete/ tidak bermakna [b] /ebe-ebe/, (bernada mencibir) [t] /ati/ tidak bermakna [m] /mama/ (ibu) [k] /kaka/ (kakak) [w] /waw/ (ekspresi) [a] /kaka/, /mama/, /ati/ (kakak), (ibu), (-)* *) tidak bermakna [e] /ebe-ebe/, /eee/pete-pete/ tidak bermakna [i] /ati/, /ti..ti/ ,/yi/* *) pergi tidak bermakna [o] /ooo..poo/ tidak bermakna tabel 1. pemerolehan fononologi tahap pertama b. pemerolehan sintaksis dalam teori pemerolehan bahasa pada anak, penguasaan sintaksis berlangsung secara bertahap, yaitu, dimulai dari tahap satu kata, dua kata, dan tiga kata atau lebih. dalam pemerolehan sintaksis, para peneliti tidak memulai kajian dari tahap holofrasis karena, menurut greenfield dan smith (dalam chaer, 2009) bahwa ucapan-ucapan holofrasis sukar ditafsirkan atau dipahami. untuk bisa menafsirkannya peneliti harus merujuk kepada situasi dan konteks di mana holofrasis itu diucapkan. namun, clark dan garman (chaer, op.cit.) menyatakan bahwa tahap holofrasis ini mungkin dapat memberikan beberapa gambaran batin mengenai perkembangan sintaksis. oleh karena itu, ada baiknya diikutsertakan dalam satu teori pemerolehan sintaksis. a. ujaran satu suku kata dalam ujaran satu suku kata ini, subyek sudah mengeluarkan kata-kata yang sebagian dari kata-kata tersebut belum mempunyai makna. misalnya, katakata berikut ini: [pete-pete] [ebe] [ati] [ti] [oopo po] jika ditinjau dari segi semantik, kata-kata ini tampak lebih bersifat latihan motoris. tidak ada referen yang dapat dikaitkan dengan apa yang subyek katakan, meskipun sebenarnya pada umurnya yang sudah dua tahun ini subyek sudah seharusnya dapat mengujarkan lebih banyak kata. echa pada umurnya 2:6 tahun sudah dapat mengujarkan kata-kata yang bersuku dua. misalnya, untuk kata layang-layang dia sudah dapat memilih suku kata terakhir yaitu [yaŋ] (dardjowidjojo, 2000:125), dan masih banyak lagi kata lainnya yang sudah echa kuasai. di samping kata-kata yang telah disebutkan di atas, pada tahap ini terdapat beberapa kata yang sudah dapat diproduksi oleh subyek dengan baik, misalnya, untuk kata /mama/ dan /kakak/ subyek tidak mengalami masalah. karena memang kata-kata ini sudah familiar baginya . meskipun terkadang pada saat mengujarkan kata [mama] dia sering menggunakan kata /ma/ dan /ka/ untuk kata [kakak]. 1. ujaran dua suku kata seperti yang telah di uraikan di atas, ada beberapa kata yang sudah membentuk ujaran dua suku kata yang muncul ketika subyek berujar. di antaranya adalah kata [pete//pete]. namun, kata ini tidak termasuk ke dalam ujaran dua suku kata yang sesuai dengan teori generatif transformatif chomsky. dalam teori ini dinyatakan bahwa terdapat hubungan subject-ofyang dirumuskan seperti pada bagan berikut: k fn + fv keterangan: k = kalimat fn = frase nomina fv = frase verbal sehubungan dengan rumus di atas, mc. neil (dalam chaer, 2009) menyatakan bahwa ucapan-ucapan dua kata atau lebih dari kanak-kanak dapat dianalisis berdasarkan hubungan-hubungan yang digambarkan dalam rumus itu karena ucapan dua kata itu sesungguhnya mempunyai struktur. jika didasarkan pada teori ini, kata [pete//pete] tidak termasuk dalam ujaran dua suku kata sebagaimana yang dimaksud. karena kata ini tidak tergolong baik dalam frase nomina atau pun dalam frase verbal. namun, sudah ada kata yang membentuk ujaran dua suku kata yang muncul pada tahap ini, meskipun kemunculan kata ini hanya dua kali. pertama, ketika subjek melihat ibunya akan pergi, dia mengucapkan [kaka//yi], maksudnya adalah dia ingin pergi bersama ibunya. kedua, saat dia minta kepada kakaknya untuk diantar pulang ke rumahnya, dia mengucapkan [kaka//mama]. kedua kata ini, [kaka//yi] dan [kaka// mama], mempunyai ciri-ciri usk (ujaran dua kata) atau dalam istilah asingnya adalah twu (two word utterance) di mana salah satu cirinya adalah anak sudah mulai mengujarkan dua kata yang diselingi oleh jeda sehingga seolah-olah dua kata itu terpisah. untuk menyatakan bahwa subyek ingin pergi, dia tidak mengatakan [kakayi], akan tetapi [kaka//yi] “kakak pergi” dengan jeda di antara kakak dan pergi. 2. pemerolehan fonologi dan sintaksis (tahap kedua) a. pemerolehan fonologi pada pemerolehan tahap kedua ini, kemampuan fonologi subjek menunjukkan peningkatan yang cukup signifikan, karena pada tahap ini rafa distimulus untuk mengujarkan kata yang telah diperolehnya. jika pada sebelumnya subjek dapat mengujarkan beberapa bunyi konsonan [p], [b], [t], [m], [k], dan [w], maka pada tahap ini bertambah dua bunyi konsonan yaitu, bunyi alveolar [d], dan alveo-palatal [y]. munculnya bunyi alveolar [d] ketika dia sedang diajak berbicara oleh kakaknya seperti yang terdapat pada dialog mereka berikut ini: keterangan: n (kakak subyek) r (subyek) n: “ti mama ada di mana?” / ibu di mana?/ r: “paati...” (sambil menunjuk ke arah rumahnya) n: “hah...?” (bingung dengan jawaban r) r: “pati...” n: “pati?...ada pati iti?” / oh, ada sama bibi fitri?/ r: “aaa.. (mengangkat kedua tangannya) ...dias” n: “apa itu “dias”? (bingung ketika r menjawab dengan kata “dias”) r: (diam tak menjawab) dari dialog di atas, kata “dias” adalah kata yang tidak memiliki makna, karena kata tersebut tidak sesuai dengan pertanyaan yang diutarakan oleh kakaknya. kata ini keluar dengan spontan. namun begitu, bunyi [d] pada kata “dias” menandakan bahwa subyek sudah bisa mengujarkan bunyi [d]. tidak hanya kata“dias”, ada beberapa kata yang subjek ujarkan mengandung bunyi konsonan [d], diantaranya adalah pada saat dia diminta untuk mengujarkan kata /andi/, dia mengujarkannya dengan kata /adi/, dan /pade/ untuk kata /fadel/. sementara itu, untuk alveo-palatal [y] muncul ketika subyek sedang bersama dengan ibunya. saat itu subyek diminta untuk menyebutkan nama-nama kakaknya. untuk kata /debi/, dia mengucapkannya dengan /yi/ dan /fitri/ dia mengucapkannya dengan /yiti/. seperti yang terdapat dalam dialog mereka di bawah ini: keterangan: ir = (ibu subyek) r = (subyek) ir: “kakdebi....” (meminta r untuk menyebutkan nama kakaknya) r: “aaa? (bertanya) ir: “kakdebi....” (mengulangi sekali lagi) r: “aka...” ir: “debi...” r: “yii.....” (maksudnya debi) ir: “panggefitri...” /panggil fitri/ (menyuruh rafa untuk mengucapkan kata “fitri”) r: “yiti...” (maksudnya adalah “fitri”) berdasarkan dialog di atas, subjek tampak selalu mengganti bunyi vokal [i] dengan gabungan konsonan + vokal yaitu [yi], baik yang terdapat pada awal kata maupun pada akhir kata. misalnya, pada akhiran kata dari kata /debi/ yaitu /bi/, dia mengucapkannya dengan /yi/ dan pada awal kata dari kata /fitri/, yaitu /fi/, dia mengucapkannya dengan /yi/ pula. hal ini juga membuktikan bahwa subyek belum bisa mengujarkan bunyi frikatif [ f] dan bunyi getar [r] seperti pada kata /fitri/. subjek lebih memilih mengucapkan /yi/ untuk bunyi frikatif [f] dan bunyi getar [r] dengan langsung mengucapkan /ti/. selanjutnya, untuk bunyi vokal, pada tahap ini tidak jauh berbeda dengan tahap awal. namun, pada tahap ini, subjek sudah dapat memproduksi dua gabungan vokal atau yang disebut diftong. dalam pengambilan data yang berlangsung kurang lebih satu bulan ini (pada tahap dua, yaitu bulan oktober), ditemukan dua diftong yang muncul dalam ujaran subjek, yaitu, /ae/ dan /ua/. diftong /ae/ muncul ketika dia ditanyai kakaknya kalau sedang melakukan apa, kemudian dia menjawab dengan kata /mae/, maksudnya adalah dia sedang bermain. untuk lebih jelasnya, perhatikan dialog mereka berikut ini: n: “ada ba apa ti nunu?”/ rafa sedang melakukan apa?/ (ketika melihat r sedang memegang “mouse” laptop) r: “mae...” (maksudnya adalah dia sedang bermain) kata /mae/ pada dialog ini maksudnya adalah /main/. kemudian, diftong /ua/ muncul pada kata gula-gula(dalam bahasa indonesia adalah permen) dan kata /dua/. pada kata gula-gula, dia mengujarkannya dengan /wua-wua/, sementara pada kata /dua/ dia mengujarkannya dengan benar yaitu /dua/. 1. pemerolehan sintaksis perkembangan sintaksis subjek pada tahap ini sudah makin baik, terutama pada tahap satu kata. seperti halnya dengan ujaran satu suku kata pada tahap pertama, wujud sintaksisnya masih sederhana, namun semantiknya sudah kompleks. seperti kata-kata seperti [kaka] “kakak,” [mae] “main,” dan [dua] “dua,” ” masing-masing merujuk pada etentitas, keadaan, dan perbuatan yang berbeda-beda. kata [kaka], misalnya subyek ucapkan ketika dia melihat sepatu, sehingga barangkali subyek sedang mengatakan bahwa itu sepatu kakak, atau ketika dia memandangi sebuah foto dia ingin mengatakan bahwa itu adalah kakak. sementara itu, kata [mae] dia keluarkan ketika subyek sedang memainkan mouse laptop. dari konteksnya kata [dua] subyek ujarkan ketika dia sedang berbicara dengan neneknya lewat handphone. saat itu subyek meminta neneknya untuk membelikan dua botol susu untuknya. dari berbagai kata yang telah dikuasai subjek, verba dan ajektiva yang belum muncul. sementara yang mendominasi adalah nomina, yaitu berkisar pada nama-nama orang yang berada di sekitarnya seperti berikut ini: [yi] “debi” [pade] “fadel” [yiti] “fitri” [tata] “kakak” [adi] “andi” selanjutnya, untuk ujaran dua suku kata pada tahap ini muncul pada beberapa situasi. misalnya, pada kata [ma dua] muncul ketika dia sedang berbicara dengan neneknya melalui handphone. dalam situasi ini kata [ma dua] yang dia ujarkan muncul dengan alami meskipun sebelumnya dia sempat diberikan petunjuk oleh ibunya. seperti yang tampak dalam dialog mereka berikut ini: keterarangan: nr (nenek subjek) r (subjek) nr: (suara neneknya melalui handphone) “halo”... r: “ma, dua...” (maksudnya dia ingin dibelikan dua blek susu oleh neneknya) nr: “suruh bili apa ti nunu?”/ rafa mau dibelikan apa?/ (tanya neneknya) r: “dua...” nr: “apa?” r: “dua...dua...” kata [ma] pada dialog di atas bukan bermakna /mama/ akan tetapi bermakna /oma/. dari dialog ini pula tampak bahwa subjek sudah bisa merespon pertanyaan yang diajukan kepadanya dengan baik. meskipun jawabannya masih dalam bentuk ujaran dua kata bahkan satu kata, baginya dan bagi anak pada umumnya kata ini sudah memiliki makna yang kompleks. ujaran dua kata selanjutnya muncul pada saat dia menemukan sebuah rp. 500-, yang kemudian meminta kakaknya agar uang tersebut dibelikan permen, seperti yang terdapat pada potongan dialog mereka berikut ini: keterangan: r: (subjek) n: (kakak subjek) r: (mengembalikan sepatu tersebut ke tempatnya semula. ketika berbalik, r melihat uang rp. 500 di tepi ranjang. diambilnya uang itu dan diperlihatkan kepada n)) n: “barapa itu?”/berapa itu?/ (bertanya kepada r berapa nominal uang itu). r: “hmmm...” (memperlihatkan uang itu kepada n) n: “mo bili akan apa itu?, mo ba bili akan gula-gula?/ untuk apa itu uang?, untuk membeli gula-gula?/ (gula-gula adalah bahasa manado, dalam bahasa indonesia adalah permen). r: “wa...” (maksudnya adalah gula-gula /permen) n: “ mo bili akan apa?”/mau dibelikan apa?/ r: “uwa...” n: “ mo bili akan apa?”/mau dibelikan apa?/ (terus bertanya agar r bisa mengucapkan “gula-gula”) r: “wuwa-wuwa...” n: “apa...?” r: “wuuwwa...” (menekan dan menaikkan nada suaranya) n: “gula-gula...” r: “wuwa...” kata [wuwa-wuwa]atau “gula-gula” (dalam bahasa manado), dalam bahasa indonesia yang berati “permen” adalah hasil dari stimulus yang dilakukan berulang kali sehingga ujaran ini muncul meskipun pada akhirnya kembali pada bentuk satu suku kata yaitu [wuwa]. hal yang menarik dalam dialog di atas adalah upaya subjek untuk mengujarkan kata [gula-gula]. di mana ketika dia terus diminta untuk mengulangi kata tersebut dia menaikkan nada suaranya sehingga menghasilkan ujaran [wuuwwa]. ujaran ini bukan pertanda bahwa dia jengkel ketika diminta untuk terus mengulangi ujaran tersebut, akan tetapi ujaran ini merupakan ujaran ekspresif yang dia tunjukkan ketika meminta sesuatu. 3. perbedaan antara pemerolehan fonologi dan sintaksis (tahap pertama dan tahap kedua) dari uraian pembahasan di atas, terdapat perbedaan antara perkembangan pemerolehan fonologi dan sintaksis (tahap pertama dan tahap kedua). yaitu: a. pertama, tahap (sebelum diadakan stimulus) pada perkembangan fonologi, subjek sudah dapat mengujarkan beberapa bunyi konsonan, di antaranya adalah fonem [p], [b], [t], [m], [k], dan [w]. sementara untuk bunyi vokal, dia sudah bisa memproduksi fonem [a], [e], [i], dan [o]. pada tahap ini, kemunculan semua fonem dihasilkan dari ujaran-ujaran yang tidak bermakna. misalnya, fonem [p], [t] dan [e] muncul pada kata [petepete]. sementara itu, pada perkembangan fonologi tahap kedua (setelah diadakan stimulus), bunyi konsonan subjek bertambah yaitu fonem [d] dan [y]. munculnya fonem-fonem ini berasal dari ujaran yang telah memiliki makna. misalnya, fonem [d] muncul pada kata [andi], subjek mengujarkannya dengan [adi] dan fonem [y] pada kata [fitri] subjek mengujarkannya dengan [yiti]. pada tahap ini, subjek sudah banyak mengujarkan ujaran kombinasi kvkv (konsonan + vokal). misalnya, pada kata-kata seperti: [mama] [pade] “fadel” [papa] [yiti] “fitri” [tata] [wuwa] “gula-gula” (permen) [bibi] [pama] “paman” [kaka] “kakak” di samping itu juga, subjek sudah dapat memproduksi gabungan dua vokal atau diftong yaitu, /ae/ dan /ua/. diftong /ae/ muncul pada kata [main], subjek mengujarkannya dengan /mae/ dan diftong /ua/ muncul pada kata [gula-gula], subjek mengujarkannya dengan /wua-wua/. b. kedua, dalam perkembangan sintaksis tahap pertama, subjek sudah dapat mengujarkan ujaran satu suku kata dan ujaran dua suku kata. ujaran satu suku kata subjek masih berkisar pada pronomina, yaitu [kaka] untuk “kakak” dan [ma] untuk “mama”. selebihnya yang muncul adalah katakata yang tidak mengandung makna, seperti [pete], [pa] dan [ye]. sementara untuk ujaran dua suku kata, subjek sudah dapat mengujarkan [kaka//mama] dan [kaka/yi]. ujaran [kaka//mama] mengandung arti bahwa subjek ingin kakaknya mengantarkan dia untuk pulang ke rumah ibunya, sementara ujaran [kaka/yi], bermakna bahwa subjek ingin ikut bersama ibunya. selanjutnya tahap kedua, yaitu perkembangan sintaksis subjek setelah diadakan stimulus. jika dibandingkan dengan tahap pertama, pada tahap ini subjek sudah dapat mengujarkan beragam kata. selain ujaran satu suku kata, ujaran dua suku kata, dan pronomina, subjek sudah dapat mengujarkan nomina. di antaranya adalah nama-nama orang yang berada di sekitarnya. di samping itu pula subjek sudah mampu untuk mengekspresikan istilah yang berasala dari bahasa gorontalo yaitu, kata “ate”. kata “ate” sebenarnya berasal dari kata yilate. “yilate” yang berarti mati. sekarang kata itu telah menjadi populer di kalangan para muda-mudi bahkan pada anak-anak tak kala mengepresikan sesuatu yang bersifat negative. contohnya, seperti melihat orang yang megalami kecelakaan, melihat orang jatuh, orang yang mengalami kesialan, dll. lebih spesifik lagi kata yilate berarti “mati kamu”. kata ini subjek ekspresikan dua kali yaitu ketika penjepit rambut yang kakaknya letakkan di atas kepala subjek jatuh dan pada saat subjek memperlihatkan sebuah koin yang subjek temukan di tepi ranjang tapi kemudian koin itu pun lepas dari genggamannya. dengan refleks subjek mengucapkan kata “ate”. d. simpulan dan saran berdasarkan uraian pembahasan di atas, maka perkembangan pemerolehan bahasa anak usia dua tahun pada tataran fonologi dan sintaksis dapat disimpulkan bahwa a) pada tahap pertama (sebelum diadakan stimulus), perkembangan pemerolehan fonologi dan sintaksis subjek berkisar pada kata-kata yang tidak bermakna. kata-kata yang muncul pada tahap ini baik fonologi maupun sintaksis masih berupa pronomina. b) pada tahap kedua (setelah diadakan stimulus), perkembangan pemerolehan fonologi dan sintaksis subjek sudah berkisar pada kata-kata yang bermakna, baik berupa nomina, ujaran satu suku kata, ujaran dua suku kata, dan diftong. c) perbedaan antara pemerolehan fonologi dan sintaksis tahap pertama dan tahap kedua (baik sebelum diadakan stimulus maupun setelah diadakan stimulus) adalah pada tahap pertama, pemerolehan bahasa subjek baik pada tataran fonologi maupun sintaksis masih sangat terbatas. ujaran subjek pada tahap ini didominasi oleh kata-kata yang tidak bermakna. sementara pada tahap kedua, pemerolehan bahasa subjek baik pada tataran fonologi maupun sintaksis sudah didominasi oleh kata-kata yang bermakna. karena pada tahap ini subjek distimulus untuk mengujarkan kata-kata, sehingga kata-kata yang subjek produksi lebih banyak jika dibandingkan dengan tahap yang pertama. daftar pustaka bassey, michael. (1999). case study research in educational settings. usa: open university press. chaer, abdul. (2009). psikolinguistik: kajian teoretik. jakarta: pt. rineka cipta dardjowidjojo, soenjono. (2003). psikolinguistik: pengantar pemahaman bahasa manusia. jakarta: yayasan obor indonesia. .(2000). echa: kisah pemerolehan bahasa anak indonesia. jakarta: pt. gramedia widiasarana indonesia. kridalaksana, harimurti. (1993). kamuslinguistik.jakarta: pt gramedia. o’grady, william.(2005). how children learn language. new york: cambridge university press. subyakto, sri utari. (1988). psikolinguistik: suatu pengantar. jakarta: p2lptk. subroto, edi. (2011). pengantar studi semantik dan pragmatik. surakarta: cakrawala media. verhaar, j.m.w. (1995). pengantarlinguistik.yogyakarta: gadjahmada univ. press. al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 57 english teaching method applied by teachers in mts negeri model limboto nur wahidah pido (1) , erliana dewi (2) faddenawimar@gmail.com (1) , erlianadewi@gmail.com (2) english education department, iain sultan amai gorontalo abstract the objectives of this research are: (1) to identify the methods that implemented in teaching english process at 7 th grade of mts negeri model kabupaten gorontalo, (2) to know the procedures of english teaching method that implemented in english teaching process of 7 th grade of mts negeri 1 kabupaten gorontalo. the research used qualitative descriptive method, to describe the method that implemented by the teacher in english teaching process.the subjects of this research were english teacher and the students of 7 th grade. instrument used in this research were observation, interview, and documentation. the technique of analyzing data was identifying by reducing, displaying, and drawing conclusion of the data.the results of this research shown that there are four types of language teaching method that used by the english teacher. those are discovery learning, total physical response, communicative language teaching (role play), and direct method. the teacher implemented the language teaching methods by modifying the procedures of language teaching method. key words: english language teaching, language teaching methods abstrak tujuan dari penelitian ini adalah: (1) untuk mengidentifikasi metode yang diterapkan dalam proses pengajaran bahasa inggris di kelas 7 mts negeri model kabupaten gorontalo, (2) untuk mengetahui prosedur metode pengajaran bahasa inggris yang diterapkan dalam proses pengajaran bahasa inggris kelas 7 mts negeri model kabupaten gorontalo. penelitian ini menggunakan metode deskriptif kualitatif, untuk menggambarkan metode yang diterapkan oleh guru dalam proses pengajaran bahasa inggris. subjek penelitian ini adalah guru bahasa inggris dan siswa kelas 7. instrumen yang digunakan dalam penelitian ini adalah observasi, wawancara, dan dokumentasi. teknik menganalisis data adalah mengidentifikasi dengan mengurangi, menampilkan, dan menggambar kesimpulan data. hasil penelitian ini menunjukkan bahwa ada empat jenis metode pengajaran bahasa yang digunakan oleh guru bahasa inggris yakni, discovery learning, total physical response, role play, dan direct method. guru menerapkan metode pengajaran bahasa dengan memodifikasi prosedur metode pengajaran bahasa. kata kunci: pembelajaran bahasa inggris, metode pembalajaran bahasa inggris mailto:faddenawimar@gmail.com mailto:erlianadewi@gmail.com al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 58 a. introduction english teaching-learning in junior or senior high schools in indonesia has been done when indonesia still in dutch occupation. after indonesia getting its freedom, the policy continued by indonesia’ government, that policy showed that the government realize the important of english language and assume it needs to teach for children in high schools. this is reflected among others from decision of minister of education and culture no. 096/1967 on december 12 th 1967 about the function and purpose of teaching english in high schools. the main content of the decision of the minister above among others is that: 1. english language is first foreign language that teaching in high school. 2. the purpose of english language pursuit is communicative ability of students. 3. english language skill that developed includes four skills: reading, listening, writing and speaking. the main purpose or general purpose of english learning that stated by government is in order to students able to communicate in english language well, both orally and in writing. but between four skills of english languages itself, speaking skill as a main skill that have to mastered by student. in the local contents curriculum in 2006, stated that the aim of english language learning in order that students have skills as follows: akhmad sutiyono (2014: 3) a. develop communicate competence in limited oral to accompany the action (language accompanying action) in the school context. b. has awareness about the important of english language to increase the competitiveness of the nation in global society. its means that the graduation of elementary school have learning english language as local contents subject is expected has basic skill in english language orally that expected able to well developed when they enter the higher education levels. besides that students are expected have high awareness about the important of english language mastery in mastering knowledge and technology. the drive to master english language has to show with continues efforts to learn english language and practice it in daily life. similarly, the purpose of learning english in the secondary school is in order to students has ability to develop competence both orally and writing. as stated in al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 59 national education act no. 2 in 1989 that the high school graduations have to high english competence. english language skills in the junior high school as first foreign language that have to master by students in high school, and also english is one of subject is included in national examination. it is said to be also more detailed that, the purpose of learning english in high school is to develop students’ potency in order to have communicative competence in interpersonal, transactional, and functional discourse by using variety of english texts either orally or writing, coherently by using linguistic elements that are accurate and acceptable about variety of factual and procedural knowledge, and instill the noble values of the nation’s character, in the context of life in the home, school and community. government effort to measure the english learning achievement result in school by set the competency standards of graduates (csg), csg is a qualification of graduate competencies covering cognitive, affective and psychomotor. csg in primary education level aims to lay the foundation of intelligence, knowledge, personality, noble character and skills to live independently and follow further education. csg for secondary school used as assessment guidelines in determining students’ graduation. the competency standard of english subject graduates (csg) permendiknas no. 23 ( 2006) as follows: 1. listening: understanding meanings of simple interpersonal and transactional discourse, formally and informally, in form of recount, narrative, procedure, descriptive, and report in everyday life. 2. speaking: expressing verbal meaning in simple interpersonal and transactional discourse, formally and informally, in form of recount, narrative, procedure, descriptive, and report in everyday life. 3. reading: understanding the meaning of written interpersonal and transactional discourse, formally and informally, in form of recount, narrative, procedure, descriptive, and report in the context of everyday life. 4. writing: expressing the meaning in writing in the simple interpersonal and transactional discourse, formally and informally, in form of recount, narrative, procedure, descriptive, and report in the context of everyday life. al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 60 itje chodidjah a councilman of british council says that until now the english teachers are not success yet being a good example of english employer. that ensue to achievement of students in learning english, so that why teaching method have to be developed and modified as best and as attractive as possible in their application by teacher, because by good and appropriate method will make students interest and make them understand well about english lesson that delivered by teacher. by good teaching method, good response from students will be gotten. b. research method this research used qualitative descriptive method, to describe the method that implemented by the teacher in english teaching process.the subjects of this research were english teacher and the students of 7th grade. instrument used in this research were observation, interview, and documentation. the technique of analyzing data was identifying by reducing, displaying, and drawing conclusion of the data. c. findings and discussions finding when researcher conducted the field observations, the researcher noted that the english teaching method which applied by the teacher found as follows: 1. finding method in first and second observation in first and second observation, the researcher found that the english teacher applied discovery learning, total physical response (tpr) and direct method as her english teaching method. the verification of discovery learning method found in teacher’ lesson plan and she said that was consistent with the method has been determined in lesson plan as a teacher of 7th grade yunita fransiska anis, m.pd said that even tough, she sometimes modified the method. it is also strengthened by verification to students, they said that the teacher always asked them to work task in pair or group and they presented it to classmates this show that the discovery learning as her main method in teaching. the other method was tpr which verified from her interview. she said that she used tpr because the material in odd semester focuses to on how to enable students to master some vocabulary related with things, animals or building around al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 61 the students. the teacher applied tpr to make students faster in understanding and remembering the vocabularies well. the researcher also did verification to students and they said that in teaching the teacher never look so angry, she is usually very humorous in explaining or giving command. that made students like and enjoy to learning english, even not all of them love that lesson. latest method is direct method, the researcher found this method by virtue on its own characteristic in observation sheets (theory). at the heart of the matter, this method that found had suitable characteristics on observation sheet. this also strengthened by the teacher’ clarification, she said that in teacher’s guideline book the english teacher demanded to build up communication skill carefully even just through question-answer session. when the researcher saw in her teaching process (in first and second field observation), the teacher applied her teaching method as follows: the teacher began the lesson with stimulation. in first observation, she stimulated her students by asked them to pay attention and opened their textbook to ask them some director questions related with the lesson to make them think actively. then, the teacher asked the topic of lesson to a few students and re-named it together to make them remember and understand the topic well. while in second observation, the teacher stimulated students by sang some songs and asked them to guess what kind of song, the singer and the topic. in giving command or asking questions, the teacher always tried to use english language carefully, and asked students to answer it in english too as able as they could. furthermore, the teacher read the names of thing/animal or lyric (on textbook) with simple funny gesture (perform the actions) of them and asked a few students to repeat them after her. after that few students did it correctly, the teacher gave other students to have an opportunity to demonstrate their understanding together with re mention the vocabulary or lyric with perform the action. besides that, she also corrected students’ pronunciation. for things and animals topic, the teacher asked them one by one to mention some animals based on their surroundings to make students more understood, next step was the teacher gave students tasks and grouped them into some groups. they asked to collecting data from textbook; processed the task based on the al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 62 command (on textbook); discussed their results or answers to other groups to get new answers or data as their new knowledge; and they asked to present their results or answers from their seat or in front of the class. the teacher never forgot to give reinforcement when students participated actively in learning process by gave praise words (good, excellent or right) or applause. last, teacher scored students’ results. afterwards, the teacher gave simple explanation or correction to students’ error in arranging simple sentences by explained and wrote it on whiteboard. the teacher also gave students chance to pose questions if they didn’t understand yet. before closing the class, she concluded the lesson and did reflection in order to know the students’ understanding or to know her teaching method progress. 2. finding method in third, fourth, and fifth observation in these field observations, the researcher still found that the discovery learning method as teacher’ main method (method attached on lesson plan), little used of tpr and also direct method as one of her teaching method. while new method that found was communicative language teaching (role play), this method recognized by the english teacher in her interview. she applied clt, because in even semester, students demanded can play a role related with the lesson in order to make them faster in remembering and understanding it. because, especially in even semester students hoped can indentify, praise or criticize in communicating each other. following is the procedure of the teacher in applying her teaching method that saw by the researcher directly (the teacher teaching process): in the beginning of class, the teacher started by commanded students to open their textbook and started stimulating them by asked some director questions related with the topic of lesson. next, the teacher asked the topic of lesson to a few students and re-named it together to make students remember and understand the topic well. the teacher never forgot to correct the students’ pronunciation and punctuation because in even semester the lesson more content of conversations. afterwards, the teacher asked students to pay attention and listen carefully when she read the conversation on textbook and also they asked to repeat the conversations after the teacher per-sentence loudly, correctly and clearly for three times. al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 63 furthermore, the teacher grouped students into some groups and every group asked to play role (simple role play) in front of the class based on the conversations (on textbook). when whole group finished it, she commanded them to work in group and studied carefully the task (on textbook) by followed the example. after students completed their task, the teacher asked each group to read their results loudly on their own seat and she collected it to score. last, the teacher commanded students to sit back to their own seat. latest, the teacher re-explained and corrected students’ error in arranging simple sentences. besides that, she also never forgot to give chance to her students in addressed questions. before closing the class, the teacher gave a game called hang man to refresh students’ mood. after that, she concluded the lesson as usual and did reflection. in the third observation, before closing the class, the researcher saw that the teacher informed her students that in every meeting of even semester, students would be often to play a role of conversation. so, the teacher hoped that all of students could practice and express them well. discussion based on the explanation of finding above, the researcher found that there are four english teaching methods which applied by the teacher in her teaching processes as follows: 1. discovery learning in applying this method, the teacher did the procedures as follows: the teacher stimulated the students in the beginning of the class in order to make them to state their idea or solving the answer by asked some questions that direct to the lesson. burner in syaiful djamarah and aswan zain do the stimulation, such as: the teacher has to do stimulation. it is the teacher uses question-answer technique to make students do exploration or thought. next, the teacher grouped the students and gave them tasks to work in group. she asked her students to explore and collect the datum from textbook, complete some incomplete sentences or make new sentences based on the topic, share their answers with other group to get and collect new knowledge and present it in front of al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 64 the class. it is based on the theory argued by hosnan, two of the characteristics of discovery learning are students exploring and solving problems to create, combine and generalize knowledge and also the activities to combine new knowledge and existing knowledge. furthermore, in applying her teaching method, teacher more focuses to students (learning activity centered to students), it is seen from the teacher always made students to more active in the class. it is suitable with second characteristics of this method, it is centered on students. based on the teacher’ procedure in teaching and the characteristics from theory, we can see that the teacher applied the method based on procedure of theory itself. just in applying it, not maximally yet, because based on the researcher verification on textbook there were some topic that need outdoor observation have to do by students directly. while in this case, the teacher always conducted teaching learning process indoor and the source just depend on textbook. 2. total physical response (tpr) for tpr method, following is the teacher’ procedure in applying the method in her teaching process: in the beginning of lesson, teacher gave the students some vocabularies, topic or sentences that would learn by modeling by command the students to re-mention and re-action after her. it is appropriate with the theory argued by james asher (developer of tpr) in norland & pruett-said that the teacher give commands and the students complete the action of those commands deborah l. norland ph.d. et al ( 2014: 28) brown also argued that commands were an easy way to get learners to move about and to loosen up. in another words, richards & rodgers also state that students in tpr have the primary roles of listener and performer. they listen attentively and respond physically to commands given by the teacher. again, freeman & anderson suggest that in applying tpr the first phase of a lesson is one of modeling by issuing commands to a few students, then, performs the action with them. these same students demonstrate that they can understand the commands by performing them alone. modeling in this case means teacher commands the students to not speak at first and they will just listen to her and do as teacher do. the teacher gives students a command to do something in target language, al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 65 and students will do the actions along with teacher and ask some volunteers to help teacher with the lesson. however, those modeling and commands could appropriate with modeling of the english teacher of 7 th grade of mts negeri 1 kabupaten gorontalo, just in applying it the students were not just following the teacher’s command but they also asked to mention it while they acted it. the teacher asked one by one some students from their seat to mentioning and acting (the action was fun) the vocabulary or topic together after her in order to make the students to remembering and understanding the lesson well. in giving all students understood, the english teacher (the english teacher of 7 th grade) gave chance to them to mention and performing the action (action of topi vocabulary or sentence) together. it is also argued by freeman & anderson that the observers also have an opportunity to demonstrate their understanding. this demonstration means that the teacher approaches the other students who have been sitting observing her and the volunteer students to listen and do as the teacher commands. this strengthened by richards & rodgers, they state that in doing the teacher’s command students are required to respond both individually and collectively. but, the teacher (english teacher of bp71) never gave students chance to become the ones who issue the command. because the students had been mention at all in once with its action when the teacher commanded them. freeman & anderson continue their characteristic that after learning to respond some oral commands, the students learn to read and write them. in the middle step of the lesson, this thing also did by the english teacher of bp71, that she gave the students task (pair or group) that whole related with the lesson by asking them to re-read the example of task and write it down on their task’ book. seen from the teacher’s way in teaching and the characteristics from some theory, we can conclude that the teacher applied this method also procedurally even a few not maximal yet. it because the teacher said in interview section that she just applied it in simple way, because for skits or games, it is unsuitable yet with the students’ level. brown says that this method seemed to be especially effective in the beginning levels of language proficiency. al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 66 3. communicative language teaching (role play) while, in clt the teacher applied her teaching method as follows: teacher always tried to use english language in the class maximally even sometimes she had to translate it into mother language. this showed that almost everything is done is done with communicative intent, this is argued by freeman & anderson. in another words, finocchiaro & brumfit in richards & rodgers also interpreted some major distinctive features of clt, both of them are language learning is learning to communicate and translation may be used where learners need or benefit from it. in answering teacher’ question and did her command, students demanded to try to deliver it in english. the teacher always grouped the students in completed their task or practice conversation used english language (in its practice). those argued by freeman & anderson that students use the language a great deal through communicative activities such as games, role-plays, and problem-solving tasks and the activities often carried out by students in small groups. small numbers of students interacting are favored in order to maximize the time allotted to each student for communicating. these also strengthened by finocchiaro & brumfit that learners are expected to interact through pair and group work, or in their writings and also the teacher helps learners in any way that motivates them to work with the language. based on the teacher’s procedure in teaching and based on the method characteristics that argued by some experts, we can say that teacher applied the method appropriated with the characteristics, even the characteristics didn’t applied whole, it was because those characteristics were not suitable yet with students’ level. 4. direct method in implementing this method in her teaching class, teacher did the steps as follows: in conveying new topic of lesson to students indirectly, teacher did modeling to make them more active in thinking. it is suggested by richards & rogers in brown that new teaching points were thought through modeling and practice. next, in teaching vocabulary, the teacher used objects or pictures on textbook to make students to more remember the vocabulary, while for abstract vocabulary just by proposed ideas. this thing also argued by richards & rodgers that concrete al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 67 vocabulary was taught through demonstration, objects, and pictures; abstract vocabulary was taught by association of ideas. it is strengthened by freeman & anderson that when the teacher introduces a new target language word or phrase, he demonstrates its meaning through the use of realia, pictures, or pantomime. demonstration here has same meanings that show picture to students and start to ask them some questions that related with the lesson. the english teacher of bp71 (setting of research) always tried to speak in english language during the teaching process, even sometimes she had to translate it in indonesia to make her students more understood. this strengthened by richards & theodore that classroom instruction was conducted exclusively in target language. just brown says that this exclusively target language means second language learning should be more like first language learning-lots of oral interaction, spontaneous use of the language, no translation between first and second languages, and little or no analysis of grammatical rules. freeman & anderson also say that the teacher never translates it into the students’ native language. until this main characteristic was not implemented maximally yet by the english teacher of bp71. the teacher of bp71 also always asked the students to try to answer or address questions in target language in large class. according to richards and rodgers, this thing also shows that oral communication skills were built up in a carefully traded progression organized around question-answer exchanges between teacher and students in small, intensive classes. teacher never forgot to correct student’ pronunciation and punctuation in conversation or simple question-answer session also re-explained and corrected error simple grammar did by students in the end of class, and its grammar just taught or re explain when students asked, there was new rules in sentences or when students made mistake. richards and rodgers also argued two of direct method characteristics are correct pronunciation and grammar were emphasized and also its grammar was taught inductively. this strengthened by freeman & anderson that grammar is taught inductively means students are presented with examples and they figure out the rule or generalization from the examples. an explicit grammar rule may never be given. just in odd semester the material just not about vocabulary and sentences but also al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 68 conversations. so, based on the teacher’ procedure in teaching and also the characteristics of direct method itself from some experts, we can conclude that the teacher implemented the method almost maximally. just in the using of target language fully were not maximal yet. d. conclusion in implementing the discovery learning method the teacher did the steps as follows: stimulate the students; asked students to exploring, collecting data and also completing the tasks (on textbook); asked them to discuss the answer/results to other group; last teacher asked students to present their data in front of the class. furthermore, in the last-chapter of odd semester, the teacher modified it with tpr in some ways, namely; she modified it with tpr in order to easier in remembering and understanding new words (in order to easier students to do their tasks in collecting data); and gave students task that next method was discovery learning, so commonly the tpr was using by the teacher in beginning of teaching process. while when she modified it with role-play (clt) was when there was conversation in the lesson, especially in even semester; after playing a role in group the students would continued the teaching process by doing tasks that used discovery learning procedure as researcher stated above about it. whereas for direct method itself in implementing it the teacher did modifying with discovery learning, one of them was stimulate students by modeling or showed the picture related with lesson directly; the teacher always corrected students’ error in pronunciation, punctuation or grammar and tried to built up in a carefully communication around question-answer exchanges between teacher and students. thus, in implementing those methods’ procedure the teacher modified it with her main method (discovery learning) on lesson plan in order to make students fun, enjoy and faster to understand the lesson during teaching process. however because the teacher said that she used discovery learning as her teaching method consistently, but it was not maximal yet with the theory’s of discovery learning, that aim is students have to more interact directly with their surrounding environment in learning to make them more understand. al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 69 references a’yun, silva nadhifatul & kurnia, yoga pria. makalah mata kuliah pengembangan pembelajaran ipa sd (program studi pendidikan dasar pasca sarjana. semarang, unnes, 2017. muhammad ashim, lc; mustofa aini, lc; zuhdi amin, lc, , jakarta: darul haq, 2016. al-quran arrahim, surah ibrahim/14 verse 4. kementerian agama republik indonesia, cv. pustaka ilmu. as-sa’di, syaikh abdurrahman bin nashir. tafsir al-qur’an (surat ar-ra’du – al-hajj) jilid 4, translation by muhammad iqbal, lc; izzudin karimi, lc; brown, h. douglass. teaching by principles (2nd ed.). san francisco, california: djamarah, syaiful b. & zain, aswan. strategi belajar mengajar (edisi revisi). cet. pearson education, 2000. v,jakarta, rineka cipta, december 2013. fathurrohman, pupuh & sutikno, m. sobry. strategi belajar mengajar melalui penanaman konsep umum dan konsep islami (cet. vi). bandung: pt. refika aditama, april 2014 penanaman konsep umum dan konsep islami (cet. vi). bandung: pt. refika aditama, april 2014. fauzi, m.. metode pengajaran bahasa, sabtu, 16 april 2011. 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(http://ozzi99oke.blogspot.co.id/2011/04/metode-pengajaran-bahasa.html, accessed on, may 29th 2017) freeman, diane larsen & anderson, marti. techniques and principles in language teaching. new york: oxford university press, 2000. gunawan, imam. metode penelitian kualitatif (edisi i). cet. ii, jakarta, bumi aksara, 2014. harmer, jeremy. the practice of english language teaching (4th ed.). china, 2007. harmer, jeremy. the practice of english language (3rd ed.). cambridge uk. littlewood, william. communicative language teaching. 2002. moloeng, lexy j.. metodologi penelitian kualitatif. badung, remaja rosdakarya, 2000. muth’im, abdul muth’im; tuntutan kurikulum 2013 dalam pengajaran bahasa inggris: the 2013 curriculum on english education: requiredteaching and creative teaching strategies, “paper presented in national seminar of curriculum 2013, cooperation between uny, unlam dan disdik kab hss, banjarmasin, 16 17 november, 2014 creative teaching strategies, “paper presented in national seminar of curriculum 2013, cooperation between uny, unlam dan disdik kab hss, banjarmasin, 16 17 .2014. al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 70 norland, deborah l. & said, terry pruett. a kaleidoscope of models and strategies for teaching english to speakers of other languages. london, teacher ideas press, 2006. nurkamto, joko. “problema pengajaran bahasa inggris di indonesia”, (universitas sebelas maret surakarta, journal downloaded on may 22nd 2017. 01.01 a.m.). permendiknas no. 23 in 2006, materi esensial bahasa inggris_final, in direktorat pembinaan smp 2012 (bahan iht peningkatan mutu mata pelajaran bahasa inggrissmp)(http://file.upi.edu/direktori/fpbs/jur._pend._bahasa_inggr is/19670 6091994031-didi_sukyadi/materi-01-file-01), (online), saturday, may 27th 2017, 3.00 a.m. pollard, lucy. guide to teaching english (a book to help you through your first two years in teaching). london: © lucy pollard, 2008. richards, jack c.. communicative language teaching today. united states of america: cambridge university press, 2006. richard, jack c. & renandya, willy a.. methodology in language teaching (an antology of current practice). use: cambridge university press, 2002. richard, jack. c. & rodgers, theodore s.. approaches and methods in language teaching. cambridge: cambridge university press, united kingdom, 1986. richard, jack. c. & rodgers, theodore s.. approaches and methods in language teaching, 2nd edition. cambridge: cambridge university press, united kingdom, 2001. sari, ratna. (s1english education, language and art faculty, surabaya state university). retain | vol 2, no 2, (2014) the use of communicative language teaching (clt) approach to teach speaking recount text to eight grade students of smpn 2 jombang. sutiyono, akhmad. model pengembangan bahan ajar untuk meningkatkan keterampilan berbicara bahasa inggris siswa sekolah dasar di bandar lampung. (online). bandar lampung, 2014. accessed on, friday, may 26th 2017. sugiyono. metode penelitian pendidikan (pendekatan kuantitatif, kualitatif dan r&d). bandung, alfabeta, 2016. suprihatiningrum, jamil. strategi pembelajaran. cet. iii, jogjakarta, ar-ruzz media, 2016. sutiyono, akhmad. model pengembangan bahan ajar untuk meningkatkan keterampilan berbicara bahasa inggris siswa sekolah dasar di bandar lampung. bandar lampung, (pdf) 2014. http://file.upi.edu/direktori/fpbs/jur._pend._bahasa_inggris/19670 http://file.upi.edu/direktori/fpbs/jur._pend._bahasa_inggris/19670 http://file.upi.edu/direktori/fpbs/jur._pend._bahasa_inggris/19670 journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 1 refrensi sibawaih dalam kajian ilmu nahu bustamin dihe bustamindihe81@gmail.com dosen pendidikan agama islam program studi : teknik sifil universitas lakidende unahaa sulawesi tenggara abstract ketika berbicara masalah sumber kajian sibawaih dalam metode kajian nahunya, maka kami melihat rujukan metode ilmu nahu guru-guru sibawaih, yaitu al-qur’an dan qira’a-tnya, puisi arab dan bahasa (arab badwi). sibawaih juga merupakan tokoh sentral aliran bas}rah dan dia banyak mengikuti metode yang digunakan oleh gurunya, serta memiliki pengaruh yang sangat kuat pada masanya. dia mampu membawa aliran nahu ini mencapai puncak kematangan dan kesempurnaanya. sumber utama yang dijadikan sibawaih sebagai landasan metodenya ia lebih banyak mengikuti pendapat gurunya, seperti yang didapat pada karanganya dengan sebutan al-kitab. when talking about the problem of the sibawaih study source in the study method of his nahu, then we see a reference to the method of knowledge of sibawaih teachers, namely al-qur'an and his qira’at, arabic poetry and language (arabic badwi). sibawaih is also a central figure of the basarah flow and he follows many of the methods used by his teacher, and has a very strong influence on his time. he is able to bring this flow of knowledge to the peak of maturity and perfection. the main source that is used as sibawaih take as a method base he follows the teacher's opinion more, as obtained in his essay as alkitab. mailto:bustamindihe81@gmail.com journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 2 a. pendahuluan ketika berbicara masalah sumber kajian si>bawaih dalam metode kajian nahunya, maka kami melihat rujukan metode ilmu nahu guru-guru si>bawaih, yaitu al-qur’an dan qira’a-tnya, puisi arab dan bahasa (arab badwi). sibawaih juga merupakan tokoh sentral aliran bas}rah dan dia banyak mengikuti metode yang digunakan oleh gurunya, serta memiliki pengaruh yang sangat kuat pada masanya. dia mampu membawa aliran nahu ini mencapai puncak kematangan dan kesempurnaanya. sumber utama yang dijadikan si>bawaih sebagai landasan metodenya ia lebih banyak mengikuti pendapat gurunya, seperti yang didapat pada karanganya dengan sebutan al-kita>b. si>bawaih menjadikan al-qur’an sebagai refrensi utama yang sangat pentingn pada kaiian metodenya dalam ilmu nahu dan tidak ada satu pun tokoh nahu memperselisihkan untuk dijadikan al-qur’an sebagai refrensi utama dalam melakukan kajian ilmu nahu, karena sesungguhnya al-qur’an diturunkan kepada nabinya, memiliki uslub arab yang sangat tinggi, serta keindahan bahasa yang sangat luar biasa. aliran bas}rah telah sepakat untuk menjadikan al-qur’an sebagai dali>l dalam kajian ilmu nahu dan kebahasaan. namun hanya pada qira>’ah mutawa>tirah(abd al-‘a>>l sa>li>m makram, al-qur’a>n al-karim wa-as|ruhu fi dira>sa>t al-nahwiyyah, 1965 : 96) dan qira’a>h ahadiyah. berbeda dalam bukunya abd ‘a>l al-sa>l>im makra>m, berpendapat bahwa aliran bas}rah tidak menjadikan dali>l qira>’ah di dalam kajian ilmu nahu kecuali ada syair atau ungkapan orang arab yang mendukungnya.( abd al-‘al sa>lim makram, 1965 : 97) menurut penulis bahwa qira>’ah bisa dijadikan dasar atau d}ali>l di dalam kajian ilmu nahu, selama qira>’ah tersebut diriwayatkan melalui jalur periwayatan yang sangat terpercaya, kemudian disepakati oleh ahli qira>’ah dan diperkuat oleh ungkapan orang arab badwi yang tinggal di pedalaman. si>bawaih tidak menjadikan hadis, riwayatkan secara ma‘nawi sebagai rujukan untuk menetapkan kaidah metode ilmu nahu, karena penulis melihat banyak hadis, diriwayatkan secara ma‘nawi yang dilakukan oleh orang-orang ‘ajam., pada hal dia tidak memiliki kefasihan dalam berbahasa. kemudian si>bawaih menjadikan hadis, diriwayatkan secara lafz}i sebagai ungkapan orang-orang arab yang paling fasih. abu hasan bin al-d}ai telah mengatakan, di dalam buku journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 3 fi> syarhi>l al-jama>l: (periwayatan secara ma‘na memiliki suatu sebab, tetapi itu tidak terlalu penting, karena si>bawaih telah menjadikan hadis sebagai istisyha>d di dalam kajian kebahasaan, sedangkan para ulama menjadikan al-qur’an sebagai sandaran yang paling akurat di dalam menukil bahasanya sebagai bahasa arab yang paling fasih, tetapi sebahagian ulama tidak menjadikan hadis yang diriwayatkan secara ma‘na itu sebagai landasan metode di dalam ilmu nahu, karena dia menganggap tidak memiliki kefasihan di dalam berbahasa, pada hal yang diutamakan adalah kefasihan bahasa, karena sesungguhnya ungkapan nabi adalah ungkapan yang sangat fasih di antara ungkapan orang-orang arab). b. pembahasan si>bawaih salah satu ulama aliran bas}rah yang menjadikan qira>’ah-qira>’ah alqur’an, sebagai rujukan metodenya di dalam kajian ilmu nahu, karena ia menganggap bahwa bahasa al-qur’an memiliki bahasa yang paling fasih dan tidak dapat diabaikan oleh ahli nahu dan para tokoh linguistik, atas dasar seperti ini si>bawaih berpendapat bahwa fi‘il (kata kerja) yang telah dibuang itu, apabila muncul kepermukaan tidak dapat dipergunakan. sebagaimana contoh yang terdapat dalam firman allah yaitu: allahab (qs al-lahab (111): 4) menurut bacaan para ulama yang membacanya nas}ab terhadap kata محا لة karena ia mengangap, bahwa kata محا لة bukanlah khabar dari kata امراته akan tetapi seakan-akan dia mengatakan اخلطب اذكر محالة (ingatlah wanita pembawa kayu bakar itu), sebagai bentuk celaan terhadapnya, sekalipun memperlihatkan, bahwa kata kerja udzkur yang ada di sini tidak dapat dipergunakan lagi. (si>bawaih, al-kita>b yang di syarah oleh abdul sala>m muhammad harun, juz ii : 70) dalam kerangka inilah si>bawaih membuat kaidah-kaidah umum, seperti (sesungguhnya qira>’ah tidak bertentangan dengan bacaan al-qur’an, sebab qira>’ah adalah tradisi). hal ini merupakan penegasan dan peranan yang dimainkan oleh berbagai teks-teks al-qur’an dengan berbagai ragam qira>’at-nya di dalam mempengaruhi bangunan ilmu nahu. dalam konteks yang journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 4 lain si>bawaih membuat kaidah yang intinya adalah (semakin banyak kata-kata yang disimpan (id}mar), maka kalimat itu semakin lemah), khususnya dalam konteks interpretasi terhadap formula-formula atau struktur-struktur bangunan ilmu nahu yang telah mapan, seperti apa yang ada di dalam kata-kata ريا وإن شرا فشراإن خريا فخ . ini artinya bahwa menyimpan (id}ma>r) dan membuang (hazf) hanya sekedar merupakan sarana-sarana interpretatif, sarana-sarana sekunder bagi ‘a>mil, perangkat interpretatif pokok dalam ilmu nahu. semua ini menegaskan bahwa serangan ibn mad}a terhadap ahli nahu dan konsep ‘amil dan segala konsep dari ‘amil yang muncul kemudian merupakan kritik yang membangun telah menekankan, bahwa konsep ‘a>mil itu sendiri merupakan formula kaidah ilmu nahu yang merupakan bagian dari persoalan budaya. kalau merujuk kepada ayat allah swt. yang berbunyi (qsal-qamar (54):49) dapat dipahami dari arah ucapannya, bahwa qira>’ah tidak bertentangan, sebab qira>’ah merupakan tradisi. dia mengatakan sebenarnya firman tersebut, sebagaimana ucapan merupakan bahasa arab yang banyak digunakan.’ perhatian di sini bahwa dia .زيدا ضربته mengaitkannya dengan keberlakuan umum. setelah itu, ia memberikan komentar terhadap hal tesebut dengan mengajukan sebagai bukti, bahwa bacaan nas}ab dalam ayat yang ia pergunakan untuk membuktikan bacaan rafa‘ dalam teks di atas –perhatikanlah penilaian sebagai yang lebih baik. ia mengatakan: sebagian di antara mereka membaca ayat (qs al-fussilat (41):17) namun demikian, qira>’ah tidak bertentangan, sebab qira>’ah adalah tradisi. penegasan dari si>bawaih sebagaimana yang telah dijelaskan, bahwa qira>’ah tidak bertentangan itu merefleksikan sifat problematika yang dihadapi oleh para ahli nahu klasik, problamatika yang tidak didasari oleh sarjana kontemporer di dalam mengkritik ulama nahu klasik. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 5 si>bawaih di sini memiliki dua sikap yang berbeda terhadap firman allah swt. وأما مثود همفهدينا ia menegaskan, bahwa di sini bacaan rafa‘ dan tidak memberikan komentar terhadap bacaan nas}ab. ia hanya mengetengahkannya saja dalam menilai bacaan nas}ab merupakan bahasa arab yang banyak digunakan, dan bacaan rafa‘ lebih bagus. terhadap firman allah swt.إان كل شيئ خلقناه بقدر. ia mendasarkan pada pernyatannya, bahwa qira>’ah adalah tradisi, ia tidak menyimpang, sikap ini tidak mungkin dijelaskan kecuali bahwa ayat tersebut merupakan salah satu ayat kontroversial. sandaran dari masing-masing kelompok tampaknya terkait dengan adanya d{ami>r yang lebih mengutamakan salah satu dari dua bacaan. komentar al-si>ra>fiy terhadap al-kita>b menegaskan kenyataan ini: jika ada orang yang berkata: bahwa anda berasumsi tentang apa yang ada dalam contoh ini, yaitu: dalam posisi biasa kata zaid dibaca rafa‘ (d}}amma), karena ia merupakan إين زيد كلمته jumlah sebagai khabar (jumlah yang terdiri dari subyek dan predikat). akan tetapi mengapa yang dipilih adalah nas}ab, yaitu fathah dalam ayat yang terdapat dalam firman allah swt. yaitu: كل إان sementara firman allah swt. lebih utama untuk dipilih? jawabannya adalah bahwa شيئ خلقناه بقدر nas}ab di sini menunjukkan, bahwa tidak memiliki ma‘na apabilah dibaca rafa‘. sebab apabilah dibaca nas}ab ungkapan tersebut diperkirakan إان خلقناه كل شيئ خلقناه بقدر .bacaan seperti ini menyebabkan be-ma‘na umum, sebab kalimat khalqnahu bisa menjadi na‘t atau sifat bagi kata syai dan kata biqadr sebagai khabarnya (kull) dalam hal ini ma‘na yang ditekankan bukan كل pada penciptaan pada segalah sesuatu yang dia ciptakan, dengan qadar. hal senada yang telah disebutkan oleh al-zajja>j di dalam suatu qira>’ah ayat alqur’an, bahwa si>bawaih tidak membaca rafa‘ terhadap kata (ألسارق) walaupun di dalam naskah tersebut telah me-rafa‘-kan keduanya, karena kedua kata-kata itu berada pada posisi mubtada’ dan khabar, tetapi yang ada di dalam kata-kata (فأقطعوا أيديهما) bukanla itu yang dikehendaki, seandainya hal itu yang dikehendaki, maka wajib dinas}ab, seperti anda mengatakan زيدا أضربه bahkan nas}ab yang dikehendaki di sini adalah seakan-akan anda mengatakan terhadap apa yang ada dalam kata-kata seperti ini: فا قطع يده من سرق . journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 6 dalam pandangan al-zajja>j, bahwa kata-kata (السارق) merupakan suatu pilihan di dalam sebuah qira>’ah yang telah mapan, karena keduanya telah di nas}ab oleh kata-kata: أقطعوا السارق ,karena mengutamakan fi‘il ‘amar yang masuk pada wilayah ungkapan orang-orang arab والسارقة menurut pandangan si>bawaih, sebagaimana anda mengatakan أضربه زيدا bacaan nas}}ab di sini lebih umum dibandingkan rafa‘. menurut penulis, bahwa bacaan nas}ab terhadap kata-kata yang ada di atas merupakan bahasa yang banyak digunakan, tetapi bacaan rafa‘ merupakanالسارق bacaan yang lebih bagus, karena dia berada pada posisi mubtada‘ dan khabar. contoh lain, yaitu qira>’ah hamzah tentang diberikan harakat kasrah pada akhir kata dalam ayat األرحام (qs. al-nisa’i (4): 1) sebagian ulama nahu aliran bas}rah menolak qira>’ah tersebut, bahkan menurut si>bawaihi (tokoh nahu yang paling berpengaruh di bas}rah pada masanya, sebagaimana dikutip oleh abu hayyan) “qira>’ah seperti itu tercela kecuali di dalam syair”. menurut ahmad makkiy al-ans}ariy, si>bawaihi mengambil pendapat itu dari gurunya al-khali>l bin ahmad alfara>hi>diy. dialah orang pertama yang mengatakan demikian. yang menjadi permasalahan oleh para ulama nahu dalam bacaan tersebut ialah bacaan huruf terakhir pada lafaz|} األرحام yakni berbaris di bawah (kasrah), karena mengikuti harakat sebelumnya yang pada hakekatnya juga kasrah. padahal menurut kaidah nahu pola susunan seperti itu tidak boleh, kecuali dengan mengulang kata bantu h}arf al-jarr-nya, yaitu الباء. dengan demikian jika ingin me-lafaz|}-kannya berbaris kasrah, maka susunannya menjadi تساء لون به ِ ِ ِ ِِ ِ ِِ ِِ ِِ ِِ ِ ِِ ِِ ini baru sesuai dengan kaidah nahu. demikian pendapat sebahagian besar ,وابألرحاِم pendapat ulama bas}rah. sebaliknya ulama nahu ku>fah membolehkan saja harakat kasrah, journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 7 tanpa perlu mengulang h}arf al-jarr. dalam hal ini al-farra>’ menolak qira>’ah tersebut dengan alasan, bahwa orang arab yang fasih tidak meng-at}af-kan ism z}}ahir (ظاهر) terhadap kata ganti yang majru>r tanpa mengulang kembali huruf jarr. dalam konteks yang lain, si>bawaih membuat kaidah (dugaan) lantaran kedekatannya, sekalipun tidak sejalan dengan kaidah dan sistem, seperti firman allah swt. (qs al-munafiqun (63)10 kata kerja yang pertama dibaca nas}ab, sementara kata kerja yang kedua jazm فأصدق وأكن من الصا حلني yang di-ataf-kan kepada yang pertama. si>bawaih bertanya kepada al-khali>l bin ahmad alfara>hi>diy mengenai ta‘wil terhadap hal itu. al-khalil bin ahmad al-fara>hi>diy menjawabnya: ini seperti syair zuhairy: ُ َبدا يَل أنّ ِ م درِكَ لس يائشيًئا إذا كان جا ما َمضى وال سابِق mereka mebacanya jarr, karena yang pertama telah dimasuki huruf ba mereka mendatangkan yang ke dua. seolah-seolah menetapkan di awal huruf ب (ba) merupakan hurf jarr. demikian pula halnya dengan ayat di atas. ketika kata kerja sebelumnya bisa jadi jazm, dan tidak ada ف (fa)’ di sini (sebab ia merupakan jawab syarat}) maka mereka mengucapkannya pada yang kedua. seolah-seolah mereka men-jazm-kan sebelumnya. atas dasar ini mereka menduga-duga atau memberikan suatu anggapan. kaidah-kaidah tersebut hanyalah kaidah sekunder untuk men-ta‘wil-kan berbagai qira>’ah-qira>’ah di dalam al-qur’an, karena ia merupakan rujukan yang disandarkan si>bawaih di dalam menetapkan kaidah ilmu nahu. kaidah-kaidah tersebut tidak dapat dijadikan sebagai analog, sekalipun menjadi keharusan bagi ahli nahu untuk men-ta‘wil-kannya sebagaimana yang telah dipaparkan di atas. 2. bahasa arab badwi bahasa arab badwi bagi aliran bas}rah, khususnya si>bawaih merupakan sumber terpenting dalam menetapkan metode ilmu nahu. tetapi tidak semua kabilah arab boleh journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 8 dijadikan bahasanya sebagai dalil, karena menurut aliran ini tidak sama tingkat kefasihan bahasanya. bahasa yang menjadi rujukan utama di dalam kajian ilmu nahu adalah arab kammpung (arab badwi) yang tertutup dengan dunia luar atau padang s}aha>ra yang jauh dari pengaruh asing, sehingga bahasa yang dimiliki oleh mereka tetap terjaga kemurniannya, karena tidak bercampur dengan bahasa yang lainnya. di antara ulama ada yang membuat batasan bahwa untuk dapat diterima hujjah dengan dasar sima>‘i yang dianggap fasih bahasanya ini dibagi dua daerah, yaitu pertama, daerah perkotaan yang dibatasi pada akhir abad ke 2 h, ke dua arab kampung (arab badwi) sampai akhir abad ke empat (4) h. menurut penelitian penulis, bahwa dalam pembentukan pola kaidah bahasa, selain si>bawaih merujuk kepada arab kampung (arab badwi) dia juga menyeleksi sangat ketat dan teliti di dalam menerima kesahihan suatu riwayat, dalam usaha mengumpulkan dali>l-dal>il kebahasaan. mereka menolak untuk menjadikan suatu dali>l, jika hanya diriwayatkan oleh satu orang saja, tetapi mereka akan menerima suatu dali>l, jika sekiranya diriwayatkan secara mutawa>tir dan dia pun menganggap, bahwa bahasa arab dari arab kampung(arab badwi) memiliki hak dan otoritas di dalam menentukan kevalidan suatu bahasa yang dijadikan sebagai rujukan, bahkan dia pergi ke lingkungan arab kampung (arab badwi), tiada lain hanya untuk mencari informasi dengan cara mendengarkan bahasa mereka secara lisan. hal itu banyak didapat di dalam bukunya menggunakan ungkapan bahasa masyarakat (arab badwi) di dalam meriwayatkan suatu bahasa dalam kajian ilmu nahu, seperti dikutip dibawah ini: قد )و( عريب جيد)و( عريب كثري)و ( كثري يف مجيع لغات العرب)وهو( مسعنا من العرب)و( مسعنا العرب تنشد هذا الشعر)و( مسعنا بعض العرب يقول) )يوثق بعربيتهمسعنا من العرب من )و( قال قوم من العرب ترضي عربيتهم)و( مسعناهم perkataan yang ada di atas, menujukkan bahwa si>bawaih perna ke lembah nejed dan hija>s, seperti apa yang dilakukan oleh gurunya al-khali>l bin ahmad al-farahi>diy. alkisa>’iy pernah bertanya kepada al-khali>l bin ahmad al-fara>hi>diy,: journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 9 من بوادى احلجاز: من أين أخذت علمك هذا؟ فقال “dari mana anda mengambil ilmu ini? al-khali>l bin ahmad al-fara>hi>diy menjawab: saya mendapatkannya dari perkampungan hija>z”. kemudian al-kisa>’iy keluar dari bas}rah, dan akhirnya kembali lagi ke bas}rah, sehingga menurut riwayat, ia telah menghabiskan 15 botol tinta untuk keperluan, menulis dari orang arab, selain ilmu yang telah dihafalnya. bahasa kabilah-kabilah arab yang dijadikan sebagai dali>l bagi ulama nahu aliran bas}rah, khususnya si>bawaih adalah quraisy, qays, tamim, asad, huzayl sebahagian dari kinanah dan thay. sibawaih banyak mengikuti metode dan merujuk kepada pandanganpandangan gurunya, seperti apa yang terdapat dalam al-kita>b, yaitu ungkapan al-khali>l bin ahmad al-fara>hidiy dia mengatakan, bahwa sesungguhnya ال رجل di sini adalah mubtada’ karena dia berada pada tempatnya ism yang marfu’ seperti kamu mengatakan: ال رجل أفضل منك seakan-akan kamu mengatakan: زيد أفضل منك . demikian pula halnya, si>bawaih dalam menetapkan suatu metode kaidah ilmu nahu, dia banyak merujuk kepada bahasa masyarakat arab pedalaman (arab badwi), sebagaimna yang pernah dilakukan oleh para pendahulunya, seperti al-khali>l bin ahmad al-fara>hi>diy, bahkan dia senantiasa pergi ke tempat arab kampung (arab badwi) tiada lain hanya untuk mencari imformasi yang valid, seperti perkataan orang arab yang dia kutip di dalam al-kita>b, yaitu ما karena sesungguhnya dia berada pada wilayah من كان أمك sebagaimana dia berkata جاءت حاجاتك masal atau perumpamaan, maka mereka menetapkan ada ta seperti mereka ketahui bahwa ada ال sebagai harf jarr apa yang ada pada kata لعمر هللا يف اليمن maka yu>nus berasumsi bahwa dia mendengar dari ru’bat mengatakan حاجتكما جاءت maka dia me-rafa‘nya. maksudnya di sini adalah kata-kata حاجاتك merupakan فاعل dari kata جاءت . 3. puisi-puisi arab tidak ada satu pun bangsa di dunia ini yang menunjukkan apresiasi yang sedemikian besar terhadap ungkapan bernuansa puitis dan sangat tersentuh oleh kata-kata, baik lisan maupun journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 10 tulisan, selain bangsa arab. sangat sulit menemukan bahasa yang mampu mempengaruhi pikiran para penggunanya sedemikian dalam selain bahasa arab. karena syair bagi bangsa arab dianggap sebagai bentuk pembicaraan yang mulia. karena itu mereka menjadikannya sebagai pembendaharaan, diwan ilmu dan sejarah mereka, keterangan yang mereka anggap benar atau salah, dan prinsip-prinsip dasar refrensi bagi sebagian ilmu dan hikmah mereka. kemahiran berpuisi benar-benar telah mengakar di kalangan mereka, seperti semua ke ahlian yang lain. dan keahlian bahasa arab hanya dapat diperoleh melalui kecakapan tekhnis dan praktek yang kostan dalam berbicara bahasa arab, sehingga sebahagian jejak keahlian puisi bisa diperoleh. dalam buku al-nah}w al-‘arabiy ibn abbas berkata bahwa apabila kamu membaca sesuatu dalam al-quran yang tidak kamu pahami, maka carilah dalam syair arab. karena sesungguhnya puisi arab merupakan diwan bahasa bagi bangsa arab, dan sya‘ir arab adalah merupakan ruh bagi kehidupan mereka karena ia merupakan medium pengungkapan yang paling dikenal oleh orang arab dan merupakan produksi kebahasaan pertama (al-intaj al-lughawi alawal) dalam masyarakat arab, di mana tradisi ummi (tidak kenal baca tulis) menguasai mereka, dan oleh karena itu kebudayaannya adalah kebudayaan lisan. maka dianggaplah syair arab itu sebagai sumber utama bagi si>bawaih dalam menetapkan suatu metode ilmu nahu. para tokoh aliran bas}rah mempunyai sikap yang sama terhadap puisi arab, tidak semua puisi arab boleh dijadikan hujjah dalam menetapkan kaidah-kaidah al-nah}w dan kebahasaan. batasan zaman jahiliyah adalah 150 tahun sebelum kedatangan islam. selama ini banyak orang menamai bahwa zaman jahiliyah meliputi seluruh waktu dan masa sebelum islam atau yang disebut masa pra islam. tetapi bagi para pengkaji sastra arab, masa jahiliyah dapat dilacak sampai 150 tahun sebelum kenabian. para pengkaji sastra tidak memasukkan fase sebelum itu tetapi memfokuskan masa 150 tahun sebelum kenabian, suatu masa di mana bahasa arab mengalami kematangan dan puisi jahiliyah menggunakan bahasa priode itu. al-jahid mengatakan puisi arab berusia muda, yang pertama memperkenalkan puisi jahilīy kepada kita adalah imru al-qais ibn hujr dan muhalhil ibn rabiah. aliran bas}rah mengelompokkan penyair-penyair arab atas empat tingkatan yaitu: alsyu‘arā al-jāhiliyyūn, al-syu‘arā al-mukhadramūn, al-syu‘arā a-islāmiyyūn, al-syu‘arā almuwalladūn wa al-syu‘arā al-muhdas}ūn. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 11 a. al-syu‘arā al-jāhiliyyūn, yaitu penyair-penyair arab jahilīy, seperti imru al-qays, al-nābigah, al-dubyānīy, zuhayr bin abī sulmā, labid dan lain-lain. a. al-syu‘arā al-mukhadramūn, yaitu penyair-penyair arab yang hidup di dua zaman yaitu zaman jahilīy dan zaman islam, seperti al-khansā’, hassān bin s|ābit dan lain-lain b. al-syu‘arā al-islāmiyyūn, yaitu penyair-penyair arab yang hidup pada zaman islam, seperti jarīr, al-farazdaq, al-kumait, zū al-rummah, dan lain-lain c. al-syu‘arā al-muwalladūn wa al-muhdas|ūn, yaitu penyair-penyair yang hidup setelah penyair al-syu‘arā al-islāmiyyūn sampai sekarang, seperti basysyār bin burd, abū nawās dan penyair-penyair yang sezaman dengannya, begitu pula penyair-penyair yang hidup sesudahnya. para tokoh aliran bas}rah sepakat untuk menjadikan al-syu‘arā al-jāhiliyyūn dan alsyu‘arā al-mukhadramūn sebagai hujjah terhadap kaidah al-nah}w dan kebahasaan. bahasa arab yang digunakan penyair-penyair jahilīy masih terpelihara dari kesalahan dan dari unsur-unsur bahasa lain, karena mereka tidak berhubungan dengan bangsa yang bukan orang arab. begitu pula penyair-penyair mukhadram, mereka hidup di tengah-tengah masyarakat arab yang asli serta kesan gaya bahasa alquran pada puisi mereka. dan sebaliknya menolak puisi al-syu‘arā alislāmiyyūn, al-syu‘arā al-muwalladūn wa al-syu‘arā al-muh}das|ūn sebagai hujjah terhadap kajian al-nah}w dan kebahasaan. sementara syair arab yang diriwayatkan oleh si>bawaih, sering tidak mengungkapkan identitas para ahli syair, karena si>bawaih enggan juga mengunkapkan suatu syair pribadi seseorang, tetapi sebahagian syair diriwayatkan oleh para ahli syair dan sebahagian juga yang lain tidak diketahui apakah hal tersebut diriwayatkan ahli syair atau tidak, karena masa lebih mendahuluinya. di dalam al-kita>b sebahagian syair atau bait diriwayatkan oleh para ahli syair, kemudian disandarkan atau dinisbahkan nasyidnya kepada gurunya, seperti dia mengatakan: أنشد yaitu: kami meriwayatkan syair ini dari al-khali>l bin ahmad al-fara>hi>diy dan dia juga ان mengatakan: أنشدان يونس kami meriwayatkan syair ini dari yu>nus demikianlah cara periwayatan yang dilakukan oleh sibawaih, seperti yang diceritakan oleh abi> khattab dan orang yang mengambil pelajaran darinya. sering juga si>bawaih mengatakan أنشد ان أعريب فصيح kami journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 12 meriwaytkan syair ini dari orang arab yang sangat fasih bahasanya, hal tersebut menunjukkan kepada sebahagian ulama melihat syair ini berasumsi bahwa dalam kitab si>bawaih terdapat bait-bait tidak diketahui sumbernya. pada hal kitab si>bawaih sudah sampai kepada ummat dan para ulama telah terfokus untuk melakukan penelitian secara mendetail terhadap ilmu yang ada di dalam al-kita>b, walau pun telah diketahui, bahwa tidak ada seorang ulama klasik memberikan celaan dan orang yang dapat menperlihatkan syair yang bersifat diingkari. kemudian di dalam al-kita>b terdapat banyak rangkaian syair-syair orang arab yang diriwayatkan oleh orang yang s}iqah dan dapat dijadikan refrensi yang akurat dalam kajian kebahasaan. syair-syair tersebut terdiri dari beberapa syair yang dihasilkan oleh para penyair yang dijadikan sebagai sandaran metode ilmu nahu, seperti1 pada ism ma‘rifah yang tidak berfungsi, ketika menempati posisi nakirah dalam masalah yang ada pada bab ini, sebab ”ال” di sini tidak perna ber-amal terhadap ma‘rifah, sebagaimana yang terdapat dalam bait puisi yang dimiliki seorang penyair yang berbunyi: َطى للمَ الليلةَ مَ ثَ ي ال ه kata ”haytsam” dijadikan sebagai nakirah, seolah-olah ia mengatakan لكم رةً ص ال بَ :contoh ini sama dengan ungkapan نيَ مِ ثَ ي من الَ مَ ثَ ي ال هَ ibnu zubair al-asadi mengatakan: ِِ عند أيب أرى احلاجاتِ ِ ِ ِ ِ ِ بَ ي ب ابلبالدِ ةَ مي وال أ نَ كد نَ خ anda mengatakanقضية وال أاب حسن لا. kata aba hasan dijadikan sebagai kata nakirah saya katakan: bagaimana mungkin itu terjadi, sementara yang dimaksudkan adalah ali. al-khali>>l bin ahmad al-farahi>diy mengatakan: karena sesungguhnya tidak dibolehkan anda meng ‘amal-kan (la) pada kata ma‘rifah, ia hanya ber-’amal pada ism nakirah. jika anda menjadikan abu> hasan sebagai ism nakirah, maka hal itu sesuatu yang baik, kalau anda meng-‘amal-kan (la), karena sasaran pembicaraan telah diketahui, bahwa termasuk yang dinakirahkan adalah ali. jika anda mengatakan: sesungguhnya yang dimaksudkan bukan me-nafi-kan semua orang yang namanya ’ali? tetapi yang dimaksudkan adalah me-nafi-kan seluruh nama-nama yang dinakirah-kan dalam persoalan yang dimiliki ’ali, seolah-olah ia mengatakan: ال أمثال علي لذه القضية ".ungkapan tersebut menunjukkan bahwa persoalan tersebut bukan milik ali, maka ia dinakirah-kan. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 13 metode yang digunakan si>bawaih dalam merujuk sya‘ir di atas, menurut penulis, bahwa ada taqdi>r yang merupakan alat penting pada tataran gramatikal dan tataran semantik sekaligus. perumpamaan si>bawaih berkaitan dengan ma‘na melalui ungkap ال أمثال علي لذه القضبة" . " .mengisyaratkan bahwa taqdi>r ini memiliki sifat berlaku secara umum bagi semua ism-nama diri-yang ke-ma‘rifah-anya mengalami perubahan, atau yang diambil oleh penyair dari proses pemaknaan tertentu untuk menunjukkan kondisi umum yang membuat nama tersebut secara fungsioanal dapat melakukan fungsi nakirah. sedangkang dari sisi yang lain muncullah syair puisi abu al-najm al-jilli yang dicelah oleh si>bawaih yang tidak sesuai dengan sistem kaidah bahasa arab yang telah mereka tetapkan sebelumnya, maka dia menetapkan hukumnya melalui proses syadz, yaitu menyalahi sistem kaidah yang sudah ditetapkan, sebagaimana yang terdapat dalam ungkapannya yaitu: ُ امُّ اخلِياِر تد عِ نَ ا كلُّه مل أص ي عّلى ذن بً عِ قد أصبَح si>bawaih melukiskan bacaan kullu sebagai bacaan yang lemah, sebab kata kerja أصنع tidak isytiga>l dengan d}amir yang menjadikannya pantas untuk dijadikan sebagai mubtada’ atau dalam istilah si>bawaih untuk dijadikan dasar ia mengatakan: dalam puisi tersebut tidaklah baik menjadikan kata kerja (fi‘il) di dasarkan pada ism dan tidak menyebut (id}ma>r), yang berisytigal kepada ism yang berada pada posisi awal sebagai mubtada’ dan keluar dari ism yang tidak meng-‘amal-kan dari mendasarkan ism padanya. selain itu juga membuatnya isytiga>l dengan selain yang pertama, sehingga tidak mungkin ber‘amal kepadanya, tetapi bisa jadi hal itu dibolehkan dalam puisi, tetapi lemah dalam ungkapan (biasa). penyair mengatakan bait puisi, seperti itu adalah lemah, sebab ia berada dalam kedudukan di luar puisi, sebab bacaan nas}ab tidak merusak puisi dan tidak menghadirkan ha’ tidak membuatnya tercela. seolah-olah ia mengatakan. كله غري مصنوع menilai bacaan rafa‘ dalam kata kull sebagai lemah dalam pandangan si>bawaih didasarkan pada kenyataan bahwa tidak ada d{arurah syi‘riyah, karena si>bawaih menyadari adanya karateristik puisi, bukan hanya tataran d}aru>rah syi‘riyyah saja, tetapi juga pada tataran struktur dan ma‘na. ia mengatakan dalam konteks lain, ketika membandingkan antara puisi dengan al-qur’an yang berkaitan dengan journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 14 qafiyah dan fasiilah, bahwa semua yang tidak boleh dibuang dalam al-qur’an dan dapat dipilih untuk dibuang dalam fashilah dan qafiyah. bacaan kull dengan rafa‘ sebenarnya sama dengan bacaan nas}ab terhadapnya dari كل sisi, bahwa bacaan tersebut tidak mengubah sedikitpun watak puisi. penjelasan mengenai alasan ini mereflesikan teori formalisme puisi, maksudnya puisi dari segi wasan (timbangan dan model kata) dan qafiyah saja. akan tetapi menarik perhatian adalah bahwa s>i>bawaih menangkap ma‘na dari bacaan rafa‘ dalam bait tersebut. ma‘na ini tidak dapat dipenuhi oleh bacaan nas}ab. ia mengatakan: seolah-olah ia mengatakan: semuanya tidak dilakukan”. ma‘na inilah menjadi pusat perdebatan panjang yang digulirkan abdul al-qa>hir al-jurja>niy untuk menyanggah orang yang menyalahkan bait puisi tersebut. bahakan, abdul qa>hir nyaris mengulang-ngulang ucapan si>bawaih sebelum ia memeberikan sanggahan secara sinir terhadap teori formalisme terhadap puisi. c. kesimpulan setelah membahas mengenai sibawaih dan metode ilmu nahunya, maka penuklis dapat menjadikan dasar analisis penelitian yang telah dikemukakan pada tulisantulisan terdahulu dapat ditarik kesimpulan sebagai berikut: 1. refernsi yang sangat penting bagi si>bawaih menyusun metode ilmu nahu, yaitu al-qur’an diturunkan mengunakan bahasa arab yang sangat fasih, meskipun tidak menjadikan hadis yang secara ma‘nawi sebagai landasan metodenya pada kajian ilmu nahu, karena banyak hadis yang diriwayatkan secara ma‘nawi oleh orangorang ‘ajam yang tidak fasih bahasanya, menurut standar bahasa yang digunakan oleh nabi, 2. sibawaih tidak menjadikan hadis yang secara ma‘nawi sebagai landasan metodenya pada kajian ilmu nahu, karena banyak hadis yang diriwayatkan secara ma‘nawi oleh orang-orang ‘ajam yang tidak fasih bahasanya, menurut standar bahasa yang digunakan oleh nabi, journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 15 dijadikan syair arab sebagai rujukan utama melalui seleksi yang sangat ketat dan dia memasukan hadis secara lafshi dalam ungkapan bahasa (arab badwi) sebagai bahasa yang dianggap sangat fasih di dalam kaidah ilmu nahu dan bahasanya dianggap tidak terpengaruh dari pengaruh bahasa orang asing yang dapat merusak bahasanya. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 16 daftar pustaka ahmad dayrah, al-mukhtār dirāsah fī al-nah}w al-kūfīy min khilāl ma‘ānīy alqur’ān li al farrā’ (cet. i; beirut, 1991 al-ans}ārīy, ahmad makkīy. abū zakariyā al-farrā>’ wa mazhabuh fî al-nah}w wa al lugah (cairo: al-majlis al-a’lā li al-ri‘āyāt al-funūn wa adāb wa al ‘ulūm al ijtimā‘iyyah, 1964 1 http://125.164.121.40/exit/index.php?option=comcontent&view=category&layout=blog&id=4 &item=25. al-baqrīy, ahmad māhir. al-nah}w al-‘arabīy syawāhiduhūwa muqaddimātuh. alnāsyir: muwassasāt syabāb al-jāmi‘ah, 1988 baidan, nasruddin. metode penafsiran al-qur’an, kajian teoritis terhadap ayatayat yang beredaksi mirip , cet i; yokyakarta: pustaka pelajar, 2002. d}aif, syawqiy al-mada>ris al-nahwiyah, cet. iii; cairo: da>r al-ma‘a>rif 1976. al-farrā’. ma‘a>ni> al-qur’an, tahqiq muhammad ali al-najja>r juz i, cet. ii; cairo: al hay’ah al-mis}riyah alammah li al-kita>b, 1980. al-al-haytiy,abdul qa>di>r rahi>m jadiy>. abu> ‘abdillah al-qurt}ubiy, wa juhu>duhu> fi> al-nahw wa al-lugah fi>> kita>bi>hi> al-jami‘ li ahka>m alqur’a>n cet. i; bairut: dar al-basyir, 1996. ibnu khaldum. mukaddimah, diterjamahkan oleh ahmadie thoha, cet. iv; jakarta: pustaka pirdaus, 2000. al-jurja>ni>y abdul qa>hi>r. dala>i’il al-i‘ja>s, ditahkik mahmud muhammd sya>kir cairoh: makhtaba al-khanaji, 1984. kari>m, khali>l abdul. quraisy min al-qabi>lah ila> ad-dawlah al-markaziyyah, cet. i; cairo: siyna lil-nasyr 1993. hitti philip, k. history of the arab; diterjemahkan r. cecep lukman yasin dan dedi slamet riyadh, cet.i; jakarta: pt. ikrar mandiriabadi, 2006. http://125.164.121.40/exit/index.php?option=comcontent&view=category&layout=blog&id=4 http://125.164.121.40/exit/index.php?option=comcontent&view=category&layout=blog&id=4 1 peran orang tua dalam mengoptimalkan perkembangan bahasa anak fase golden age rizatmi zikri linguistik terapan program pascasarjanauniversitas negeri yogyakarta email: rizatmi.zikri2015@student.uny.ac.id abstract this article aims to expose the stages of language development the child and the role of parents in every stages of language development. child language development stages of several theories synthesized into seven stages of language development the child that is the first stage of language development from birth to one year, from one year to two years, from two years to three years, from three years to four years, from four years to five years, from five years to six years, and from six years to seven years. the role of parents in every stage of the child's language development yiatu invited talk, read out the stories, invites play, introduce objects, referring to public places, loud music, invite a reading of the story, show the pictures and objects around, telling tales, and introduce the closest people, listen and respond when children talk. key words: the role of the parents, the child's language development, golden age abstrak artikel ini bertujuan untuk memaparkan tahapan perkembangan bahasa anak dan peran orang tua dalam setiap tahapan perkembangan bahasa. tahapan perkembangan bahasa anak dari beberapa teori disintesiskan menjadi tujuh tahapan perkembangan bahasa anak yaitu tahapan perkembangan bahasa pertama 2 dari lahir sampai satu tahun, dari umur satu tahun sampai dua tahun, dari dua tahun sampai tiga tahun, dari tiga tahun sampai empat tahun, dari empat tahun sampai lima tahun, dari lima tahun sampai enam tahun, dan dari enam tahun sampai tujuh tahun. peran orang tua dalam setiap tahapan perkembangan bahasa anak yiatu mengajak anak berbicara, membacakan cerita, mengajak bermain, memperkenalkan benda-benda, mengajak ke tempat-tempat umum, memperdengarkan musik, mengajak membaca cerita, menunjukkan gambargambar dan benda-benda sekitar, menceritakan dongeng, dan mengenalkan orangorang terdekatnya, mendengarkan dan memberikan respon ketika anak berbicara. kata kunci: peran orang tua, perkembangan bahasa anak, golden age 3 a. pendahuluan anak adalah anugerah terindah yang diberikan tuhan kepada setiap orang tua.menurut santoso (2011: 2) orang tua adalah orang dewasa pertama bagi anak dalam keluarga, tempat anak menggantungkan hidupnya, tempat ia mengharapkan bantuan dalam pertumbuhan dan perkembangannya menuju kedewasaan. dengan demikian orang tua adalah pendidik pertama dan utama bagi anak-anaknya.oleh karena itu, orang tua harus mampu menjaga, membimbing dan memberikan apa yang dibutuhkan anaknya, baik pemenuhan gizi, pakaian, tempat tinggal maupun pendidikan. pendidikan anak tidak hanya dimulai dari ketika anak memasuki sekolah dasar, tetapi dimulai dari ketika anak di dalam kandungan.salah satu pendidikan yang dapat dilakukan seorang ibu kepada anaknya yang masih dalam kandungan adalah pendidikan bahasa.bahasa menurut chaer (2011: 30) adalah alat verbal yang digunakan untuk berkomunikasi.waskito (2009) menambahkan bahwa bahasa didefinisikan sebagai suatu lambang bunyi yang digunakan oleh suatu anggota masyarakat untuk bekerja bersama, berinteraksi dan mengidentifikasi diri. hal ini sejalan dengan pendapat wolraich et. al. (2008) bahwa bahasa mengacu kepada kemampuan menerima respon, mengekspresikan ide, pikiran, emosi, dan keyakinan.jadi dapat disimpulkan bahwa bahasa adalah suatu alat verbal yang berupa lambang bunyi yang digunakan untuk berkomunikasi, berinteraksi, mengidentifikasi diri serta mengekspresikan ide, pikiran, emosi dan keyakinan. seorang ibu bisa melakukan beberapa hal sebagai stimulasi perkembangan otakmaupun bahasa anak, seperti mengajak anak berbicara dan memperdengarkan lagu-lagu yang memiliki muatan positif.hal ini sejalan dengan pendapat trelease (2006: 19-37) bahwa agarperkembangan bahasa dan kognitif anak dapat optimal, sebaiknya stimulasi verbal dilakukan sedini mungkin yaitu sejak anak masih berada di dalam kandungan.sejalan dengan hal tersebut, altmann (dalam dardjowidjojo, 2000) menyatakan bahwa sejak bayi berumur 7 bulan dalam kandungan, seorang bayi telah memiliki sistem pendengaran yang telah berfungsi. 4 pendapat tersebut didukung oleh silberg (2004: 33) yang menyatakan bahwa ketika masih di dalam rahim, bayi sudah mampu membedakan suara manusia.lebih lanjut silberg (2004: 135) menyatakan bahwa perjalanan bahasa dimulai dari rahim, pada saat janin terus menerus mendengar suara ibunya.hal ini didukung oleh pendapat papalia, et. al.(2008: 248-249)bahwaorang tua memainkan peran penting pada setiap perkembangan bahasa.orang tua sebaiknya mulai berkomunikasi dengan anaknya bahkan sejak anaknya masih bayi, yang dapat dilakukan dengan membaca buku cerita. dari beberapa pendapat di atas, maka dapat disimpulkan bahwa stimulasi dari orang tua sebaiknyadilakukan sejak bayidi dalam kandungan, karena ia sudah memiliki sistem pendengaran yang telah berfungsi, sehingga bisa mendeteksi suara yang ia dengarkan. hal tersebut dapat dimanfaatkan oleh orang tua dalam memberikan rangsangan positif bagi si bayi dengan cara mengajak bayi berbicara atau memperdengarkan musik-musik lembut. semakin sering orang tua mengajak bayi berbicara, maka kosa kata yang didapatkan si bayiakan semakin bertambah dan hal tersebut dapat menjadi rangsangan untuk membantu bayi belajar berbicara. hal ini sesuai dengan yang dinyatakan oleh silberg (2004: 51) yang menyatakan bahwa berbicara dan bernyanyi untuk bayi secara berarti mempercepat prosesnya mempelajari katakata baru. lebih lanjut silberg (2004: 81) berpendapat bahwa berbicara dengan si kecil sejak usia dini akan membantu anak-anak belajar bicara.disini terlihat bahwa orang tua sangat berperan dalam membantu mengoptimalkan bahasa anak. pada dasarnya orang tua memang memiliki peranan yang sangat penting dalammendampingi dan membimbing perkembangan bahasa anak, karena orang tua khususnya ibu adalah orang terdekat bagi anak.ibu dan anak sudah berkomunikasisejak anak di dalam kandungan sampai ia dilahirkan. tahapan dari ketika anak dilahirkan sampai dengan anak bisa berbicara adalah tahapan yang paling penting dalam masa pemerolehan bahasa.tahapan tersebut biasa disebut dengan fasegolden age.fasegolden agemerupakan tahapan proses pemerolehan bahasa anak yang cukup baik, karena pada tahapan ini, otak anak mulai berkembang dan bisa menyerap berbagai macam rangsangan yang ada di sekitarnya. 5 hal ini sejalan dengan pendapat kosasih (2008) yang menyatakan bahwa ‘the golden age’ adalah masa emas yang tepat untuk diberikan stimulasi.pada masa ini perkembangan motorik anak semakin baik, sejalan dengan perkembangan kognitifnya yang mulai kreatif dan imajinatif.anak-anak memperoleh bahasa pertamanya dari apa yang mereka dengar dan lihat, sehingga orang tua harus bisa mengoptimalkan pemerolehan bahasa anak tersebut, dikarenakan pemerolehan bahasa pertama akan berdampak pada tahapan perkembangan bahasa selanjutnya. pendapat tersebut sejalan dengan soetjiningsih (2003: 29-31, 62-70) yang menyatakan bahwa dalam perkembangan anak terdapat masa kritis, sehingga diperlukan rangsangan atau stimulasi yang berguna agar potensi anak berkembang secara optimal. anak yang mendapat stimulasi yang terarah dan teratur akan lebih cepat berkembang dibandingkan dengan anak yang kurang atau tidak mendapat stimulasi. pada periode ini stimulasi verbal sangat penting untuk perkembangan bahasa anak. lebih lanjut berdasarkan data dari departemen kesehatan republik indonesia (2005), stimulasi verbal yang dapat dilakukan orang tua untuk mengembangkan kemampuan bicara dan bahasa anak diantaranya adalah dengan bernyanyi dan menceritakan sajak-sajak kepada anak, menonton televisi, banyak berbicara kepada anak dalam kalimat-kalimat pendek, serta membacakan buku cerita kepada anak setiap hari.hal ini didukung oleh pendapat dari silberg (2004: 113) yang menyatakan bahwa anak-anak belajar tata bahasa dengan lebih mudah dengan mendengarkan kalimat-kalimat pendek. oleh karena itu, fase golden age harus benar-benar dimanfaatkan oleh orang tua, karena masa pemerolehan bahasa terbaik anak adalah di tahapan tersebut. hal ini sejalan dengan pendapat dari hidayat (2006) yang menyatakan bahwa pada usia dini adalah usia emas anak untuk mempelajari suatu bahasa, sehingga peran orang-orang di sekitarnya sangat membantu pemerolehan dan penguasaan bahasa anak. ibu yang kurang berperan dalam memenuhi kebutuhan dasar anak mempunyai dampak pada perkembangan anak yaitu terganggunya perkembangan bahasa anak untuk tahapan selanjutnya. orang tua (ibu) adalah orang pertama yang mengajak anak untuk berkomunikasi, sehingga anak mengerti 6 bagaimana cara berinteraksi dengan orang lain menggunakan bahasa. lingkungan (keluarga) adalah salah satu faktor yang mempengaruhi tumbuh kembang anak.hal yang serupa juga dinyatakan oleh glenn doman (institutes for the achievment of human potential) (dalam syahid, 2008)bahwa kunci keberhasilan dari berlangsungnya stimulasi terletak di tangan para orang tua.lebih lanjut oofuka masaru (dalam syahid, 2008) menyatakan bahwa ibu sangat berperan penting dalam pemberian stimulasi kepada anak, karena anak lebih peka dan cepat dalam menangkap bahasa ibu, gerakan ibu dan suasana hati ibu.sentuhan dan pelukan serta kebersamaan dengan anak merupakan modal utama dalam pemberian stimulasi. hal ini diperkuat oleh pendapat dari cipto mangunkusumo (dalam hariwijaya: 2010: 13) yang menyatakan bahwa pendidikan dimulai di pangkuan ibu, setiap kata yang diucapkan dan didengar anak-anak kecil cenderung membentuk wataknya. dalam hal ini orang tua tidak hanya memperhatikanbanyaknya kata yang bisa dikuasai oleh anak, tetapi kandungan moral di dalam kata-kata tersebut. ibu harus bisa memilih kata sebaik mungkin, karena kata-kata yang disampaikan oleh orang tua akan terekam dan ditirukan oleh anak.setiap kata yang diucapkan orang tua merupakaan jelmaan dari pendidikan karakter yang ditanamkan kepada anak. oleh karena itu orang tua khususnya ibu harus mampu memilih kata dan bisa menyampaikannya dengan cara yang terbaik yang bisa membuat anak berbicara dengan kata-kata yang baik pula.karena pada masa ini anak-anak masih dalam proses peniruan. ia akan meniru apa yang didengar dan dilihat di sekitarnya. sejalan dengan pendapat azhim (2007) menyatakan bahwa keluarga mempengaruhi perkembangan bahasa anak dalam pemilihan kosakata dan jenis kosakata. keluarga khususnya ibu yang memotivasi anak dan menyediakan lingkungan berbahasa yang sesuai, maka anak akan lebih maju daripada teman sebayanya dalam menguasai keterampilan berbahasa dan pemakaiannya. selain itu ibumemberikan kebutuhan dasar pada anak untuk tumbuh kembang.asuh dan asih menyebabkan konstitusi anak atau fungsi organ tubuh, terutama otak menjadi baik, sehingga anak dapat mencerna stimulasi yang diberikan. (jaenudin, 2000)dengan demikian perkembangan anak dapat berjalan secara optimal.lebih lanjut silberg (2004: 111) menambahkan bahwakemampuan dan kapasitas 7 berbahasa di masa mendatang paling baik berkembang pada lingkungan yang kaya dengan bahasa percakapan. dari beberapa pendapat di atas, maka dapat disimpulkan bahwa peran ibu sangat penting dalam optimalisasi perkembangan bahasa anak. pemberian stimulus yang baik akan mendukung kemampuan anak dalam menguasai bahasa. stimulasi yang dapat diberikan oleh ibu atau keluarga adalah dengan selalu mengajak anak berbicara, membacakan cerita, memperdengarkan lagu anak-anak atau bisa dengan bernyanyi.hal tersebut bisa merangsang penguasaan kosa kata anak. kosa kata yang banyak akan membuat anakberkomunikasi dengan lancar. kenyataan yang ditemui selama ini dalamkehidupan sehari-hari,para orang tua belum sepenuhnya memahami tahapan perkembangan bahasa anak dan hal apa saja yang harus dilakukan dalam menyikapi setiap tahapan perkembangan bahasa anak tersebut. ketika anak balita belum bisa menyebutkan kata, sebaiknya orang tua tidak mengajari anak untuk menyebutkan suatu kata, karena itu termasuk pemaksaan dan melampaui tahapan perkembangan bahasa balita tersebut.lalu, seperti apakah tahapan perkembangan bahasa anak?bagaimana pendampingan yang seharusnya dilakukan orang tuadi setiap tahapan perkembangan bahasa anak tersebut?dan bagaimana dengan orang tua yang memiliki pola asuh yang berbeda?makalah ini mencoba menjawab pertanyaan-pertanyaan tersebut. dengan kata lain bahwa makalah ini fokus pada pembahasan tentang tahapan perkembangan bahasa anak dan bagaimana peran orang tua pada setiap tahapan tersebut. b. tahapan perkembangan bahasa anak fase golden age perkembangan bahasa dimulai dari ketika anak dilahirkan sampai dengan ia bisa berbicara.the american speech-language-hearingassociation (dalam levey and polirstok, 2011: 133-134)menyatakan bahwa tahapan perkembangan bahasa anak sebagai berikut: 1. birth to 3 months (lahir sampai usia 3 bulan) children make pleasure sounds (e.g., cooing, going), cries differently for different needs and smiles when sees you. (anak-anak senang membuat suara seperti mendengkur), menangis untuk kebutuhan yang berbeda dan tersenyum ketika melihatmu) 8 2. 4 to 6 months(4 sampai 6 bulan) babbling sounds more speech-like with many different sounds, including p, b, and m, chuckles and laughs, vocalizes excitement and displeasure, and makes gurgling sounds when left alone and when playing with you. (berbicara dalam berbagai macam bunyi, termasuk p, b dan m, tertawa, menyuarakan kegembiraan dan perasaan tidak senang, dan mendenguk ketika sendirian dan ketika bermain bersamamu) 3. 7 months to 1 years(7 bulan sampai 1 tahun) babbling has both long and short groups of sounds, such as ‘tata upup bibibibi’, use speech or noncrying sounds to get and keep attention, uses gestures to communicate (e.g., waving, holding arms to be picked up), imitates different speech sounds, and has one or two words (e.g., hi, dog, dada, mama) around first birthday, although sounds may not be clear. (babbling memiliki bunyi yang panjang dan pendek, seperti ‘tata upup bibibibi’, bicara atau seperti menangis untuk mendapatkan perhatian, menggunakan gerak isyarat untuk berkomunikasi (seperti melambai, memegang lengan untuk diangkat, menirukan bunyi yang berbeda, dan memiliki satu atau dua kata seperti hi, dog, dada, mama yang berada di sekitarnya sejak lahir, meskipun bunyinya belum terlalu jelas). 4. 1 to 2 years(1 sampai 2 tahun) says more words every month, uses some oneor two-word questions (e.g., “where kitty?” “go bye-bye?” “what’s that?”), puts two words together (e.g., “more cookie,” “no juice”. “mommy book”), and uses many different consonant sounds at the beginning of words. (bayi sudah bisa mengatakan banyak kata di setiap bulannya, menggunakan satu atau dua kata untuk bertanya, (seperti “dimana kitty?” “bay-bay” “apa itu”), mengambil dua kata secara bersama (seperti “kuenya lagi” “tidak ada jus” ‘ibu, buku”), dan menggunakan banyak bunyi konsonan yang berbeda di awal kata). 5. 2 to 3 years(2 sampai 3 tahun) a. has a word for almost everything, use two or three words to talk about and ask for things, uses k, g, f, t, d, and n sounds, speech is understood by familiar listeners most of the time, and often asks for or directs attention to objects by 9 naming them. (memiliki kata untuk setiap hal, menggunakan dua atau tiga kata untuk berbicara atau bertanya terkait sesuatu dengan menggunakan bunyi k, g, f, t, d dan n, bisa memahami pembicaraan orang yang dikenal sepanjang waktu dan seringkali bertanya terkait benda yang menarik perhatiannya) b. understands differences in meaning (e.g., “go-stop”, “in-on”, “big-little”, “up-down”), follows two requests (e.g., “get the book and put it on the table”), and listens to and enjoys hearing stories for longer periods of time. (mengerti perbedaan perbedaan suatu arti, misalnya “go-stop”, “in-on”, “big-little”, “updown”, mengikuti dua permintaan misalnya “ambil buku itu dan taruh di meja.” lebih lanjut dalam buku language development understanding language diversity in the classroom (2011: 134) karya levey dan polirstok disebutkan bahwa tahapan perkembangan bahasa bayi dan anak sebagai berikut: 1. babblesat about 8 months (e.g., “bababababa”) 2. produces two words at about 12 months 3. uses gestures (e.g., waving) at 12 months 4. produces early words by 15 months (e.g., “mama”) 5. produces about 20 words at 18 months 6. imitate two-word utterences at about 18 months 7. points of items of interest (e.g., dogs, bicycles, and toys) by 20 months 8. understands simple directions at 21 months 9. produces about 50 words and word combinations by 24 months 10. can understand speech by 30 months maksud dari kutipan di atas adalah pada usia 8 bulan bayi mengoceh “bababababa”, dan pada usia 12 bulan memproduksi dua kata dan menggunakan gerak isyarat seperti melambai. selanjutnya pada usia 15 bulanbayimemproduksi kata pertama seperti ‘mama’ dan pada usia 18 bulan bayi memproduksi sekitar 20 kata dan menirukan 2 rangkaian kata. bayi menunjuk benda-benda yang menarik seperti anjing, sepeda, dan mainan pada usia 20 bulan. pada usia 21 bulan bayi sudah bisa memahami arahan sederhana. selanjutnya bayi sudah bisa memproduksi sekitar 50 kata dan mengkombinasi kata pada usia 24 bulan, sedangkan pada usia 30 bulan bayi sudah bisa memahami suatu pembicaraan. 10 lebih lanjut piaget dan vygotsky (dalam tarigan, 1988) memberikan istilahistilah di setiap tahapan perkembangan bahasa anak. tahapan tersebut adalah sebagai berikut: usia tahapan perkembangan bahasa 0,0-0,5 tahap meraban (pralinguistik) pertama 0,5-1,0 tahap meraban (pralinguistik) kedua: kata nonsense 1,0-2,0 tahap linguistik i: holofrastik; kalimat satu kata 2,0-3,0 tahap linguistik ii: kalimat dua kata 3,0-4,0 tahap linguistik iii: pengembangan tata bahasa 4,0-5,0 tahap linguistik iv: tata bahasa pra-dewasa 5,0 tahap linguistik v: kompetensi penuh dari tabel tersebut dapat dijelaskan sebagai berikut: 1. tahap meraban (pralinguistik) pertama (0,0-0,5) clark (1977) menyatakan bahwa anak pada tahap meraban pertama sudah bisa berkomunikasi walalupun hanya dengan cara menoleh, menangis atau tersenyum. dengan demikian orang tua dan anak sudah berkomunikasi dengan baik sebelum anak dapat berbicara. 2. tahap meraban kedua:(0,5-1,0) menurut clark (1977) dari segi komprehensi kemampuan bahasa anak semakin baik dan luas.anak semakin mengerti beberapa makna kata, misal: nama (diri sendiri atau panggilan ayah dan ibunya), larangan, perintah, dan ajakan (misal permainan ciluk baa). lebih lanjut, tarigan (1985) menambahkan bahwa tahap ini disebut tahap kata tanpa makna. ciri-ciri lain tahapan ini yaitu ocehan, seringkali dihasilkan dengan intonasi, kadang-kadang dengan tekanan menurun yang ada hubungannya dengan pertanyaan-pertanyaan. pada tahap mengoceh (babbling) bayi mengeluarkan bunyi-bunyi yang makin bertambah variasinya dan semakin kompleks kombinasinya.mereka mengkombinasikan vokal dengan konsonan menjadi struktur yang mirip dengan silabik (suku kata), misal ma-ma-ma, ba-baba, pa-pa-pa, da-da-da-da dsb. 11 hal tersebut sejalan dengan pendapat goldman (dalam saxton: 2010) yang menyatakan bahwa “a word like mama is relatively easy for the 12-month-old to pronounce. in fact, it often arises spontaneously in the child’s babbling some time before its appearance as a word. this may happen because is composed of simple sounds, arranged into repetitive strings of simple syllables”. maksud dari pertanyaan tersebut adalah sebuah kata seperti ‘mama’ relative mudah untuk diucapkan pada usia 12 bulan. pada kenyataannya, seringkali anak-anak secara spontan mengoceh sebelum ia bisa menyebutkan kata tersebut. hal itu terjadi karena mama tersusun dari bunyi yang sederhana dan diadakan menjadi rangkaian berulang dari silabik yang sederhana. lebih lanjut tarigan (1985) menyatakan bahwausia 7 sampai 8 bulan anakanak sudah bisa mengenal bunyi kata untuk obyek yang sering diajarkan dan dikenalkan secara berulang-ulang. selanjutnya usia8bulan sampai 1 tahun anak mulai mencoba mengucapkan segmen-segmen fonetik berupa suku kata kemudian berupa kata. misal, bunyi “bu” kemudian “bubu” dan terakhir baru dapat mengucapkan kata “ibu”.pada tahap ini anak sudah berinisiatif memulai komunikasi dan menggunakan bahasa isyarat untuk menunjuk atau meraih bendabenda. 3. tahap holofrastik: tahap linguistik pertama (1,0-2,0) tahap ini adalah anak sudah mengucapkan satu kata.menurut tarigan (1985) ucapan-ucapan satu kata pada periode ini disebut holofrase/holofrastik karena anak-anak menyatakan makna keseluruhan frase atau kalimat dalam satu kata yang diucapkannya itu.contohnya kata ‘asi’ (maksudnya nasi) dapat berarti dia ingin makan nasi, dia sudah makan nasi, nasi tidak enak apakah ibu mau makan nasi?dan sebagainya 4. tahap linguistik ii: kalimat dua kata (2,0-3,0) anak sudah mampu mengucapkan dua kata.hal ini sejalan dengan pendapat tarigan (1985) bahwatahap ini disebut juga tahap kata omong kosong, tahap kata tanpa makna. ciri-ciri lain yang menarik selain yang telah disebutkan tadi adalah: ocehan, seringkali dihasilkan dengan intonasi, kadang-kadang dengan tekanan 12 menurun yang ada hubungannya dengan pertanyaan-pertanyaan. pada tahap mengoceh (babbling) bayi mengeluarkan bunyi-bunyi yang makin bertambah variasinya dan semakin kompleks kombinasinya. mereka mengkombinasikan vokal dengan konsonan menjadi struktur yang mirip dengan silabik (suku kata) misal: ma-ma-ma, ba-ba-ba, pa-pa-pa, da-da-da-da dan sebagainya. ocehan ini tidak memiliki makna danada kemungkinan tidak dipakai setelah anak dapat berbicara (mengucapkan kata atau kalimat). ocehan ini akan semakin bertambah sehingga anak mampu memproduksi perkataan pertama atau periode satu kata, yang muncul sekitar usia satu tahun. 5. tahap linguistik ii: kalimat dua kata (3,0-4,0) menurut tarigan (1980)tahapan linguistik kedua ini biasanya mulai menjelang hari ulang tahun kedua.kanak-kanan memasuki tahap ini dengan pertama kali mengucapkan dua holofrase dalam rangkaian yang cepat.misalnya mama masak, adik minum, papa pigi (ayah pergi), baju kakak dan sebagainya.ucapan-ucapan ini pun mula-mula tidak jelas seperti ‘di’ maksudnya adik, kemudian anak berhenti sejenak, lalu melanjutkan ‘num’ maksudnya minum, maka berikutnya muncul kalimat “adik minum”.pada akhir tahapan ini anak sudah bisa bertanya dan meminta. kata-kata yang digunakan untuk itu sama seperti perkembangan awal yaitu sini, sana, lihat, itu, ini, lagi, mau dan minta. 6. tahap linguistik iii: pengembangan tata bahasa (4,0-5,0) tahap ini dimulai sekitar usia 2,6 bulan tetapi ada juga sebagian anak yang memasuki tahap ini ketika memasuki usia 2,0 tahun, bahkan ada juga anak yang lambat yaitu ketika anak berumur 3,0 tahun. pada umumnya, pada tahap ini, anakanak telah mulai menggunakan elemen-elemen tata bahasa yang lebih rumit, seperti pola-pola kalimat sederhana, kata-kata tugas (di, ke, dari, ini, itu, dan sebagainya), penjamakan, pengimbuhan, terutama awalan dan akhiran yang mudah dan bentuknya sederhana (hartati, 2000). 13 7. tahap linguistik kompetensi penuh (5,0-7,0) tarigan (1988) menyatakan bahwa salah satu perluasan bahasa sebagai alat komunikasi yang harus mendapat perhatian khusus di sekolah dasar adalah pengembangan baca tulis (melek huruf).jadi, pada tahapan ini anak sudah bisa dikenalkan dan diajarkan untuk menulis. menurut izzaty, dkk (2013: 106)belajar membaca dan menulis membebaskan anak-anak dari keterbatasan untuk berkomunikasi langsung. menulis merupakan tugas yang dirasa lebih sulit daripada membaca bagi anak.cara belajar menulis dilakukan setahap demi setahap dengan latihan dan seiring dengan perkembangan membaca.membaca memiliki peran penting dalam pengembangan bahasa. berdasarkan pembagian tahapan perkembangan bahasa dari beberapa ahli sebagaimana dipaparkan di atas, maka untuk pembahasan lebih lanjut, tahapan perkembangan bahasa anak dibagi dalam tujuh tahapan.dapat diketahui bahwa setiap tahapan perkembangan bahasa memiliki karakteristiknya masingmasing.oleh karena itu, semua orang tua harus bisa memahami hal tersebut agar bisa memberikan stimulasi yang tepat sehingga mampu mengoptimalkan perkembangan bahasa anaknya.urutan tahapan perkembangan bahasa anak sebagai berikut: 1. tahapan pertama (dari lahir sampai 1 tahun) anak-anak sudah bisa berkomunikasi dengan orang tua melalui tangisan, senyuman, mendengkur dan mengoceh (babbling) sepeerti “bababababa” dan pada akhir tahapan ini anak sudah mulai bisa menyebutkan kata ibu atau bapak. 2. tahapan kedua (1 sampai 2 tahun) pada tahapan ini anak sudah mampu mengucapkan satu kata yang mana kata tersebut mewakili keseluruhan frase atau kalimat.kata yang diucapkan biasanya berupa objek atau kejadian yang biasa ia lihat atau dengar dan dilakukan berulang-ulang. kata tersebut juga dikombinasikan dengan gerak isyarat berupa permintaan, pertanyaan, perintah, pemberitahuan, penolakan dan lain-lain yang membantu anak dalam berkomunikasi.pada tahap ini anak juga masih kesulitan 14 mengucapkan kata r, s, k j, dan t. hal itu disebabkan karena alat ucap anak belum matang. 3. tahapan ketiga (2 sampai 3 tahun) anak-anak sudah bisa mengucapkan dua kata dalam rangkaian yang cepat. 4. tahapan keempat (3 sampai 4 tahun) pada tahapan ini anak-anak sudah mulai menggunakan bagian-bagian tata bahasa, seperti pola-pla kalimat sederhana, kata-kata tugas, dan lain-lain. 5. tahapan kelima (4 sampai 5 tahun) pada tahapan ini anak-anak sudah terampil bercakap-cakap dan mulai menggunakan tata bahasa yang lebih rumit.misalnya kaliamat mejemuk sederhaan seperti “aku mau nonton sambil makan”. 6. tahapan keenam(5 sampai 6 tahun) pada tahapan ini anak-anak telah menguasai bagian-bagian sintaksis bahasa ibunya serta memiliki kompetensi untuk memahami dan memproduksi bahasa secara memadai.selama periode ini, anak-anak dihadapkan pada tugas utama mempelajari bahasa tulis.hal tersebut dimungkinkan anak-anak menguasai bahasa lisan. 7. tahapan ketujuh (6 sampai 7 tahun) pada tahapan ini anak-anak sudah menggunakan kalimat yang lebih kompleks. anak-anak sudah dihadapkan untuk mempelajari bahasa tulis, perkembangan bahasa pada usia sekolah dasar ini meningkat dari bahasa lisan ke bahasa tulis.selanjutnya, bagaimana stimulasi dan pendampingan yang harus dilakukan orang tua untuk mengoptimalkan perkembangan bahasa anak? 15 c. peran orang tua dalam tahapan perkembangan bahasa anak 1. tahapan perkembangan pertama (0 sampai 1 tahun) hal yang harus dilakukan orang tua pada tahapan ini adalah mengenalkan nama anak dan sebutan untuk ayah serta ibu. hal tersebut dapat dilakukan dengancara sering menyebutkan nama anak ketika sedang berkomunikasi dengannya. contoh: “halo razita”, “razita cantik mandi dulu yaaa? “ibu sayang sama razita” kata tersebut diucapkan sambil mencium dan memeluknya. lalu ketika ayah berangkat kerja, “itu ayah mau pergi kerja, salaman dulu ya sama ayah” anak didekatkan kepada ayah atau meminta ayah menggendongnya dan memeluknya. cara lain yang ditawarkan olehsilberg (2004: 10)yaituketika anak terlentang di dalam boksnya, bicaralah dari pinggir tempat tidur dan panggillah namanya, terus ucapkan namanya sampai ia menggerakkan mata atau kepalanya ke sumber suara. hal tersebut bertujuan untuk memperkenalkan nama bayi tersebut. pada tahapan ini pula orang tua harus mengenalkan nama benda sebanyak mungkin secara berulang-ulang, karena pada tahapan ini anak meraban disertai dengan memperlihatkan atau mengangkat barang-barang. hal tersebut harus diberitanggapan dandimanfaatkan oleh orang tua, agar penguasaan kosakata anak bisa bertambah. hal ini sesuai dengan pendapat silberg (2004: hal 49) yang menyatakan bahwa jumlah kata yang didengar seorang bayi setiap hari mempengaruhi kecerdasannya di masa depan, kebaikan sosial, dan prestasi belajarnya.hal ini dapat dilakukan denganmulailah percakapan dengan si kecil. ucapkan kalimat singkat, seperti “hari ini indah” bila ia merespon dengan tangis atau isakan, berhenti bicara dan tatap matanya. sewaktu si kecil bicara, jawablah dengan anggukan kepala atau senyum.ini menunjukkan pada si kecil bahwa kita mendengarkan dan menikmati suaranya. lanjutkan dengan kalimat lain. selalu berhenti dan dengarkan responsnya. bila kita membiarkan si kecil tahu bahwa kita memperhatikannya dan senang dengan apa yang ia katakana, kita mengembangkan keterampilan bahasa dan kepercayaan dirinya.silberg (2004: 97) menambahkanbahwa memberikan jeda antarkata saat berbicara akan membantu bayi berkonsentrasi pada bunyi bahasa. 16 2. tahapan perkembangan kedua (1 sampai 2 tahun) hal yang harus dilakukan orang tua adalah mencermati situasi dan keadaan pada saat anak mengucapkan sebuah kata. orang tua harus segera menanggapi dengan caramendengarkan dan menanyakan kembali apa yang dimaksud oleh si anak. misalnya ketika anak mengatakan ‘aus’ yang hal tersebut bisa berarti ‘haus’, dilihat dari gerakan anak tersebut dan biasanya akan menunjuk benda yang berhubungan dengan kata yang disampaikannya.selain itu orang tua sudah bisa menyebutkan nama-nama benda yang ada di rumah dan meminta anak menunjuk benda tersebut.pada tahapan ini anak juga senang ketika orang tua atau orang –orang terdekatnya membacakan cerita. hal lain yang bisa dilakukan pada tahapan ini adalah sesuai dengan pendapat silberg (2004: 131) yang menyatakan bahwameniru adalah keterampilan alami yang dapat dilakukan bayi dengan sangat baik. ucapkan satu kata dan doronglah si kecil untuk meniru kita. pilih kata-kata yang ia kenali dan mulailah dengan suku kata. anda mungkin telah melakukan ini dengan mengajarkan padanya “apa yang dikatakan si sapi?” setiap saat si kecil mengulangi ucapan anda, pujilah ia dan beri pelukan. beberapa kata-kata yang gampang adalah bayi, ayah, mami, apel, sinar, meong dan dah-dah. 3. tahapan perkembangan ketiga (2 sampai 3 tahun) pada tahapan ini anak sudah bisa diajak menyebutkan angka-angka dasar, seperti angka satu, dua, tiga sampai sepuluh.ketika orang tua berbicara kepada anakharus dengan perlahan dan ucapan yang jelas supaya anak dapat membedakan setiap kata.penekankan atau pengulangan setiap kata juga akan membantu. ungkapan-ungkapan pendek yang diucapkan orang tua pun akanmenajdi stimulusyang baik bagi anak dan supaya anak bisa cepat memahami sebaiknya diberi pengulangan.menurut silberg (2004: 39) ungkapan pendek mempercepat perkembangan proses bahasa. misalnya. duduklah di depan cermin dengan si kecil di pangkuan, lalu katakanlah “siapa bayi itu?”, lambaikan tangan si kecil dan ucapkan “halo bayi” dan gerakan-gerakan yang lainnya disertai dengan ungkapan-ungkapan yang disesuaikan dengan gerakan tersebut. 17 4. tahapan perkembangan keempat (3 sampai 4 tahun) pada tahapan ini orang tua terus mengajak anak berbicara pada setiap kegiatan yang dilakukan bersama, misalnya pada saat makan, mandi, berpakaian, bermain dan lain sebagainya, karena pada saat ini anak sudah mengetahu tentang kegunaan suatu benda.orang tua pun dapat mengajak anak untuk menceritakan cerita-cerita lucu atau pertanyaan-pertanyaan yang mengandung humor. hal ini sejalan dengan pendapatsilberg (2004: 29) yang menyatakan bahwa anak-anak yang tumbuh di lingkungan yang kaya akan bahasa biasanya selalu lancar berbahasa pada pada usia tiga tahun. orang yang sewaktu kecil terisolasi dari bahasa akan sulit menguasai bahasa pada saat dewasa meskipun mereka pintar dan dilatih dengan intensif.). pada tahapan ini sesering mungkin orang tua mengajak anak untuk berinterkasi dengan membicarakan hal-hal yang dijumpai atau dialami si anak. hal tersebutakanmerangsang anak untuk berbicara, baik bercerita maupun bertanya tentang sesuatu hal. hal ini sesuai dengan pendapat a. gultom, budi susilo dan m. shelly (dalam ratnawati, 2000: 11) bahwa bentuk interaksi yang dimaksudkan antara lain bermain bersama anak, memberi kesempatan dan mendorong anak untuk melakukan pekerjaan tertentu di sekitar rumah, dan mendorong atau merangsang anak untuk lebih banyak bertanya. tampaknya interaksi verbal merupakan bentuk yang sangat penting dan bermanfaat terutama dalam usaha mendorong anak bertanya.lebih lanjut disampaikan bahwa anak yang banyak mengajukan pertanyaan cenderung lebih cerdas disbanding yang sebaliknya. 5. tahapan perkembangan kelima (4 sampai 5 tahun) silberg (2004: 104) menyatakan bahwa anak-anak mempelajari bahasa dengan mendengarkan kata-kata yang diulang-ulang. karenanya, semakin awal kita berbicara dengannya, hasilnya akan lebih baik. selain itu, anak-anak bisa diajak ke tempat-tempat umum, seperti pasar, taman bermain, tempat wisata, kebun binatang agar anak dapat mengenal hal-hal lain di sekitarnya dan memperkaya kosakatanya. selain itu, orang tua bisa membiasakan untuk menjawab pertanyaan-pertanyaan yang berkaitan dengan apa yang dilihat atau 18 yang dialami, agar anak terbiasa merangkai kata-kata dan terlibat di dalam sebuah percakapan. 6. tahapan perkembangan keenam (5 sampai 6 tahun) pada tahapan ini orang tua membacakan cerita-cerita teladan atau hal-hal yang terkait dunia anak-anak.selain itu orang tua harus memilih buku cerita yang memiliki lebih banyak gambar, agar anak dapat mengeksplorasi dan mengembangkan imajinasinya terkait gambar yang dilihatnya. setelah anak mendengar cerita, mintalah anak untuk mengulang kembali cerita yang didengarkan agar anak bisa belajar untuk mengungkapkan apa yang dipahami.silberg (2004: 67) mengemukakan bahwa semakin banyak kata yang anak dengar, semakin cepat ia belajar bahasa. bunyi kata menciptakan sirkuit neuron yang penting untuk perkembangan kemampuan berbahasa anak.lebih lanjut silberg (2004: 113) menyatakan bahwa anak-anak belajar tata bahasa dengan lebih mudah dengan mendengarkan kalimat-kalimat pendek. meskipun demikian, anak-anak yang orang tuanya mengucapkan banyak anak kalimat (“karena” dan “yang”), belajar menggunakannya lebih awal dibanding anak-anak yang lain. 7. tahapan perkembangan ketujuh (6 sampai 7 tahun) silberg (2004: 98) menyatakan bahwaluangkan waktu khusus setiap hari untuk buku.waktu tidur juga baik.pilihlah buku dengan kalimat-kalimat pendek dan ilustrasi yang sederhana.biarkan si kecil memegang buku dan membalikkan halamannya.sebutkan gambar-gambar. cerita akan muncul begitu saja kemudian. berhenti dan bicarakan tentang apa saja yang menarik bagi si kecil. sebuah gambar mungkin mengingatkannya tentang hal lain. lanjutkan percakapan dan gunakan kata-kata yang deskriptif. yang paling penting: ulangi, ulangi, ulangi. si kecil akan mau membaca buku yang sama berulang kali. semakin sering diulangi, semakin otak terangkai. lebih lanjut silberg (2004: 28) mengemukakan bahwa membacakan cerita pada anak dapat merangsang imajinasi dan memperkaya pemahaman mereka tentang dunia.aktivitas ini juga mengasah kemampuan membaca dan mendengar 19 serta menyiapkan mereka untuk memahami kata-kata tertulis. selain itu anak bisa diminta untuk menceritakan terkait pengalamannya bersama teman-temannya atau hal-hal yang ia temui dalam kehidupannya. hal ini akan merangsang anak untuk mengeksplorasi dan menggunakan kosa kata yang telah diperoleh selama tahapan perkembangan sebelumnya. d. kesimpulan dari beberapa pembahasan di atas, dapat disimpulkan bahwa tahapan perkembangan bahasa anak dibagi dalam tujuh tahapan, yaitu 1) tahapan pertama(dari lahir sampai 1 tahun); 2) tahapan kedua (dari 1 sampai 2 tahun); 3) tahapan ketiga (dari 2 sampai 3 tahun); 4) tahapan keempat (dari 3 sampai 4 tahun); 5) tahapan kelima (dari 4 sampai 5 tahun); 6) tahapan keenam (dari 5 sampai 6 tahun); 7) tahapan ketujuh (dari 6 sampai 7 tahun). setiap tahapan perkembangan bahasa anak, orang tua disarankan melakukan tindakan yang sesuai dengan kemampuan atau tahapan perkembangan bahasa anak. orang tua disarankan untuk memperhatikan dan memahami tahapan perkembangan bahasa anak ini.karena pemahaman orang tua terhadap hal ini akanmembantu meningkatkan kompetensi dan perkembangan bahasa anak. 20 daftar pustaka azhim.(2007). membimbing anak terampil berbahasa. jakarta: erlangga. chaer, abdul. (2011). psikolinguistik kajian teoretik. jakarta: pt rineka cipta. clark dan clark.(1977). psychology and language harcount. brace jovanovich, inc. dardjowidjojo, soenjono. (2000). echa, kisah pemerolehan bahasa anak indonesia. jakarta: grasindo. departemen kesehatan republik indonesia.(2009). masa balita masa emas.available at: http//www.depkes.go.id. juni 2009. hariwijaya, m. (2010).panduan mendidik dan membentuk watak anak. yogyakarta: luna publisher. hartati, tatat. (2000). pemerolehan imbuhan siswa sekolah dasar negeri cileunyi kabupaten bandung. bandung: upi. hidayat, aziz alimul. (2006). pengantar ilmu keperawatan anak. jakarta: salemba medika. izzaty, rita eka, dkk. (2013). perkembangan peserta didik. yogyakarta: uny press. jaenudin, e. (2000)stimulasi keluarga pada perkembangan bicara anak usia 6 sampai 36 bulan di kelurahan kuningan, semarang utara. fakultas kedokteran universitas diponogoro semarang.tesis. kosasih.(2008). perkembangan dan pengembangan anak di usia taman kanakkanak. jakarta: grasindo. levey, sandra dan polirstok, susan.(2011). language developmentunderstanding language diversity in the classroom. london: sage publication. papalia, d.e. et. al. (2008).human development (psikologi perkembangan). jakarta: kencana. ratnawati, shinta. (2000). keluarga, kunci sukses anak. jakarta: kompas. santoso, hari. (2011). peran buku bacaan dan lingkungan dalam menunjang perkembangan bahasa anak: artikel pustakawan perpustakaan um. saxton, matthew. (2010). child language acquisition and development.los angeles. sage publication. 21 silberg, jackie. (2004). 125 brain games for toddlers. jakarta: erlangga. . (2004). brain games for babies. jakarta: erlangga. soetjiningsih (2003).tumbuh kembang anak. jakarta: egc. syahid.(2008). urgensi pemberian stimulasi dini pada anak.universitas diponegoro semarang. jurnal psikologi. tarigan, henry guntur. (1985). psikolinguistik. bandung. angkasa. ..(1988). pengajaran pemerolehan bahasa. bandung. angkasa. trelease, j. (2008). read-aloud handbook. jakarta: hikmah. waskito.(2009). kamus praktis bahasa indonesia. jakarta: medika. wolraich et.al.(2008). attention-deficit//hyperactivity disorder among adolescents: a review of the diagnosis, treatment, and clinical implications. pediatrics. jakarta: penerbit buku kedokteran egc. 22 journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 17 the models of checklist method in evaluating elt textbooks harni jusuf harni.jusuf@yahoo.co.id english education department of tarbiyah and teacher training faculty the state institute of islamic studies (iain) sultan amai gorontalo, indonesia abstract there are four interrelated aspects in teaching learning process that is teacher, students, materials, and evaluation and assessment. the things that should be paid attention related to materials are materials selection, materials development and design, and materials evaluation or textbook evaluation. regarding to textbook evaluation, this article aims to describe one of the three methods of textbook evaluation, checklist method. it discusses what checklist method is and some suggested checklist method that can be used in evaluating textbook. there are fifth different checklist models displayed in this article. they include tucker (1975), daoud and celce-murcia (1979), william (1983), sheldon (1988), and cunningsworth (1995). the fifth models are quoted from journals and books. ada empat aspek yang saling terkait dalam proses belajar mengajar yaitu guru, siswa, materi, dan evaluasi dan penilaian. hal-hal yang harus diperhatikan terkait materi adalah pemilihan bahan, pengembangan dan desain material, dan evaluasi bahan atau evaluasi buku teks. mengenai evaluasi buku teks, artikel ini bertujuan untuk menggambarkan salah satu dari tiga metode evaluasi buku teks, metode daftar periksa. ini membahas metode checklist apa dan beberapa metode checklist yang disarankan yang dapat digunakan dalam mengevaluasi buku teks. ada lima model checklist berbeda yang ditampilkan dalam artikel ini. mereka termasuk tucker (1975), daoud dan celce-murcia (1979), william (1983), sheldon (1988), dan cunningsworth (1995). model kelima dikutip dari jurnal dan buku. key words: teaching learning process, textbook evaluation, checklist method journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 18 a. introduction in teaching learning process, textbook has an important role because it leads teachers in conveying materials to be taught over a period of time. also, for students, textbook make them easier to understand what are being taught. with textbook, students can learn the lesson/topic at home. regarding to the importance of textbook, cunningsworth as cited in demir states that the roles of elt course book are serving to present the written and spoken materials, promoting interaction, serving as reference of vocabulary and grammar, acting as a source for classroom activities and offering selfaccess work or self-directed learning. talking about textbook, there is one interesting thing to be discussed, that is textbook evaluation. according to ahour, towhidiyan, and saeidi, “textbook evaluation is a requisite to qualifying the content of the textbook and homogenizing it with the teaching/learning requirements in efl/esl settings”. textbook itself should be evaluated because of some reasons. hutchinson and waters as cited in ahour, towhidiyan, and saeidi say that the aim of textbook evaluation is “to determine the suitability of the materials to our particular purpose”. cunningsworth cited in alshehri argues that the reasons for evaluating textbook are to adopt new course books, to find out the particular strengths and weakness, and to aid in the development of teachers and provide insights into a textbook’s various components. contrary to the both former experts, tomlinson says that why textbook should be evaluated because it provides teachers with insights into the application of language theories. b. literature review in the light of textbook evaluation, many researches over the worlds have been carried out in different content and perspectives. a study conducted by sarem, hamidi, and mahmoudie (2013) evaluate the specialized book of english for international tourism based on the checklist developed by daoud and celce-murcia. the obtained results showed that the current book can be used as an acceptable textbook to teach to students who are interested in studying tourism. two studies in the same year (2014) conducted by ahour, towhidiyan, and saeidi, and rashidi and kehtarfard. ahour, towhidiyan, and saeidi investigate the appropriateness of “english textbook 2” for iranian efl second grade high school journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 19 students from the teachers’ perspectives. the participants of the study consisted of 25 english teachers (8 females and 17 males) randomly selected from different high schools in boukan, iran. the evaluation of the textbook was conducted quantitatively through an adapted checklist developed by litz. the results of the study revealed that teachers’ perceptions about these criteria were not favorable in general. rashidi and kehtarfard (2014) reports on the findings of a study conducted to evaluate an english textbook (the third-grade high school english book), which is being used in all state high schools in iran by using a needs analysis framework. the results of the textbook evaluation revealed that although all language skills and components were almost important for the majority of the students, the textbook could not fully support all of them together. another study, alshehri (2016), evaluate cutting edge, a textbook which is currently being taught at najran university‘s preparatory year programme. twelve efl instructors were asked to share their perspectives about the target textbook, and a forty-item questionnaire, which was developed by litz was used for the purposes of the evaluation. the study‘s findings revealed that the instructors were largely satisfied with a majority of the textbook‘s features. they were most satisfied with the textbook‘s layout and design (mean score=3.74), followed by its subject and content (3.65), its skills component (3.63), its activities (3.55) and its language type (3.51). by contrast, the respondents' opinions of the textbook‘s practical considerations were unclear. meanwhile, hussin, nimehchisalem, kalajahi, and yunus (2016) evaluate the presentation of new vocabulary items in the form three english language textbook used in secondary schools in malaysia. a group of purposively selected teachers (n = 5) used a checklist to evaluate the presentation of vocabulary items in the textbook. the findings showed that the textbook is weak in vocabulary presentation. it was found that no specific method was followed to teach the new vocabulary. there was no index of the new vocabulary at the end of the textbook. the results have implications for the learners, english language teachers as well as textbook developers. bouzid, erguig, and yeou (2016) conducted a study which investigate ways in which textbook evaluation can help in implementing a positive change in efl teachers’ professional careers. it draws the attention of moroccan high school english language journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 20 practitioners to the viability of using textbook evaluation as a reflective practice to enhance teachers’ professional development. a survey was designed to explore the attitudes of moroccan high school english language teachers towards the suggested model of textbook evaluation and its ability to promote teachers’ professional development. the findings demonstrated that the teachers were in favor of the suggested textbook evaluation model. a study entitled “a comparison of teaching materials (school textbooks vs authentic materials) from the perspective of english teachers and educational supervisors in saudi arabia” was conducted by allehyani, burnapp, and wilson (2017). they explore english teachers’ and educational supervisors’ attitudes to using school textbooks and authentic materials in saudi boys’ schools. specifically, it aims to determine the preferred teaching materials (either textbooks or authentic materials which are not usually recommended in the current textbooks (or which are additional to the contents of the current textbooks) from the participants’ points of view. a mixed research approach quantitative and qualitative was used to investigate the favored teaching materials, while the contrastive research approach allowed both types to be evaluated. the results showed that the participants had positive attitudes to using authentic materials and that most teachers preferred them to school textbooks. one of the seventh previous researches (demir, 2014) is a development research in which he designed the eclectic checklist for elt course book evaluation. meanwhile, the others are based research. the difference of this study with the others that is this study is a library research which focus on suggested checklist method that can be used in evaluating textbook. in this theoretical studies, this article purposes to describe 2 things related to textbook evaluation, namely: (1) what checklist method is; and (2) various models of checklist method. c. research method the method used in writing this article is descriptive qualitative method. the using of this method aims to describe two things, namely checklist method to evaluate book text and some models of checklist method. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 21 d. findings and discussion 1. checklist as the method of textbook evaluation one of the three methods that can be used in evaluating textbook is checklist method. the checklist method is an instrument that helps practitioners evaluate course books in an effective and practical way. meanwhile, sarem, hamidi, and mahmoudie state that checklist is an instrument that provides the evaluator with a list of features of successful learning-teaching materials. according to these criteria, evaluators like teachers, researchers, as well as students can rate the quality of material. based on these definitions, i conclude that checklist is an instrument to assess the worth of materials along with some determined aspects. according to mcgrath, there are four advantages of checklist method as follow. 1) it is systematic, ensuring that all elements that are deemed to be important are considered. 2) it is effective, permitting a good deal of information to be recorded in a relatively short space of time. 3) the information is recorded in a convenient format, allowing for easy comparison between competing sets of material. 4) it is explicit, and, provided the categories are well understood by all involved in the evaluation. 2. various models of checklist method 1) tucker (1975) tucker divides his checklist into two main criteria. external criteria and internal criteria, which is consists of 3 categories. the third categories of internal criteria are pronunciation criteria, grammar criteria, and content criteria. the special features of this checklist are: a. tucker uses terms value scale (importance in context) and merit scale (quality) to assess the textbook. b. value scale range from 0-5 and merit scale range from 0-4. c. the checklist has vmp (value merit product), the multiplication result of vs and ms. the scores from multiplication not only an arithmetical total but also a graph in which the actual and ideal profiles can be displayed journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 22 tucker’s checklist model of textbook evaluation method is as follow. table 1. tucker’s elt textbook evaluation checklist no. criteria vs ms mvp i. internal criteria a. pronunciation criteria 1. completeness of presentation 2. appropriateness of presentation 3. adequacy of practice b. grammar criteria 4. adequacy of pattern inventory 5. appropriate sequencing 6. adequacy of drill model and pattern displayed 7. adequacy of practice c. content criteria 8. functional load 9. rate and manner of entry and re-entry 10. appropriate of contents and situations ii. external criteria 11. authenticity of language 12. availability of supplementary materials 13. adequate guidance for non-native teachers 14. competence of the author 15. appropriate level for integration 16. durability 17. quality of editing and publishing 18. price and value vs: value scale ms: merit scale vmp: value merit product 2) daoud and celce-murcia (1979) marianne celce-murcia is a professor emerita of applied linguistics at the university of california, los angeles (ucla). her interests include english grammar and pronunciation. she has been (co)editor on all four editions of tes/fl (4 th edition, forthcoming, national geographic-heinle) as well as co-editing a fivevolume textbook series with m. sokolik. celce-murcia has served as a member-atlarge on the boards of both teachers of english to speakers of other language (international tesol) and the american association for applied linguistics (aaal). daoud and celce-murcia checklist for textbook evaluation consists of five aspects. the first is subject matter, the second is vocabulary and structures, the third journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 23 is exercises, the fourth is illustrations, and the fifth is physical make-up. the total items of the five aspects are 25. table 2. daoud and celce-murcia elt textbook evaluation checklist no item response sd d u a sa a. subject matter 1. does the subject matter cover a variety of topics appropriate to the interests of the learners for whom the text book is intended (urban or rural environment; child or adult learners; male and/or female students)? 2. is the ordering of materials done by topics or themes that are arranged in a logical fashion? 3. is the content graded according to the needs of the students or the requirements of the existing syllabus (if there is one)? 4. is the material accurate and up-to-date? b. vocabulary and structures 5. does the vocabulary load (i.e., the number of new words introduced every lesson) seem to be reasonable for the students of that level? 6. are the vocabulary items controlled to ensure systematic gradation from simple to complex items? 7. is the new vocabulary repeated in subsequent lessons for reinforcement? 8. does the sentence length seem reasonable for the students of that level? 9. is the number of grammatical points as well as their sequence appropriate? 10. does the structure gradually increase in complexity to suit the growing reading ability of the students? 11. does the writer use current everyday language, and sentence structures that follow normal word order? 12. do the sentences and paragraphs follow one another in a logical sequence? 13. are linguistic items introduced in meaningful situations to facilitate understanding and ensure assimilation and consolidation? c. exercises 14. do the exercises develop comprehension and test knowledge of main ideas, details, and sequence of ideas? 15. do the exercises involve vocabulary and structures journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 24 which build up the learners’ repertoire? 16. do the exercises provide practice in different types of written work (sentence completion, spelling and dictation, guided composition)? 17. does the book provide a pattern of review within lessons and cumulatively test new material? 18. do the exercises promote meaningful communication by referring to realistic activities and situations? d. illustrations 19. do illustrations create a favorable atmosphere for practice in reading and spelling by depicting realism and action? 20. are the illustrations clear, simple, and free of unnecessary details that may confuse the learner? 21. are the illustrations printed close enough to the extent and directly related to the content to help the learner understand the printed text? e. physical make-up 22. is the cover of the book durable enough to withstand wear? 23. is the text attractive (i.e., cover, page appearance, binding)? 24. does the size of the book seem convenient for the students to handle? 25. is the type size appropriate for the intended learners? 1: strongly disagree 2: disagree u: undecided a: agree sa: strongly agree 3) williams (1983) david williams is a senior lecturer and head of the language arts section in the department of education, ahmadu bello university, nigeria. he holds a doctorate in education from the university of malaya. his current research interests include reading comprehension, the teaching of literature, and attitudes towards varieties of spoken and written nigerian english. williams splits his elt textbook checklist into 7 criteria. the seventh criteria are general, speech, grammar, vocabulary, reading, writing, and technical. the special features of his textbook checklist are: a. column for weighting on the left of the checklist. weighting can be indicated by numbers or letters (e.g. 4: very useful, 3: quite useful, 2: fairly useful, and 1: not so useful). this left column can be used for weighting items according to their journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 25 usefulness in a particular second-language context, or at a particular educational level. b. the 5-point numerical rating scale on the right of the checklist. it can be used for adapting evaluative items to suit the particular demands of the teaching situation. the numbers given in the right-hand column indicate the extent to which a given textbook satisfies each criterion on the checklist. c. sets of criteria can be evolved for comparative evaluations by multiplying the weighting of each item by the rating on each item. in the following is the table of williams’ elt textbook evaluation checklist. table 3. williams’ elt textbook evaluation checklist title of textbook: this textbook: rating weight a. general 4 3 2 1 0 1. takes into account currently accepted methods of esl/efl teaching. 2. gives guidance in the presentation of language items. 3. caters for individual differences in home language background. 4. relates content to the learners' culture and environment. b. speech 5. is based on a contrastive analysis of english and li sound systems. 6. suggests ways of demonstrating and practising speech items. 7. includes speech situations relevant to the pupils* background. 8. allows for variation in the accents of non-native speakers of english c. grammar 9. stresses communicative competence in teaching structural items. 10. provides adequate models featuring the structures to be taught. 11. shows clearly the kinds of responses required in drills (e.g. substitution). 12. selects structures with regard to differences between li and l2 cultures. d. vocabulary 13. selects vocabulary on the basis of frequency, functional load, etc. 14. distinguishes between receptive and productive skills in vocabulary teaching. 15. presents vocabulary in appropriate contexts and situations. 16. focuses on problems of usage related to social background. e. reading journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 26 17. offers exercises for understanding of plain sense and implied meaning. 18. relates reading passages to the learners' background. 19. selects passages within the vocabulary range of the pupils. 20. selects passages reflecting a variety of styles of contemporary english. f. writing 21. relates written work to structures and vocabulary practiced orally. 22. gives practice in controlled and guided composition in the early stages. 23. relates written work to the pupils' age, interests, and environment. 24. demonstrates techniques for handling aspects of composition teaching. g. technical 25. is up-to-date in the technical aspects of textbook production and design. 26. shows quality in editing and publishing (cover, typeface, illustrations, etc.). 27. is datable, and not too expensive. 28. has authenticity in language and style of writing. 0: not at all 1: just barely 2: to some extent 3: to a large extent 4: to the greatest extent 4) sheldon (1988) leslie sheldon is director of elt, pitman education and training ltd. he has taught at schools, universities, and teacher-training establishments in canada, iran, algeria, italy, sweden and the uk, as well as having been an esp consultant. in 1989 dr sheldon directed a british council specialist seminar held in the uk, entitled ‘elt textbooks and materials: evaluation, exploitation, adaptation and design’. sheldon designed his textbook checklist into 17 factors. the total items of the seventeenth factors are 53. the special features of his checklist are: (1) factual details (at the top of the checklist), (2) column comment for adding our comment about each factor, and (3) column for rating, which can be scored with pluses and minuses, or stars, etc.), but, in this article i use poor, fair, good, and excellent for the rating scale. sheldon textbook evaluation checklist can be seen as follow. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 27 table 4. sheldon’s elt textbook evaluation checklist factual details title: ......................................................... author(s): .................................................... publisher:. ...................................... price:. ...... isbn: .......................................... no. of pages: components: sb/tb/wb/tests/cassettes/video/call/other ....... level: .......................................... physical size: ………………………….. length: ........ units. ........ lessons/sections ......... hours target skills: ........................................... target learners: ............................................... target teachers: ............................................... assessment (* poor ** fair *** good **** excellent) no. factors rating comments p f g e a. rationale 1. why was the book written in first place, and what gaps is it intended to fill? 2. are you given information about the needs analysis or classroom piloting that was undertaken? 3. are the objectives spelt out? b. availability 4. is it easy to obtain sample copies and support material for inspection? 5. can you contact the publisher’s representatives in case you want further information about the content, approach, or pedagogical detail of the book? c. user definition 6. is there a clear specification of the target age range, culture, assumed background, probable learning preferences, and educational expectations? 7. are entry/exit language levels precisely defined, e.g. by reference to international ‘standards’ such as the elts, actfl or council of europe scales, or by reference to local or country-specific examination requirements? 8. in the case of an esp textbook, what degree of specialist knowledge is assumed (of both learners and teacher)? d. layout/graphics 9. is there an optimum density and mix of text and graphical material on each page, or is the impression one of clutter? 10. are the artwork and typefaces functional? colorful? appealing? e. accessibility 11. is the material clearly organized? 12. can the student find his or her location in the material at any point, i.e. is it possible to have a clear view of the ‘progress’ made, and how much still needs to be journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 28 covered? 13. are there indexes, vocabulary lists, section headings, and other methods of signposting the content that allow the student to use the material easily, especially for revision or self-study purposes? 14. is the learner (as opposed to the teacher) given clear advice about how the book and its contents could be most effectively exploited? f. linkage 15. do the units and exercises connect in terms of theme, situation, topic, pattern of skill development, or grammatical/lexical ‘progression’? 16. is the nature of such connection made obvious, for example by placing input texts and supporting exercises in close proximity? 17. does the textbook cohere both internally and externally (e.g. with other books in a series)? g. selection/grading 18. does the introduction, practice, and recycling of new linguistic items seem to be shallow/steep enough for your students? 19. is there a discernible system at work in the selection and grading of these items (e.g. on the basis of frequency counts, or on the basis of useful comparisons between the learner’s mother tongue and english)? 20. is the linguistic inventory presented appropriate for your purposes, bearing in mind the l1 background(s) of your learners? h. physical characteristics 21. is there space to write in the book? 22. is the book robust? too large? too heavy? 23. is the spine labeled? 24. is it a book that could be used more than once, especially if it is marked by previous students? i. appropriacy 25. is the material substantial enough or interesting enough to hold the attention of learners? 26. is it pitched at the right level of maturity and language, and (particularly in the case of esp situations), at the right conceptual level? 27. is it topical? j. authenticity 28. is the content obviously realistic, being taken from l1 material not initially intended for elt purposes? 29. do the tasks exploit language in a communicative or ‘real-world’ way? 30. if not, are the texts unacceptably simplified or artificial (for instance, in the use of whole-sentence dialogues)? journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 29 k. sufficiency 31. is the book complete enough to stand on its own, or must the teacher produce a lot of ancillary bridging material to make it workable? 32. can you teach the course using only the student’s book, or must all the attendant aids (e.g. cassettes) be deployed? l. cultural bias 33. are different and appropriate religious and social environments catered for, both in terms of the topics/situations presented and of those left out? 34. are students’ expectations in regard to content, methodology, and format successfully accommodated? 35. if not, would the book be able to wean students away from their preconceived notions? 36. is the author’s sense of humor or philosophy obvious or appropriate? 37. does the course book enshrine stereotyped, inaccurate, condescending or offensive images of gender, race, social class, or nationality? 38. are accurate or ‘sanitized’ views of the usa or britain presented; are uncomfortable social realities (e.g. unemployment, poverty, family breakdowns, and racism) left out? m. educational validity 39. does the textbook take account of, and seem to be in tune with, broader educational concerns (e.g. the nature and role of learning skills, concept development in younger learners, the function of ‘knowledge of the world’, the exploitation of sensitive issues, and the value of metaphor as a powerful cognitive learning device)? n. stimulus/practice/revision 40. is the course material interactive, and are there sufficient opportunities for the learner to use his or her english so that effective consolidation takes place? 41. is the material likely to be retained/ remembered by learners? 42. is allowance made for revision, testing, and on-going evaluation/marking of exercises and activities, especially in large-group situations; are ready-made achievement tests provided for the course book, or is test development left for the hard-pressed teacher? are ‘selfchecks’ provided? o. flexibility 43. can the book accommodate the practical constraints with which you must deal, or are assumptions made about such things as the availability of audio-visual equipment, pictorial material, class size, and classroom geography; does the material make too many demands journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 30 on teachers’ preparation time and students’ homework time? 44. can the material be exploited or modified as required by local circumstances, or is it too rigid in format, structure, and approach? 45. is there a full range of supplementary aids available? p. guidance 46. are the teacher’s notes useful and explicit? english? 47. has there been an inordinate delay between the publication of the student’s and teacher’s books which has meant that teachers have had to fend for themselves in exploiting the material? 48. is there advice about how to supplement the course book, or to present the lessons in different ways? 49. is there enough/too much ‘hand-holding’? 50. are tape scripts, answer keys, ‘technical notes’ (in the case of esp textbooks), vocabulary lists, structural/functional inventories, and lesson summaries provided in the teacher’s book? 51. is allowance made for the perspectives, expectations, and preferences of non-native teachers of english? q. overall value for money 52. quite simply, is the course book cost-effective, easy to use, and successful money in your teaching situation, in terms of time, labor, and money? 53. to what extent has it realized its stated objectives? 1: poor 2: fair 3: good 4: excellent 5) cunningsworth (1995) cunningsworth checklist for textbook evaluation consists of eight aspects. they are aim and approaches, design and organization, language content, skills, topic, methodology, teachers’ books, and practical consideration. the total items of the eighth aspects are 44. the special feature of his checklist is using yes/no questions. table 5. cunningsworth’s elt textbook evaluation checklist no. items yes no a. aims and approaches 1. do the aims of the course book correspond closely with the aims of the teaching programme and with the needs of the learner? 2. is the course book suited to the learning/teaching situation? 3. how comprehensive is the course book? does it cover most of all of what is needed? is it a good resource for students and teachers? 4. is the course book flexible? does it allow different teaching and learning journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 31 styles? b. design and organization 5. what components make up the total course package (e.g., students’ books, teacher’s books, workbooks, cassettes)? 6. how is the content organized (e.g., according to structures, functions, topics, skills, etc.)? 7. how is the content sequenced (e.g., on the basis complexity, “learnability,” usefulness, etc.)? 8. is the grading and progression suitable for the learners? does it allow them to complete the work needed to meet any external syllabus requirements? 9. are the reference sections for grammar, etc.? is some of the material suitable for individual study? 10. is it easy to find your way around the course book? is the layout clear? c. language content 11. does the course book cover the main grammar items appropriate to each level, taking learners’ needs into account? 12. is material for vocabulary teaching adequate in terms of quantity and range of vocabulary, emphasis placed on vocabulary development, strategies for individual learning? 13. does the course book include material for pronunciation work? if so, what is covered: individual sounds, word stress, sentence stress, intonation? 14. does the course book deal with the structuring and conventions of language use above sentence level, for example, how to take part in conversations, how to structure a piece of extended writing, how to identify the main points in a reading passage? (more relevant at intermediate and advanced levels). 15. are style and appropriacy dealt with? if so, is language style matched so social situation? d. skills 16. are all four skills adequately covered, bearing in mind your course aims and syllabus requirements? 17. is there material for integrated skill work? 18. are reading passages and associated activities suitable for your students’ level, interests, etc.? is there sufficient reading material? 19. is listening material well recorded, as authentic as possible, accompanied by background information, questions, and activities which help comprehension? 20. is material for spoken english (dialogues, role plays, etc.) well designed to equip learners for real-life interactions? 21. are writing activities suitable in terms of amount of guidance/control, degree of accuracy, organization of longer pieces of writing (e.g., paragraphing) and use of appropriate styles? e. topic 22. is there sufficient material of genuine interest to learners? 23. is there enough variety and range of topic? 24. will the topics help expand students’ awareness and enrich their experience? 25. are the topic sophisticated enough in content, yet within the learners’ journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 32 language level? 26. will your students be able to relate to the social and cultural contexts presented in the course book? 27. are women portrayed and represented equally with men? 28. are other groups represented, with reference to ethnic origin, occupation, disability, etc.? f. methodology 29. what approach/approaches to language learning are taken by the course book? is this appropriate to the learning/teaching situation? 30. what level of active learner involvement can be expected? does this match your students’ learning styles and expectations? 31. what techniques are used for presenting/practicing new language items? are they suitable for your learners? 32. how are the different skills taught? 33. how are communicative abilities developed? 34. does the material include any advice/help to students on study skills and learning strategies? 35. are students expected to take a degree of responsibility for their own learning (e.g., by setting their own individual learning targets)? g. teachers’ books 36. is there adequate guidance for the teachers who will be using the course book and its supporting materials? 37. are the teachers’ books comprehensive and supportive? 38. do they adequately cover teaching techniques, language items such as grammar rules and culture-specific information? 39. do the writers set out and justify the basic premises and principles underlying the material? 40. are keys to exercises given? e. practical consideration 41. what does the whole package cost? does this represent good value for money? 42. are the books strong and long-lasting? are they attractive in appearance? 43. are they easy to obtain? can further supplies be obtained at short notice? 44. do any parts of the package require particular equipment, such as a language laboratory, listening centre, or video player? if so, do you have the equipment available for use and is it reliable? e. conclusions based on the discussions of checklist model above, it can be concluded that everyone can use the desired checklist model of textbook evaluation that suits his/her needs. we also can make our questionnaire by modifying the existing models or design it by ourselves through research. evaluation of textbooks is necessary to do as worthy input or not a textbook is used in the learning process. however, the determination of journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 33 whether or not the book deserves depends not only on the judgment of someone or several person, but on some consideration. the eighth checklist models have similarities and differences. the designers of checklist models create their questionnaire based on some principles. the other adapt and/or revise the formers design by adding, deleting, or reword the items of questionnaire. even though the checklist model has advantages, it also has weakness. the checklist cannot give the descriptive reasons why respondents give a such score on the item/s in the questionnaire. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 34 references ahour, t., towhidiyan, b., & saedi, m. (2014). the evaluation of “english textbook 2” taught in iranian high schools from teachers’ perspectives. english language teaching, 7(3), 150-158. doi:10.5539/elt.v7n3p150 ait bouzid, h., erguig, r., & yeou, m. (2016). towards a reflective textbook evaluation model. efl journal, 1(3), 219-233. doi:http://dx.doi.org/10.21462/eflj.v1i3.21 allehyani, b., burnapp, d., & wilson, j. (2017). a comparison of teaching materials (school textbooks vs authentic materials) from the perspective of english teachers and educational supervisors in saudi arabia. international journal of english language and linguistic research, 5(2), 1-14 alshehri, a. (2016). textbook evaluation: teachers’ perspectives on cutting edge. international journal of english language education, 4(2), 91-106. doi:10.5296/ijele.v4i2.9743 chegeni, n. et.al. (2016). looking english textbook evaluation: a closer look at “four corners”. theory and practice in language studies, 6(12), 2325-2330. doi:http://dx.doi.org/10.17507/tpls.0612.13 demir, y. (2014). a suggested eclectic checklist for elt coursebook evaluation. the reading matrix, 14(2), 243-252 hussin, n. i. s. m., nimehchisalem, v., & kalajahi, s. a. r. (2016). evaluating the presentation of new vocabulary items in malaysian form three english language textbook. malaysian journal of language and linguistics, 5(1), 60-78 mcgranth, i. (2002). materials evaluation and design for language teaching. edinburgh, scotland: edinburgh university press rashidi, n., & kehtarfard, r. (2014). a need analysis approach to the evaluation of iranian third-grade high school english textbook. sage, 1-9. doi:10.1177/2158244014551709 richards, j. c. (2001). curriculum development in language teaching. cambridge, england: cambridge university press rubdy, r. (2003). selection of materials. in tomlinson, b. (ed.), developing materials for language teaching (pp. 37-57). london, england: continuum sarem, s. n., hamidi, h., & mahmoudie, r. (2013). a critical look at textbook evaluation: a case study of evaluating an esp course-book: english for international tourism. international research journal of applied and basic science (irjabs), 4(2), 372-380 sheldon, l. e. (1988). evaluating elt textbooks and materials. elt journal, 42(4), 237-246 journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 35 williams, d. (1983). developing criteria for textbook evaluation. elt journal, 37(3), 251-255 al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 23 pengembangan bahan ajar berupa modul basics english grammar untuk mahasiswa tadris bahasa inggris fitk iain sultan amai gorontalo jhems richard hasan (1) , alvons habibie (2) , abdul kadir ismail (3) jrh@iaingorontalo.ac.id (1) , habibievons@iaingorontalo.ac.id (2) , abdulkadir89@ymail.com (3) tadris bahasa inggris, fitk iain sultan amai gorontalo abstrak tujuan penelitian ini dirancang untuk: (1) mengembangkan bahan ajar berbentuk modul basics english grammar untuk mahasiswa tadris bahasa inggris fitk iain sultan amai gorontalo; (2) mengetahui kelayakan bahan ajar berbentuk modul basics english grammar. penelitian ini merupakan penelitian pengembangan (research and development). desain penelitian yang digunakan mengacu pada model pengembangan four-d (4d) models dengan empat tahapan pokok yaitu, (1) define; (2) design; (3) develop; (4) disseminate. teknik pengumpulan data dalam penelitian ini yaitu dengan menggunakan angket dan fgd. hasil riset ini berupa : (1) pengembangan bahan ajar berbentuk modul basic english grammar sesuai dengan model pengembangan four-d models. define, diperoleh hasil bahwa mahasiswa membutuhkan bahan ajar yang dapat meningkatkan kompetensi mahasiswa, serta membantu belajar mandiri. design, diperoleh hasil bahan ajar yang sesuai kebutuhan mahasiswa berupa modul basic english grammar. develop, dilakukan validasi oleh ahli, revisi sesuai saran ahli, serta uji coba pengembangan di semester 3 tadris bahasa inggris. disseminate, dilakukan penyebaran modul kepada mahasiswa tadris bahasa inggris (2) kelayakan bahan ajar berbentuk modul berdasarkan penilaian: ahli materi diperoleh rerata skor 3,93 (layak), ahli media diperoleh rerata skor 4,02 (layak), dan praktisi pembelajaran/dosen pengampu mata kuliah grammar diperoleh rerata skor 4,03 (layak); (3) penilaian mahasiswa terhadap bahan ajar berbentuk modul basic english grammar diperoleh rerata skor 4,33 (sangat layak). kata kunci: bahan ajar, modul basic english grammar, model pengembangan four-d abstract the purposes of this study were designed to: (1) develop teaching and learning materials in the form of a basics english grammar module for students of the english department, faculty of teacher training iain sultan amai gorontalo; (2) find out the feasibility of teaching and learning materials in the form of a basics english grammar module. this study is research and development in nature. the research design used refers to the four-d (4d) models of development with four main stages namely, (1) define; (2) design; (3) develop; (4) disseminate. data collection techniques in this study were using questionnaires and fgd. the results of this study are: (1) development of basic english grammar module teaching materials in accordance with the four-d model development model. in the fisrt step of the model define, the results show that students need teaching materials that can improve student competence, as well as help independent learning. design, the results of teaching materials that are suitable for students' needs are in the form of basic english grammar modules. develop, carried out validation by experts, revised according to expert advice, and trial development in the 3rd semester of english education department. disseminate, the module is disseminated to english education students (2) feasibility of module-based teaching materials based on assessment: material experts obtained a mean score of 3.93 (feasible), media experts obtained a mean score of 4.02 (appropriate), and learning practitioners / lecturers the average grammar subject is 4.03 (feasible); (3) student's assessment of teaching materials in the form of basic english grammar modules obtained a mean score of 4.33 (very feasible). keywords:teaching and learning material, basic english grammar module, four-d model. mailto:jrh@iaingorontalo.ac.id mailto:habibievons@iaingorontalo.ac.id mailto:abdulkadir89@ymail.com al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 24 a. pendahuluan menurut uu no. 20 tahun 2003 tentang sisdiknas pasal 1 ayat 20, pembelajaran merupakan proses interaksi peserta didik dengan pendidik dan sumber belajar pada suatu lingkungan belajar. definisi in menggambarkan pentingnya proses penciptaan interaksi yang dilakukan oleh guru terhadap muridnya begitupula sebaliknya. proses interaksi ini tentu memerlukan sebuah alat bantu untuk menjembatani proses pembelajaran di dalam kelas untuk mencapai tujuan dari proses pembelajaran itu sendiri. alat bantu yang dimaksud adalah bahan ajar. sebagaimana yang dikemukakan oleh suhertian (2004) bahwa bahan ajar mengambil peranan penting dalam mewujudkan tujuan pembelajaran yang berkualitas, dari hasil penelitiannya menyimpulkan bahwa bahan ajar mempunyai pengaruh yang siginifikan terhadap hasil belajar. ini berarti pembelajaran yang menggunakan bahan ajar cenderung memperoleh hasil yang lebih baik dibandingkan dengan yang tidak menggunakan bahan ajar. dari hasil observasi awal, penulis menemukan beberapa fakta mengenai proses pembelajaran basic english grammar di lingkungan iain sultan amai, khususnya di jurusan tadris bahasa inggris; (1) proses pembelajaran selama ini belum menggunakan bahan ajar yang sama, masing masing dosen mempunyai bahan ajar berbeda-beda. dari hasil wawancara dosen bahasa inggris, ditemukan bahwa penyusunan bahan ajar hanya berdasarkan pemikiran dosen masing-masing dan sumber materi hanya mengambil dari internet dan buku-buku bahasa inggris yang sudah jadi. (2) materi yang diajarkan dan dituangkan dalam silabus atau rpp selama ini juga berbeda-beda, bahkan materi atau topik juga berbeda tiap tahunnya. (3) mahasiswa belum pernah pernah mempunyai buku pegangan yang bisa digunakan sebagai bahan belajarnya ketika ada di rumah, selama ini materi hanya dijelaskan mengggunakan metode tradisional yaitu menuliskan materinya di papan tulis selama proses pembelajaran di kelas berlangsung. (4) sistem evaluasi terkadang tidak berdasarkan pada acuan materi atau topik yang telah diajarkan. (5) mata kuliah grammar menjadi mata kuliah paling banyak yang tidak disukai oleh mahasiswa. masalah tersebut di atas tentu sedikit memberi gambaran bahwa pembelajaran basic english grammar di tadris bahasa inggris perlu dan penting untuk dicarikan solusinya. pembelajaran grammar merupakan aspek penting penopang empat skill utama dalam bahasa. keterampilan bahasa berupa speaking, listening, reading dan writing tidak dapat dipisahkan dari proses pembelajaran grammar itu sendiri. proses al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 25 pembelajaran grammar yang dimaksud adalah pembelajaran yang mampu meningkatkan motivasi dan minat mahasiswa untuk mendalami serta menekuni mata kuliah grammar, khususnya pada tataran basic, intermediate, dan advance. agar membuat pembelajaran basic english grammar lebih terarah dan menyenangkan, maka dipandang perlu untuk dibuatkan sebuah buku ajar yang komunikatif dan mampu membangkitkan gairah belajar mahasiswa. oleh karena itu penulis bermaksud melakukan riset dan pengembangan materi ajar basic english grammar yang digunakan sebagai modul pegangan dosen dan mahasiwa pada semester tiga tadris bahasa inggris iain sultan amai gorontalo. sebelum mengembangkan modul atau materi ajar, perlu adanya bangunan teoritis yang kuat untuk mendukung penelitian ini. beberapa definisi ahli mengenai bahan ajar atau materi ajar didefinisikan sebagai berikut. menurut tomlinson (1998:2) materi ajar adalah segala sesatu yang digunakan oleh guru dan siswa dalam upaya memudahkan belajar bahasa sehingga dapat meningkatkan pengetahuan dan atau penglaman berbahasa. dick, carey, dan carey (2009: 230) menambahkan bahwa instructional material contain the conten either written, mediated, or facilitated by an instructor that a student as use to achieve the objective also include information thet the learners will use to guide the progress. berdasarkan ungkapan dick, carey, dan carey dapat diketahui bahwa bahan ajar berisi konten yang perlu dipelajari oleh siswa baik berbentuk cetak atau yang difasilitasi oleh pengajar untuk mencapai tujuan tertentu. iskandarwassid dan dadang sunendar (2011: 171) mengungkapkan bahwa bahan ajar merupakan seperangkat informasi yang harus diserap peserta didik melalui pembelajaran yang menyenangkan. hal ini menunjukkan bahwa dalam penyusunan bahan ajar diharapkan siswa benar-benar merasakan manfaat bahan ajar atau materi itu setelah ia mempelajarinya. yana wardhana (2010: 29) menambahkan bahwa bahan ajar merupakan suatu media untuk mencapai keinginan atau tujuan yang akan dicapai oleh peserta didik. sedangkan menurut opara dan oguzor (2011: 66) mengungkapkan bahwa instructional materials are the audio visual materials (software/hardware) which can be used as alternative channels of communication in the teaching-learning process. bahan ajar merupakan sumber belajar berupa visual maupun audiovisual yang dapat digunakan sebagai saluran alternatif pada komunikasi di dalam proses pembelajaran. al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 26 berdasarkan kajian di atas, istilah bahan ajar yang digunakan dalam penelitian ini adalah suatu bahan/ materi pelajaran yang disusun secara sistematis yang digunakan dosen dan mahasiswa dalam pemebelajaran basic english grammar untuk mencapai tujuan yang diharapkan. pengembangan suatu bahan ajar harus didasarkan pada analisis kebutuhan siswa/mahasiswa. terdapat sejumlah alasan mengapa perlu dilakukan pengembangan bahan ajar, seperti yang disebutkan oleh direktorat pembinaan sekolah menengah atas (2008: 8-9) sebagai berikut. a. ketersediaan bahan sesuai tuntutan kurikulum, artinya bahan belajar yang dikembangkan harus sesuai dengan kurikulum b. karakteristik sasaran, artinya bahan ajar yang dikembangkan dapat disesuaikan dengan karakteristik siswa/mahasiswa sebagai sasaran, karakteristik tersebut meliputi lingkungan sosial, budaya, geografis maupun tahapan perkembangan siswa/mahasiswa c. pengembangan bahan ajar harus dapat menjawab atau memecahkan masalah atau kesulitan dalam belajar. dengan demikian, pengembangan bahan ajar di sekolah atau perguruan tinggi perlu memperhatikan karakteristik siswa/mahasiswa dan kebutuhan siswa/mahasiswa sesuai kurikulum, yaitu menuntut adanya partisipasi dan aktifitas siswa lebih banyak dalam pembelajaran. pengembangan lembar kegiatan siswa menjadi salah satu alternatif bahan ajar yang akan bermanfaat bagi siswa menguasai kompetensi tertentu, karena lembar kegiatan siswa dapat membantu siswa menambah informasi tentang materi yang dipelajari melalui kegiatan belajar secara sistematis secara umum bahan ajar dapat dibedakan ke dalam bahan ajar cetak dan noncetak. bahan ajar cetak dapat berupa, handout, buku, modul, brosur, dan lembar kerja siswa. sedangkan bahan ajar noncetak meliputi, bahan ajar audio seperti, kaset, radio, piringan hitam, dan compact disc audio. bahan ajar audio visual seperti, cai (computer assisted instruction), dan bahan ajar berbasis web (web based learning materials) (ika lestari, 2013: 5). lebih lanjut mulyasa (2006: 96) menambahkan bahwa bentuk bahan ajar atau materi pembelajaran antara lain adalah bahan cetak (hand out, buku, modul, lks, brosur, dan leaflet), audio (radio, kaset, cd audio), visual (foto atau gambar), audio al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 27 visual (seperti; video/ film atau vcd) dan multi media (seperti; cd interaktif, computer based, dan internet). bahan ajar yang dimaksud dalam kajian ini lebih ke bahan ajar cetak berupa buku teks. hal ini dikarenakan, buku teks sangat erat kaitannya dengan kurikulum, silabus, standard kompetensi, dan kompetensi dasar. rudi susilana (2008: 14) mengungkapkan bahwa buku teks adalah buku tentang suatu bidang studi atau ilmu tertentu yang disusun untuk memudahkan para guru dan siswa dalam upaya mencapai tujuan pembelajaran. buku teks mempunyai peran penting dalam pencapaian tujuan pendidikan nasional. hutchinson & torres (1994) mengungkapkan bahwa the textbook is an almost universal element of [english language] teaching. millions of copies are sold every year, and numerous aid projects have been set up to produce them in [various] countries…no teaching-learning situation, it seems, is complete until it has its relevant textbook. buku teks merupakan salah satu unsure yang dibutuhkan dalam pengajaran. buku teks dapat juga menjadi wadah untuk menuliskan ide-ide terkait kebudayaan nasional suatu bangsa. sebagaimana yang diungkapkan pingel (2009: 7) bahwa textbooks are one of the most important educational inputs: texts reflect basic ideas about a national culture, and are often a flashpoint of cultural struggle and controversy. proses pembelajaran grammar mengambil peran penting dalam mendukung keempat keterampilan berbahasa inggris pada umumnya. asumsi bahwa pembelajaran bahasa berfokus pada pemaknaan atau komunikasi dipandang belum cukup untuk mencapai kompetensi kebahasaan secara menyeluruh. di bawah ini penulis mencoba menjabarkan mengenai grammar berrdasarkan pada teori-teori pakar bahasa. menurut harmer (2001:142), tata bahasa merupakan penjelasan cara bagaimana kata kata diubah dan digabungkan pada kalimat di dalam suatu bahasa (grammar is the description of the ways in which words can change their forms and can be combined into sentences in that language). tata bahasa adalah salah satu aspek yang paling penting dalam penerjemahan senada dengan itu, swan (2005:19), mendefinisikan grammar “the rules that show how words are combined, arranged or changed to show certain kinds of al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 28 meaning.”(grammar adalah aturan yang menerangkan bagaimana kata digabungkan, disusun atau diubah untuk menunjukkan beberapa jenis makna). selain definisi yang umum seperti di atas, ada beberapa pakar bahasa yang mendefinisikan grammar dengan gaya yang berbeda seperti greenbaum dan leech. leech dkk (1982:3) mendefinisikan grammar sebagai:“reference to the mechanism according to which language works when it is used to communicate with other people. grammar is a mechanism for putting words together, but we have said little about sound of meaning.”(makna grammar adalah referensi mekanisme menurut fungsi bahasa ketika digunakan dalam komunikasi dengan orang lain. grammar adalah aturan untuk penggabungan kata, tetapi kami telah menjelaskan sedikit tentang bunyi suatu makna). sedangkan tata bahasa (grammar) menurut gerot dan wignell (1995: 2), “grammar is a theory of language, of how language is put together and how it works”. dari beberapa kutipan penjelasan menurut pakar bahasa di atas dapat bahasakan kembali bahwa grammar (tata bahasa) merupakan aturan dalam suatu bahasa yang menggabungkan kata sehingga menjadi susunan yang dapat dipahami penerapan dan cara kerjanya. menurut gerot dan wignell (1995) dalam bukunya “making sense of functional grammar terdapat tiga grammar yang dipelajari di dunia pendidikan abad ini, yaitu: 1. tata bahasa tradisional (traditional grammar) bertujuan menggambarkan standarisasi grammar bahasa inggris yang dibandingkan dengan latin. tata bahasa tradisional lebih fokus pada peraturan-peraturan dalam memproduksi kalimat yang benar. 2. tata bahasa formal (formal grammar) bertujuan menggambarkan strukturstruktur kalimat. pertanyaan yang tepat yang dapat terjawab oleh tata bahasa formal yaitu “how is this sentence structured? 3. tata bahasa fungsional (functional grammar) menggambarkan bahasa sebagai makna yang terfokus pada teks dan konteks. tata bahasa fungsional diawali dengan pertanyaan “how are the meanings of this text realized?” dari ketiga model tersebut yang dikemukakan gerot dan wignell di atas, penelitian ini mengambil ketiga model tersebut untuk diramu dan dikembangkan menjadi sebuah modul pembelajaran yang komunikatif dengan menampilkan pembelajaran tata bahasa berbasis gambar. al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 29 penelitian terdahulu yang relevan penelitian terdahulu yang relevan dengan penelitian ini adalah sebagai berikut: pengembangan bahan ajar grammar one berbasis mobile learning di lembaga kursus global english pare – kediri. dari kajian penelitian yang dilakukan oleh syahrul mubaroq pada tahun 2015, penelitian ini bertujuan untuk mengembangkan bahan ajar grammar one berbasis mobile learning dengan menggunakan model pengembangan lee & owens. sedangkan penelitian yang dilakukan peneliti adalah pengembangan modul pembelajaran grammar dengan penjelasan materi berbasis gambar dengan menggunakan model pengembangan borg & gall. hasil penelitian ini menunjukkan bahwa produk pengembangan bahan ajar grammar one ini dapat digunakan dalam pembelajaran sebagai pelengkap pembelajaran di kelas maupun dapat dijadikan sumber belajar secara mandiri. penelitian selanjutnya adalah penelitian yang dilakukan oleh hendra eka putra & ridianto tahun 2016 dengan judul pengembangan model materi ajar mata kuliah bahasa inggris 2 berbasis kebutuhan mahasiswa program studi akuntansi syariah stain batusangkar. tujuan penelitian ini adalah mendesain model pembelajaran bahasa inggris yang difokuskan pada keterampilan membaca. perbedaan antara penelitian ini dan penelitian yang peneliti lakukan adalah pada objek dan subjek penelitian yang dikembangkan. b. metode penelitian penelitian ini menggunakan pendekatan research & development (penelitian dan pengembangan). penelitian ini merupakan suatu proses atau langkah-langkah untuk mengembangkan suatu produk baru atau menyempurnakan produk yang sudah ada dan dapat dipertanggungjawabkan. penelitian ini mengacu pada model penelitian dan pengembangan 4d (four-d) yang dikemukakan oleh thiagarajan, semmel dan semmel (dalam trianto, 2010: 189). model pengembangan ini terdiri dari 4 tahap yaitu pendefinisian (define), perancangan (design), pengembangan (develop), dan penyebaran (disseminate). lokasi penelitian adalah di jurusan tadris bahasa inggris, fakultas ilmu tarbiyah dan keguruan, iain sultan amai gorontalo al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 30 subjek penelitian ini adalah mahasiswa tadris bahasa inggris yang akan dbagi ke dalam dua kelompok uji coba, yaitu uji coba kelompok kecil dan uji coba kelompok besar. prosedur penelitian ini mengadapsi prosedur penelitian pengembangan yang dikembangkan oleh thiagarajan, semmel dan semmel dengan skema berikut: untuk mengetahui kualitas produk yang dikembangkan, maka diperlukan data kualitatif dan data kuantitatif. data kualitatif berupa kritik, saran, dan masukan dari para ahli, dosen, dan mahasiswa untuk perbaikan modul basic english grammar. data kuantitatif berupa skor tanggapan tentang kualitas produk baik dari pakar, dosen, dan mahasiswa. pengumpulan data dilakukan dengan beberapa membuat angket. penggunaan angket ini dimaksudkan untuk mendapatkan data tentang kelayakan modul pembelajaran basic english grammar. angket yang digunakan dalam penelitian ini ada dua macam, yakni: a) angket untuk penilaian produk oleh ahli materi dan media; b) angket penerimaan dan respon praktisi pembelajaran dan mahasiswa. teknik analisis data menggunakan teknik analisis deskrptif kuantitatif. data yang dianalisis meliputi analisis kelayakan, respon siswa, analisis kelayakan modul oleh ahli, dosen, dan mahasiswa. analisis kelayakan produk. data untuk analisis kelayakan produk didapat dari angket validasi oleh ahli materi, dosen ahli media dan praktisi pembelajaran akuntansi. angket tersebut terdiri dari lima pilihan jawaban dengan skala interval 1 sampai 5. teknik analisis ini dilakukan dengan langkah-langkah berikut: a) tabulasi data; b) menghitung skor rata-rata; c) mengubah skor rata-rata menjadi nilai dengan kategori. c. hasil dan pembahasan hasil pengembangan bahan ajar berupa modul dalam penelitian ini merujuk pada model atau prosedur pengembangan yang dikembangkan oleh thiagarajan dan semmel yang dikenal dengan istilah four-d (4d) models. tahap-tahap ini meliputi: (a) define atau pendefinsiai, (b) design atau perancangan, (c) develop atau pengembangan dan (d) define design develop disseminate al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 31 disseminate atau tahap penyebaran produk. adapun temuan dari setiap tahapan teserbut dijabarkan sebagai berikut: 1. define (pendefinisian) langkah awal pada tahap ini adalah mengumpulkan informasi dan menganalisis kebutuhan mahasiswa dan dosen bahasa inggris di lingkungan fakultas ilmu tarbiyah dan keguruan iain sultan amai gorontalo. pengumpulan informasi kebutuhan terhadap pengembangan produk berupa modul atau bahan ajar pada mata kuliah basic english grammar ini dilakukan dengan menyebarkan angket kebutuhan dan melalui focus group discussion (fgd). dari hasil angket dan kegiatan focus group discussion ini kemudian diuraikan dan dianalisis segala bentuk kebutuhan dosen dan mahasiswa sebagai langkah awal dalam mengembangkan produk berupa modul atau bahan ajar pada mata kuliah basic english grammar di jurusan tadris bahasa inggris fitk iain sultan amai gorontalo. a. hasil angket angket yang disebarkan ke beberapa mahasiswa bertujuan untuk mengetahui kebutuhan dasar mahasiswa dalam pembelajaran pada mata kuliah english basic grammar. dari hasil angket ini didapati informasi mengenai proses pembelajaran dan kemampuan awal mahasiswa serta kebutuhan dasar mahasiswa pada mata kuliah english basic grammar sebagai berikut: 1). proses pembelajaran english basic grammar di semester iii tadris bahasa inggris selama ini menggunakan metode konvensional atau tradisional, dimana dosen mentik beratkan pengajaran pada aspek materi yang berisi tentang hapalan-hapalan rumus yang banyak dan cukup membingungkan mahasiswa. 2). buku ajar sebagai media dalam proses pembelajaran tidak dibagikan, namun hanya disampaikan melalui pembahasan langsung dalam kelas, bahkan referensi buku yang dirujuk hanya bersumber pada salah satu buku grammar saja. 3). hasil pembelajaran hanya berfokus pada sejauhmana mahasiwa dapat menghafalkan rumus-rumus dalam membentuk kalimat bahasa inggris dengan baik dan tepat sesuai kaidah tata bahasa yang berlaku. 4). sistem evaluasi pembelajaran tidak mampu mengukur kemampuan mahasiswa yang sebenarnya. atau dengan kata lain, alat evaluasi yang digunakan tidak sesuai dengan tujuan pembelajaran basic english grammar itu sendiri. al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 32 5). secara umum kemampuan tata bahasa mahasiswa pada level dasar atau basic masih dapat dikategorikan sedang. hal ini dibuktikan dengan hasil belajar mahasiswa pada mata kuliah tersebut dimana sebagian besar mahasiswa mendapatkan nilai di bawah 3.50 (a-). 6). pada aspek mengenai harapan mahasiswa dalam pembelajaran basic english grammar, sebagian besar mahasiswa mengharapkan adanya sebuah produk atau media pembelajaran berupa modul atau bahan ajar yang baku dan dibagikan kepada mahasiswa. b. hasil focus group discussion (fgd) kegiatan ini dilakukan untuk melihat dan mendengarkan langsung mengenai keluhan dan merumuskan solusi dalam pembelajaran basic english grammar. kegiatan ini melibatkan dosen pengajar dan mahasiwa tadris bahasa inggris. dosen pengajar yang diundang adalah dosen yang memang bergelut dalam bidang english grammar sebanyak 2 orang wakil dosen. mahasiwa bahasa inggris yang mewakili tiga angkatan mulai dari angkatan 2015 sampai angkatan 2017, dan kami sebagai peneliti berjumlah 3 orang. dalam diskusi ini, kami sebagai peneliti mengarahkan topik diskusi pada (1) apa saja keluhan yang dirasakan dan dialami langsung oleh dosen dan mahasiswa dalam proses pembelajaran yang berlangsung di dalam kelas. (2) apa yang diharapakan? atau kebutuhan dosen dan mahasiswa apa yang paling dibutuhkan dalam pembelajaran basic english grammar?. dari hasil pertemuan merumuskan beberapa hasil kesepakatan bersama antara peneliti, dosen dan mahasiswa sebagai berikut: a. produk pembelajaran atau media pembelajaran berupa modul atau bahan ajar yang baku sangat diharapkan ada atau tersedia dalam bentuk cetak. b. materi pembelajaran agar disesuaikan dengan komptensi dasar yang ingin dicapai, atau dengan kata lain, materi harus mencerminkan segala aspek yang dibutuhkan mahasiswa pada level dasar pada mata kuliah basic english grammar itu sendiri. c. materi pembelajaran agar mudah dipahami dan dilengkapi dengan ilustrasi atau gambar-gambar yang menarik dan bisa membangkitkan gairah belajar mahasiswa. al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 33 d. materi pembelajaran grammar agar lebih aplikatif atau dapat diterpakan langusung dan tidak menitik beratkan pada hafalan-hafalan rumus dan kosa kata e. bahasa yang digunakan dalam modul menggunakan bahasa inggris sederhana atau bahasa indonesia sehingga memudahkan mahasiswa dalam memahami setiap penjelasan dan instruksi dalam modul secara mandiri f. mengurangi atau menyederhanakan setiap penjelasan atau instruksi dalam modul, sehingga tidak membuat mahasiswa bosan untuk membacanya. g. penjelasan setiap materi terdapat ilustrasi sederhana berupa gambar atau tabel sederhana yang mampu memberikan gambaran dan pemahaman langsung tanpa harus membaca keseluruhan uraian. h. alat evaluasi yang digunakan beragam dan posisinya pada setiap akhir topik pembelajaran dari hasil analisis kebutuhan dosen dan mahasiswa melalui dua cara tersebut di atas, tim peneliti menyimpulkan bahwa penting untuk mengembangkan bahan ajar berupa modul basic english grammar pada mahasiswa tadris bahasa inggris khususnya pada semester iii. produk yang dikembangkan merupakan pengembangan lanjutan dari berbagai bahan ajar yang sudah tersedia baik secara online maupun offline, namun dengan memperhatikan dan mempertimbangkan segala aspek yang dibutuhkan mahasiswa sehingga proses pembelajaran menggunakan modul ini sesuai dengan karakter dan kebutuhan bersama dosen dan mahasiswa. ciri khas utama modul yang dikembangkan adalah terletak pada ilustrasi grambar dan tabel yang ditampilkan pada setiap topik sehingga memudahkan mahasiswa dalam memahami setiap materi dengan baik. serta alat evaluasi yang variatif dan menantang namun menarik. langkah kedua adalah telaah pustaka atau dokumen. pada tahap ini tim peneliti melakukan kajian terhadap modul atau buku ajar yang sudah beredar baik dalam bentuk e-modul atau printed modul. dari hasil kajian dari beberapa modul tersebut, tim peneliti menemukan bahwa terdapat berbagai bentuk sajian atau format modul itu sendiri. keberagaman dalam tampilan isi modul ini juga menambah khasanah tim peneliti dalam mengembangakan modul english basic grammar. namun, perbedaan itu juga yang menginspirasi tim peneliti untuk mengembangkan produk berupa bahan ajar atau modul dengan ciri khas berupa tampilan gambar dan tabel-tabel sehingga memudahkan al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 34 pembaca atau pembelajar itu sendiri. tampilan atau format yang disajikan sederhana namun padat dan jelas. pada langkah ini pula tim peneliti banyak mendapatkan inspirasi dalam membuat evaluasi atau latihan-latihan soal pada setiap materinya. model evaluasi atau latihan dibuat beragam dan mendorong mahasiswa untuk belajar menyelesaikan setiap model latihan tersebut. langkah ketiga, setelah melakukan telaah pustaka atau dokumen di atas, maka langkah selanjutnya adalah menentukan cakupan materi. cakupan materi tersebut disesuaikan dengan kurikulum dan tingkat kemampuan mahasiswa. berdasarkan analisis kebutuhan mahasiswa dan telaah pustaka atau dokumen di atas, materi yang dituangkan dalam modul pada penelitian ini adalah materi dasar grammar yang mencakup parts of speech. materi ini sangat penting untuk dikuasai terlebih dahalu bagi seorang pembelajar bahasa, khususnya pada komptensi kebahasaan berupa tata bahasa. langkah keempat, tahap ini dilakukan untuk merumuskan hasil telaah pustaka atau dokumen dan analisis materi yang sebelumnya telah dilakukan. indikator yang muncul dari analisis kurikulum dan analisis materi akan menjadi tujuan pembelajaran sekaligus sebagai dasar penyusunan butir soal. berdasarkan telaah pustaka atau dokumen dan analisis materi, diperoleh spesifikasi tujuan dari masing-masing kompetensi dasar. 2. design (perancangan) tahap perancangan dilakukan untuk merancang bahan ajar yang dikembangkan. terdapat empat langkah yang dilakukan pada tahap perancangan ini, yaitu: a. penyusunan tes soal tes termuat dalam satu paket soal praktik yang terdiri dari lembar soal dan lembar kerja. lembar soal yang diberikan terdiri dari informasi umum, instruksi mengerjakan soal dan soal pemahaman tentang part of speech dalam bentuk pilihan ganda. b. pemilihan media pemilihan media dilakukan untuk menentukan media yang tepat dalam penyajian materi pembelajaran serta sesuai dengan tujuan pembelajaran. pemilihan media ini didasarkan pada analisis yang dilakukan sebelumnya pada tahap define. berdasarkan analisis yang dilakukan diperoleh informasi bahwa pada mata kuliah english basic grammar diperlukan pengembangan bahan ajar yang dapat digunakan mahasiswa untuk al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 35 belajar secara mandiri dan dapat meningkatkan kompetensi mahasiswa. dengan demikian, media yang dikembangkan dalam penelitian ini adalah bahan ajar grammar berbentuk modul. alasan pemilihan modul karena modul merupakan bahan ajar yang disusun secara sistematis sesuai tingkat pengetahuan mahasiswa agar dapat digunakan belajar secara mandiri oleh mahasiswa. bentuk dari bahan ajar grammar berbentuk modul yang dikembangkan adalah media cetak. c. pemilihan format pemilihan format dilakukan dengan memilih format dari media yang dikembangkan dengan mengkaji format-format yang sudah ada dan sudah dikembangkan. format yang dimaksudkan dalam penelitian ini adalah komponenkomponen yang harus ada dalam penyusunan modul sesuai dengan kajian pustaka yang telah dilakukan. berdasarkan analisis kajian teori yang telah dilakukan, maka format dari bahan ajar english basic grammar berbentuk modul memuat hal-hal berikut: 1) bagian pembuka a) halaman sampul b) kata pengantar c) daftar isi, daftar tabel, daftar gambar 2) kegiatan belajar a) pengantar b) uraian materi beserta contoh dan latihan c) rangkuman d) tes formatif e) tugas f) lembar kerja g) kunci jawaban 5) evaluasi 6) daftar pustaka d. penulisan naskah penulisan naskah dilakukan dengan tahap berikut: 1) menetapkan judul modul judul modul yang dikembangkan adalah “basic english grammar; practical and understandable” al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 36 2) menetapkan tujuan akhir dan antara 3) menyusun garis-garis besar konten modul 4) mengembangkan materi 3. develop (pengembangan) tahap pengembangan ini bertujuan untuk menghasilkan produk akhir dengan melewati beberapa tahap sebagai berikut: a. validasi ahli hasil rancangan modul oleh tim peneliti pada tahap sebelumnya harus melalui validasi ahli sebelum diujicobakan pada kelompok kecil. tujuan validasi ini adalah untuk mengetahui kelayakan modul yang telah dikembangkan. validator dalam peelitian ini terdiri dari validator materi, validator media dan dosen pengampu mk basic english grammar. validator memberikan penilaian dan saran berdasarkan lembar penilian yang telah disediakan oleh tim peneliti. 1) hasil uji kelayakan ahli materi materi modul dalam penelitian ini diuji dengan menggunakan format penilaian berbentuk angket dengan skala 5. angket berisi 31 butir pernyataan yang dikelompokkan dalam 3 aspek yaitu kelayakan isi, penggunaan bahasa dan penyajian. hasil rata-rata penilaian disajikan dalam tabel berikut: tabel 1. uji kelayakan ahli materi no aspek penilaian rata-rata skor kategori 1 isi 4,00 layak 2 penggunaan bahasa 3,91 layak 3 penyajian 3,89 layak rata-rata skor ahli materi 3,93 layak dari hasil validasi oleh ahli materi di atas dapat disimpulkan bahwa pengembangan produk tahap awal oleh tim peneliti mendapatkan skor rata-rata 3,93. hal ini berarti produk dapat dikategorikan layak dan dapat diujicobakan. 2) hasil uji kelayakan ahli media materi modul dalam penelitian ini diuji dengan menggunakan format penilaian berbentuk angket dengan skala 5. angket berisi 36 butir pernyataan yang dikelompokkan dalam 6 aspek yaitu konsistensi, bentuk dan ukuran huruf, format, pengorganisasian, daya tarik, ruang (spasi kosong). hasil rekapitulasi dapat dilihat selengkapnya dalam lampiran. hasil rata-rata penilain disajikan dalam tabel berikut: al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 37 tabel 2. uji kelayakan ahli media no aspek penilaian rata-rata skor kategori 1 konsistensi 4,40 layak 2 bentuk dan ukuran huruf 3,86 layak 3 format 4,00 layak 4 pengorganisasian 3,88 layak 5 daya tarik 4,00 layak 6 spasi kosong 4,00 layak rata-rata skor ahli media 4,02 layak dari hasil validasi oleh ahli media di atas dapat disimpulkan bahwa pengembangan produk tahap awal oleh tim peneliti mendapatkan skor rata-rata 4,02. hal ini berarti produk dapat dikategorikan layak dan dapat diujicobakan. 3) hasil uji kelayakan oleh praktisi pengajaran materi modul dalam penelitian ini diuji dengan menggunakan format penilaian berbentuk angket dengan skala 5. angket berisi 36 butir pernyataan yang dikelompokkan dalam 4 aspek yaitu kelayakan isi, penggunaan bahasa, penyajian dan kegrafikan. hasil rekapitulasi dapat dilihat selengkapnya dalam lampiran. hasil rata-rata penilaian disajikan dalam tabel berikut: tabel 3. uji kelayakan oleh praktisi pengajaran no aspek penilaian rata-rata skor kategori 1 isi 3,91 layak 2 penggunaan bahasa 4,00 layak 3 penyajian 3,89 layak 4 kegrafikan 4,33 sangat layak rata-rata skor praktisi pengajaran 4,03 layak dari hasil validasi oleh praktisi pengajaran di atas dapat disimpulkan bahwa pengembangan produk tahap awal oleh tim peneliti mendapatkan skor rata-rata 4,03. hal ini berarti produk dapat dikategorikan layak dan dapat diujicobakan. b. revisi produk setelah mendapatkan penilaian dan masukan dari ahli materi, ahli media dan praktisi pembelajaran di atas, tim peneliti kemudian merevisi produk awal dengan memperhatikan beberapa masukan dan koreksi dari tim ahli di atas. al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 38 c. uji coba pengembangan uji coba pengembangan dilakukan pada kelompok kecil dan kelompok besar. pada tahap ini peserta dimintai responnya terhadap produk yang dikembangkan. respon mahasiswa terhadap penggunaan modul basic english grammar bertujuan untuk memperoleh informasi dan masukan pada rancangan akhir produk berupa modul pembelajaran. 1) data uji coba kelompok kecil uji coba kelopok kecil dilakukan terhadap 10 orang mahasiswa. uji coba diawali dengan pembagian draft modul yang sudah direvisi dan dinyatakan layak oleh ahli. setelah itu dilanjutkan dengan penjelasan singkat mengenai isi modul. selanjutnya mahasiswa diberikan waktu untuk melihat dan membaca draft modul dan pada saat yang bersamaan mahasiswa diberikan format penilaian berupa angket dengan skala 5. angket berisi 25 butir pernyataan yang dikelompokkan dalam 4 aspek yaitu kelayakan isi, penggunaan bahasa, penyajian dan kegrafikan. hasil rekapitulasi dapat dilihat selengkapnya dalam lampiran. hasil rata-rata penilain disajikan dalam tabel berikut: tabel 4. uji coba kelompok kecil no aspek penilaian rata-rata skor kategori 1 isi 4,33 sangat layak 2 penggunaan bahasa 4,45 sangat layak 3 penyajian 4,40 sangat layak 4 kegrafikan 4,60 sangat layak rata-rata skor respon mahasiswa 4,45 sangat layak dari hasil di atas, respon mahasiswa terhadap draft modul pada kelompok kecil menunjukkan bahwa modul berada pada kategori sangat layak dengan rata-rata skor 4,45. dari hasil ini tim peneliti melakukan revisi pada beberapa bagian modul untuk kemudian dapat diujicobakan pada taha selanjutnya. 2) data uji coba kelompok besar uji coba kelompok besar ini dilakukan terhadap 21 orang mahasiswa. uji coba diawali dengan pembagian draft modul yang sudah direvisi dan dinyatakan layak oleh ahli. setelah itu dilanjutkan dengan penjelasan singkat mengenai isi modul. selanjutnya mahasiswa diberikan waktu untuk melihat dan membaca draft modul dan pada saat yang bersamaan mahasiswa diberikan format penilaian berupa angket dengan skala 5. angket berisi 25 butir pernyataan yang dikelompokkan dalam 4 aspek yaitu kelayakan isi, al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 39 penggunaan bahasa, penyajian dan kegrafikan. hasil rekapitulasi dapat dilihat selengkapnya dalam lampiran. hasil rata-rata penilain disajikan dalam tabel berikut: tabel 5. uji coba kelompok besar no aspek penilaian rata-rata skor kategori 1 isi 4,80 sangat layak 2 penggunaan bahasa 4,75 sangat layak 3 penyajian 4,90 sangat layak 4 kegrafikan 4,75 sangat layak rata-rata skor respon mahasiswa 4,80 sangat layak dari hasil di atas, respon mahasiswa terhadap draft modul pada kelompok besar menunjukkan bahwa modul berada pada kategori sangat layak dengan rata-rata skor 4,80. dari hasil ini tim peneliti melakukan revisi dan kemundian menghasilkan produk akhir dari pengembangan modul pembelajaran basic english grammar yang diperuntukan bagi mahasiswa semester tiga tadris bahasa inggris. b. pembahasan pengembangan bahan ajar english grammar berbentuk modul menggunakan model pengembangan four-d yang dikembangkan oleh thiagarajan dan semmel. penelitian pengembangan ini dilakukan melalui empat tahap yaitu pendefinisian (define), perancangan (design), pengembangan (develop), dan penyebaran (disseminate). 1. define (pendefinisian) langkah awal pada tahap ini adalah mengumpulkan informasi dan menganalisis kebutuhan mahasiswa dan dosen bahasa inggris di lingkungan fakultas ilmu tarbiyah dan keguruan iain sultan amai gorontalo. pengumpulan informasi kebutuhan terhadap pengembangan produk berupa modul atau bahan ajar pada mata kuliah basic english grammar ini dilakukan dengan menyebarkan angket kebutuhan dan melalui focus group discussion (fgd). dari hasil angket dan kegiatan focus group discussion ini kemudian diuraikan dan dianalisis segala bentuk kebutuhan dosen dan mahasiswa sebagai langkah awal dalam mengembangkan produk berupa modul atau bahan ajar pada mata kuliah basic english grammar di jurusan tadris bahasa inggris fitk iain sultan amai gorontalo. hasil analisis pada tahap ini dapat digambarkan bahwa mahasiswa memerlukan modul atau buku pegangan selama proses pembelajaran. modul al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 40 yang baku dan sesuai dengan standar kompetensi juga menyesuaikan dengan karakteristik mahasiswa itu sendiri. 2. design (perancangan) pada tahap design, tim peneliti menyusun tes, memilih media yang tepat, dan memilih format yang akan digunakan dalam pengembangan media, serta menulis naskah modul. penyusunan tes merupakan langkah awal yang memhubungkan antara tahap define dan tahap design. penyusunan tes digunakan untuk mengukur pencapaian kompetensi mahasiswa mata kuliah english grammar pada level basic. bentuk tes yang digunakan adalah option test. pemilihan bentuk tes ini didasarkan pada tujuan akhir yang ingin dicapai bahwa mahasiswa mampu menguasai dan memahami tata bahasa inggris sederhana khsusunya pada materi parts of speech dan determiner. tahap selanjutnya adalah pemilihan media, pemilihan media didasarkan pada analisis yang dilakukan pada tahap define. berdasarkan analisis yang dilakukan pada tahap define, mahasiswa membutuhkan bahan ajar yang dapat membantu mahasiswa untuk belajar mandiri, serta dapat meningkatkan pencapaian kompetensi mahasiswa pada mk english grammar. sehingga, media yang dipilih berupa bahan ajar english grammar berbentuk modul. format modul terdiri dari komponen-komponen yang harus ada dalam modul. format modul disusun dengan memperhatikan komponen-komponen modul yang dikemukakan oleh depdiknas (2008). komponen utama dalam modul merupakan kegiatan belajar. kegiatan belajar merupakan kunci utama tercapainya tujuan pembelajaran pada setiap kompetensi dasar yang mana kegiatan belajar tersebut berisi uraian materi beserta contoh dan penyelesaian, rangkuman, tes formatif, dan tugas. selanjutnya penulisan modul. modul yang ditulis berjudul basic english grammar; mudah & praktis. penulisan modul didasarkan pada garis besar konten modul dengan memperhatikan elemen mutu modul yang dikemukakan depdiknas (2008) dan azhar arsyad (2014). modul ditulis secara runtut sesuai dengan kompetensi dasar, dengan desain menarik dan berwarna. modul yang disusun merupakan satu kesatuan bahan ajar yang didesain untuk dapat digunakan belajar mandiri mahasiswa serta meningkatkan kompetensi mahasiswa pada mata kuliah english grammar. al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 41 3. develop (pengembangan) pada tahap develop, tim peneliti melakukan validasi dan uji coba pengembangan. bahan ajar english grammar berbentuk modul yang telah dicetak kemudian diuji kelayakannya oleh ahli materi, ahli media, dan praktisi pengajaran. hasil validasi menunjukkan bahwa bahan ajar english grammar berbentuk modul layak diujicobakan. kategori layak diartikan bahwa bahan ajar english grammar berbentuk modul dari segi materi memiliki kualitas isi, kebahasaan, dan penyajian yang baik untuk menunjang proses pembelajaran. dari segi media memiliki daya tarik, format serta konsistensi dalam layout modul yang baik dengan pemilihan bentuk dan ukuran huruf yang tepat, serta pengorganisasian yang memudahkan mahasiswa yang dilengkapi dengan ruang (spasi kosong) untuk menjawab soal dan pemisah antar unit. 4. disseminate (penyebarluasan) pada tahap ini, tim peneliti membagikan produk kepada mahasiswa yang berbentuk cetak. tim peneliti juga akan memberikan produk ini untuk dijadikan salah satu arsip pada persputakaan kampus atau prodi. pada tahap ini pula tim peneliti akan menyebarluaskan hasil penelitian ini melalui jurnal nasional. d. kesimpulan berdasarkan hasil penelitian dan pembahasan, dapat disimpulkan beberapa hal sebagai berikut: pengembangan bahan ajar basic english grammar pada dikembangkan menggunakan model four-d yang dilakukan melalui 4 tahapan pokok yaitu pendefinisian (define), perancangan (design), pengembangan (develop), dan penyebaran (diseseminate). 1. define, pada tahap ini, diperoleh hasil bahwa mahasiswa membutuhkan bahan ajar yang dapat meningkatkan kompetensi mahasiswa pada mata kuliah english grammar, serta dapat membantu mahasiswa untuk belajar mandiri. 2. design, pada tahap ini, diperoleh hasil bahwa bahan ajar yang sesuai dengan kebutuhan mahasiswa yakni, modul basic english grammar. 3. develop, pada tahap ini modul disusun berdasarkan kedua tahap di atas dan divalidasi oleh ahli materi, media dan praktisi pembelajaran. 4. disseminate, pada tahap ini modul dibagikan kepada mahasiswa dan hasil penelitian akan disebarkan melalui jurnal nasional. al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 42 daftar pustaka atwi-suparman, m..(2012). desain intruksional modern. jakarta : erlangga depdiknas 2003. pedoman penulisan modul. jakarta: direktorat plp, ditjen dikdasmen. depdiknas. depdiknas. 2008. panduan pengembangan bahan ajar. departemen pendidikan nasional. dick, w., carey, l.,dan carey, j.o. 2009. the systematic design of instruction. new jersey: pearson. direktorat jenderal manajemen pendidikan dasar dan menengah direktorat pembinaan sekolah menengah atas. (2008). panduan penulisan butir soal. departemen pendidikan nasional. gerot, linda and wignell, peter. 1995. making sense of functional grammar. nsw : antipodean educational enterprises. harmer, jeremy. 2001. the practice of english language teaching, 3 rd ed, new york: pearson education limited. hutchinson, tom & eunice torres. 1994. the textbook as agent of change. english language teaching journal, 48,pp. 315-328. ika lestari. 2013. pengembangan bahan ajar berbasis kompetensi. padang:akademia permata. iskandarwassid, dan h. dadang sunendar. 2011. strategi pembelajaran bahasa. bandung: pt remaja rosdakarya. leech, geofrey. 1982. priciples of pragmatics. london dan new york: longman. mulyasa. (2006). kurikulum berbasis kompetensi. bandung: pt remaja rosdakarya. opara, jacinta a dan oguzor, n silas. (2011). inquiry instructional method and the school science currículum. [online]. tersedia: http://maxwellsci.com/print/crjss/v3-188-198.pdf (november 2017) pingel f. 2009. a guide book on the textbook research and textbook revision. _ :united nations educational, scientific and cultural organization. rudi susilana.cepi riyana,.2008. media pembelajaran. bandung :cv wacanaprima sahertian w demaja christiana, 2004. pengaruh penggunaan bahan ajar dan gaya belajar terhadap hasil belajar, artikel swan, michael. 2005.practical english usage. third edition. new york: oxford university press http://maxwellsci.com/print/crjss/v3-188-198.pdf al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 43 hendra eka putra & ridianto. 2016. pengembangan model materi ajar mata kuliah bahasa inggris ii berbasis kebutuhan mahasiswa program studi akuntansi syariah stain batusangkar. ta’dib, volume 19, no. 2 (desember 2016) syahrul mubaroq. 2015. “pengembangan bahan ajar grammar one berbasis mobile learning di lembaga kursus global english pare – kediri”. skripsi. program studi teknologi pembelajaran, universitas negeri malang. thiagarajan, s., semmel, d. s & semmel, m. i. 1974. instructional development for training teachers of expectional children. minneapolis,minnesota: leadership training institute/special education, university of minnesota. tomlinson, brian. 1998. materials development in language teaching. cambridge: cambridge university press. wardhana, yana. 2010. teori belajar dan mengajar. bandung: pribumi mekar 1 gaya kepengarangan tere liye dalam novel ‘moga bunda disayang allah’ tinjauan retorika-stilistika oleh: lamsike pateda iain sultan amai gorontalo abstrak penggunaan gaya bahasa yang diulas dalam retorika dan stilistia semakin menambah khasanah kajian bidang bahasa. hal ini menunjukkan bahwa bahasa digunakan untuk mengekspresikan pikiran dan gagasan penulis melalui karya-karyanya. hal ini sebagaimana yang dilakukan oleh tere liye dalam novel “moga bunda disayang allah”, sehingga menjadikan novelnya sebagai novel yang terbaik. kajian pada gaya pengamatan difokuskan pada tiga bagian yaitu (1) pilihan kata. pada pilihan kata dibagi lagi atas: (a) kata konkret, (b) kata khusus, (c) kata abstrak dan (d) kata umum. (2) pola kalimat dan bentuk sintaksis. pola kalimat terdiri atas unsur-unsur kalimat, sedangkan bentuk sintaksis terdapat bentuk pengulangan (paralelisme), bentuk pembalikan, dan bentuk penghilangan. (3) bentuk semantik, pengkajiannya lebih pada majas dan macammacamnya. hampir semua jenis majas digunakan oleh pengarang dalam novel ini. penggunaan majas tersebut telah memperkuat makna pesan yang disampaikan pengarang. hal ini terbukti dengan masuknya novel “moga bunda disayang allah” sebagai novel best seller. kata kunci: gaya, retorika, stilistika abstract the use of the language style reviewed in rhetoric and stilistic adds to growing language field. this suggests that the language used to express the thoughts and ideas of the author through his works. it is as done by tere liye in his novel “moga bunda disayang allah”, making the novel as his best novel ever made. study on the style of observation focused on three parts namely (1) the words choice, this is divided into: (a) concrete word, (b) specific words, (c) abstract word, and (d) common word. (2) sentence patterns and forms of syntax. sentence patterns composed of elements of sentence syntactic form, whereas there is a form of repetition (parallelism), form reversal, and the form of omission. (3) the form of semantics, was more on the majo and types. almost all types of majo is used by the author in the novel. the use of the majo has reinforced the meaning of the message author. this is evident with the introduction of the novel “moga bunda disayang allah” as a novel best seller. keywords: style, rhetoric, stilistica 2 a. pendahuluan sastra merupakan sebuah karangan imajinatif yang mengandung nilai-nilai estetis. karya sastra diciptakan agar dapat dinikmati oleh pembaca. maka seorang pengarang menciptakan suatu karya tidak melepaskan diri dari aspek-aspek kebahasaan dan juga unsur-unsur keindahan yang ada dalam karya sastra. karya sastra diciptakan berdasarkan pemikiran, pengalaman, ide dan perasaan pengarang. karya sastra yang dihasilkan memiliki keindahan atau unsur estetis. kata sastra di indonesia merujuk pada bahasa sansekerta yang berarti kehidupan. akar kata bahasa sansekerta adalah sas yang berarti mengarahkan, mengajar, memberi petunjuk atau instruksi. sementara itu, akhiran tra biasanya menunjukkan alat atau sarana. dengan demikian, sastra berarti alat untuk mengajar atau buku petunjuk, atau buku instruksi, atau buku pengajaran. di samping kata sastra, kerap juga digunakan kata susastra dalam beberapa tulisan, yang berarti bahasa yang indah, sebab awalan su pada kata susastra mengacu pada arti indah (emzir dan rohman, 2015:5). dalam karya sastra ada unsur-unsur keindahan, unsur-unsur keindahan tersebut terdapat pada gaya bahasa si pengarang dalam menciptakan karyanya. gaya bahasa inilah yang dikenal dengan istilah stilistika. stilistika (stylistics) merujuk kepada pengertian studi tentang stile, kajian terhadap wujud kajian kebahasaan. kajian stilistika dimaksudkan untuk menjelaskan hubungan antara bahasa dengan fungsi artistik dan maknanya, menentukan seberapa jauh dan dalam bahasa yang digunakan memperlihatkan penyimpangan, serta bagaimana penyair mempergunakan tanda-tanda linguistik untuk memperoleh efek khusus (nurgiantoro, 2007: 279). terkait dengan stilistika, di dalam sastra dibahas pula tentang retorika yang tetap mengacu pada keindahan karya sastra. dikatakan demikian karena masuknya unsur retorika di dalam sastra semakin memperkuat makna yang dikandung suatu karya sastra. bahkan dari berbagai cabang ilmu yang mengkaji kegiatan bertutur dan berbahasa, ada beberapa diantaranya yang dekat sekali gejalanya dengan retorika 3 seperti; logika, tatabahasa dan sastra. wilayah kajian retorika seringkali dikaburkan dengan masalah-masalah logika, tatabahasa dan sastra. batas-batas ketiga ilmu tersebut seringkali bersinggungan dengan kajian retorika, bahkan bisa pada unsur yang sama. misalnya dalam retorika, juga menempatkan analogi (logika), struktur dan makna kalimat (tatabahasa) dan diksi (sastra) sebagai unsur karakteristik retorika. keterkaitan semacam ini sebagaimana dikatakan oleh roland barthes bahwa “rhetoric must always be read in its structural interplay with its neighbors, grammar, logic, poetics and philodopy”. kajian bahasan retorika kaitannya dengan sastra, oleh luxemburg menggunakan istilah stilistika, yakni melingkupi unsur-unsur gaya bahasa dalam karya sastra. lebih lanjut luxemburg mengemukakan bahwa pengamatan gaya dibagi dalam tiga bidang yaitu: (1) pilihan kata, (2) pola kalimat dan bentuk sintaksis, (3) bentuk semantik (luxemburg, 1984: 167). berdasarkan pengelompokkan gaya yang akan digunakan oleh pengarang di dalam meramu karyanya, maka akan memberikan nuansa atau ciri khas yang berbeda antara pengarang yang satu dengan yang lainnya. hal ini sangat dipengaruhi oleh pemahaman dan penguasaan pengarang terhadap ketiga hal tersebut. adanya pemahaman yang berbeda-beda pada setiap pengarang, menghasilkan karya yang berbeda pula dari aspek pilihan kata, pola kalimat dan bentuk sintaksis, serta bentuk semantik. berdasarkan paparan di atas, maka pada bagian ini akan dikaji novel sebagai bagian dari genre sastra. hal yang akan dikaji adalah penggunaan pilihan kata, pola kalimat dan bentuk sintaksis, serta bentuk semantik dalam novel “moga bunda disayang allah” karya tere liye. melalui kajian ini akan diidentifikasi ketiga gaya kepenulisan, sehingga akan memberikan gambaran gaya kepengarangan tere liye di dalam novel tersebut. dengan demikian, kajian ini dalam bentuk mini research berjudul “gaya kepengarangan tere liye dalam ‘novel moga bunda disayang allah’ tinjauan retorika-stilistika”. 4 permasalahan kajian ini dipaparkan berdasarkan penggunaan pilihan kata, pola kalimat dan bentuk sintaksis, serta bentuk semantik. untuk itu, permasalahan yang akan dikaji adalah (1) bagaimana pilihan kata dalam novel “moga bunda disayang allah” karya tere liye? (2) bagaimana pola kalimat dan bentuk sintaksis dalam novel “moga bunda disayang allah” karya tere liye? (3) bagaimana bentuk semantik dalam novel “moga bunda disayang allah” karya tere liye? b. kajian teori retorika dan stilistika sama-sama berfokus pada penggunaan gaya bahasa dalam karya sastra, sehingga karya yang dihasilkan memiliki unsur-unsur keindahan. walaupun memiliki fokus yang sama, dalam pembahasan ini tetap akan dipisahkan dengan maksud agar diperoleh pemahaman yang komprehensif. retorika seringkali pengertian retorika tidak bisa dilepaskan dari pengertian persuasi atau bujukan dan seringkali dianggap sama dengan gaya bahasa. oleh sebab itu dalam kajian ini diperlukan pemaparan pengertian dasar retorika, terutama dalam kaitannya dengan ilmu sastra. dalam ilmu sastra, sejak dulu pemakaian bahasa yang istimewa sangat ditonjolkan. hal ini dapat terlihat dari apa yang dikatakan oleh teeuw bahwa sastra menggunakan bahasa yang khas, spesial dan istimewa yang dianggap menyimpang dari bahasa sehari-hari dan menyimpang dari bahasa normal (teeuw, 2013:56). sejalan dengan pendapat tersebut, burhan juga menyatakan bahwa retorika merupakan suatu cara penggunaan bahasa untuk memperoleh efek estetis (nurgiantoro, 2007:295). dengan demikian dapat dipahami bahwa retorika merupakan penggunaan bahasa yang dianggap istimewa dan memiliki unsur estetis dengan tujuan untuk mempengaruhi orang lain. perbedaan-perbedaan dalam penggunaan bahasa dalam karya sastra tersebut merupakan ciri khas kesistimewaan karya sastra itu sendiri. 5 retorika kaitannya dengan sastra corbett (2004:142) menggunakan istilah figures of speech ‘kiasan’. kiasan merupakan rahmat bahasa sebagai "balutan pemikiran". dikatakan perhiasan karena sesungguhnya kiasan "menghiasi" prosa dan memberikan "gaya" dalam arti modiste. hal ini menandakan bahwa di dalam retorika digunakan kata atau kelompok kata untuk melukiskan sesuatu yang disebut metafora. metafora, menurut aristoteles, tidak hanya memberikan "pesona dan perbedaan" untuk ekspresi kita; tapi bahkan lebih dari itu, metafora adalah cara lain untuk memberikan "kejelasan" dan "keaktifan" ekspresi pikiran kita. sementara itu, burhan mengatakan bahwa retorika berkaitan dengan pendayagunaan semua unsur bahasa, baik yang menyangkut dengan masalah pemilihan kata dan ungkapan, struktur kalimat, segmentasi, penyusunan dan penggunaan bahasa kias, pemanfaatan bentuk citraan, dan lain-lain yang semuanya disesuaikan dengan situasi dan tujuan penutur. sejalan dengan hal tersebut lanham mengatakan bahwa permainan retorika merupakan salah satu pola "tacit bargaining", pola yang secara tersirat menyarankan suatu hasil tertentu (lanham, 2004:177). penggunaan unsur kekhasan tersebut sebenarnya sangat ditentukan oleh kemampuan imajinasi dan kreatfitas pengarang dalam menyiasati gagasan dan bahasa yang akan menentukan keefektifan wacana yang dihasilkan. senada dengan pandangan abrams, corbett melalui tulisannya classical rhetoric menggunakan istilah figures of speech ‘kiasan’. kiasan digunakan sebagai istilah umum untuk setiap penyimpangan berseni dari modus berbicara atau menulis. kiasan tersebut dibagi menjadi dua kelompok utama, yakni: skema dan kiasan. sebuah skema (yunani: schema, bentuk) melibatkan penyimpangan dari pola biasa atau susunan kata-kata. sebuah kiasan (yunani: tropein, untuk mengubah) melibatkan penyimpangan dari makna biasa dan makna pokok kata. stilistika istilah “stilistika” diserap dari bahasa inggris stylistic yang diturunkan dari kata style yang berarti ‘gaya’. menurut ratna bahwa stilistika sebagai bagian dari 6 ilmu sastra, lebih sempit lagi ilmu gaya bahasa dalam kaitannya dengan aspek-aspek keindahan (ratna, 2009:9). lebih lanjut teeuw (1988:61) mengemukakan bahwa stilistika atau ilmu gaya bahasa pada umumnya membicarakan pemakaian bahasa yang khas atau istimewa, yang merupakan ciri khas seorang penulis, aliran sastra, atau pula penyimpangan dari bahasa sehari-hari atau dari bahasa yang normal atau baku, dan sebagainya. kajian stilistika melingkupi unsur-unsur gaya bahasa dalam karya sastra. menurut luxemburg bahwa pengamatan gaya dibagi dalam tiga bidang yaitu: (1) pilihan kata, (2) pola kalimat dan bentuk sintaksis, (3) bentuk semantik. 1. pilihan kata dalam bahasa indonesia, kata diksi berasal dari kata dictionary (bahasa inggris yang kata dasarnya diction) berarti perihal pemilihan kata. diksi atau pilihan kata mempersoalkan cocok tidaknya pemakaian kata, frasa, atau klausa tertentu untuk menghadapi situasi tertentu. luxemburg berpendapat bahwa dalam mengnalisis pilihan kata yang pertama dilakukan ialah pengamatan bahwa sebuah teks berisi katakata konkret dan khusus atau berisi kata-kata abstrak dan umum. a. kata konkret kata konkrit adalah kata yang menunjuk pada sesuatu yang dapat dilihat ataudirasakan oleh satu atau lebih dari pancaindra. kata-kata konkrit menunjukkepada barang yang aktual dan spesifik dalam pengalaman. kata konkritdigunakan untuk menyajikan gambaran yang hidup dalam pikiran pembacamelebihi kata-kata yang lain. b. kata khusus kata khusus adalah kata-kata yang mengacu kepada pengarahan-pengarahan yang khusus dan konkrit. kata khusus memperlihatkan kepada objek yang khusus. c. kata abstrak 7 kata abstrak adalah kata yang mempunyai referen berupa konsep, kata abstrak sukar digambarkan karena referensinya tidak dapat diserap dengan panca indra manusia. kata-kata abstrak merujuk kepada kualitas (panas, dingin, baik, buruk), pertalian (kuantitas, jumlah, tingkatan), dan pemikiran (kecurigaan, penetapan, kepercayaan). kata-kata abstrak sering dipakai untuk menjelaskan pikiran yang bersifat teknis dan khusus. d. kata umum kata umum adalah kata yang mempunyai cakupan ruang lingkup yang luas. kata-kata umum menunjuk kepada banyak hal, kepada himpunan, dan kepada keseluruhan. 2. pola kalimat dan bentuk sintaksis kalimat yaitu rangkaian kata yang dapat mengungkapkan gagasan, pikiran, atau perasaan. kalimat merupakan satuan bahasa terkecil yang mengungkapkan pikiran yang utuh, baik dengan cara lisan maupun tulisan. pada kalimat sekurang kurangnya harus memiliki subjek (s) dan predikat (p). bila tidak memiliki subjek dan predikat maka bukan disebut kalimat tetapi disebut frasa. selain itu ada unsur lainnya yaitu pelengkap (p) dan keterangan (k). subjek adalah unsur pokok yang terdapat pada sebuah kalimat di samping unsur predikat.predikat juga merupakan unsur utama suatu kalimat di samping subjek. predikat berfungsi menjelaskan subjek, sedangkan objek yaitu keterangan predikat yang memiliki hubungan erat dengan predikat. unsur kalimat ini bersifat wajib dalam susunan kalimat aktif transitif yaitu kalimat yang sedikitnya mempunyai tiga unsur utama, subjek, predikat, dan objek. pelengkap merupakan unsur kalimat yang dapat bersifat wajib ada karena melengkapi makna verba predikat kalimat.keterangan merupakan unsur kalimat yang memberikan informasi lebih lanjut tentang suatu yang dinyatakan dalam kalimat pola kalimat dan bentuk sintaksis merupakan salah satu bidang kajian yang sangat perlu mendapat perhatian. kalimat lebih penting dan bermakna daripada 8 sekadar kata-kata walaupun kegayaan kalimat dalam banyak hal juga dipengaruhi oleh pilihan kata. bentuk sintaksis atas bentuk pengulangan, pembalikan, dan penghilangan. a. bentuk pengulangan (paralelisme) paralelisme adalah semacam gaya bahasa yang berusaha mencapai kesejajaran dalam pemakaian kata-kata atau frasa-frasa yang menduduki fungsi yang sama dalam bentuk gramatikal yang sama (keraf, 1981:126). b. bentuk pembalikan (inversi) dalam bentuk pembalikan atau inversi, urutan kata yang normal dalam kalimat diubah. c. bentuk penghilangan penghilanngan atau elips menampilkan adaanya bagian tertentu di hilangkan, sehingga menjadi tidak lengkap. 3. bentuk semantik gaya semantis merujuk pada makna kata, bagian kalimat, dan kalimat dan secara umum disebut majas. majas ialah bahasa yang maknanya melampaui batas lazim. majas dapat dibagi menjadi: a. majas perbandingan majas perbandingan ialah kata-kata berkias yang menyatakan perbandingan untuk meningkatkan kesan dan pengaruhnya terhadap pendengar atau pembaca”. ditinjau dari cara pengambilan perbandingannya, majas perbandingan dibagi menjadi: 1) asosiasi atau perumpamaan majas asosiasi atau perumpamaan adalah perbandingan dua hal yang pada hakikatnya berbeda, tetapi sengaja dianggap sama. majas ini ditandai oleh penggunaan kata bagai, bagaikan, seumpama, seperti, dan laksana. 2) metafora 9 metafora adalah majas yang mengungkapkan ungkapan secara langsung berupa perbandingan analogis. 3) personifikasi personifikasi adalah majas yang membandingkan benda-benda tak bernyawa seolah-olah mempunyai sifat seperti manusia. 4) alegori alegori adalah menyatakan dengan cara lain, melalui kiasan atau penggambaran. alegori: majas perbandingan yang bertautan satu dan yang lainnya dalam kesatuan yang utuh. 5) simbolik simbolik adalah majas yang melukiskan sesuatu dengan mempergunakan benda, binatang, atau tumbuhan sebagai simbol atau lambang. 6) metonimia metonimia adalah majas yang menggunakan ciri atau lebel dari sebuah benda untuk menggantikan benda tersebut.pengungkapan tersebut berupa penggunaan nama untuk benda lain yang menjadi merek, ciri khas, atau atribut. 7) sinekdok sinekdok adalah majas yang menyebutkan bagian untuk menggantikan benda secara keseluruhan atau sebaliknya. 8) simile: pengungkapan dengan perbandingan eksplisit yang dinyatakan dengan kata depan dan penghubung, seperti layaknya, bagaikan, " umpama", "ibarat","bak", bagai". b. majas pertentangan majas pertentangan adalah “kata-kata berkias yang menyatakan pertentangan dengan yang dimaksudkan sebenarnya oleh pembicara atau penulis dengan maksud untuk memperhebat atau meningkatkan kesan dan pengaruhnya kepada pembaca atau pendengar”. macam-macam majas pertentangan dibedakan menjadi berikut. 1) antitesis http://www.info-asik.com/ 10 antitesis adalah majas yang mempergunakan pasangan kata yang berlawanan artinya. 2) paradoks paradoks adalah majas yang mengandung pertentangan antara pernyataan dan fakta yang ada. 3) hiperbola majas hiperbola adalah majas yang berupa pernyataan berlebihan dari kenyataannya dengan maksud memberikan kesan mendalam atau meminta perhatian. 4) litotes litotes adalah majas yang menyatakan sesuatu dengan cara yang berlawanan dari kenyataannya dengan mengecilkan atau menguranginya. tujuannya untuk merendahkan diri. c. majas penegasan majas perbandingan ialah kata-kata berkias yang menyatakan penegasan untuk meningkatkan kesan dan pengaruhnya terhadap pendengar atau pembaca”.majas penegasan terdiri atas tujuh bentuk berikut. 1) repetisi repetisi adalah majas perulangan kata-kata sebagai penegasan. 2) paralelisme paralelisme adalah majas perulangan yang biasanya ada di dalam puisi. 3) tautologi tautologi adalah majas penegasan dengan mengulang beberapa kali sebuah kata dalam sebuah kalimat dengan maksud menegaskan. kadang pengulangan itu menggunakan kata bersinonim. 4) klimaks 11 klimaks adalah majas yang menyatakan beberapa hal berturutturut dan makin lama makin meningkat. antiklimaks adalah majas yang menyatakan beberapa hal berturutturut yang makin lama menurun. 5) retorik retorik adalah majas yang berupa kalimat tanya namun tak memerlukan jawaban. tujuannya memberikan penegasan, sindiran, atau menggugah. d. majas sindiran majas sindiran ialah kata-kata berkias yang menyatakan sindiran untuk meningkatkan kesan dan pengaruhnya terhadap pendengar atau pembaca”. majas sindirian dibagi menjadi: 1) ironi ironi adalah majas yang menyatakan hal yang bertentangan denganmaksud menyindir. 2) sinisme sinisme adalah majas yang menyatakan sindiran secara langsung. 3) sarkasme sarkasme adalah majas sindiran yang paling kasar. majas ini biasanya diucapkan oleh orang yang sedang marah. memperhatikan beberapa pengelompokkan gaya bahasa di atas, maka seorang pengarang dapat memilih gaya yang akan digunakan sehingga menjadikan karyanya penuh makna dan unsur keindahan. penggunaan gaya bahasa di dalam karya sastra tidak terlepas adanya kaitan antara kata dengan objek. wellek membagi gaya menjadi gaya konseptual dan gaya indrawi, ringkas atau bertele-tele, merendahkan atau melebih-lebihkan, jelas atau kabur, tenang atau menggebu-gebu, tinggi atau rendah, sederhana atau berbunga-bunga. berdasarkan hubungan antarkata, gaya diklasifikasikan menjadi gaya tegang atau lepas, halus atau kasar, tak berwarna atau berwarna-warni. berdasarkan kaitan kata dengan sistem total bahasa, gaya bisa dibagi 12 menjadi gaya lisan atau tulisan, klise atau unik; dan berdasarkan hubungan kata dengan pengarangnya, ada gaya objektif dan gaya subjektif. c. metode penelitian penelitian ini menggunakan metode deskriptif kualitatif, yakni penelitian yang bertujuan untuk mendeskripsikan dan menganalisis fenomena, peristiwa, sikap, dan pemikiran seseorang. dalam hal ini mendeskripsikan penggunaan pilihan kata, pola kalimat dan bentuk sintaksis, serta bentuk semantik dalam novel “moga bunda disayang allah” karya tere liye. pendekatan yang digunakan yakni stilistika-retorika. hal ini dilakukan mengingat aspek keindahan dalam karya sastra kaitannya dengan gaya bahasa dibahas melalui kedua pendekatan dimaksud. melalui pendekatan stilistika-retorika dibahas gaya kepengarangan tere liye dalam novel “moga bunda disayang allah”. berdasarkan data primer tersebut, selanjutnya dilakukan pengumpulan data melalui metode bacaan, yakni membaca novel sambil mengidentifikasi data terkait dengan penggunaan pilihan kata, pola kalimat dan bentuk sintaksis, serta bentuk semantik. kemudian dilakukan analisis dan pembahasan berdasarkan data yang teridentifikasi dalam novel ini. d. hasil kajian dan pembahasan 1. pilihan kata penggunaan pilihan kata sangat menetukan mutu karya sastra. demikian halnya dengan novel yang menjadi kajian ini. umumnya terdapat empat jenis pilihan kata yang akan dibahas dalam tulisan ini, yakni kata konkret, kata abstrak, kata umum, dan kata khusus. melalui penggunaan pilihan kata itu, pengarang dapat menyampaikan pesan secara baik kepada pembacanya. berikut ini temuan penulis terkait dengan penggunaan pilihan kata pengarang. 13 a. kata konkret kata konkret merupakan kata-yang dapat dilihat dan dirasakan. pada bab “merah.kuning.hijau”terdapat kata-kata “langit kelam. petir menyambar. ombak bergelombang susul menyusul menghantam perahu nelayang berkapasitas empat puluh orang”. (tere liye, 2006:19). kata-kata langit kelam. petir menyambar. ombak bergelombang menggambarkan akan turun hujan, terlihat keterkaitan kalimatnya bahwa tempat terjadinya berada di pantai. kata langit kelam menandakan langit terlihat gelap, petir menyambar memperlihatkan kilatan, cahaya di atas langit. ombak terlihat mulai menyambar ke darat, menggulung-gulung dengan indahnya sehingga mengahantam perahu yang di pakai oleh karang dan rombongan lainnya. suasana saat itu sangat menegangkan, semuanya tampak takut dengan keadaan seperti itu. “ibu-ibu gendut itu berusaha mengambil tempat air plastik yang mulai gemetaran dalam genggaman pemuda tersebut” (tere liye, 2006:21).tempat air plastik merupakan suatu benda yang digunakan oleh ibu-ibu gendut untuk menuangkan air untuk diminumdan kemudian diserahkan kepada karang. “lengang. rumah besar super-mewah di lereng perbukitan itu legang”.( tere liye, 2006:25). rumah besar penuh dengan kemewahan yang terletak diperbukitan itu tampaknya legang. kata legang menandakan suasana sunyi, sepi, tidak banyak orang sehingga rumah yang besar “karang , pemuda di atas ranjang tua itu mengernyit dalam tidurnya”. (tere liye, 2006:30). karang merebahkan tubuhnya di atas ranjang tua atau tempat tidur untuk istirahat karena telah lelah melakukan aktifitas. “berputar-putar. seekor kunang-kunang tersesat terbang berputar kebingungan. kunang-kunang? terbang di dalam kamarnya.(tere liye, 2006:31) seekor kunang-kunang merupakan binatang kecil sebesar lalat yang mengeluarkan cahaya berkelip-kelip pada malam hari terlihat berputar-putar mengelilingi kamar karang tetapi karang tidak begitu peduli dengan pemandangan yang indah itu. 14 b. kata khusus kata khusus adalah kata-kata yang digambarkan secara khusus. kata khusus ini dapat dilihat pada bab “tiga tahun lalu”. berikut penggalan-penggalan ceritanya: “ada satu-dua pasangan kekasih yang berjalan-jalan di atas pasir lembut yang bak es krim saat diinjak”.(tere liye, 2006:51)kata pasangan merupakan dua benda yang kembar atau yang saling melengkapi, belum diketahui kata pasangan merujuk pada pasangan seperti apa. setelah kata pasangan dilekati kata kekasih setelahnya maka kata-kata tersebut menjadi satu kalimatyaitu pasangan kekasih yang kita tahu bahwa pasangan kekasih adalah dua insan yang sedang memadu kasih dan sayang. dua insan yang merasakan indahnya cinta. “semalam ia pulang persis saat adzan shubuh berkumandang”.(tere liye, 2006:51) karang yang semalaman bergadang tak menentu, mabuk-mabukkan sampai lupa untuk pulang, menyebabkan ia harus pulang saat adzan subuh dikumandanngkan. adzanitubermacam-macam ada adzan dikumandangkan saat magrib, ada saat adzan isya, dan adzan dhuhur, tetpi pengarang lebih mengkhususkan pada adzan subuh yang menandakan pagi akan menyapa bumi tetapi karang belum sempat istirahat atau untuk tidur malam. “mulutnya yang terbuka memamerkan gigi kecil. di tangannya tergenggam sebuah boneka panda...”. (tere liye, 2006:53). boneka panda siapa yang tidak menyukai boneka, boneka dalam bentuk apapun. lebih-lebih anak perempuan sangat suka dengan boneka. karang yang mengerti dan menyadari bahwa melati tidak jauh berbeda dengan qintan langsung memberikan boneka kesayangan qintan pada melati dengan maksud melati akan menyadari bahwa tidak semua barang yang dipegang, disentuh harus dibuang begitu saja. “tangannya meremas-remas, tepatnya mengacak-acak, nasi goreng spesial buatan salamah”. (tere liye, 2006: 55). terdapat kata nasi goreng lebih dikhususkan yang dimakan melati adalah nasi goreng, bukan nasi putih, nasi kuning, nasi uduk dan lain-lainnya. nasi goreng khusus dibuatkan oleh salamah untuk melati. 15 “karang merintis mimpi-mimpi besarnya. menukar seluruh masa kecilnya yang menyedihkan”. masa kecil merupakan masa-masa yang indah, masa di mana kita belajar, ingin tahu tentang sesuatu dan masa ingin mencoba melakukan sesuatu yang belum pernah ia lakukan. beranjak masa remaja tentu berbeda lagi suasana yang kita rasakan begitu juga setelah kita menginjak masa dewasa. c. kata abstrak kata abstrak yang umumnya kata-kata sulit untuk kita maknai, tidak dapat diterima oleh pancaindera kita, bahkan di kamus bahasa indonesia sulit untuk kita temukan. “begitu indah ketika semburat matahari muncul di kejauhan horizon cakrawala. membuat jingga hamparan laut yang beriak tenang”. (tere liye. 2006:1). “hutan hujan tropis lebat perbukitan. bagai sehelai beledru hijau sepanjang mata menatap”. (tere liye. 2006:1). “lihat saja pagi ini, kabut putih sempurna mengungkunghijaunya dedaunan”.(tere liye. 2006:2). “pemilik ruko-rukojugamulai membuka partisi depan. bunyi pintu aluminium didorong terdengar c”.(tere liye. 2006:3). “air jeruk panas membuatk kuyup selimut. tangan bunda gemetar menyingkapnya”.(tere liye. 2006:13) “melati terus meraba-raba. tidak peduli. tidak mendengar. tiba di tepi ranjang, menyibak bantal”.(tere liye. 2006:14) kata-kata horizon, beledru, mengungkung, mengungkung, menyingkapnya, menyibak pada penggalan cerita di atas sulit kita maknai maksud dari kata-kata tersebut. penulis menggunakan kata-kata sukar sehingga kita sebagai pembaca yang belum mengenal kata-kata tersebut atau sebutlah orang awan akan sulit memahaminya, memang penggunaan kata-kata yang digunakan oleh pengarang 16 menggunakan kata-kata ilmiah atau kata-kata sastra yang belum begitu ada publikasinya. d. kata umum pada bab ”ribuan kunang-kunang”. terdapat kata-kata umum yang memberikan gambaran bahwa dalam certia ini terdapat kata-kata umum, yang memberikan gambaran secara jelas terhadap objek yang dituju. “di sini kunang-kunang, tidak hanya seekor, ribuan malah. juga tersesat”. (tere liye. 2006:33). dalam penggalan cerita ini kunang-kunang bukan hanya satu, dua ekor saja tetapi ribuan ekor. sehingga menjadi kumpulan kunang-kunang. “sebenarnya dua hari lalu aku sudah mau berkunjung, menjenguk..tapi masih ada keperluan mengurus izin praktik”.(tere liye. 2006:34).tidak digambarkan secaara jelas kinasih mengurus izinpraktikapa. hanya disebutkan mengurus izin praktik. “bunda berseru-seru panik. tuan hk berusaha mencengkram salah satu dokter karena dokter itu berusaha mencengkram melati untuk menagkapnya”. (tere liye. 2006:37). dokter bisa saja yang diundang oleh mereka adalah dokter ahli mata, dokter ahli pendengaran atau bahkan dokter dari rumah sakit jiwa untuk dapat mengobati penyakit melati. “sepanjang sisa umurnya, ia sibuk merawat rumah warisan suaminya”. (tere liye. 2006:41). selama ini ibu-ibu gendut selalu sabar dan setia merawat rumah warisan suaminya begitu juga dengan anak asuh mereka karang yang kini berbeda waktu suaminya ad bersama mereka. kata sisa bisa merujuk pada banyak hal, bisa sisa makanan, sisa minuman, bisa sisa kenangan dan masih banyak lagi. 2. pola kalimat dan bentuk sintaksis ada pun unsur-unsur kalimat diantaranya: a. subjek (s) pada bab “satu minggu berlalu” dapat ditemukan kata-kata yang berpola subjek 17 “karang tiba di rumah besar lereng bukit”. (tere liye, 2006: 123) “aku menginginkan kamar terpisah dari kalian”. (tere liye, 2006: 124). kata karang dan kata aku merupakan kata yang berpola subjek ini sudah jelas bahwa setiap subjek berada di depan sebuah kalimat. “kamar itu tidak sebesar kamar milik di rumah ibu-ibu gendut”.(tere liye, 2006: 125) yang menjadi subjek pada penggalan cerita ini yaitu kata kamar karena disertai dengan kata itu setelahnya. “ apa pun yang nyonya lihat atas apa yang aku lakukan, yakinlah itu belum tentu seperti yang nyonya bayangkan”. (tere liye, 2006: 124). di samping subjek disertai kata itu, subjek juga diberi penghubung yang sehingga jelas bahwa subjek di sini adalah nyonya. b. predikat (p) “ sudah lama ia tidak tidur lelap”. (tere liye, 2006: 130). yang menjadi predikat pada penggalan cerita ini yaitu kata tidur. jelas bahwa kata ia merupakan subjeknya. “ia tidak mengerti apa itu menangis”. (tere liye, 2006: 135) mengerti merupakan predikatnya, mengapa demikian? karena terdapat bentuk pengingkaran dengan kata tidak di atas. “ibu, semua urusan ini sedikit pun belum terlihat ujung terangnya”. ”. (tere liye, 2006: 150). kata-kata sudah dan belum merupakanbentuk predikat verba karena kata-kata tersebut termasuk dalam kata-kata aspek dalam predikat. c. objek (o) “gadis lesung pipit” pada bab ini kita akan menemukan pola kalimat berobjek. kalimat berobjek sudah jelas terlihat bahwa kalimat itu telah berpola subjek dan predikat pasti di belakang predikat itulah objek, hal ini terlihat pada penggalanpenggalan cerita di bawah ini “karang yang sedetik lalu baru turun dari mobil”. (tere liye, 2006,151). 18 “kinasih sudah bersandar pada pintu mobil yang terbuka”. (tere liye, 2006,153). “bunda menyuapi melati di kamarnya”. (tere liye, 2006,15). d. pelengkap (p) “suster tya tersenyum lebar sepanjang hari”. (tere liye, 2006,155). itu juga”“salamah nyengir senang”. (tere liye, 2006,157). “tuan hk ingin pulang saat itu juga”. (tere liye, 2006,157). “tuan hk merasa tidak perlu berbasa-basi lagi”. (tere liye, 2006,158). “bunda terdiam sambil menelan ludah”. (tere liye, 2006,159). e. keterangan (k) "“aku akan mengusirnya malam ini juga”. (tere liye, 2006,160).“tinggal dua hari lagi”. (tere liye, 2006,160).malam ini dan dua harimenunjukkan pola kalimat keterangan waktu. “tuan hk terdiam sejenak demi melihat ekspresi wajah istrinya”. (tere liye, 2006,161). pola kalimat ini membentuk pola keterangan sebab, karena ingin melihat bagaimana respo bunda terhadap keputusnnya untuk mengusir karang dari rumah mereka. selanjutnya bentuk-bentuk sintaksis yang terdapat dalam novel ini digambarkan pada uraian berikut. a. bentuk pengulangan bab”keterbatasan melati” kita akan temukan bentuk pengulangan kata dan frasa yang mengalami pengulanngan, adapun penggalannya sebagai berikut: “sialnya angin yang menderu-deru membuat semakin kelam dan tegang suasana”. (tere liye, 2006: 73). deru adalah tiruan bunyi angin ribut menderu adalahberbunyi keras gemuruh spt bunyi angin ribut (gelombang besar, mesin, dsb), jadi menderu-deru adalah berbunyi berulang kali. 19 “terangkat ke atas ujung-ujung gelombang lautan”. (tere liye, 2006: 73). kata ujung merupakanbagian penghabisan dari suatu benda. kata ujung-ujung di atas menerangkan bahwa gelombang itu berada pada paling ujung lautan “penting? omong kosong! nyonya tidak akan meninggalkannya walau sekejap jika putri nyonya memang amat penting bagi nyonya”. (tere liye, 2006: 84). pada paragraf ini kata nyonya sering disebut oleh salamah untuk menyakinkan bunda bahwa melati adalah anak yang patut untuk mendapatkan kasih sayang dari siapa pun. b. bentuk pembalikan dalam novel ini sulit ditemukan kata-kata yang terbalik. pengarang sengaja tidak menggunakan kata-kata pembalikan agar pembaca juga tidak merasa ada sesuatu yang tidak dimengerti. pengarang lebih pada memberikan gambaran secara langsung tanpa memberikan keraguan pada pembaca terhadap interpretasinya mereka terhadap ceritanya. c. penghilangan “pertemuan pertama” pada bab ini dapat ditemukan ada kata dan kalimat yang seharusnya dilengkapi atau diteruskan oleh pengarang tetapi pengarang menyembunyikan maksud dari kata dan kalimat selanjutnya itu dengan kata lain pengarang mengharap agar pembaca dapat menerka sendiri apa maksudnya. memang pengarang tidak melanjutkan kata dan kalimat yang seharusnya ditulis cerita tersebut, tetapi setelh dibaca, di baca kita juga akan menemukan maksudnya seperti yang terjadi pada penggalan cerita ini”ergh, orangnya seram, bu_” salamah menyeringai”. (tere liye, 2006:95) “tuan hk ber-oo pendek, tidak bertanya lagi”. (tere liye, 2006:96). seharusnya tuan hk berkata bukan ber-oo. dengan tuan hk berkata maka jelas apa yang dimaksud tanpa harus mempersingkat dengan kata ber-oo. pada kata dan kalimat yang dihilangan dalam cerita ini kita dapat mengetahuinya dengan melihat yang menggunakan simbol (--). dengan simbol ini sudah jelas kata dan kalimat selanjutnya tidak lagi ditulis dan digambarkan oleh 20 pengarang. untuk mengetahui kata dan kalimat apa yang seharusnya dilengkapi kita dapat membaca bait selanjutnya yang memilki hubungan dengan kata dan kalimat yang dihilangkan. 3.bentuk semantik bentuk semantik dalam novel dapat dipahami melalui penggunaan majas oleh pengarang. penggunaan majas telah memperkuat makna pesan yang hendak disampaikan oleh tere liye. untuk lebih jelasnya, berikut dipaparkan jenis-jenis majas yang digunakan pengarang. 1) setidaknya hari ini, pagi ini, biarlah kami bergembira atas kabar baik ini. (tere liye 2006:182) kata ini pada kalimat diatas menunjukan bahwa peristiwa yang menyenangkan tentang kabar baik berlangsung pada pagi hari ini. kalimat ini termasuk majas repetisi dimana pengulangannya terdapat pada kata ini. 2) “baaaa....maaa!” melati berteriak marah. bagai mesin diesel yang mulai panas,kanak-kanak itu kembali mengamuk. (tere liye 2006:185) kalimat di atas mengandung majas antropomofisme karena membandingkan manusia dan benda mati. kata marah dibandingkan dengan mesin diesel yang mulai panas (benda mati). 3) wajah yang tadi pagi begitu senang. riang. seolah-olah kabar baik itu bagai gelombang air besar. yang bisa membasahi seluruh kekeringan sela tiga tahun terakhir (tere liye 2006:185) uraian ini termasuk majas asindeton karena menyebutkan secara berturut suasana hati bunda. pagi begitu senang. riang. seolah-olah kabar baik itu bagai gelombang air besar. 4) keterbatasan melati mulai datang satu per satu. seperti eksekusi pengadilan yang amat menyakitkan. seperti menguliti bawang sehelai demi sehelai, membuat mata pedih berair. (tere liye 2006:203) 21 kalimat di atas mengandung majas asosiasi karena menggunakan kata eksekusi sebagai perumpamaan. kata esekusi juga diartikan putusan berupa cobaan darinya yang harus dijalani oleh mereka 5) kaki-kaki kecilnya yang tanpa alas, sempurna menuju tumpukan pecah-belah celengan yang terhampar bak ladang ranjau. (tere liye 2006:209) kalimat di atas menggunakan majas simile yang menggunakan kata bak sebagai kata perbandingan. 6) sementara yang lainnya hanya ditutup perban setelah diberikan disinfektan (tere liye 2006:212) disenfektan adalah obat pencegah terjadinya infeksi. menurut kami disinfektan merupakan majas metonimia karena menggunakan nama merek untuk mengganti barang tersebut. 7) kinasih berkata pelan. saking pelannya hampir kalah dengan desau angin malam. (tere liye 2006:215) kalimat di atas merupakan majas hiperbola. karena terjadi penglebihan pada kalimat saking pelannya hampir kalah dengan desau angin malam yang artinya suara kinasih pelan seperti suara angin, padahal kita tahu angin itu tidak bisa didengar. 8) tiga hari terakhir karang mengumpulkan benda apa saja. mulai dari yang lembut,kasar,tajam,tumpul,besar,kecil, apa saja. (tere liye 2006:240) kalimat ini termasuk majas antitesis karena menggunakan pasangan kata berlawanan. kalimat ini menegaskan benda-benda yang digunakan pada saat itu. 9) mukanya mengernyit. berpikir cepat bagai desing peluru. (tere liye 2006:242) kalimat ini termasuk majas personifikasi. berpikir adalah bagian dari cara manusia, sedangkan desingan peluru adalah pembandingan dalam hal ini benda mati. 10) “kau pergi sekarang juga!” desisan tuan hk bagai seekor ular kobra yang penuh oleh gelembung kemarahan. (tere liye 2006:267) 22 kalimat di atas termasuk majas asosiasi, bagai seekor digunakan sebagai perbandingan. desisan tuan hk bagai seekor ular kobra yang penuh oleh gelembung kemarahan diartikan kemarahan yang tak terkontrol. 11) jika kami bisa melihat kasih sayang itu bak pendar cahaya,maka kau sungguh membuat kemilau indah tiada tara di langit-langit taman rumput itu sekarang. (tere liye 2006:272) kalimat ini termasuk majas simile. jika kami bisa melihat kasih sayang itu bak pendar cahaya diartikan pengharapan karang agar saat keajaiban tuhan berkenan datang kembali dapat dilihat seperti cahaya (kunang-kunang) yang selalu menghiasi taman rumput itu setiap malam. 12) berdua sekarang berdiri di tepi pelabuhan. menatap lurus kedepan, ke arah lima kapal pesiar yang membuang sauh persis di tengah-tengah teluk. kapal-kapal itu terlihat gemerlap oleh cahaya. pemandangan yang hebat. apalagi bintanggemintang berserakan di atas sana, bersama bulan sabit menjadi kanvas pertunjukan. (tere liye 2006: 294) kalimat ini termasuk majas enumerasio dimana menjelaskan beberapa peristiwa menjadi satu kesatuan agar dalam eseluruhannya tampak jelas. perisitiwa di atas menjelaskan mereka berdua menikmati malam di tepi pelabuhan. e. simpulan stilistika atau ilmu gaya bahasa pada umumnya membicarakan pemakaian bahasa yang khas atau istimewa, yang merupakan ciri khas seorang penulis, aliran sastra, atau pula penyimpangan dari bahasa sehari-hari atau dari bahasa yang normal atau baku, dan sebagainya. gaya bahasa atau penggunaan bahasa yang khas dalam sastra juga bagian dari pembahasan retorika. untuk itu, antara stilistika dan retorika memiliki kesamaan dalam pengkajian sastra pada aspek gaya bahasa sastra yang terdapat di dalamnya. 23 kajian pada gaya pengamatan difokuskan pada tiga bagian yaitu (1) pilihan kata. pada pilihan kata dibagi lagi atas: (a)kata konkret, (b) kata khusus, (c) kata abstrak dan (d) kata umum. (2) pola kalimat dan bentuk sintaksis. pola kalimat terdiri atas unsur-unsur kalimat, sedangkan bentuk sintaksis terdapat bentuk pengulangan (paralelisme), bentuk pembalikan, dan bentuk penghilangan. (3) bentuk semantik, pengkajiannya lebih pada majas dan macam-macamnya. hampir semua jenis majas digunakan oleh pengarang dalam novel ini. penggunaan majas tersebut telah memperkuat makna pesan yang disampaikan pengarang. hal ini terbukti dengan masuknya novel “moga bunda disayang allah” sebagai novel best seller. 24 daftar pustaka corbett, e. p. (2004). classical rhetoric. in j. rivkin , & m. ryan, literary theori: an anthology, second edition (pp. 142-161). oxford, uk: blackwell publishing. culler, j. (2000). literary theory: a very short introduction. new york: oxford university press. dobbie, a. b. (2012). theory into practice: an introduction to literary critism, third edition. canada: wadsworth cengage learning. eagleton, t. (2005). literary theory an introduction, second edition. oxford, uk: blackwell publishing. emzir, & rohman, s. (2015). teori dan pengajaran sastra. jakarta: pt raja grafindo persada. lanham, r. (2004). tacit persuasion patterns. in j. rivkin, & m. ryan, literary theori: an anthology, second edition (pp. 177-194). oxford, uk: blackwell publishing. liye, tere. (2006). moga bunda disayang allah: novel. republika: jakarta nurgiantoro, b. (2007). teori pengkajian fiksi. yogyakarta: gaja mada university press. ratna, kutha nyoman. (2006). teori, metode dan teknik penelitian sastra. yogyakarta: pustaka pelajar teeuw, a. (2013). sastra dan ilmu sastra: pengantar teori sastra. bandung: pustaka jaya. wellek, rene dan austin warren. teori kesusastraan. diterjemahkan oleh melani budianta. jakarta: pt. gramedia pustaka utama microsoft word project based learning-1 journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 16 project-based learning an alternative method of tesol adriansyah a. katili dosen universitas negeri gorontalo katiliadriansyah@gmail.com abstract this paper is aimed at proposing the project-based learning as an alternative method of learning. this paper discussed why this method can be considered as an alternative method. some discussions from some experts are presented. artikel ini bertujuan mengajukan metode pembelajaran project based learning sebagai sebuah alternative metode pembelajaran. artikel ini membahas mengapa metode ini dapat dianggap sebagai sebuah metode alternative. pembahasan dari beberapa ahli diuraikan dalam artikel ini. key words: project-based learning, students' role. teacher's role. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 17 a. introduction what is project-based learning? what is the project that should be done by learners? what is the aim of the project? there are the questions that may arise in our minds. projectbased learning, as nelson (1988) says is a problem-based learning is an instructional methodology which is based on presenting the students an "ill-defined" problem for which they are to collaboratively research and propose potential solutions. ill-defined problem means a problem with multiple possible solutions. the key words in the above definition is problem solving. this implies that learners have a problem and they need to find the solution. however, there is no one single solution, they are some possible solution. this means that learners must find the most possible solution. the word research implies that this method is also an inquirybased learning. learners are learning collaboratively to solve the problem. by doing this they will find new information or new knowledge. in other words, this is alsolearning by doing activity in which learners learn new thing by doing it. this is also known as constructivis how do they find the solution to solve the problem? it is found in the next key word, i.e. collaborative research. therefore, project-based learning is conducted to solve the learners’ problem by doing collaborative learning. therefore, this method is a collaborative learning. in this method of learning they can share their new knowledge and experience. what is the teacher’s role in this method of teaching? s/he plays role as suggested by nelson ( as follows) follows: 1. facilitator. teacher plays this role by creating real realistic and authentic problem and materials such as memos, letters, charts, articles, etc.this will facilitate students to think critically the problem (stepien& gallagher in nelson, 1993. 2. model. after providing the problem and materials, teacher acts as the model to think, such as: what do we need to know more about? where did you find that information? what searching strategies did you use on the internet to locate that fact? how did your team effectively communicate? teacher must answer this question by creating more questions which will push the students to answer the questions. while the students are thinking to find the answer and the solution for the problems, the teacher fades into the background. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 18 3. assistant, i.e. assisting students to information of the answer, but not answering the questions per see. this is to activate students to find the answer by themselves and so they can learn collaboratively and encourage them to think critically. what are the students’ role in project-based learning? there are some students’ roles: 1. doing the learning activity collaboratively. 2. thinking critically during the learning process. this leads them to produce critical questions and finding the answer by doing research. 3. communicating ideas and findings to the others. 4. debating ideas freely. 5. creating artifact. (http://college.cengage.com/education/pbl/background.html#instructional) b. method how to apply project-based learning? the first step isdoing need analysis. in this step teacher raises a question: “what have my students already known about the topic? what do my students need to know and to master? what is their problem related to their need?” perhaps they need to express their ideas in english, however, they lack of vocabulary.how to do this? gaer (1998) suggested listening to students to find their problem and to pay attention to what they read, write, and say about their life, family, job, etc. the second step is determining the objectives. this step is based on the need analysis done in the first step. so, if the students need to improve the writing skill, then the objective will be to enable the students to write well in english. the objectives may be set by referring to blooms’ taxonomies. the third step is creating real and authentic problem and material. the material can be article, memos, short stories, novel, and any other things that can be used as the learning resources. the realistic and authentic problem must force the students to do a mini research. this will lead students to construct their findings and experience as their new knowledge fourth, implementing the project-based learning in learning activity. in this step students and teacher will do their role. students will learn along with the plan, while teacher facilitates students by managing the activity. the fifth step is doing assessment. in project-based learning assessment is conducted in ongoing process. it is aimed at measuring the success of students’ learning and at the same time is aimed at improving the process of learning. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 19 the last is reflection. in this step teacher reflect the process of learning that has been recently conducted. teacher raises some questions related to the process that has been conducted such as: 1. were the students happy? 2. were they active in doing the learning? 3. did they learn new things? 4. what lacked in the learning process? 5. what can i do to improve the learning process? these questions are to improve the project-based learning. c. discussions two reports on project-based learning the implementation of project-based learning has been reported as a successful one. gaer (1998) reported that she applied this method in her class activity at the visalia adult school in central california in 1989 with immigrants from southeast asian lao, hmong, mien, and lahu refugees who had been in beginning-level esol classes since their arrival in the united states in the early 1980s as the students. gaer has identified that her students need to express their own culture in english. after the negotiation, she and the students agreed to write the receipt from their countries in english. they brought the ingredients to school and doing the cook, practiced the cooking and then complied the receipt they have written into a book. this helped them to build the sense of community which led them to learn collaboratively. after the activity of writing receipt, the class had another activity, i.e. writing folktale. gaer has noticed that the students needed to write the folktale from their countries, and tell them to their children. this idea was based on the fact that the students had minimal reading and writing skills but very strong oral traditions. she did this project in collaboration with middle school in california, and the district librarian. she contacted the appropriate teacher who would like to join it enthusiastically.gaer’s students told the stories to the middle school students while the middle school students would write and illustrate them. gaer’s students would read it and criticize it for the accuracy. what was the librarian’s role? she provided the some information of how american tales were written in book and tells them in gaer’s class using oral and various ways such as journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 20 body languages, puppet, and role play when the students doubted that their english skills could convey the story. this is reported as the very successful learning process which improves the students’ oral and written english skills. the second project-based learning is that conducted by baş (2011) who investigated the effect of project-based learning on students’ academic achievement and the attitudes towards english lesson of 9th grade students in a high school in nigde, turkey. this research engaged 60 students distributed into two classes, i.e. control group and experimental group. this research found that project-based learning is more effective in the positive development of the students’ academic achievement levels. at the end, it found that students educated by project-based learning were more successful and had a higher attitude toward the lesson than the students who were educated by instruction based on student textbook. the superiorities of project-based learning what are the superiorities of project-based learning in english class? the above discussion implicitly shows that there are some its superiorities. first, it is a student-centered learning. since it is a student-centered learning, it is based on students’ need. if the students need to improve their writing skill, then the class activity must be assigned to improve their writing skill. secondly, students are active learning and doing research. this leads them to learn to do the inquiry and so they will never forget easily the new things they have learnt. thus, it is unlike learning in traditional way in which teacher is active to give instruction, transfer information which they can forget easily. thirdly, students learn collaboratively. learning collaboratively requires communication among group members. in english class this is a good way of increasing communication. the students can increase their language competence in english if the teacher assigns them to communicate in english. gaer’s report on her activity shows how her students communicate in english when writing the folktale. she reports that her students had successfully learned english. the same also happened to bas’s experiment. fourthly, it can motivate students’ to learn. bas’s experiment shows that the students became highly motivated when they were learning in project-based learning method. it is because they are very active which is different if they are treated in traditional way in which they are sitting passively and listening to the teacher talking all the time. in project-based learning they can express their ideas, debate freely, and show their existence. they are not treated as an empty vessel as the traditional teacher assumes. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 21 students treated as the empty vessels are very passive. because they are empty, the teacher must fill them with information. this implies that it is the teacher who is very active while the students must be passive. in project-based learning students are assumed to have prior knowledge and so they can do something when triggered by the teacher. gaer’s experience discussed previously showed that her students have the prior knowledge of their folktale and they want to express it in english. our students, even who are at elementary school, have prior knowledge which can be triggered to the new knowledge by activating it in a project which will increase their knowledge and skills in english. in short, the superiorities of project-based learning lies on the practice of learning by doing. students will not forget the new things they have learned if they learn it and at the same time practice it. project-based learning in our class activity perhaps, we have been practicing project-based learning in our class activities. we often assign our students to do some activities in order that they can learn new thing. for example, we assign them to write a simple essay about their opinion of current issue, let say national examination. they can write whatever they think about this topic. or, perhaps some of us show them a picture, or a series of pictures. every student will write a simple story based on the pictures. every student will have different story according to the perception of each student. we do not want them to have the same because the most important thing is that they are able to express their idea in english freely. also, at the beginning we tolerate their language error because we want to motivate them to learn. and then will have them read their story in class. finally we will publish the stories in class book, or put them in school tabloid managed by the students. this motivates them because everybody will be proud if his or her work is published and read by many people. i am sure that some of us have been implementing this method. however, do not realize that it is a project-based learning. if we have been implementing it, we can go on on doing some improving based on the reflection we do after the activity.; in my class, at the english department of gorontalo state university, i have been practicing this method. in my class of poetry, i assign them to read poems and explain it in a short simple essay which consists of a brief analysis. then i choose randomly some of them to present their analysis in class which leads them to a class discussion. this method makes every student be prepared and make his or her best. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 22 after analyzing poems, i assign every body to compose his or her own poem. in 2009 i took my students from two classes to the beach of olele with a project, i.e. everybody will write a poem about sea. all the students’ poems will be compiled in a book. the students seemed to be happy with the project. everybody wanted to compose a good poem. my point here is that every student will be creative, that they are not only able to analyze poems but also be able to compose poems and so they can express ideas in aesthetic language. my point is that perhaps we have been applying project-based learning in our class activities without realizing that it is project-based learning. however, perhaps something lacks, i.e. we do not assign our students to produce a product at the end of course. the product might be a film, poem, a short story, or a simple essay which will be published. what is the purpose of this producing product? it is aimed at enabling students to learn from their product. we also have practiced the traditional method of teaching, such as explaining the topic all the time—the students were passive. we have been treated them as the empty vessel who must be passive and the teacher were loading them actively. or perhaps we applied grammatical method in which students were taught the grammatical rule of english. at the end of course we tested ttheir mastery of grammar. however, we ignore the use of language as a mean of communication. if yes, now we need to change it. and then let us compare them. in traditional method, students are not facilitated to apply their knowledge in real life. in english class they cannot practice their english. this in line with moss who says that project-based learning functions as a bridge between using english in class and using english in real life situations outside of class (fried-booth, 1997). it does this by placing learners in situations that require authentic use of language in order to communicate (e.g., being part of a team or interviewing others). when learners work in pairs or in teams, they find they need skills to plan, organize, negotiate, make their points, and arrive at a consensus about issues such as what tasks to perform, who will be responsible for each task, and how information will be researched and presented(1998). d. conclussion as discussed previously, there are some superiorities of project-based learning. students are engaged actively in collaborative learning to solve a problem. this facilitates them to communicate actively in the language being learned. it facilitated students to apply journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 23 their knowledge of language in real communication during the classroom activity. teacher plays the role as facilitator who guides students to be active. an implementer, gaer and an expert bas have proven that project-based learning has worked successfully. gaer has implemented this method to increase her students’ writing and speaking skills and it worked. bas, in his experiment, has proven that project-based learning has increased the students’ achievement in english class, and at the same time has increased their positive attitude to english. from the discussion, i think that project-based learning is an alternative method in tesol to improve the students’ achievement in learning english. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 24 references gökhan baş. investigating the effects of project-based learning on students’ academic achievement and attitudes towards english lesson in “tojned : the online journal of new horizons in education october 2011, volume 1, issue 4” (http://college.cengage.com/education/pbl/background.html#instructional) gaer, susan less, teaching and more learning in “focus on basicsvolume 2, issue d :: december 1998” moss, donna and carol van duzer, 1998. project-based learning for adult english language learners. http://www.cal.org/caela/esl_resources/digests/projbase.html. nelson, clark j. 1998. problem-based learning (pbl) in the foreign language classroom clark_nelson@dps.cudenver.edu lingkungan belajar bahasa arab dan konstruksi karakter santri: tinjauan pesantren minoritas muslim ismail suardi wekke * sekolah tinggi agama islam negeri (stain) sorong iswekke@gmail.com abstract madrasah or pesantren reflect a long history of development in indonesian society. it is not limit to minority muslim to engage in enhancing religious institutions. it ranges from religious activities to community empowemernt. therefore, this article explores how language learning would construct a character of learner. during a process of teaching and learning, santri (student) will have some behaviour to master the language. furthermore, this study shows that the arabic language learning conducted in environment sorounding pesantren (boarding school) as a source of learning. it will function as media as well. in addition, those activities will benefit in nearfuture for the contextual of living in society. finally, as the premier program, arabic language will expands students’s skill and confident to explore islamic horizon of knowledge. keywords: madrasah, arabic language, muslim minority. madrasah atau pesantren menggambarkan perjalanan sejarah yang panjang dalam masyarakat indonesia. termasuk tidak dibatasi pada keterlibatan minoritas muslim dalam pengembangan institusi keagamaan. hal itu menjangkau kegiatan keislaman sampai kepada pemberdayaan masyarakat. untuk itu, artikel ini akan menkaji bagaimana pembelajaran bahasa dapat mengkonstruksi karakter pembelajar. selama proses pengajaran dan pembelajaran, santri (siswa) akan mempunyai kebiasaan tertentu dalam menguasai bahasa. selanjutnya, kajian ini menunjukkan bahwa pembelajaran bahasa dilaksanakan dengan menggunakan lingkungan pesantren sebagai sumber belajar. itu juga berfungsi sekaligus sebagai media. selanjutnya, aktivitas tersebut akan memberikan manfaat di masa datang dalam kehidupan kontekstual di masyarakat. akhirnya, sebagai program utama, bahasa arab akan mengembangkan ketermapilan siswa dan kepercayaan diri untuk mengkaji cakrawala pengetahuan keislaman. * artikel ini berawal dari penelitian yang dilaksanakan ketika menerima undangan sebagai visiting lecturer di mahidol university, thailand, selama bulan januari 2014. terima kasih kepada center for religious studies mahidol university atas dukungan dan fasilitas perpustakaan selama kegiatan berlangsung. demikian pula kepada lembaga persada papua yang menjadi fasilitator terlaksananya kegiatan. kata kunci: madrasah, bahasa arab, minoritas muslim. pendahuluan lembaga pendidikan seperti pesantren sudah melampaui harapan ketika fase awal pendirian. awalnya hanya dimaksudkan sebagai lembaga yang khusus mengadakan pembelajaran dalam rangka transformasi khazanah keagamaan, dalam hal ini islam. tetapi, wujud hari ini menjadi sebuah gerakan yang tidak saja dalam konteks pendidikan semata. pesantren membuka diri terhadap wacana globalisasi dan bersentuhan dengan perkembangan teknologi terkini. 1 perkembangan yang dinamis, perjumpaan dengan ide-ide global, sinergitas pelbagai komponen dalam manajemen pendidikan, menjadikan faktor-faktor ini mendorong modernisasi pesantren. 2 penguatan pesantren seperti ini justru mengukuhan keberadaan pesantren termasuk dalam peran memberdayakan lingkungan yang ada dalam wilayah sekitarnya. jangkauan pesantren tidak lagi sebatas pada komponen santri dan ustadz, tetapi sudah membangun kesadaran sinergitas dengan sekitarnya. lingkungan pesantren menjadi sebuah kelas yang berlangsung selama dua puluh empat jam. tidak terbatas pada ruang kelas saja, tetapi masjid, asrama, pendopo, dan semua sarana yang tersedia menjadi pendukung proses pembelajaran. penciptaan lingkungan pesantren ini sebagaimana dalam pandangan moos bahwa dukungan lingkungan beserta dengan segala atributnya yang kemudian disebut tradisi ketika melembaga, menjadi sebuah unsur yang memungkinkan pengelolaan yang berkelanjutan 3 . dengan demikian, diperlukan sebuah usaha kreatif untuk senantiasa menjadikan lingkungan ini sebagai pendukung pembelajaran. ada integrasi dari bagian-bagian yang ada sehingga saling berkaitan satu sama lain. budaya yang terbentuk dalam lingkaran 1 zubaidi habibullah as’ary, moralitas pendidikan pesantren (yogyakarta: pt. kurnia kalam semesta, 1996), h. 3. 2 yasmadi, modernisasi pesantren(jakarta: ciputat press, 2005), h. 3. 3 r. h. moos, evaluating educational environments (san fransisco:josey-bass publishers, 1979), h. 18. pesantren justru ditampilkan utama memberikan pola bagi perilaku santri. lingkungan sekaligus menjadi sumber belajar untuk melengkapi keberadaan guru sebagai sumber belajar utama. pembentukan atribut dalam lingkungan internal pesantren tidak lagi homogen, perjumpaan dengan pelbagai ragam etnis dan tradisi kemudian menyatu. inilah yang menjadi wahana pembelajaran yang tak ternilai, dimana sebuah keyakinan agama memayungi perbedaanperbedaan yang ada. pada saat yang sama dapat saja menerima semua ketidaksamaan itu dalam bentuk penghargaan terhadap sesama. menumbuhkan kesadaran seperti ini menjadi sebuah tantangan tersendiri, sehingga pesantren menjadi kunci untuk melembagakan kemauan untuk menerima perbedaan. raihani menegaskan bahwa proses yang intensif di luar kelas dengan interaksi yang berlangsung selama dalam proses pendidikan akan membentuk persepsi tentang perbedaan, sekaligus memainkan peran untuk tidak menjadikan itu sebagai sebuah permasalahan untuk berkonflik. sebaliknya, apa yang dimiliki kemudian menjadi identitas dengan tidak menafikan keberadaan pihak lain 4 . pelibatan diri dalam kegiatan sehari-hari menjadi sebuah pendekatan dalam pemaknaan dan juga kesadaran. ini menjadi sarana dalam pembentukan dan penekanan sehingga menjadi aplikasi keilmuan. sebagai lembaga kajian ilmu agama, kelangsungan pesantren beriringan dengan perkembangan kajian untuk mengenal bahasa arab. dimana bahasa arab merupakan pilihan pembelajaran sebagai pintu utama dalam memahami islam. di saat pilihan allah menjadikan bahasa arab sebagai wahyu, maka saat itulah bahasa itu menjadi bahasa pertama yang dijadikan sebagai sandaran untuk lebih memaknai al-quran dan hadis. demikian pula doa, dan tradisi keislaman lain yang termaktub juga dalam bahasa arab. maka, tidak ada pilihan kecuali menjadikan bahasa arab sebagai kemampuan dasar untuk lebih mendalami khazanah keilmuan islam. tantangan ini yang kemudian berusaha untuk dijawab 4 raihani, report on multicultural education in pesantren, journal of comparative and international education compare, vol. 42 no. 4. 2012, h. 585-605. pesantren dengan inovasi pembelajaran moderen dalam penguasaan bahasa arab. keberhasilan pembelajaran bahasa tidak dapat dilepaskan dari kemampuan pengajar untuk menjadikan pola belajar sebagai karakter santri. dengan karakter yang dibangun ini, akan menjadi sebagai bagian dari proses belajar. dalam temuan penelitian izfanna dan hisyam bahwa pesantren menjadi tempat untuk menyemai karakter (akhlak) secara menyeluruh 5 . tidak saja dalam bentuk pemahaman semata, tetapi lebih dari itu sudah menjangkau penerapan dalam kehidupan sehari-hari. untuk itu, maka artikel ini bermaksud untuk menjawab pertanyaan penelitian “bagaimana lingkungan digunakan sebagai bagian dalam belajar bahasa arab, dan sekaligus mengkonstruksinya dalam pembentukan karakter santri? tinjauan penelitian madrasah pesantren menjadi sebuah kajian yang menyemarakkan khazanah akademik. tidak saja dari lingkungan internal warga pesantren, bahkan penelitian dengan kajian khusus pada subyek pesantren juga menjadi perhatian sarjana perguruan tinggi luar negeri.anggapan tentang madrasah sebagai “breeding grounds for terrorist” dan lembaga pendidikan yang mendorong penggunaan kekerasan sebagai jihad untuk menegakkan agama, tidak melihat secara keseluruhan 6 . dugaan tentang madrasah sebagai persemaian ideologi-keagamaan radikal, semata-mata menjelaskan hubungan yang tidak berkaitan. pertumbuhan dan perkembangan madrasah menunjukkan sebagai lembaga yang pantas disebut sebagai lokomotif perdamaian dengan menjadikan pendidikan sebagai aktivitas keutamaan. selanjutnya juga integrasi dengan dimensi kehidupan yang lain. lukens-bull menolak jika pesantren dikaitkan 5 duna izfanna dan nik muhammad hisyam, a comprehensive approach in developing akhlaq, multicultural education and technologhy journal, vol. 6 no. 6. 2012, h. 77. 6 farish noor, yoginder sikand, martin van bruenessen, madrasa in asia, political activism and transnational linkage (amsterdam: amsterdam university press, 2009), h. 11-12. dengan terorisme, justru menyebutnya “jihad damai”, ini berkaitan dengan pesantren semata-mata sebagai tempat untuk menimba ilmu bagi umat islam 7 . menempuh perjalanan dari jauh, meninggalkan keluarga, menempa diri dengan kegiatan hanya untuk memperoleh pengetahuan, sekaligus berusaha untuk turut dalam pengembangan wilayah di sekitar pondok, menjadi bukti yang tidak terbantahkan betapa madrasah membentuk seorang pribadi muslim untuk selalu dalam ketaatan. justru jihad yang ditunjukkan kalangan pesantren adalah kesungguhan yang tidak melepaskan diri dari unsur kemanusiaan. maka, tidaklah tepat untuk menempelkan cap kepada pesantren sebagai tempat bersemainya individu yang radikal yang kemudian berkembang menjadi teroris. dalam khazanah madrasah indonesia, identitas yang terbangun dalam diri seorang muslim justru bisa beriringan dengan kondisi global. kehadiran modern berdampingan dengan yang sudah hadir dalam bentuk tradisional. kemunculan pendidikan modern dengan mengusung istilah modern sesungguhnya bukanlah untuk menerabas yang sudah ada sebelumnya. ini menjadi sebuah kemampuan pesantren untuk senantiasa mengadaptasikan dirinya dalam tuntutan terkini masyarakat. perpaduan antara tradisional dan modern itulah selanjutnya menjadi kekayaan lembaga pendidikan indonesia. walaupun ada pertentangan dalam istilah tetapi sesungguhnya kemunculan istilah modern merupakan sebuah inovasi yang menjadi praktik untuk melengkapi kehadiran tradisional yang lebih dulu wujud. penelitian millie menunjukkan bahwa partisipasi muslim indonesia dalam peristilahan tradisional dan modern semata-mata hanya soal komunitas saja dan tidak merefleksikan sebuah dikotomi 8 . begitu juga, keduanya kemudian saling bersinergi dengan dinamika kehidupan umat. masing-masing tetap dengan program yang ada 7 ronald alan lukens bull, a peaceful jihad: javanese islamic education and religious identity construction, disertasi (arizona: arizona state university, 1997), h. 2. 8 julian millie, the situated listener as problem: 'modern' and 'traditional' subjects in muslim indonesia, international journal of cultural studies, vol. 16 no. 3. 2013, h. 271. sehingga saling bersisian dalam memandu umat dalam memahami agama dengan lebih baik. ulama terkemuka dalam dunia pesantren sudah menunjukkan bagaimana praktik islam yang dapat menerima wacana global seperti demokrasi. diantara ulama ini, hasyim asy’ari dapat menjadi sebuah contoh 9 . dengan keteguhan islam yang diyakininya sebagai sebuah pegangan hidup sekaligus amal, tetap juga menjadikan politik dengan bentuk demokrasi sebagai sistem yang diikuti untuk turut berkontribusi dalam kehidupan kebangsaan melaluijalur politik. sementara kalangan santri yang lain wahid hasyim juga menunjukkan dalam saat yang sama tetap menjadikan lembaga pendidikan sebagai sarana untuk menyebarkan ilmu pengetahuan dengan tidak membawa pilihan politik itu sendiri 10 . sekaligus menjembatani perbedaan antara tradisional dengan tuntutan modernitas. dari pengalaman sejarah ini, bahwa stereotype tentang adanya pengelompokan tradisional dan modern sesungguhnya hanya pada soal bagaimana memilih domain. bentuk modernisasi yang diterapkan di madrasah lebih karena tuntutan masyarakat dan keinginan pesantren untuk turut dalam kontribusi yang lebih luas. 11 madrasah dalam bentuk pesantren merupakan lembaga yang berkembang dalam alam indonesia secara khas. walaupun madrasah juga tumbuh di negara islam lainnya, tetapi model pesantren merupakan sebuah proses panjang yang membentuk kesadaran akan bentuk kelembagaan dan segala aktivitas yang melingkupinya. walaupun ini digugat oleh steenbrink dan bruinessen. alasan steenbrink menyatakan bahwa pesantren yang ada di indonesia saat ini tidak lebih dari sebuah proses adopsi dri tradisi di india. alasan yang dijadikan sebagai argumen 9 lathiful khuluq, k. h. hasyim asy’ari religious thought and political activtitis (1871-1947),tesis (montreal: institute of islamic studies mcgill university, 1997), h. 2. 10 achmad zaini, kiyai abdul wahid hasyim: his contribution to muslim educational reform and to indonesian nationalism during the twentieth century,tesis (montreal: institute of islamic studies mcgill university, 1998), h. 5. 11 suprayetno wagiman, the modernization of the pesantren’s educational system to meet the needs of indonesian communities, tesis (montreal: institute of islamic studies mcgill university, 1997), h. 119-120. adalah kesamaan terminologi dan juga bentuk. kelaziman mengaji dan pondok, juga digunakan di india. sementara agama hindu juga sudah memperkenalkan bagaimana sebuah lembaga yang mengabdikan diri sepenuhnya pada agama, tidak dikenal istilah gaji, dan adanya penghormatan peserta didik kepada gurunya. 12 sementara bruinessen mengemukakan bahwa asal muasal lembaga ini justru berasal dari arab. dengan menunjuk kepada kitab kuning, ini sudah dilakukan sejak awal di mekkah dan medinah. tradisi kitab kuning dipandangnya hanya berasal dari dunia arab. adapun pesantren yang ada merupakan bentuk dari madrasah dan zawiyah yang juga sudah ada sebelumnya di timur tengah. perbedaan antara madrasah dengan zawiyah terletak pada lokasi. madrasah bertempat di luar masjid, sementara zawiyah justru berada di sudut-sudut masjid. ketika kembali ke tanah air, ulama indonesia yang sebelumnya menempuh pendidikan dengan pola ini kemudian mengembangkannya dalam bentuk yang serupa. 13 berkenaan dengan penjelasan ini, paling tidak ada dua juga sarjana indonesia yang mengemukakan argumentasi. pertama, nurcholish madjid memberikan uraian bahwa dalam kelangsungan pendidikan pesantren di jawa, ada istilah yang dominan sudah digunakan seperti santri, kiai, ngaji, dan njenggoti. cantrik dalam bahasa jawa adalah sebuah proses belajar dimana seorang murid mengikuti gurunya kemanapun pergi. kesempatan ini digunakan untuk senantiasa bertanya dan berdiskusi dengan sang guru selama perjalanan berlangsung. sementara kiai adalah panggilan terhadap orang tua. dimana dengan menjadi santri, maka seorang murid menjadikan dirinya sebagai anak ideologis dari gurunya. sementara dua kata terakhir digunakan dalam aktivitas mengaji kitab. karena buku berbahasa arab, maka kiyai kemudian menerjemahkan dalam bahasa jawa. saat itulah santri 12 karel a. steenbrink, pesantren, madrasah, dan sekolah: pendidikan islam dalam kurun modern (jakarta: lp3es, 1986), h. 20-21. 13 martin van bruinessen, kitab kuning, pesantren, dan tarekat: tradisitradisi islam di indonesia (bandung: mizan, 1995), h. 22. menuliskan arti kata dalam bahasa arab yang tergantung di halaman buku layaknya seperti janggut 14 . tumbuhnya keempat istilah ini mengisyaratkan bahwa dalam tradisi lokal sudah ada bentuk pembelajaran yang menjadi pemaknaan sebagaimana adanya kosakata dalam bahasa jawa. kekhasan ini dapat dijadikan sebagai argumen awal bahwa pesantren justru tumbuh dalam budaya indonesia yang dimulai di jawa. adapun tentang kitab kuning yang dijadikan sebagai salah satu materi belajar, dalam catatan mahmud yunus justru baru saja dimulai di awal 1900-an. sebelum menggunakan kitab-kitab yang berasal dari timur tengah, kiyai sudah menulis kitab-kitab yang dijadikan sebagai bahan belajar. saat perkembangan teknologi percetakan dan terkirimnya buku-buku dari kawasan lain, kemudian tersebar di toko buku yang mulai didirikan, saat itulah kitab kuning menjadi bagian dari proses belajar di pesantren. walaupun buku tersebut berasal dari arab tetapi penulisnya justru banyak juga yang berasal dari indonesia seperti syaikh ahmad khatib minangkabau, syaikh banjari, dan syaikh nawawi banten 15 . keberadaan buku yang awalnya memang sudah ada dari tulisan para kiyai serta kitab yang juga merupakan tulisan para syaikh yang berasal dari indonesia menjadi bukti bahwa pesantren tetaplah merupakan inisiatif keagamaan yang dapat dikategorikan sebagai khas indonesia. gambaran tersebut di atas, menunjukkan betapa ada kekhasan pesantren. keunikan dan tipikal pesantren yang menemukan tempat sesuai dengan perkembangan kebutuhan masyarakat yang ada di sekitarnya 16 . kehadiran pesantrenkemudian menjadi sebuah gerakan sosial di masyarakat. dalam keadaan darurat, pesantren hadir untuk 14 nurcholish madjid, bilik-bilik pesantren: sebuah potret perjalanan (jakarta: paramadina, 1997), h. 19-21. 15 mahmud yunus, sejarah pendidikan islam di indonesia (jakarta: mutiara, 1979), h. 53-55. 16 abdullah aly, pendidikan islam multikultural di pesantren (yogyakarta: pustaka pelajar, 2011), h. 159 menjadi bagian dari penanggulangan bencana 17 . kesadaran akan pelestarian alam dan menjaga lingkungan, juga merupakan bagian dari ajaran keilmuan islam yang diaplikasikan 18 . termasuk keterlibatan dalam membangun demokratisasi melalui kesadaran akan masyarakat madani 19 . kesemuanya kemudian menjadi pembuktian bahwa pesantren telah menjadi bagian masyarakat indonesia. sehingga selalu saja senantiasa mempertahankan kepedulian dalam bentuk relevansi dan kontekstual dengan masyarakat yang menjadi pendukungnya. pesantren di minoritas muslim jika awalnya, pesantren selalu dimulai dari kewibawaan dan keluasan ilmu seorang kiyai, maka lembaga pendidikan di minoritas muslim justru dimulai dari warga biasa. itupun juga bukanlah alumni pondok pesantren atau cendekiawan. semata-mata hanya karena keinginan memberikan sarana pendidikan bagi umat islam di kawasan itu. untuk menopang keberlangsungan lembaga tersebut, maka kelompok kerja yang kemudian disebut manajemen menjadi pendukung utama. pembagian kerja, pendelegasian wewenang, dan kerjasama tim, menjadi unsur-unsur dalam pola kerja dalam mengurus keseharian pesantren. dengan kehadiran orang tua santri dalam bentuk komite madrasah, menjadikan perhimpunan ide dan tenaga yang dihasilkan dari komunitas sendiri semakin mengokohkan akan kelangsungan pesantren. walaupun mereka bukanlah orang-orang yang ahli dalam bidang keagamaan secara khusus, tetapi dengan perhatian, tenaga dan keputusan yang diambil dengan proses diskusi, tetap saja dapat menjadi sebuah kepemimpinan dalam menyelenggarakan pesantren. tantangan utama masyarakat muslim di wilayah minoritas seperti bali, manado, sumatera utara, papua dan papua barat, tentang soal 17 s. vignato, devices of oblivion: how islamic schools rescue ‘orphaned’ children from traumatic experiences in aceh (indonesia), south east asia research, vol. 20 no. 2. juni 2012, h. 239. 18 a. saniotis, muslims and ecology: fostering islamic environmental ethics, contemporary islam, vol. 6 no. 2. juli 2012, h. 155. 19 m. sirry, the public expression of traditional islam: the pesantren and civil society in post-suharto indonesia, muslim world, vol. 100 no. 1. 2010, h. 60. identitas muslim. ini juga menjadi temuan penelitian mahmood dimana soal pendidikan selalu menjadi perhatian minoritas muslim. 20 dengan lembaga pendidikan, maka kesempatan untuk melakukan penguatan identitas menjadi terbuka. dimana sebuah permasalahan akan timbul jika mengirim keluarga untuk sekolah, sementara di tempat tersebut tidak tersedia guru agama islam. begitu juga dengan sekolah dengan guru agama islam yang diampuh oleh guru non-muslim. secara terbatas sekalipun, masyarakat muslim berusaha untuk membentuk komunitas dengan orientasi kepada pendidikan. masjid dan mushallah menjadi pilihan juga untuk menjadi sarana pembelajaran. tidak terbatas untuk anak-anak saja tetapi juga bagi orang dewasa. program-program yang dibuat secara berkesinambungan dilakukan. terutama dalam bulan suci ramadhan, masjid dan mushallah masing-masing melaksanakan program terpadu sebagai waktu untuk mengukuhkan kesadaran beragama. kehadiran masyarakat dengan perbedaan agama di sekeliling pesantren menjadi sebuah tantang dan sekaligus peluang. dalam komunitas protestan dan katolik di manado, justru kehadiran pondok karya pembangunan menjadi sebuah sinergi antara pesantren dengan lingkungan yang ada. pesantren justru berkembang dan senantiasa mendapatkan dukungan dari warga. sebaliknya santri secara bersamasama dengan warga lain juga turut untuk menjadi bagian dari komunitas. kerjasama dalam olahraga, menjaga keamanan kampung, mitigasi bencana, dan gotong royong dalam hari besar nasional, menjadi interaksi antara warga pondok. di saat warga pesantren mengalami keadaan darurat, warga sekitarpun juga mengulurkan tangan dan memberikan bantuan. kesadaran seperti ini ditumbuhkan untuk senantiasa menjadikan agama hanyalah sebagai pilihan individual. tetapi semangat untuk menjadikan keamanan lingkungan dan harmoni sosial merupakan komitmen yang terus dijaga. masih dalam kondisi yang sama, tetapi berbeda tempat, lembaga bali bina insani di denpasar dapat menjadi contoh lain. pesantren tegak 20 saleha s mahmood, a word about ourselves, journal of muslim minority affairs, vol. 31 no. 1. 2011, h. 1-3. diantara masyarakat hindu. saat perayaan hari raya nyepi yang justru bersamaan dengan pelaksanaan shalat jumat, warga sekitar mempersilahkan warga pesantren untuk tetap menunaikan ibadah jumat, sementara mereka mengundurkan pelaksanaan nyepi. ini semata-mata demi menjaga respek terhadap santri dan guru di pesantren. sementara nyepi dapat diundurkan, adapun ibadah jumat hanya dapat dilaksanakan di hari jumat saja. sebaliknya saat perayaan galungan ataupun kuningan, pesantren menyediakan anggaran khusus dengan memberikan bingkisan kepada penduduk yang ada di lokasi pesantren. kebersamaan yang ada ini menunjukkan adanya sebuah pola yang terbangun sejak awal. komunikasi antara pengasuh pondok dengan warga yang mendiami lingkungan pesantren menjadi sebuah energi bagi menjaga kewajiban masing-masing tanpa menghalangi kewajiban orang lain. sementara di papua dan papua barat, pembangunan sebuah pesantren justru mendapatkan bantuan dari penganut protestan dan katolik. sesuai dengan kadar kemampuan masing-masing, mereka membantu. diantaranya ada yang membantu dengan bahan bangunan, dan juga ada yang bahkan ikut menjadi tukang batu dengan menyediakan tenaga tanpa meminta bayaran sama sekali. ekspresi “satu tungku tiga batu” menjadi sebuah falsafah kehidupan. dalam satu keluarga terdiri atas pilihan beragama yang berbeda. dalam satu keluarga, bisa saja terdapat tiga agama. sementara di kabupaten raja ampatyang menjadi wilayah administrasi papua barat dimana penganut kepercayaan masih wujud, dikenal falsafah “satu rumah empat pintu”. dalam sebuah keluarga, ada empat agama yaitu islam, protestan, katolik, dan animisme. kesemuanya dapat hidup berdampingan. dalam beberapa kesempatan, pendirian madrasah justru dibantu dalam penyediaan lahan dari keluarga yang bukan dari warga muslim. pesantren melengkapi diri dengan program yang merupakan unggulan kelembagaan. setiap pesantren secara khusus memilih fokus yang dijadikan sebagai kegiatan yang akan diimpelementasikan. seperti di pesantren nurul yaqin kemampuan berbahasa asing yaitu arab dan inggris dijadikan sebagai kegiatan inti pondok. tetapi kemampuan hafalan (tahfidz) dan melagu (tilawah) juga dimasukkan sebagai komponen pendamping. dengan target ini, maka santri dalam jam belajar akan berada di sekolah formal dengan kurikulum yang sudah ditentukan oleh kementerian pendidikan dan kebudayaan, dan kementerian agama. adapun seusai jam sekolah, pesantren sudah menetapkan sebuah kurikulum yang khusus melengkapi kemampuan santri pada keterampilan berbahasa, tahfidz, dan tilawah. program ini dijalankan bersama dengan ekstra kurikuler yang lain seperti pramuka, drum band, dan pencak silat. sementara di pesantren rodlotul khuffadz, seorang santri dibekali dengan kemampuan tambahan yaitu pertanian, peternakan, dan perikanan. sore hari setelah belajar secara formal di madrasah santri dengan kelompok kecil yang ditentukan akan mengelola lahan pondok yang disiapkan untuk pertanian. sesuai dengan pilihan santri tersedia pula kesempatan untuk mengasah diri dalam peternakan dengan memelihara bebek dan ayam kampung. adapun perikanan, sumbangan awal dari dinas perikanan kabupaten sorong berupa ikan hias dan ikan nila menjadi awal untuk mengembangkan kedua bibit itu dalam akuarium dan kolam. pelbagai pilihan ini, dimaksudkan sejak awal untuk memperkenalkan santri dengan aktivitas kewirausahaan sekaligus untuk menopang pendanaan pondok. santri tidak dikenakan pembayaran sama sekali, tetapi mereka harus memilih salah satu dari tiga program yang ada. hasil yang didapatkan dari usaha tersebut tetap menjadi milik pondok yang dikembalikan untuk kesejahteraan santri terutama dalam pemeliharaan bangunan, pembayaran listrik, dan pembelian lauk pauk. pilihan program ini, sebagai usaha untuk menjadikan santri ketika lulus dari bangku sekolah formal untuk memiliki keterampilan yang relevan dengan lingkungan yang ada. kesesuaian dengan alam papua yang dominan pada kesempatan untuk pengembangan pertanian, peternakan, dan perikanan, menjadi pertimbangan utama ketika memilih program yang akan dilaksanakan. pemberdayaan masyarakat menjadi kunci bagi kelangsungan program. pelibatan masyarakat sekitar pondok untuk turut menjadi tutor dan sumber belajar bagi program yang dijalankan santri. secara berkala pula, penyuluh pertanian diundang untuk turut mendidik santri. kesemuanya dilaksanakan dengan pola swadaya. sehingga tidak memerlukan pembiayaan tambahan. fasilitas yang sudah disediakan pemerintah, atau kesempatan yang dapat dijadikan sebagai mitra akan menjadi sumber belajar bagi santri. tidak perlu dalam bentuk formal tetapi kelompok tani sekalipun dilibatkan untuk menjadi mitra belajar santri. sementara praktik di pesantren minhajut talibin dilaksanakan dalam pola yang berbeda. jaringan kelembagaan dengan nahdatul ulama menjadi kekuatan tersendiri. tidak secara khusus melaksanakan kegiatan yang dimasukkan dalam program tetapi bersinergi dengan organisasi kemasyarakatan untuk penguatan kapasitas santri dan masyarakat. termasuk pembentukan kelompok majelis taklim yang diikuti muslimat di wilayah aimas. pengasuh pondok secara aktif mendorong kegiatan keagamaan melalui lembaga bentukan pemerintah seperti majelis ulama indonesia dan lembaga pengembangan tilawatil quran. kesempatan seperti ini dijadikan untuk memperkuat pengetahuan beragama sekaligus membekali keterampilan yang dibutuhkan dalam kehidupan rumah tangga, seperti keterampilan memasak, menjahit, atau hiburan. dengan mengambil pola jamaah dengan memulai dari shalat lima waktu yang dilaksanakan secara berjamaah dengan “kewajiban” individual, pesantren hidayatullah menyebar ke pelosok tanah papua. mulai dari sorong di barat sampai ke tanah merah di imur, mulai dari kaimana di selatan sampai ke numfor di utara. pemanfaatan lahan pertanian menjadi pilihan utama pengembangan. kawasan yang justru dianggap oleh penduduk sekitarnya merupakan lahan mati, inilah kemudian yang dibangkitkan dan justru diolah untuk menjadi areal pertanian yan produktif. santri sepenuhnya tidak dikenakan pembiayaan sesenpun. bahkan mereka disediakan modal untuk bertani, sementara yang masih usia sekolah didukung untuk melanjutkan pendidikan ke tingkat tertinggi yang diinginkan. semuanya tanpa perlu mengeluarkan biaya. dukungan dari produksi pertanian ini mencukupi untuk dijadikan sebagai pembiayaan bagi warga yang ada. dengan menjadikan jamaah sebagai sebuah spirit, islam melembagakan kerja keras, usaha berkesinambungan, dan sinergi dengan alam, sebagai kekuatan dalam menunjukkan jati diri islam. uraian tentang kelangsungan madrasah di lokasi-lokasi yan ditempat minoritas muslim menggambarkan bahwa muslim menjadikan pendidikan sebagai sarana utama untuk membentuk identitas keluarga. dengan segala keterbatasan yang ada, proses pendidikan tetap berlangsung. sekalipun itu hanya dilaksanakan di mushollah keluarga. pilihan ini semata-mata didasari bahwa beragama haruslah dengan ilmu keagamaan. tanpa itu, maka seluruh prosesi ibadah akan sia-sia semata. dengan demikian, setiap keluarga berusaha mewujudkan dengan kemampuan terbaik yang dimiliki untuk menghadirkan sebuah lembaga pendidikan yang mampu mentransformasikan seorang muslim untuk menjadi individu yang saleh dengan bekal ilmu agama yang paripurna. tradisi belajar bahasa arab di pesantren sebagai lembaga keagamaan, maka faktor penguasaan pemahaman agama menjadi tujuan utama. sementara itu, bahasa arab adalah media yang digunakan untuk memahami kitab dan juga al-quran. untuk itu, bahasa arab yang menjadi target belajar sejak awal ditetapkan sebagai bahasa yang harus dikuasai. maka, alokasi waku yang disiapkan khusus untuk mempelajarinya menempati posisi yang dominan dalam pembagian jadwal pelajaran. jika fikih, hafalan quran, dan tilawah dialokasikan dua kali dalam sepekan, maka bahasa arab justru dijadwalkan setiap hari. ini berarti bahwa dengan pola pembelajaran, diharapkan kemahiran terhadap bahasa arab akan lebih dominan. dengan demikian akan mendukung penguasaan terhadap mata pelajaran lainnya. waktu setelah menunaikan shalat maghrib dan ashar dikhususkan sepenuhnya sebagai alokasi untuk belajar bahasa arab. kemampuan menggunakan kosakata dalam sebuah kalimat lengkap lebih diutamakan daripada penjelasan tentang tata bahasa. maka, tidak diajarkan qawaid dan pengertian-pengertian yang hanya semata-mata sebagai identifikasi istilah. apalagi i’rab bukanlah merupakan tuntutan utama. santri dilatih untuk mengenal kosakata sebagaimana yang ada dalam lingkungan, kemudian menempatkan kosakata pada sebuah ungkapan. hanya pengenalan singkat tata bahasa akan diberikan, itupun sebatas untuk kelas lanjutan di saat pelatihan untuk menulis. santri yang baru memulai belajar bahasa hanya diminta untuk berlatih dengan lebih banyak dalam hal pengucapan dan melafalkan kosakata yang diajarkan. sakralitas bahasa arab ini kemudian menjadikan awalnya pesantren tetap saja mempertahankan penggunaan kitab kuning yang berasal dari timur tengah untuk dijadikan sebagai sumber utama. hanya saja karena kitab-kitab tersebut tidak dalam konteks penutur bahasa arab sebagai bahasa asing, maka selalu saja ada kesulitan untuk menggunakannya sebagai media pemahaman islam yang lebih baik. kemampuan yang didapatkanpun semata-mata hanya pada soal menerjemahkan dan memahami bahasa dari segi kaidah saja. sementara keterampilan memproduksi bahasa dalam bentuk ujaran dan menggunakan dalam suasana dan percakapan non-formal tidak dapat terlaksana. tradisionalisme pendidikan dalam islam indonesia seperti ini terbentuk dengan pola wetonan, sorogan dan bandongan. namun, dengan menyesuaikan kebutuhan yang ada, maka lembaga pendidikan dapat saja mempertahankan ini. dengan tujuan pencapaian kemampuan peserta didik yang akan lebih fokus dalam kajian studi islam dari khazanah klasik. mungkin saja perhatian dalam bahasa inggris tidak ada, tetapi tidak demikian dengan bahasa arab. justru bahasa arablah yang menjadi penopang. bukan tentang dimulai dari penguasaan keterampilan yang wujud dalam bentuk ujaran, tetapi paling utama adalah bagaimana bahasa arab dikuasai untuk dijadikan sebagai alat dalam memahami al-quran dan sumber keilmuan lainnya. kitab yang dijadikan rujukan oleh kalangan pesantren semuanya dalam bahasa arab. sekalipun ditulis oleh kiyai yang berasal dari indonesia, tetap saja kitab itu tertulis dalam bahasa arab. setelah perjumpaan dengan sarjana eropa dan amerika utara, mulai dikenal referensi keilmuan islam dalam bahasa inggris. tetapi itu terbatas dalam lingkup perguruan tinggi. tidak sampai diajarkan sebagai buku teks di pesantren. dalam proses belajar, lingkungan dijadikan sebagai sebuah media berbahasa. interaksi yang terjadi antara santri dengan warga kampus lainnya kemudian diekspresikan dalam bentuk bahasa arab. komunikasi yang berlangsung adalah bentuk yang senyatanya. ini semuanya didukung dengan mulai menunjukkan kosakata mulai dari benda-benda yang ada di sekitar tempat belajar. mengenalkan kosakata dilaksanakan dalam pelbagai bentuk, masjid, ruang kelas, dapur, lapangan, dan kamar. dengan mulai belajar bahasa yang wujud dalam bentuk kedekatan akan memudahkan santri untuk menghapal kosakata tersebut. begitu juga saat mulai menyebut kosakata itu dalam bahasa arab tidak digunakan terjemahan sama sekali. hanya dengan menunjukkan benda yang dimaksud. penggunaan bahasa ibu, tidak dijadikan sebagai strategi pembelajaran. di tempat-tempat yang menjadi pusat aktivitas seperti masjid, pendopo, dapur, dan lapangan, disediakan sebuah papan tulis. secara terjadwal papan tulis ini dijadikan sebagai alat untuk menuliskan kosakata. santri berkewajiban menulis kosakata yang ada kemudian menghapalkannya. dalam sebuah pertemuan belajar bahasa, maka kosakata ini akan dijadikan sebagai latihan. santri akan diuji ketika sebelum masuk kamar saat pulang dari kelas waktu belajar malam. mereka, tidak boleh masuk kamar sebelum menyelesaikan hapalan. ini berarti kesempatan untuk beristirahat akan terlambat jika mereka tidak melaksanakan tugas yang diberikan. untuk menegakkan ketentuan tentang aturan kewajiban berbahasa, maka diterapkan sebuah sistem penghargaan dan denda. ketika tenaga pengajar menemukan pelanggaran, maka cukup diinventaris terlebih dahulu. jika ujaran bahasa itu belum diajarkan sama sekali, maka kewajiban bagi tenaga pengajar untuk lansung mengajar pada kesempatan pertama. sementara jika materinya sudah diajarkan berulang dan santri justru menggunakan bahasa ibu atau bahasa daerah, ini merupakan pelanggaran. seusai shalat isya, nama-nama pelanggar akan diumumkan di masjid. mereka diminta datang ke ruangan almahkamah al-lughawiyah (pengadilan bahasa) untuk belajar kembali. sekaligus mendapatkan penugasan untuk mengawasi kawan-kawan sebayanya dalam penggunaan bahasa arab. hanya istilah pengadilan saja yang mungkin menyeramkan. tetapi proses yang berlangsung didalamnya semata-mata hanyalah remedial kemampuan bahasa. menyegarkan kembali ingatan santri akan pelajaran yang sudah ditempuh sebelumnya. ditambah dengan kewajiban untuk bekerja sesuai dengan porsi yang ditentukan seperti memungut sampah. selanjutnya, mereka juga diberikan tugas tambahan untuk menghapal kosakata baru. dengan pola ini, maka pengadilan menjadi sebuah instrumen untuk melaksanakan kewajiban berbahasa sekaligus memberikan latihan bagi para santri yang belum menaati aturan. pelajaran menulis (insya) akan menjadi latihan bagi santri dalam merefleksikan pikiran dalam bentuk tertulis. untuk itu, santri diperkenalkan beberapa tata bahasa dasar yang sesungguhnya juga sudah diperkenalkan dalam bentuk ungkapan dan penggunaan dalam kalimat. setiap tiga hari, santri diminta untuk mengumpulkan sebuah tulisan dengan tema yang sudah ditentukan oleh pengajar. hasil koreksi dikembalikan lagi dan selanjutnya digunakan untuk memandu kembali proses menulis. adapun tulisan terbaik akan dipampang di majalah dinding untuk menjadi contoh bagi santri yang lain. santri yang sudah mahir menulis, akan menjadi tutor sebaya dalam membimbing rekanrekan menguasai kemahiran menulis. sebagai tenaga pendamping, tutor juga akan memandu santri yang lain dalam pengayaan kosakata sehingga diksi yang dituliskan akan lebih beragam. ketelitian dan logika menjadi dasar bagi penguasaan keterampilan ini. sehingga santri yang diberikan tugas untuk menulis hanya dimulai ketika santri sudah duduk di tingkatan aliyah. buku yang digunakan dalam proses belajar mengajar sudah disusun dengan menggunakan pola belajar bahasa secara modern. buku tersebut ditulis imam zarkasyi dengan pendekatan belajar produktif. hanya latihan yang menyertai setiap pokok bahasan. tidak ditempatkan secara khusus penjelasan tentang tata bahasa. ini dimaksudkan, karena santri akan belajar menggunakan bahasa, tetapi bukan tentang bahasa arab. buku inipun disesuaikan dengan konteks indonesia. berbeda dengan kitab-kitab lainnya yang disusun di timur tengah, maka ini tidak dapat menempatkan sosiokultural indonesia sebagai materi pelajaran. akibatnya, akan ada jarak antara santri dengan materi belajar yang dikaji. dengan menggunakan buku durus al-lughah al-arabiyah, bahasa arab yang dipelajari disesuaikan dengan alam lingkungan indonesia yang ditemui dalam kehidupan sehari-hari. konstruksi karakter santri aktivitas yang dijalankan selama dua puluh empat jam, dengan segala aktivitas yang melingkupi proses pembelajaran, menjadikan perlunya spirit yang kuat sehingga apapun proses belajar yang sudah ditetapkan manajemen pondok akan diikuti oleh santri. jika spirit ini menjadi faktor utama, maka akan tumbuh semangat bagi santri dalam menekuni semua mata pelajaran yang disediakan. hanya dengan alasan bahwa bahasa arab adalah wahyu dan dengan menguasainya akan mudah untuk memaknai kitab suci, maka ketekunan dan ketelatenan senantiasa akan menjadi “kayu bakar” untuk mendorong santri dalam belajar. semangat belajar ini, senantiasa harus tetap dipelihara, karena bagaimanapun struktur belajar yang menyenangkan, pada titik tertentu santri akan mengalami kebosanan juga. olehnya, menjaga agar spirit ini tetap terjaga harus senantiasa ditumbuhkembangkan, sekaligus memberikan pemahaman akan tujuan yang hendak dicapai dengan semua pengorbanan itu. selanjutnya, pada lingkunganlah berlangsung sebuah konteks pembelajaran yang sebenarnya. dengan menjadikan lingkungan sebagai sumber dan sarana belajar, maka akan meluaskan pandangan. santri dibentuk untuk tidak memaknai proses belajar mengajar di dalam kelas saja tetapi suasana belajar harus dikembangkan dalam kelas secara luas. mencintai kegiatan belajar berarti membekali kepribadian santri akan aktivitas keilmuan. dimana dengan menjadikan ilmu sebagai pilar utama kehidupan akan berkaitan dengan semua lini kehidupan. kunci hidup ini, jikalau sudah ada kemauan untuk mencari dan menempuh jalan ilmu, berarti akan ada kemauan untuk bertanya, berbagi, menyadari diri, dan selalu merasa kurang. keikhlasan dan ketekunan untuk meraih sebuah pemahaman akan ilmu dijadikan sebagai landasan dalam perjalanan ini. walaupun menjadikan aktivitas pembelajaran bahasa arab sebagai kegiatan pokok di pesantren, tetapi tidak digunakan sebagai sarana untuk menjadi proyek arabisasi. walaupun datangnya dari padang pasir, justru dengan melintasi sempadan daerah lain menjadikan islam hanya hadir dalam bentuk kebudayaan setempat. proses akulturasi ini memunculkan bahasa arab dengan nuansa lokal yang dikenal dengan pegon. ini membuktikan bahwa dengan kreativitas yang ada, selalu berusaha untuk memberikan sebuah cara yang lebih mudah dalam memahami bahasa, sekaligus ini akan mempercepat dalam pengertian tentang agama. bukan bertumpu pada bahasanya semata, karena ini hanyalah sebagai alat untuk sampai kepada islam yang seksama. kepercayaan diri akan mendorong terbentuknya sikap amanah, menghargai orang lain, percaya akan kemampuan sendiri, dan kesediaan untuk berbagi dengan sesama. bentuk-bentuk aktivitas seperti kelompok belajar, perlombaan kemampuan pidato, dan juga setoran hapalan yang diwajibkan menjadi sebuah siklus bagi pembelajaran. wawasan ilmu sejak awal diperkenalkan sebagai sebuah aktivitas untuk senantiasa dikuasai. dengan kemampuan ilmu dan teknologi sebagai dasar dalam mengembangkan kehidupan serta turut dalam peranan sosial di masyarakat. adanya kecintaan terhadap ilmu akan menjadi landasan dalam ibadah dan amal saleh. maka, santri terbiasa untuk menjadikan ibadah dan amal saleh yang dilandasi oleh pengetahuan akan apa yang dilakukannya. pada sisi ini, santri akan memiliki tanggung jawab dan menghindarkan diri dari ikut-ikutan kepada sesuatu yang tidak memiliki dasar sama sekali. kesadaran dengan menjadikan proses belajar sebagai tumpuan kegiatan sehari-hari, pada titik tertentu akan menyadarkan santri untuk senantiasa teguh dalam pendirian terutama yang berhubungan dengan prinsip islam. sementara itu, melihat benda-benda hanyalah sebagai bagian dari belajar. ini akan menghindarkan santri dari perilaku untuk menjadikan benda sebagai keutamaan. apalagi kekuasaan sebagai maksud dan tujuan kehidupan. kemuliaan seorang santri semata-mata hanya diukur dari kemampuannya untuk belajar, bermanfaat bagi sesama, kemaslahatan dalam agama, dan ketaqwaan dalam menjalani segala aturan yang digariskan agama dalam bentuk larangan dan perintah. melaksanakan kewajiban akan mendatangkan sebuah penghargaan. saat menghapal kosakata, mereka akan memiliki waktu istirahat yang lebih panjang. tidak mendapatkan kewajiban membersihkan sampah dan memungut kotoran. sementara bagi yang malas dan tidak memperhatikan kewajiban belajar akan mendapatkan tugas tambahan. di samping tetap harus menghapal kosakata yang ada, demikian pula mengerjakan tugas pekerjaan rumah, bagi santri yang melanggar ada tugas tambahan hapalan kosakata. secara bersama-sama dengan santri lain yang tidak mengindahkan aturan diwajibkan untuk bekerja dengan menyumbangkan tenaga untuk kebutuhan bersama. pandangan ini diberlakukan dalam hal penghargaan dan hukuman bagi aktivitas belajar. dengan demikian, santri senantiasa berusaha untuk turut dalam kelangsungan belajar sehingga terhindar dari hukuman dan akan mendapatkan penghargaan. ketaatan terhadap aturan, sekalipun tidak ada yang mengawasi menjadi salah satu sasaran dalam belajar bahasa. walaupun tidak menjadi pokok pelajaran tetapi aturan tata bahasa tetap perlu diterapkan dalam menggunakan kosakata dalam sederetan kalimat. ini tetap berlaku, sekalipun tidak ada santri senior atau pengawas yang ada di sekeliling penutur. ketaatan terhadap asas, dan konsistensi untuk terus memedomani aturan yang ada merupakan sikap yang dicapai seorang yang belajar bahasa. demikian pula dengan aturan berbahasa asing dan menggunakan bahasa arab pada hari yang ditentukan. ini menjadi keterampilan dalam kehidupan bermasyarakat. bahwa aturan tetaplah sebuah aturan. tidak diperlukan seorang polisi untuk menegakkan aturan itu, ketika seorang anggota masyarakat sudah dengan kesadaran individual untuk menjadi seorang warga yang senantiasa menjadikan kehidupannya yang dipandu dengan aturan hukum yang sudah ditetapkan untuk kepentingan bersama. pendidikan sebaya menjadi sebuah pola transfer keterampilan. seorang santri senior diberikan tugasuntuk membimbing santri yunior. santri yang melanggar ketentuan berbahasa sehari sebelumnya, akan menjadi petugas untuk mengawasi pelaksanaan kewajiban berbahasa. semua kegiatan ini sejak awal akan menanamkan kepada santri kesadaran bahwa belajar bisa didapatkan dimana dan darimana saja. tidak mesti dari orang yang lebih tua. tetapi dari teman sebaya dan bahkan orang yang lebih muda usianya dapat menjadi sumber belajar dalam kapasitas tertentu. sekaligus dengan menjadikan santri lain bertugas secara bergiliran untuk memantau praktik berbahasa, maka ada kewajiban untuk saling mengawasi, berbagi tanggung jawab, penegakan aturan, dan menciptakan lingkungan belajar dalam kebersamaan. siklus yang berlangsung seperti ini, secara otomatis akan membentuk pola pikir untuk menjadikan lingkungan sendiri sebagai sarana belajar bersama dengan tidak perlu canggung untuk merasa kurang daripada yang lain. dalam kesempatan berbeda, akan tampil lagi untuk menjadi sebagai sumber belajar. berbekal tangungjawab ini santri kemudian secara bergiliran akan mengatur jadwal pembelajaran, mereka juga akan membagi habis jadwal dalam sepekan untuk mengganti kosakata di papan tulis yang sudah disiapkan. mengawasi santri yunior dan kawan sebaya untuk pengawasan belajar di malam hari. mereka juga ditanamkan sejak awal kemampuan untuk mengorganisasikan diri. kehidupan, tidak akan pernah melepaskan diri dengan keberadaan orang lain. untuk itu, kebiasaan dalam menjadi tenaga sukarela dalam melayani kepentingan orang banyak adalah aktivitas yang sudah dilaksanakan sejak masih di bangku madrasah. sekalipun itu dalam skala yang terbatas. kesemuanya akan menjadi landasan dalam memupuk sikap gotong royong, kerjasama kelompok, menghargai perbedaan pilihan pada metode, dan kemauan untuk mendengarkan orang lain. kemampuan berbicara dengan menggunakan bahasa asing menjadi sebuah kesempatan tersendiri. bagi seorang santri dengan menguasai bahasa arab akan terbentuk keterampilan untuk menelusuri informasi yang lebih luas. tidak terbatas pada sumber sekunder melainkan juga dapat langsung mengakses sumber-sumber primer. akses terhadap sumber keilmuan yang paling dasar menjadi pondasi untuk pengembangan keilmuan lanjut. ini akan membuka cakrawala seorang pembelajar dalam penguasaan ilmu dalam rumpun kajian islam. keterbiasaan mengungkapkan pikiran dan makna dalam bahasa asing berarti juga membiasakan untuk mendalami cita rasa kebahasaan. kemampuan seperti ini menjadi daya dukung dalam kehidupan sosial lebih luas. memaknai kata dalam konteks tertentu merupakan karakter yang menjadi keunggulan pribadi untuk menempatkan diri di masyarakat. akhirnya, islamlah yang menjadi sumbu segala-galanya. ini menjadi daya gerak bagi tumbuhnya keinginan untuk medalami ilmu keagamaan sebagai sarana mendekatkan diri kepada allah. dengan mengiatkan diri untuk belajar bahasa arab, maka ini menjadi jalan yang mudah dalam menjadi seorang muslim. keinginan untuk menjadi muslim yang paripurna dapat dimulai dengan mulai menumbuhkan kegemaran dalam belajar bahasa. tidak saja untuk kepentingan urusan duniawi, melainkan bagaimana beraktivitas dalam nuansa transendental. implikasi teoritis pesantren sudah menjadi lembaga yang multidimensi. sebagai lembaga keagamaan, pesantren sudah menunjukkan peran sebagai mata air untuk kelahiran ulama-ulama. sementara sebagai lembaga pendidikan, para pengajar, pelatih, dosen, guru, dan instruktur juga dibentuk dari pesantren. namun tidak terbatas dari sisi itu saja, bahkan kepedulian akan lingkungan dan gerakan konservasipun sudah menjadi isu yang diajarkan di pesantren 21 . ini membuktikan bahwa pesantren memiliki 21 fachruddin majeri mangunjaya, developing environmental awareness and conservation through islamic teaching, journal of islamic studies, vol. 22 no. 1. 2010, h. 36-49. kemampuan untuk mengadopsi isu-isu mutakhir. sejatinya pesantren tetap saja memainkan peran-peran eksternal yang lebih luas. tidak membatasi diri dengan hanya soal agama saja. namun agama dijadikan sebagai sebuah sumbu untuk melayani kemanusiaan. karakter untuk menerima perbedaan menjadi hasil penelitian ini. dengan belajar bahasa, santri akan menyadari dan senantiasa menjadikan ini sebagai sebuah nilai bahwa bahasa sesungguhnya hanyalah alat ekspresi. sementara aturan tata bahasa menjadi sebuah keperluan untuk menjadikan bahasa itu dapat dipahami oleh mitra tutur. sebagaimana dalam penelitian baier dengan penjelasan bahwa keberagamaan dimulai dari keinginan untuk senantiasa belajar 22 . ini yang menjadi sikap beragama yang asasi dimana ada kemauan untuk belajar. seperti di palestina, walaupun mereka dalam keadaan yang diliputi ketidakpastian, maka mereka tetap saja memelihara semangat untuk belajar 23 . sebagaimana dalam tradisi india juga, islam justru hadir dalam bentuk lokal masing-masing daerah 24 . dengan demikian, dalam kondisi apapun belajar menjadi sebuah keperluan bagi memelihara kehidupan manusia. begitu juga, penelitian ini membuktikan bahwa hanya dengan kemampuan dialog dan negoisasi akan menjadikan hidup ini akan semakin menemukan makna. sebagaimana dalam pembelajaran agama di sekolah finlandia, rissanen mengemukakan bahwa perbedaan budaya dan juga beragamnya keyakinan keagamaan menjadikan masyarakat dapat saling hidup berdampingan. dimulai dari proses negoisasi dan berakhir pada penerimaan. walaupun ini tidak mudah, tetapi adanya sebuah tahapan dalam bermasyarakat akan menjadi sebuah hubungan yang saling menguntungkan. agama justru menjadi sebuah komitmen 22 d. baier, the influence of religiosity on violent behavior of adolescents: a comparison of christian and muslim religiosity, journal of interpersonal violence, vol. 29 no. 1. januari 2014, h. 102-127. 23 ayman k. agbaria dan muhamad mustafa, the case of palestinian civil society in israel: islam, civil society, and educational activism, critical studies in education, vol. 55 no. 1. 2014, h. 44-57. 24 baladas goshal, arabization: the changing face of islam in asia, india quarterly: a journal of international affairs, vol. 66 no. 1. 2010, h. 69-89. http://www.tandfonline.com.www.ezplib.ukm.my/action/dosearch?action=runsearch&type=advanced&searchtype=journal&result=true&prevsearch=%2bauthorsfield%3a%28agbaria%2c+a+k%29 http://www.tandfonline.com.www.ezplib.ukm.my/action/dosearch?action=runsearch&type=advanced&searchtype=journal&result=true&prevsearch=%2bauthorsfield%3a%28mustafa%2c+m%29 http://www.tandfonline.com.www.ezplib.ukm.my/loi/rcse20?open=55#vol_55 http://www.tandfonline.com.www.ezplib.ukm.my/toc/rcse20/55/1 untuk membangun hubungan dengan sesama walaupun itu berbeda pilihan iman 25 . kondisi minoritas tidak menjadi penghalang bagi tumbuhnya keinginan untuk terus belajar. justru dalam kondisi seperti menjadi sebuah kompetisi untuk turut menunjukkan bagaimana kemampuan seorang muslim dalam hal penguasaan bahasa asing. begitu juga yang ditunjukkan oleh jaffe bahwa dalam masyarakat minoritas ada keinginan untuk memperlihatkan identitas, ideologi, dan komunitas yang mempraktikkan bahasa yang dipelajari 26 . dengan lingkungan yang dimiliknya justru menjadi sebuah keunggulan untuk mewujudkan pembelajaran secara kontekstual. dalam pengalaman grainger, latar belakang sosiokultural di jepang justru menjadi pendoron bagi lahirnya strategi-strategi untuk belajar bahasa asing lebih baik 27 . begini pulalah kondisi minoritas muslim yang selalu mendorong adanya adaptasi dari belajar bahasa arab untuk keterampilan yang lebih baik. kesimpulan kewujudan pesantren yang berawal dari lembaga pendidikan keagamaan menjadi sebuah lembaga dengan tradisi yang mengakar kuat dalam pembelajaran bahasa arab menunjukkan bahwa pemahaman keagamaan tidak dapat dicapai dengan sempurna tanpa penguasaan akan alat. selanjutnya, transformasi lingkungan yang berada di sekeliling pesantren tidak dijadikan hanya sebagai tempat tinggal saja. lebih dari itu, ini juga menjadi sebuah sarana belajar santri. dengan strukturisasi lingkungan, maka belajar bahasa arab tidak lagi menjadi sebuah momok yang menakutkan. justru berkembang sebagai aktivitas yang menyenangkan. 25 inkeri rissanen, teaching islamic education in finnish schools: a field of negotiations, teaching and teacher education, vol. 28. 2012, h. 740. 26 alexandra jaffe, minority language learning and communicative competence: models of identity and participation in corsican adult language courses, language & communication, vol. 33. 2013, h. 450–462. 27 peter grainger, the impact of cultural background on the choice of language learning strategies in the jfl context, system, vol. 40. 2012, h. 483-493. pendidikan islam bukanlah semata-mata dilangsungkan untuk ilmu pengetahuan itu sendiri. tetapi sebenarnya tidak dipisahkan dari proses kehidupan dalam rangkaian keselarasan dan keseimbangan. keterlibatan dalam lingkungan akan memberikan andil dalam pribadi seorang santri. maka, interaksi antara santri dengan kiyai dalam lingkungan pesantren akan melahirkan keterpaduan dalam hal rohani. pada perkembangan selanjutnya akan menumbuhkan kualitas pribadi yang tampak dalam karakter. internalisasi nilai-nilai tersebut dalam fungsional menjadikan ajaran agama terlaksana secara aktif. berdasarkan pencapaian santri dalam bahasa akan memberikan arah bagi tumbuhnya kesadaran. sebagai landasan, perilaku yang selalu diacu dalam keseharian dalam lingkungan pesantren tersusun menjadi sebuah nilai yang sumbernya adalah ajaran agama. pada akhirnya, daya tahan, adaptasi, dan keteguhan menjadi modal dalam menghadapi tantangan dan perubahan yang berlangsung dinamis. daftar pustaka agbaria, ayman k. dan mustafa, muhamad. 2014. the case of palestinian civil society in israel: islam, civil society, and educational activism.critical studies in education.vol. 55 no. 1. 44-57. aly, abdullah. 2011. pendidikan islam multikultural di pesantren. yogyakarta: pustaka pelajar. as’ary, zubaidi habibullah. 1996. moralitas pendidikan pesantren. yogyakarta: pt. kurnia kalam semesta. baier, d. 2014. the influence of religiosity on violent behavior of adolescents: a comparison of christian and muslim religiosity.journal of interpersonal violence. vol. 29 no. 1. januari. 102-127. bruinessen, martin van. 1995. kitab kuning, pesantren, dan tarekat: tradisi-tradisi islam di indonesia. bandung: mizan. http://www.tandfonline.com.www.ezplib.ukm.my/action/dosearch?action=runsearch&type=advanced&searchtype=journal&result=true&prevsearch=%2bauthorsfield%3a%28agbaria%2c+a+k%29 http://www.tandfonline.com.www.ezplib.ukm.my/action/dosearch?action=runsearch&type=advanced&searchtype=journal&result=true&prevsearch=%2bauthorsfield%3a%28mustafa%2c+m%29 http://www.tandfonline.com.www.ezplib.ukm.my/loi/rcse20?open=55#vol_55 http://www.tandfonline.com.www.ezplib.ukm.my/toc/rcse20/55/1 bull, ronald alan lukens.1997.a peaceful jihad: javanese islamic education and religious identity construction. disertasi. arizona: arizona state university. goshal, baladas. 2010. arabization: the changing face of islam in asia.india quarterly: a journal of international affairs. vol. 66 no. 1. 69-89. grainger, peter. 2012. the impact of cultural background on the choice of language learning strategies in the jfl context.system, vol. 40. 483-493. izfanna, duna; dan hisyam,nik muhammad. 2012. a comprehensive approach in developing akhlaq.multicultural education and technologhy journal. vol. 6 no. 6. 77. jaffe, alexandra. 2013. minority language learning and communicative competence: models of identity and participation in corsican adult language courses.language & communication. vol. 33. 450–462. khuluq, lathiful. 1997. k. h. hasyim asy’ari religious thought and political activtitis (1871-1947). tesis. montreal: institute of islamic studies mcgill university. madjid, nurcholish. 1997. bilik-bilik pesantren: sebuah potret perjalanan. jakarta: paramadina. mahmood, saleha s. 2011. a word about ourselves.journal of muslim minority affairs. vol. 31 no. 1. 1-3. mangunjaya, fachruddin majeri. 2010. developing environmental awareness and conservation through islamic teaching.journal of islamic studies. vol. 22 no. 1. 36-49. millie, julian. 2013. the situated listener as problem: 'modern' and 'traditional' subjects in muslim indonesia.international journal of cultural studies. vol. 16 no. 3. 271. moos, r. h. 1979. evaluating educational environments. san fransisco:josey-bass publishers. noor, farish; sikand, yoginder; bruenessen, dan martin van. 2009. madrasa in asia, political activism and transnational linkage. amsterdam: amsterdam university press. raihani. report on multicultural education in pesantren. 2012. journal of comparative and international education compare. vol. 42 no. 4. 585-605. rissanen, inkeri. 2012. teaching islamic education in finnish schools: a field of negotiations.teaching and teacher education. vol. 28. 740. saniotis, a. 2012. muslims and ecology: fostering islamic environmental ethics.contemporary islam. vol. 6 no. 2. juli. 155. sirry, m. 2010. the public expression of traditional islam: the pesantren and civil society in post-suharto indonesia.muslim world, vol. 100 no. 1. 60. steenbrink, karel a.1986. pesantren, madrasah, dan sekolah: pendidikan islam dalam kurun modern. jakarta: lp3es. vignato, s. 2012. devices of oblivion: how islamic schools rescue ‘orphaned’ children from traumatic experiences in aceh (indonesia).south east asia research. vol. 20 no. 2. juni. 239. wagiman,suprayetno. 1997.the modernization of the pesantren’s educational system to meet the needs of indonesian communities. tesis. montreal: institute of islamic studies mcgill university. yasmadi. 2005. modernisasi pesantren. jakarta: ciputat press. yunus, mahmud. 1979. sejarah pendidikan islam di indonesia. jakarta: mutiara. zaini, achmad. 1998. kiyai abdul wahid hasyim: his contribution to muslim educational reform and to indonesian nationalism during the twentieth century. tesis. montreal: institute of islamic studies mcgill university. 1 the effect of yatama english meeting club on students’ interest in speaking at sma pesantren putri yatama mandiri zulkifli akhmad, h. hamzah a machmoed and hj. sukmawaty email: kopihitammanis89@gmail.com english language studies hasanuddin university makassar abstrak keterampilan berbicara merupakan salah satu aspek terpenting dalam mempelajari bahasa asing. penelitian ini bertujuan untuk mengetahui dampak dariyatama english meeting club terhadap minat berbicara siswa di sma pesantren yatama mandiri. jenis metode penelitian yang digunakan dalam penelitian ini yaitu kualitatif deskriptif. sampel dalam penelitian ini yaitu semua siswa sma pesantren yatama mandiri yang mengikuti english meeting club dan seorang guru bahasa inggris yang bertangung jawab dalam program ini. hasil penelitian menunjukan bahwa warming up merupakan salah satu kegiatan yang dapat memotivasi siswa dalam berbicara. hal ini dikarenakan warming up memiliki beberapa jenis kegiatan di dalamnya. misalnya chit-chat, permainanan atau bernyanyi. selain itu, hasil juga menunjukan bahwa siswa memberikan tanggapan positif terhadap yatama english meeting club sebagai salah satu ekstrakurikuler di sma pesantren putri yatama mandiri. kata kunci :yatama english meeting club, keterampilanberbicara, minatsiswa abstract speaking is one of the important skill in learning a foreign language. this research aimed to determine which type of activity in yatama english meeting club that can encourage students in speaking and to find out the students’ interest toward yatama english meeting club. the design of the research in this research was qualitative descriptive. the participants of this research were the all students of sma pesantren putri yatama mandiri who joined english meeting club as one of extracurricular in their school and 1 teacher who is responsible for conducting it. the result of the research shows that warming up is a kind of activity in yatama english meeting club that can encourage students to speak. it occurred since warming up consisted of various activities, such as chit-chat, game or singing. in addition, students gave positive responses to yatama english meeting club. it indicate that they have interest toward this english meeting club as an extracurricular in sma pesantren putri yatama mandiri. keyword :yatama english meeting club, speaking, students’ interest 2 a. introduction nowadays, the modern world of media, mass communication, and internet demands a good knowledge of english, especially of spoken english. every person wants to get the benefits of modern education, research, science, trade, fashion, art, etc. a person without oral communication skills will suffer in this era; he may find it difficult to achieve a higher position in his career. in indonesia, the students are expected to be able to communicate fluently and accurately based on the social context. in spoken english, students are expected to be able to convey meanings and various spoken texts that have certain communicative purpose. speaking is the primary competence to be developed. crystal (2013),states that speaking is used as a tool of communication among many countries. for this reason, some countries decide to input english as compulsory foreign language subject in their education curriculum, including indonesia. brown (2007), stated that the first visible of one’s language quality can be seen from his speaking ability. however, murcia and olshtain in juan & flor (2006), said that from the four language skills, speaking is multifarious practice in building meaning. it means that one will measure another’s language ability from his verbal communication because speaking is noticeable and something complicated in constructing a meaning. according to widiati &cahyono (2006), the speaking problems of indonesian learners can be related not only to their linguistic factor (e.g lack of grammatical knowledge and/or vocabulary limitations) and the personality factor (e.g lack of self confidence in using english), but also the types of teaching approach/instructions and classroom task provided by the teachers. fitrianingsih (2012), indonesians are still very poor in speaking english; it is because the goal of english teaching in secondary school in indonesia is the acquisition of communicative competence with an emphasis on reading skill, and not speaking, because speaking is not easy to be scored, on the contrary, reading is more objectively measured; it is easy to administered and documented (brown, 2007). there are many researchers who had been conducted the research about speaking. among of them are handayani(2006), had conducted her research entitled “the role of bpec (bentengpanynyua english club) to improve the members’ speaking activity.the result of her research indicated that english meeting club was a very well way to improve english speaking ability and could activate and motivate members of bpec on good speaking. most of the learners were interested to the programs that presented in bpec. the english learners had high motivation to practice their english speaking in discussion session. 3 nurlailah (2012),conducted her research under the title effective learning strategies applied by the english learners in al-markaz for khudi enlightening studies (makes).the result of the research showed that the members of makes applied several of learning strategies; social strategies, compensation strategies, metacognitive strategies, cognitive strategies, and affective strategies. various programs and policies that were implemented in makes, learning environment and atmosphere, members’ motivation and attitude, and the study habits of the members are the factor that contributes to the members’ success in learning english. rosmiaty (2012), conducted her research about the contribution of pemcc (pioneer english meeting conversation club) toward the participant’s speaking skill.she found that the factors that contributed to the improvement of participant’s speaking skill were learning model, comfortable atmosphere of learning, and participant’s motivation. in this current research, the researcher attempts to do the research about english meeting club (emc) considering the phenomenon that emc became one of the solutions to improve one’s speaking ability. the aim of the research were to determine which type of activity in yatama english meeting club that can encourage students in speaking and to find out the students’ interest toward yatama english meeting club. b. research methodology research design in this study, the researcher used qualitative study. qualitative research is the collection, analysis, and interpretation of comprehensive narrative and visual (nonnumeric) data in order to gain insights into a particular phenomenon of interest (gay et al., 2006). the main purpose of this study was to determine which type of activity in yatama english meeting club that can encourage students in speaking. role of the researcher this research applied nonparticipant observation. it means that the researcher observed yatama english meeting club activities without engaging in them directly (freeman & long, 1991). the researcher was not included in the situation of which this research takes place. research participant the participants of this research were the all students of sma pesantren putri yatama mandiri who joined english meeting club as one of extracurricular in their school and 1 teacher who is responsible for conducting it. 4 instrument of collecting data in collecting the data, the researcher used several kinds of instruments namely observation, questionnaire and interview. the observation was carried out to the meeting process. this is a nonparticipant observation. the researcher observed students activity by employing field notes. the questionnaire was given to the students after observation. the instrument was given to find out the responses shown by the students that indicate their perception toward the english meeting club. the researcher conducted interview to get supporting data about the session of english meeting club that enhance students’ perception and the responses toward english. it was designed to the students. there were some questions formulated by the researcher that were asked to the students to get need data. the researcher used structure interview. structure interview is used as a technique of collecting data if the researcher knows about the wanted information (sugiyono, 2015). technique of data analysis the data from observation was written in the form of field note then described students’ activity along the meeting process. the researcher analyzed the data from the questionnaire to see the students’ attitude toward english meeting club as their extracurricular program. their attitudes revealed their perception in joining english meeting club. the researcher conducted an interview with participant. then the researcher transcripted the data of audio recording interview and coded the data transcription. c. findings the result shows that yatama english meeting club (yemc) held routine activities every meeting. the meeting was conducted twice in a week at four o’clock. every meeting must be guided by a master of ceremony (mc), the mc was appointed in the previous meeting by the board of yemc. the list of activities were opening speech, reciting holy alquran, self-introduction, warming up, discussion, closing speech and the last is announcement. the data finding from the students’ questionnaire also shows that almost all of the students agree that english meeting club as one of extracurricular in their school. it were 65% students like to join english meeting club and 65% students feel enjoy in joining english meeting club while 85% students revealed that this activity is advantageous in improving their speaking skill. almost all of the students revealed that through english meeting club, they can improve their self-confidence. 5 discussion the research shows the activity that was joined by participants in yatama english meeting club. the list of activities actually was the adaptation from others general english meeting club in makassar, such as bentengpannyua english club (bpec), al-markaz for khudi enlightening studies (makes), and pioneer english meeting conversation club (pemcc). the observation that conducted by the researcher started from first till tenth observation showed that the meeting was always guided by a master of ceremony and the list of activities were same, they are opening speech, reciting holy qur’an, self-introduction, warming up, discussion or debate, closing speech and announcement except in tenth observation, the participants watched a movie and discussed about it. however, the content of warming up and discussion was always different. the result means that half of twenty students were still hard to decide whether discussion session is enjoyable. when the researcher tries to dig information about their hesitancy, he found that discussion has huge contribution to their speaking skill, however the topic of discussion somewhat difficult for the participants to deliver. they had limited knowledge about the topic. instead, still from interview the participants prefered warming up rather than discussion as the most enjoyable session due to warming up session contains chit-chat, game, or singing which was made them more fun to speak up. it also could be seen from the data that researcher found through questionnaire where 80% students revealed that the most enjoyable session was warming up. the participants of english meeting club in school absolutely specialize for students. thus, the guidance from instructor is necessary. whereas in general english meeting club the attendance of english meeting board is enough, without an instructor. this fact is matched with vgotsky’s theory (the social-cultural of learning), says that one learns from his interaction to adult or the same age as him who has more capability than him. the data from unstructured question, a respondent from 2 nd class said that join with students at higher classes made her more motivated to study and she get more knowledge. respondent zb:”it is more interested study with senior, so we are more spirit and we got new knowledge from them”. respondent zb says her feeling and experience about her increasing of knowledge due to her collaboration with her senior who has more knowledge than her. this statement is relevant to vgotsky’s theory (1978) in chaiklin (2003), quoted “the distance between the actual developmental level as determined by independent problem solving and the level of 6 potential development as determined through problem solving under adult guidance or in collaboration withmore capable peers”. d. conclusion and suggestion based on the data findings regarding the problem statements which were formulated before, it can be concluded that warming up is type of program in yatama english meeting club that can encourage students to speak. it occurred since warming up consisted of various activities, such as chit-chat, game or singing. students had positive responses to yatama english meeting club that indicate their interest toward this english meeting club. english meeting club as an extracurricular in sma pesantren putri yatama mandiri reached positive response from the students. they think that this activity can increase their self-confidence, motivation to learn english and practice their english. based on the data findings and what this research intended to, it is suggested that the activity in yatama english meeting club must be more fun. as suggestion from interviewers, they expected that yatama english meeting club able to create another interesting activity. extracurricular for school is accomplished as ruled in government regulation no. 62/2014 on national education standards. even so, english language improvement does not lie on recommended kind of activities in that regulation. this research recommend to put english meeting club as one of activity for school in indonesia as an extracurricular in order to encourage students to practice their speaking skill. 7 references brown h. d . (2007). teaching by principles: an approach to language pedagogy (3 rd ed). white plains, ny: pearson education. chaiklin s. (2003). the zone of proximal development in vygotsky’s analysis of learning and instruction. journal of cross-disciplinary perspectives in education vol. 1, no. 1 (may 2003) 59 67 crystal. (2013). english as global languange, 2 nd ed. cambridege university press: new york fitrianingsih.(2012). the effects of teaching communication strategies on learners’ speaking performance.unpublished master thesis. makassar: hasanuddin university. freemen d. & long m. h. (1991).an introduction to second language acquisition research. new york: longman. gay l.r.et al. (2006).educational research;competencies for analysis and applications. eight edition. new jersey: pearson precentise hall. handayani d. a. (2006).the role of bpec to improve the members’ speaking activity.unpublished graduated thesis. makassar: alauddin state islamic university. juan e.&flor. (2006). current trends in the development and teaching of the four language skills. walter de gruyter gmbh & co, berlin. nurlailah. (2012). effective learning strategies applied by the english learners in al markaz for khudi enlightening studies (makes). unpublished master thesis. makassar: state university of makassar. rosmiaty. (2012). the contribution of pemcc ( pioneer english meeting conversation club) toward the participant’s speaking skill. unpublished master thesis. makassar: state university of makassar. sugiyono.(2015). metode penelitian pendidikan (pendekatan kuatitatif, kualitatif, dan r & d. bandung.alfabeta. widiati u. &cahyono b. y. (2006).the teaching of efl speaking in indonesian context: the state of the art. asean journal vol 5.accessed internet on 22 february 2015. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 58 types of codes switching in efl classroom rio giovani eyato riovanieyato@gmail.com tadris bahasa inggris, fakultas ilmu tarbiyah dan keguruan iain sultan amai gorontalo abstract the purpose of this study is describing the types of code switching spoken by teacher and students in teaching process. the research problem is what the types of code switching in the classroom are. the researcher uses descriptive qualitative approach as method for analyzing the data. the researcher collects the data by recording and writing on table observation what teacher and students said in teaching-learning process, then collected it and classified. from the data analysis, the type of code switching which mostly was used by the teacher and the student during learning process was metaphorical code switching and situational code switching. tujuan dari penelitian ini adalah mengambarkan bentuk-bentuk alih kode yang digunakan oleh guru dan siswa dalam proses pembelajaran bahasa inggris. rumusan masalah dalam penelitian ini adalah apa tipe-tipe alih kode yang digunakan di dalam kelas. penelitian ini menggunakan metode penelitian kualitatif dan mengumpulkan data melalui observasi dan dokumentasi, berupa rekaman percakapan guru dan siswa di kelas. hasil penelitian menunjukkan bahwa ada dua tipe alih kode yang paling sering digunakan oleh guru dan siswa di kelas yaitu alih kode metaforik dan alih kode situasional. keywords: teacher, code switching journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 59 a. introduction code switching is a phenomenon in using language to communicate, where a speaker changes one language to another in the same utterance or conversation. code switching is mostly happened in bilingual or multilingual society. grosjean, 1982 and hamers and blanc, 1989 defined that bilingual or multilingual is a person whose linguistic ability in two or more language is similar to that of a native speaker. because of the globalization era and technology information development, it is difficult to escape to not use two or more language in the same conversation, such as utterance in social media, daily conversation, and also in the classroom. the influence of english as international language is very strong in contributing code switching using especially in nowadays society. english has been studied in indonesia as a subject in school since many decades. it is studied as foreign language, therefore there is a term teaching english as foreign language (tefl). because it is a foreign language, then generally it finds the teacher and also the students use code switching when they interact each other in teaching and learning process. mostly, it is used for clarifying the code which convey in english where the students do not understand the meaning. crystal (dalam skiba, 1997) stated that code switching using is influenced by some factors: the speaker cannot say the code or the sentences in his/her language, so he/she turn to another code. the speaker wants to emphasize the meaning he/she wants to convey, to state his/her solidarity, and also to express his/her feeling to the listener. referring to the using of code switching in the classroom, the teacher mostly use it because of the listener (the students) cannot understand the teacher utterance when he/she convey in english. for example, the classroom where i teach, even though i tried too much to speak english from the most beginning of the teaching process, but code switching is still happened because i have to accommodate the students’ who have no capability to understand english well. therefore, it is interesting to observe how the teacher uses code switching in the classroom. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 60 b. literature review code switching code switching is a phenomenon of language shift that occurs among people who have more than one language. according to appel argue that “code switching is a phenomenon transition because the changing situations of language usage”. haugen’s added “code switching is overlapping of two language” different from appel statement say code switching that occured between language, then hymes said that “the code switching not only occur between language but also occur between varieties or styles contained in a common language”. hymes said more details that “code switching has become a common term for alternate us of two or more language, varieties of language, or even speech styles”. then gal say’s “code switching is a conversational strategy used to establish, cross or destroy group boundaries; to create, evoke or change interpersonal relations with their obligations.” while hudson defines “code switching as the speaker’s use of different verities of the same language at . according to appel, hymes,gal and hudson can get the point that code switching not only used when the changing social situation but code switching already become a speech style. another opinion from mayers, he said that “code switching occurs when bilingual or multilingual individual switches from one language to another. the term is used when identifying alternations of linguistic verities within the same conversation”. grosjean also argue that “code switching can be a communicative resource because it reveals the speaker’s sensitivity to both formal function aspects of language”. while bokamba say that “code switching is the mixing word, phrases and sentences from two distinct grammatical system across sentence boundaries within the same speech” alvarez say that “code switching is an alternation of languages that occurs during bilingual conversation in which participants have at least one language in common . based on statement above i conclude that code switching is a communicative resources that expresses sensitivities speaker by using two language or more. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 61 the type of code switching bloom and gumperz identified two type of code switching; situational code switching and methaporical code switching. situational code switching depends on a situation. in situational code switching, one language is used in social situation, and the other language is used in another social situation. then gumperz and bloom said that “situational code switching, where alternation between varieties redefines a situation, being a change in governing norms. talking about redefine situation wardaugh adds the explanation redefine the situation formal to informal, official to personal, serious to humorous, and politeness to solidarity.” not only redefine situation but also wardaugh adds that situational code switching occurs when the languages used change according to the situational in which the conversant find themselves. metaporical code switching, the switching occurs in the same situation with the same individuals. bloom and gumperz state that “metaphorical switching allows one speaker to share two or more different with the same interlocutor. the other definition from bloom and gumperz’s about situational code switching and metaphorical code switching quoted from an article, namely: situational code switching in a multilingual society arise because of the lexical requirements, this occurs when a person wants to express something that exists only meaning in a particular language or dissatisfaction someone in the use of language when expressing one or more words. code-switching also occurs due to follow the situation in the issues discussed topic changes, or also be intentional weeks to create a secret code so that other people do not understand the contents of the conversation. the code switching also influenced by age, social status, educational background and gender. metaphorical code switching is the code switching within a single situation but added significance for a number of components as a rule to be expressed and has a specific purpose. the transfer of a change to involve the option of introducing themselves(identification) to the listener in certain situations. multilingual community in bilingual, switching metaphors-code refers to the tendency to switch codes (language or language variety) in a conversation to discuss topics that would typically fall into another domain. where conversation alternates between varieties change the situation, be the change journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 62 in the set of norms, and switching metaphorically, where alternative enrich a situation, allowing for more than a metaphor for social relations in the situation. metaphorical switching referred to change in the speaker’s language choice when the situational remained the same. for some people switch in this case was thought to convey special communicative intent. the factor of code switching if you search the factor of code switching, then we must retrun to the subject of sociolinguistic. fishman said that “who speak what language to whom and when”. in chaer’s book fishman said more details that is “ who speak , what language, to whom, when, and what the purpose”. in the published literature of linguistic, in general the factor of code switching was mentioned as follows : a. the speaker a speaker often do over the code to gain an advantage or benefit of actions it.example, mr. a after a while talking to mr. b on the proposal promotion had just found out that mr. b was derived from the same area with him and also have the same mother tongue. so, with the intention that his business quickly sorted him to switch the code from indonesian into a local language. suppose mr. b took the bait to use local languages, it can be expected to be a smooth affair. but if mr. b was not moved and continue to use the indonesian language, the official language for work, then the matter may be not smooth, because of the similarity of the speech community who wants his conditioned did not work, which causes a lack of a sense of familiarity. in real life we often encounter a lot of government offices were deliberately using local languages with officials he met to benefit from the sense of the similarity of the speech community. a sense of familiarity with the local language is more easily forged than using indonesian. rather code to gain an advantage in typically done by speakers in the event said it expects assistance opponent he said. b. the listener listener can cause code switching, for example, the speaker wants to compensate for the ability to speak the opponents said it. in this case the ability to speak the opponent's usually said less or some what less because it may not first language, if the opponents said the background of the same language as the speaker, then the code journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 63 switching that occurs only in the form of transitional variant. if the opponents said speaking backgrounds were not the same as the speakers, then there is over the language. for example, ani prmuniaga a souvenir shop, a foreign tourist arrival of guests, which invites conversation in indonesian. when then the tourists seem to run out of words to continue to speaking indonesian, then ani quickly switch the code to converse in english, so that then the conversation becomes smooth again. c. change in the situation since the third person the presence of a third person or another person who is nota background of the same language with the language being used by speakers and opponents said could cause code switching. d. formal to informal changes in the situation may cause code switching. as illustrated below some students were sitting up front classrooms while chatting in a relaxed language. suddenly came a lecturer and intervened, so now it’s the students by using the code switch indonesian formal variety. when the course starts so the situation becomes formal,but by the time the course ended the situation becomes more formal. so that the transfer of the code of indonesian formal variety to variety of indonesian relaxed. e. change the topic changing the topic can also cause code switching. when teacher changes the topic, he needs a good way or using mother language to make it clear. thus, they will use other language or their mother language to avoid misunderstanding of their students. c. research method the method use in this research is descriptive qualitative. the subjects was english department students in third semester at tarbiyah and teacher training faculty iain sultan amai gorontalo. this research collected the data on the types of code switching by used the field notes observations and recording then analyzed by selecting and sorting out which types of code switching and were used in the classroom. d. findings and discussions the data is displayed on the table above shown that code switching is happened in classroom mostly metaphorical and situational code switching. metaphorical code switching, the switching occurs in the same situation with the same individuals. bloom journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 64 and gumperz state that “metaphorical switching allows one speaker to share two or more different with the same interlocutor. the code switching within a single situation but added significance for a number of components as a rule to be expressed and has a specific purpose. the transfer of a change to involve the option of introducing themselves (identification) to the listener in certain situations. multilingual community in bilingual, switching metaphors-code refers to the tendency to switch codes (language or language variety) in a conversation to discuss topics that would typically fall into another domain. where conversation alternates between varieties change the situation, be the change in the set of norms, and switching metaphorically, where alternative enrich a situation, allowing for more than a metaphor for social relations in the situation. metaphorical switching referred to change in the speaker’s language choice when the situational remained the same. in this research metaphorical switching, the teacher used in the same situation with the same individuals and to convey special communicative t : aslm alaikum wr wb s : wslm wr.wb t : good morning s : morning t : how are you today? s : i’m fine t : ok good. jadi kita kemarin sudah membahas tentang idiom tapi belum terlalu mendalam. so, for today we will disccus about idiom. jadi hari ini kita akan belajar tentang idiom. t : nah buat adik-adik saya mau bertanya what’s the meaning idiom according to you? please raise your hand! yang tau raise your hand. in the conversation the teacher first is using indonesian language talk with student but when teacher asked the student, teacher switches the code to english and then switches to indonesian to make stronger the instruction. s1 : idiom is sentense to show our expresion and the meaning is keep from the other atau bisa kita katakan bahasa arti yang tersembunyi. t : any else? journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 65 s2: nothing. in the conversation, the student explained about idiom using english and then using indonesian to make clear his explanation, so in conversation, the student switches his code to convey special meaning. t: jadi jawaban dari teman kalian itu benar ya! idiom is a collection of some of the word phrases or sentenses for spesial meaning or definition some word are made. jadi maksudnya idiom adalah sekumpulan dari kata, kalimatatau yang membentuk makna khusus atau defenisi dari kata-kata yang dibuat. in the conversation (4), the teacher switches from indonesian to english to make the student understood. t : misalnya, for example long face. s3 : bu bacaannya longpace? t: salah. jadi bacaanya itu long face ya. whats the meaning long? s: panjang. [long] t: and then face? what’s the meaning face? s : wajah t : ok, good. so, artinya adalah? s : wajah yang panjang. t : wajah panjang. itu menurut kalian. but the real meaning of long face in idiom is sedih. jadi ini artinya bukan panjang wajah yaitu adalah sedih. ini maksud dari idiom itu sendiri. idiom itu kumpulan dari kata-kata yang membentuk makna tersendiri. nah kalau how to say in english sedih? sedih? s : sad. in the conversation, conversation begin with indonesian language then the teacher switches to english language, every time the teacher convey the core topic teacher switches the code. e. conclusions based on the result of this research, the type of code switching happened in the classroom is metaphorical code switching. from the data analysis, the type of code switching which mostly was used by the teacher and the student during learning process journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 66 was metaphorical code switching. the teacher and the student always switched their code to convey communicative in special intent. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 67 references ayeomoni. 2006. code switching and code mixing:style of language use in childhood in yoruba speech comunity. chaer, abdul & leonie agustina. 2010. sosiolinguistic pengantar awal. jakarta: pt rineka cipta. inna afni fitriyah, 2012. a descriptive analysis of english-indonesian code switching spoken by the english teacher of mts nu salatiga in academic year of 20112012. khalil el-saghir, 2010. code switching in sociolinguistic studies: review and analysis in wayne state university. maria cecillia velasquez. 2010. language and identity: bilingual code switching in spanish-english interviews. metzeger, melanie. 2000. bilingualism and identity in deafcomunitie. washington, d.c: gallaudet university. moleong. 2007. metodologi penelitian kual;itatif. bandung: pt remaja rosdakarya. nitasari, nassia ika. interaksi dalam pembelajaran. (online). https://nasriaika 1125. wordpress.com//2013/09/28. (acces on eleventh november 2015) sugiyono. 2014. metode penelitian kombinasi. bandung: alfabeta. sugiyono. 2016. metode penelitian pendidikan. bandung: alfabeta. sukardi. 2007. metodologi penelitian pendidikan. jakarta : pt bumi askara. van dulm. the grammar of english-african. netherlands: lot, 2007. wardaugh, ronald. 2006. an introduction to sociolinguistic. usa: blackwell. wijana, dewa putu & muhamad rohamidi. 2006. soiolinguistic kajian teory dan analisis. celebahan timur: pustaka pelajar wulandari nawang. 2015 alih kode bahasa. (online). http;//nawangwulandarithnz.blogspot.co.id/2015/05/alih-code-bahasa.html (acces 11 november 2015. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 23 sentence errors on students’ bachelor thesis of english education department diana s. rahman (mahasiswa pascasarjana universitas negeri jogyakarta) email: diana_rahman24@yahoo.co.id abstract the aims of this research are to find out the common sentence errors on students’ bachelor thesis of english education department and to find out the amount of sentence errors on students’ bachelor thesis of english education department. those should be the reference material in evaluating and teaching english subject. this research used the qualitative method by technic of collecting the data such as observation sheet and documentation. the researcher used surface strategy taxonomy to analysis the datum. that consists of omission, addition, misfomation, and misordering. the result of research showed that the biggest error in writing sentence on students’ bachelor thesis of english education department was addition by 81 sentences. the second error was misformation by 30 sentences. then, omission was 19 sentences. thus, the smallest error in writing sentences on students’ bachelor thesis was misordering by 17 sentences. tujuan penelitian ini adalah menemukan kesalahan-kesalahan kalimat yang umum terjadi pada skripsi mahasiswa pendidikan bahasa inggris dan menemukan jumlah kesalahan-kesalahan kalimat pada skripsi mahasiswa pendidikan bahasa inggris. hal ini dapat menjadi bahan acuan atau rujukan untuk pembelajaran bahasa inggris. penelitian ini menggunakan metode kualitatif dengan tehnik pengumpulan data berupa lembar observasi dan dokumentasi. peneliti menggunakan strategi siasat permukaan (surface strategy taxonomy) untuk menganalisis data. strategi siasat permukaan terdiri dari penghilangan, penambahan, salah formasi, dan salah susun. hasil penelitian ini menunjukkan bahwa kesalahan terbesar menulis kalimat pada skripsi mahasiswa pendidikan bahasa inggris adalah penambahan dengan 81 kalimat. kesalahan kedua adalah salah formasi dengan 30 kalimat. kemudian, penghilangan dengan 19 kalimat. dengan demikian kesalahan terkecil adalah salah susun dengan 17 kalimat. keywords: analysis, surface strategy taxonomy, students’ bachelor thesis, sentence errors. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 24 a. introduction bachelor thesis is the scholarly paper that discuss about the problem or phenomena in the specific science by using the right rules. the observation of problem or phenomena can be found on the education environment. it will be written or arranged through the planning activity and realization activity until finding the result of research based on the analysis of datum. because students are arranged or written not only as the form of academic assignment but also compulsory as the part of the requirement of education to get the success or passing. the research is operational of scientific method. it is the effort to solve the problem based on the steps on scientific method. therefore, bachelor thesis has the purpose to enable the student to write the research in accordance to academic writing. the research has the aims to develop the science from the various knowledge. thus, the result can use to define new theories, to prove theories, and to develop theories. based on the aims above, thus bachelor thesis becomes the obviously for college and university to get their scholar. students’ custom to do the research and to describe phenomena based on research and academic writing. however, many students find difficulties in doing good bachelor thesis. one of the difficulties is using academic writing especially when they write in english language. the writing of bachelor thesis that uses english language is not easy for everyone. the knowledge about english grammar and sentence is very important to write the bachelor thesis. thus, the writer is not only easy to arrange the sentence but also it can be understood by the reader. because of that, the right sentence is one of the requirements in academic writing included bachelor thesis. therefore, the sentence must arrange grammatically based on grammar rules in english. the students should be able to understand how to write english sentence a good order on composing their bachelor thesis. sentence error analysis, then make the students learn how to identify or to analysis their error in writing. the researcher wants to observe some bachelor thesis in order to find out the general error of students when they write their bachelor thesis. there were four types of sentences commonly. they are omission, addition, misformation, and misordering. the researcher interested to do error analysis on students’ bachelor thesis of english education department because some reasons that i said above. the students demand to be able to compose grammatical sentence on their bachelor thesis. however, in the pre-observation research, the researcher found some bachelor thesis containing many sentence errors. therefore, it is important to know the common error which students made bachelor thesis. b. research method the method of this research is qualitative research. it is based on the research focus; to analysis the sentence errors on students’ bachelor thesis of english department at iain sultan amai gorontalo. the research also used the content analysis. content analysis is a research technique for making inferences journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 25 by systematically and abjectly identifying specified characteristics within a text. in another definition by bernald barelson, content analysis is defined as “a research technique for the objective, system and quantitative description of manifest content of communication. the requirement of the technique to be “objective” and “systematic” is of course subsumed under the requirement of reliability in our definition (klaus krippendorff, content analysis,volume 5 : 21). then the same definition argued by fred n. kerlinger, “content analysis is a method of studying and analyzing communications in a systematic, objective, and qualitative manner to measure variables.”( soejono and abdurrahman, 2005 : 12) the subject of this research is the students’ bachelor thesis of english department in iain sultan amai gorontalo. a number of bachelor thesis that become subject were 16 bachelor thesis because there are many errors on those bachelor thesis when the researcher did the free observation. then, the researcher took 2 bachelor thesis every year. this research used the purposive sampling to take the samples (suharsimi arikunto, 2013 : 83) the technic of data collecting in this research used observation and documentation. this research will use the stage of observation according to spradly such as: a) description observation, b) focused observation, c) selected observation. by doing observation, the researcher can see and record the sentence errors on students’ bachelor thesis. then, there are three activities to analysis data; data reduction, data display, and conclusion drawing/verification (sugiyono, 2015 : 245-246) then, researcher used the surface strategy taxonomy to analysis and identify the sentence errors on students’ bachelor thesis. c. discussions a. the types of sentence errors on students’ bachelor thesis of english education department table 4.1 omission errors no. types of error (omission) sentence errors 1. omission of subject 1. motive can not detect directly but can intreped in their attitude or behavior 2. so will create a harmonious two-way relationship between teachers and students 3. so have to make the library study 4. but can not to write. 5. will increase the researchers’ knowledge 6. is expected to increase the vocabulary 2. omission of verb 1. the process of conducting the learning system between teacher and students at the school 2. when the teacher teaching in front of the class 3. while use of media in the process of learning english journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 26 very supportive 4. the learning process using the right media 5. then from this case i choice a method 6. as for other countries using english as a second language 7. the significant of this research the effect of picture media 8. such as articles, present and continous, preposition of time, past tense, present perfect tense, indirect speech, past continous tense, yes/no question in past tense, connectives, simple past forms of “be”, simple past forms of reguler verbs, simple past forms of irreguler verbs, relational voice (simple past), question tags, reported speech (a review), causative “have”. (ommision verb). 3. omission of determiner 1. a teacher should be doing planning and evaluation of all actions to be taken 4. omission of preposition 1. the teacher should give the guidance and motivation about important improving reading interest 2. even though for us indonesia society show that education 3. i try give an idea to a teacher as collaborator 5. omission of punctuation 1. so as a researcher i am doing to research does the picture media influence to student’s vocabulary mastery at smp n 4 limboto? table 4.2 addition errors no. types of error (addition) sentence errors 1. simple addition 1. it cause in writing students are given time to analyzed it’s word 2. which must analyzed to lesson the error of translation result 3. the students to reading fom itself 4. so the researcher want to know what are causes that make them get high achievement of study 5. the teacher have to increase 6. the teacher have to know the all characters and functions as the teacher 7. from the result of research that have gotten in class vii bp 1 at mts. negeri model limboto 8. teacher use in teaching process 9. teacher need to apply the mode or learning journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 27 10. the researcher need to do 11. teacher help the young learner to acquire or practice the language. 12. teacher of the young learner have to create a good atmosphere 13. the teacher duty in learning and studying process consits of pedagogies duty and administration duty. 14. because teacher have creativity 15. the writer suggest some maters 16. the teacher must used the different method in teaching vocabulary 17. one approach to instructional media that have a level of active student learning 18. picture are medium or media in the forms of posters, paintings, photographs, caricatures, etc. 19. data were analized by three ways namely data reduction, data display. 20. overcoming barries to increased use of picture student learning 21. an alternative to teaching vocabulary in english 22. the students must mastered the four basic language skills 23. the fourth is used to respond to or create a discourse in public life 24. the learner could not communicate to other clearly, could not understand to read books, could not to write and could not understant in listening 25. when student have more vocabulary 26. student could not to speak 27. this research want look 28. the educational and economic problem was caused of country progres 29. as author i addressed that both of method of learning are have relation meaning 30. these could proved with the result of observation 31. i wanting to increase about 75% students get 70%achievement 32. many students doesn’t have interest in reading 33. other researchers to doing advanced research and development 34. other researchers to doing advanced research and development 35. the four skills were used to respond to or create discourse in public life. 36. this is some factors that influence the person or the people can not to speak. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 28 37. the people can not to speak 38. the four skills were used to respond to or create discourse in public life. 39. the researcher make conclusion 40. the teacher give example of biography muhammad yamin 41. the researcher make some suggestion for english teacher, students, and institution 42. for the students if students want to reading comprehention 43. researcher does several obsevation in class, to observed the students speaking skills during the learning process in teaching english 44. the researcher explain about vocabulary 45. the researcher make conclusion 46. students in middle scholl still has a limited vocabulary 47. for example to doing conversation with all the people in the world 48. the reasearch want to analyzed the students’ competence 49. the research have a suggestion after did this research 50. the researcher want to discuss about question taqs (taq question) 51. the reasearch want to analyzed the students’ competence 2. double markings 1. they learn tranfer from thinking to be writing language 2. because the students in this scholl are have motivation in learn especially english learning process. 3. the implemention of good method and strategy are will get the quality of education 4. good method and learning strategy are will getting improving study achievement of students 5. it is depend on the method 6. they need play with words 7. the important duty of teacher is do some activities or agenda 8. the teacher creativity must be have to motivate student 9. the students didn’t found punishment from mahkamatul lugho 10. 1’m not took explain what the relation are but only tool for a research theme instead 11. there could be understand about the term 12. i want to try to apply 13. i formulated for aim of my research is to know does the application of relo-play method can be increase the students’ speaking ability journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 29 14. that is was proves by their activity in role playing 15. then the method influences to learning process 16. this research want look same with other 17. the interest in reading and ability hopeful could gave implication theoretical and practical. 18. the many interest reading can help increase vocabulary 19. confused to diction that must used in context that different 20. or can to express but can not to write. 21. they are not have confident 22. they are not have self confidence to speak in front of class or their friends. 23. they are not have ability to speak 24. they are feel shy, and be afraid 25. this research is expected increase students’ speaking ability 26. teachers are also required to can develop the skills 27. they just want to learn is by planning 28. that students can to improve students’ vocabulary 3. double subject 1. the most difficult it will be for them to perform the activity of language. 2. guessing game it is strategy to interest table 4.3 misformation errors no. types of error (misformation ) sentence errors 1. archi-forms 1. there is some various students’ ability on translation and grammatical mastery 2. of course reading is not the one of way for that 3. there are two variable 4. i present some suggestion 5. english subject matter is one of subject 6. beside personality of the teacher it selves 7. one of the factor to get succes in the learning process 8. mts. negeri model limboto is one of the best school in gorontalo province 9. it has some conclusion as shown below 10. picture is one of the media 11. teachers and students itself that do it. 12. in the teaching learning process the teacher also must use some kind of approaches 13. the important duty of teacher is do some activities or journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 30 agenda 14. this factor can be divided to two factor 15. vocabulary is one of the important aspect in learning a foreing language 16. the students can take some information to identify their speaking ability 17. the population is the all student at class xi and to take the sample used the purposive sampling technique 18. in this research the population is the all student at second grade 19. this research there is two variable 20. some factor that influence the person or the people 21. the researcher make some suggestion for english teacher, students, and institution 22. the goal of improving some aspect of comprehention 23. from two suggestion above 2. regulation 1. the one of main reason why the studentd not get success in teaching learning process 2. who not have expert to do activities or duty as a teacher 3. we saw there many govermnets’ program to develop country’s quality 3. misformation of verb 1. students’ can tell everything they thing 2. the researcher hope the teacher soul give help for the student 4. misformation of spelling 1. the teacher can improve and develop the vocabury mastery 5. misformation of subject 1. the research hope this suggetion can be attetion for everyone table 4.4 misordering errors no. types of error (misordering) sentence errors 1. misordering of adverb 1. based on above opinion can be known that reading is a process for obtain the information 2. based on above condition, the writer performs a research 3. based on the above exposure 4. based on the above description of an attempt to improve the english 2. misordering of aphostrophe 1. by speaking students’ can tell everything 2. that the students ‘vocabulary is still very low 3. that the students ‘vocabulary is still very low 3. misoredring of noun phrase 1. as for other countries using english as a second language as malaysia country and india 2. to improve student’s vocabulary trough games quartet in seventh grade junior high school journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 31 3. question taqs must be studied because if we would like to ask with giving affirmation we can be used question taqs. we usually use question taqs in conversation. 4. a question taq consists of two words. 5. the using of question taqs for the students of junior high school is a new thing. 6. that the use of question taqs is not easy. 7. the students’ competence on question taqs in smp negeri 3 bolangintang barat. 8. so the researcher would like to do a research about “an analysis of students’ competence on question taqs” 9. the aim of research of this observation is to know is the students’ competence on question taqs 10. to improve student’s vocabulary trough games quartet in seventh grade junior high school b. the amount of sentence errors on students’ bachelor thesis of english education department table 4.5 the amount of sentence errors no. the year of bache lor thesis the title of bachelor thesis the types of error o m issio n a d d itio n m isfo rm a tio n m iso rd erin g 1 2009 1. the tenses analysis of translation result in english sentences 2. a correlation between students’ reading interest and their achievement in english learning at the first grade students of man limboto 1 4 4 2 2 2010 1. the using of picture to develop english vocabulary for young learner 2. the implementation of active learning method in improving student’s motivation at class vii bina prestasi 1 of mts. negeri model limboto 2 15 7 journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 32 3 2011 1. the teacher’s creativity in teaching vocabulary at the second grade of mts. al-falah 2. the effectiveness of picture in english learning process at mts alyusra gorontalo 4 12 5 1 4 2012 1. the application of role play method to increase students’ speaking ability 2. the correlation between using discussion method and students’ speaking ability 4 17 5 5 2013 1. the influence of interest in reading english book toward the result of reading comprehension 2. the influence of self confidence toward english speaking ability 4 17 2 1 6 2014 1. improving the student’s reading comprehension thinking activity (drta) 2. improving the english vocabulary through scramble method 2 5 2 1 7 2015 1. the influence of picture media toward student’s vocabulary mastery 2. improving students’ speaking ability guessing game strategy 2 6 2 3 8 2016 1. an analysis of students’ competence on question tags 2. improving student’s vocabulary trough quartet game on seventh grade of smp 2 pulubala 5 3 9 9. the amount of errors 19 81 30 18 d. conclussion based on the finding and discussion, the researcher can conclude some of the conclusion as follows: the biggest error in writing sentences on students’ bachelor thesis of english education department is addition.the smallest error in writing sentences on students’ bachelor thesis of english education department is misordering.there are sentences error on students’ bachelor thesis of english education department include 81 sentences of addition, 30 sentences of misformation, 19 sentences of omission, and 17 sentences of misorderin journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 33 references alexander, l.g. longman english grammar practice, (new york: longman, 1998). arikunto, suharsimi. prosedur penelitian suatu pendekatan statistik, (jakarta: rineke cipta, 2013) booher, dianna. good grief good grammar, (canada: 1998). brown, douglas. teaching by principles an interactive approach to language pedagogy, (new york: longman, 2000). cohen, louis. reasearch methods in education, canada: routledge, 2007. gustilo, leah and carlo magno. learners’ errors and their evaluation: the case of filipino esl writers. vol. 8, (manila: 2012). hariyanto, rudy. complete english grammar, (surabaya: gita media press, 2002), cet. 1; surabaya, gitamedia press, 2002. harmer, jerermy. the practice of english language teaching, (fourth edition; england: longman, 2007). krippendorff, klaus. content analysis, volume 5. the sage commtext california,sage, 1980. nzama, muzi v. error analysis :a study of errors commited by isizulu speaking learners of english in selecte scholls, (in the department of general linguitics at the univerty of zulaland, 2015. pertanika j. soc. sci. & hum, errors and variations of tesl students’ written description (malaysia: universiti putra malaysia press, 2012). r.w. zandvoort, a handbook of english grammar, (seventh edition; london: e.l.b.s, 1975). salih, nada. a. ridha, the effect of efl learners’ mother tongue on their writings in english: an error analysis study, vol. 60. (basrah: 2012). soejono and abdurrahman, metode penelitian suatu pemikiran dan penerapan, jakarta: rineka cipta, 2005. sugiyono, metode penelitian kuantitatif, kualitatif, r&d, bandung: alfabeta, 2008. sugiyono, metode penelitian pendidikan (pendekatan kuantitatif, kualitatif, dan r&d), cet.21; bandung: alfabeta, 2015. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 34 swan, michael. practical english usage, china: oxford university, 2005. widdowson, h.g. linguistics, (london, oxford university press, 2009). zuchdi, darmayati. panduan penelitian analisis konten, yogyakarta: ikip yogyakarta, 1993. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 46 identifying the slip of tongue in efl classroom: one error that blocked students’s fluency in speaking moh. ali imron mustofa & enni akhmad aliimron@gmail.com enni@iaingorontalo.ac.id english education department, tarbiyah and teacher training faculty the state institute of islamic studies iain sultan amai gorontalo abstarct one indicator of being able to speak is having good pronunciation. slip of tongue is one factor that is blocking good pronunciation. this research investigates the types of slip of tongue which doe by students in pronouncing english as a foreign language. there were 5 students of seventh semester at english education program academic year 2017/2018 iain sultan amai gorontalo, as the subjects of this research. it used qualitative method in order to describe the kinds of error on students’ pronunciation, especially when they are in slip of tongue. audio recording was used to identify the students’ pronunciation, data analyzing was done by transcribing their error pronunciation. the result shown from six of eight types of slips of the tongue occurred on students’ pronunciation, namely shift, anticipation, perseveration, addition, deletion and substitution, the main slip of tongue occurred on students’ pronunciation was substitution. salah satu indikator untuk bisa berbicara adalah memiliki pengucapan yang baik. keseleo lidah adalah salah satu faktor yang menghalangi pengucapan yang baik. penelitian ini menginvestigasi jenis-jenis keseleo lidah yang dilakukan oleh mahasiswa dalam melafalkan bahasa inggris sebagai bahasa asing. ada 5 siswa semester tujuh di program studi pendidikan bahasa inggris 2017/2018 iain sultan amai gorontalo, sebagai subyek penelitian ini. penelitian ini menggunakan metode kualitatif untuk menggambarkan jenis kesalahan pada pelafalan siswa, terutama ketika mereka membuat kesalahan pelafalan. rekaman audio digunakan untuk mengidentifikasi pelafalan mahasiswa, analisis data dilakukan dengan menyalin pelafalan kesalahan mereka. hasil yang ditunjukkan dari enam dari delapan jenis keseleo lidah terjadi pada pengucapan mahasiswa, yaitu shift, antisipasi, ketekunan, penambahan, penghapusan dan substitusi, namun yang utama adalah substitusi. key words: error, slips of the tongue, pronunciation. mailto:aliimron@gmail.com mailto:enni@iaingorontalo.ac.id journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 47 a. introduction pronuciation is one of indicators used to score the ability of speaking (arthur hughes : 2003). pronunciation is a set of habits of producing sounds. the habit of producing a sound is acquired by repeating it over and over again and by being corrected when it is pronounced wrongly. learning to pronounce a second language means building up new pronunciation habits and overcome the bias of the first language (abbas pourhosein gilakjani, 2015). english pronunciation involves the production of each sound and pronunciation of words, phrases, and sentences with correct spelling, compressing and/or correct intonation. in addition, there is a way how to read the word correctly called ‘phonetic transcription’ ((phonetic transcript), which is defined as a kind of alphabetic writing where each letter represent a sound. phonetic transcript aim is to provide clear and unambiguous to the language learner, for example, the sound of which one should be used on a word or phrase, and in what order to use the sound. for the non-native speakers, pronunciation is one of the most important parts in english communication because by using good pronunciation, we can avoid misunderstanding between the speakers (harmer: 2000, dalton: 1998, angelina tieneke sugiarto: 2013, syarif hidayatullah: 2016). pronunciation errors occur in such a way, for instance because of slip of tongue. slip of tongue is a psychological problem of speaker. freud proposed that somebody misspeaks; it is an accidental expression of expressed thoughts or feeling (in david. w. carrol : 1985). slip of the tongue is occurred when the speaker’s actual utterance differs in some way from the intended utterance. the following utterances are categorized into slips of the tongue, namely shift exchange, anticipation, perseveration, addition, deletion, substitution, blend. those types of slips of tongue identified were occurred in english foreign language (efl) classroom (angelina tieneke sugiarto: 2013). the research focused on pronunciation error which included the slip of tongue, while this research focused on the types of slip of tongue faced by english department students in the classroom. therefore, the research question formulated as: what types are slip of the tongue occcured on students’ of english department pronunciation? journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 48 b. literature review everyone needs to convey their message, idea, feelings or information to make a conversation to other people, so that they produce their speech. there are four stages of production: conceptualizing, formulating, articulating, and self-monitoring. to pass the steps, we ofte do errors consciously or subcociously, either i first language or secod language. erdogan (p. 5) explains that the errors may occur because the learner does not know what is correct, and thus it cannot be self-corrected. error analysis, on the other hand, deals with the learners' performance in terms of the cognitive processes they make use of in recognizing or coding the input they receive from the target language. the errors in pronouncing english may be viewed as a part of learning english process to the people who speak english as a foreign language. because by the errors, they will learn how to correct pronounce in english. lado (1996) states common errors in english is usually occur in every linguistics aspect namely; syntax, lexicon, phonology and morphological errors. slips occur when the speaker’s actual utterance differs in some way from the intended utterance unintentionally. slip of the tongue is occurred when the speaker’s actual utterance differs in some way from the intended utterance. freud proposed that somebody misspeaks; it is an accidental expression of expressed thoughts or feeling. although speech errors cover a wide range of semantic content, there appear to be only a small number of basic types, namely: shift, exchange, anticipation, perseveration, addition, deletion, substitution, and blend. shift, occurs when one speech segment disappears from its appropriate location and appears somewhere else, for example (fromkin) misderivations is the speaker somehow attaches the wrong suffix or prefix to the word. for example: that’s so she’ll be ready in case she decides [dɪˈsaɪds] to hit [hɪt] it becomes that’s so she’ll be ready in case she decide [dɪˈsaɪd] to hits [hɪts]it. it can be seen that the word "hit" [hɪt] there is the addition of the suffix -s. the addition of the suffix -s is not in the proper place because after the infinitive "to" always follows the original verb. suffix -s is supposed to be added to the word "decide" [dɪˈsaɪd]. exchanges are, in effect, double shifts, in which two linguistic units exchange places. for example: fancy getting your nose [nǝʊz] remodeled [rɪˈmɒdled]becomes fancy getting your model [ˈmɒdl] renosed [rɪnǝʊzd]. there is an exchanging between two sounds; there journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 49 are /n/ and /m/. the speaker utters “fancy getting your model renosed [fensɪ geting ju:r mɒdl rɪnǝʊzd]”. it should be said “fancy getting your nose remodeled [fensɪ getting ju:r nǝʊzrɪˈmɒdled]”. anticipations occur when a later segment takes the place of an earlier one. they differ from shifts in that the segment that intrudes on another also remains in its correct location and thus is used twice. for example:take [teɪk] my bike becomes bake [beɪk] mybike. the speaker intended to say take my bike [teɪk maɪ baɪk], but said instead bake my bike [beɪk maɪ baɪk], “anticipating” the sound /b/ at the beginning of bike in his pronunciation of take, (the arrow means “was mispronounced as”). in this example take is said to be the target word, and bike is said to be the origin of the error (since that is where the b came from). perseverations occur when an earlier segment replaces a later item. he pulled a tantrum [ˈtæntrǝm] becomes pulled a pantrum [pæntrǝm]john gave the boy [bͻi] a ball becomes john gave the goy [gͻi] a ball. the speaker intends to say ‘pulled a tantrum’ [pʊld ǝˈtæntrǝm], but he said instead ‘pulled a pantrum’[pʊld ǝ pæntrǝm ], the speaker has perseveration the sound /p/ at the beginning of ‘pulled’ in his pronunciation of ‘tantrum’. in this example ‘pulled’ is said to be the target word and ‘tantrum’ is said to be the origin of the error since that is where the sound /p/ of ‘pulled’ came after the origin (“tantrum” “pantrum”) (an earlier segment that is ‘pulled’ replaces a later item). according to fromkin, garrett, shattuck-hufnagel, in carroll, additions add linguistic material. for example: i didn’t explain this carefully [keǝ(r)fʊli] enough becomes i didn’t explain this clarefully [kla(r)fʊli]enough. based on the example above, we can see that in the statement “i didn’t explain this clarefully enough” [aɪ ˈdɪdnt ɪkˈspleɪn ðɪs kla(r)fʊli ɪˈnλf] there is an addition the soun /l/ in the word “clarefully” [kla(r)fʊli]. it is supposed to say the word “carefully”[keǝ(r)fʊli]. deletions leave something out, according to fromkin, garrett, shattuck-hufnagel, in carroll. for example: i’ll just get up and mutter unintelligibly [λnɪnˈtelɪdӡǝblɪ]becomes i’ll just get up and mutter intelligibly [ɪnˈtelɪdӡǝblɪ] based on the example above, we can see in the statement “i’ll just get up and mutter intelligibly” [aɪ’l dӡλst get λp ǝnd ˈmλtǝ(r) ɪnˈtelɪdӡǝblɪ] there is a deletion occurs, in this case is deletion of the prefix “un” in word “intelligibly”. so, it is supposed to say “i’ll just get up and mutter unintelligibly” [aɪ’l dӡλst get λp ǝnd ˈmλtǝ(r) λnɪnˈtelɪdӡǝblɪ]. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 50 according to fromkin substitutions occur when one segment is replaced by an intruder. these differ from previously described slips in that the source of the intrusion may not be in the sentence. before the place close [klǝʊs] becomes before the place open [ˈǝʊpǝn] at low speeds, it’s too heavy [ˈhevɪ] becomes at low speeds it’s too light[laɪt] based on the two examples above, there are substitutions of word that each of them has relation either semantically or phonologically. in the first example, the speaker intends to say “before the place close” [bɪˈfͻ:(r) ðǝ pleɪs klǝʊs]. in fact, the speaker said the word “open” [ ǝʊpǝn] in his/her statement which is has close relation and it is the antonym of the intended word, in this case the word “close”. in the second example, the speaker intends to say “at low speeds it’s too heavy” [ǝt lǝʊ spi:d ɪts tu: ˈhevi]. in fact, the speaker said the word “light” [laɪt] not the word “heavy” [ˈhevi]. there are two possibilities about this case. the first one is, because both of the word “light” and “heavy” are from the same group of word class which is a s a noun make the speaker confuses and tend to makes the error. and the second one is, if we look at the statement “at low speeds it’s too light” [ ǝt lǝʊ spi:d ɪts tu: laɪt], it relates with a crowded road which is full of lights from the street lamps. so that’s why the speaker used the word “light”. fromkin states that in word substitutions, the speaker produces a word that is wrong, but typically related either semantically or phonologically to the intended word. slips of the tongue also tell us a great deal about the structure and organization of the mental dictionary. blends the speaker leaves out a short stretch of speech. blends apparently occurs when more than one word is being considered and the two intended items “fuse” or “blend” into a single item. for examples: fried [fraɪd] + potatoes [pǝˈteɪtǝʊs] becomes fries[fraɪs]. post [pǝʊst] + toasties [tǝʊstis] becomes posties[pǝʊstis] we can see from the examples of blends/ haplologies above, two words are combining into a single word. at the first one the speaker is combining the word “fried” [fraɪd] with the word “potatoes” [ pǝˈteɪtǝʊs] become the word “fries”. the second one is combining process of the word “post “[pǝʊst] and the word “toasties” [tǝʊstis] become into the word “posties” [ pǝʊstis]. slips of the tongue in l1 speech have been widely studied in detail as they can provide evidence about particular aspects of the speech production process and, in the case of slips produced by children, about language development. however, until now very little research journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 51 has been done on slips of the tongue in l2 learner speech production, even though l2 slips might well provide evidence of the language development of l2 learners. in some research there are statement showed that slips of the tongue in l1 speech production are also valid for l2 learner speech. in a research by poulisse, in her data, 2000 l2 slips and l1 slips were included which were collected by tape-recording and carefully re-examined by two trained researchers. as is common in l1 slip research, the slips were classified in terms of the linguistic level involved (e.g. syntactic, lexical, morphological and phonological) and slip type. the most important slip types are substitutions, anticipations, perseverations, exchanges, additions, deletions and blends. she compared l1 slip data with l2 slip data in order to find if they are the same or different, and to what extent. the analysis of the data showed there are many similarities between the l1 and the l2 slip data. for instance, one of the findings supporting the frame-and-slot mechanism is that slips of the tongue adhere to the” syntactic category constraint”: nouns replace nouns, verbs replace verbs, and prepositions replace prepositions, and so on. c. research method this research used qualitative descriptive method. it used to analyze the students’ pronunciation of slip of tongue and served the research finding by data’s description. the location of this research was in english education department of state institute of islamic studies sultan amai gorontalo. the subject of research was 5 students at seventh semester academic year 2017/2018 as the. it used purposive sampling, under the principle of sow ball. thus, the research interviewed ad tested one student before going to another student. only 5 students were taking, because the types of slip of tongue almost occurred o the. document ad interview were used to get the data. in this research, researcher used students’ transcription and the topic was daily conversation (introduction, family, daily activities, home town).interview is a meeting of two persons to exchange information and idea through question and responses, resulting in communication and joint construction of meaning about a particular topic. this interview used only to clarify that the participants error is happen because of their error in performance. the researcher analyzed the data systematically by using the following steps: first, the researcher made the transcription from the utterances, and then the researcher presented the data that contain the pronunciation errors that happened in journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 52 their speech. second, the researcher analyzed slip of the tongue based on fromkin’s theory in table 3.2. third, the researcher described and discussed the findings that are related to the objective of the study. finally, the researcher made general conclusion by relating to the theory and research finding about pronunciation errors happened in seventh semester student of english department. d. findings and discussions slips of the tongue analysis in presenting the presentation on the slips of the tongue and pronunciation problems, there were 5 participants as the data sources in this research which were observed. and the pseudonyms were also used in the presentation of this analysis; they are student 1, student 2, student 3, student 4, and student 5. the frequency of appearance of types of slips of the tongue would be presented in table 4.2 table 4.2 types of slip of tongue appearance no. type of slip of tongue frequency 1. shift 1 2. exchange 3. anticipation 3 4. perseveration 3 5. addition 28 6. deletion 33 7. substitution 52 8. blend total 120 a) in others word… in other words is i wanna be a success girl (student 1) based the utterances, the speaker pronounced the word in others word in her utterances. it should be pronounced “in other words”, it could be proved because of there was a repairing process from the speaker. the error happened because the student makes a shift on (s) letters, she pronounces in others word in her utterances which changing the meaning of the sentences. it is should located in the end of the word “word” to get the meaning. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 53 a) i was born on tweny nine february ninety ninety six (student 1) in this utterance which made by student 1, the student was getting anticipate and more focused on second word that is “ninety”. so, she made slip between which should pronounce nineteen or ninety. b) i was born in limboto three mart, three marts in ninety ninety six (student 2) based on the utterance, the same slip of tongue was made by the student 2. therefore, in the segment “in ninety ninety six”the suffix -ty in the second ninety take place in the early word which should be pronounce nineteen. based on the utterance, the same slip of tongue was made by the student 2. therefore, in the segment “in ninety ninety six”the suffix -ty in the second ninety take place in the early word which should be pronounce nineteen. c) and i was born in tote on twenty five june nine...ninety ninety six (student 4) based on the utterance during typing this transcription, i found that most of the student make a slip when pronouncing their own date of birth especially in pronouncing -teen and -ty suffix. a) alhamdulillah.. my fathers and my mothers (addition – s)… still complete. based on the utterance, in this case the speaker definitely get slip when pronouncing her parent by mentioned they’re like “my fathers and my mothers” with an addition -s in those words and it was inappropriate location. this -s suffix addition is not appropriate because the adding sound /s/ showed a quantity of an object “my fathers and my mothers” is a singular noun which belong to the speaker itself. it could be seen when the speaker renews her sentence into “my father and my mother”. b) so my farthers (addition – r,s) do everything. based on the utterances, the speaker pronounces it in a hurry. there is an unnecessary addition sound /r/ & /s/ that makes the word heard unclearly. it should be pronounced “so my father do everything” c)my second little brothers (addition – s). based on the utterances, the -s suffix addition is not appropriate because the adding sound /s/ showed a quantity of an object. it should be pronounced without -s “my second little brother”, because her second little brother just 1 in this world. a) it is very difficult for me to reach. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 54 based on the utterance, the speaker omitted the word “it” from the sentences. this error happened when the speaker hurried to close the sentences. the speaker immediately repaired his utterance when he realized that it was inappropriate. b) okay.. i…i … just.. i’ll just tell you. based on the utterance, it is a same case with the sentence above. in this section, the speaker also in a hurry situation and little confused about what is she going to say. then, the speaker immediately repaired his utterance when he realized that it was omitted or uncompleted. c) i’am so slowly in work. based on the utterance, the speaker omitted suffix -ing in the last word “work” whether it should be “working” because the -ing suffixes is perform as a complement. d) surfing internet, or.. watching some movie. based on the utterances, there are determiner “the” deletion in sequence [surfing internet] while it should pronounce [surfing the internet] because internet is a medium just like water, ground, & air. a) i know can’t te.. told you..i can’t told it.. i can’t tell you, it’s a secret. based on utterance above, it could be seen that the speaker made an error. he substituted the word “tell” into the word “told”. the speaker intended to pronounce an utterance which was contained present form. b) ef (substitution of).. of their mystery. in this section, the speaker substitute word “of” but she made slip when pronouncing vowel /o/ it’s changing into /e/. c) if someone.. ask him to uh.. to do building(subtitution – should make or built a) he will do it. in this sentence, the speaker choose inappropriate verb to fill the sentences. for this case the sentence should pronounce“if someone ask him to uh.. to built a building he will do it.” d) if someone ask him to what.. gardening (subtitution – should farming) he will do it. this is same case with above sentence. in this section, the sentence should journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 55 pronounce“if someone ask him to farming he will do it”. e) my father and my mother..still complete. based on the utterances above, word “complete” should change into “alive” because the speaker intended to give means that her parents still slive. f) while my mother’s job is marbot masjid based on the utterance, the speaker also changes or substitute an english with her first language. therefore, she should pronounce “while my mother’s job is a caretaker of mosque” e. conclusion kinds of pronunciation error found in the seventh semester students at english education program academic year 2017/2018 contain six kinds of slip of the tongue. the six kinds of slip of the tongue, they are shift, anticipation, perseveration, deletion, addition, and substitution. there are only six of them were found, because the appearance of each type of slips of the tongue is relate to their speech, and there are no case showing the rest of other types. next, substitution is dominantly occurred than the other types. it is happened because slip of tongue also known as freudian slips. a freudian slip is a bit more complicated because there is believed to be more meaning behind the word error that is made. a freudian slip is a verbal mistake that is believed to be linked to the unconscious mind. so, the mistake is not considered a mistake at all, but instead an unconscious thought that is coming out in speech. often freudian slips are not with words that sound alike at all, like with a slip of the tongue. a common example of a freudian slip would be calling one’s boyfriend or girlfriend by your mother or father’s name. a freudian slip gets its name from the psychiatrist sigmund freud. he believed mistakes we make when speaking has meaning and aren’t really mistakes at all, but our unconscious mind slipping through into our speech. when the students pronounced the english words in hurry, less of vocabulary and monitoring condition which make their unconscious mind crawling into their speech and substituted some english words to others. the five students also produce pronunciation problems such as the uncompleted word and the unclear pronunciation. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 56 references adhwaul bayan, muhammad al amin asy syinqithi, 3/238, dar ilmi al fawaid brown, h. d. principles of language learning and teaching, 3rd ed. (englewood cliffs, nj: prentice hall regents. 1994) carrol, david. w. psychology of language, 3rd ed. (brooks/cole publishing company, 1999) carrol, david. w. psychology of language, 5th ed. (usa: thompson wedsworth, 2004) dullay, h. language two. (new york: oxford university press, 1982) erdogan, v. contribution of error analysis to foreign language teaching. turkey: mersin university, 2005 g. leech and p. wignell. making sense of functional grammar. (sydney: antipodean educational enterprises (æe), 1994) g. leech, margaret deuchar and robert hoogenraad. english grammar for today. (london: macmillan education ltd, 1982.) gabriele. slips of the tongue and freudian slips. https://blogs.transparent.com/english/slips-ofthe-tongue-and-freudian-slips/. (accessed march 17, 2018.) herbert h. clark and eve v. clark. psychology and language: an introduction to psycholinguistic. (new york: harcourt brace jovanovich, inc. 1977) jumrina. skripsi: an analysis of student’s pronunciation errors in english. gorontalo: ung, 2013 karmila, m. the integration of technology in a decentralized curriculum settings: the case of english as a foreign language (efl) instruction in gorontalo, indonesia. usa: ohio university, 2011 lado, m, j. common errors in english. jakarta: tulus, 1996 merriam webster. websters ninth new collegiate dictionary. (usa: merriamwebster inc, 1990) moleong, lexy j. metodologi penelitian kualitatif, (bandung: pt remaja rosdakarya, 2007) pakaja, m. course material introduction to general linguistcs. yogyakarta: adelia grafika, 2011 journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 57 pateda, m. bahasa indonesia di perguruan tinggi. gorontalo: viladan, 2009 pateda, m. sosiolinguistik. gorontalo: viladan, 2001 savitri. meaning of descriptive question. merit answers (online). july 11 th 2016. (accessed on march 17, 2018) sugiarto, angelina t. pronunciation errors made by the fourth semester students. skripsi. semarang: faculty of humanities dian nuswantoro university, 2013 sugiyono, memahami penelitian kualitatif, (bandung:alfabeta, 2014) sugiyono. metode penelitian kuantitatif, kualitatif dan r&d. bandung: alfabeta, 2013 sugiyono. metode penelitian pendidikan pendekatan kuantitatif, kualitatif dan r&d, (bandung: alfabeta, 2010) taylor, i. and m. martin taylor. psycholinguistics learning and using language. london: prentice – hall international (uk) limited, 1990) zheng, qi. slips of the tongue in second language production. sino-us english teaching. volume 3, no.7 (serial no.31). p.71-74. july. individual characteritics in second language acquisition susiati abas faculty of applied linguistics program, state university of yogyakarta email: susiati0768pasca2015@student.uny.ac.id abstract this paper explores the theoretical framework of the role individual characteristic in language acquisition. in other words, this paper specifies on promoting theoretical justifications of the role individual characteristics in second language acquisition. language acquisition is very similar to the process children use in acquiring first and second languages. it requires meaningful interaction in the target language-natural communication in which speaker are concerned not with the form on their utterances but with the messages they are conveying and understanding those characteristics are age, gender, intelligence, aptitude, motivation and attitude, personality, learning styles and environment. the development those factors could be conducted via formal and informal language environment. wherein, informal environment can be quite beneficial for adult second language acquisition. formal environment are also beneficial. key word: individual characteristics, formal and informal environment, language acquisition kajian ini membahas mengenai kerangka teoritis peran karakteristik individu dalam pemerolehan bahasa. dengan kata lain, kajian ini menekankan pada teori pembenaran mengenai peran karakteristik individu dalam pemerolehan bahasa kedua. pemerolehan bahasa ini sangat mirip dengan proses pada saat anak menggunakan bahasa pertama dan bahasa kedua. hal ini memerlukan interaksi yang bermakna dalam bahasa target-alam komunikasi yang fokus pembicaraan tidak lagi pada bentuk-bentuk ujaran but lebih pada makna atau pesan yang disampaikan dan memahami karakteristik tersebut seperti usia, jenis kelamin, mailto:susiati0768pasca2015@student.uny.ac.id intelijen, bakat, motivasi dan sikap, kepribadian, gaya belajar dan lingkungan. perkembangan faktor-faktor tersebut bisa dilakukan melalui lingkungan bahasa formal dan informal. dimana, lingkungan informal bisa sangat bermanfaat untuk pemerolehan bahasa kedua oleh orang dewasa. lingkungan yang formal juga bermanfaat a. introduction language is a tool for communication. every human have ability to acquire the language. the first way acquires a language when the children develop their ability in first language. when get to acquire the language are usually not aware of the fact acquiring a language, but the result they are using language for communication. language acquisition too give a result to get to acquire competence, is also subconscious. generally, the children are not aware of the rules of the language have acquired. even if, have feel correctness. sometime grammatical sentence “sound” right or ‘feel” right, and errors feel wrong. it is not consciously know what rules was violated. other ways of describing acquisition include implicit learning, informal learning, and natural learning. acquisition came after the first language has been learnt. in non-technical language, acquisition is ‘picking up” a language. some second language theory has assumed that children acquire, while adults can only learn. the acquisition learning hypothesis claim, however, that adult also acquire. that the ability to “pick up’ language does not disappear at puberty. the term ‘critical period’ is used to refer to the general phenomenon of declining competence over increasing age of exposure and is used to state that there is a period when language acquisition can take place naturally and effortlessly, but after a certain age the brain is no longer able to process language input in this way (ellis, 1986, p. 107). the most frequently understood period referred to is reflected in scovel’s definition: in brief, the critical period hypothesis is the notion that language is best learned during the early years of childhood, and that after about the first dozen years of life, everyone faces certain constraints in the ability to pick up a new language (1988, p. 2). in reference to the statement above, could be concluded that every human has an individual characteristics or personal characteristic that can contribute in the language acquisition. those characteristics are age, gender, intelligence, aptitude, motivation and attitude, personality, learning styles and environment etc. with regard to it, this paper attempts to explore the theoretical framework of the role individual characteristic in language acquisition. in other words, this paper specifies on promoting theoretical justifications of the role individual characteristics in second language acquisition. b. individual characteristics individual differences among second language learner are a prominent feature of sla, because a great deal of the variation in language outcomes is attributable to various learner characteristics. 1. age the effect of age on learning a second language, commonly known as the critical period hypothesis (hph), is perhaps one of the most controversial research topics in the area of second language (l2) acquisition. the concept of cph is conceptualized by the general public as “earlier is the better” in l2 attainment and is so entrenched that it appears to have become a folk psychology theory (becky, 2013). the age variable examined in l2 studies is usually the age of first exposure to the target l2. in studied examining immigrant populations, this is typically indexed by the participants’ age of arrival (aoa) in the host country. previous country has suggested that aoa is apparently an important determinant of overall degree of foreign accent in the l2. (flege, munro, & mackay, 1995a). as well as degree of accuracy in producing particular l2 consonants and vowels .(flege, munro, & mackay, 1996). age effect have also been reported for learning of english morph syntax (johnson & newport, 1989). the observation of age effect on the l2 performance of adults-even those who are experienced in their l2 has suggested to some researchers that ability to acquire an l2 effectively is limited by a critical period. in reference to the definitions above, could be summarized that the age effect on second language acquisition. successful learners of a second language who started sla after puberty and have been able to achieve native proficiency. 2. gender the concept of gender is brought into being when it is matter of performance by butler (1990) in john’s article.. gender is therefore not something you acquire once and for at all stage of life, but an ongoing accomplishment produced by your repeated actions (cameron,2004). language scholar has claimed that gender differences in communication mirror and reproduce broader political inequalities between the sexes (john, 1997:89). a more moderate definition is proposed by oktay aslan, the scholar (especially postmodernist) believes that gender is a completely different concept from sex and it is not a biological fact at all (2009). although the words gender and sex both have the sense ‘the state of being male or female’, they are typically used in slightly different ways; sex tends to refer to biological differences, while gender refers to culture or social ones. in line with oxford dictionaries, language matter, 2014). consequently social context, culture and principle of each society shape gender identity of people accompanied with unique individual experience. contrary with the current study, the term gender is used following this conceptualization of gender which is defined as culturally constructed male identity and female identity, not the biological differences between male and female.(leyla, 2015). in language acquisition, parents may have followed stereotype that girls are more emotional than boys (brody, 1985 in ana aznar, 2014:153). girls may be socialized early into a socioemotional orientation emphasizing emotional expressivity making them more socially mature than boys. indeed, parents may have responded differently to children at this age because of the greater proclivity that 3 to 4 year old girls show compared to boys in understanding display rules that affect emotional reactions. evidence of this proposed by robin lakoft an american linguist, argued that woman’s speech lacks authority because, in order to become “feminine”, woman must learn to adopt an unassertive style of communication. that is, they must learn to denude their statement of declarative force (john, 1997:90). in general that men’s speech more frequently uses language reflecting a dominance hierarchy, such as use of quantitative terms and negative or judgmental adjectives. women tend to use language that reflects a communal, non-confrontation environment, such that women’s speech contains characteristics such as the use of hedge and emotional references (karen, 20015:418). lackoff (1975) in mohmoud’s article, shows differences between the speech of male and female. he claims that women use more grammatical elements than men, and their use the lexical category is to somehow different from that of men. brown (1980) in mohmoud’s article studied the use of particles between men and women, and came to this conclusion that women use more particles when they communicate with their same gender. he shows the type of gender effects on choosing the type of particles. tennen (1995) in mohmoud’s article, believes male students have more participation in class discourse than female students; male students prefer to ask more questions that their female counterpart; they have more relationship with their teachers. tennen claims that the cause of this participation in class discourses is that the society expect them to play this role in real life, so the male students are practicing the role which they should undertake in future. wardhaugh (2006) believes that the differences between male and female speeches are the result of the social differences between the male and female. he cites the tendency of both type of gender in choosing the topic of conversation is related to their gender interests. furthermo.re, he dismisses any vigorous remarks on comparison and contrast between men and women paying attention to context (mohmoud, 2015:54). 3. intelligence the term ‘intelligence’ has traditionally been used to refer to performance on certain kinds of tests. these tests are often associated with success in school and a link between intelligence and second language learning has sometimes been reported. over the years, some research has shown that iq scores were a good means of predicting success in second language learning. however, as suggested above, iq test may be more strongly related to meta linguistic knowledge than to communicative ability. indeed, many students whose general academic performance is weak experience considerable success in second language learning if they are given the right opportunity. in recent years, many educators have been influenced by howard gardnes’s (1991). proposal that individuals have ‘multiple intelligence’ and that traditional iq tests have assessed only a limited range of abilities. among the multiple intelligences gardner includes abilities in the areas of music, interpersonal relations, and athletics, as well as the verbal intelligence that is most often associated with success in school. 4. aptitude specific abilities thought to predict success in language learning have been studied under the titles of language learning ‘aptitude’. one of the pioneers in this area, john carroll (1991), has characterized aptitude in term of the ability to learn quickly. thus, we may hypothesize that a learner with high aptitude may learn with greater ease and speed but that other learners may also be successful if they persevere. over several decades, the most widely used aptitude test have been the modern language aptitude (mlat) (carroll and sapon 1959) and the pimsleur language aptitude battery (plab) (pimsler 1996). recently, paul meare (2005a) and his colleagues has developed test that are taken on computer. peter skehan (1989) argues that successful language learners may not be strong in all of the components of aptitude. for example, some individuals may have strong memories but only average abilities in language analysis. learners’ strengths and weakness in these different components may account for their ability to succeed in different types of instructional programs. 5. motivation and attitudes robert gardner and his colleagues have carried out a program of research an the relationship between a learner’s attitudes toward the second or foreign language learning language and its community, and success in second language learning. (masgorat and gardner 2003). as suggested above, it is difficult to know whether positive attitudes produce successful learning engenders positive attitudes, or whether both are affected by others factors. although the research cannot prove that positive attitudes and motivation cause success in learning, there is ample evidence that positive motivation is associated with a willingness to keep learning. motivation in second language learning is a complex phenomenon. it has been defined in terms of two factors: on the one hand, learners’ communicative needs, and on the other, their attitudes towards the second language community. instrumental motivational (language learning for more immediate or practical goals) and integrative motivation (language learning for personal growth and cultural enrichment). next definition from zoltan dornyei (2001a) developed a process-oriented model of motivation that consist of three phase. the first phase; ‘choice motivation” refers to getting started and to setting goals, the second; “executive motivation”, is about carrying out the necessary task to maintain motivation, and the third phase; “motivation retrospection”, refers to students’ appraisal of and reaction to their performance. social factors at a more general level can affect motivation, attitudes, and language learning success. one such factor is social dynamic or power relationship between the language. children as well as adults are sensitive to social dynamic and power relationship. l2 classroom evidence attests to the fact that motivation is a key factor in successfully learning a language (brown, 2001). in line with bardovi-harlig dornyei’s (1998) seminal study showed the advantage of the esl over the efl environment in attaining pragmatic ability, particularly in terms of the motivation that positive experiences in the tl community gave to the esl learners. 6. learning styles the term ‘learning style’ has been used to describes an individual’ natural. habitual and preferred way of absorbing, processing, and retaining new information and skill (reid, 1995). for others, referred to as ‘kinesthetic’ learner, physical action such as miming and role-play learning style. seem to help learning process. these are referred to as perceptually-based learning style. considerable research has also focused on distinction between different cognitive learning styles. individuals have been described as field independent or field dependent. for example of years, it was widely that there was strong relationship between field independence and success in second language learning. instead, we should encourage learners to use all means available to them. at a minimum, research on learning style should make us skeptical of claims that a single teaching method or textbook will suit the need of all learners. the challenge is to find instructional approaches that meet the needs of learners with a variety of aptitude and learning style profiles. such exceptional learners suggest that an aptitude for language learning is at least partly independent of cognitive, social, and personality characteristic that are often associated with successful learning. 7. personality a number of personality characteristics have been proposed as likely to affect second language learning, but it is not been easy to demonstrate their effects in empirical studies. as with other research investigating the effect of individual characteristic on second language learning, deferent studies measuring a similar personality trait produce different results. for example, it is often argued that an extroverted person is well suited to language learning. another aspect of personality that has been studied is inhabitation. it has been suggested that inhabitation discourage risk-taking, which is necessary for progress in language learning. this is often considered to be particular problem for adolescents, who are more self-conscious than younger learners. while result such as these is interesting, they have note to do with performance than with learning. we may also note, in passing, that when larger doses of alcohol were administered, pronunciation rapidly deteriorated. learner anxiety-feelings of worry, nervousness, and stress that many students experience when learning a second language has been extensively investigated. for a long time, researcher thought of anxiety as a permanent feature of a learner’s personality. in fact, the majority of language anxiety scales, like the foreign language classroom anxiety schale (horwitz, and cope 1986) measure anxiety in this way. more recent research investigating learning anxiety is more likely to be dynamic and dependent on particular situations and circumstances. this permits distinction to be made between for example, a student who feels anxious when giving an oral presentation in front of the whole class but not when interacting with peers in group-work. experience anxiety before a test or an oral presentation can provide the right combination of motivation and focus to success on it. because anxiety is often considered to be a negative term, some researcher has chosen to use other terms they consider to be more neutral. according to some researcher, learners who willingly communicate in a wide range of conversational interactions are able to do so because ‘their prior language learning has led to development of self-confidence, which is based on the lack of anxiety combine with a sufficient level of communicative competence, arising from a series of reasonably pleasant (second language) experiences’ (maclntyre, clement, dörney, and noels, 1998:548). 8. environment two sorts of linguistics environments are constructed: artificial. or formal environments, found for the most part in the classroom, and natural or informal environment. formal instructions (e.g. deductive presentation of rules) are not common to all teaching methods and, while their presence may sometimes be catalytic, are not necessary for learning to take place. krashen and seliger also noted that these features (rule isolation and feedback) do not seem to be present in informal environments. several studies, which will be considered in some detail below, suggest that adults can not only increase their second language proficiency in informal environments, but may do as well as or better than learners who have spent a comparable amount of time in formal situations. contribution of formal and informal environment, it is not simply the case that informal environments provide the necessary input for acquisition while the classroom aids increasing learned competence. the reinterpretation of the krashen at all, series as well as the friedlander at all. data described above suggests, first of all that informal environment must be intensive and involve the learner directly in order to be affective. second, it seems plausible that classroom can accomplish both learning and acquisition simultaneously. in other words, the classroom may serve an “intake” informal environment as well as a formal linguistic environment. in particular, do levels of pragmatic ability differ between l2 and fl learner? to date, most studies have shown greater pragmatic awareness among l2 student than fl student (e.g,. bardovi-harlig & dornyei, 1998; schuer, 2006; tagashira, yamato, & isoda, @011), thus indicating that the tl environment has a positive influence on the appropriate use of sociopragmatic. l2 learners invariably receive more pragmatic input in their daily lives if they are motivated to interact with the tl community and have positive social interactions. in additional, question about language use in context naturally arise in a safe l2 classroom environment when student bring in their outside experiences, for example, and ask why something happened to them in a particular way when communicating with an ns, or if a tl community and have positive social interaction. in the tl environment with exposure to authentic input would better help pragmatic ability develop in l2 learners than in their fl peers(e.g., niezgoda & rover, 2011; taguchi, 2008). (lauren, 2015). others evidence proposed by susan levine from her new study that growth in syntax as well as growth in vocabulary are influenced greatly by environmental factors and the critical input may consist of such activities that are more likely to occur at school than at home (levine, 2007:1). c. second language acquisition a second language learner is different from a very young child acquiring a first language. children often exhibit non-adult-like interpretation of a given linguistic expression. in such case, there are two possibilities: 1). children have not yet acquired the linguistic knowledge that is required to implement the full, adult-like representation of the given expression; 2). children do possess the linguistic knowledge required for the full representation of the given expression, but are not yet able to successfully utilize it, incorporating all the necessary information into the actual processing/computation of the meaning. (utako, 2015:288) a more definition i proposed by harley second language acquisition happen when a child and adult has already become competence at a language and then attempt to learn another. there are a number of reasons why a person makes find this difficult. first, we can saw that some aspects of language learning particularly, involving syntax, are more difficult outside the critical period. second, older children and adult often have less time and motivation to learn second language. third, there will of course be similarities and differences between the first (l1) (harley, 2001:146). in line with definition above, steinberg argue when the child learns a first language, we may said that the child learn the language under natural conditions. such a learning situation generally differs greatly from artificial once, with the most common one used in second language learning being the school classroom. not all second language can be learned under natural condition, for example, children who are taking to live in foreign country may learn a second language without formal instruction by associating with speaker of the foreign language playmate, and household personal. thus, a second language can be learned under either natural or planned condition (1982:166). a comprehensive definition from krashen who stated that language acquisition is very similar to the process children use in acquiring first and second languages. it requires meaningful interactions in the target language-natural communication in which speaker are concerned not with the form on their utterances but with the messages they are conveying and understanding (1981:1). the assume that children are better than adults only in certain areas of sla: at acquiring accent and basic interpersonal communication skills. the strong version of this hypothesis states that an authentic accent is not available unless sla begins before the critical age (the ‘joseph conrad phenomenon’). the practical question raised against this strong version is whether there are exceptions that contradict the case. scovel (1988, p. 176) in lang’s article, admits that the existence of even a few exceptional adults who can pass as native speakers of a language which they have acquired after their adolescence challenges the strong version of the critical period hypothesis. two projects aimed to challenge the strong version of the critical period hypothesis by identifying successful learners of a second language who started sla after puberty and have been able to achieve native proficiency (nikolov, 1994, 1995, 2000a; bongaerts et al., 1997) in lang’s article. the earlier one was conducted in hungary and it consisted of two studies. in the first study, out of 20 adult speakers of hungarian with various first languages, who started learning the target language after puberty, two were generally, and four were often mistaken for native speakers in a listening task by three groups of hungarian judges. in the second study involving 13 hungarian speakers of english one was generally, and four others were mistaken for a native speaker by half of the native judges. the other project also involved two studies; they both examined highly successful dutch learners of english. similarly to the previous project, native judges were used. in the first study 22, and in the second 33 adults were involved. in both studies native judges were typically unable to tell native speakers of english from dutch speakers of english. the findings of these two projects and another study investigating two successful learners of egyptian arabic (ioup et al., 1994) have rovided further evidence against the strong version of the critical period hypothesis. as far as the original hypothesis is concerned, according to which young learners are better in certain areas of sla, singleton (1989) in lang’s article, reexamines the studies that indicated greater success for younger learners on phonetic/phonological performance and points out that even in studies which seem to indicate that younger learners acquire native accent the evidence is for a trend rather than for a rule. as for the acquisition of basic interpersonal communication skills, he concludes that a large number of studies are not very obviously supportive of the notion that younger learners acquire bics more readily than older learners. in reference to the claim according to which young children are generally better at acquiring bics than calp, singleton’s conclusion contrasts younger learners with adults and not child acquisition of the two types of skills. to sum up the findings concerning the third position, the evidence does not consistently support the hypothesis that younger learners are inevitably more efficient than older learners in the phonetic/phonological domain. (lang, 2002: 17 – 63). d. conclusion in reference to the discussion, it is evident that individual characteristics are great factors in second language acquisition. this implies that the development of individual characteristics could improve the second language acquisition. the development those factors could be conducted via formal and informal language environment. wherein, informal environment can be quite beneficial for adult second language acquisition. formal environment are also beneficial. references ana aznar and harriet r. tenenbaum. (2014). gender and age differences in parent-child emotion talk. british journal of developmental psychology. 33, 148-155. becky h. huang. (2013). the effects of age on second language grammar and speech production. © springer science+business media. new york. published online: 23 august 2013. harley, trevor. (2001). the psychology of language from data to theory. new york: psychology press. ltd. james emil flege and grace h. yeni-komshian. 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(2015). acquisition and use of linguistic knowledge:scrambling in child japanese as a test case. j psycholinguist res 44:287–307. pasty m lightbown and nina spade. (2012). how language are learned. new york: oxford university press. steinberg, danny. d. (1982). psycholinguistics language, mind, and world. new york: longman inc. al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 93 does the use of guided questions in tutorial system improve students’ speaking ability? sukmawati yasim sukmawatiyasin@unsulbar.ac.id universitas sulawesi barat abstract this research aimed to find out whether or not the use of guided questions in tutorial system improved the students‟ speaking ability of easy speak. easy speak was an english course situated in makassar. the method of this research was pre-experimental. in collecting data, the researcher used speaking test in pretest and post-test. the population of the research was 737 students. in this research, the researcher used purposive sampling technique which consisted of 25 students. the results of this research showed that the mean score of pre-test were 62,17 and 75,15 in post-test and the value of t-test was 7,23 which is greater than t-table 2.05 at the level of significance (α) = 0.05, so the null hypotheses was rejected, and alternative hypotheses (h1) was accepted. the researcher concluded that there was significant difference of the students‟ speaking ability of easy speak after giving treatment using guided questions. keywords: guided questions, tutorial system, speaking ability. abstrak penelitian ini bertujuan untuk mengetahui apakah penggunaan pertanyaan terpandu dalam sistem tutorial meningkatkan kemampuan berbicara siswa dari easy speak. easy speak adalah kursus bahasa inggris yang berlokasi di makassar. metode penelitian ini adalah pra-eksperimental. dalam mengumpulkan data, peneliti menggunakan tes berbicara pada saat pre-test dan post-test. populasi penelitian adalah 737 siswa. dalam penelitian ini, peneliti menggunakan teknik purposive sampling yang terdiri dari 25 siswa. hasil penelitian ini menunjukkan bahwa skor rata-rata pre-test adalah 62,17 dan 75,15 pada post-test dan nilai ttest adalah 7,23 yang lebih besar dari t-tabel 2,05 pada tingkat signifikansi. (α) = 0,05, sehingga hipotesis nol (h0) ditolak, dan hipotesis alternatif (h1) diterima. peneliti menyimpulkan bahwa ada perbedaan yang signifikan dari kemampuan berbicara easy speak siswa setelah dilakukan perlakuan dengan menggunakan pertanyaan terpandu. kata kunci: pertanyaan terpandu, sistem tutorial, keterampilan berbicara. mailto:sukmawatiyasin@unsulbar.ac.id al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 94 a. introduction speaking is one of the skills in english and plays an important role in learning a foreign language.it can measure the success of people in terms of ability to take conversation in the language, so, people can communicate one each other by using english, and people who learn english as a foreign language can compete to communicate in target language. it is more often frequently used in communication subject for some countries. especially in indonesia, it has become compulsory subject for elementary school up to tertiary level of education that aims to the four languages. moreover, speaking english becomes the most important requirement to be qualified in some jobs vacancies. furthermore, speaking is considered as the most difficult among other skills faced by students, because of shyness or having less self-confidence and inaduquate vocabulary, so the students can not communicate verbally on english . it needs effort to guide students to express themselves to speak english. chanstain in nur hikmah (1996:7) states that learning to speak is abviously more difficult , more effort is required on the part of teacher. it can also be seen that many students are passive to speak english. usually, the students do not participate actively in speaking, probably because they are lack of knowledge or have no idea toward the subject matter being taught or discussed. river argues that the teachers or tutors will need to give the students opportunity to practice their speaking skills. she further states that if the students were able to practice a new speech through out the day as a child did in his native language. the problems of the speaking fluency of the foreign language would be decreased . this means that practice is really needed to overcome the problems of speaking that faced by students who learn a foreign language. in this sense, the the reseacher is interested to find a technique in teaching speaking english which can stimulate the students to use the language communicatively and confidently. moreover, there are many ways which can be used in teaching speaking. the reseacher is interested to use guided questions. guided questions method is one of the way of successful teaching in improving students‟ skill. hulse in nunung 1993 stated that on effective teaching and learning that guided questions is very important and it‟s a powerful tool of controlling behaviour of students and it needs al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 95 feedback or reinforcement. if the teachers or tutors praise students‟ responses immediately and the students increase correct responses. to make students more focus on learning “speaking”, the reseacher is interested to undertake her research at easy speak. it is a consulting english institution which provides a method to make someone can be good at english especially speaking. it has also face to face method which is called tutorial system. so, the guided questions technique will be applied there to make the students can give their full responses directly . accordingly, the researcher is interested to research “does the use of guided questions in tutorial system improve the students‟ speaking ability?” the major purpose of this research is to investigate whether or not the guided questions in tutorial system improve the students‟ speaking ability of easy speak. ilham (2000) conducted a research on activating the students to ask question in speaking class reported that semester four of the students of english department of fbs of state university of makassar are very interested in studying speaking by using questioning techniques in speaking class. the researcher will focus on guided question in tutorial system as an assessment opportunities which are highly authentic and difficult to fake. richard et al.in noni (2003) on commmunication between teacherstudents interraction found that one form of teacherstudent interaction is through questions.question consists of utterances, which are commonly used by teachers in their foreign language classroom. the way the teachers ask question influences the students‟ attainment and the way of thinking .asking question spur thinking that positively influences students‟ classroom. therefore the teachers need to understand and posses the question technique.there are three aspects os questions that lead to meaningful communication in their foreign language classroom , namely types of questions, modofication of questions, and pattern of questions. student tutorials are generally more academically challenging and rigorous than standard lecture and test format courses, because during each session students are expected to orally communicate, defend, analyze, and critique the ideas of others as well as their own in conversations with the professor and fellow-students. as a pedagogic model, the tutorial system has great value because it creates learning and assessment opportunities which are highly authentic and difficult to fake. http://en.wikipedia.org/wiki/professor al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 96 input materialsa process learning process through guided questions output speaking ability in learning english for communicative purpose, it is expected that classroom as the main environment provides as much as possible communicative activities to make students active in speaking. there are many ways that can be expected to develop have the students‟ speaking skills. one of them is guided questions. guided questions that applied here provide more opportunity for students in speaking, so they can speak more and more. in the diagram above, input output are briefly classified as follows: a) input refers to the teaching speaking materials that covers some topics such as drugs and smoking b) process refers to the learning speaking through guided questions c) output refers to the development of the students speaking ability through guided questions. b. research method the method of the research was pre-experimental with one group pre-test and post-test design. the design involved one group with pre-test design, and expose to the treatment while a post-test was exposed to measure the success of treatment. accuracy fluency comprehensibility al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 97 the design is presented as follows: the population of the research was the students of easy speak. there were 147 active students and 590 passive students. so , the total of easy speak students was 737 students.this research used purposive sampling by taking 25 students . the writer chose them as the sample of this research based on their assumption that their knowledge and ability were the same. the data was collected by using interview is the form of speaking perfomance test as the instrument of the research. the speaking test consisted of pre-test and post-test. the pre-test was given to find out the initial ability before presenting the guided questions methode. the post-test was given to find out the improvement of students‟ sepaking ability after guided questions process. the data was analyzed through quantitative analysis test, which was distributed to the sample, provided with ordinal data changed into interval data. meanwhile to get the speaking score, the writer used scoring scale,whichincluded the accuracy, fluency, and comprehensibility on the students‟ speaking. to measure the students‟ speaking skills, there were three components observed.the data was tabulated by using speaking test referring to scoring system used by easy speak (2008) as follows: treatment (t) post – test (02) pre – test (01) al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 98 accuracy score classification criteria 100 90-99 80-89 60-79 0-59 excellent very good good average poor pronunciation is only slightly influenced by mother tongue. two or there minor grammatical and lexical errors. pronunciation seriously influenced by mother tongue. a few minor grammatical and lexical errors but most utterances are correct. pronunciation seriously influenced by mother tongue but only a few serious phonological errors. several grammatical and lexical errors, two or more major error causing confusion. pronunciation seriously influenced by mother tongue with the errors causing a breakdown in communication. many “basic” grammatical and lexical errors. serious pronunciation errors as well as many “basic” grammatical and lexical errors. no evidence of having mastered any language skills. fluency score classification criteria 100 excellent speak without too greater effort with fairly wide range of expression. searchers for word occasionally but only one or two unnatural pauses. al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 99 90-99 80-89 60-79 0-59 very good good average poor he has to make an effort and search for words. nevertheless, smooth delivery on the whole and only a few unnatural pauses. he has to make an effort and search for words; there are not many unnatural pauses. occasionally halting delivery and fragmentary but success in conveying the general meaning. long pauses while he researches for the desired meaning frequently fragmentary and halting delivery. almost gives up making the effort at time. full of unnatural pauses, very halting and fragmentary delivery. at times gives up making the effort. al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 100 comprehensibility score classification criteria 100 90-99 80-89 60-79 excellent very good good average the speakers, intention and general meaning are fairly clear. a few interruptions by the listener for the sake of clarification are necessary. most of the speaker‟s is easy to follow. his intention is always clear but several interruptions are necessary to help him to convey message or to seek clarification. the listener can understand much of what is. but he must constantly seek clarification. cannot understand may of the speaker more complex or longer sentences. only small bits (usually short sentences and phrase) can be understood and then with considerable effort by someone who is said can be understood. even when listener makes a great effort or interrupts, the speaker is unable to clarify anything he seems to have said. hardly anything of what is said can be understood. even when listener makes a great effort or interrupts, the speaker is unable to clarify anything he seems to have said. al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 101 0-59 poor the band and converted scores score classification 100 90-99 80-89 60-79 0-59 excellent very good good average poor (easy speak 2008) c. findings and discussions findings based on the data analysis, it was found that the use of guided questions improved the students‟ speaking ability of easy speak. this improvement was indicated by the means score, frequency and rate percentage of pre-test and post-test that can be seen as in the following tables: table 1. the students‟ mean score of pre-test and post-test test mean score standard deviation pre-test 62.17 15.47 post-test 75.15 11.77 al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 102 table 1 shows that post test of the research increased as pre test reached 75,15 of which standard deviation was 11,77 from the pre test which just reached 62,17 of which standard deviation is 15,47. therefore, it means that the use of guided questions improved the students‟ speaking ability. table 2. the t-test of the students variable x2x1 ttest value 7,23 ttable 2.064 table 3 shows that the use of guided questions significantly improved the students‟ speaking abilityof easy speak as indicated by t -test value = 7,23 and t-table value=2.064 in which the value of t-test were greater than t-table (7,23 >2.064). it means that alternative hypothesis was accepted and null hypothesis was rejected. the description of students‟speaking ability improvement covering three elements of speaking, they are accuracy, fluency and comprehensibility. 1. accuracy based on the data analysis, it was found that the use of guided questions improved the students‟ accuracy in speaking that can be seen in the following table: table 3. the mean score and standard deviation of the student‟s speaking ability in terms of accuracy in pre-test and post-test test mean score standard deviation pre-test 60,96 12,1 post-test 72,04 15,2 the mean score and standard deviation also presented in the following table: table 4. t-test value and t-table value of accuracy accuracy t-test t-table 7.5 2.064 al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 103 table 6 shows the use of guided questions significantly improved the students‟ speaking accuracy of easy speak as indicated by t -test value = 7,5 and t-table value=2.064 in which the value of t-test were greater than t-table (7,5>2.064). it means that there is significant difference between the pretest and posttest of the students‟ accuracy of speaking after using guided questions. 2. fluency based on the data analysis, it was found that the use of guided questions improved the students‟ fluency in speaking that can be seen in the following table: table 5. the mean score and standard deviation of the student‟s speaking ability in terms of fluency in pre-test and post-test. test mean score standard deviation pretest 64.24 16.4 posttest 76.12 14.6 table 7 shows that the students‟ fluency significantly improved where on the pre test, it was just reached 64,24 of which the standard deviation was 16,4 while on the post test, it was reached 76,12 of which the stadard deviation was 14,6. hypothesis testing to test the hypothesis of freedom (df), the researcher used the following formula: df= n-1 df= 25-1 = 24 the mean score and standard deviation also presented in the following table: table 6. ttest value and t-table value of fluency. fluency t-test t-table 7.87 2.064 the table above shows the use of guided questions significantly improved the students‟ speaking fluency of easy speak as indicated by t -test value = 7,87 and t-table value=2.052 in which the value of t-test were greater than t-table (7,87>2.064). it means that there is significant difference between the pretest and posttest of the students‟ fluency of speaking after using guided questions. al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 104 3. comprehensibility based on the data analysis, it was found that the use of guided questions improved the students‟ fluency in speaking that can be seen in the following table: table 7.the mean score and standard deviation of the student‟s speaking ability in terms of comprehensibility in pre-test and post-test. test mean score standarddeviation pre-test 61.32 14.8 posttest 77.28 8.6 table 10 shows that the students‟ comprehensibility significantly improved where on the pre test, it was just reached 61,32 of which the standard deviation was 14,8 while on the post test, it was reached 77,28 of which the stadard deviation was 8,6. hypothesis testing to test the hypothesis of freedom (df), the researcher used the following formula: df= n-1 df= 25-1 = 24 the mean score and standard deviation also presented in the following table: table 8. t-test value and t-table value of comprehensibility comprehensibility t-test t-table 6.34 2.064 table 12 shows the use of guided questions tutorial system significantly improved the speaking comprehensibility of the students of easy speak as indicated by t -test value =6,34 and t-table value=2.064 in which the value of t-test were greater than t-table (6,34>2.064). it means that there is significant difference between the pretest and posttest of the students‟ comprehensibility of speaking after using guided questions. from the data analysis above, the researcher concluded that there is significance difference between the pretest and posttest in improving the students speaking ability of easy speak, using guided questions after giving treatment. al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 105 discussions this part presented the result of the students‟speaking achievement of easy speak by using guided questions. in the pre-test, the writer gave some questions to the students without any correcting,the writer wanted to know the students‟ speaking ability before giving the treatment. the students‟ speaking ability was not very good. this condition might be caused by less confidence and practice from the students. therefore , the students could not significantly improve their speaking ability. after knowing the score of the students‟ pre-test was still low, the students were given some questions and the writer corrected their mistaken which the students made during they were speaking which covering the students accuracy, fluency, comprehensibility.the procedure of treatment were : a).the writer explained to the students about directed activities, b). the writer explained to the students‟ about the first topic , and asked the students to give their idea and comment about the topic, c).the writer corrected the mistaken which were found when the students were speaking.. during the treatment, the students got different effect. in the first meeting (reasons of learning english), the students were more interested and easily understood and directly gave their respons well about the topic. in the second meeting, (the role of english), the writer asked the students about the role of english for their jobs, and then the students explained and explored their idea. on the third meeting, the writer asked a question to the students (talking about job) and the students gave full responses. there fore , the writer concluded that the use of guided questions was more interesting to the the students in which the could improve their speaking ab the description of student‟s speaking ability in general from pre-test, treatment and post-test covering three elements of speaking ability can be seen in the following data. 1. the students speaking accuracy basically, the student‟s speaking accuracy was classified average in pre-test. the researcher found that there were some factors influencing the student‟s accuracy, namely their mother tongue, mispronunciation, grammar and word choice (see: table 5). the main component that influences students in speaking ability was their pronunciation, grammar and word choice. al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 106 a. pronunciation pronunciation is the act or manner of pronouncing words with reference to the pronunciation of sound, the placing of stress, intonation, etc. it influences the quality of students‟ perfomance to speak english. the students who has good pronunciation will have good perfomance in speaking compared with the students who has pronunciation. however, mostly they were influenced by their first language and the scarcity of focusing the matter of pronunciation but only in a certain subject. some of typical mistakes that the students made in some aspects of pronunciation as illustrated in the following : the types of pronunciation problems appeared in the students‟ speaking performance in term of speaking accuracy can be seen such in the following : a. / ʃ / becomes / s / example : english/englis/ should be /ɪɳ:lɪʃ/ b. / ə / becomes / o / example : important/importin/ should be /ɪm’pə:tnt/ c. / i: / becomes / e / example : repeat/ripet/ should be /rɪ’pi:t/ d. / ii / becomes /i/ example : employee/employi should be /im’pləɪi:/ e. / ɜ / becomes / o / example : conversation/komporsisien should be /kɒn‟vɜ:snt / after giving more practising of guided question, it was influenced and encouraged the students to improve their fluency as well. on the post test, the writer gave the same questions to the students on the pre-test to find out the students‟ progress in speaking by using this guided questions. basically, the student‟s speaking ability classified average and poor (see table 2). the researcher found that there were some factors influenced the student‟s speaking ability, they are mispronunciation, the topic is not familiar to the students and they did not know how to make their sentences easy to understand. al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 107 based on their poor classification, the researcher gave treatment using guided questions. by treatment, the researcher gave topic to the students to generate into many ideas. when there were no more new ideas, the researcher discussed the listed ideas and identified the better ideas. finally, the researcher confirmed the student‟s decision and that all support the final choice. all of students gave contributions in this research by expressing their ideas and organizing the existing knowledge by their own minds. it helped the students felt more confident in making intelligent guesses. the result of student‟s post-test shown that their speaking ability was improved (see table 2) therefore, some mispronunciations appeared when the students pronounced the words because they were influenced by the mother tongue as their first language. for example: b. grammar the researcher found some errors in student‟s grammar in speaking ry performance test, for example: we can tc communicate should be we can communicate english is very important to me…. should beenglish is very important for me, c. word choice the examples of errors in word choice are: try to learn english into different media such as join english course,… should be try to learn english with different way such as… we must relax when we study english should be we must enjoy english subject. based on the description above, the researcher gave interesting topic so they interested to discussed and focused on it.in the treatment,by using guided questions, it invited the students to organize existing knowledge by their own minds. at this point, the students were oriented to the topic and better motivated to fill the gaps in their knowledge. the result of post-test showed that the student‟s accuracy was increased (see: table 5). it can be concluded that guided questions can help the students to improve their speaking accuracy. 2. the students speaking fluency low achievement of the student‟s speaking fluency sometimes caused by the topic is not familiar for the students, for example: al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 108 the way of learning english the role of english in the pre-test, the writer found that most of students were not fluentin speaking when they have not prepared for the topic discussed. it can be shown that their speaking fluency in pretest was fair. most of easy speak students‟ job used english, so the students doing much practice in real situation. so, by the treatment the researcher allowed students to express their idea and information based on interested topic. the improvement of student‟s speaking fluency showed in table 8. it can be concluded that using guided questions in learning activity can help the students to learn to take risks. there are no „right‟ or „wrong‟ answers in guided questions and no danger of teacher correction. much practice is important. 3. the students speaking comprehensibility some of the students did not know how to make their sentences easy to understand. the researcher found that the low achievement of the students (see table 11) in speaking class were influenced by the topic that not interesting for the students. for example, ee...i plan to work in multinational coorporation..ee thank you.. english is used for trading, studying in the world, ee...so,i’m planning to take ee study..ee in abroad... the writer used guided questions for the treatment to improve the students speaking ability, because by seeing a technique, the students are easy to express their ideas. therefore, the result of post-test showed that the student‟s speaking comprehensibility was increased (see table 11). guided questions allow the students to create a context for the subsequent speaking task. relevant existing knowledge (content schema) can be called up from memory and can provide a context which supports comprehension and production in the subsequent speaking task. the good students made intelligent guesses, but the language often works against this. because of nervousness or fear of tutor correction, many students are afraid of using language unless they are sure that it is totally correct. this stops them making intelligent guesses and slows down learning. to sum up, the writer concluded that the achievement of the students speaking ability is significantly improve, it is proved by the mean score, standard deviation, and t-test value. the al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 109 implementation of guided questions in speaking is how the teacher begins to create tutorial sytem in order to make the students interesting in learning. the findings show that teaching speaking through guided questions can improve the students‟ speaking ability of easy speak. d. conclusions based on the findings and discussions of the study, it is concluded that teaching speaking through guided questions significantly improved the students‟ speaking ability. based on the result of data analysis and conclusion, the researcher put forward suggestions as follows: a) the english tutors are suggested to use guided questions as one of alternative of teaching approach to present speaking, to encourage students to speak up to improve students speaking ability. b) the using topics must be interested to be discussed to get full responses of students. c) the writer suggests next researchers to conduct further research about guided questions in teaching other skills of english. al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 110 references brown , h.d. 1994. teaching by principles : attractive approach to language `pedagogy. englewood cliffs, new jersey : pretice hall regents. burns and joyce. 1977.focus on speaking. sydney:macquarie university . eli, irmawati. 2008. developing the speaking skill of the eleventh year students of sma negeri 9 makassar through guided questions.makassar: fbs unm gamble, terrri.k, and gamble m.1984. communication works. new york: random house. gay. l.r. 1981. educational research :competencies for analysis an application. new york second education. colombus : charles e.merril. publishing company goga, sulaiman.2004. improving the speaking skill of the fisrt year students of smk 1 polewali using questioning technique.makassar :postgraduate program. harmer. jeremy. 1991. the practice of english language teaching. singapore : longman group uk limited. ilham, 2000. activating the students to ask questions in speaking class.unpublished thesis. fbs unm. jafar, muhammad.2009. using peer interview technique to increase speaking ability of the third grade of smp negeri 1 cenrana kabupaten bone.makassar :postgraduate programme noni, nurdin, 2003. a hybrid of face to face teaching and computer assisted language learning in elt based on individual references. unpublished research proposal.makassar. postgraduate program hasanuddin university. rahman, 1995. the students’s interest in studying speaking through oral communicative activities. thesis. fpbs ikip up. simon and schuster. 1979. webster’s new twentieth century dictionary unbridge. usa : new word dictionaries. widdownson, h.g. 1985 e. teaching language as communication. london : oxford university press. yul. 2005 developing students’ speaking ability through short stories retelling.thesis fbs unm. ur, penny .1996. grammar practice activities. new york : cambridge university press. http://en.wikipedia.org/wiki/tutorial_system http://en.wikipedia.org/wiki/tutorial_system 148 ©2019 al-lisan: jurnal bahasa (e-journal) al-lisan: jurnal bahasa (e-journal) iain sultan amai gorontalo volume 4, nomor 2, agustus 2019 issn 2442-8965 (p) issn 2442-8973 (e) http://journal.iaingorontalo.ac.id/index.php/al kontribusi al-khalil bin ahmad al-farahidi dalam ilmu-ilmu bahasa arab damhuri dj. noor (1) damhuridjnoor@gmail.com muhtar i. miolo (2) utarmiolo@gmail.com iain sultan amai gorontalo abstrak artikel ini bertujuan untuk membahas tentang perkembangan ilmuilmu bahasa arab di tangan al-khalil bin ahmad al-farahidi. meskipun bukan perintis pertama ilmu nahwu dan sharf, namun dia dipandang sebagai peletak kaidah-kaidah formal nahwu dan sharf. sumbangsih al-khalil dalam bidang nahwu dan sharf, antara lain melakukan kodifikasi semua kasus kebahasaan yang telah dilakukan pendahulnya, kemudian menyempurnakan kaidah-kaidah analogi, merumuskan istilah-istilah teknis ilmu nahwu dan sharf, melakukan formulasi kaidah-kaidah morfologi dan menciptakan tanda baca dalam bahasa arab. selain pakar dalam bidang ilmu-ilmu kebahasaan, dia juga memiliki pengetahuan yang luas tentang ilmu-ilmu syariat dan matematika. lebih dari itu, dia memiliki bakat luar bisa dalam bidang seni musik dan merangkai nada. kecerdasannya dalam kedua bidang terakhir ini membantunya dalam menciptakan kaidah-kaidah ilmu al‘arudh dan al-qawafi. abstract this article seeks to explain the development of arabic linguistics in the hands of al-khalil bin ahmad al-farahidi. although not the first pioneers of the science of nahwu and sharf, he was seen as the layer of the formal rules of nahwu and sharf. his contribution in the nahwu and sharf field includes, codified all linguistic cases that had been carried out by the predecessor. he then perfected the analogous rules, formulated technical terms nahwu and sharf, formulated morphological rules, and created punctuation in arabic. in addition to having expertise in the field of linguistics, he also has extensive knowledge in the sciences of sharia and mathematics. more than that, he has an extraordinary talent in the field of music arts and stringing. his intelligence in the last two areas helped him in creating the principles of the science of al-udarudh and al-qawafi. keywords: al-khalil bin ahmad alfarahidi; nahwu and sharf; linguistics; aludarudh and alqawafi http://u.lipi.go.id/1421293761 http://journal.iaingorontalo.ac.id/index.php/al mailto:damhuridjnoor@gmail.com mailto:utarmiolo@gmail.com 149 ©2019 al-lisan: jurnal bahasa (e-journal) a. pendahuluan sebuah disiplin ilmu tidaklah lahir sekaligus di tangan seseorang. sebuah ilmu mencapai kematangannya melalui sejarah panjang dan usaha yang berkesinambungan dari para tokohnya. hal ini pula berlaku pada disiplin ilmu-ilmu bahasa arab, khususnya ilmu nahwu dan sharf. meskipun sebuah disiplin ilmu tidak lahir sekaligus di tangan seorang ulama, namun dapat dikatakan bahwa al-khalil adalah tokoh sebenarnya yang meletakkan kaidah-kaidah dasar ilmu nahwu, sharf, dan ‘arudh (prosedi), yang selanjutnya menjadi referensi ulama-ulama berikutnya dalam mengembangkan kajian-kajian kebahasaan dan kesusasteraan. al-khalil adalah sosok yang senantiasa haus dengan ilmu pengetahuan. hal itulah yang memotivasinya berpetualang ke bagdad dan khurasan untuk berguru dari ulama-ulama populer pada saat itu. kepakaran al-khalil bukan hanya dalam disiplin ilmu kebahasaan, tapi juga dalam ilmu-ilmu keislaman lainnya. sebagai seorang tokoh, al-khalil melahirkan sejumlah ulama besar yang populer, khususnya dalam bidang kebahasaan, di antaranya: sibawaih, al-ashmu’i dan al-nadhr bin syumail. sebagai seorang yang berjiwa akademisi, al-khalil termasuk ulama sangat produktif dalam menulis. oleh sebab itu, al-khalil melahirkan sejumlah karya kebahasaan yang monumental, di antaranya kitab al-‘ain. karya-karya besar yang pernah ia lahirkan, sebagian sampai ke tangan kita, dan sebagian lainnya tidak diketahui jejaknya. sumbangsih al-khalil dalam bidang ilmu pengetahuan menyebabkan ia mendapatkan apresiasi cukup besar dari para ulama sesudahnya, dan menjadi rujukan keilmuan dalam bidang kebahasaan dan kesusasteraan arab, khususnya ilmu nahwu, sharf, dan ilmu ‘arudh. dari uraian di atas, kajian ini membahas tentang biografi seorang al-khalil bin ahmad al-farahidi. selain itu, kajian ini juga menelisik lebih jauh mengenai perkembangan ilmu-ilmu bahasa arab di tangan al-khalil bin ahmad al-farahidi. biografi al-khalil nama lengkapnya ialah al-khalil bin ahmad bin ‘amru bin tamim abu ‘abd al-rahman al-bashri al-farahidi al-nahwi (al-yamani, 1986). ia dilahirkan di kota oman, tepatnya di daerah pantai teluk persia, tahun 100 h. dalam usianya yang sangat muda, ia diboyong oleh keluarganya ke basrah. di sana ia dibesarkan dan mengecap pendidikan pertamanya. al-khalil termasuk salah seorang ulama yang memiliki garis keturunan arab asli. ia memiliki jalur nasab dari farhud dari kabilah al-azd. meskipun ia popular dengan gelar al-farahidi, namun sebagian sejarawan menyebutnya dengan al-farhudi, yang diatributkan kepada farhud (al-farahidi, 2003). 150 ©2019 al-lisan: jurnal bahasa (e-journal) sejak usia dini, al-khalil sudah mengasah kecerdasannya melalui berbagai forum-forum kajian ilmiah yang gelar oleh ulama hadis, fikih, ahli bahasa dan nahwu. ia mencurahkan waktunya untuk belajar dari isa bin ‘amru dan abu ‘amr bin al-‘ala’. selain itu, ia gemar belajar ilmu-ilmu dari bangsa-bangsa non arab, khususnya matematika. al-khalil memiliki persahabatan yang sangat akrab dengan ibn almuqaffa’. ia membaca semua ilmu yang diterjemahkan oleh ibnu al-muqaffa’, khususnya logika aristoteles. selain itu, ia gemar membaca hasil terjemahan orang lain, khususnya dalam seni musik yang berasal dari yunani. hasil pembacaan tersebut membuat ia mahir dalam seni musik (dheef, 1968). terdapat berbagai pendapat tentang pandangan teologisnya. ada yang mengatakan bahwa al-khalil menganut paham khariji atau ‘ibadhi (al-ibadhiyah) atau shufri. adapula yang mengatakan bahwa al-khalil menganut paham syiah imamiyah. hal ini didasarkan pada informasi bahwa al-khalil adalah sahabat karib dari imam alshadiq (khaqani, 1425 h.). al-khalil termasuk orang yang tidak beruntung dari segi materi. kesibukannya dalam menuntut ilmu dan mengembangkan kemampuan intelektualnya, menyebabkan ia tidak memiliki ambisi untuk mengejar kesenangan duniawi (al-farahidi, 2003). jalan hidup sederhana yang ia pilih bukan karena tidak memiliki akses untuk menjadi orang kaya. pilihan itu lebih dipengaruhi oleh keinginannya untuk bebas dari belenggu kesenangan duniawi (ya’qub, 2006). dalam sebuah riwayat disinyalir bahwa suatu hari, gubernur sulaiman bin abdul malik mengirim utusan untuk tinggal bersamanya di istana dan menjadi guru bagi putranya. namun, ia menolak dengan argumen bahwa ia bukan sosok yang terbuai dengan harta dan kesenangan duniawi. ketika utusan gubernur bertandan ke rumahnya, ia menjamunya dengan roti kering lalu mempersilahkan makan. ia berkata: “saya tidak memiliki lebih dari itu. selama saya masih mampu memperoleh roti seperti itu, maka tidak ada kebutuhan saya untuk memenuhi ajakan gubernur”. mendengar sikap alkhalil tersebut, utusan gubernur berkata: “apa yang saya harus katakan kepada gubernur?. selanjutnya, al-khalil melantunkan bait-bait syair sebagai berikut (alsairafi, 1995): َوفِي ِغنًى َغْيَر أَنِِّْي لَْسُت ذَا أَْبِلْغ ُسِلْيَماَن أَنِِّْي َعْنَك فِْي َسعَة َمال ى بِنَْفِسَي أَنِِّي الَ أََرى أََحدًا يَُمْوُت ُهْزالً َوالَ يَْبقَى على َحال َسخَّ sampaikan kepada gubernur sulaiman, saya sangat lapang dan kaya tanpa kamu 151 ©2019 al-lisan: jurnal bahasa (e-journal) meskipun saya bukan orang yang berharta saya merasa lapang dengan diriku saya tidak melihat ada orang yang mati karena kurus dan tidak melihat ada orang abadi dalam suatu keadaan tampaknya al-khalil menyadari bahwa kesenangan duniawi sangat potensial untuk meninabobokkan seseorang dan menyebabkan hatinya lalai dari pola hidup yang produktif. al-khalil adalah sosok yang sangat cerdas dan senantiasa merasa haus dengan ilmu pengetahuan. kehausan ilmiah tersebut mendorongnya berpetualang dari satu daerah ke daerah lain untuk memuaskan hasratnya tersebut. pertama, ia berangkat menuju bagdad untuk bertemu dengan khalifah al-mahdi. kemudian ia melanjutkan perjalannya menuju khurasan dan menemui al-laits bin rafi’ (gubernur khurasan). persahabatan tersebut mendorong al-khalil untuk memberikan hadiah kepada al-laits. namun ia menyadari bahwa hadiah dalam bentuk materi tidak akan berarti apa-apa di sisi al-laits. oleh sebab itu, ia menulis kitab al-‘ain dan menghadiahkannya kepadanya al-laits. selanjutnya, ia berangkat menuju al-ahwaz. namun ia tidak tinggal lama di sana akibat ketidakpuasannya dengan imbalan yang diberikan oleh sulaiman bin habib, gubernur ahwaz, yang lebih sedikit dibanding dengan ilmuan lainnya (ya’qub, 2006). al-khalil menghembuskan nafasnya yang terakhir di basrah. mengenai tahun wafatnya, terdapat beberapa versi. ada pendapat yang mengatakan tahun 175 h., dan adapula yang mengatakan tahun 160 h., serta ada yang berpendapat tahun 130 h. tentang sebab kematiannya, juga dijumpai beberapa versi. ada yang mengatakan bahwa ia berpikir untuk menciptakan cara berhitung untuk memudahkannya dalam berbagai hal. untuk mewujudkan ide tersebut, ia masuk ke sebuah masjid dan memulai menciptakan rumus-rumus matematika. tiba-tiba ia diserang stroke yang menyebabkan kematiaannya. adapula yang mengatakan bahwa ia sedang menyusun rumus pemenggalan bait-bait syair (maqtha’ bahr) (ya’qub, 2006). murid al-khalil yang paling populer adalah sibawaih. karya sibawaih dalam ilmu bahasa arab mencerminkan keakrabannya dengan al-khalil. sebagian besar informasi tentang kaidah kebahasaan, dikutip oleh sibawaih dari al-khalil. selain sibawaih, murid-murid al-khalil antara lain: al-ashmu’i dan al-nadhr bin syumail. sedangkan gurunya antara lain: ayyub dan ‘ashim al-ahwal (al-suyuthi, 1979). ulama-ulama yang lahir di tangan al-khalil menunjukkan kepakarannya, khususnya dalam ilmu-ilmu kebahasaan. sumbangsih al-khalil dalam bidang nahwu dan sharf 152 ©2019 al-lisan: jurnal bahasa (e-journal) sebuah ilmu pengetahuan tidaklah sempurna secara spontan, tetapi melalui fasefase panjang sampai menemukan bentuknya yang formal. panjangnya sejarah yang dilalui sebuah ilmu pengetahuan menyebabkan sering terjadi kekaburan tentang orang yang pertama kali merintis ilmu tertentu. hal ini juga terjadi dalam bidang nahwu. dijumpai sejumlah versi tentang orang yang pertama kali meletakkan kaidah-kaidah nahwu. sebagian berpendapat adalah nashr bin ashim, sementara yang lain menyebut abd al-rahman bin hurmuz, dan mayoritas ulama mengatakan abu al-aswad alduwali. al-khalil bukanlah orang pertama yang merintis formulasi kaidah-kaidah nahwu dan sharf. ia hanya melanjutkan proyek besar dalam ilmu nahwu yang telah dirintis oleh para ahli nahwu sejak abu al-aswad al-duwali sampai masa al-khalil. dalam upaya formalisasi ilmu nahwu dan sharf, al-khalil merupakan simbol nyata berkembangnya ilmu nahwu dan sharf. bahkan al-khalil dipandang oleh sebagian ulama sebagai peletak sebenarnya dari ilmu nahwu secara formal sebagaimana dikenal saat ini (al-rajihi, 1980). adapun langkah-langkah yang ditempuh dalam mengkodifikasi kaidah nahwu dan sharf, antara lain sebagai berikut: a. mengumpulkan semua kasus yang terkait dengan kaidah kebahasaan yang telah dirintis pendahulunya, kemudian meluruskan dan menyempurnakan kaidahkaidah analogi dalam berbagai masalah nahwu. al-khalil memiliki rasa bahasa yang sangat kuat yang menyebabkan ia memiliki pengetahuan mendalam tentang rahasia-rahasia ungkapan dan kata dalam bahasa arab yang belum dimiliki ulama sezamannya. ia memandang bahwa usaha-usaha yang ia lakukan bersama para pendahulunya sebagai karya dan perjuangan besar. oleh sebab itu, ia berkata bahwa “ulama-ulama sezamannya merupakan wali allah. jika mereka tidak tergolong sebagai ilmuan dan wali allah, maka siapa lagi yang patut menyandang gelar waliyullah (al-sairafi, 1995). tidak disangsikan bahwa sibawaih adalah tokoh yang menyempurnakan kaidah ilmu nahwu dan sharf. namun tidak dipungkiri bahwa al-khalil adalah sosok yang memperluas kerangka ilmu nahwu dan sharf. b. merumuskan sejumlah istilah teknis dalam ilmu nahwu dan sharf yang belum dirumuskan pendahulunya. di antara istilah teknis yang diciptakan al-khalil adalah: al-mubtada’, al-khabar, kana dan inna wa akhawatuha, al-af’al allazimah dan al-muta’ddiyah ila maf’ulin wahid aw maf’ulain aw mafa’il, alfa’il, maf’ul dalam berbagai bentuknya, al-hal, al-tamyiz, al-tawabi’, al-nida, alnudbah, al-istigashah, al-tarkhim, al-mamnu’ min al-sharf, tashrif al-af’al, al153 ©2019 al-lisan: jurnal bahasa (e-journal) maqshur, al-mamdud, al-mahmuz, al-mudhmar, al-muzakkar, al-muannats, almu’rab dan al-mabni (dheef, 1968). c. merumuskan istilah teknis yang terkait dengan tanda i’rab. ia yang menciptakan istilah tanda i’rab pada isim yang dinekal dengan istilah al-raf’u, al-nashab, dan al-khafdh. ia pula yang memberi nama bagi harakat mabni dengan nama dhammah, fathah, dan kasrah. sedang yang sukun ia namai dengan waqf. kasrah yang tidak bertanwin ia sebut dengan jar, sebagaimana ia sebut sukun di akhir fi’il mudhari’ yang majzum dengan nama jazam. ia berpendapat bahwa alif, ya, dan waw pada bentuk mutsanna dan jamak muzakkar salim sekaligus berfungsi sebagai tanda i’rab. pandangan ini bertentangan dengan pandangan almazni, al-mubarrid, dan al-akhfasy sa’id bin mas’adah yang memandang bahwa huruf-huruf tersebut hanyalah indikator i’rab tetapi bukan sebagai huruf i’rab dan bukan pula tanda i’rab (al-zajjaji, t.th.). d. melakukan klasifikasi kata berdasarkan keaslian hurufnya. dalam hal ini, ia membagi kelompok kata menjadi mujarrad dan mazid. selanjutnya, ia meletakkan al-mizan al-sharfi untuk kelompok kata mujarrad dan mazid, yang populer dalam ilmu sharf sampai hari ini. dari mizan yang disusun oleh alkhalil, selanjutnya menginspirasi lahirnya kaidah i'lal dan ibdal dalam ilmu sharf e. menciptakan teori al-‘awamil dan al-ma’mûlât. hal ini berangkat dari asumsi alkhalil bahwa semua unsur kalimat yang marfû’, manshûb, majzûm, dan makhfûdh, pasti ada unsur lain yang bekerja secara fungsional sehinga menyebabkan kata tersebut seperti itu, baik sifatnya maknawi maupun lafzhi. f. merintis lahirnya nahwu analitik (al-nahw al-tahlilî). setiap menemukan kasus nahwu yang tampak bertentangan dengan kaidah, ia berusaha menakwilkannya dengan menggunakan argument yang logis. g. meletakkan kaidah umum dalam mengukur validitas sebuah kasus nahwu. dalam hal ini, ia menempuh metode simâ’i (pendengaran), ta’lîl (analisis), dan qiyas (analogi) dalam menetapkan keshahihan sebuah kaidah (dheef, 1968). selain melakukan formulasi kaidah-kaidah nahwu dan sharf yang telah dirintis pendahulunya, ia juga melahirkan beberapa pemikiran yang melengkapi kajian-kajian nahwu, antara lain: a. melakukan formulasi kaidah fonologi, dan mengelompokkannya menjadi tiga aspek, yaitu: 1) cara mengetahui bunyi pada huruf dengan jalan membuka mulut dengan alif mahmûzah (alif yang berhamzah) kemudian diikuti dengan huruf yang akan diketahui bunyinya dengan sukun, seperti: ْأَْب، أَت, dan seterusnya. 154 ©2019 al-lisan: jurnal bahasa (e-journal) 2) mendeskripsikan ajras al-shautiyah bagi huruf seperti: hams, jahr, syiddah, rakhâwah, dan isti’lâ. 3) perubahan-perubahan yang terjadi pada fonem dalam bangunan kata yang berwujud al-qalb, al-hazf, al-i’lal, dan sebagainya. b. menciptakan tanda baca. huruf mad ditandai dengan huruf kecil. dhammah misalnya ditandai dengan waw kecil di atas huruf, kasrah ditandai dengan ya bersambung di bawah huruf, dan fathah ditandai dengan alif kecil di atas huruf (ya’qub/5, 2006: 392 ). al-khalil adalah guru dari sibawaih. kebanyakan hikayat yang dinukilkan oleh sibawaih dalam al-kitâb berasal dari sibawaih. bahkan menurut al-sairafi, semua ungkapan sibawaih yang menyatakan bahwa “ َُسأَْلتُه” atau “قَال” tanpa menyebutkan orangnya, maka ia maksudkan adalah al-khalil (al-sairafi, 1995: 31). hal ini menujukkan besarnya pengaruh al-khalil dalam diri sibawaih. bahkan disinyalir bahwa sibawaih hanyalah menukilkan duplikasi dari pikiran-pikiran al-khalil dalam masalah nahwu dan sharf. sumbangsih al-khalil dalam bidang prosedi (‘arudh) syair merupakan sebuah seni yang indah. ia memiliki kemampuan menggerakkan dan mempengaruhi nurani untuk cenderung kepada alur pikiran yang menjadi tema sebuah. kemampuan dalam memberikan pengaruh dalam jiwa tersebut yang membedakannya dengan prosa. para penyair sebelum al-khalil memiliki kecerdasan berbahasa secara alamiah. hal itu membantu mereka untuk mengungkapkan segala pikirannya dalam bentuk syair yang indah yang disertai wazan-wazan nazhm yang benar. kaidah-kaidah wazan tersebut menjadi pengetahuan mereka secara alamiah. hanya saja, perjalanan waktu dan perbedaan tingkat kecerdasan seni para penyair yang datang kemudian, menyebabkan sebagian penyair mengabaikan konsistensi terhadap kaidah-kaidah syair. hal itu berpengaruh terhadap rusaknya wazan-wazan syair, akibat melemahnya kompetensi kepenyairan sebagian penyair. keadaan tersebut membuat al-khalil cemas akan punahnya salah satu ilmu bahasa arab. maka rasa cemas tersebut mendorongnya untuk meluruskan kaidah wazan syair dan menciptakan satu ilmu baru yang dikenal dengan ilmu arudh (al-farahidi, 2014). berdasarkan informasi yang terekam dalam kitab-kitab sejarah kesusasteraan arab, bahwa setelah al-khalil merasa cemas dengan kondisi syair arab yang sudah mulai menyimpang dari kaidah yang populer sebelumnya, ia tawaf di ka’bah dan memohon kepada allah agar diilhami semua ilmu yang belum diilhami oleh ulama pendahulunya. setelah itu, ia melakukan uzlah (pengasingan diri) dan memulai 155 ©2019 al-lisan: jurnal bahasa (e-journal) memfokuskan segala waktunya untuk mengumpulkan syair-syair arab dan melakukan penelitian mendalam, sampai akhirnya ia menemukan semua wazan syair yang populer (al-khalil, 2004). al-khalil adalah tokoh yang pertama kali meletakkan kaidah-kaidah ilmu ‘arudh dan mengelompokkannya menjadi lima dawair yaitu: al-mukhtalaf atau al-thawil, al-mu’talaf atau al-wafir, al-mujtalab atau al-hazaj, al-musytabah atau al-sari’, dan al-muttafaq atau al-mutaqarib. selanjutnya, ia mengembangkan kelima dawair ini menjadi 15 bahr, yaitu: al-thawil, al-madid, al-basit, al-wafir, al-kamil, alhazaj, al-rajaz, al-sari’, al-munsharih, al-khafif, al-mudhara’, al-muqtadhab, almujtash, al-ramal, dan al-mutaqarab. selanjutnya, ditambah oleh al-akhfasy (murid alkhalil) satu bahr yang ia namakan bahr al-mutadarik. sehingga menjadi 16 bahr. terdapat berbagai spekulasi tentang diabaikannya bahr al-mutadarik oleh alkhalil. ada yang berpendapat bahwa kemungkinan bahr ini diabaikan karena tidak terlalu populer pada zamannya. sementara itu ada yang berpendapat bahwa sebenarnya bahr ini tidak diabaikan. hanya saja kesibukannya di akhir hayatnya dalam merumuskan teori matematika, sehingga ajal menjemputnya sebelum bahr ini dimasukkan dalam deretan bahr yang dirumuskannya (muhammad khaqani, 1425 h). selanjutnya, al-khalil memberi nama bagi setiap wazan kasidah. sebelum alkhalil, orang-orang arab belum mengenal nama-nama ‘arudh tersebut dan belum mengenal nama-nama wazan. ia menciptakan nama-nama wazan, seperti al-thawil, albasith, al-madid, al-wafir, al-kamil, dan seterusnya (ya’qub, 2006). setelah alkhalil wafat, ilmu arud selanjutnya menjadi materi yang dipelajari para pembelajar bahasa arab sampai saat ini. ilmu arudh yang susun oleh al-khalil sampai saat ini tidak mengalami perubahan yang berarti. upaya ulama selanjutnya adalah melakukan pensyarahan dan interpretasi terhadap yang telah disusun oleh al-khalil. selain itu, terdapat beberapa penyempurnaan, khususnya beberapa wazan yang dipandang ulama sesudahnya diabaikan oleh al-khalil, meskipun tidak menyimpang dari kaidah umum yang ditetapkan oleh al-khalil. karya cerdas yang dihasilkan al-khalil, selanjutnya mengilhami para ulama sesudahnya untuk menjadikan arudh syair sebagai media untuk memudahkan dalam menghapal kaidah-kaidah-kaidah bahasa arab, ilmu-ilmu agama (al-shan’ani, t.th.: 6) dan ilmu qira’at. hal ini juga menjadi pembantu dalam melestarikan kaidah-kaidah arud sampai saat ini. kepakaran al-khalil dalam ilmu seni musik mendapat apresiasi berbagai pihak, baik peneliti klasik maupun modern. ibnu nadim memandang al-khalil sebagai orang pertama menciptakan seni musik dalam islam. kepakarannya tersebut tercermin dalam kitab musik yang disusunnya yang berjudul kitâb al-nagm dan kitâb al-‘arûdh (al156 ©2019 al-lisan: jurnal bahasa (e-journal) nadim/2, t.th.: 49). sementara itu, henry g. palmer mengatakan bahwa al-khalil adalah tokoh aliran basrah yang sangat poluler, dan satu-satunya ahli di bidang seni musik pada zamannya (khaqani, 2014). ditinjau dari segi tradisi perkembangan sebuah ilmu, tampak bahwa ilmu arudh memiliki keunikan tersendiri yang berbeda dengan ilmu lain. jika ilmu-ilmu kebahasaaraban lainnya lahir setelah melalui fase panjang dan berbagai perbaikan dan penyempurnaan, maka ilmu ‘arudh lahir sekaligus dalam bentuk yang sempurna. ia tidak melewati fase-fase perkembangan dan penyempurnaan. hal ini terbukti bahwa ilmu arudh yang sampai ke tangan kita sekarang tetap konsisten dengan kaidah yang dirintis oleh al-khalil sebelumnya. meskipun disinyalir bahwa terdapat beberapa ulama yang datang sesudahnya yang memunculkan perbedaan dengan al-khalil dalam masalah-masalah tertentu dalam ilmu ‘arud, seperti abu ishaq al-zajjaj dan abu nasr ismail bin hamad al-jawhari, namun perbedaan-perbedaan tersebut sifatnya tidak prinsipil, dan hanya sifatnya kasuistik (khaqani, 1425). nyaris tidak dijumpai kritik tentang formulasi yang telah dirumuskan al-khalil. yang ada hanyalah sedikit penyempurnaan, sebagaimana yang dilakukan muridnya. karya-karya al-khalil al-khalil tergolong ulama yang produktif dan memiliki kecerdasan luar biasa untuk ukuran zamannya. kepakarannya tampak sangat jelas dalam karya-karya yang ditulis oleh sibawaih (muridnya). sibawaih cukup banyak menukilkan pandanganpandangan al-khalil. karena akrabnya dengan nukilan-nukilan yang bersumber dari alkhalil, menyebabkan sebagian kritikus berkesimpulan bahwa sibawaih tidak lebih sekedar menukilkan pandangan gurunya (al-khalil). itulah sebabnya sehingga sebagian orientalis memandang kedua ulama ini (al-khalil dan sibawaih) sebagai tokoh utama aliran basrah (al-farahidi, 2003: 8). al-khalil tidak hanya pakar dalam bidang ilmu-ilmu kebahasaan, namun ia juga memiliki pengetahuan yang luas tentang ilmu-ilmu syariat dan matematika. lebih dari itu, ia memiliki bakat luar bisa dalam bidang seni musik dan merangkai nada. kecerdasannya dalam kedua bidang terakhir ini membantu dalam menciptakan kaidahkaidah ilmu arudh dan qawafi. al-khalil melahirkan sejumlah karya monumental. sebagian karyanya sampai ke tangan kita, dan sebagian lain tidak diketahui jejaknya. di antara karyanya sebagai berikut: a. kitâb al-‘aîn kitab ini merupakan karya monumental al-khalil. hanya saja, beberapa ulama menyangsikan keaslian kitab yang sampai di tangan kita. ibnu jinni dan abu 157 ©2019 al-lisan: jurnal bahasa (e-journal) ‘ali al-qaliy mengatakan bahwa dalam kitab ini sudah terjadi percampuran antara tulisan al-khalil dengan tulisan orang lain. menurutnya, semua masalah tentang ma’ani al-nahw di dalamnya adalah pandangan ulama-ulama kufah yang disandarkan oleh sibawaih kepada al-khalil. pandangan-pandangan tersebut bertentangan dengan pandangan ulama basrah yang merupakan aliran al-khalil. pandangan tersebut bisa saja terjadi. sebab, kitab al-‘ain tidak sempat dirampungkan oleh al-khalil semasa hidupnya. menurut sebagian riwayat, kitab ini dirampungkan oleh al-nadr bin syumail. kitab ini juga telah diikhtisar dan ditahqiq oleh al-zubaid (w. 379 h.) dan tidak menisbatkannya kepada al-khalil. hasil ikhtisar tersebut diterbitkan di maroko oleh ‘ilal alfarisiy dan muhammad bin s|abit al-tanjiy, juga tanpa penisbatan kepada alkhalil (ya’qub/5, 2006: 392). b. ma’âni al-hurûf c. jumlat ‘alât al-i’râb d. tafsîr hurûf al-lugah e. al-‘arûdh f. al-naqt wa al-syakl g. al-nagm h. al-syawâhid i. al-iqâ’ j. al-jumal fi al-nahw k. fâit al-‘aîn l. al-‘awâmil m. syarh sharf al-khalîl n. al-ushul wa al-masaâl fi al-kitâb li al-khalîl sumbangsih al-khalil dalam bidang ilmu pengetahuan menyebabkan ia mendapatkan penghargaan dan apresiasi cukup besar dari para ulama sesuadahnya. ibnu al-muqaffa’ misalnya berkata: “saya menemukan sosok ulama yang akalnya lebih besar dari ilmunya”. khalf bin al-mutsanna menghikayatkan bahwa telah terjadi sebuah pertemuan di basrah yang dihadiri oleh sepuluh orang ulama besar dengan berbagai disiplin ilmu. yang paling hebat di antara mereka adalah al-khalil, kemudian yang kedua adalah basysyâr bin bard ….”. demikian pula, hamzah bin hasan al-ashfahani berkata: “tidak ada umat islam yang paling cerdas dari al-khalil. kecerdasannya dalam ilmu-ilmu keislaman terbukti dengan lahirnya tiga orang tokoh besar, yaitu sibawaih dalam ilmu nahwu, al-nadhr bin syumail dalam bahasa arab, dan muarrij al-sadusi dalam ilmu hadis (al-farahidi, 2003: 10). apreasiasi ulama-ulama besar terhadap 158 ©2019 al-lisan: jurnal bahasa (e-journal) kecerdasan al-khalil menguatkan eksistensinya sebagai ulama bahasa arab yang sangat cerdas. b. kesimpulan berdasarkan pembahasan di atas, dikemukakan kesimpulan sebagai berikut: 1. nama lengkapnya al-khalil adalah al-khalîl bin ahmad bin ‘amru bin tamîm abu ‘abd al-rahmân al-bashri al-farâhidî al-nahwî. ia dilahirkan di kota oman tahun 100 h. ia mengecap pendidikan pertamanya di basrah. sejak usia dini, ia aktif mengikuti berbagai halaqah ilmiah dan membaca semua ilmu yang diterjemahkan ke dalam bahasa arab, seperti logika aristoteles dan ilmu seni musik yang berasal dari yunani. kesibukannya dalam menuntut ilmu menyebabkan ia tidak memiliki ambisi untuk mengejar kesenangan duniawi. al-khalil menghembuskan nafasnya yang terakhir di basrah, sekitar tahun 175 h., menurut pendapat populer. 2. al-khalil bukanlah orang pertama yang merintis formulasi kaidah-kaidah nahwu dan sharf sebagai kelanjutan proyek besar dalam ilmu nahwu yang telah dirintis oleh para ahli nahwu sejak abu al-aswad al-duwali sampai masa al-khalil. dalam upaya formalisasi ilmu nahwu dan sharf, al-khalil merupakan simbol nyata berkembangnya ilmu nahwu dan sharf dan dipandang oleh sebagian ulama sebagai peletak sebenarnya dari ilmu nahwu secara formal. adapun sumbangsih nyata alkhalil dalam bidang nahwu dan sharf, antara lain: 1) mengumpulkan semua kasus kaidah kebahasaan yang telah dilakukan pendahulnya, kemudian meluruskan dan menyempurnakan kaidah-kaidah analogi dalam berbagai masalah nahwu. 2) merumuskan sejumlah istilah teknis dalam ilmu nahwu dan sharf yang belum dirumuskan pendahulunya. 3) merumuskan istilah teknis yang terkait dengan tanda i’rab. 4) melakukan klasifikasi kata berdasarkan keaslian hurufnya. 5) menciptakan teori al-‘awamil dan al-ma’mulat. 6) merintis lahirnya nahwu analitik (al-nahw altahlili). 7) meletakkan kaidah umum dalam mengukur keshahihan sebuah kasus nahwu. dalam hal ini, ia menempuh metode sima’i, ta’lil, dan qiyas (analogi) dalam menetapkan kesahahihan sebuah kaidah. selain melakukan formulasi kaidah nahwu dan sharf yang dirintis pendahulunya, ia juga melahirkan beberapa pemikiran yang melengkapi kajian-kajian nahwu, seperti: formulasi kaidah fonologi, menciptakan tanda baca. 3. para penyair sebelum al-khalil memiliki kecerdasan berbahasa secara alamiah dalam mengungkapkan segala pikirannya dalam bentuk syair yang disertai wazan-wazan nazm yang benar. namun, perjalanan waktu menyebabkan sebagian penyair mengabaikan konsistensi terhadap kaidah-kaidah syair. hal itu berpengaruh terhadap rusaknya wazan-wazan syair, akibat melemahnya kompetensi kepenyairan sebagian penyair. keadaan tersebut membuat al-khalil cemas akan punahnya salah satu ilmu 159 ©2019 al-lisan: jurnal bahasa (e-journal) bahasa arab. maka rasa cemas tersebut mendorongnya untuk meluruskan kaidah wazan syair dan menciptakan satu ilmu baru yang dikenal dengan ilmu arudh. 4. al-khalil tergolong ulama yang produktif dan memiliki kecerdasan luar biasa untuk ukuran zamannya. al-khalil tidak hanya pakar dalam bidang ilmu-ilmu kebahasaan, namun ia juga memiliki pengetahuan yang luas tentang ilmu-ilmu syariat dan matematika. lebih dari itu, ia memiliki bakat luar bisa dalam bidang seni musik dan merangkai nada. kecerdasannya dalam kedua bidang terakhir ini membantu dalam menciptakan kaidah-kaidah ilmu arudh dan qawafi. al-khalil melahirkan sejumlah karya monumental. sebagian karyanya sampai ke tangan kita, dan sebagian lain tidak diketahui jejaknya. 160 ©2019 al-lisan: jurnal bahasa (e-journal) daftar pustaka al-aqili, h., baha’ al-d. ‘a. bin ‘a. (1980). syarh ibn ‘aqil, juz i. cet. 20; kairo: dar al-turats. deef, s. (1968). al-madaris al-nahwiyah. cet. 7; kairo: dar al-ma’arif. al-farahidi, al-k. bin a. (2003). kitab al-‘ain murattaban ‘ala huruf al-mu’jam, ditahqiq oleh ‘abd al-hamid handawi, juz 1. cet. i; beirut: dar al-kutub al-‘ilmiyah. khaqani, m. al-khalil bin ahmad al-farahidiy fi mizan al-‘aqliyat al-farisiyah, majallah al-‘ulum al-insaniyah, edisi 11 tahun 1425 h. al-nadim, m. bin i. al-fihrasat, juz 2, ditahqiq oleh ridha tajaddud (td.). al-rajihi, ‘a. (1980). durusun fi al-mazahib al-nahwiyyah. beirut: dar al-nahdhat al‘arabiyah. al-sairafi, a. s. al-h. bin ‘a. (1995). akhbar al-nahwiyyin al-bashriyyin, ditahqiq oleh thaha muhammad al-zaini dan muhammad ‘abd al-mun’im khafaji. cet. 1; mesir: mushtafa al-bab al-halibi wa awladuh. al-shan’ani, m. bin i. al-a. al-h. manzumat bulug al-maram min adillat al-ahkam, ditahqiq oleh muhammad bin muhammad bin yahya bin abdillah zabarat al-husainiy al-shan’ani (td.). al-suyuthi, j. al-d. (1979). bugyat al-wu’at fi thabaqat al-lugawiyyin wa al-nuhat, ditahqiq oleh muhammad abu al-fadl ibrahim, juz i. cet. 2; beirut: dar alfikr. al-thanthawi, a. nasy’at al-nahw wa tarikh asyhar al-nuhat. cet. 3; kairo: dar alma’arif, t.th. ya’qub, e. b. (2006). mausu’at ‘ulum al-lugat al-‘arabiyah, juz 5. cet. 1; beirut: dar al-kutub al-‘ilmiyah. yamaniy, ‘a. al-b. bin ‘a. al-m. (1986). itsarat al-ta’yin wa tarajim al-nuhat wa allugawiyyin, ditahqiq oleh ‘abd al-maid diyab. cet. i; al-mamlakah al‘arabiyah al-su’udiyah. zajjaji, a. al-q. ‘a. al-r. bin i. al-idah fi ‘ilal al-nahw (td.). journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 36 study of professional development and career english teacher (case study of junior high school teachers in the urban and rural areas of southeast sulawesi) meilan nirmala shinta shintameilan81@gmail.com halu oleo university abstract this study aims: 1). describe the process of teachers in fulfilling their professional qualifications and career development process 2). searching information inhibiting things by the teacher in fulfilling professional and career development. the scope of the research focuses 2 of 4 competencies that must be possessed by a teacher namely: pedagogic competence and professional competence. the method of this research is descriptive qualitative with case study approach. the subject of this study using the principle of purposive sampling that there are 3 english teachers who became the subject in this study. interview (deep interview) and observation (passive observer). the results of this study illustrate that: 1). pedagogic competence: for teachers who have attended a learning-based it training tend to apply a scientific approach in learning english in class k13 than teachers who have never followed it, teachers use it media in teaching in the form of lcd and material from the internet, and be creative according to facilities and infrastructure which exists; professional competence: mgmp activities for urban municipal teachers in kendari show that the activity is active, whereas for teachers teaching in villages in other districts the activities are not routine, ptk research is based on the needs of the rank and prerequisite of certain activities not based on teacher needs, training activities and workshops show as activities that are generally followed by teachers. 2). things that become obstacles include: pedagogic competence: systemic that is a periodic indepth workshop curriculum so that the understanding of teachers that still need to be upgraded must be dealing with the implementation of the curriculum that must be run, facilities that are not yet sufficient to assist in learning in class, which is still low especially in the regions; obstacles to the professional competence of mgmp activities that are not routine in the regions, mgmp instructors who trained are not appropriate in their fields, the burden of teacher responsibility and so many become one of the ptk factors is not a priority of teachers implement it, there is no system that is presenting the results of teacher ptk not only as admisnistrasi requirements alone. the conclusion is still need to improve the system of teacher competency activities in the pedagogic and professional sections so that the process of professionalism improvement and career of teacher can be more meaningful and useful in developing teacher task. penelitian ini bertujuan: 1). menggambarkan proses guru dalam memenuhi kualifikasi profesional dan proses pengembangan karir 2). mencari informasi hal-hal yang menghambat guru dalam memenuhi pengembangan profesional dan karir. ruang lingkup penelitian ini memfokuskan 2 dari 4 kompetensi yang harus dimiliki oleh seorang guru yaitu: kompetensi pedagogik dan kompetensi profesional. metode penelitian ini adalah deskriptif kualitatif dengan pendekatan studi kasus. subjek penelitian ini menggunakan prinsip purposive sampling yaitu ada 3 guru bahasa inggris yang menjadi subjek dalam penelitian ini. wawancara mendalam dan observasi (pengamat pasif). hasil penelitian ini menggambarkan bahwa: 1). kompetensi pedagogik: bagi guru yang telah mengikuti pelatihan it berbasis pembelajaran cenderung menerapkan pendekatan ilmiah dalam pembelajaran bahasa inggris di kelas k13 daripada guru yang tidak pernah mengikutinya, guru menggunakan media it dalam mengajar dalam bentuk journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 37 lcd dan materi dari internet dan berkreasi sesuai dengan sarana dan prasarana yang ada; kompetensi profesional: kegiatan mgmp untuk guru perkotaan di kendari menunjukkan bahwa kegiatan ini aktif, sedangkan untuk guru yang mengajar di desa-desa di kabupaten lain kegiatannya tidak rutin, penelitian ptk didasarkan pada kebutuhan pangkat dan prasyarat dari kegiatan tertentu yang tidak berdasarkan pada kebutuhan guru, kegiatan pelatihan dan lokakarya merupakan kegiatan yang umumnya diikuti oleh guru. 2). hal-hal yang menjadi kendala antara lain: kompetensi pedagogik: sistemik yang merupakan kurikulum lokakarya mendalam secara periodik sehingga pemahaman guru yang masih perlu ditingkatkan harus berhadapan dengan pelaksanaan kurikulum yang harus dijalankan, fasilitas yang belum cukup untuk membantu dalam pembelajaran di kelas, masih rendah terutama di daerah; hambatan terhadap kompetensi profesional kegiatan mgmp yang tidak rutin di daerah, instruktur mgmp yang terlatih tidak sesuai di bidangnya, beban tanggung jawab guru dan banyak yang menjadi salah satu faktor ptk bukanlah prioritas guru mengimplementasikannya, tidak ada sistem yang mempresentasikan hasil dari guru ptk tidak hanya sebagai persyaratan admisnistrasi saja. kesimpulannya masih perlu meningkatkan sistem kegiatan kompetensi guru di bagian pedagogik dan profesional sehingga proses peningkatan profesionalisme dan karir guru dapat lebih bermakna dan bermanfaat dalam mengembangkan tugas guru. keywords: development, professionalism, career, mgmp, ptk. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 38 a. introduction the teacher certification phenomenon in sawali.com (2007) is through the emergence of government regulation in 2005 which launched law no. 14, the fresh winds for teachers and lecturers begin to be felt by the state servants, the aim of teacher certification with an additional 1 time basic salary is expected to have an impact on improving the quality of education, moreover the prerequisite of getting a certification salary for teachers is to collect a portfolio of about 850 points which means the teacher must be smart archive all documents such as certificates, decrees, diplomas, assignment letters, etc. and the teacher must have a high teaching hours, aka a long teaching period. all of these things are indicators and barometers for determining whether or not to get additional benefits. another picture that is often found is, activities following educational seminars, curriculum development seminars, or non-education seminars as a form of archival support are prerequisites for certification of teachers, at one time the experience of researchers there was a teacher who, when viewed as senior, what was surprising when he revealed that the opportunity to attend educational seminars was very rarely followed because he had never been sent from school for example. in addition, researchers who happened to handle 'education profession' courses, through interview assignments with civil servant teachers by students, there were several teacher data reports that rarely attended educational / non-education seminar activities that were independent in themselves. another opportunity was when researchers interviewed teachers in one district in southeast sulawesi in another research activity, one of the content questions asked to the teacher was "is it always the teacher working group activity?" some teachers in certain fields of study revealed that they were not participating in these activities and indeed there are no such activities in their area. these things are ironic because career development guidelines for teachers in order to improve the quality of their performance both as classroom teachers and also to improve teachers' scientific insights must be through activities that are structured both in groups and independently participating in activities. the aim of all of them is to improve the quality of education that has an effect on the quality of student learning, classroom management, and personal competence of course. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 39 according to statistical data, there are only around 5% of teachers who have the opportunity to participate in various development programs that are institutionalized by a type of training. in reality, many teachers do not have access to education, training and institutional development programs other than civil servant pre-service training or want to become full civil servants and teacher certification training (sudaryawan danim, 2012). on the other hand, as the times change, especially since the issuance of law no.14 of 2005 concerning teachers and lecturers, slowly shows that the teaching profession has progressed in terms of the development of its professionalism along with welfare rights that have undergone a change from its past. teacher demands in terms of competence are the main thing. according to sudarwan danim and khairil (2011) in his book said that the existence of the law supported by other related legal products was also born was a real indication that the teaching profession entered its golden age. suciptoardi (2009) said the issue of teacher certification is expected not to be merely a matter of formality in order to obtain the quota, government policies on qualifications, competencies, and teacher certification that implement it continue to process are expected to also have a direct impact with improving the quality of education in general. so that teachers are demanded instead towards being more competitive and dynamic to keep abreast of developments in science, technology, and information in other words the long life education principle applies. if judged by diera 70s, suparlan (2010) correlates that at this time from the directorate of education has formulated there are 10 competencies that teachers must have such as: having a teacher's personality, mastering the foundation of education, mastering teaching material, arranging teaching programs, carrying out the teaching and learning process, carry out educational assessments, carry out guidance, carry out school administration, collaborate with peers, and carry out simple research. then in the 2000s, three components of teacher competence were formulated, namely: management of learning, professional developers, and academic mastery. and then in 2005 the formulation of teacher competencies metamorphosed into 4 components: personality, pedagogic, professional, and social components. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 40 2. problem formulation the following formulation of the problem that formulated the research is: 1. what is the description of professional development and english teacher career in southeast sulawesi? 2. what factors are obstacles to professional development and teacher careers in southeast sulawesi? b. literature review 1. teachers and professional education according to the ancient javanese view (suciptoardi, 2009) the word 'teacher' sociocultural teacher is a respectable profession of the word digugu which means embraced or imitated. teachers are respected professions and become role models and examples for the community as well as being exemplary. on the other hand, according to e. mulyasa (2010) said that a 'teacher' is a form of competence in intellectual intelligence, emotional intelligence, and creativity intelligence, and spiritual intelligence of their students. based on the circular of the minister of education and culture and the head of bakn number 57686 / mpk / 1989 (suparlan. 2010) referred to as "the teacher is a civil servant (pns) who is given duties, authorities and responsibilities by officials who are authorized to carry out education in schools, including attached to office ". furthermore, it was explained about the definition of the teacher contained in law no. 20 of 2003 concerning the national education system, namely the teacher is an educator who is appointed according to the legislation in force and works professionally with the main task of educating, teaching, guiding, directing, training, evaluating, and evaluating students on formal education paths from the basic education level , middle, paud, and upper middle. and currently the expansion of the meaning of the teaching profession in government regulation (pp) no. & 4 of 2008. 2. teacher law (ri law no. 14 of 2005) ri law no. 14 of 2005 chapter ii (position, function and purpose) article 2 (1) the teacher has a position as a professional staff at the level of primary education, secondary education, and early childhood education in the formal education system that journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 41 is appointed in accordance with the legislation (2) recognition of the position of teacher as professional staff as referred to in paragraph (1) is proven by an educator certificate c. research design the research design used in this study is qualitative descriptive, in qualitative research which is the main subject in the study is the researcher itself, on the other hand the main data source in this study is the english education teachers who have devoted themselves in urban and rural areas for some time assuming the devotion period is closely related to experience their dedication as educators. as the principle in qualitative research rules, there are 3 teachers who are the subjects in this study, there are some of the informants (teachers) are: senior teacher who has more than 10 years of teaching, teachers who have served under 10 years, teachers are those who serve in urban areas and sub-districts of kendari, southeast sulawesi; and 1 teacher serving in the village / city area in the district of buton, southeast sulawesi. techniques data collection by interview and, data analysis technique qualitative data analysis was obtained through interviews, while research applied data analysis model miles and huberman (sugiyono, 2008) with 3 stages: data reduction, verification and conclusion. d. findings and discussions pedagogic competence is a basic competence that must be owned and mastered by the teachers, the data shows that the 3 teachers are aware of their duties and responsibilities in carrying out the tasks of learning and teaching in class, some of the data obtained are: 1. first teacher understanding of students for the teacher (1st informant) is actually a senior teacher who has taught over 10 years, for him facing students with a background is a challenge for him so that it affects the choice of teaching strategies that are suitable for the characteristics of students they face, likewise in terms of designing learning and evaluation as well as developing the potential of students, for example by changing the methods and media used to adapt to the current curriculum, curriculum changes that have taken place several times have given him a challenge so as to overcome problems the problem was that he participated in several trainings or workshops and also through teacher forums for study subjects such as mgmp to share and gain knowledge of journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 42 knowledge. the constraints he faced were some material presentations and the activities of students are currently predominantly based on e-learning or it, this is a difficulty in the presentation so that he needs to always update the material and forms of student work that are appropriate and in accordance with current curriculum procedures . 2. second teacher the teacher has ever forgiven subjects outside of his specifications as an english subject teacher. he had taught sbk subjects due to lack of availability of these teachers in his school, for teaching english he felt able to carry out his competence properly, which was a problem for him when there was a curriculum change that occurred in the transition process several problems faced, for example: presented in textbooks is sometimes confusing for students so that for them it takes extra effort to prepare additional material and assistance to make the learning process acceptable and run well, the process of curriculum socialization from the try out to the implementation process makes it not enough for them to say they understand well and differentiating from the previous curriculum so that what happens is they still apply the principle of ktsp curriculum learning rather than k13 curriculum, it-based language learning is quite interesting for him to apply only when the media is not supported by fas the ability of schools is sometimes an obstacle to implementation. so according to this teacher, ktsp is easier for him to apply than k13 especially with the characteristics of students he faces and the environment that has not fully supported to be able to run properly. 3. third teacher this teacher has moved the workplace 3 times, starting from teaching in rural areas to the city of sub-districts in buton regency, while the background of students to english is very lacking, almost every teaching he uses is normative or conventional methods, learning media is minimal from utilizing e-learning is caused by the ability of students to have gadgets, school skills, and difficult signal factors. moreover, the current k13 curriculum for him is quite difficult for him to apply several factors: training coordination for teachers is delegate, for him this is inadequate to obtain complete knowledge with the k13 concept itself, besides that the distance between 1 socialization activities for subsequent activities far enough so that demands that want to journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 43 be implemented as soon as possible in the field are reversed with the expected reality, so for him to teach with the ktsp curriculum concept he still uses it more. professional competence data showing english teachers on professional competence are: informan pgri seminar/workshop mgmp karya ilmiah (ptk) teacher 1 teacher 2 teacher 3 active occasionally but not active never and inactive several times several times several times several times active active active once (inactive condition factor) ever ever not yet not yet ever “ “ several factors and obstacles in improving teacher professionalism namely: 1. writing scientific papers and ptk is made due to the factor of rank demands so that it is very pragmatic, this point is not a workload that must be valid annually or as a participant, so that for those when ptk is made to fulfill the promotion requirements, it makes it the enthusiasm of teachers to create works is intrinsically less. 2. mgmp activities, especially for teachers in the district, experience obstacles, including: the implementation of mgmp is collective, meaning that all teachers in the study area gather once at the same time and activities so that the impact of the english teacher is less effective to improve knowledge ability. and his skills as a teacher in english language subjects, for him is very ironic when the english subject teachers are bombed by teachers who are not the same discipline, therefore this activity does not continue, the effect that can be felt for the teacher has a great impact on development his duties and responsibilities in terms of improving his pedagogical competence itself, for him the english teachers need to be continually improved their knowledge through mgmp (subject teacher meetings). journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 44 e. conclusions the pedagogic competence of the english subject teachers will run well and increase if the teacher's professional competence also supports, because changes in knowledge, curriculum, media, and the continuous development of technology require that language teachers must follow these changes, the reality in the field shows teacher competence in the pedagogic field has some obstacles, especially in the application of curriculum and media concepts that originate from the procedural activities of teachers outside the school environment is very lacking so that it influences their teaching and learning process in schools. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 45 references arikunto, suharsimi. 2010. prosedur penelitian. suatu pendekatan praktik. penerbit rineka cipta: jakarta badan pusat statistik konawe selatan. 2014. konaweselatan dalam angka. breemer, jacobs. 2014. hubungan supervisi kepala sekolah dan kompetensi profesional guru dengan kinerja guru sekolah dasar di kecamatan ranomeeto. jbreemer. blogspot.com.2014/12. diakses 22 juni 2016. danim, sudarwan. dan khairil. 2011. profesi kependidikan. pt alfabeta bandung: bandung ita, astati. 2012. hubungan antar sertifikasidan kinerjagurusekolahdasardi kecamatan konda kabupaten konaweselatan. simpus. iain kendari.ac.id. skripsi. di akses 22juni 2016. mulyasa,e. 2010. menjadi guru profesional. menciptakan pembelajaran kreatif dan menyenangkan. pt. remaja rosdakarya: bandung sariyani. 2013. kinerja guru sekolahdasar negeri 2 laonti kabupaten konawe selatan. upt perpustakan iain kendari.skripsi. kendari. simpus. iain. kendari.ac.id. diakses 22 juni 2016. sudrajat ahmad. 2007. artikel pendidikan. http://akhmad sudrajat.wordpress.com. diakses 21 juni 2016. sugiyono. 2008. memahami penelitian kualitatif. cv alfabeta bandung: bandung sinar grafika, redaksi. 2005. undang-undang guru dan dosen (uu ri no. !$ tahun 2005). pt sinar grafika: jakarta sulipan.2007. kegiatan pengembang profesi guru. http.//mariberbagi.com. postedonaugus 5,2007. diakses 22 juni 2016. sawali, tuhusetya. 2007. sejarah sertifikasi guru, sebuah”indonesia” yang tertinggal. http//sawali.wordpress.com.2007. diakses 22 juni 2016. http://akhmad/ al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 1 role play in video to accelerate non-english students’ mastery of speaking competence asna usman dilo (1) , la aba (2) asnadilo77@gmail.com (1) , la.aba001@gmail.com (2) iain sultan amai gorontalo abstract to teach english to non-english major students in islamic university is unique. this perception is also applied among lecturers and to stimulate a conversation situation in which students might find and give them an opportunity to practice and develop their speaking ability. therefore, the use of role play that involved in short film documenter or video is used in this study to make their english creatively, not only to practice speaking ability but the students can explore their acting. this study is an action research study, where pre-test and posttest are administered to obtain the data, in addition to observation and literature study. this research is carried out in two cycles, every cycle there are four components they are: planning, acting, observing, and reflecting. the result of this research showed that used role play in video can accelerate the nonenglish students’ department mastery of speaking competence. it showed the first cycle showed that only 10 or 40% students were competent. while in the second cycle, there were 25 or 88% students gained the score more than 80. it means that the indicator of success has reached. keyword: role play in video, speaking competence, non-english students abstrak mengajarkan bahasa inggris pada mahasiswa non jurusan bahasa inggris di perguruan tinggi islam adalah unik. pemahaman ini juga diterapkan pada semua dosen dan untuk merangsang situasi percakapan dimana mahasiswa menemukan dan memberikan mereka kesempatan untuk melatih dan mengembangkan kemampuan berbicara. karena itu, penggunaan bermain peran yang dibuat dalam film pendek atau video yang digunakan dalam penelitian ini adalah untuk membuat bahasa inggris lebih kreatif. tidak hanya melatih kemampuan berbicara tetapi mahasiswa dan menggali kemampuan akting. penelitian ini adalah penelitian tindakan kelas, untuk memperoleh data digunakan pre-test dan posttest, ditambah observasi dan studi literature. penelitian ini dibuat dua siklus. setiap siklus terdiri empat komponen : perencanaan, pelaksanaan, observasi, refleksi. hasil dari penelitian ini menunjukkan bahwa penggunaan bermain peran yang di videokan dapat mempercepat penguasaan berbicara bagi mahasiswa non bahasa inggris. ini ditunjukkan pada siklus pertama hanya 10 orang atau 40 % yang menguasai. sedangkan pada siklus kedua terdapat 25 atau 88 % mahasiswa memperoleh skor lebih dari 80. menunjukkan indikator kesuksesan tercapai. kata kunci: bermain peran, video, koterampilan berbicara, mahasiswa non bahasa inggris mailto:asnadilo77@gmail.com mailto:la.aba001@gmail.com al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 2 a. introduction english language is the international language or global language, spoken approximately thousand of millions of people around the world as a tool of communication. english language as a second or foreign language it is difficult for the students to learn at the first time, because it might influenced by many factors one of them might be their mother tongue to reach a successful english learner. one of the main important keys to success in english is enhanced the students come to love the learning process. students are able to communicate in english by mastering the four english skills such as listening, reading, writing and speaking. however, it is not easy to master all the skills; there must be one important skill that covers the whole skills. based on the statement above speaking or oral communication is the most important skill that should be mastered by students in order to communicate in english fluently. in this case, the students must study hard to master it and the teacher should create a good atmosphere in class. however, it is contrary to the real situation in class. speaking activities do not work in class because many factors prevent students from speaking english with their friends. they are afraid of making mistakes, of being laughed at by his or her friends and of having lack of confidence in their ability. there are some problems related to speaking activities in class and helping students to improve their speaking skill is part of the teacher’s job. lecturers are expected to have right teaching techniques to accelerate their english mastery with appropriate teaching materials and to create a positive classroom environment. therefore, the students will have opportunity to use english among themselves. the teaching curriculum and learning process should not only take place between lecturers and students but also between students and students. one of the earliest definitions of role play is provided by mann (in purwanto, 2008:2) where a person is asked to perform a role which is not normally his own, or is explicitly asked to perform a normal role but not in a setting where is it normally taken. larsen and freeman (2000:135) said that role plays are very important in communicative language teaching (ctl) because they give student an opportunity to practice communicating in different social contexts and different social role, similarly to johnson and morrow (1986:137) also said that role plays are very important in the al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 3 communicative approach therefore they give the students an opportunity to practice communicating in different social contexts. johnson and morrow (1987:126) said that among classroom activities, role play and simulations rate highly suitable vehicles to use in a communicative approach to language teaching. they can reduce the artificiality of the classroom, provide a reason for talking and allow the learner to talk meaningfully to other learner. according to topkins (2008: 1) role playing is an extremely valuable method for learning. it encourage thinking and creativity, lets students develop and practice new language and behavioral skills in a relatively no threatening setting, and can create the motivation and involvement necessary for learning to occur”. similarity livingstone (1983:6) said that role play is a classroom activity which gives students the opportunity to practice the language, the aspects of role behavior, and the actual roles he may need outside the classroom. most students will not need to fulfill in the foreign language the wide range of roles they fulfill in the mother tongue, unless, of course, they intend to live and work in the foreign language environment for an extended period of time. further, amto and several experts agreed that role play has high appeal for students because it allows them to be creative and to put themselves in another person’s place for a while (amto 2003). the explanations above indicate that role play is perhaps the liveliest form to get the class involved in speaking. role play brings situation from real life into the classroom. students imagine and assume roles they create a pretend situation, and they pretend to be some different persons, the following researcher would like to explain about successful classroom and speaking assessment. role play in video means that the students record what they are talking and have done based on the script. in the classroom the students learn through study of complex, real word practices that are captured and represented through digital video media. implication for the design of video based environments and activities for classroom learning and lectures professional development are also addressed. role play and video are as type of teaching media. in regard to this media topic, hamalik (2011) that divide classifications of teaching media into four types are: (1) visual media, such as filmstrip, transparency, micro projection, bulletin board, pictures, illustration, chart, graphic, poster, map, and globe; (2) audited media, such as phonograph record, electric transcript, radio, recorder al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 4 of tape recorder; (3) audio visual media, such as film, tv, and three dimensions things; and (4) dramatization, role play, socio drama, etc the use of video is suggested as a learning medium. there are many reasons why the use of video is suggested as a learning medium. as suggested by harmer (2004: 282) stated that some of the reasons as to why the language teacher is advised to use video as a medium of learning and teaching, are: (1) language learners not only hear the language they learn, but they also look at the context directly from the video being played. video will be a marvelous medium that represents expressions, gestures and other visual forms; (2) the knowledge of cultural differences. video will enable students to see situations outside the classroom without having to leave the classroom; (3) learning material in the media would be easy to remember because it is fun; and (4) the video can enhance students' motivation and interest in learning. it is as described previously that students not only learn how to see, but also listen, and it will be interesting for them so their motivation to learn will also increase. b. research method the research takes place at in economic and islamic business faculty at iain sultan amai gorontalo. the subject of this study is the third semester of islamic banking department with 33 students. this study is a classroom action research (car) as it serves the purpose of the study to accelerate the mastery of non-english students’ of speaking competence. it will conduct for six weeks, starting from the first week of october 2018 up to the third week of november 2018. in this study the data are collected applying role play in video. research findings describe which are gathered from the conduct of this action research. data is the process implementation of role playing process based on the observation. the second data is students’ speaking competence, which is gained from the observation to the students when the role playing applied in the dialogues. the research is conducted in two cycles, where each cycle consists of 6 meetings. research subjects are divided into 6 (six) groups then prepare dialogue or script of the text based on the theme islamic banking activities. at end of each cycle, lecturers’ achievement is measured using collected through a rubric of fluency as a general term of oral language proficiency. so the main point to access students’ ability by using language proficiency as one of the analytic rating scales. the rubric was used to assess al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 5 or evaluate the students’ speaking ability. schmidt (1992) believes that fluency is processing power in really using the language. skehan in richard (2003) also emphasizes speaking that fluency cannot be separated from the meaning of the language, for it reflects learners’ ability to deal with real communication in different contexts can be seen in table 1 below. table 1. the features and description of language proficiency features description pronunciation pronunciation of individual sounds and words, of sentences including the right intonation and stress grammar language use: accurate use of structure,or how the learners get his/ her utterances correct vocabulary the learner’s ability in choosing appropriate words for the intended meaning, and how to solve the problems when he/she connot find suitable words fluency the ability to keep the expression going smoothly, e.g. read a text without hesitation/ in appropriate pauses, or without repeating the words/line ccomprehensibility the ability to get the meaning across to the listener. confidence the ability to speak confidently with proper intonation to show feeling. in collecting the students’ speaking ability in performing the learning tasks, i rated the holistic scoring on a five-point scale for each elements of fluency. they are : excellent (5); very good (4); good (3); fair (2); poor (1). after the students’ score were analyzed based the scales and their description, i accumulated the totality of the students’ scores gained in speaking assessments. then i calculated the students’ own score to get their learning result in each cycle. the result was then classified into five criteria, they were extremely competent, competent, enough al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 6 competent, incompetent, and extremely incompetent. based on the statement, i modified the criteria of the students’ learning achievement values as shown in table 2. table 2. the criteria and the value of the students’ learning achievement no criteria intervals of value 1. extremely competent 90 – 100 2. competent 70 – 89 3. enough competent 60 – 69 4. incompetent 40 – 59 5. extremely incompetent 0 – 39 the table above interprets that if students gain values more than 90, they are called extremely competent students. students who obtained values 70 to 89, they are called competent students. when the students have values between 60 and 69, they are enough competent students. however, if they obtained the intervals of values between 40 and 59, it called categorized incompetent students. whereas, values less than 39, it is extremely incompetent students. it can be claimed that the students are called successful in learning if the participants have reached the score of at least 70 or they have the classification of value competent at least. c. findings and discussions findings first cycle at the first meeting the students divided into six groups and choose the theme. the theme revolves around islamic banking activities like selling and buying, market, banking activities. and then they discuss with their group to enactive the title of dialogue, make draft script of dialogue; destine the place and who are actor in this section. lecturers give them opportunity for three weeks to apply role play into video. next section the students show that into the classroom with a time has decided. in each meeting, one group present their video, lecturers observed the students’ ability in the presentation, therefore each student was expected to speak fluently. the result of the first cycle, a few group that the students’ speaking fluency ability in this meeting shows al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 7 that some of them still less fluent when they speak, some students are nervous; not dominate the script. it became the students’ learning achievement in the first cycle. after analyzing the students’ speaking fluency in the first cycle, founded that the students’ speaking fluency based on the elements of speaking in the first cycle can be seen in table 3 below: table 3. data of the students’ speaking fluency in the first cycle based on the elements of speaking for all groups: no the elements of speaking total score 1 fluency 17 2 grammar 20 3 pronunciation 21 4 comprehensibility 23 5 vocabulary 23 6 confidence 21 total 67,89% the table above shows that in the first cycle only 67.89%. this result is yet to meet the standard achievement set as the indicator of this study. it means after cycle 1 was done students’ speaking fluency seemed to be increased compare to the preliminary study. when the scores of the students’ speaking ability were classified into the criteria of value, it presents in table 4. table 4. data of the students’ speaking fluency in the first cycle based on the criteria of value no criteria interval of value frequency percentage 1 extremely competent 90-100 0 0 2 competent 70-89 6 18,2 3 enough competent 60-69 19 57,6 4 incompetent 40-59 8 24.2 5 extremely incompetent 0-39 0 0 total 33 100 al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 8 data in table 4 shows that no one student is classified into extremely competent criteria. there were only six students or 18,2% have competent criteria because they obtain values between 70 and 89. nineteen students or 57, 6% are enough competent criteria because their values are between 60 and 69. eight students or 24.2% were in incompetent criteria. it means after cycle 1 was done students’ speaking fluency seemed to be increased compare to the preliminary study. second cycle in this section lecturers explain the result of video each group and what a lack of each actors, sound, backdrop of stage, their speech is not clear, errors grammatical. lecturers give them opportunity for two weeks to record then apply again role play into video with observe all aspect. they also prepare similar materials in the script. lectures corrected the script with identify grammatical errors. the next section they have presenting again the video. the result of the second cycle show that the student’s speech is clear, they have confidents to talk with their friends, their acting seemly natural, grammar is correct, a word corrected pronounced, the audience could understand everything student said and express, uses appropriated vocabulary, there are speaking confidently with proper intonation to show feeling. all score can be shown at table 5 below. table 5. data of the students’ speaking fluency in the first cycle based on the elements of speaking for all group: no the elements of speaking total score 1 fluency 30 2 grammar 30 3 pronunciation 31 4 comprehensibility 29 5 vocabulary 31 6 confidence 30 total 86,30% based on calculating the result of the score shows that in the second cycle reach 86.30%. its means the standard achievement set as the indicator of this study. al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 9 when the scores of the students’ speaking ability were classified into the criteria of value, it presents in table 6. table 6. data of the students’ speaking fluency in the first cycle based on the criteria of value no criteria interval of value frequency percentage 1 extremely competent 90-100 0 0 2 competent 70-89 12 27,5 3 enough competent 60-69 21 63,6 4 incompetent 40-59 0 0 5 extremely incompetent 0-39 0 0 total 33 100 in table 6 shows that twelve students or 27,5% have competent criteria. twenty one students or 63,6% are enough competent criteria, there no students were in incompetent criteria. considering the value above, the indicator for the completion of this study have reached. discussion as seen in the findings above, the role play in video is able to accelerate the students’ speaking competence from the average of 67,9 to 86,3 at the second cycle. like pageyasa (2004) states that mastery of speaking theory is not main purpose in teaching speaking. the important things are students are able to speak agreeing to contexts and the teaching of speaking must be oriented to aspect of language use, not to language rules. the other hand harmer (2007) said that “filmed extracts can be used as a main focus of a lesson sequence or as parts of other longer sequences.” students are used to watching film at home, and they enjoyed those things. as english lectures we need to be sure that we provide the students with good viewing and listening tasks so that they give their full attention to what they are seeing and hearing. by role play in video the student determine his or her own personal strengths and weaknesses. the other researcher is zhihong lu, etc (2010) in her study found that audio-video as media to teach the students in speaking. relating to media like video, irma manda al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 10 (2017) make a research about the use of audio visual media in teaching english for nonenglish majors. the subject of these researches is having different background or composite students from senior high school and islamic school. and it influence the result of study, in addition to make the participant easy make dialogue is a material or theme familiar with them because all subject of lesson almost talking about islamic banking. lecturers need created another instrument for farranging advantage of using video in accelerating the english mastery of non-english students at iain sultan amai gorontalo. in addition we should to found the other approach or media that interesting for the students to learn english lesson so they have motivate to follow the english lesson more than it to increase english mastery. as a lesson learned, role play in video can be claimed can accelerate the students’ speaking competence by using closer theme with their core of study or students department. it implies that lectures should role play in video as approach to beneficial in increasing their english language mastery. al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 11 d. conclusion as we go through this study, speaking fluency on one language can help us to communicate, interact and socializing with others. to speak english fluency, than there are some important parts of the languages that we have to master such as grammar, vocabulary, pronunciation, fluency and even confidence. this study has argued that role play recorded in video can be used as a technique that provide opportunities for lectures and students feedback and motivate students because of their engaging qualities. the way lectures should correct in speaking fluency activities, not interrupting while they are going on, but giving feedback later. there may be times when teachers need to help an activity along through participation provided that has to be done sensitively. al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 12 references abbas pourhosein gilakjani department of english language translation, lahijan branch, islamic azad university, lahijan, iran . i.j. modern education and computer science, 2012, 4, 57-66 published online may 2012 in mecs (http://www.mecs-press.org/) doi: 10.5815/ijmecs.2012.04.08. amiri, mostafa., azhar husaini, fatemi. (2014). the impact of content-based instruction on students’ achievement in esp courses and their language learning orientation. the theory and practices on language studies. vol. 4 (10). pp 2157-2167, october 2014, retrieved april 2015 from: https://profdoc.um.ac.ir/articles/a/1044240.pdf amato, patricia a. richard, 2003, making it happen: from interactive to participatory language teaching , usa: logman bailey, kathleen, 2005. issue in teaching speaking skill to adult esol learners, nscsall journa.l byrne, donn, 1989, techniques for classroom interaction to research methods, malaysia: logman malaysia, pa byrne, donn. 1986. teaching oral english, london: longman campbell, d., cook, k.j., kusch, b. & moulton, s. (2009). inspiring learning and teaching: using e-tools to facilitate change. in t. bastiaens, j. dron & c. xin (eds.), proceedings of e-learn 2009--world conference on e-learning in corporate, government, healthcare, and higher education (pp. 172-181). vancouver, canada: association for the advancement of computing in education (aace). retrieved january 30, 2019 from https://www.learntechlib.org/primary/p/32454 lu, z., hou, l. & huang, x. (2010). a research on a student-centred teaching model in an ict-based english audio-video speaking class. international journal of education and development using ict, 6(3), 101-123. open campus, the university of the west indies, west indies. retrieved january 31, 2019 from https://www.learntechlib.org/p/42381/. richards, j., & rodgers, t. (2001). approaches and methods in language teaching. new york: cambridge university press. richard, jack c. 2003. current trends in teaching and listening and speaking. macquarie university, sydney, australia stroller, f. (2002). project work: a means to promote language and content. in j. c. richards & w. a. renandya (eds.), methodology in language teaching: an antohology of current practice. cambridge: cambridge university press, 107-119 http://www.mecs-press.org/ https://profdoc.um.ac.ir/articles/a/1044240.pdf https://www.learntechlib.org/primary/p/32454/ https://www.learntechlib.org/p/42381/ journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 68 pengaruh penggunaan materi bacaan berbasis kearifan lokal pada mata kuliah reading for information sukmawatiyasim & rusdiah sukmawatiyasin@unsulbar.ac.id & rusdiahandalucia@yahoo.com program studi pendidikan bahasa inggris, universitas sulawesi barat, majene. , abstract this study aims to determine (1) the extent of the influence of the use of local wisdom-based reading material in reading for information courses; (2) student perceptions of the use of local wisdom-based reading material in reading for information courses. the population of this research is the second semester students in the study program of english language education, faculty of social and political sciences, university of west sulawesi with a sample of 34 students. this research method is pre-experimental research consisting of pre-test, 6 treatments, and post-test. data retrieval through two instruments: multiple choice and ranking. data analysis using spss. the results of this study indicate that the t-test and student scores in the post-test were p <0.05. there were significant differences in student scores between the pre-test and post-test after treatment with local wisdom reading material in the reading for information course. questionnaire analysis showed that students' perceptions of the use of local wisdom reading material in the reading for information course were influential. penelitian ini bertujuan untuk mengetahui (1) sejauh mana pengaruh penggunaan materi bacaan berbasis kearifan lokal pada mata kuliah reading for information; (2) persepsi mahasiswa terhada ppenggunaan materi bacaan berbasis kearifan lokal pada mata kuliah reading for information.populasi penelitian ini adalah mahasiswa semester ii di program studi pendidikan bahasa inggris, fakultas ilmu sosial dan ilmu politik, universitas sulawesi barat dengan sampel 34 mahasiswa. metode penelitian ini adalah pre-experimental research terdiridari pre-test, 6 kali perlakuan, dan post-test. pengambilan data melalui dua instrument: multiple choice danangket. analisis data dengan menggunakan spss. hasil penelitian ini menunjukkan bahwa nilai t-test dan skor mahasiswa pada post-test adalah p< 0.05.ada perbedaan siknifikan skor mahasiswa antara pre-test dan post-test setelah perlakuan dengan materi bacaan kearifan lokal pada mata kuliah reading for information. analisis kuisioner menunjukkan bahwa persepsi mahasiswa terhadap penggunaan materi bacaan kearifan lokal pada matakuliah reading for information berpengaruh. keywords: reading material, local wisdom, reading for information mailto:sukmawatiyasin@unsulbar.ac.id mailto:rusdiahandalucia@yahoo.com journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 69 a. pendahuluan kurikulum program studi pendidikan bahasa inggris mengalami sedikit perubahan dalam hal nama mata kuliah khususnya dari reading ii menjadi reading for information. untuk meningkatkan kemampuan mahasiswa dalam menyerap informasi. salah satu cara dalam meningkatkan hal tersebut adalah dengan menanamkan kebiasaan membaca informasi dalam bahasa inggris karena kemampuan membaca akan sangat berpengaruh terhadap keberhasilan mahasiswa dalam kegiatan perkuliahan dan bersaing didalam dunia kerja baik regional, nasional bahkan internasional..bagi mahasiswa program studi pendidikan bahasa inggris, matakuliah membaca masih merupakan matakuliah yang dianggap sulit.hal ini terlihat apabila mereka diberikan sebuah teks, banyak mahasiswa yang belum dapat menjawab pertanyaan tentang teks itu dengan baik. namun, banyak peneliti baru-baru ini menunjukkan bahwa membaca bukan sekadar aktivitas menerima informasi dari teks.ini tidak hanya memahami satuan kata, kalimat atau bagian.membaca adalah aktivitas yang cukup kompleks.ini melibatkan kerja otak untuk mengolah pemahaman (huang, 2009: 138). ada dua proses yaitu multi-statiform dan proses interaktif dalam membaca pemahaman, kedua proses ini berhubungan dengan kognisi manusia. multi-statiform adalah proses dimana pembaca menggunakan berbagai tingkat bahasa mereka. semakin tinggi tingkat bahasa yang mereka miliki, semakin besar kemungkinan mereka dapat memahami teks dengan baik. dalam proses interaktif, teks tersebut mempengaruhi pembaca melalui katakata, struktur dan juga konten yang mendorong mereka untuk menggunakan latar belakang pengetahuan (background knowledge) mereka untuk bertindak sesuai dengan teks. dengan kata lain, dalam proses interaktif, pembaca tidak hanya menggunakan bahasa mereka tapi juga latar belakangnya pengetahuan untuk memahami teks pengetahuan latar belakang mereka membuat mereka lebih mudah memahami teksnya. peran background knowledge dari pembaca untuk memahami teks dijelaskan dalam "schema theory". anderson percaya bahwa kata-kata, kalimat atau bagian dalam teks tidak membawa makna dengan sendirinya, mereka membutuhkan kemampuan mahasiswa untuk menghubungkan apa yang tertulis dalam teks dengan pengetahuan mereka sebelumnya. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 70 schemata dapat didefinisikan sebagai formula yang mewakili pengalaman dan pengetahuan yang dikelola dalam pikiran (brown, 2007: 358). ada dua jenis skema: skema konten dan skema formal. skema isi atau skema konten mengacu pada latar belakang pembaca atau pengetahuan dunia tentang area konten teks seperti yang dikutip oleh carrel dan eisterhold di shuying an (2013: 130) yang berarti semua pengetahuan bahwa pembaca memiliki pengetahuan lama atau pengetahuan baru saling terkait.untuk membentuk makna tentang satu topik dalam sebuah teks.ini berarti semakin besar pengetahuan yang dimiliki mahasiswa tentang dunia (termasuk budaya), semakin besar kemungkinan mahasiswa memahami makna teks yang mereka baca. ini membantu mahasiswa dengan mudah menghubungkan apa yang sudah ada dalam pikiran dengan apa yang mereka baca. skema formal mengacu pada bentuk organisasi dan struktur retoris dari teks-teks yang dapat memudahkan mahasiswa mengenali jenis teks yang mereka miliki. ini berarti ketika para mahasiswa memiliki pengenalan yang baik terhadap beberapa jenis atau genre teks, akan lebih mudah bagi mereka untuk memahami teks yang sama yang ada dalam pikiran mereka. tentu saja, tingkat bahasa yang dikatakan di halaman sebelumnya juga berkontribusi untuk meningkatkan kemampuan mahasiswa dalam memahami teks itu. alasan mengapa memilih nilai kearifan lokal untuk dimasukkan ke dalam bahan bacaan adalah karena ada beberapa nilai berharga yang dibawa oleh kearifan lokal yang sebenarnya mulai memudar dalam kehidupan kita, terutama bagi mahasiswa padaprogram studi pendidikan bahasa inggris,universitas sulawesi barat. dalam data awal penelitian (piloting),peneliti menemukan bahwa sebagian besar mahasiswa berpikir bahwa membaca adalah semacam aktivitas yang tidak menarik yang membuat mereka tidak termotivasi untuk membaca. selain itu, hanya sedikit mahasiswa yang tahu tentang kearifan lokal, budaya mandar yang berarti bahwa mahasiswa masih kurang pengetahuan tentang kearifan lokal.hal ini terjadi karena pengaruh pesatnya pertumbuhan teknologi dan informasi yang membuat mereka kecanduan budaya barat dan cenderung mengabaikan kearifan lokal budaya mereka. kearifan lokal termasuk kekayaan budaya masyarakat.kearifan lokal adalah nilai atau aturan tak tertulis yang menjadi prinsip dari generasi ke generasi dan mengilhami mereka journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 71 untuk bertahan dalam kehidupan.kearifan lokal bisa mencakup kebiasaan, tradisi, kutipan dan pepatah atau perkataan bahwa orang percaya sebagai benar. kearifan lokal muncul sebagai manifestasi terhadap kebutuhan nilai, norma atau peraturan yang kemudian menjadi model dalam melakukan sesuatu. idris (2012: 2) menyatakan bahwa kearifan lokal merupakan salah satu sumber pengetahuan yang berkaitan dengan agama, sejarah, tradisi dan pendidikan. kearifan lokal adalah pengetahuan dasar yang berasal dari pengalaman atau kebenaran dalam hidup yang berhubungan dengan budaya dan bisa bersifat abstrak dan konkret.hikmat ini kemudian menggabungkan tubuh, semangat dan lingkungan untuk membuat keseimbangan hidup kita dengan alam.yang penting, kearifan lokal membuat orang selalu menghormati orang tua dan pengalaman hidup mereka.selanjutnya, nakorntrap mengklaim bahwa kearifan lokal mengandung lebih banyak nilai moral daripada hal-hal materi (mungmachon, 2011: 176). kearifan lokal sangat penting untuk dijadikan filter di era globalisasi ini. hal itu sangat didukung oleh na thalang di mungmachon (2012: 177) bahwa masalah terbesar yang dihadapi manusia saat ini adalah ketidakmampuan untuk hidup bersama secara harmonis dengan orang lain. masalah ini bisa diatasi dengan belajar dan mengadaptasi kearifan lokal dalam segala situasi.ini menekankan bahwa kearifan lokal adalah salah satu hal penting yang harus diajarkan pada institusi ataupun lembaga pendidikan yang ada. peneliti bermaksud untuk mengembangkan bahan ajar mata kuliah reading for information berbasis kearifan lokal. selain itu, penelitian ini juga ingin mengenalkan apa yang disebut kearifan lokal kepada para mahasiswa. berdasarkan penjelasan dan alasan dalam melaksanakan penelitian ini, peneliti akan melakukan penelitian dengan judul "pengaruh penggunaan materi bacaan berbasis kearifan lokal pada mata kuliah reading for information”. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 72 b. landasan teori 1. kearifan lokal dikutip dari darwis hamzah dalam kasitowati (2011), mandar berasal dari bahasa ulu salu daerah pegunungan, yang berarti manda’ yang sama dengan makassa’ atau masse’ yang berarti kuat. mandar adalah sebuah suku bangsa yang ada di sulawesi barat, pasca pemekaran propinsi sulawesi selatan, dan berdiam di dua wilayah yakni pesisiran dan pegunungan atau pedalaman dan berada di bagian barat pulau sulawesi atau pesisir utara propinsi sulawesi selatan. suku mandar adalah salah satu suku yang menetap di pulau sulawesi bagian barat.suku ini menetap di wilayah kabupaten polewali, mandar dan majene. nama suku mandar senantiasa disejajarkan dengan suku bugis, suku makassar, atau suku bajo (kasitowati,2011). struktur masyarakat di daerah mandar pada dasarnya sama dengan susunan masyarakat di seluruh daerah di sulawesi selatan, yang berdasarkan penilaian daerah menurut ukuran makro, yaitu 1) golongan bangsawan raja, 2) golongan bangsawan hadat atau tau pia, 3) golongan tau maradeka yakni orang biasa, dan 4) golongan budak atau batua. golongan bangsawan hadat merupakan golongan yang paling banyak jumlahnya.mereka tidak boleh kawin dengan turunan bangsawan raja supaya ada pemisahan. raja hanya sebagai lambang sedangkan hadat memegang kekuasaan 2. reading for information nuttal (2008:1) menyatakanbahwa membaca adalah sebuah proses yang melibatkan tanda baca yang bertujuan untuk memahami maksud orang lain. meece and grellet memberi penjelasan lebih, bahwa membaca bukanlah sepenuhnya keterampilan pasif.keterampilan ini meminta siswa untuk membaca dan menulis sekumpulan kata atau tanda baca dalam sebuah wacana, mencoba mengerti, memahami dan juga memprediksi makna dalam wacana dan pada akhirnya memperoleh informasi dari isi wacana. (moges, 2011:6). menurut grobe dan stoller (2009) membaca adalah sebuah kemampuan untuk memahami makna dari teks bacaan dan menerjemahkan informasi tersebut dengan tepat. dengan kata lain, membaca adalah hasil dari interaksi antara persepsi tanda grapik yang mewakili bahasa dan keterampilan bahasa pembaca. grobe (2009:15) mendefenisikan membaca sebagai sebuah proses strategi dalam sejumlah keterampilan dan proses yang dibutuhkan oleh pembaca sebagai bagian yang dibutuhkan oleh journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 73 pembaca dengan harapan mengetahui lebih dulu informasi, mengatur dan meringkas informasi, memonitor pemahaman memperbaiki rincian pemahaman. isu pemahaman bacaan dan hubungannya dengan pengetahuan latar belakang diteliti oleh carrel di huang (2009: 139) tentang peran schemata (latar belakang pengetahuan) dalam pemahaman bacaandan hasilnya menunjukkan bahwa schemata mempengaruhi pemahaman pembaca di mana para peserta memiliki pemahaman yang lebih baik dan dapat mengingat bagian yang serupa dengan budaya asli mereka. liu (2011) melakukan penelitian untuk mengetahui bagaimana latar belakang pengetahuan budaya pembaca mempengaruhi pemahaman bacaan mereka dan juga untuk mengetahui pengaruh background knowledge tentang pemahaman bacaan. penelitian ini menggunakan teori skema, terutama skema budaya.liu percaya bahwa skema dikembangkan dengan kehidupan mereka dipengaruhi oleh budaya di mana seseorang hidup.subyek penelitiannya adalah 39 mahasiswa esl dengan latar belakang budaya islam china dan menggunakan metode kuantitatif (eksperimental).instrumen penelitian adalah tes bacaan pilihan berganda dan kuesioner. hasil data menunjukkan bahwa ratarata skor mahasiswa budaya cina lebih tinggi dalam tes pemahaman budaya cina (6,53) dibandingkan dengan tes pemahaman tentang budaya muslim (5.89). viceversa, nilai rata-rata mahasiswa budaya islam lebih tinggi dalam tes pemahaman tentang budaya muslim (6.5) daripada tentang budaya tionghoa (5.9). hasil penelitiannya menunjukkan bahwa pemahaman mahasiswa terhadap materi bacaan budaya dipengaruhi oleh latar belakang budayanya.mahasiswa dengan latar belakang budaya tionghoa tampil lebih baik dalam tes pemahaman dalam membaca materi yang berkaitan dengan budaya asli mereka dan mahasiswa islam memahami materi bacaan yang berkaitan dengan budaya mereka sendiri lebih baik daripada budaya asing. pada tahun 2013, jafari melakukan penelitian untuk menyelidiki apakah skema budaya memiliki pengaruh dalam pemahaman bacaan dan juga untuk mengetahui apakah penggunaan seperangkat aktivitas membaca dapat mengurangi latar belakang pengetahuan budaya mahasiswa. penelitian ini melibatkan 80 mahasiswa turki / persia di universitas tersebut, yang dibagi menjadi empat kelompok, dua kelompok kontrol dan dua kelompok eksperimen.dalam penelitian ini, peneliti tersebut menerapkan metode kuantitatif dan quasi-eksperimental.instrumen penelitiannya adalah membaca teks dan tes membaca.teks tersebut merupakan cerita pendek dari turki dan tesnya terdiri dari pre-test dan post-test.hasilnya menunjukkan bahwa latar belakang budaya (schema) mahasiswa memiliki pengaruh besar dalam pemahaman bacaan.meski serangkaian aktivitas membaca juga memberi pengaruh dalam pemahaman namun kurang dari pengaruh skema budaya para mahasiswa. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 74 sabatin (2013) melakukan penelitian untuk mengetahui pengaruh latar belakang pengetahuan budaya belajar bahasa inggris. penelitian ini mengikuti metode eksperimen.penelitian ini menggunakan teori skema budaya.dia berasumsi bahwa seorang pelajar diharapkan membaca dengan sedikit kompromi jika dia tidak memiliki latar belakang pengetahuan budaya yang memadai.penelitian ini melibatkan 60 mahasiswa dari semester pertama di universitas hebron, wanita dan pria.subyek penelitian dibagi menjadi empat kelompok, dua kelompok eksperimen dan dua kelompok kontrol.semua subjek bukan penutur asli bahasa inggris.instrumen penelitian ini adalah tes pilihan ganda. kelompok eksperimen pertama diberi lima ceramah tentang leksis dan sintaksis, sedangkan kelompok kontrol pertama tidak diberikan ceramah. kelompok eksperimen kedua diberi lima ceramah tentang budaya amerika, sedangkan kelompok kontrol kedua tidak diberi ceramah. skor rata-rata mahasiswa pada kelas eksperimen lebih tinggi (0,717) dibandingkan kelompok kontrol (0,538).hasil penelitian menunjukkan bahwa ada perbedaan kinerja yang signifikan secara statistik dalam pemahaman bacaan antara subyek yang memiliki pengetahuan latar belakang budaya dan mereka yang tidak memiliki pengetahuan. mata kuliah reading for infromation atau reading 2 merupakan mata kuliah yang berisi pokok bahasan yang berkaitan dengan jenis-jenis bacaan general dn istilh-istilah khusus, format pargraph, ekspositori, strategi pemahaman, strategi membaca kritis , menemukan hubungan, dan pembelajran kosa kata dalam konteks. melalui mata kuliah ini diharapkan pmebaca, khususnya mahasiswa s1 pendiidkan bahasa inggris memiliki kemampuan memahami informasi dalam bahasa inggris. (iswahyuni et al, 2014) dikutip dari west bloomfield township public library, reading for information is a life-long skill. hal ini menunjukkan bahwa kemampuan membaca informasi adalah keterampilan sepanjang hidup.dengan memanfaatkan rasa penassaran mahasiswa, informasi yang berasala dari dalam buku maupun sumber lainnya mampu dipahami.termasuk informasi yang berkaitan dengan kearifan lokal mandar. c. metode penelitian tujuan penelitian ini adalah untuk mengetahui sejauh mana pengaruh materi bacaan yang berbasis kearifan lokal terhadap kemampuan membaca mahasiswa. penelitian ini dapat dikategorikan sebagai penelitian kuantitatif. gay (2006:9) menjelaskan bahwa penelitian kuantitatif adalah kumpulan dan analisis data berupa bilangan untuk menjelaskan, memprediksi http://www.readingrockets.org/articles/by-author/63496 journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 75 dan/atau mengontrol phenomena minat. penelitian ini diklasifikasikan sebagai salah satu jenis eksperimental desain, yaitu desain pre-eksperimental. tujuan penelitian ini untuk menguji hipotesis yang berhubungan dengan variable, dan untuk mengetahui bagaimana variable independen mempengaruhi variable lain. prosedur penelitian terdiri dari satu grup pre-test (o), perlakuan (x) dan post-test (o).perlakuan dinyatakan berhasil dari hasil perbandingan antara pre-test dan post-test. penelitian ini mempunyai dua variable yaitu variable independen dan variable dependen.variable indepen dalam penelitian ini adalah materi bacaan berbasis kearifan lokal sedangkan dependent variable dalam penelitian ini adalah kemampua membaca mahasiswa. 1. waktu dantempat penelitian ini dimulai pada februari 2018 yang terdiri dari 6 kali pertemuan. pertemuan pertama, peneliti mendistribusikan pre-test untuk mengukur kemampuan awal mahasiswa yang memprogramkan mata kuliah reading for information pada kelas yang menjadi sample dilanjutkan pertemuan berikutnya adalah perlakuan sebanyak 6 kali pertemuan. di akhir pertemuan, mahasiswa diberikan post-test sebagai alat untuk mengukur pengaruh bacaan kearifak lokal mandar terhadap membaca kemmapuan mahasiswa. lokasi penelitian ini diadakan di universitas sulawesi barat yang beralamat di jalan. prof. baharuddin lopa. kec.banggae timur kab.majene. 2. populasi dan sampel penelitian a. population populasi dari penelitian ini sebanyak 132 mahasiswa yang terbagi di dalam empat kelas.kelas a terdiri dari 34 mahasiswa. kelas b terdiridari 31 mahasiswa. kelas c terdiri dari 32 mahasiswa .kelas d terdiri dari 35 mahasiswa. b. sample penelitian ini menggunakan purposive ampling dimana kelas a dipilih sebab kelas yang terdiri dari 34 orang ini memiliki penguasaan kosa kata yan glebih banyak dibandingkan dengan kelas lain. rata-rata mahasiswa ini berusia 18-19 tahun. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 76 d. hasil dan pembahasan sebelum memberikan treatment selama 6 kali pertemuan, peneliti mendistribusikan pratest untuk mengetahui skor mahasiswa dalam reading. terdapat enam topik bacaan lokal yang didistribusikan pada enam pertemuan. judul bacaan kearifan lokal mandar yaitu runtuhnya kerajaan passokkorang, maraqdia mongeq makaqdo, asal mula kerajaan banggae, asal mula campalagian,messawe totamma, dan maraqdia mongeq makaqdo (raja sakit keras). di akhir pertemuan, pasca-test dibagikan untuk mengukur pengaruh bacaan kearifan lokal mandar terhadap kemampuan membaca mahasiswa. hasil dari post-test diklasifikasikan dengan menggunkan lima tingkat atau level kempuan membaca oleh nunan(1991) sebagai konten budaya kerajaan materi bacaan berbasis kearifn lokal pra-membaca sementara membaca setelah membaca mahasiswa semester 2 program studi pendidikan bahasa inggris universitas sulawesi barat peningkatan kemampuan membaca mahasiswa journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 77 berikut: dalam penelitian pre-experimental, maka terdapat berbandingan hasil test berupa pre-test dan post-test sebagai berikut: type of the test mean score standard deviation pre-test 46 6,78 post-test 69 8,31 pada tabel diatas menunjukkan bahwa terdapat perbedaan nilai hasil olah data antara pretest dan post test. nilai rata-rata mahasiswa dalam pre-test yakni 46 mengalami peningkatan menjadi 69. untuk menentukan adanya peningkatan atau tidak adanya peningkatan kemampuan membaca mahasiswa prodi pendidikan bahasa inggris universitas sulawesi barat melalui bacaan kearifan lokal setelah dilakukan uji hipotesis dapat dilihat pada tabel dibawah ini: hasil tersebut menandakan bahwa apabila t-value lebih tinggi dari pada t-table maka hipotesis alternative diterima, sedangkan apabila t-value lebih rendah dari pada t-table maka hipotesis alternatef ditolah atau hipotesis nihil diterima, sehingga data diatas dapat diinterpretasikan bahwa penerapan kearifan lokal memberikan peningkatan kemampuan membaca mahasiswa. hasil uji hipotesis menunjukkan bahwa terdapat peningkatan kemampuan membaca dengan menerapkan teks bacaan tentang kearifan lokal mandar pada pembelajaran reading for information di prodi pendidikan bahasa inggris universitas sulawesi barat. setelah mengukur peningakatan kemampuan mahasiswa, penelitian kemudian mendistribusikan angket guna memperoleh data engenai persepsi mahasiswa terhadap n o . interval score classification 1 81–100 very good 2 61 – 80 good 3 41 – 60 fair 4 21 – 40 poor 5 0 – 20 very poor journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 78 penggunaan materi bacaan berbasis kearifan lokal mandar. hal ini diukur dengan memanfaatkan skala likert sebagai berikut: positive statement negative statement score category score category 5 strongly agree 1 strongly agree 4 agree 2 agree 3 undecided 3 undecided 2 disagree 4 disagree 1 strongly disagree 5 strongly disagree gay, et al (2006) angket yang terdiri dari 15 pertanyaan dibagikan kepada 34 sample dengan kategori sangat setuju, setuju, setuju, tidak memutuskan, tidak setuju, sangat tidak setuju. pada bagian pernyataan negative ini memiliki kategori yang sama namun dengan skor yang tersusun secara berlawanan yaitu 5,4,3,2, 1 untuk pernyataan positif dan 1,2,3,4,5 pernyataan negative. adapun kategori persepsi menurut gay et al (2006) yang dinilai berdasarkan table berikut ini: interval score perception category 64-75 very positive 51-63 positive 39-50 moderate 27-38 negative 15-26 very negative dari angket persepsi tersebut, maka diperoleh hasil yang digambarkan sebagai berikut: category frequency percentage very positive 6 17,65% positive 25 73,53% moderate 3 8,82% negative very negative total 34 100% tabel di atas menunjukkan bahwa mayoritas mahasiswa persen memberikan tanggapan yang positif terhadap penggunaan materi bacaan berbasis kearifan lokal hal ini dibuktikan dengan persenatse mencapai hamper 74 persen. terdapat pula sejumlah mahasiswa yang memberikan penilaian yang sangat positif. oleh karena itu, materi bacaan berbasis kearifan lokal journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 79 mandar direkomendasikan untuk digunakan dmei meningkatkan kemmapuan membaca mahasiswa pendidikan bahasa inggris di universitas sulawesi barat pada khususnya. e. kesimpulan penelitian ini meneliti tentang pengaruh bahan bacaan berbasis kearifan lokal untuk meningkatkan pemahaman membaca mahasiswa dan menilai persepsi mereka terhadap pelaksanaan tersebut. tujuannya untuk mengembangkan dan mendukung temuan penelitian sebelumnya yang terkait dengan penggunaan bahan bacaan berbasis kearifan lokal. berdasarkan temuan yang diperoleh dalam penelitian ini, dapat ditarik kesimpulan sebagai berikut: berdasarkan skor reading mahasiswa membuktikan bahwa bacaan berbasis kearifan local secara positif mempengaruhi pemahaman membaca mahasiswa. terbukti dari skor mahasiswa dalam pre-test dan post-test. nilai rata-rata mahasiswa dalam pre-test meningkat dari 45.00 yang dikategorikan sebagai kemampuan membaca seimbang 69,95 dalam post-test yang dikaterokan menjadi kemampuan membaca “baik”. dari data statistik ini dapa disimpulkan bahwa bahan bacaan berbasis kearifan lokal mempengaruhi secara positif terhadap skor pemahaman membaca mahasiswa. sebagian besar mahasiswa memberi respon positif terhadap penggunaan bahan bacaan berbasis kearifan local. dapat dibuktikan dengan analisis data dari angket. hasilnya menunjukkan bahwa dari total jumlah mahasiswa (34), ada sekitar 74,78% mahasiswa member respon positif terhadap materi yang diterapkan. sebagian besar mahasiswa mendapat pengetahuan baru dari materi yang diberikan. bahan bacaan berbasis kearifan local berhasil memperkaya pengetahuan mahasiswa, terutama pengetahuan tentang kearifan local budaya mereka. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 2 agustus 2018 http://journal.iaingorontalo.ac.id/index.php/al 80 daftar pustaka an, shuying. 2013. schema theory in reading. china: changchun university of science and technology. huang, qian. 2009. background knowledge and reading teaching: a journal of asian social scince. china; college english department of dezhou university. asian social science journal. 5. 138-142 kartawinata, ade. m. 2011. bunga rampai kearifan lokal di tengahtengah modernisasi. jakarta : kementrian kebudayaan dan pariwisata republik indonesia. kluckhohn, c & kreober, a. l. 1952. culture:a critical review of concepts and definitions. cambridge: harvard university liu, xin. 2011. a thesis: the effect of cultural background on esl college students’ performance on reading comprehension and recall of culturally oriented texts. usa: texas tech university nuttal, c. 2008.teaching reading skills in a foreign language. avalaible from http://xochitlbarney.blogspot.co.id/2008/08/testing-reading.html gay, et al. 2006. educational research competencies for analysis and application. eight edition grobe, w and f.l stoller.2009.teaching and researching reading.england: pearson education http://xochitlbarney.blogspot.co.id/2008/08/testing-reading.html al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 71 functional text analysis of oath for engineers: its metafunctions and linguistic characteristics rita darmayanti rita.darmayanti@gmail.com state polytechnic of malang abstract this study aims at investigating the language structure of the oath for engineers in the light of systemic functional linguistics and examining how the oath is textualized to accomplish its roles and objectives as the guiding principle which sets the ideals and obligation of professional engineers. hence, the main objective of this study is to identify the pattern of the text‟s structure by analyzing its meta-functions comprising the textual, interpersonal, and ideational functions. the main data used in this study is the text of oath for engineers as subscribed by the members of professional engineers in usa and canada (introduction to engineering, 1989: 49-50). the result of data analysis shows that the text has special features characterizing the genre of oath and its purpose as indicated by 1) the predominance of declarative clauses, 2) the equal usage of marked and unmarked themes representing the setting and reaction phases in the text, 3) the typical form of zig-zag pattern of the thematic organization, and 4) the dominant use of material processes indicating that the text construes the world more in terms of action with engineers at its center, 5) the validity of proposition of the oath for the present time when the engineers subscribe to the oath and to the actual situation for the future time as indicated by the tense of the clauses in the text. thus, unfolding the discourse of oath in english for engineering class is beneficial to increase learning interactions in which reading is treated as the focus of the teaching as well as enhancing students‟ individual development as a part of character education. keywords: systemic functional linguistic; language meta-functions; oath for engineers abstrak penelitian ini bertujuan untuk menyelidiki struktur bahasa sumpah untuk insinyur dalam sistemic functional linguistic dan memeriksa bagaimana sumpah tersebut di tekstualisasikan untuk mencapai peran dan tujuannya sebagai prinsip panduan yang menetapkan cita-cita dan kewajiban seorang insinyur profesional. oleh karena itu, tujuan utama dari penelitian ini adalah untuk mengidentifikasi pola struktur teks dengan menganalisis metafunctions yang terdiri dari fungsi tekstual, interpersonal, dan ideasional. data utama yang digunakan dalam penelitian ini adalah teks sumpah untuk insinyur seperti yang dilanggan oleh anggota insinyur profesional di as dan kanada (pengantar teknik, 1989: 49-50). hasil analisis data menunjukkan bahwa teks memiliki fitur khusus yang mencirikan genre sumpah dan tujuannya sebagaimana ditunjukkan oleh 1) dominasi klausa deklaratif, 2) penggunaan yang sama dari tema yang ditandai dan tidak ditandai yang mewakili fase pengaturan dan reaksi dalam teks. 3) bentuk khas pola zig-zag dari organisasi tematik, dan 4) penggunaan dominan dari proses material yang menunjukkan bahwa teks lebih banyak mengartikan dunia dalam hal tindakan dengan para insinyur di pusatnya, 5) validitas proposisi dari sumpah untuk saat ini ketika para insinyur berlangganan sumpah dan situasi aktual untuk waktu mendatang seperti yang ditunjukkan oleh tegang dari klausa dalam teks. dengan demikian, mengungkap wacana sumpah dalam bahasa inggris untuk kelas teknik bermanfaat untuk meningkatkan interaksi pembelajaran di mana membaca diperlakukan sebagai fokus pengajaran serta meningkatkan pengembangan individu siswa sebagai bagian dari pendidikan karakter. kata kunci: sistemik fungsional linguistik, metafungsi bahasa, sumpah insinyur mailto:rita.darmayanti@gmail.com al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 72 a. introduction professional oath can be defined as a solemn sworn formally, publicly and submitted to the formulated guidelines for professional ethical conduct for moral community. the oath commonly comprises professional, societal, environmental responsibilities by holding firmly on honesty, integrity, and moral gravity. national society of professional engineers published the oath for engineers in june 1954 to be formally sworn by the graduated engineers in america. the oath aims at upholding devotion to the standards and dignity of the engineering profession. the text of the oath can be categorized as a kind of literate text which is projected to be difficult to be understood by novice non-native english speaker as indonesian students having basic proficiency in english. using the text of the oath for engineers as reading text material of the teaching of english for engineering class by unfolding the discourse of oath in is beneficial to increase learning interactions in which reading is treated as the focus of the teaching as well as enhancing students‟ individual development as a part of character education. literate text is characterized by lexical density (the density of information resulted from the tightness of the content words in sentences) andbriefsyntactic structure and special expressions related to grammar for delivering the message of the text. in addition, nominalization as a the actualization of lexical density which is a grammatical process that enables the writer to compact a great deal of information into one noun phrase (celce-murcia,2000: 129) potentially causes reading difficulties. texts in the oath for engineers might share some of these characteristics because they are actually written for the native engineers and are appropriate for the intermediate and advance foreign language learner so that the characteristics possessed by these texts potentially cause difficulties to novice learners. thus, these texts can be categorized as indonesian students. in fact, language patterns are rarely become the focus of attention of students and teachers since, commonly, their attention is on the content of the texts being read not on how language interprets and constructs that content (schleppegrell, 2004: 2). in fact, rhetorical awareness of the texts and text purposes, as well as linguistic knowledge, provide readers with more „cognitive control‟ in their comprehension process (abdollahzadeh, 2009: 115). al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 73 to overcome problems that might be caused by the language structure of the text, seeking the most appropriate approach for analysing text is needed. the notional or functional approach at its best is a very fruitful method of bringing together lexical items that co-occur naturally in describing the notion of structure of language (dudleyevans, 2001:4). thus, one of the tools which are appropriate to be used for analysing linguistic pattern and the structure of language and text aimed at seeking ways to help students in comprehending reading text is in the of light of functional model of grammar which is commonly known as systemic functional linguistics (henceforth sfl). halliday (1993: 93) asserts that functional grammar facilitates us to analyse any passage and relate it to its context, and also to the general background of the text: who it is written for, what is its angle on the subject matter, and so on. furthermore, he asserts, grammatical analysis is a fairly technical exercise, and not something that students can be expected to undertake for themselves unless they are specializing in language. in the perspective of sfl, the focus is on analysing the forms in which knowledge is construed through language. therefore, functional text analysis can enlighten pedagogical practice and enable teachers to explicitly explore and explain the ways in which meanings are made. structurally, the text of the oath for engineers aims at presenting and describing the ideals and obligation which the engineers intend to subscribe and accomplish in their professional careers. the macro organization of this text is organized as a list of prescriptive behaviors of a professional engineer as formulated by the society of professional engineers. thus, this text can be further classified into the genre of textbook and norm. in terms of the „field‟, this text is categorized as a literate text which describes and discusses topic related to the field of engineering. the „tenor‟ of this text shows the relationship between the addresser (the writer) and addressee (readers of this text – engineers subscribing to the oath). in addition, the „mode‟ shows the contextual coherence of the text as it is a written text. furthermore, it can be categorized as a kind of academic discourse since it is written by engineering specialistsaimed to introduce the characteristics and responsibilities of professional engineers to the novice engineering students. if structural analysis of the organization of texts can provide a macro-perspective of the texts, lexico-grammatical analysis in the following sections provides a microal-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 74 perspective of the texts to complete the analysis since the specific purpose of the oath characterizes the language of the oath and the usage of structural and lexico-grammatical resources in the oath text. thus, this paper presents the analysis of discourse pattern comprising the experiential, interpersonal, and textual functions of the text and the logical dependency relation of clauses within the text. it is believed that people produce text when they speak and write. to grammarian, text is rich and it can be used to reveal language system by relating itto the linguistic system as a whole; and equally, we cannot use it as a window onthe system unless we understand what it means and why (halliday andmatthiessen, 2004: 3). grammar can be defined as the principles organization oflanguage. however, along the history, the ideas of language have been differed.some linguists, such as chomsky and bloomfield, have tried to explain andinterpret the formal aspects of grammar separated from meanings and context.some other linguists who believe language as a social communicationsystem have extremely different methods and goals for analyzing language. whorf argued that a society‟s perception of reality is determined by the languageof that society (bloor and bloor, 1995: 241). furthermore, prague school linguistsproposed the concepts of theme and rheme while firth and malinowski emphasize on the importance of context of situation and language as action. thoseconcepts are used as a starting point for halliday in developing theories offunctional grammar which was originated by simon dik and concerned with integration of sociolinguistics factors in the grammar. the detailed concept offunctional grammar is presented in the following paragraphs. the theory of functional grammar known as systemic functional linguistics(henceforth sfl and the “functional” is often omitted) approach emphasizes onthe application of contexts and explores how language is used. there are for maintheoretical claims about language in systemic approach namely that language isfunctional; that its function is to make meanings; that these meanings areinfluenced by the social and cultural context in which they are exchanged; andthat the process of using language is a semiotic process, a process of makingmeanings by choosing (eggins, 1994:2). in short, it can be concluded thatlanguage use is functional, semantic, contextual, and semiotic so that systemicapproach is viewed as functional-semantic approach to language.this notion of language shows that a full understanding of text is al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 75 difficultto be obtained without any reference to the context in which it occurs. a text is “aharmonious collection of meaning appropriate to its context” (butt, et al., 2000).there are two perspectives of context namely context of culture and context ofsituation. on the level of context of culture, the concern is on how people uselanguage to achieve culturally appropriate goals through the concept of genre(eggins, 1994: 25). on the other hand, register functions on the level of context ofsituation. in this case, register means functional-grammatical varieties of text.the features of social context that grammarhelps to represent include what is talked about (field), the relationship between thespeaker/hearer/reader (tenor), and expectations for how particular text type should be organized (halliday, 1994 in schleppegrell, 2004: 18). grammar is the central processing unit of language, the powerhouse wheremeanings are created; it is natural that the systems of sound and of writingthrough which these meanings are expressed should reflect the structuralarrangement of the grammar (halliday and matthiessen, 2004:21).from this point of view, grammar becomes a study of how meanings are built upthrough the use of words and other linguistic forms and this may seem fairly tomost people since it accords with commonsense view of language, but not alllinguist have been concerned with meaning in such a direct way as halliday(bloor and bloor, 1995:1-2). more specifically, sfl (systemic functionallinguistic) and/or functional grammar describe grammar as a resource of tools touse rather than a set of rules. it describes language structure as the outcomes ofchoices made by the language users, and it describes the relationship between textand their context of use. the concern is on the real language use, not languagewhich is made as examples of language that can be found in exercises, worksheetsor traditional grammar books. in functional grammar, clause is the central resource for makingmeanings and the logical functions enables us to produce more complexconfigurations in which two or more clauses are joined into a larger whole(thomson, 2004: 195). thus, analyzing clause structure is important since itprovides the „frame of reference for interpreting our experiences of what goes on(halliday, 1985: 101). in addition, it is concerned with resources for combiningclauses into clause complexes (sentences). the technical term of “clausecomplex” in functional grammar is identical with „sentence‟ in the formalgrammar. in addition, functional grammar looks closely at the al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 76 differentcontributions made by clause, phrase and group and word structure to a text.in functional grammar, there are three aspects reflecting the three mainfunctions, namely ideational, interpersonal and textual. these three functionsalways exist in each sentence. ideational function refers to the use of language torepresent experience and it is influenced by field. the sub functions of ideationalfunction comprise the experiential, which is concerned with content and ideas,and the logical, which is concerned with the relationship between ideas. next, theinterpersonal function which refers the use of language to enact socialrelationships and it is influenced by tenor. the textual function, in addition,enables people to construct and organize text which is relevance to its context andit is influenced by mode. language reflects our view of the world consisting of going-on (verbs)involving thing (nouns) which may have attributes (adjectives) and which go onagainst background details of place, time, manner, etc. (adverbials) (thompson,2004:86). experiential function focuses on the content of discourse covering theactivities and the participants in the activities being described. the term used inhere is transitivity, a way to distinguish not only between verbs that have object ornot, but also it refers to a system for describing the whole clause. in functionalgrammar, the content of clauses that we have said is located in the processeswhich contain participants in certain circumstances.the analysis of clause structure involves identifying the representation of the three components of processes: „the process itself; participants in the process; and circumstances associated with the process‟ (halliday, 1985: 101). briefly,participants identify the „who or what of the process‟. processes identify „what isgoing on‟, that is, the doing (action/material process), sensing (mental process),and being (relational process) (halliday,1985: 102-130). finally, circumstancesprovide information about where (place), when (time), how (manner), whyreason/cause), with whom (accompaniment) in relation to the process (halliday,1985: 137). interpersonal function deals with communication and that language evolves to serve the functions that we need.its concern is on the use of language to exchange meanings, thus some units of grammar of the clause are labelled based on their role toexchange meaning. grammar provides us with the basic resource for expressingspeech functions, in the form of a highly generalized set of clause systemsreferred to as mood (matthiessen and halliday, 1997). in functional al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 77 grammar,the composition of clause consists of mood and residue. in detail, clause structure comprises the subject, complement, finite, predicator,and adjunct. however, in mood-residue analysis, each adjunct is treateddifferently. textual function deals with the structure and organization of message inlanguage used by the speaker and how the thematic organization contributes to thecohesive development of text. in functional grammar, clause is a unit whichserves the structure of message in the text consisting of a theme which is accompanied by a rheme. these two terms are borrowed fromthe terminologyproposed by prague school of linguistics. theme is the element functioning asthe point of departure for the message and it carries the previous information intext which gives the background knowledge of the text. the new informationabout the point of departure in which theme is developed is called rheme. it hasfunction to describe and explain the context or topic presented by theme. themeis located at the initial position in the clause while rheme is at the position following the initial position. analyzing theme and rheme provides the frame for analyzing the text structure as well as interpreting the rest of the message. b. research method to describe how the text is structured, the qualitative approach is used in this study rather than the quantitative approach. it is believed that the result of analysis using qualitative approach is more holistic since it is not isolated from context and this will give a comprehensive description of language as a means of communication covering its meaning, purpose, function in academic context and indicates varieties on how language items and structures relate to each other in creating the communicative value. this study requires the identificationof groups, phrases, and clauses, the special characteristics of which are describedthrough inferences. by employing content analysis, this study identified the pattern of text structure beginning from the smallest to largest part of the contentof text namely word rank, group rank, and clause rank.thus, from this perspective, content analysis facilitates the analysis ofwords of the text and gives better understanding from the perspective of theproducer of the words. content analysis will involve the specific and basic contentcharacteristics of texts of the oath for engineersand the application ofexplicit rules based on functional grammar for identifying and, next, recordingthese characteristics. in this content analysis, the researcher is the key al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 78 instrumentfor analyzing and collecting the data. the text of the oath for engineers was obtained from the oath published by the national society of professional engineers published in 1954. the data analysis process of the study was carried out by analysing the groups, phrases, and clauses complexes were analyzed in terms of their structures and functions covering the experiential function (the use of language to represent experiences), interpersonal functions (language used to enact social relationships), and textual functions (language used to construct logical and coherent texts).in analysing groups, phrases, and clause complexes, the first focus is on studying how groups, phrases, and clauses are structured and linked to one another. the next focus is on the various methods of combining clauses together, and how they are used to establish the relationship between ideas, issues, and event in a text. data analysis was started by reading the data and the relation between categoriesand checking research question and, next, followed by establishing criteria forselection in order to build explicit coding rules and marks for each category ofgroup, phrase, and clause. at this stage, the coding system is developed based onthe research questions of this study. afterward, each group/phrase is labelledaccording to their each type of function at each rank. the data are sortedaccordingly to classify clauses into clause simplexes and clause complexes. thetally sheets with the specific categories are listed at the top of each sheet, then theclauses are read and each time the clauses fit the criteria of clause simplexes andclause complexes, their location will be recorded. at the subsequent step, each structure of groups, phrases and clauses inclause simplexes, and clause complexes will be identified. their each pattern ofstructure will be considered as minimum three occurrences of types of clausecomplexes. next, the pattern of logical dependency used in clause complexeswill be identified. each categorical pattern of group, phrases, and clausecomplexes will be explained and interpreted by consulting to the pattern offindings in light of functional grammar theories and previous studies. finally,conclusion on the structure of text will be drawn by noting patterns and making comparison, contrast, and clustering. al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 79 c. findings and discussions findings this section aims at presenting the findings of the language structure of the oathfor engineers inscribed in ideals and obligation of professional engineers in the light of systemic functional linguistics and examining how the oath is textualized to accomplish its roles and objectives as the guiding principle which sets the ideals and obligation of professional engineers. hence, the main objective of this study is to identify the pattern of the text‟s structure by analyzing its meta-functions comprising the textual, interpersonal, and ideational functions. textual function textual function of the text deals with the organization of messages in the clauses in order to form a coherence text as well as to develop the interpersonal and experiential functions. the message of this text is structured in such a way to fulfill its aim as it belongs to the genre of oath. the message organization of the text is developed through a series of phases representing the ideals and obligations of professional engineers. phases in text illustrate the wave of information consisting of one or more messages and variable segments which afterward realize the generic stage of the text (rose, 2006:2). the analysis of stages, phases, and themes of the text is presented in the following table. (note: marked themes are in bold and textual themes are in italic). table 1. phases and themes in the oath text for engineers clause stage/ phase theme rheme 1.1 orientation / setting as a professional engineer i dedicate my professional knowledge and skill to the advancement and betterment of human welfare. 1.2 orientation/ reaction i pledge:  to give the utmost of performance  to participate in none but honest enterprise  to live and work according to the laws of man and the highest standards of professional conduct.  to place service before profit, the honor and standing of the profession before personal advantage and the public welfare above all other considerations. 1.3 orientation/ in humility and with i make this pledge al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 80 setting need for divine guidance 2.1.1 orientation/ event i am an engineer. 2.1.2a orientation/ setting in my profession i take deep pride, but without vainglory 2.1.2b orientation/ setting to it i owe solemn obligations 2.1.2c orientation/ reaction that, i am eager to fulfill. 2.2.1 orientation/ setting as an engineer i will participate in none but honest enterprise 2.2.2 orientation/ setting to him that has engaged my services , as employer or client, i will give the utmost of performance and fidelity. 2.3.1a orientation/ setting when, (it) (is ) needed 2.3.1b orientation/ reaction my skill and knowledge shall be given without reservation for the public good 2.3.2a orientation/ setting from special capacity springs the obligation to use it well in the service to humanity; 2.3.2b orientation/ reaction and, i accept the challenge 2.3.2c orientation/ reaction that, this implies. 2.4.1a orientation/ reaction jealous of the high repute of my calling i will strive to protect the interests and the good name of any engineer 2.4.1b orientation/ reaction that, i know to be deserving 2.4.1c orientation reaction / but, i will not shrink, 2.4.1d orientation/ reaction (what) should duty dictatefrom disclosing the truth regarding anyone 2.4.1e orientation/ reaction that; but unscrupulous act has shown himself unworthy of the profession. 2.5.1 orientation/ event since the age of stone human progress has been conditioned by the genius of my professional forebears. 2.5.2 orientation/ by them have been rendered usable to mankind nature‟s vast al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 81 event resources of material and energy 2.5.3 orientation/ event by them have been vitalized and turned to practical account the principles of science and the revelations of technology. 2.5.4 orientation/ setting except for this heritage of accumulated experience my effort would be feeble 2.5.5 orientation/ reaction i dedicate myself to the dissemination of engineering knowledge, and especially to the instruction of younger members of my profession in all its arts and traditions. 2.6.1a orientation/ setting to my fellow i pledge, in the same full measure, 2.6.1b orientation/ reaction i ask of them, integrity and fair dealing, tolerance and respect, and devotion to the standards and the dignity of our profession; 2.6.1c orientation/ setting with the consciousness always, that our special expertness carries with it the obligation to serve humanity with complete sincerity. from the result of analysis in the above table, the theme choices of the text shows the equal usage of topical and both marked and unmarked themes by employing the circumstantial element and the participant serving as the subject of the clause as the themes. the themes organization in the text is in the form of zig-zag pattern which is indicated by the changing topics from the marked themes presenting contextual framework of the clauses to the unmarked themes pointing out the engineer as the center of message departure. the marked themes in the text realize the circumstances or settings which will be encountered by the engineers in their future career and they are followed by the reaction to the setting in the subsequent clauses. the themes develop the organization of the text which is divided into some stages − predictable segments in genre − and phases – variable segments within each stage − representing hierarchy of periodicity of message in the text (rose, 2006:2). analyzing stages and phases enable the unfolding of ideation of clauses − the interpretation of sequences activity in text. the orientation stage in this text develops the organization of message in the whole text by involving the setting and reaction phases as the pattern which is expected to be repeated at the all level of orientation stages. the boundary of stages in this oath text is indicated by the placement of clauses into one paragraph and sub-paragraph. al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 82 the marked themes functioning for specifying the contextual framework for the interpretation of the clauses in the text indicate the setting phases which present the contexts comprising identities, purposes and activities. the unmarked themes, on the other hand, carry out the behavioral/attitudinal outcome as reaction which will be done in accordance to the specific setting presented by the previous clauses. according to rose, 2006:2, on the scale of phases, the first and final sentences in a paragraph/ phase of written text may function as its hypertheme and hypernew, that predict and distil the field of the paragraph whereas, on the scale of the genre, the first and last paragraphs of a written text may function as its macrotheme and macronew, predicting and distilling the field of the text. the first paragraph of the oath text serves as the macro theme since it contains the main content of the oath for engineers and shows the purpose of making this pledge. on the other hand, the second paragraph has a role to present the macro new describing further detail information related to the macro theme – the special qualities owned by the professional engineer. the first clause – as a professional engineer, i dedicate my professional knowledge and skill to the advancement and betterment of human welfare – functions as the hyper theme which signifies the main field of the paragraph emphasizing on the actions which have to be done by the engineer in the framework of being a professional engineer. on the other hand, the final clause − in humility and with need for divine guidance, i make this pledge − serves as the hyper new carrying new information related to the hyper theme. in addition, this clause presents the circumstance of making this engineering pledge comprising the information that the engineer declares and commits to this pledge with the absence of any feelings of being better than others and the essential necessity for godly direction in bringing the messages included in this pledge into reality. in terms of stage, the orientation stage in the first paragraph begins with a setting phase pointing out the identities of the engineer as a professional engineer. this setting, as shown in clause 1.2, is followed by the expected range of activities and behavioral attitude of the engineer covering the pledge to give the highest and greatest degree of performance, the commitment to take part merely in honest enterprise, the commitment to obey the laws of man and the highest standards of professional conduct in living and working, and the pledge for setting the priority and placing the highest concern for al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 83 public benefit. the next setting in the first paragraph gives certain emphasize on the circumstance of the subscription of this oath in addition to the first setting as has been mentioned in the previous paragraph. in addition, the second paragraph specifies the further detail description of actions to be completed by the engineers. in this paragraph, the hyper theme of the statement subscribed by the engineers – i am an engineer – gives an emphasis on the identity of the oath subscribers as an engineer while the hyper new in clause 2.6.1 provides the description of the engineer‟s attitude toward his fellow concerning with the appraisal of integrity, fair dealing, tolerance and respect, and devotion. furthermore, event in clause 2.1.1 at the beginning of the second paragraph presents the transition between the first and the second orientation since it provides information that the following orientation stages describe the faith of the engineering as the detail continuation of the main oath presented in the previous paragraph and gives emphasize on the succeeding events pointing out the subscriber‟s identity as being an engineer. this event is followed by two settings which extend the reaction for the following phase as shown in clause 2.1.2 which consists of three sub-clause complexes. the first two sub-clause complexes pointing out the settings by marking the themes “in my profession” and “to it” and the usage of “that” as conjunction which represents sequences of phases within one clause complexes and indicate the changing phases from setting to reaction. this clause complex provides new information that in the engineers are really proud with the engineering profession but without arrogance, self admiration and egotism as shown in clause 2.1.2a and they have moral obligation to be fulfilled in their profession. the next sub-paragraph of the second paragraph is intended to give emphasize on the settings which are continued in the next orientation indicated by the conjunction of “when” followed by the reaction in the subsequent clause. next, the clause complex 2.3.2 carries setting and reactions phases in one clause complexes by employing the marked themes in setting phase and conjunction and unmarked theme in reaction phases. however, clauses 2.2.1 to 2.3.2 primarily provide further new information describing the main oath in paragraph one by providing more detail engineer‟s action and attitude and reason for obeying the obligation in setting and reaction phrases. this fact indicates the importance of clause 1.2 and the emphasizing on it for presenting the main essential action and behavior of professional engineer. al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 84 clause 2.4.illustrates another pattern of themes characterizing phases. this clause complex consists of five clauses marked with conjunction at the beginning of each clause which indicates the sequences of reaction phases. having the clause jealous of the high repute of my calling as the marked theme, this clause presents the actions to be done by the engineers in that particular context and circumstance by giving additive addition realized by conjunction that and adversative addition in clause complex 2.4.1. furthermore, the combination of event, setting, and reaction phases is presented in the fifth sub-paragraph of the second paragraph. the clause 2.5.1, 2.5.2, and 2.5.3 provide truthful information or events addressing the fact concerning with the role of professional engineers since the age of stone. these clauses are followed by setting and reaction phases dealing with the action that the engineer should accomplish in accordance to the setting. the clause complex in the last sub-paragraph employs marked themes to signify the setting or framework for interpreting the following clause containing unmarked theme which indicate the reaction phase. however, clause 2.5.4 serves as the main point this sub-paragraph since it gives a mark that event in clause 2.5.1, 2.5.2, and 2.5. they present new information that the engineer‟s effort would be weak and deficient without any inherited experience acquired from the predecessor heritage of accumulated experience. thus, it can be concluded that the patterns of themes and phases discussed in this section show the characteristic of organization of clause as message within a text in the genre of oath. interpersonal function in this section, the profound discussion dealing with the functional text analysis of the interpersonal meaning is presented. the focus of interpersonal meaning is on language as a way of acting and how the writers interact with readers through the construction of mood and residue comprising subject, finite, predicator, complement and adjunct. in terms of mood, all the clauses in this text are construed in positive polarity of declarative mood which has a speech role as statements declared by the engineers and concerning with the ideals and obligations of professional engineers. based on the analysis of mood in the text, the subjects of the clauses are dominantly in the form of ngs (nominal groups) which employ only the thing element referring to i or the engineer who present him/herself in the oath. some of the subjects in the clauses al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 85 are in the form of pronoun and empty noun, but these subjects still refer to the proceeding ngs. this fact shows that although the finite and residue have moved on to some new proposition and new claims, the subject remains the same since i (the engineer) is the central subject who is subscribing to the oath and will take the action based on the new proposition and claims stated in the oath. by employing declarative clause, the clause in the oath introduces an entity (subject), shows certain claim about the entity and indicates the degree of validity of claim and proposition through the finite of the clause (thompson, 2004: 53). from this perspective, it can be concluded that the oath text is making claim about the dominance subject − „i‟ referring to the engineer. in addition, when subscribing to the pledge, the readers (the engineers) are expected to give agreement, acceptance, commitment, and undertaking to realize the content of the oathso that the statements in the oath can be categorized as claims although it may seem unusual to categorize statement as claim. in terms of finite, the clauses in the text are dominantly in present tense indicating that the propositions in the text are valid for the present time and actual situation in the present and the future as shown by the usage of will in some clauses. the mood analysis of this text reveals the equal usage of explicit finite by employing auxiliary am, has and have been and implicit finite which is embedded in lexical verb. it is assumed that the underlying reason for the usage of explicit finite is based on the necessity to explicitly show the negotiation which is done by the subject and finite in the mood element in building, developing and presenting the proposition in clause. implicit finite, on the other hand, shows that the finite is being attached in the lexical item in residue and it indicates that the writer makes the validity claims implicit as in all clauses of the first paragraph and clauses 2.1.2, 2.3.2, 2.5.5, and 2.6.1. in addition, all clauses in the oath text have positive polarity which indicates that the structure of finite has a role to prove the positive validity of propositions and claims existed in the text as well as to show positive attitude of writer and the intended reader toward the existing propositions and claims. table 2. mood choices in the text of oath for engineers clause mood speech role subject finite 1.1 dec statement i (pronoun) present (dedicate) al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 86 1.2 dec statement i (pronoun) present (pledge) 1.3 dec statement i (pronoun) present (make) 2.1.1 dec statement i (pronoun) present: am 2.1.2a dec statement i (pronoun) present: (owe) 2.1.2b dec statement i (pronoun) present (take) 2.1.2c dec statement i (pronoun) present: am 2.2.1 dec statement i (pronoun) present: will 2.2.2 dec statement i (pronoun) present: will 2.3.1a dec statement it (pronoun) present: is 2.3.2a dec statement present (springs) 2.3.2b dec statement i (pronoun) present (accept) 2.3.2b dec statement this (pronoun) present (implies) 2.4.1a dec statement i (pronoun) present: will 2.4.1b dec statement i (pronoun) present (know) 2.4.1c dec statement i (pronoun) present: will 2.4.1d dec statement (what) (pronoun) present:should 2.4.1e dec statement unscrupulous act (ng) present: has 2.5.1 dec statement human progress (ng) present: has been 2.5.2 dec statement them (pronoun) present: have been 2.5.3 dec statement them (pronoun) present: have been 2.5.4 dec statement my effort (ng) present: would be 2.5.5 dec statement i (pronoun) present (dedicate) 2.6.1a dec statement i (pronoun) present (pledge) 2.6.1b dec statement i (pronoun) present (ask) 2.6.1c dec statement our special expertness (ng) present (carries) furthermore, the dominant usage of active clauses in almost all clauses shows that the oath text gives a high degree of emphasize on the engineer as the subject of the clause who does the action. on the other hand, passive clauses as in clause 2.3.1 and 2.5.3 indicate that the clauses give emphasize on the action which is done by the subject. it should be noted that there is one clause, clause2.3.2a, from special capacitysprings the obligation, having no subjects but the circumstantial adjuncts, realized in the form of prepositional phrase, and it is placed at the subject position of the clause. in this case, it assumed that the speaker is making a claim about the obligation which is valid for the present time and actual situation if it is examined from the special capacity owned by the engineers. the passive clauses 2.5.2 and 2.5.3, repeat the same al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 87 “them” twice to give an emphasizing on the role of engineers in utilizing natural resources and developing technology since the age of stone. in the residue, clause predicators which express the action, happening etc in this text has function to specify the active and passive voice of the clause and half of them serve as secondary tense since the element of finite are attached in the predicators. in addition, frequent usage of circumstantial adjunct explains the circumstance of propositions and claims made in the mood. in terms of appraisal, many clauses in the text show affect focusing on the emotive feeling of the appraiser as in eager to fulfill and my effort would be feeble and appreciation aimed to demonstrate the qualities owned by the appraised thing, action and event as shown by deep pride, solemn obligations, the utmost of performance, from special capacities, unscrupulous act, the genius of my professional forebears andspecial expertness. from the dominance appraisal in the text, the writer shows his/her thinking and attitude towards the appraised thing, action, and event which is appraised for having good values and qualities. finally, the discussion of interpersonal analysis of the oath text in this section comes into conclusion that the oath is primary functioned for guaranteeing the truth and efficacy of language. the oath, then, seems to be a linguistic act intended to confirm a meaningful proposition (a dictum), whose truth or effectiveness it guarantees, and whose correctness and implications we must verify (agamben, 2011: 15). experiential function language reflects our view of the world consisting of going-on (verbs) involving thing (nouns) which may have attributes (adjectives) and which go on against background details of place, time, manner, etc. (adverbials) (thompson, 2004:86). experiential function focuses on the content of discourse covering the activities and the participants in the activities being described through the structure of transitivity −processes, participants, and circumstances. the transitivity structure of clause express representational meaning: what the clause is about, which is typically some processes, with associated participants and circumstances (halliday and matthiessen, 2004: 309). here is the extract of text oath taken from introduction al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 88 to engineering book. (note: participants underlined; processes in bold; circumstantial in italics; clauses are numbered for later reference). (1.1)as a professional engineer, idedicatemy professional knowledge and skillto the advancement and betterment of human welfare. (1.2) ipledge: to give the utmost of performance to participate in none but honest enterprise to live and work according to the laws of man and the highest standards of professional conduct to place service before profit, the honor and standing of the profession before personal advantage and the public welfare above all other considerations. (1.3)in humility and with need for divine guidance, imake this pledge. (2.1.1) iaman engineer. (2.1.2a)in my profession, itakedeep pride, but without vainglory; (2.1.2b) to it iowesolemn obligations (2.1.2c) that iam eager to fulfill. (2.2.1)as an engineer, iwill participate in none but honest enterprise. (2.2.2)to him that has engagedmy services, as employer or client, iwill givethe utmost of performance and fidelity. (2.3.1a)when needed, (2.3.1b)my skill and knowledgeshall be given without reservation for the public good. (2.3.2a)from special capacity springs the obligation to use it well in the service to humanity; (2.3.2b) and iacceptthe challenge(2.3.2c) that thisimplies. (2.4.1a) jealous of the high repute of my calling, iwill strive to protect the interests and the good name of any engineer (2.4.1b) that iknow to be deserving; (2.4.1c) but iwill not shrink, (2.4.1d) should duty dictate, from disclosing the truth regarding anyone (2.4.1e) that, but unscrupulous act,has shown himself unworthy of the profession. (2.5.1)since the age of stone, human progresshas been conditioned by the genius of my professional forebears. (2.5.2)bythemhave been rendered usable to mankind nature’s vast resources of material and energy. (2.5.3)bythemhave been vitalized and turned to practical account the al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 89 principles of science and the revelations of technology. (2.5.4) except for this heritage of accumulated experience, my effortwould be feeble. (2.5.5)idedicatemyself to the dissemination of engineering knowledge, and especially to the instruction of younger members of my profession in all its arts and traditions. (2.6.1a) to my fellow ipledge, in the same full measure, (2.6.2b)iask of them, integrity and fair dealing, tolerance and respect, and devotion to the standards and the dignity of our profession; (2.6.1c) with the consciousness, always, that our special expertnesscarries with it the obligation to serve humanity with complete sincerity. from the analysis above, the most frequent process type is material process apart from the two relational clauses and two mental clauses. the material processes in the text are realized by such processes namely dedicate, pledge, make, take, owe, will participate, give, shall be given, accept, implies, will strive, will not shrink, and should duty dictate. in addition, the material processes in the text are dominantly employed by actor and goal as the participants of each clause. however, some materials processes, namely give, shall be given, and accept indicates the employment of agent and recipient as the participants. the most frequent participant of the text is i which refers to the engineer who subscribes to the oath. since material process involving physical action, the dominant usage of material process indicates that the text construes the world more in terms of action or action oriented with engineers as its central actor by depicting engineer as someone who fulfill and bring the action into the reality. in addition, there are two attributive relational and identifying relational processes. the attributive relational process represents the attributive relation between the carrier and attribute as the participants while identifying relational process showing the identification of the both participants which carry token and value as the participants. the attributive relational process in clause 2.3.2a employs attribute (obligation) as participant with the absence of carrier which is left unidentified. however, the clause indicates that there is a relationship between the attribute (the obligation) and circumstance (from special capacities) by employing springs as a process which signifies the causal relation between circumstance and attribute. the relational process (springs) characterizes the aspect that the obligation is as the outcome al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 90 of the special capacity owned by the engineer. thus, “spring” has a role to make a distinctive contribution of the identification of the both participants – token and value. by means of attributive processes, in this clause, the writer provides the information related to the specific attributes and the characteristics of the absence carriers. thus, it can be concluded that the function of attributive relational clause is mainly for describing condition. furthermore, the identifying relational process employs token and value as in clause 2.1.1. clause 2.1.1, i am an engineer, identifies that the most frequent participant, i, is an engineer objectively and identifiable by not attaching subjective attribute to the carrier (i). in short, identifying relational in this particular clause has a role to sum up the known condition or value depicted in the text to identify the participant serving as the token. furthermore, the mental clauses encode the meaning of thinking and feeling and employ senser and phenomenon as the participants. there are two types of mental clauses existed in the oath text, cognitive and perceptive. according to halliday and matthiessen (2004: 210), cognitive is realized through verb representing thinking, knowing, and understanding, for example in clause 2.4.1b while perceptive is realized through verbs of seeing and hearing, for example in clause 2.4.1e. in terms of circumstances, the text employs circumstantial elements to enhance and extend the clause by providing additional information related to the process and participant and employing the circumstance of time place, quality, condition, comitative and guise as listed in the following table. table 3. types of circumstances in the text of oath for engineers (adopted from halliday and matthiessen, 2004: 262) types wh-item examples of realization enhancing 1 location place where? [there, here] in the service of profession time when? [then, now] when it is needed 2 manner quality how? [thus] in humility, according to the laws of man, without vainglory, in none but honest enterprise, extending 3 accompaniment condition why? jealous of high repute of my calling comitative who/what with? with need for devine guidance, without reservation guise what as? as an engineer al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 91 d. conclusions from the discussion presented in this paper, it is clear that the oath text for engineers utilize various language resources to achieve its objectives. textually, the zigzag pattern of themes organization indicates the changing topics from the marked themes presenting contextual framework of the clauses to the unmarked themes pointing out the engineer as the center of message departure which later represent the movement of stages and phases in the text. interpersonally, the oath has a primary role for guaranteeing the truth and efficacy of language. experientially, the dominant usage of material process indicates that the text construes the world more in terms of action or action oriented with engineers at its center. the results of functional text analysis which unfolds the structure of the oath for engineers and reveals the pattern of the text is essential to be utilized as one important consideration in designing and developing english course syllabus and teaching material for the teaching of english in engineering class. this is based on the idea that teaching reading requires a focus on intermediate patterns of discourse between stages and clause grammar, since learners cannot comprehend a text as a string of clauses, any more than we understand a clause as a string of words, or a word as string of letters (rose, 2006:2). this oath text has a good quality and potential to be used as one of the teaching material of english in engineering class in which reading is treated as the main focus of the teaching since this text can promote character education by providing detail description on the ideals, obligations and special qualities which have to be possessed by professional engineers. al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 92 references abdollahzadeh, esmaeel. 2009. the effect of rhetorical and cognitive structureof texts on reading comprehension. asian efl journal june 2009. agamben, giorgio. 2011. the sacrament of language: an archaeology of the oath (homo sacer ll, 3). stanford : stanford university press. bloor, thomas and bloor, meriel. 1995. the functional analysis of english: ahallidayan approach. london: arnold. cerce-murcia, marianne and olshtain, elite. 2000. discourse and context inlanguage teaching. new york: cambridge university press. halliday, m.a.k and matthiessen, christian. 2004. introduction to functional grammar (third edition). london: arnold. halliday, m.a.k. 1985. introduction to functional grammar. london: edward arnold. martin, j.r. and rose, david. 2005. designing literacy pedagogy: scaffolding asymmetries in j webster, c matthiessen& r hasan (eds.). continuing discourse on language. london: continuum, 2005, 251-280 rose, david. 2006. reading genre: a new wave of analysisin linguistics and the human sciences. 2:1, 2006. schleppegrell, m.j. (2004). language for schooling: a functional perspective.london: lawrence erlbaum associates, inc. thompson, geoff. 2004. using functional grammar. london: arnold. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 93 improving students’ pronunciation through western movie media (a classroom action research at 4 th semester in english education of iain sultan amai gorontalo) mohammad syarif hidayatullah jurusan tadris bahasa inggris fakultas ilmu tarbiyah dan keguruan iain sultan amai gorontalo email: hidayatullahsyarif@gmail.com abstract this research aims to determine how does western movie media improve the students’ pronunciation. this research uses a class action research (car). the subject of this research is the four semester of english education at iain sultan amai gorontalo. there were 30 students consisting of 10 male students and 20 female students. the instruments of data collection were observation sheet on teacher’s and students’ activity, and pronunciation test. the action research carried out in three cycles. there were 16 students got 75 in the first cycle, second cycle increased 18 students, and in third cycle 28 students. penelitian ini bertujuan untuk mengetahui bagaimana media film barat dapat meningkatkan pengucapan atau pelafalan siswa. penelitian ini menggunakan penelitian tindakan kelas (ptk). subjek dari penelitian ini adalah mahasiswa semester 4 pendidikan bahasa inggris di iain sultan amai gorontalo. jumlah mahasiswa keseluruhan adalah 30 orang yang terdiri dari 10 siswa laki-laki dan 20 siswa perempuan. alat pengumpulan data dilakukan dengan lembar pengamatan aktivitas guru, lembar pengamatan aktivitas siswa dan tes pengucapan. dari data penelitian ini dianalisis dengan quantitatif dalam bentuk presentase dan penjelasan data diperlihatkan dalam deskriptif data. dari hasil penelitian yang dilakukan dalam tiga siklus selama proses pembelajaran dengan melalui media ffilm barat, pengucapan pada mahasiswa semester 4 iain sultan amai gorontalo meningkat dari 36 % pada tes awal atau 11 orang menjadi 46% (16 orang) pada siklus i dan kemudian pada siklus ii meningkat menjadi 60% (18 orang) dan pada siklus iii menjadi 93%(28 orang). keywords: pronunciation, western movie media mailto:hidayatullahsyarif@gmail.com journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 94 a. introduction pronunciation is one aspect in supporting the english language skills due to speak in english needed a good pronunciation of the language in order to be delivered clearly understand able because when either the pronunciation would change the meaning of that, actually cause the other person will feel confused. most of the students find it difficult to pronounce the sentence in the english language due to the absence of habituation and the right media yet many adult learners find pronunciation one of the most difficult aspects of english to acquire, and need explicit help from the teacher (morley 1994; fraser 2000). in this case the teachers are very active role in finding techniques and media that can be applied in the classroom to enhance students' pronunciation skills in a way that is not boring to support a good learning required a medium appropriate and affordable because the media is a tool used in a study without a media, the classroom becomes less than the maximum there are many ways and media that students can use to improve pronunciation skills in english language one of which is by using media that is already popular today is the western or foreign movie media so students will be able to see and hear firsthand how the sentences in the english language is spoken correctly and clearly so that students learn the pronunciation in english in a good way. nowadays movie are much in demand to be watched is the western movie or foreign movie. western movie or foreign movie favored by many people, especially in adolescent essay. in addition to an interesting story, western movie or foreign movie also use english. in the field of english language education is very important. as for the language used in western movie or foreign movie can also affect mastery in english. usually someone who often watch western movie or foreign movie a good mastery of the english language. (prambudi, 2013) says that the most effective way to learn english is to listen and watch movies seriously. in this way the control of their pronunciation is easily understood. one can imitate the pronunciation of western or foreign movie so that a long time will get used to say (prambudi, 2013). the students needed to find the good media and western movie media that can be an alternative for students to improve their english language skills in particular pronunciation in english, in this case the researchers will examine the students’ pronunciation skill through journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 95 western movie media. the research questions in this research is: does the western movie media improve students’ pronunciation? b. literature review 1. the nature of learning media the term of media comes from the latin of language and is the plural of the word "medium". literally media can be understood as central, intermediate, or introduction. in this case the medium is the medium to convey the message. thus, in a simple media can be understood as any form or conduit used to convey messages / information to the other. gagne (1970) states that the learning media are different types of components in the environment of the learners who can motivate students to learn. learning media can be understood as well as everything that can be used to deliver messages from the teacher to the students so as to stimulate their thoughts, feelings, interests, and attention of students to the learning process can take place effectively. learning media can also be understood as a means, methods, techniques used in order to further streamline the communication in the learning process (drs. syaiful bahri djamarah, drs. aswan zain, 1995 : 120) the media as a tool in the learning process is a reality that cannot be denied. because it is the teacher who is willing to assist the teacher in delivering the message of the lesson material provided by the teacher to the students.( drs. syaiful bahri djamarah, drs. aswan zain, 1995 : 121) teachers are aware that without the help of the media, then the lesson material is difficult to digest and understood by all students, especially teaching materials that complicated or complex. each of the subject matter would have a varying degree of difficulty. on the one hand there is the need of teaching materials in the form of media teaching aids such as globes, charts, drawings, and so on. teaching materials with a high degree of difficulty is certainly difficult to be processed by the students. especially for students who are less fond of teaching materials delivered it. students quickly feel tired and exhausted of course they could not avoid, due to the teacher's explanations are difficult to digest and understand. wise teacher certainly aware that boredom and fatigue of the students are given an explanation stems from the teacher maze, no focus on the problems. this of course and must find a way out. if the teacher does not have the ability to describe a material with good way. what is wrong if a media as a teaching tool in order to achieve the goals set before the implementation of the teaching. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 96 as a tool, the media has a function pave the way towards achieving the goal of teaching. it is based on the belief that learning with helping by the media and heightens the learning activities of the students within the time limit long enough. that means the learning activities of the students with the help of the media and the process will produce better learning outcomes than without the help of the media (drs. syaiful bahri djamarah, drs. aswan zain, 1995 : 122). however, the use of media as a tool cannot be any according to the inclinations of teachers. but must pay attention to and consider the purpose. media that can support the achievement of the goal of teaching is certainly more attention. while the media do not support the course must be removed away for a while. competence of teachers themselves should be used as the calculation. whether capable or not to use the media. if not, then do not use it, because it would be futile. in fact, can disrupt their nets lerned teaching process. finally, it is understood that the media is a tool in the process of teaching lerned. and the teachers who use it to teach students to achieve teaching objectives. learning is a process that processes a number of values to be consumed by all students. those values do not come by itself, but drawn from a variety of sources. learning resources which actually means a lot once found everywhere; at school, in the courtyard, in the city center, in the countryside, and so on. udin saripudin and winataputra (199: 65) classifying learning resources into five categories, namely humans, books / library, mass media, environment, and media education. therefore, a learning resource is anything that can be used as a place where there is a teaching materials or to learn a person's origin. media education as a learning resource teacher helped enrich the knowledge of students. various forms and types of educational media used by the teacher becomes a source of knowledge for students. in light of an object, the teacher can bring the object directly to the presence of students in the class. by presenting the object along with a description of the object, then the object was used as a learning resource. if in education in the past, the teacher is the only source of learning for the students. so that educational activities are likely still traditional. the device technology is still very limited distribution and have not yet entered the world of education. but it is different now, the technology already exists everywhere. growth and development, almost uncontrollably, so that outbreaks was infiltrated into the world of education. in schools now, especially in big journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 97 cities, the technology, which was agreed as the media, not only as a tool, but also as a source of learning in the learning process. the media as a source of learning is recognized as a tool for auditory, visual, and audiovisual. the use of three types of learning resources is not arbitrary, but must be adapted to the formulation of instructional goals, and of course with the competence of teachers themselves, and so on. suggestion to use the media in learning is sometimes difficult to implement, due to limited funds to buy them. realizing this, it is suggested back in order not to force myself to buy it, but enough to make a simple educational media for supporting the achievement of the objectives of teaching. quite a lot of raw materials for the purposes of making use of educational media and with adequate skills. to achieve the goal of teaching should not be seen from the expensiveness of a media, can also achieve simple, as long as the teachers are good at using it. so the clever use of the media teacher is a teacher who can manipulate the media as a source of learning and as a conduit of information from the material presented to students in the learning process. media divided into: visual media is media that only rely on the sense of sight. the existing visual media that displays still images such as strip (film rope), slides (film frame) photographs, drawings or paintings, and prints some visual media that displays images or symbols that moves like a silent movie, and the movie card. audiovisual media is media that has elements of sound and image elements. these media types have the ability better, because both types of media which includes first and second. as explained above, that each medium of instruction has the efficacy of each, it is expected to teachers in order to make their choice according to need during a time of meeting. it is intended not to use a barrier media learning process for teachers do in the classroom. great hope of course that the media into a tool that can accelerate / facilitate the achievement of the goals of teaching. when a media will be chosen, when a media will be used, which is when some principles need to be a teacher noticed and considered? each medium has certain characteristics, both in terms of potency, how to make, and how to use it. understanding the characteristics of various teaching media are basic skills that should be possessed of teachers in relation to the selection of skills of teaching media. besides, it provides the possibility for teachers to use different types of media teaching journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 98 varies. whereas if less understand the characteristics of the media, the teacher will be faced with difficulties and tend to be speculative. selector is essentially a decision-making process of the various alternatives. teachers can determine the choice of which media will be used if there are some media which can be compared. while teaching media if there is only one, then the teacher cannot choose, but the use it. in using the media should pay attention to the teacher a certain number of principles for the use of the media can achieve good results. those principles, according dr.nana sudjana (1991: 104) are: a. determine what type of media to the right; that is to say, should teachers choose beforehand which of in accordance with the purpose and teaching materials that will be taught. b. establish or take into account the subject appropriately; that is to say, it should be taken into account whether the use of the media in accordance with the level of maturity / capability of the students. c. presenting media appropriately; means, techniques and methods of use of media in teaching must be adapted to the purpose, method of materials, time, and existing facilities. d. placing or show the media at the time, the place and the right situation. that is, when and in which situations the media are used when teaching. certainly not at any time or during the learning process continually demonstrate or explain something to the medium of instruction. these four principles should be considered by the teacher when he began using the medium of instruction. 2. the nature of pronunciation pronunciation refers to the production of sounds that we use to make meaning. it includes attention to the particular sounds of a language (segments), aspects of speech beyond the level of the individual sound, such as intonation, phrasing, stress, timing, rhythm (suprasegmental aspects), how the voice is projected (voice quality) and, in its broadest definition, attention to gestures and expressions that are closely related to the way we speak a language. each of these aspects of pronunciation is briefly outlined below, and references for further study are suggested (dr. lynda yates, 2015 : 1). journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 99 precisely speaking, great pronunciation competence in english is able to make others understand easily; whereas, english pronunciation inferior to basic level increases the misunderstanding among conversations with others (gilakjani, 2011; jahan, 2011). it is not necessary to speak english like a native speaker but “well enough to be understood” (jesry, 2005). pronunciation is a particular way of uttering words in general. there are differences of english pronunciation; there are also individual peculiarities for which it is difficult or impossible to understand. pronunciation is a noun, way in which a language or a particular word or sound is spoken. among these sounds there are some who have an extremely close so it is very difficult to be interpreted when heard by non-native speakers. how to pronounce the sound of a word in english is called as the pronunciation is usually written with symbols in a slash. these components range from the individual sounds that make up speech, to the way in which pitch-rise and fall of the voice. it is use to convey meaning. a word can be spoken in different ways by various individuals or groups, depending on many factors, such as: the area in which they grew up, the area in which they now live, if they have a speech or voice disorder, their ethnic group, their social class, or their education. spelling words in english is challenging work. as a matter of fact, many native speakers of english have problems with spelling correctly. one of the main reasons for this is that many, many english words are not spelled as they are spoken. this difference between pronunciation and spelling causes a lot of confusion. derwing and munro said having a good pronunciation of the language can help in normal communication, particularly, intelligibility. however, that is not only reason for developing a stable pronunciation of a new language. the aim should be speak english which is both intelligible and acceptable to the recipients, those who listen to the pronunciation. the both criteria are important, especially when so much emphasis is given to communication nowadays.( jerry abbott, 1985 : 38). barbara seidlhofer said pronunciation plays a central role in both our personal and our social lives: as individuals, we project our identity through the way we speak, and also indicate our membership or particular communities. at the same time or sometimes also in conflict with this identity function, our pronunciation is responsible for intelligibility: whatever or not we can convey our meaning (r.carter and d.nunan, 2001 : 56). journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 100 in english sound system, there are many styles of speak for each individual is influence by a variety of causes such as locality, early influences, and social surroundings. the pronunciation of english involves the production of individual or isolated sounds and the utterance of words, phrases, and sentences with correct spelling and stressing and/or rhythm intonation. pronunciation can also be helped through a deliberate focus on individual sounds, consonants clusters, and supra-segmentals. fluency activities may also have a role to play in the improvement pronunciation. because fluency and accuracy effect each other, working on very easy tasks to improve fluency may also have a positive effect on pronunciation accuracy, although this remains to be researched (i.s.p nation and jonathan newton, 2009 : 96). cook said, pronunciation is a set of habits of producing sounds. the habit of producing a sound is acquired by repeating it over and over again and by being corrected when it is pronounced wrongly. learning to pronounce a second language means building up new pronunciation habits and overcome the bias of the first language (abbas pourhosein gilakjani, 2012 : 96). english pronunciation involves the production of each sound and pronunciation of words, phrases, and sentences with correct spelling, compressing and/or correct intonation. in addition, there is a way how to read the word correctly called ‘phonetic transcription’ ((phonetic transcript), which is defined as a kind of alphabetic writing where each letter represent a sound. phonetic transcript aim is to provide clear and unambiguous to the language learner, for example, the sound of which one should be used on a word or phrase, and in what order to use the sound the sound systems in english language are divided into three groups, namely: a) vocals (vowel) vocals are defined as vowels in the formation of air out through the throat an mouth, without restriction and narrowing so that no friction is heard. there are 12 vowels in english are divided into three groups: front vowels (i:, i, e, æ), and vocal cord (a:, ɒ, ɔ,:, u, u:). ˄, ɜ:, ə vocal center (vocal division depends on the tongue and lips). positions lips include: closed-lips widened, lips neutral, open-rounded lips, and the lips closed-rounded. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 101 b) diphthong a diphthong is a glide from one vowel to another, and the whole glide acts like one of the long (joseph desmond o’connor, 1989 : 86). c) consonants (consonant) consonant is a sound or letter (letter on or off) that the production of air does not come out smoothly through the mouth and throat, but have problems or narrowing that sound of friction. consonants can be classified according to (i) the point of articulation, and (ii) how to articulate. 1) according to the point of articulation a. labial, the sound to the point of articulation of the lips. divided labial, bilabial, that sounds articulated by the two lips (p, b, m), and labio-dental, the sound between the lower lip to the upper teeth (f, v). b. dental, which sound articulated by the tip of the tongue to the front teeth (ɵ,ǒ) c. alveolar that sounds articulated by the tip of the tongue to the gums (t, d) d. palatal-alveolar that sound articulated by the tongue to the palate ( tʃ, dʒ) e. palatal that sounds articulated by the front of the tongue to the front of palate (j). f. velar that sounds articulated by the back of the tongue to the back of the palate (k, g, ɳ). g. glottal, the sound produced at the glottis. 2) according to the of articulation a. plosive, the sound produce by closing the air cavity completely (p, b). b. affricate, the sounds like a plosive but separation articulator organs do not particularly fast (t, ʃ, dʒ) c. nassal, mouth fully enclosed, rear ceiling remain low so that air passes freely cavity (m, n,ɳ) d. lateral, obstacle lies in the middle of the mouth, air freely out (i) e. rolled, the sound generated by the rapid movement of a number of organs that are elastic (r). f. flapped sounds that resemble rolled consonants but consist of only one quick movement only(r) g. fricative, noise created by narrowing the air cavity so that air discharge causing hissing sound (f, v, 0, ǒ, s, z, ʃ, ɜ, h). journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 102 h. semi-vowel, the sound produced by the rapid movement of the vocal organs of speak covered to some other vowel. d) clusters (cluster) clusters are a number of words read in one breath, for example, movies, spending, struggle, knuckle and pronunciation. produce such a sound english, speech organ to move properly. in the production of sound, the air coming from the lungs through the air cavity (trachea), and then pass through the esophagus, throat, and oral cavity are governed by the organs of speech. furthermore, the vocal cords located in the throat; resembles two lips. ribbon can be separated and can also be enclosed so as to fully cover the air cavity. when the vocal cords closer together, and air is pushed to the channel, the vocal cords vibrate, thus producing sound known as’ voiced”. when, the vocal cords apart and through the air, the sound produced is known as breathed”, and the sound generated in the middle of the glottis as whisper. the pronunciation including the ability to using english with the correct pronunciation, it is understandable and acceptable. with the correct pronunciation, of the different sound of language, syllables, words, phrases, and sentence discourse in general, thought content revealed a language user will be able to understand without any misunderstanding, confusion or strange feeling on the part of those who listen. according to the relationship between the components of the evaluation of learning outcomes with learning activities, pronunciation skills test should test should be conducted with a variety of targets based on the elements that are part of the ability to recite. the elements that include: (a). the clarity of pronunciation (intelligibility) intelligibility ‘the extent to which a listener actually understands an utterance’ or is able to decode a message (lynda yates, beth zielinski, elizabeth pryor, 2008 : 5). (b). pronunciation fluency (fluency) as lennon, fluency is an impression on the listener’s part that the psycholinguistic processes of speech planning and speech production are functioning easily and efficiency. in identifying which performance qualities (measures of utterance fluency) relate to the listener’s impression of fluency (perceived fluency). (c). pronunciation accuracy (accuracy) journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 103 the three elements and the ability to recite the details based on the level ability can be seen in the following table: 3. the nature of movies movie is a motion picture images in a frame in which a frame-by-frame projected through the projector lens mechanically so that the screen looks a picture of it alive. the movie moves quickly and alternately so as to provide continuous visual or movie is a series of images projected onto the screen at a certain speed so as to make the order levels continue to describe the movement that seems normal. the film is essentially a new discovery in the teaching and learning interactions that to connected two kinds of senses at the same time. the movie is meant here is the audio-visual movie as a tool for instruction, illumination, or counseling. many things can be explained through the movie, among others, about the processes occurring in our body or occurring in an industry, the events in nature, ways of life in a foreign country, various industries and mining, teach a skill, the history of life the people are great, and so forth definition of movie according to republic act number 8 of article 1 of 1992 on movie, are works of art and culture is the mass communication seeing-hearing media are made based on the principles of cinematography with recorded on celluloid, video tape, video disk, and the material findings of other technologies in all forms, types, and sizes through chemical processes, electronic process, or other processes, with or without sound. it can be shown and aired with mechanical and electronic projection system. movie, collectively, often called cinema. cinema itself derived from the word kinematics or motion. the movie also is actually a liquid layers of cellulose, commonly known as the celluloid world movie makers. understanding literally movie (cinema) is cinematography derived from cinema + tho = phytos (light) + graphie = graph (writing = image = image), so the sense is "motion painting with light '. a. distribution of movies by type and duration based kind, the movie can be divided into several types such as: 1. fiction movies example: drama, action, animation, etc. 2. documentary movies the documentary is a film that presents a reality based on objective facts concerning the life of the environment and the real situation. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 104 example: portrait, features, profiles, biographies, history, diary, inventions, reconstruction, instructional, etc. 3. community movies community movies is a movie produced by a particular community or group of issues or problems related to the environment of the community is good for the community and outsiders with a specific purpose. example: video participation, folk video, proposals video, etc. while based on the duration or length of a movie can be divided as follows: 1. short movie movies with a duration of less than 60 minutes. 2. length movie movies with a duration of more than 60 minutes. using movie in education and teaching in the classroom is very useful mainly for : a. develop thoughts and opinions of the students. b. adding memory to the lesson. c. develop a power fantasy to the students d. growing interest and motivation to learn. carpenter and greenhill (1956) in reviewing the results of research on the film concludes as follows: 1. the movie produced well, when used either alone or in a series can be applied as a primary tool for teaching the skills (performance) is certain and to convey some kind of factual data. 2. tests after watching will boost the study, if the student has to be told what must be noticed in the movie, and that they will be tested on the content of the movie. 3. students will learn more if given a study guide for each movie that is used in teaching and learning activities. 4. record while watching a movie should be avoided, because it would disrupt the reactor students' attention the movie itself. 5. performing on the movie alternately can enhance learning. 6. short movies can be cut into the movie continued and useful for the benefit of a practice or workout. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 105 7. students can watch a movie for an hour without reducing the effectiveness of the purpose of the meeting. 8. the effectiveness of learning through the movie to be evaluated. 9. after a movie was shown, and the main points of the contents explained and discussed, will reduce misunderstandings among students. 10. follow-up activities after watching the movie should be promoted in order to enable a more complete understanding. the movies should be chosen to match the lesson that is being given. for that teachers should know the movies available and the first to see it to know the benefits for the lesson. after the movies was shown there should be a discussion, which also needs to be prepare earlier. there are times when certain movies need to be screened twice or more weeks to pay attention to certain aspects. so that children do not just look at the movies as entertainment, before they are assigned to pay attention to certain things. then it can be tested how much they can catch from the movie. there are several steps to be taken in the use of film as a medium of instruction. the steps are as follows: teacher preparation: first of all teachers have to prepare a unit of study in advance. and then choosing the right movies to achieve teaching objectives expected. also keep in mind the length of the movie, the movie recommendation level, the production as well as a description of the movie. besides the movie explicitly tested contains a plan on how to connect the movie stretcher with other activities. class preparation: the audience prepared beforehand so that they get answers to questions that arise in their minds while watching the movie. for it can do the following things: explain the purpose of making the movie, briefly describes the content of the movie, explaining the parts that should receive special attention when watching movies, it must be explained why there is incompatibility with the opinion of the content of the movie section when encountered discrepancies. step presentation: once the audience is prepared before the movie is playing. in this presentation should be prepared equipment required such as: projector, screen, speakers, power cords, movies, extra roll, and a projector. teachers must pay attention to the dark room or not, and also teachers can connect with a variety of other tools. and also the teacher prepares the model of the movie like:animation movies (cartoon movie) such as, avatar the legend of korra book one journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 106 part 1, avatar the legend of korra book one part 2, and avatar the legend of korra book one part 3 c. method of research this classroom action research was conducted at four semesters in english department of iain sultan amai gorontalo. the subjects of research were 30 students, 20 male and 10 female. the design of classroom action research (car) used mctaggart model. the data of this research collected from test and observation sheet. test used to know students’ pronunciation through western movie media and observation sheet of teacher’s and students’ activities. the data analyzed by using the following formula: note: nm: number of checking aspects n : total of assessment aspects d. discussions the result of english learning especially pronunciation of students in iain sultan amai gorontalo at five semester in english education before action has done the action may be said to have maximal effect of the lack of attention and knowledge and lack of students involvement in learning pronunciation, and tend to be students as passive recipients. it is evident that most students cannot pronounce well. in the cycle i, there were some problems: (1) in the learning process, teachers are still not optimal in applying the western movie media. (2) teachers are still lacking to explain journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 107 how good pronunciation training or guiding students in their pronunciation. (3) teachers still less give more motivation to the students. (4) teachers still difficult to provide an assessment to the students. (5) students do not understand the importance of learning pronunciation. (6) in the learning process, students are still lacking participate in each meeting. (7) students are still afraid of the performance to speak english because they are still stiff in pronunciation. in the cycle ii, the problems were: (1). the students were shy to express the sentence because they didn’t know how to pronouncing the words. (2) they were motivated by the researcher that they had to pronounce and intonation correctly because if they were wrong in pronunciation they will get wrong to meaning the movie. (3) the students had not fun feeling because the class condition is not conducive. they couldn’t spelling the words same like the actor on the movie. but problems from cycle 1 are repaired, on the cycle 2 the teacher is optimal to using western movie media and explaining to the students about pronunciation and on the cycle 2 the teacher always motivated the students. and on the last cycle is cycle iii the researcher repair all of the mistake from cycle 1 and cycle 2, the teacher do all of the activities on the observation sheet of teacher activities like using media, explaining the material with clear pronunciation, motivated the students, guiding the students until the students get a satisfy score and reach the successful indicators.improving learning pronunciation student’s achievement during three cycles can be explained as follows: cycle i the implementation of learning pronunciation through western movie media on cycle i with the subject matter is movie. this media is used to motivated students to learn pronunciation. however the method was used new and some students seemed confused in starting activities. this leads to the learning process by using western movie media on cycle i can be classified into the category of poor. the statement above can be seen in the average score of the analysis of learning by using western movie media on cycle i that result of final test (posttest) measures the cycle i, obtained an average grade 46. the highest score was 8 and the lowest score are 3. learning achievement has not been achieved according to the criteria of success defined action. acquisition value of the cycle i increase slightly from the test result before the journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 108 action. students who completed in the pretest or before action were 11 from 30 students (36.66%) and after cycle i was 14 students or (46.66%). increased success of students learning quite a lot that is from 11 students become 14 students. despite an increase in cycle i but, still not achieve the specified learning exhaustiveness that at least 75% students get value >80. cycle ii implementation of the students’ pronunciation through western movie media on the cycle ii by movie of “avatar the legend of korra”. in the cycle ii, implementation is basically the same as the cycle i. because in the cycle i the standard target have not achieved. so it must be improve on cycle ii. on the cycle ii emphasized how the students more motivated, more activity and more provoked so they can enhance their pronunciation skill to pronounce well. because the cycle i most students are still confuse when asked pronounced. and in the cycle ii still not achieved the specified learning same with cycle i. although, on cycle ii have change more good than cycle i but based on the result post test on the cycle ii standard target not achieved. the statement above can be seen in the average score of the students’ pronunciation by using western movie media on the cycle ii. the last result of final test (posttest) earned an average 60. the highest score was 8 and the lowest score 4. cycle iii implementation of the pronunciation through western movie media on the cycle iii, aspect material namely same with previously cycle but more focus on pronouncing. the three cycles is only performed repairs on the basis of reflection on the cycle i and ii. because in the cycle i and ii the standard target have not achieved. so it must be improved on cycle iii. on the cycle iii emphasized how the students more motivated and active as well as more provoked so they can enhance their pronunciation skill. because the cycle ii most students are still confused also when make sentence same with on cycle ii. and in the cycle ii obtained maximum result and the result is success. the statement above can be seen in the average score of the analysis of learning by western movie media on the cycle iii. the last result of final test (posttest) earned an average grade 93. the highest score was 8 and the lowest score 5. learning achievement has achieved according to the criteria of success defined action. grade of cycle iii increased journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 109 slightly from the test result before the action and increased when compared with the first action e. conclusions based on the data of result students’ pronunciation at the post test in the cycle 1 is 36% from 30 students’ 11 students get value 80. based on the result of the pronunciation assessment, the researcher continued to the next cycle because the students that achieved minimum standard just 36% from 30 students. while, the minimum standard of this research is 75% students get value >80. the cycle 2 the researcher be found that this cycle had increase although not yet achieved the minimum standard of this research is 75% students get value >80. for the next, the researcher that achieved minimum standard just 46% from 30 students. the cycle 3 gotten the data that the students who could got the passing grade minimum 93% or 28 students from 30 students. it means that successful indicators on the cycle 3 had achieved. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 110 references abbott jerry and friends, the teaching of english as an international language, a practical guide,( london: guildfrod, 1985), chen lin, liang, understanding pronunciation variations facing esl students,texas a&m: (cipta,jakarta, 1995) carter r. and nunan d., the cambridge guide to teaching english to speaker of other language,(cambridge: cambridge university press, 2001) dr. yates, lynda, adult migrant english program research centre. 2002. pronunciation djiwandono, tes bahasa, pegangan bagi pengajar bahasa (jakarta:indeks, 2008) yates lynda, beth zielinski, elizabeth pryor, the assessment of pronunciation an new ielts pronunciation scale (australia, macquarie university, 2008) drs.djamarah bahri, syaiful drs. aswan zain, strategi belajar mengajar (rineka drs. yasin fahri moh., m.pd., baso tola, m.pd.i. strategi belajar & pembelajaran (sultan education program iain sultan amai gorontalo : iain gorontalo 2013) drs. zain, aswan strategi belajar mengajar, (rineka cipta, jakarta, 1996) fjallstrom, eva, film and streaming media as resources in english teaching.( lulea university ) fjallstrom, eva, film and streaming media as resources in english teaching.( lulea university online), 2015. (http://www.nceltr.mq.edu.au/pdamep gilakjani pourhosein abbas, the significance of pronunciation in english language teaching,(iran:islamic azad university, vol. 5 2012) haryanto, endang, improving students’ pronunciation through communicative drilling http://www.detya.gov.au/ty/litnet/resources.htm bahasa inggris (online ) http://selembutkasih1030.blogspot.co.id i.s.p nation and newton jonathan, teaching esl/efl listening and speaking,(new york: routledge,2009) http://www.nceltr.mq.edu.au/pdamep http://www.detya.gov.au/ty/litnet/resources.htm http://selembutkasih1030.blogspot.co.id/ journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 111 j. morley, pronunciation pedagogy and theory: new views, new directions. alexandria, va: of technology 2010) michael, vetrie using films to increase literacy skills (english journal january 2004 ) murcia, celce, pronunciation teaching history and scope( et. al., 1996 of technology 2010) o’ connor desmond joseph, better english pronunciation,(second edition, united kingdom: cambridge university press, 1989) rahayuningtyas hesti, karya ilmiah : pengaruh film barat atau asing terhadap penguasaan street, blackwell publishing, 2004.) syarif, umar, the description of students’ ability in pronouncing word class at english amai press iain gorontalo,2008) http://yusti-arini.blogspot.com/2009/08/masalah-masalah-pelafalan pronunciation.html http://www.academia.edu/953863/linguistic_skills_and_speaking_fluency_in_a_second_lang uage http://yusti-arini.blogspot.com/2009/08/masalah-masalah-pelafalan%20pronunciation.html http://yusti-arini.blogspot.com/2009/08/masalah-masalah-pelafalan%20pronunciation.html http://www.academia.edu/953863/linguistic_skills_and_speaking_fluency_in_a_second_language http://www.academia.edu/953863/linguistic_skills_and_speaking_fluency_in_a_second_language 161 ©2019 al-lisan: jurnal bahasa (e-journal) al-lisan: jurnal bahasa (e-journal) iain sultan amai gorontalo volume 4, nomor 2, agustus 2019 issn 2442-8965 (p) issn 2442-8973 (e) http://journal.iaingorontalo.ac.id/index.php/al analisis kesulitan belajar bahasa arab (studi di mts. n. 1 bandar lampung) faturahman fuad fathurrahmanfuad1001@gmail.com uin sunan kalijaga, yogyakarta abstrak tujuan penelitian ini adalah menemukan dan mendeskripsikan kesulitan siswa dalam mempelajari bahasa arab. jenis penelitian ini adalah penelitian kualitatif. hasil penelitian menunjukkan bahwa pertama, kurangnya minat dan motivasi siswa untuk mempelajari bahasa arab, kedua, sulitnya siswa membaca dan memahami arti dari setiap kosa kata bahasa arab, ketiga, perhatian orangtua terhadap hasil belajar bahasa arab siswa yang kurang, keempat, metode penyampaian materi oleh guru monoton dengan menggunakan metode ceramah, terakhir, penggunaan media belajar yang kurang variatif. abstract the purpose of this study is to find out and describe the difficulties of students in learning arabic. this type of research is qualitative research. the results showed that first, the lack of interest and motivation of students to learn arabic, second, the difficulty of students in reading and understanding the meaning of each arabic vocabulary, third, parental attention to students' arabic learning outcomes is lacking, fourth, the method of delivering material is still monotonous, the teachers only used the lecture method, finally, the use of learning media is less varied. a. pendahuluan belajar adalah suatu kata yang sudah akrab dengan semua lapisan masyarakat. bagi siswa atau mahasiswa kata “belajar” merupakan kata yang tidak asing,bahkan sudah merupakan bagian yang tidak terpisahkan dari semua kegiatan mereka dalam menuntut ilmu di lembaga formal maupun non formal. kegiatan belajar mereka lakukan dimanapun dan kapanpun serta belajar itu tidak mengenal usia. keywords: analysis student’s difficulties; arabic learning http://u.lipi.go.id/1421293761 http://journal.iaingorontalo.ac.id/index.php/al mailto:fathurrahmanfuad1001@gmail.com 162 ©2019 al-lisan: jurnal bahasa (e-journal) setiap anak didik berhak meraih prestasi yang baik jika mereka dapat belajar secara wajar, terhindar dari berbagai hambatan dan gangguan. namun yang terjadi pada kenyataanya hambatan dan gangguan dialami oleh anak didik tertentu, sehingga mereka mengalami kesulitan dalam belajar. pada tingkat tertentu memang ada anak didik yang dapat mengatasi kesulitan belajarnya tanpa harus melibatkan orang lain. tetapi pada kasus-kasus tertentu, karena anak didik belum mampu mengatasi kesulitan belajarnya, maka bantuanguru atau orang lain sangat diperlukan oleh anakdidik. seperti yang kita ketahui pada suatu lembaga pendidikan sudah semestinya jika bahasa arab itu diajarkan karena bahasa arab dipandang sangat relevan dengan kebutuhan masyarkat indonesia yang mayoritas beragama islam khususnya lembaga pendidikan islam seperti madrasah atau pesantren, bahasa arab merupakan salah satu bahasa dari sekian banyak bahasa di dunia dan seperti yang kita ketahui bahwa bahasa arab adalah bahasa al-qur’an dan hadist yang menjadi sumber hokum islam sehingga tanpa memahaminya kita akan sulit untuk mengerti dan faham akan isi dari al-qur’an dan hadist,oleh karenanya salah satu kebijakan pemerintah di bawah naungan departemen agama, bahasa arab adalah mata pelajaran wajib yang harus dipelajari di lembaga pendidikan islam dari jenjang madrasah ibtidaiyah sampai sekolah tinggi islam. mempelajari bahasa arab sebagai bahasa al-qur’an dan hadist maupun literature islam sangat dianjurkan bagi umat muslim, banyak dari ayat al-qur’an yang berbicara pentingnya mempelajari bahasa arab, salah satunya seperti firman allah yang berbunyi: ا لَّعَلَُّكۡم تَۡعِقلُوَن نًا َعَربِي ّٗ هُ قُۡرَءَٰ ٢إِنَّآ أَنَزۡلنََٰ artinya :“sesungguhnya kami menurunkannya berupa al-qur’an dengan berbahasa arab agar kamu memahaminya“ (q.s. yusuf : 1 ) ayat diatas telah memaparkan secara jelas bahwa perintah umat muslim untuk mempelajari bahasa arab adalah wajib, tidak ada lagi alas an untu ktidak mempelajari dan memahami bahasa arab, sedangkan untuk memahami dan menguasai bahasa arab memerlukan minat dan ketekunan belajar yang tinggi 163 ©2019 al-lisan: jurnal bahasa (e-journal) sehingga ini adalah tugas untuk para guru yang dituntut untuk memecahkan masalah kesulitan belajar bahasa arab dengan mengembangkan profesionalitas dan kreatifitas dalam prosespembelajaran. dalam hal ini peneliti menemukan sebuah permasalahan kesulitandalam belajar bahasa arab, bahwasanya banyak sekali siswa yang masih belum menguasai pelajaran dasar bahasa arab seperti kesulitan dalam membaca, menyimak, berbicara dan menulis bahasa arab serta mereka kesulitan untuk menghafal mufrodat (kosa kata) sehingga siswa merasa kesusahan untuk merangkai sebuah kata ataupun kalimat sederhana. proses pembelajaran bahasa arab di mtsn 1bandar lampung secara umum mempunyai tujuan yaitu agar para siswa menguasai dan bisa mempraktikkan 4 keterampilan bahasa, adapaun 4 keterampilan bahasa itu meliputi istima’ (mendengar/listening), qiro’ah (membaca/reading), kitabah (menulis/writing) dan kalam (berbicara/speaking). kebanyakan siswa menilai bahwa bahasa arab itu susah maka dari itu perlu adanya proses pendampingan untuk mengubah mindset siswa agar mereka termotivasi untuk belajar bahasa arab, terlebih siswa kelas x yang merupakan siswa kelas lahir yang memiliki segudang permasalahan yang mereka hadapi, baik proses pembelajaran yang membosankan, rasa ketakut anak pada ujian nasioanal maupun tekanan sosial dari orang tua dan keluarga serta masyarakat sekitar yang mensyaratkan lulus ujian nasional dengan baik, selain itu ada juga permasalahan psikologis dan biologisnya yang menginjak usia remaja dewasa hal ini banyak menyita banyak waktu dan pemikiran yang bisa menghilangkan konsentrasi belajar. berdasarkan gambaran umum permasalahan yang terdapatdi mts n.1 bandar lampung maka penulis terdorong melakukan penelitian dengan judul “analisis kesulitan belajar bahasa arab siswa kelas x mts n. 1 bandar lampung”. tujuan penelitian ini adalah untuk mengetahui bagaimana kesulitan belajar bahasa arab di mts n.1 bandar lampung, faktor kesulitan belajar bahasa arab dan upaya guru untuk mengatasi kesulitan belajar bahasa arab di mts n.1 bandar lampung. 164 ©2019 al-lisan: jurnal bahasa (e-journal) b. metode penelitian penelitian ini menggunakan metode penelitian lapangan yang bersifat deskriptif kualitatif, data yang dikumpulkan adalah berupa kata-kata, gambar dan informasi lainnya, hal ini disebabkan oleh adanya penerapan metode kualitatif. selain itu, semua yang di kumpulkan berkemungkinan menjadi kunci terhadap apa yang sudah diteliti. jenis penelitian yang penulis gunakan dalam penelitian ini adalah penelitian lapangan (field research), dimana penelitian ini dilakukan untuk mendapatkan data dari permasalahan yang konkrit di lapangan berupa informasi bentuk kalimat yang memberi gambaran, sikap, dan antusias ketika mengikuti pembelajaran. sumber data utamanya diperoleh dengan melakukan observasi langsung di lapangan yaitu pada guru dan siswa mts n.1 bandar lampung. sedangkan penulis menggunakan pendekatan kualitatif, penelitian kualitatif yang dikembangkan oleh madzhab baden yang bersinergi dengan aliran filsafat fenomenologi menghendaki pelaksanaan penelitian berdasarkan pada situasi wajar (natural setting) sehingga orang kerap juga menyebutnya sebagai metode naturalistik. secara sederhana dapat dinyatakan bahwa penelitian kualitatif adalah meneliti informan sebagai subjek penelitian dalam lingkungan kesehariannya. informan penelitian adalah subjek yang memahami informasi objek penelitian sebagai pelaku maupun orang lain yang memahami objek penelitian. dalam penelitian kualitatif ini, teknik pengambilan sampel yang digunakan adalah purposive sampling yaitu teknik pengambilan sampel sumber data dengan pertimbangan tertentu. pertimbangan tertentu ini misalnya orang tersebut yang dianggap paling tahu tetang apa yang kita harapkan, atau mungkin dia sebagai penguasa sehingga akan memudahkan peneliti menjelajahi obyek/situasi sosial yang diteliti. teknik pengmpulan data dalam penelitian kualitatif ini dilakukan pada natural setting (kondisi yang alamiah) maka pengumpulan data dilakukan dengan cara : 1. wawancara wawancara merupakan pertemuan dua orang untuk bertukar informasi dan ide melalui tanya jawab sehigga dapat dikonstruksikan makna dalam suatu topik 165 ©2019 al-lisan: jurnal bahasa (e-journal) tertentu dengan atau tanpa menggunakan pedoman wawancara dan dapat dilakukam secara mendalam dan dikembangkan sesuai dengan situasi dan kondisidilapangan.wawancara akan dilakukan oleh pihak-pihak terkait yaitu guru bahasa arab dan siswa kelas x untuk mendapatkan sumber data tentang permasalahan yang dialami oleh siswa kelas x pada pembelajaran bahasa arab di mts n. 1bandar lampung. 2. observasi observasi merupakan metode pengumpulan data yang digunakan untuk menghimpun data penelitian melalui pengamatan dan pengindraan. metode observasi ini digunakan untuk melihat dan mengamati keadaan dilapangan secara jelas, peneliti datang ke lokasi serta mengikuti semua kegiatan yang berlangsung, dan mencatat segala sesuatu yang terjadi pada saat berlangsungnya proses belajar mengajar bahasa arab di mts n.1 bandar lampung. c. hasil dan pembahasan hasil kognitif (ranah cipta) menurut hasil wawancara beberapa siswa mengenai aspek kognitif (ranah cipta) dalam belajar bahasa arab ditemukan bahwa sebagian besar dari siswa memiliki latar belakang pendidikan lulusan dari sd yang artinya mereka masih asing terhadap bahasa arab. hal ini menunjukkan bahwa minat dan bakat siswapun juga sangat rendah, bahkan tidak ada minat sama sekali untuk mempelajari bahasa arab lebih dalam. seperti yang dikemukakakn oleh informan dari pihak sekolah atau selaku guru bahasa arab. afektif (ranah rasa) menurut hasil wawancara beberapa siswa mengenai aspek afektif (ranah rasa) dalam belajar bahasa arab, ditemukan bahwa sedikit dari mereka yang memiliki ketretarikan untuk mempelajari bahasa arab karena sebagian dari mereka memiliki motivasi yang rendah dalam belajar bahasa arab, disisi lain mereka jarang ada yang mempunyai managemen waktu belajar sendiri, kebanyakan dari mereka hanya akan 166 ©2019 al-lisan: jurnal bahasa (e-journal) belajar ketika keesokan harinya ada tugas ataupun ulangan harian atau ketika disuruh sama orang tuanya. psikomotorik (ranah karsa) dari hasil wawancara dengan beberapa responden terkait dengan aspek psikomotorik (ranah karsa) didapati bahwa sebagian besar dari mereka tidak ada yang memiliki gangguan kesehatan ataupun gangguan fungsi alat indra, hal itu menunjukkan bahwa aspek psikomotorik ini bukan menjadi faktor kesulitan belajar bahasa arab siswa. lingkungan keluarga atau rumah menurut hasil wawancara beberapa siswa didapati bahwa fakto rkeluarga yakni dalam hal ini adalah perhatian orang tua terhadap belajar anak dirumah cukup beragam, ada orang tua yang cenderung cuek dan tidak memperhatikan proses belajar anaknya, ada juga yang sering mengingatkan anaknya untuk belajar. kemudian sebagian siswa ketika mengerjakan tugas dirumah khususnya bahasa arab ada yang meminta tolongbantuan dari ibunya, ada juga yang mandiri mencari sediri dengan kamus maupun dengan bantuan smartphone. terlihat jelas pemaparan diatas bahwa sebagian besar siswa jarang melakukan pengulangan kosa kata maupun materi bahasa arab yang sudah diajarkan di sekolah dikarenakan memang mereka tidak pernah belajar ketika dirumah. lingkungan sekolah dari hasil wawancara beberapa responden mengenai lingkungan sekolah maka dapat digambarkan bahwa metode guru yang digunakan kebanyakan adalah dengan metode ceramah saja hal ini senada dengan pernyataan narasumber selaku guru bahasa arab di mts n.1 bandar lampung yang menyatakan bahwa metode mubasyaroh atau ceramah adalah metode yang sering digunakan dalam proses pembelajaran bahasa arab dalam kelas. media yang digunakan berupa lcd dan buku-buku pelajaran yang sudah tersedia di sekolah. pembahasan berdasarkan data dari hasil observasi dan wawancara yang peneliti sajikan diatas maka peneliti membagi faktor kesulitan belajar bahasa arab siswa kelas x di madrasah tsnawiyah negeri 1 bandar lampung terbagi menjadi dua bagian, yang 167 ©2019 al-lisan: jurnal bahasa (e-journal) pertama, faktor internal yang mencangkup tiga aspek penting yaitu aspek kognitif (ranah cipta), aspek afektif (ranah karsa) dan aspek psikomotorik (ranah karsa); kemudian yang kedua yaitu faktor eksternal yang mencangkup tiga bagian penting juga yaitu lingkungan keluarga, dan lingkungan sekolah. selain faktor penyebab kesulitan belajar, disini penulis juga akan memaparkan bagaimana cara siswa mengatasi kesulitan belajarnya. berdasarkan hasil pembahasan sebelumnya, factor internal penyebab kesulitan belajar siswa dapat ditemukan di aspek kognitif dan aspek afektif. pada aspek kognitif ada riwayat pendidikan sebelumnya yang lebih banyak berasal dari sd yang otomatis tingkat pengetahuan tentang bahasa arabnya sedikit kemudian susahnya membaca dan memahami arti dari bacaaan bacaan bahasa arab, sedangkan di aspek afektif adalah rendahnya minat dan motivasi siswa untuk mendalami bahasa arab, bagaimana mungkin akan mudah belajar jika minat dan motivasi belajar saja tidak ditumbuhkan, disamping itu konsentrasi siswa juga rendah, hal ini menyebabkan sulitnya siswa untuk mempelajari bahasa arab. berdasarkan hasil pembahasan sebelumnya, faktor eksternal penyebab kesulitan belajar siswa dapat ditemukan di lingkungan keluarga yang terdiri dari kurangnya sikap dan dorongan untuk belajar. kemudian aspek dilingkungan sekolah yang terdiri dari sikap guru, metode, media yang digunakan peneliti menemukan bahwa monotonnya metode yang digunakan oleh guru menjadi salah satu faktor kesuliatan belajar siswa, disisi lain media yang sering digunakan adalah buku dan kurangnya praktik secara langsung, susasana kelas yang ramai dan tidak kondusif juga bisa menjadi salah satu faktor penyebab kesulitan belajar siswa, selain itu dari segi fasilitas disekolah siswa merasa kurang mendukung. d. simpulan berangkat dari hasil penelitian, analisis data dan pembahasan tentang analisis kesulitan belajar bahasa arab di mtsn 1bandar lampung dapat ditarik kesimpulan bahwa yang menjadi faktor siswa kesulitan belajar bahasa arab adalah pertama kurangnya minat dan motivasi dari dalam diri siswa untuk mempelajari bahasa arab, kedua yaitu sulitnya siswa membaca dan memahami arti dari setiap kosa kata bahasa arab, ketiga adalah perhatian orang tua terhadap siswa tentang kesadaran 168 ©2019 al-lisan: jurnal bahasa (e-journal) dan dorongan belajar di luar sekolah, keempat adalah metode penyampaian guru yang terlalu monoton yaitu hanya menggunakan metode ceramah dan penggunaan media belajarnya hanya menggunakan buku saja sehingga siswa merasa tidak tertarik untuk belajar bahasa arab lebih dalam. 169 ©2019 al-lisan: jurnal bahasa (e-journal) daftar pustaka bungin, m. b. (2016). penelitian kualitatif. jakarta: kencana djamarah, s. b. (2008). psikologi belajar. jakarta: rineka cipta. fatmawati. (2014). pengaruh penguasaan mufrodat terhadap kemampuan berbahasa arab siswa kelas xi di sma uii banguntapan yogyakarta. skripsi. yogyakarta: universitas islam indonesia. ilmi, r. (2015). analisis kesulitan belajar bahasa arab siswa kelas x man pakem bandar lampung. skripsi, yogyakarta: universitas islam indonesia. jannah, f. (2010). faktor-faktor yang mempengaruhi minat siswa kelas x-4 dalam belajar bahasa arab ( studi kasus di man wonokromo pleret bantul yogyakarta). skripsi. yogyakarta : uin sunan kalijaga. maryaeni. (2005). metode penelitian kebudayaan. jakarta: bumi aksara. matthew b. m. & huberman a. m. (1991). analisis data kualitatif. terjemahan oleh tjetjep rohendi rohidi, dari qualitative data analysis. cet 1. jakarta: ui press. abdul m. (2004). analisis kontrastif bahasa arab dan bahasa indonesia (telaah dalam bentuk morfologi). jakarta : pt.pustaka al-husna baru. rajenah. (2006). kesulitan belajar mengajar bahasa arab di man yogyakarta ii. skripsi, yogyakarta : uin sunan kalijaga. sugiyono. (2010). metode penelitian kuantitatif kualitatif dan r&d. bandung: alfabeta. muhibbin s. (2013). psikologi belajar. jakarta: rajawali press. zulfikar, a. korelasi antara kemampuan berbahasa arab dengan pemahaman teks al-qur’an mahasiswa pondok pesantren universitas islam indonesia yogyakarta. skripsi. yogyakarta: universitas islam indonesia. al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 111 central determiner in abstracts journal aries fitriani (1) , winantu kurnianingtyas sri agung (2) ariesfitriani@yahoo.com (1) , winantu.kurnianingtyas@gmail.com (2) iain ponorogo abstract central determiner is as the main component in constructing noun phrase element as subject, objects, and complement in writing compositions. meanwhile, determiner affects the meaning of noun. this research investigates the constructions of central determiners in abstracts of journal al-tahrir volume 17 no.1 tahun 2017 and the reasons in applying those determiners in that journal. in gaining related information, types of central determiners, three diagram and table bracket were used. qualitative research and syntactical analysis was conducted to analyze the data. the research finding revealed that central determiners were used in sentences of the abstracts. the terms of central determiners in subject were constructed through 7 determiners such demonstrative article, personal pronoun, possessive pronoun, indefinite pronoun, demonstrative article, definite article, and indefinite article. having the function of object, central determiners were defined in 5 terms namely possessive pronoun, indefinite pronoun, demonstrative article, definite and indefinite article. then, they were also used in sentences of the abstracts as complement. here, central determiners were defined in terms of reflective pronoun, personal pronoun, possessive pronoun, indefinite pronoun, interrogative pronoun, definite and indefinite article. keywords: central determiner, abstract, journal abstrak central determiner adalah sebagai komponen utama dalam membangun elemen frase nomina sebagai subjek, objek, dan pelengkap dalam komposisi penulisan. sementara itu, determiner mempengaruhi arti kata benda. penelitian ini menyelidiki konstruksi central determiner dalam abstrak jurnal al-tahrir volume 17 no.1 tahun 2017 dan alasan dalam menerapkan central determiner tersebut dalam jurnal itu. dalam mendapatkan informasi terkait, jenis central determiner, tiga diagram dan braket tabel digunakan. penelitian kualitatif dan analisis sintaksis dilakukan untuk menganalisis data. temuan penelitian mengungkapkan bahwa central determiner digunakan dalam kalimat abstrak. istilah central determiner dalam subjek dikonstruksi melalui 7 determinan seperti artikel demonstratif, kata ganti orang, kata ganti posesif, kata ganti tidak pasti, artikel demonstratif, artikel pasti, dan artikel tidak pasti. memiliki fungsi objek, central determiner didefinisikan dalam 5 istilah yaitu kata ganti posesif, kata ganti tidak pasti, artikel demonstratif, artikel pasti dan tidak terbatas. kemudian, juga digunakan dalam kalimat abstrak sebagai pelengkap. di sini, central determiner didefinisikan dalam hal kata ganti reflektif, kata ganti orang, kata ganti posesif, kata ganti tidak pasti, kata ganti tanya, artikel pasti dan tidak pasti. kata kunci: central determiner, abstak, jurnal mailto:ariesfitriani@yahoo.com(1) mailto:winantu.kurnianingtyas@gmail.com(2) al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 112 a. introduction writing composition is constructed from simple sentences to compound complex sentences. there, writers should be able to choose appropriate words due to their written become meaningful. the using of word choices in writing affects writers’ language style. each writer has distinctive characteristics. indeed, cali and bowen argued that how a writer chooses words and structures sentences to achieve a certain effect are also an element of style cali k and bowen, 2003). this means that determining appropriate words and constructing sentences accurately support the highest contribution components in writing. for instance, a good writer will also use adjectives in moderation and instead of using adverbs frequently allow nouns and verbs to do the expression of their thought or idea (adebola adebileje, 2016: 45-49). on the other word, noun usages are as productive as adjectives, adverbs, and verbs in writing. according to the explanation above, it can be summed up that there are two linguistic elements that affect writing namely semantics (word choices) and syntax (sentence structure). both semantics and syntax have different perspective in analyzing a product of writing but they are enclosed and cannot be separated. syntax, for instance, see the elements of writing especially english toward subjects, verbs, objects, and complements. meanwhile, three of those elements are usually defined in form of nouns and or noun phrase. on the other hand, nouns along with verbs are a dominant part of speech, and that the semantic content of sentences is borne mostly by nouns (b. aarts and c. meyer, 1995). hence, it is crucial discussion in conducting noun phrase as a research because noun phrase is a dominant part of speech in writing and it has some functions in sentence such subject, object, and or complement. sydney greenbaum and gerald nelson (2002:48) noun phrase systematically represents several elements such determiner, pre-modifier, and post-modifier such the following table table 1. the construction of noun phrase determiners pre-modifier noun postmodifier based on the chart above, it can be concluded that the basic form of noun phrase is a noun then modified by determiner (all, that, a, the), pre-modifier, and followed postal-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 113 modifier. here, the researcher focused on determiner because it is the first construction of noun phrase that determined the meaning of noun in sentences. the determiner position in a noun phrase is usually filled by one of two kinds of expression: determiner can be determinative and also accompanied by their own modifier, making a determinative phrase and the determiner may have the form of a genitive noun phrase such the following examples that was taken from journal attahrir vol.17 no.1 tahun 2017 these philosophers delivered some convincing and satisfying arguments the example above shows that sentence has two noun phrases that constructed by two determiners these and some. those determiners affect noun phrase becoming determinative phrase. the first construction of noun phrase these philosophers is deictic/demonstrative article + noun. deictic is one kinds of central determiner. these philosophers np demonstrative noun these philosophers chart 1. philosophers of noun moreover, that noun phrase has a function as subject in sentence. according to the explanations and also the examples as proven, it can be underlined that noun phrase usages in writing is crucial elements and mostly writings delivered noun phrase, eventhough, it has distinctive functions. furthermore, why does noun phrase become a crucial element to be conducted in research? because noun phrase is as the main components in constructing the elements of subject, object, and complement in writing. meanwhile, determiner affects the meaning of noun. because of that reason, the researcher needed to conduct a research related to central determiner of noun phrase. indeed, the kind of phenomena is also defined in abstracts of at-tahrir journal. the researcher decided to choose journal at-tahrir as an al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 114 object in this research because there is none journals at iain ponorogo that have been accredited by higher education decree and the minister of education and culture except at-tahrir furthermore, the authors in at-tahrir journal come from different institution that point out islamic studies through their own perspective. as the result, the authors must have distinctive style in writing and can be identified through the word choices especially noun phrase. hence, the researchers decide to conduct the research entitled analysis of central determiner in abstracts of at-tahrir journal vol.17 no.1 tahun 2017 since it journal is the first publication in this year during the researchers conduct this research. in addition, the authors of this journal translated their abstracts by themselves. as the consideration, the authors of at-tahrir journal only concern on islamic studies and the editors do not change the content of their articles. consequently, the authors have different style in expressing their ideas. the elements of noun phrase the typical of noun phrase systematically is represented into several elements of structure namely determiner, premodifier, head, and post modifier. those elements hang up together in constructing noun phrase. furthermore, each element in noun phrase can be broken down into some parts (daniel kies, 2016) as the following chart al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 115 chart 2. noun phrase according to the chart above, it can be seen that determiner is one of grammatical elements that specified the types of noun. moreover, central determiner mostly defined at the beginning of noun. central determiner according to halliday in kies (2016), central determiner is classified into three components a. article means types of function word and english has two types of word functions (hilde hasselgard, 2012) as follow 1. definite the first function is definite. this article is defined in a noun phrase that marked by the, a demonstrative determiner or a possessive determiner (hilde: 2012) for instance the article concludes that mostly, theological heterodoxy was inspired by philosophy such plato, aristotle and plotinus this article elaborates philosophy that runs into islamic theology al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 116 as well a way for students to acquire useful knowledge after he returned to his hometown respectively according to the examples above, the articles the and this have functions as subject in sentence. meanwhile, his is taken place as indirect object. 2. indefinite. indefinite articles in english are a and an. those depend on the following words whether consonants or vowel sounds. there is no plural indefinite article in english (hilde:2012). it means that indefinite article only occurs with countable noun in the singular form such the following examples tjokroaminoto is a national hero and one of the pioneers of indonesia’s independence b. pronoun a pronoun is a word that takes the place of a common noun or a proper noun to refer to somebody or something (seaton and mew,2007: 44). in hand, pronouns constitute a fairly small class of words distinguished from other nouns most clearly by their inability to combine with determiners (huddleston and geoffrey, 2007:4). in this case, pronoun can be identified through 1. reflective reflective pronouns are unique groups of pronouns that always end in either – self or –selves (lester, 2008: 81). they cannot stand without by themselves and meaningless because they reflect related pronouns that come previous. 2. personal personal pronoun is used to replace one or more than one noun or compound noun. usually pronoun refers to specific person or thing. the following table represents the form of personal pronoun (lester, 2008:77) table 2. personal pronoun form number singular plural first-person subject object possessive pronominal i me mine we us ours al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 117 possessive adjectival my our second-person subject object possessive pronominal possessive adjectival you you yours your you you yours your third-person subject object possessive pronominal possessive adjectival he, she, it him, her, it his, hers, its his, her, its they them theirs their 3. indefinite indefinite pronoun means a pronoun which refers to a non-specific thing, phenomenon, or person (hasselgard, 2012). the indefinite pronouns are anybody, anything, anyone, everybody, everything, everyone, nobody, nothing, no-one, somebody, something, someone, as well as one, some, any, all, every, each, both, either, neither, many, much, a lot of, few, little and others used as pronouns 4. interrogative its pronoun is used in forming question-word questions. 5. demonstrative demonstrative pronouns are a small class of just four words this, that, these and those (lester, 2008:85). c. negative negative determiner is different from other kinds of determiner. negative form refers to no. huddleson and geiffrey argued that no does occur in the fused determiner­ head construction, but it finds a difference in inflection, with the form none occur­ ring in the fused-head construction, and everywhere else such the following example kim had [no money], and pat also had [none]. in this research, the researchers use this theory than other relevance theories because halliday demonstrated and categorized the distinctive terms of central determiners. al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 118 previous studies the previous study taken from thesis written by shahla’a raheem shalal entitled a linguistics study of central determiners in english. he underlined that determiners are words which specify the range of reference of a noun as being specific such as definite article; generic such as indefinite article. determiners can be sub-classified into three classes which are pre-determiners, central determiners and post determiners. moreover, the researcher also takes jane e gressang entitled a frequency and error analysis of the use of determiners, the relationships between noun phrases, and the structure of discourse in english essays by native english writers and native chinese, taiwanese, and korean learners of english as a second language. in his thesis, he concluded that on average 70% of the word types in the native essays appeared only one time. overall, computational linguists are focused on what people typically do, and create descriptions of language use that can usually be exploited for practical use (search engines, voice recognition software, and more). linguistic outliers and strange constructions are problems. for theoretical linguists, linguistic outliers and strange constructions are often also problems, but they in turn help determine the limits of what is possible in human language. theoretical linguists are not typically interested in frequency data because extremely specific examples are often needed to validate a hypothesis or possible structure. based on the previous studies above, it can be summed up that conducted researcher here is purely researchers ideas. here some differences between this research and the previous are in the previous research was conducted by shahla’a only determined the types of english determiners in general, and the second research written by jane analyzed the error in using determiners through computational linguistics. meanwhile, in this research, the researcher tries to explore the forms central determiners that are found in the abstracts of at-tahrir journal vol.17 no.1 tahun 2017. b. reserach method this research was library study that focused on central determiner of noun phrase in at-tahrir journal vol.17 no.1 tahun 2017. because of that reason, this research tried to analyze some variables such the construction of central determiner and the reasons in using those construction. hence, this research was categorized into al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 119 descriptive qualitative research since qualitative research is an umbrella term for a wide variety of approaches to and methods for the study of natural social life (saldana, 2011). furthermore, the sentences contained central determiners in abstracts of at-tahrir journal were collected as the data in term of documentation. then, those data were analyzed through syntactical analysis. in order to analyze the data, the researchers applied three stages namely reduction, display, and verification. c. findings and discussions findings the researchers manifest the constructions of central determiner of noun phrase used in abstracts of at-tahrir journal volume 17 no.1 tahun 2017. the researchers underlined three significant reasons in conducting this research. the first principal is the crucial functions of noun phrase in sentence. in line, aarts and meyer (1995) argued that nouns along with verbs are a dominant part of speech, and that the semantic content of sentences is borne mostly by nouns. it means that sentence, mostly was constructed by noun phrase because it is able to use in subjects, objects, and complements. the next major is central determiners. determiner affects the meaning of noun. the types of central determiners are as proven that the different determiners described the distinctive forms of noun in sentence. then, the last is abstracts in journal. abstract also become the major reasons in conducting this research because abstract describes powerful statements that explain a larger work. furthermore, abstract allows readers who may be interested in a longer work to quickly decide whether is worth their time to read it (abstract – the writing center accessed in https://writingcenter.unc.edu). it means that abstract describes the whole contents of someone work in short passages. based on those reasons, the researchers assume that analyzing central determiners in abstract is a crucial issue. moreover, in analyzing central determiners, distinctive strategies are applied in this research namely three diagram and label bracket. those strategies are distinguished with previous studies in which they analyzed determiners by identifying the types and using computational analysis. al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 120 in journal at-tahrir vol 17 no.1 tahun 2017, the researchers identified that there were 11 abstracts constructed through 49 sentences in terms of simple, compound, complex and compound complex sentences. furthermore, the researcher also found that central determiner occurred on whether subject, object, and complement in each sentences of those abstract in that journal. then the description of those determiners constructions were explained in the following findings greater in depth. discussions central determiner as subject the first pattern of central determiner was defined in the abstracts taken the position of subject. here, the researchers found 7 terms of central determiner namely demonstrative article, personal pronoun, possessive pronoun, indefinite pronoun, demonstrative article, definite article, and indefinite article. 1. demonstrative article demonstrative article here has the functions as determiner because they come before a noun. then, in these abstracts, demonstrative article of this and these were found such the following findings datum ab1/s1 this article elaborates philosophy that runs into islamic theology this datum showed that demonstrative article occurred in subject of that sentence. here, this is used to indicate something which has already been known by others being referred to. hence its term is usually known as definite article. in this case, the usage of the word this was to emphasize the noun article. the author in the first abstract clearly identified only his writing not others by using the noun phrase this article. furthermore, demonstrative article this indicated that the following noun in this article was in term of singular form. al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 121 2. personal pronoun personal pronoun is used to replace one or more than one noun or compound noun and its pronoun usually represents specific person or thing. datum ab1/s5 they also consider that others were fault chart 3. personal pronoun in that sentence, it is clearly mentioned that they was used to represent personal pronoun and this word took place as subject pronoun. they are anaphoric reference that refers to theological orthodoxy arguments. 3. possessive pronoun the term of possessive adjective is usually called as possessive determiner. it has the function to modify a noun by showing a form of possession of belonging to a person or think. this construction occurred in datum ab4/s6 and it was explained clearly in the following discussions its supernatural powers capable of changing the paradigm of society and pave the way to spread the teachings of islam chart 4. possesive pronoun lexeme its is one of pronoun indicated possessive adjective. it is used to show possession or ownership of something. the function of its is the possessive adjective of it. here, noun phrase does not stay alone but modified by adjective phrase. adjective al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 122 phrase consists of adjective hangs out together with other elements which modify it. in addition, its phrase can be used to modify noun inside noun phrase the sentence above showed that adjective phrase was used to modify noun inside noun phrase. the noun phrase in the sentence has the noun power as its head, and the adjective phrase supernatural serves as a modifier. it can be summed up that the function of adjective phrases is referred to as attributive. 4. indefinite pronoun indefinite pronoun is used to mention non specific pronoun. in this journal, this phenomenon found in datum (ab1/s4) that used indefinite pronoun form such in the following sentence theological orthodoxy argued that each argument of divinity was token from the revelation chart 5. indefinite pronoun indefinite pronoun in that sentence was shown by the word each. pronoun each must be always referred by singular pronoun and its pronoun is typically unspecific. in that sentence, each is followed by singular pronoun argument. that represents such an unclear argument, as the consequence, embedded information is needed to explain the pronoun specifically. in hence, prepositional phrase is distributed after in creating specific information towards noun. 5. demonstrative article in general, demonstrative article is used to point to something in a situation. this construction can be seen in datum (ab7/s2) as follow this peaceful da’wa has given birth to the moderate islam for indonesian al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 123 chart 6. demonstrative article this datum showed that demonstrative article occurred in subject of that sentence. here, this is used to indicate something which has already been known by others being referred to. hence its term is usually known as definite article. in this case, the usage of the word this was to emphasize the noun da’wa. furthermore, demonstrative article this indicated that the following noun in this article was in term of singular form. in this case, adjective phrase was used when reference is made to a specific individual or a specific group of individuals or specific instances of abstract concepts a nominal head whether a noun or a pronoun. the noun phrase in the sentence has the noun da’wa as its head, and the adjective phrase peaceful serves as a modifier. 6. definite article the function of definite article is to precede noun when the writer believes that the reader already knows what he is referring to. the common word in english indicated definite article is the. eventhough, definite article precede noun, it does not mean that the noun should be specific. in hence, the term of prepositional phrase must be added after noun datum ab2/s2 in addition, the claims of heterodoxy-orthodoxy existed since the emergence of islamic religious discourse itself until now, through many studies ie quranic interpretation (tafsir), theology (kalam), mysticism (tasawuf), islamic law (fiqih), etc al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 124 chart 7. definite article in the sentence above, definite article the was used when the author assumed there was just one of something in that place, even if it had not been mentioned before. the head noun in this sentence is claims. this noun does not mention in the previous sentences. as the consequence, central determiner of definite article the must be added before head noun claims. since unclear information of head noun, embedded information in term of prepositional phrase is needed to make the head noun clearly. 7. indefinite article the construction of indefinite article can be seen in datum (ab3/s7) as follow finally, factors that causing the emergence of a cult is not only a matter of heresy, but also sociological and psychological chart 8. indefinite articles in the sentence above, definite article the was used to point out a noun which has already been mentioned before. the head noun in this sentence is emergence. since the head noun was unclear stated, embedded information was needed in creating brief sentence. al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 125 the other construction of central determiner is indefinite article. it is used to show the thing is one of a group. here, indefinite article a was used to underline cult. central determiner as object the second pattern of central determiner was defined in the abstracts taken the position of object. here, the researchers found five central determiners namely possessive pronoun, indefinite pronoun, demonstrative pronoun, definite and indefinite article. 1. possessive pronoun this pattern occurred in datum (ab8/s2) and it took a place as object in the following sentence they are the first orthodox takfiri in islam and their motto is who did not punish his law, they were among those unbeliever chart 9. posseisve pronoun the possessive adjective in the sentence above referred to people. it is more in the sense of relationship than ownership. in this case, possessive adjective his is followed by head noun law in constructing noun phrase and indicated third person singular. 2. indefinite pronoun indefinite pronoun is used to mention non specific pronoun. in this abstract, this construction found in datum (ab1/s9) that used indefinite pronoun form such in the following sentence these philosophers delivered some convincing and satisfying arguments about god chart 10. indefinite pronoun al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 126 indefinite pronoun in that sentence was shown by the word some. the pronoun some is followed by noun that refers to indefinite quantities. in that sentence, some is followed by plural pronoun. the head noun in this sentence was arguments. its noun was modified by adverb convincing and satisfying. 3. demonstrative pronoun the construction of demonstrative pronoun was defined in datum (ab4/s7) as the following sentence da’wah multicultural evidenced by not impose his religion on others who are different chart 11. indefinite pronoun the possessive adjective in the sentence above referred to people. it is more in the sense of relationship than ownership. in this case, possessive adjective his is followed by head noun religious in constructing noun phrase. the word others is used as a pronoun refers more than one person or things. and it took the plural form. 4. definite article the function of definite article is to precede noun when the writer believes that the reader already knows what he is referring to. the common word in english indicated definite article is the. this construction can be seen in the following sentence the existence of various religious discourses is caused by the differences of interpretation chart 12. definite article al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 127 in the sentence above, definite article the was used when the author assumed there was just one of something in that place, even if it had not been mentioned before. the head nouns in this sentence were differences. this noun does not mention in the previous sentences. as the consequence, central determiner of definite article the must be added before those head nouns. 5. indefinite article the construction of indefinite article in at-tahrir journal was found in the following sentence furthermore, he said that if there is a domination, it will arise a resistance chart 13. indefinite article in the sentence above, indefinite article a was used before a noun that is general or when its identity is not known. the head noun in this sentence was resistant. central determiner as complement the second pattern of central determiner was defined in the abstracts taken the position of complement. here, the researchers found 7 central determiners such reflective pronoun, possessive pronoun, indefinite pronoun, interrogative pronoun, demonstrative article, definite and indefinite article. those were constructed in abstracts of at-tahrir journal. 1. reflective pronoun this pattern was defined in datum (ab5/s6) as the following sentence the barakah interpreted as increasing the value of kindness and becoming positive energy in developing self concept and how to emulate the personality and make kiai as al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 128 moral role models, as well a way for students to acquire useful knowledge after he returned to his hometown respectively chart 14. reflective pronoun definite article the was used when the author assumed there was just one of something in that place, even if it had not been mentioned before. the head noun in this sentence is value. 2. possessive pronoun the construction of this central determiner occurred in datuma (ab5/s6) as the following sentence the barakah interpreted as increasing the value of kindness and becoming positive energy in developing self concept and how to emulate the personality and make kiai as moral role models, as well a way for students to acquire useful knowledge after he returned to his hometown respectively chart 15. possesive pronoun in the sentence above, the possessive adjective his showed who owns the noun home own. this possessive adjective was used to represent third person singular 3. indefinite pronoun al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 129 indefinite pronoun is used to mention non specific pronoun. this construction found in datum (ab1/s2) as follow islamic theology could not be separated from all outer side chart 16. indefinite pronoun indefinite pronoun in that sentence was shown by the word all. pronoun all must be always referred by plural countable or uncountable noun and its pronoun is used to mention the whole quantity or extent of a particular group or thing. in that sentence, all is followed by singular pronoun side and modified by adjective outer. the other example of indefinite pronoun was explained below 4. interrogative pronoun this pattern occurred in datum (ab10/s4) in the following sentence this paper is intended to analyze how far the metamorphosis (in the sense of releasing its past heretic, and its use of new paradigm) of ldii as religious social movement was influenced by islamic jamaah, that is between polemics, dissemination, orthodoxy, and the acceptance of its ideology chart 17. interrogative pronoun interrogative pronoun is a pronoun which is used to make asking questions. this pronoun is used to ask distance of things. al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 130 5. demonstrative article demonstrative article here has the functions as determiner because they come before a noun. this pattern defined in datum ab2/s7 in this perspective, foucault’s theory called with the relationship between power and discourse / knowledge chart 18. demonstrative article this datum showed that demonstrative article occurred in subject of that sentence. here, this is used to indicate something which has already been known by others being referred to. hence its term is usually known as definite article. in this case, the usage of the word this was to emphasize the noun perspective. the author in the first abstract clearly identified only his writing not others by using the noun phrase this perspective. furthermore, demonstrative article this indicated that the following noun in this article was in term of singular form. 6. definite article the function of definite article is to precede noun when the writer believes that the reader already knows what he is referring to. the common word in english indicated definite article is the. this construction occurred on datum ab1/s4 theological orthodoxy argued that each argument of divinity was token from the revelation chart 19. definite article al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 131 in the sentence above, definite article the was used when the author assumed there was just one of something in that place, even if it had not been mentioned before. the head noun in this sentence is revelation. 7. indefinite article this construction occurred in datum ab2/s8 as follow he clarify that discourse / knowledge is an instrument to dominate others chart 20. indefinite article indefinite article an was used before a noun that is general or when its identity is not known. the head noun in this sentence was instrument. d. conclusion the researchers sum up that central determiners are defined in abstracts of attahrir journal and central determiners of noun phrase take place in each sentence as subject, object, and complement. the terms of central determiners in subject are constructed through 7 determiners such demonstrative article, personal pronoun, possessive pronoun, indefinite pronoun, demonstrative article, definite article, and indefinite article. furthermore, central determiner is also occurred in the abstracts as object. having the function of object, central determiners are defined in 5 terms namely possessive pronoun, indefinite pronoun, demonstrative article, definite and indefinite article. besides, central determiners are used in sentences of the abstracts as complement. here, central determiners are defined in terms of reflective pronoun, personal pronoun, possessive pronoun, indefinite pronoun, interrogative pronoun, negative form, definite and indefinite article. al-lisan. journal bahasa & pengajarannya issn 2442-8965 & e issn 2442-8973 volume 4 nomor 1februari 2019 http://journal.iaingorontalo.ac.id/index.php/al 132 references adebileje, adebola. 2016. forms and functions of the english noun phrase in selected nigerian texts, journal of humanities and social science (online) volume 21, issue 2. pp 45-49. accessed on ccat.sas.upenn.edu/plc/kannada/.../kannadachap.2.pdf at-tahrir jurnal pemikiran islam iain ponorogo. jurnal.stainponorogo.ac.id/index.php/tahrir/index djojosuroto, kinayati & m. l. a. sumaryati. 2000. prinsip-prinsip dasar penelitian bahasa sastra. bandung: nuansa yayasan nuansa cendekia. given, lisa m. 2008. the sage encyclopedia of qualitative research methods. california: sage publications, inc. hasselgard, hilde et. al. 2012. glossary of grammatical terms used in english grammar: theory and use 2 nd edition. oslo: universitetsforlaget. huddleston, rodney and geoffrey k. pullum. 2007. a student’s introduction to english grammar. cambridge: cambridge university. kies, daniel. 2016. modern english grammar. department of english college of dupage accesed on https://papyr.com/hypertextbooks/grammar/ph_noun.htm lester, mark. 2008. mcgraw-hill’s essential esl grammar: a handbook for intermediate and advavanced esl students. united states of america: the mcgraw-hill companies. moloeng, lexy j. 2000. metodologi penelitian kualitatif. bandung: pt remaja rosdakarya. pinnegar, stefinee & mary lynn hamilton. 2009. self-study of practice as a genre of qualitative research. new york: springer dordrecht heidelberg. s, petrakis and klenner m, learning, 2011, theories for noun-phrase sentiment composition, zurich open repository archive, university of zurich. accessed on www.zora.uzh.ch/53322/1/nlpcs.pdf seaton, anne and y.h. mew. 2007. basic english grammar for english language learnear. united states of america: saddleback educational publishing. stake, robert e. 2010. qualitative research: studying how things work. new york: the guilford press. sutopo, h. b. 2006. metode penelitian kualitatif. surakarta: uns press. https://papyr.com/hypertextbooks/grammar/ph_noun.htm http://www.zora.uzh.ch/53322/1/nlpcs.pdf journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 45 understanding personality harni jusuf (mahasiswa pascasarjana universitas negeri makassar) harni.jusuf@yahoo.co.id abstract educational can not be separeted from learning. to support the successful of teaching learning process, it must be supported by some apsects, such as: learning syles, teaching strategies, affective factors, and socio-cultural factors. one of the affective factors that must be pay attention in language learning is personality. personality is a term in psychology which is depict the character of a person in everyday life. as human beings experience growth and development, personality also experiences development and change. that is why personality can be measured. one way to measure personality is by using psychometric. pendidikan tidak dapat dipisahkan dari yang namanya pembelajaran. ada beberapa aspek yang mendukung kesuksesan proses pembelajaran yakni, gaya belajar, strategi pengajaran dan faktor sikap dan sosial budaya. faktor sikap dalam hal ini lebih ditekankan pada personaliti atau kepribadian seorang pembelajar bahasa. kepribadian merupakan istilah psikologi yang digambarkan sebagai karakter seseorang dalam kesehariannya. sama halnya dengan manusia yang tumbuh dan berkembang, kepribadian seseorang juga mengalami perkembangan. oleh sebab itu kepribadian dapan diukur. salah satu cara untuk mengukur kepribadian adalah dengan menggunakan psikometrik. keywords: personality, personality development, personality change, and personality measurement journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 46 a. introduction talking about personality will never be endless. personality has always been an interesting topic to discuss. it is undeniable that one’s success in work, study, home, and so on is influenced by personality. personality is a term in psychology which is depict the character of a person in everyday life. according to long (2000:99), personality refers to: “those stable characteristics by which individuals differ from each other and which acts as the basis for what they do. it is a label normally applied to interpersonal behaviour and we would for instance typically say that a person who is socially outgoing has an extraverted personality”. according to pervin and john (2001) in dornyei, standard definition, “personality represents those characteristics of the person that account for consistent patterns of feeling, thinking, and behaving”. based on these two definitions, it can be seen that both of the experts emphasize on behavior. it means that personality can be separated from behavior, or someone behavior shown his/her personality. mcadams (2005 : 15) stated that personality is: a unique variation on the general design of human nature. human nature itself—what we human beings have in common with each other by virtue of the fact that we are all human beings—is a product of our species’ evolution. whereas personality develops across the individual life course, from birth through old age, human nature has “developed” over millions of years of evolutionary history. and it continues to develop, of course, for evolution never goes away. from the definition of personality according to mcadams, it can be seen that someone personality develops throughout his/her life. in regards to personality, the holly qur’an also describe the importance of personality, good and bad personality, and the model of human personalities. many researchs over the worlds also have been conducted to see the affect of personalities, and/ or the role of personalities in second language learning. zhang, su, and liu (2013 : 58) conducted a research of chinese efl learners’ personality traits and motivation in relation to their contributions to achievement in english at the tertiary level. the research result revealed that: ......(3) the personality traits were significantly related to all or many of the motivation measures; and (4) most of the personality and motivation scales were significantly correlated with the students’ attainment journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 47 in english, among which, language requirement, intrinsic motivation, psychoticism and lie were good predictors of the latter. in this theoretical studies, this article purposes to describe 3 things related to understand personality, namely: (1) personality development; (2) personality change; and (3) measuring personality. b. discussion personality development personality development can be defined as the continuities, consistencies, and stabilities in people over time and the ways in which people change over time. each of these two facets—stability and change—requires definitions and qualifications (randy j. larsen and david m. buss, 2008 : 138). in fact, there are some theories of personality development, such as personality development in person centered theory, the developmental theories of erikson and levinson, and psychoanalitic developmental theories. in terms of personality development, this paper discuss the developmental theories of erikson. cited from personality development, pearce and simanowitz (2003 : 30-42) explained the developmental theories of erikson. one of erikson’s most significant contributions to developmental theory is the emphasis he placed on the relationship of society and the interpersonal to the unfolding of personality. erikson writes personality can be said to develop according to steps predetermined in the human organism’s readiness to be driven towards, to be aware of, and to interact with widening social radius, beginning with the dim image of a mother and ending with mankind, or at any rate that segment of mankind which counts in the particular individual’s life. erikson integrates these developmental ideas into his theory encompassing an overview of the human life cycle, in the eight discrete stages. at each stage of life erikson seeks to describe how baby, child or adult encounters his/her environment. each stage involves a crisis because ‘incipient growth goes together with a shift in instinctual energy, yet causes specific vulnerability’. in the following are the eight stages of personality development according to erikson. a. stage 1. infancy: trust versus mistrust erikson considers that basic trust is the cornerstone of the healthy personality. the need for taking in food through the mouth is overwhelming in early babyhood, but the visual and tactile senses are also important. erikson refers to this stage as the incorporative stage; journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 48 the baby is receptive to what is being offered. after 6 months the baby has to learn to seek the nipple without biting and to get used to a form of mutual regulation. at this stage there may be a sense of loss as complete unity with the mother is gradually destroyed. ‘when/if the baby has the impression of being deprived; divided or abandoned, a residue of mistrust can form.’ however, erikson highlights that the cultural aspects may be as significant as the instinctual ones. some cultures swaddle the baby; others leave limbs free. what is good for children and what may happen to them depends on what they are supposed to become and where. although the establishment of trust is the first task of maternal care, erikson concludes that in the current times of change mothers have often lost their own sense of trust in themselves. b. stage 2. early childhood: autonomy versus shame and doubt (2 to 4 years) freud called this stage the anal stage, but erikson sees it as a time when there is emphasis on general muscular achievement and not just on sphincter control. at this stage the infant battles for autonomy and ‘the growing ability to hold on and let go, with discretion, to stand “on his own feet”. shame and doubt, the negative consequences of seeking autonomy, are associated with ‘being completely exposed and conscious of being looked at’. doubt is linked particularly with having ‘a back, an area behind which one cannot see but which may be the source of evil and decay – it is the source of fear of attack from behind. at this stage erikson thinks the adult needs to be firm but tolerant, but that the dignity and autonomy of the child are often dependent on the parents’ dignity within the social hierarchy. he considers that much of the ‘shame and doubt, the indignity and uncertainty which is aroused in children are a consequence of the parents’ frustrations in marriage, work and citizenship. c. stages 3 and 4. play age: initiative versus guilt (4 to 5 years); school age: industry versus inferiority (5 to 12 years) by this stage the child has often identified herself as a little person, but must find out what kind of person she wants to be. concurrent with the development of movement, language and imagination, the child develops a sense of unbroken initiative. the child often becomes intrusive, invading others’ space, sometimes by physical attack, and acquiring knowledge with a consuming curiosity. the child can perform ‘acts of aggressive manipulation and coercion’. this evokes a reaction from significant others and can make the journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 49 child aware of the hazards in the environment. a sense of badness and fear of punishment evolves, and thus a sense of guilt is born. this is the stage in which children develop ‘a sense of industry’ and learn to ‘win recognition by producing things’. they often feel ‘i am what i learn’. children want to be shown how to get busy with something and how to get busy alongside others. trends in educational philosophy have varied between making schools ‘an extension of grim adulthood emphasizing self-restraint and a strict sense of duty’ and a place where children can learn by doing what they like to do. erikson thinks that different children can thrive in both these approaches and that schools need to steer a middle course between work and play. play can help a child ‘restore a sense of mastery and introduce a child to a world shared with others’. it helps a child ‘master experience by meditating, experimenting, planning and sharing’. there is a danger at this stage of the development of a sense of inferiority, particularly if the previous conflicts of the earlier stages have not been resolved. children may still want the mother or they may not be acknowledged by the teacher for what they have learned to do well earlier at home. the calibre of teachers and the degree to which they understand the child’s behaviour are vitally important factors in a child’s development. d. stage 5. adolescence: identity versus identity diffusion (12–18 years) the need for ego identity erikson affirms that in human existence there is no feeling of being alive without a sense of ego identity. this term ‘identity’ is the one most associated with erikson’s work. adolescence is the period when the young person often attempts to form a lasting ego identity which is ‘the accrued experience of the ego’s ability to integrate all identifications with the vicissitudes of the libido, with the aptitudes developed out of endowment, and with the opportunities offered in social roles’. they need to develop a sense of ego identity such that they do not feel a discrepancy between their own sense of who they are and their concept of how they appear to others. ego identity develops from a gradual integration of all earlier identifications, but the whole has a different quality to the sum of its parts. erikson asserts that a lasting ego identity cannot exist without the trust of the first oral stage and that the establishment of a confident sense of identity rests on the ongoing promise of fulfilment from significant adult figures in the person’s life. the dangers of identity diffusion erikson recognizes that a watering down journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 50 of the emergent sense of identity, by what he calls ‘identity diffusion’, causes many of the problems experienced by adolescents. this can happen when the adolescent is assailed by doubts about her ethnic, sexual, religious or class identity. e. stage 6: early adulthood: intimacy versus self-absorption erikson was one of the first theorists to identify and focus on life stages in adulthood, and thus gave a lead to later writers such as david levinson and naomi golan. he asserts that it is only after a young person has established a real sense of identity that true intimacy with another can occur. intimacy is ‘the capacity to commit. relationships and marriage can often be the abortive attempt to find the self through finding another. the alternative to intimacy is distantiation, the readiness to destroy those people and forces that seem to threaten one’s own identity. this kind of behaviour can be an extension of reactive adolescent intolerance of difference; it often surfaces and is exploited in politics and war. sometimes intimate, competitive and combative relations can be experienced with and against the self-same people. f. stage 7. adulthood: generativity versus stagnation erikson thinks that sexual mates who have a fulfilled sexual relationship ‘will soon wish to combine their personalities and energies in the production and care of offspring’; he calls this generativity. he considers this stage a crucial one because it is the link between generations. again, his focus on the heterosexual couple excludes alternative lifestyles. if people do not engage with this stage ‘they can experience an obsessive need for pseudointimacy with a pervading sense of stagnation and interpersonal impoverishment’. such stagnation is important because it affects successive generations. g. stage 8. old age: integrity versus despair erikson is one of the few theorists of personality development who saw old age as a separate life stage with its own tasks and crises and who lived to experience it and reflect upon it personally (he lived to the age of 92). integrity in the later stages of life is the culmination of the seven stages. it can be achieved ‘only in him who in some way has taken care of people and things and has adapted himself to the triumphs and disappointments adherent to being the originator of others or the generator of products and ideas’. erikson claims that people who have achieved this state accept their life cycles and those of significant others. they no longer wish that their parents were different and they journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 51 accept that they are responsible for their own lives. people at this stage have a sense of connection with other human beings who have come before them and who have created ‘order, objects and sayings conveying human dignity and love’. erikson adds that clinically he has found that despair and a fear of death signify the lack or loss of this ego integration. this despair can take the form of disgust, misanthropy and contempt for institutions and people, and it reflects the individual’s own contempt for themself. ego integration implies emotional integration, which includes dependency as well as leadership. it involves an awareness of ‘the relativity of all the various life styles’ but also a readiness ‘to defend the dignity of his own life style against all physical and economic threats’. it applies to all aspects of living and all fields of human activity. personality change like achievement and motivation, personality also can change. according to larsen and buss (randy j. larsen and david m. buss, 141), personality change has two defining qualities. first, the changes are typ ically internal to the person, not merely changes in the external surroundings, such as walking into another room. second, the changes are relatively enduring over time, rather than being merely temporary. a. moderators of change personality change itself can be affected by some factors. costa and mccrae said that there are 3 kinds moderators of change. they are as follow. 1. psychological characterisitcs one approach is to look for those characteristics of people that might make certain individuals susceptible to change. mccrae examined several of these. one obvious candidate is personality itself—especially the dimension of openness to experience. some people are much more willing to explore their world, to listen to different views, and to reflect on their own feelings. perhaps this continued processing of new information might lead to changes in emotional maturity or patterns of social interaction, or dedication to goals—to changes in personality from which the closed individual would be insulated. the changes might be in either direction: some open people might discover reasons to become more sociable, whereas others might find new meaning in solitude. the former would become more extraverted; the latter, more introverted. we would not, therefore, expect an overall increase or decrease. but journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 52 we would expect that people high in openness would be less predictable over time: retest correlations should be lower for them than for people low in openness. mccrae (1993) used the same design with three other variables that were potential moderators of change. private self-consciousness refers to a tendency to be introspective and interested in understanding oneself. (this construct must be distinguished from neurotic self-consciousness, which refers to feelings of discomfort in social situations.) because people high in private selfconsciousness know themselves well, they may be more consistent in their self-descriptions and thus show higher stability coefficients. personal agency is a cognitive construct that concerns the way people think about their own behavior. people high in personal agency view behaviors as steps toward long-term goals, whereas people low in personal agency take a more immediate and concrete view. self-monitoring is the tendency to watch what one is doing and modify it to fit the situation. at best, high self-monitors are socially sensitive and functionally flexible people; at worst, they are other-directed chameleons without any enduring principles of their own. because they can change to suit the occasion, high self-monitors might be expected to be lower in trait stability. 2. life events perhaps a more likely candidate for a moderator of change is some external event that alters one’s life and thus one’s personality traits. costa, herbst, and colleagues (2000) conducted exploratory analyses based on this premise. in their large midlife study, they asked participants to report which of 30 specific life events they had experienced in the past 6years. events included got married, your parent died, and your spouse was fired. individual events were relatively rare in this sample, so an index of total life events was created by summing across the 30 events. contrary to the hypothesis, there was no evidence that more events led to more change in personality traits from before the 6-year period to after it. however, analyses of selected events did show small effects. a small group of people (4% of the sample) were fired from a job; compared to the group of people who were promoted during the same period, these individuals increased in neuroticism and decreased in conscientiousness. again, women who were divorced became a bit higher in extraversion and openness journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 53 compared to women who got married. it remains to be seen how replicable these findings are and how enduring the changes may be. 3. physical and mental health there is one last category of potential moderators of personality change: health status. there is, however, a more direct test of this hypothesis. in collaboration with a blsa physician, we examined the medical histories of men and women on whom we had beforeand-after personality measures (costa, metter, & mccrae, 1994). initially, 153 volunteers were considered healthy, 93 had a minor disease (e.g., treated hypertension), and 27 had a major disease (e.g., a history of cancer). over time, 175 volunteers stayed the same or improved in health whereas 98 had worse health status. these two groups did not differ in longitudinal changes in any of the five personality traits, and retest correlations were equally high in both groups. deterioration in physical health status was unrelated to change in personality in this group. it should be noted, however, that all of the subjects in this study were sufficiently well at the second administration to complete a personality questionnaire. more serious illness might have affected personality scores. b. two universal observations of personality change in contrast to the aforementioned theoretical impossibilities, most theories of personality cite two observations, which they assert are nearly always involved in personality change. they are 1) major personality change involves some sort of intense affective or feeling process occurring in the individual; 2) major personality change occurs nearly always in the context of an ongoing personal relationship. for more clearly, the two universal observation of personality change (eugene t. gendlin, 1964 : 5-7) will explain in the following. 1. the feeling process when major personality change occurs, intense, emotional, inwardly felt events are usually observed. i would like to give the name "feeling process" to this affective dimension of personality change. the word "feeling" is preferable to "affective," because "feeling" usually refers to something concretely sensed by an individual. in personality change the individual directly feels an inward reworking. his own concepts and constructs become partly unstructured and his felt experiencing at times exceeds his intellectual grasp. in various contexts it has been noted that major personality change requires not only intellectual or actional operations, but also this felt process. for instance, psychotherapists (of whatever orientation) often discuss the presence or absence of this feeling process in a journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 54 particular case. they discuss whether the individual, in a given psychotherapy hour, is engaged in "merely" intellectualizing, or whether (as they phrase it) he is "really" engaged in psychotherapy. the former they consider a waste of time or a defense, and they predict that no major personality change will result from it. the latter they consider promising of personality change. now, although this difference is universally discussed, it is most often phrased so unclearly, and the words following "merely" ("merely" intellectualizing, defending, avoiding, externalizing, etc.), and the words following "really" ("really" engaged, facing, dealing with) are so undefined that we may as well simply refer to this difference as the difference between "merely" and "really." although it may not be phrased well, what is always meant of referred to by "really" is a feeling process which is absent when something is termed "merely." a similar distinction between "merely" and "really" is talked about in education: there has always been much concern with the contrast between "mere" rote learnings of facts and "really" learning something (making it one's own, becoming able to "integrate," "apply," and "creatively elaborate" it). "really" learning is predicted to result in observable behavior changes, while "mere" rote learning is predicted to result in little (or different) behavior change. the learning process is said to differ in the two instances, depending upon the degree of the individual's "internal motivation," his way of "taking the new material in," his "application of himself to what he learns," his genuine grasp of meanings. these metaphoric phrases indicate that, here again during learning, the difference between "really" and "merely" refers to a certain participation of the individual's feelings in the learning process. 2. the personal relationship just as the feeling process is observed as essential in personality change-while little is said to delineate, observably define, or theoretically account for it-so also the personal relationship is always cited. can theory define this enormous and critical difference which it makes to the individual to live in relation to another person? we observe that when the individual thinks about his experiences and emotions by himself, there is often little change. we observe that when he speaks about these things to some other people, equally little change occurs. however, when we come to the "therapeutic" or "effective" personal relationship, we say that "suggestion," or "libidinal support," or "approval and reinforcement," or the other journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 55 person's "therapeutic attitudes," or the "conversation between the two unconsciousnesses," somehow obviates the factors which otherwise shape all his experiences and personal relations to keep the individual as he is. somehow, now, he is said to "become aware" of what he previously could not be aware of, he is "influenced" by suggestions, he "overcomes" the transference, his "libidinal balance" is altered, he somehow now "perceives the attitudes" of the therapist, where he has always distorted and anticipated the attitudes of others. this is really the problem, not the explanation, of personality change. rogers discovered how, in practice, the individual can be helped to overcome the repression model. his discovery is that defensiveness and resistance are obviated when one responds to an individual "within his own internal frame of reference." this phrase means that the psychotherapist's response always refers to something which is directly present in the individual's own momentary awareness. rogers at first found that even if the therapist did nothing, more than to rephrase the patient's communication-that is to say, if the therapist clearly showed that he was receiving and exactly understanding the patient's moment-by moment communications-a very deep and self-propelled change process began and continued in the patient. something happens in an individual when he is understood in this way. some change takes place in what he momentarily confronts. something releases. he then has something else, further, to say; and if this, again, is received and understood, something still further emerges which ;he individual would not even have thought of (nor was capable of thinking), had not such a sequence of expressions and responses taken place. but we do observe that almost always these changes occur in the context of a personal relationship. some definitions of the kind of relationship which does (and the kind which does not) effect personality change have been offered (rogers, 1957, 1959b). very little has been said about how relationship events affect the conditions making for repression and the nature of contents, so that these alter. measuring personality measuring personality is one of the areas studied in personality. to measure personality, we can use psychometric. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 56 “the word psychometric originates from the terms ‘psycho’ referring to mind, and ‘metric’ meaning measurement, and simply means measurement of the mind, or measurement of an aspect of the mind. examples include the measurement of intelligence, attitudes and personality, and would typically involve the use of questionnaires or tests” (abbot, 2001:11). meanwhile, mathews (2009:13) states that “psychometrics provides statistical techniques which tell us how good a measuring tool a particular questionnaire is, just as we might assess the accuracy of a thermometer or balance in the physicalsciences. the sophistication of modern techniques, and the number-crunching power afforded by computers, provide the contemporary researcher with powers of data analysis far beyond those envisaged by the pioneering trait researchers”. in social and personality development, abbot (2001:6-7) states that historically, research into personality has tended to be split between two approaches: the idiographic approach and the nomothetic approach. this division reflects an important difference of opinion in the way psychologists view people as the subject matter. when studied idiographically people are seen as unique individuals, whereas taking a nomothetic approach assumes that people are essentially similar and share characteristics with each other. the difference between these two approaches is discussed in more detail below. 1. idiographic approaches the idiographic approach (from the greek ‘idios’ meaning personal or private) takes the view that we are unique individuals and should be studied as such. this means that we cannot rely on descriptions of common behaviours to describe certain types of people, such as people who are shy or people who are aggressive, but should treat each person as uniquely different from any other. so how can this approach be applied to the study of personality? taking a purely idiographic approach would require a detailed analysis of an individual’s thoughts, feelings and behaviours, and would not assume that the resulting profile could be applied to anybody else. the idea of universal features or general behaviours put forward to explain human behaviour does not belong to, and is not the language of an idiographic approach. the main advocates of the idiographic approach are from the humanistic school of thought. this school includes prominent theorists such as carl rogers who took a personjournal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 57 centred approach to therapy, george kelly who developed the personal construct theory, and gordon allport who described people as possessing ‘unique personal characteristics’. sigmund freud was another theorist who took an idiographic approach, by focusing on the individual as the main unit of study. freud’s personality theory was developed from case studies of his patients. a final example is eric erikson, who put forward a whole life theory of psychosocial stages, through which each person must pass during their lifetime. both freud and erikson will be discussed in detail later in the book. to conclude, taking an idiographic approach means researching a theory or phenomena by studying people individually and recognising their uniqueness, without trying to categorise them. 2. nomothetic approaches the nomothetic approach (from the greek ‘nomos’ meaning law) relies on the assumption that we share many characteristics with our fellow human beings, and that the study of behaviours we hold in common will lead to a more useful understanding of people. it is typically characterised by the use of experimental methods, such as measuring individuals on a scale, or carrying out controlled studies where variables can be isolated, in order to uncover universal laws that can be applied to everyone. taking a nomothetic approach involves categorising people in order to describe or uncover the causes of common behaviours, such as sociability or generosity. this approach has been employed by cognitive psychologists such as raymond cattell and hans eysenck, both of whom believe that the basic core of human personality is made up of a number of traits or dimensions. as a well-known example, eysenck put forward introversion/extroversion as a universal personality dimension that can be employed to describe and measure part of any individual’s personality in varying degrees. c. conclusions based on the two discussions of personality above, it can be concluded that understanding personality development is an important thing for everyone, especially both for parents and teachers. for parents, they have to emphasize on stage 1 to 5, and, for the teachers, they should pay attention on stage 3 to 5. personality as one of the areas studied in psycholinguistic not only affect learning, but also affect the lives of every human being in all aspects. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 58 personality also not stable. it can change because of some moderators, such as psychological characters, life events, and physical and mental health. understanding personality measurement is also important for those who want to conduct research, particularly in considering which approach will be used based on the type of research. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 59 references abbot, tina. 2001. social and personality development. usa: routledge, taylor & francis group. dornyei, zoltan. 2005. the psychology of the language learners. london; lea. gendlin, eugene t. 1964. a theory of personality change in philip worchel & donn byrne (eds.), personality change. new york: john wiley & sons. larsen, randy j and david m. buss. 2008. personality psychology: domainss of knowledge about human nature, 3 rd ed. boston: mcgraw hill. long, martin. 2000. the psychology of education. london: routledge/falmer. mathews, gerald, ian j. deary, and martha c. whiteman. 2009. personality traits, 3 rd ed. uk: cambridge university press. mcadams, dan p. 2015. the art and science of personality development. new york: guilford press. mccrae, robert r. and paul t. costa jr. 2006. personality in adulhood: a five factors theory perspective, 2nd ed. new york: the guilford press. simanowitz, valeria, and peter pearce. 2003. perssonality development. london: open university press. zhang, wenxia, danli su, and meihua liu. 2013. personality traits, motivation and foreign language attainment. journal of language teaching and research, 4 (1), doi:10.4304/jltr.4.1.58-66 al-lisan. journal bahasa issn 2442-8965 & e issn 2442-8973 volume 2 nomor 2agustus 2017 http://journal.iaingorontalo.ac.id/index.php/al 1 the descriptive study of self-directed learner in speaking english at non-english department in iain sultan amai gorontalo amrain mahmud mahmudrain@gmail.com smp negeri 1 paguyaman, gorontalo abstract speaking ability is to express the idea and thought by orally in class context, school, and surroundings. but, speaking ability will be difficult if not unstinting. self-directed learning are increase knowledge, skill, accomplishment, or personal development that an individual selects and brings about by his or her own efforts using any method, in any circumstances, at any time. the aim this research is to describe how the ways self-directed learners in speaking english done by non-english department. the subjects of research are five students non english department 2 nd semester of perbankan syariah in iain sultan amai gorontalo by using qualitative method and collected data by using interview unstructured and documentation. the result of research that is self-directed learning of students in speaking english ability is by doing the element essential of self-directed learning. keywords: speaking english, self-directed learning abstrak tujuan penelitian ini adalah mendeskripsikan bagaimana cara mahasiswa yang bukan jurusan bahasa inggris melakukan belajar mandiri dalam berbicara bahasa inggris. rumusan masalah penelitian ini adalah bagaimana cara mahasiswa (yang bukan jurusan bahasa inggris) belajarsecara mandiri untuk berbicara bahasa inggris. dalam penelitian ini menggunakan metode kualitatif dan pengumpulan data dilakukan menggunakan wawancara terstruktur dan dokumentasi, subjek dalam penelitian berjumlah lima orang mahasiswa jurusan perbankan syariah semester 2 fakultas ekonomi dan bisnis islam di iain sultan amai gorontalo. hasil penelitian menunjukan bahwa mahasiswa dalam belajar mandiri mendapatkan hasil yang baik dengan menggunakan aspek-aspek belajar mandiri, seperti: mahasiswa mengontrol pengalaman belajarnya, perkembangan keterampilan, mengubah diri pada kinerja yang paling baik, motivasi diri dan penilaian diri, serta manajemen diri. mailto:mahmudrain@gmail.com al-lisan. journal bahasa issn 2442-8965 & e issn 2442-8973 volume 2 nomor 2agustus 2017 http://journal.iaingorontalo.ac.id/index.php/al 2 a. introduction self-directed learning is any increase in knowledge, skill, accomplishment, or personal development that an individual selects and brings about by his or her own efforts using any method in any circumstances at any time. a student, for example, the student would be a good speaker and got inspires learn english well. the students go on the internet, contact the teacher and friend, consult about the students learned be succeed. long (1989), stated that self directed learning is a mental process that is usually accompanied and supported by behavioral activities that include identification and information retrieval. in self directed learning, students deliberately accept responsibility for making decisions about their goals and efforts so that they themselves become agents of change in learning. according to tough (1971), advanced understanding of the self-directed learner by developing an interview protocol with which he collected descriptions of the number, duration, and scope of learning projects of numerous self-directed learners. furthermore guglielmino (1977), explained that a highly self-directed learner is one who exhibits initiative, independence, and persistence in learning; one who accepts responsibility for his or her own learning and views problems as challenges, not obstacles; one who is capable of self-discipline and has a high degree of curiosity; one who has a strong desire to learn or change and is self-confident; one who is able to use basic study skills, organize his or her time, set an appropriate pace for learning, and to develop a plan for completing work; one who enjoys learning and has a tendency to be goal-oriented the importance of self-directed learning to learn to speak is not enough to be studied in the classroom, but outside the classroom. in the class is not effective because of insufficient time and many students in the classroom, this learning process if in the form of groups, chances are enough time but not effective for others, because among groups who can speak only one or two people who can speak. this time to learn to speak is not maximal and does not get more attention to students. therefore, everyone should learn independently to learn english speaking to be able to adjust to al-lisan. journal bahasa issn 2442-8965 & e issn 2442-8973 volume 2 nomor 2agustus 2017 http://journal.iaingorontalo.ac.id/index.php/al 3 friends who can speak. speaking has formed an indicator of english language and always practice by using the language, in order that could be the good speaker in english. speaking is a kind of either productive or active skill. though the four skills are equally important, speaking becomes the most important tool to communicate that needs to be accomplished. in other words, the goal of language is communication and the aim of speaking in a language context is to promote communicative efficiency. there are several ways of improving speaking skill, like speak with own-self by used english language, speak with friends, listening to the native speaker, gather with the english club, consistent in practice. furthermore, gather with english club or selfstudy is one of concept self-directed learning. riniwidiastuti (2007), stated that speaking basically is the ability to pull out of ideas or thoughts to others thoughts is medium of spoken language. speaking is an evolving in language skill in a child’s life, which only preceded by listening skill and that moment ability to speak was studied. the four skills in english language divided into two main skills in active language and passive language. speaking included in active language, and many say it also includes the ability of speaking a bit difficult between the other skills. speaking is one of the important and essential skills that must be practiced to communicate orally. by speaking people are able to know what kind of situation the world. people who have ability in speaking will be better in sending and receiving information or message to another. speaking is the process of building contexts. similarly, rober lado (2004), argue that speaking ability is described as the ability to express oneself in life situations, or the ability to report acts or situation in precise words, or the ability to converse, or to express a sequence of ideas fluently. furthermore, june revell (2008), said that the speakers say words to the listener not only to express what in her mind but also to express what he needs whether information service. most people might spend of their everyday life in communicating with other. revell defines communication as follow: “communication, of ideas, of opinion, of feeling. al-lisan. journal bahasa issn 2442-8965 & e issn 2442-8973 volume 2 nomor 2agustus 2017 http://journal.iaingorontalo.ac.id/index.php/al 4 b. method this research was conducted using descriptive qualitative research is the research try to serve with systematic and accurate the actual facts and specific population and using no the calculation (lexy j. moleong, 2000). in rather specific, this qualitative research have the system in case study or the research that result the data of descriptive like written words or oral from persons and the behavior that capable of control the directed to individual or organization in variable and hypothesis, but then look on as a part of some totality. the kind of research target is research how is student speaking ability in english by self-directed learner. technique of the data collecting is the important strategy in the research. because of the main purpose from this research for getting the data the methods will be used to get the data in this research as follows; 1. interview, in broad outline there are two kinds of interview are: a) interview unstructured is the interview manual that only loading broad outline would ask, b) interview structured is the interview manual that structured in details like check list. furthermore, interviewer only punctuated √ (check) in suitably of number (suharsimi, 2013). 2. documentation is the past event note. usually document written note, picture, or monumental creation from someone (sugiyono, 2014). in this research, would use the documentation like recording voice. talking about the document, bogdan argued in most tradition of qualitative research, the phrase personal document is used broadly to refer to any first person narrative produced by an individual who describes his or her own actions, experience and belief. c. result and discussion self-directed learner did each different way but almost similar. in this research took 5 students as the subject of research, and they did different way to study speaking english by their selves. for instance, student 01: she did skill development by doing watching youtube, movie, buy the english book, sharing with grandfather, and searching on google. she control over learning by watching english movie al-lisan. journal bahasa issn 2442-8965 & e issn 2442-8973 volume 2 nomor 2agustus 2017 http://journal.iaingorontalo.ac.id/index.php/al 5 indonesian subtitle, and doing task good performance and high motivation to be the best. she challenges self by doing challenges increasingly provide self to know better than yesterday and everything will definitely want a good performance. she has selfmotivation and assessment by doing circumnavigate the world and often self-evaluate by repeating the vocabulary, especially on how to pronounce it. she did selfmanagement by doing alone day must learn english and write vocabulary and then put on the wall so as not to forget. student 02:she did skill development by reading, because reading can find a scientific vocabulary, learning pronunciation and interacts with others in english and doing task with good performance and high motivation to be the best. she control over learning by doing more active learning because it is not always under constant and not always also above and interacting with people who know more and ask more questions. she challenge self by keeping challenges must be resisted, so that we always struggle to know something we do not know yet with that challenge there must be a good achievement. she has self-motivation and assessment by learning english is to cultivate a desire that does not feel the most unaware, so try be better and can compete with other friends, gain inspiration from friends and interacting, so that our knowledge increases. she did self-management by doing erratic to manage the way of learning but in that day although only one, two important words have learned english. student 03: he did skill development by doing implement in daily life a common vocabulary in english and did the task was given. he control over learning by mastering english language cause is the window of the world by doing reading, and talking to friends. he challenges self by doing learning english used to interact with friend. he has self-motivation and assessment by mastering english speaking because want to be a teacher. he did self-management by doing searching vocabulary and implementing, have self-confidence. student 04: she did skill development by interacting with friends who speak is already pretty good and listening to english songs and find out the meaning of the al-lisan. journal bahasa issn 2442-8965 & e issn 2442-8973 volume 2 nomor 2agustus 2017 http://journal.iaingorontalo.ac.id/index.php/al 6 song. she control over learning by doing listening english songs and presented task in english to be the best. she challenges self by encouraged to learn and pass the challenge well and must be better than ever especially in learning pronunciation. she has self-motivation and assessment by getting motivate from teacher and own-selflistening to english songs and interacting with classmates to be able to know the error in pronunciation. she did self-management by not interfere with other activities learn english and enjoy it. student 05: she did skill development by making the course class as a learning container and with english can be successful and apply to hear english songs and watch more. she control over learning by continuing to train speaking in public being confident. she challenges self by not too burdensome, just try the best learning english, because the english is unique. she has self-motivation and assessment by want to visiting places abroad and must learning by memorizing vocabulary and make notes. she did self-management by evaluating self-knowledge and memorizing vocabularies that are up to 30 vocabularies and put into practice. based on the investigation, there are several things that can be done by the self-directed learner in the way of learning that is with aspects that exist in selfdirected learning according to gibbons theory: skill development indicators, student 01: immediately implement. student 02: interacting with friends using english. student 03: train yourself, implement in daily life. student 04: interact with friends, listen to english songs and find out the meaning of the song. student 05: apply by listening to english songs and watching many english movies. student control over indicators, student 01: have a decision to learn, define, train yourself, and do the task. student 02: have a principle to learn, ask a lot. student 03: have principles, read and talk with friends. student 04: having a principle, listening to many english songs, doing assignments. student 05: having a principle, learning more vocabulary, confidence. al-lisan. journal bahasa issn 2442-8965 & e issn 2442-8973 volume 2 nomor 2agustus 2017 http://journal.iaingorontalo.ac.id/index.php/al 7 students challenge themselves indicators, student 01: likes to challenge self. student 02: likes to challenge self. student 03: not too challenging. student 04: likes to challenge self. student 05: like, but not too burdensome. self-motivation and assessment indicators, student 01: have own motivation, self-evaluate. student 02: motivated by friends, interacting with friends. student 03: have self-motivation and self-evaluate. student 04: motivated from a teacher, interacting with friends. student 05: have self-motivation, memorize vocabulary and repeat back and then coupled into a sentence. self-management indicators, student 01: the minimum in a day must learn english; use the time to learn english. student 02: uncertainly to manage time, but in a day one or two vocabularies are learned. student 03: uncertain how many times a day to learn english. student 04: can still use the time, because learning english does not take time to learn it. student 05: can self-manage, a day memorized 30 vocabularies and practiced. finally, these essentials element could help the students in easier, faster, and more enjoyable ways to master speaking and really support the students’ speaking improvement. in this research, the students at non english department 2nd semester perbankan syariah students in iain sultan amai gorontalo implemented that importance, they were implemented the importance of speaking english. the findings of this study could vividly answer the research question in chapter i, that the students non-english department do self-directed learner in speaking english and to identify the way students non-english department does selfdirected learner to speaking english could improve the students’ speaking skill significantly. it also indicated that the stated in chapter i, the speaking english at non english department can be improved through self-directed learner was finally accepted. al-lisan. journal bahasa issn 2442-8965 & e issn 2442-8973 volume 2 nomor 2agustus 2017 http://journal.iaingorontalo.ac.id/index.php/al 8 d. conclusions this research investigated the uses of at non english department by students. the students are learning by using self-directed learning could identify the place to improve their english language in speaking english. the self-directed learners appeared to engage in language learning in the class through the use of browsing and recreational speaking. but although self-directed language learning is evident in this research, the presence of language learner autonomy is intermediate. the students have essential elements of themselves. the students learning english speaking used the essential elements of selfdirected learning toward speaking such as: skill development are such as implementing and interacting with friends to speaking english, listening to english songs. student control over learning are watching english movie and doing task with good performance and high motivation to be the best, ask a lot and learning more vocabulary. students’ learning to challenge themselves is such as the best possible performance. self-motivation and assessment are such as to circumnavigate the world, repeating the vocabulary, have own motivation and evaluation by interacting with friends. student self-management is such as one day must learn english and practice, memorize, 30 vocabularies. the weakness in this research is the absence of an observations, it could cause bias in the research, because after all the results of the research if only given the interview, let alone to the subject directly, it can cause bias. bias is not the data given by the respondent, because of direct interviews on the subject of this research, so the researcher should require a more objective observation and have observation sheet to cross-check whether it is true what was delivered at that time as he did. therefore, the future researchers hope that for further research is expected to improve research methods. al-lisan. journal bahasa issn 2442-8965 & e issn 2442-8973 volume 2 nomor 2agustus 2017 http://journal.iaingorontalo.ac.id/index.php/al 9 references june revell. (2008). teaching technique for communicative english. london macmillan: pres ltd. lexy j. moleong. (2000). metodologi penelitian kualitatif, (bandung: remajarosdakarya). guglielmino, l m. (1977).development of the self-directed learning readiness scale (doctoral dissertation, university of georgia). long, h b. (1989). self-directed learning: emerging theory and practice riniwidiastuti. (2007). teaching speaking through dialogue to the eleventh year student: a case study at smk muhammadiyah 1 jatinom, skripsi. surakarta: university muhammadiyah. rober lado. (2004). essential speaking skill. london: newyork press. suharsimi arikunto. (2013). prosedur penelitian suatupendekatanstatistik. jakarta: rineke cipta. sugiyono.(2014). memahami peneletian kualitatif. bandung: alfabeta. tough, a. (1971).the adult’s learning project. toronto: ontario institute for studies in education. 170 ©2019 al-lisan: jurnal bahasa (e-journal) al-lisan: jurnal bahasa (e-journal) iain sultan amai gorontalo volume 4, nomor 2, agustus 2019 issn 2442-8965 (p) issn 2442-8973 (e) http://journal.iaingorontalo.ac.id/index.php/al flashcards as a media in teaching english vocabulary la aba mrsiure2@gmail.com iain sultan amai gorontalo abstract this article aims to observe the using of flashcard as media in teaching english vocabulary. the importance of language element is vocabulary because it is the vital organ of language. teaching language needs media to deliver material to motivate the students and to put material easy to be understood. therefore, this article examines two questions, namely how flashcard was used as media in teaching english vocabulary and is flashcards media effective in teaching english vocabulary. classroom action research was used as a research method in this research. the result showed that the flashcard was prepared by teacher according to his/her creativity, such as the size and the content of words on the flashcards. the teacher used models of teaching vocabulary using flashcards, namely rhyme and lines flashcards, vocabulary introduction, find the pictures, story cards, categorizing vocabulary, and flashcard memory game. all the models have their steps. the result of research also showed that flashcard as a media is sufficient to improve the students' vocabulary. it is indicated through the achievement of a pretest, where only two (2) students have 500 words. however, 6 (six) students got 1200 words in the posttest. abstrak tulisan ini bertujuan meneliti penggunaan kartu kata sebagai media dalam pengajaran kosa kata bahasa inggris. kosa kata adalah unsur penting dari bahasa, karena merupakan organ vital dalam sebuah bahasa. pengajaran bahasa membutuhkan media untuk menyampaikan materi dalam rangka memotivasi siswa dan membuat materi yang disampaikan lebih mudah dipahami. oleh karena itu, tulisan ini menjawab dua pertanyaan penelitian yaitu, bagaimana kartu kata digunakan sebagai media dalam mengajarkan kosa kata bahasa inggris dan apakah media kartu kata efektif digunakan dalam pengajaran kosa kata bahasa inggris. penelitian ini menggunakan metode penelitian tindakan kelas hasil penelitian menunjukkan bahwa kartu kata dipersiapkan sesuai dengan kreativitas guru. misalnya dari segi ukuran dan kata-kata yang digunakan pada kata tersebut. guru menggunakan model-model pengajaran kosa kata menggunakan kartu kata, yaitu, kartu kata irama dan garis, kartu kata pengantar kosa kata, keywords: flashcard media;english vocabulary; rhyme and line flashcard http://u.lipi.go.id/1421293761 http://journal.iaingorontalo.ac.id/index.php/al 171 ©2019 al-lisan: jurnal bahasa (e-journal) kartu kata menemukan gambar-gambar, kartu kata cerita, kartu kata mengelompokkan kosa kata dan kartu kata permainan memori. setiap model-model tersebut mempunyai langkah-langkah pengajarannya tersendiri. selain itu, hasil penelitian menunjukkan bahwa kartu kata efektif digunakan dalam meningkatkan jumlah kosa kata siswa. hasil pretest menunjukkan terdapat 2 siswa yang mempunyai kosa kata 500, tetapi hasil posttest menunjukkan terdapat 6 siswa yang mempunyai kosa kata 1200. a. introduction a teaching and learning process needs to fulfill the requirements of the teaching and learning process itself. they are a method, media, and content material. those items will keep the teaching and learning run well and success. they are known as the teaching components. they have an essential role in teaching and learning because they support and relate to each other. the teaching method is method and technique which are used by the teacher in doing his/her instruction to the students, to deliver the content material and the students get knowledge about the material given. content material is a set of knowledge material which are consisted of fact, concept, principle, and generalization, which is based on the curriculum. the other components of teaching and learning are the media. media has a function to help the teaching and learning goes well because it is directing students’ motivation and making achievement in the classroom. teaching media should be various and qualified. teaching media is as graphic tools, photographic, or electronic to catch process and reconstruct information visually or verbally. learning media is media, which is deliver instructional message or information. in using various media, a teacher needs a creative mind. media is created according to students’ need by considering students’ interest, and facilities are prepared. some good media criteria are durable, interesting form and colorful, simple and easy to be applied, fix size, give the real concept, picture, or diagram, stimulate students’ abstract thinking, elicit students to be active in manipulating the media. in teaching the english language mainly in elementary school and primary school, media has a crucial role because it gives motivation to students. why motivation is fundamental in these levels because elementary and primary students do not have internal motivation, they study english because it is on their school curriculum. 172 ©2019 al-lisan: jurnal bahasa (e-journal) therefore, their internal motivation should be elicited, one way to do is creating teaching and learning media which can attract their interest and easy to be used. talking about english teaching and learning, language element is vital to be taught is vocabulary. jeremy harmer in his book the practice of english language teaching (1992) said that if language structures make up the skeleton of language, then it is vocabularies that provide the vital organs and the flesh. when structure allows us to generate sentences, then vocabulary helps us to express our meaning and thought. however, the level of an english learner, they need to study vocabulary. patsy and nina spada (2009) said that the first element of language acquisition is vocabulary. learning vocabulary can be delivered in teaching through the media of flashcards. flashcards is a set of picture cards which are equipped with a word. it is introduced by glenn doman, a brain surgery from philadelphia, pennsylvania. the pictures on the cards can be classified into animal, fruits, clothes, color, shapes, and numbers. the contents of the flashcards can be modified according to the level of students, whether they are basic, intermediate, or advanced. those paragraph above indicate that vocabulary is important to be learned when someone learn the language, however to make it easy to be understood and to attract the students’ motivation, it should be used media. flashcard becomes one of the popular media in teaching english vocabulary. therefore, this research answers the question of how flashcards were used in teaching english vocabulary and are the flashcard effective in teaching english vocabulary. this article aims to describe the process of using flashcards in teaching english vocabulary. b. research method this research used classroom action research (car) referring to the model of john elliot with four steps, namely planning, action, observation, and reflection. the syllabus and the lesson plan were prepared in the planning stage and the model of teaching english vocabulary using flashcards was included. the action was applied in two cycles, four meetings in first cycle and four meetings in second cycle. every meeting was conducted in one hour and thirty minutes. the observation step was conducted during the classroom action. based on the observation and posttest in the first cycle, the reflection step was done. the result of reflection in the first cycle was used to 173 ©2019 al-lisan: jurnal bahasa (e-journal) come to the second cycle by repairing the action step. the students’ vocabulary did not achieve the minimum standard have been determined, where at least 50% of students master 1200 words. they need additional meetings. in the second cycle, the step of research directly went to action, observation, and reflection. the observation was still done in the second cycle to check the students’ response to the activity in applying flashcard. the reflection step was done to determine whether the process of using flashcard was right. there were ten students be the samples of this research. they are at the junior high school level. c. result and discussion result the planning step both in first cycle and in the second cycle was done by preparing 6 (six) models of teaching vocabulary by using flashcards. they are listed on the lesson plan as follows: 1. rhyme and lines flashcards course : basic vocabulary grade level : beginner objectives : to learn vocabulary through short story method : group time : 90 minutes preparation : 10-15 minutes, to print and laminate the cards media needed : flashcards, lcd content material : legend of “malin kundang” description : present story with key vocabulary and pictures using flashcards and encourage your learners to interact both verbally and non-verbally through actions, mime and repetition. show the flashcard pictures as they are mentioned in the story. let the students to watch the story again, this time you only show the cards. 2. vocabulary introduction course : basic vocabulary grade level : beginner/intermediate objectives : to learn vocabulary through short story method : group 174 ©2019 al-lisan: jurnal bahasa (e-journal) time : 90 minutes preparation : 10-15 minutes, to print and laminate the cards media needed : flashcards content material :legend of “rabbit and crocodiles” description : introduce each vocabulary item with the flashcards and ask the students to explain/describe additional details (e.g. explain what an elephant looks like, how it moves, what sound it makes). 3. find the picture course : basic vocabulary grade level : beginner/intermediate objectives : to learn vocabulary through short story method : group time : 90 minutes preparation : 10-15 minutes, to print and laminate the cards media needed : picture flashcards content material : mixed picture on noun description : place the flashcards around the classroom (on the wall, door, window, chairs, floor) and ask your students to point to, or go up to the correct flashcard when they hear it. 4. story cards course : basic vocabulary grade level : beginner/intermediate objectives : to learn vocabulary through short story method : group time : 90 minutes preparation : 10-15 minutes, to print and laminate the cards media needed : picture flashcards content material : mixed picture on legend story. description : place the cards on the table and ask the students to tell you a story connecting all the pictures. 5. categorizing vocabulary course : basic vocabulary 175 ©2019 al-lisan: jurnal bahasa (e-journal) grade level : beginner/intermediate/advanced/adult objectives : to learn vocabulary through short story method : group time : 90 minutes preparation : 10-15 minutes, to print and laminate the cards media needed : picture flashcards content material : mixed pictures on animal, fruits, and household the story is “monkey and turtle” description : give each group a set of flashcards and ask the students to sort them into categories. for young children, a mix of different flashcards can be categorized into colors. for older children and adult students, use more difficult categories. for example: animal flashcards – sorted into four legs, two legs; those that can fly those that can’t. food cards can be sorted into fruits, vegetables, sweet and sour, to be eaten cooked or raw. household items can be sorted into wood, plastic, solvents and fabrics. 6. flashcard memory game course : basic vocabulary grade level : beginner/intermediate/advanced/adult objectives : to learn vocabulary through short story method : group time : 90 minutes preparation : 10-15 minutes, to print and laminate the cards media needed : picture flashcards content material : food pictures flashcard description : give each group of students a set of flashcards with two copies of each card. spread the cards face down on the table. in turn, each player turns up two cards and says what they are. if they turn up the same cards, they keep the pair and have another go. if the cards are different, they replace them and the next player has a go. the player with the most pairs is the winner. 176 ©2019 al-lisan: jurnal bahasa (e-journal) discussion the action, both in first cycle and in the second cycle was done in accordance to the model above. however, the result of posttest in the first cycle showed that the students did not achieve the minimal standard of vocabulary have been determined, namely 1200 words. the reflection result in first cycle showed that the students needed additional meetings. therefore, the second cycle was done. however, the observation sheet, both in the first cycle and in the second cycle showed that the students have high motivation in following the activity, because it is like playing game. they were put in group, and the end of action, the teacher made a competition between groups by presenting a quiz about the vocabulary have just learned. before doing the action, the students done pretest to know their prior ability. the pretest result showed that five (5) students have 100 words, three (3) students have 450 words, and two (2) students have 500 words. the result of posttest in the first cycle showed that three (3) students have 500 words, two (2) students have 800 words, and five (5) students have 1000 words. in the second cycle the result of posttest showed that two (2) students have 800 words, two (2) students have 1000 words, and six (6) students have 1200 words. the result in the first cycle and in the second cycle proven that the students will easy to remember the words given when constucting into proper media for them. it is also proven that the students will get good impression about the material, when the content material is a story. besides, it can attract the students interest, maintance the students’ memory, and increase their motivation. the impressed moment has very good impact on students’ long term memory. moreover, flashcard and legend short story material is easy to be applicated in teaching and learning process. the students can independently make his/her own flashcard and browse or download the legend short story according to their own preference. the important thing is the teacher give guidance to them to make the flashcard and to browse the story. the students who we were given treatment, got ttheir very good progress in vocabulary, because they did not only study during the teaching and learning process, but also carried their own flashcard at their house. in other words, they study independently. vocabulary is the content of language, because it is building the skeleton of 177 ©2019 al-lisan: jurnal bahasa (e-journal) language. in doing function of language as mean of communication, we need words which are giving meaning to our communication. if we are going to describe how we feel at this very moment, we have to be able to find a word which reflects the complexity of the feeling. the words we choose to use when we want to invite someone out-especially if we think they may be reluctant-can make all the difference between acceptance and refusal. teaching vocabulary is not as easy as we image, because vocabulary or word has its own component. they are meaning, pronunciation, usage, and diction. one of the problems of vocabulary teaching is how to select what words to teach. dictionaries for upper intermediate students frequently have 55,000 words or more and there may be many meanings for a word. a word is representing a small fraction of all the possible words in a language. therefore, we have to make sense of this huge list and reduce it to manageable proportions for the learners. a general principle in the past has been to teach more concrete words at lower levels and gradually become more abstract. words are such as ‘table’, ‘chair’, ‘book’, etc are easy to be introduced and understood by the students, because they appear in front of the students. the idea of teaching vocabulary by selecting words is on the track with the children development of acquiring their first language. some theories about how language is acquired have almost the same claim that language need is learned by preparing stimulus and response as stephen krashen theory in behaviorist theory, because they already have competence to say the language. it is said by noam chomsky with cognitive theory. there are some methods can be used to teach vocabulary such as using pictures, realia, etc. to direct the method then the teacher need media. one of media is teaching and learning vocabulary is flashcards. flashcard is introduced by glenn doman, a brain surgery from philadelphia, pennsylvania. nowadays, it becomes very popular as teaching media particularly for teaching english language. we can find it in many kinds of book resources and also in online references. some website offers the flashcard to teach and learn english for example, learnenglishkids.britishcouncil.org/en/flashcards. http://learnenglishkids.britishcouncil.org/en/flashcards/classroom-language-flashcards 178 ©2019 al-lisan: jurnal bahasa (e-journal) d. conclusion from the discussion above, some conclusion can be drawn as follows: flashcard is effective media to teach vocabulary because it can be modified in accordance to what the students need. flashcard is effective in maintaining the students’ interest and motivation in learning, because it is designed colorful and well-structured. legend short story is able to attract the students’ motivation to involve effectively in teaching and learning process. legend short story can be used to keep students’ long term memory, thus they will easy to memorize the vocabulary give 179 ©2019 al-lisan: jurnal bahasa (e-journal) references blundell, s., & synonyms, e. (2009). synonyms and antonyms , by james champlin. english, b. (n.d.). list of words having different meanings in british and american english, 1–52. george yule. (2006). the study of language. cambridge university press. huston, t. (2009). teaching what you don’t know. england: harvard university press. kumaravadivelu, b. (2006). understanding language. new jersey: lawrence erlbaum associates, publishers. latham-koenig, c., & latham-koenig, c. (n.d.). new english file elementary workbook. matthaioudaki, m. (n.d.). α1 level student â€tm s book for the 3rd grade thomaï alexiou. pye, g. (n.d.-a). vocabulary_in_practice_1_beginner1.pdf. cambridge university press. pye, g. (n.d.-b). vocabulary_in_practice_2_elementary1.pdf. cambridge university press. pye, g. (n.d.-c). vocabulary_in_practice_4_intermediate1.pdf. cambridge university press. scarino, a. and a. j. l. (2009). teaching and learning languages a guide. australia: geon impact printing pty ltd. thomas, s. (1999). mini flashcards picture bank. wagner, k. r. (2006). vocabulary acquisition. united states of america: the guilford press. wendy_a. s. and lisbeth h. y. (n.d.). teaching english to children. (neville grant, ed.). new york: longman. al-lisan. journal bahasa issn 2442-8965 & e issn 2442-8973 volume 2 nomor 2agustus 2017 http://journal.iaingorontalo.ac.id/index.php/al 38 the analysis on students’ translation method in label product widianingsi ramlan ramlan202@gmail.com sma negeri 1 dumoga, bolaangmongondow selatan, sulawesi utara abtract the aimed of this research were to analyze the translations method in translating label product that used by the student at eight semester english department and to find out the dominant method that used in translating label product by the students at the eight semester english department in iain sultan amai gorontalo those should be the reference material in evaluating and teaching english subject. this research used qualitative method by technique of collecting the data such as student‟s worksheet and documentations. in the technique the analyzing the data, the researcher does the steps that is reading, classifying, explaining, and drawing conclusion. the translation methods that classifying that is wordfor-word translation, literal translation, faithful translation, semantic translation, adaptation translation, free translation, idiomatic translation, communicative translation, pragmatic translation, dynamic translation, esthetic-poetic translation, and linguistic translation. the result of research showed of the methods that used in student‟ translation in label product are word-for-word translation is 13 sentences, literal translation is 24 sentences, free translation is 29 sentences, pragmatic translation is 6 sentences, and idiomatic translation is 5 sentences. thus, the dominant method that used in student‟s translation is free translation by 29 sentences. keywords: analysis, label product, student’s translation, method of translation. abstrak tujuan penelitian ini adalah untuk menganalisis metode-metode yang digunakan mahasiswa bahasa inggris semester delapan dalam menerjemahkan label produk dan menemukan metode apa yang paling banyak digunakan mahasiswa bahasa inggris semester delapan dalam menerjemahkan label produk, hal ini dapat menjdadi acuan atau rujukan untuk pembelajaran bahasa inggris. peneltian ini menggunakan penelitian kualitatif dengan tehknik pengumpulan data berupa lembar kerja mahasiswa dan dokumentasi. dalam menganalisis data, peneliti melakukan langkah-langkah yaitu membaca, mengklasifikasikan, menjelaskan, dan menggambarkan kesimpulan. metode-metode penerjemahan yang diklasifikasikan adalah penerjemahan kata demi kata, penerjemahan harfiah, penerjemahan setia, penerjemahan semantik, penerjemahan adaptasi, penerjemahan bebas, penerjemahan idiomatik, penerjemahan komunikatif, penerjemahan pragmatik, penerjemahan dinamik, penerjemahan estetik-puitik, dan penerjemahan linguistik. hasil penelitian menunjukan bahwa metode-metode menerjemahkan label produk adalah metode penerjemahan katademi-kata 13 kalimat, metode penerjemahan harfiah 24 kalimat, metode penerjemahan bebas 29 kalimat, metode penerjemahan pragmatik 6 kalimat, dan metode penerjemahan idiomatik 5 kalimat. oleh karena itu, metode yang paling banyak digunakan adalah metode penerjemahan bebas sebanyak 29 kalimat. mailto:ramlan202@gmail.com al-lisan. journal bahasa issn 2442-8965 & e issn 2442-8973 volume 2 nomor 2agustus 2017 http://journal.iaingorontalo.ac.id/index.php/al 39 a. introduction translation is useful in any aspects. many people need translation to do their activities in those aspects. since there are many appliances used in english then indonesian need their translations in order to get understand the meaning of its appliances. therefore, highly qualified translators who have good knowledge about the target language (tl) and the language they have to transform as source language (sl) are required. to produce a good translation, a qualified translator has been able to understand ideas and thought including the message expressed in the sl and representing it in the tl. according to oxford (2008), the term of „translation‟ is derived from word “translate”, it is means that put written or spoken into a different language. basil and jeremi (2004), said that translation is a phenomenon that has a huge effect on everyday life. this can range from the translation of a key international treaty to the following multilingual poster that welcomes customer to a small restaurant near to the home of one of the authors. furthermore, catford (1965) quoted by rudolf, defines that translation as the process of replacing a source language text with the target language text. he also interpreted translation as a substitution of the source language text material with the target language. and juliane (2015), define translation as the process of replacing a source language text with the target language text. he also interpreted translation as a substitution of the source language text material with the target language. based on the explanations, it can be conclude that translation is redirect source language to target language both in term of meaning or intent. language transfer can be oral or written. from the purpose of translation, the translation has an important role for transferring technology and literature in indonesia. because, variations of indonesian structure or grammar that mastered, make it difficult for us to do the transferring into english. it is not an easy thing. a translator must give the translation accurately in therefore a translator should master source language and have knowledge about the al-lisan. journal bahasa issn 2442-8965 & e issn 2442-8973 volume 2 nomor 2agustus 2017 http://journal.iaingorontalo.ac.id/index.php/al 40 target language to do the translation process easily. we must learn the ways or methods in translating such as word by word translation, literal translation, faithful translation semantic translation, free translation and etc. according to peter newmark (1988), said that there are eight translation methods. the methods in this context are principles which provide the basis of the way people translating text which obviously headed to the kinds of translation. translation can be done by choosing one of the eight methods. the methods can be classified into two: four of them are oriented in source language (sl emphasis) and the other four are oriented in target language (tl emphasis). it can be seen in the figure below: sl emphasis tl emphasis word for word translation adaptation translation literal translation free translation faithful translation idiomatic translation semantic transl communicative transl v diagram source: newmark, peter. 1988. today there is a big number of information around the world related to entertainment, sport, education, games, politic and information such as information in label product. translating label product is very important because label product is communication media for producer to consumer. label is an identity about a product. the consumers get the information about the product by the label. by the label, the consumers can distinguish between one product and another. the consumers can choose the product that they need. the existence of product labels can also dispel doubts in buying a product. thus, the correct, clear and complete about translation of label product is very important. marianne and sandra quoted by syukrianti mukhtar and muchammad nurif (2015), says labels are usually made of paper or plastic film with or without adhesives, the label explains some of the things about the product who made it, where it was made, when it was made, what it was, how it was used and how to use it safely. furthermore, ministry of education and culture (2015), explains al-lisan. journal bahasa issn 2442-8965 & e issn 2442-8973 volume 2 nomor 2agustus 2017 http://journal.iaingorontalo.ac.id/index.php/al 41 that the drug / food / drink label is the text shown on the pack / product packaging containing detailed descriptions of the product as well as how to use it. in english education department, there is a lecture about translation. the students get the lectures about translation that are theory of translation, translation practice, literal translation and translation and interpretation. by the lectures, the students get the knowledge about the theory and how to practice in translation. the lecturer gives various kinds of text for training students to increase the skill of translating. translation is not easy for students if they don‟t have the ability to translate the indonesian text to english text. many methods in translation make many using methods in student‟s translation in one object translation. this case was found in students of eighth semester english department in iain sultan amai gorontalo in translating label product. the researcher found that many methods using in translating label product. b. method descriptive qualitative method was used in this research to analysis the problem. it is a research method to describe the subject or object of the research based on the fact. then, this method describes population and evidence of the data systematically, and accurately. qualitative research is an approach to study of social phenomena. this research is used on the natural setting, so called also as the naturalistic research method. beside that the qualitative research is called as ethnography method then called the qualitative method (sugiyono, 2008). the term of naturalistic shows that the research is natural, on the normal situation without manipulate the condition, emphasize on the natural description. the process of taken the data or phenomena called as “taking of the data naturally (sugiyono, 2008). based on the explanation above, this study is designed by formulating the problem, colleting the data, analyzing the data and drawing conclusion. al-lisan. journal bahasa issn 2442-8965 & e issn 2442-8973 volume 2 nomor 2agustus 2017 http://journal.iaingorontalo.ac.id/index.php/al 42 c. result and discussion the researcher stated that the data of research were about the the translation methods that used on label product of eighth semester english education departmen at iain sultan amai gorontalo. 1. the translation methods that used on label product of english education department a) word-for-word translation method the researcher found 13 sentences used word-for-word translation method. the word-for-word method in translation sentences on label product had a types that was: tied to a word equivalent and did not change the word order. b). literal translation method the researcher found 24 sentences used literal translation method. the literal translation method in translation sentences on label product had a types that was: tied to a word equivalent, and the grammar adapt to target language. c). free translation method the researcher found 29 sentences used free translation method. the free translation method in translation sentences on label product had a types that was: did not tied to a word equivalent, give priority to the content than text form of source language. d). pragmatic translation method the researcher found 6 sentences used pragmatic translation method. the pragmatic translation method in translation sentences on label product had a types that was: the form of language is noticed, emphasize the accuracy of information, the form of the language is noticed the and add information to make translations more clear. e). idiomatic translation method al-lisan. journal bahasa issn 2442-8965 & e issn 2442-8973 volume 2 nomor 2agustus 2017 http://journal.iaingorontalo.ac.id/index.php/al 43 the researcher found 5 sentences used idiomatic translation method. the idiomatic translation method in translation sentences on label product had a type that was producing target language messages with a more natural and familiar than the source language. 2. the amount of students‟ translation method that used in label product english education department based on the data, that has been discovered by the researcher that analyzed of theory of translation method to describe then explain the method that used in label product of english education department. the amount of the sentence errors can be seen in the following table: number translation methods quantity 1 word for word translation 13 2 literal translation 24 3 free translation 29 4 pragmatic translation 6 5 idiomatic translation 5 total 77 students translation method that used in label product eighth semester english education department consist of word-for-word method, literal method, free method, pragmatic method, and idiomatic method . the word-for-word method were 13 sentences, the literal method were 24 sentences, free method were 29 sentences, the pragmatic method were 6 sentences, and the idiomatic 47 method were 5 sentences. thus, the most frequent method in students‟ translation method that used in label product at eighth semester in english education department was free translation method and the least frequent translation method that used in label product at eighth semester in english education department was idiomatic translation. in classification the method, al-lisan. journal bahasa issn 2442-8965 & e issn 2442-8973 volume 2 nomor 2agustus 2017 http://journal.iaingorontalo.ac.id/index.php/al 44 the researcher used types of translation method. the word-for-word method had types that was: tied to a word equivalent and did not change the word order. the literal method had types that was: tied to a word equivalent, and the grammar adapt to target language. the free translation method had types that was: did not tied to a word equivalent, give priority to the content than text form of source language. the pragmatic had types that was: the form of language is noticed, emphasize the accuracy of information, the form of the language is noticed the and add information to make translations more clear. the idiomatic method had type that was producing target language messages with a more natural and familiar than the source language. d. conclusions the researcher can conclude some of the conclusion are; there are translation method that used in label product at eighth semester english education department include 13 sentences of word-for-word method, 24 sentences of literal method, 29 sentences of free method, 6 sentences of pragmatic method, and 5 sentences of idiomatic method. then, the most frequent method that used in students‟ translation in label product of english education department is free translation method and the least frequent method that used in students‟ translation in label product of english education department is idiomatic translation method. the result of this research indicates to existence inconsistent in the translation method to translate the text. the translation not only uses one method but also some methods to translate one text. we will difficult to find one text of translation that only uses one translation method. therefore, inconsistent translation methods for translating the text were showed in this research. al-lisan. journal bahasa issn 2442-8965 & e issn 2442-8973 volume 2 nomor 2agustus 2017 http://journal.iaingorontalo.ac.id/index.php/al 45 references basil hatim and jeremi munday. (2004). translation an advanced resource book. new york: routledge. buku bahasa inggris. (2015). think globally act locally : buku guru. jakarta: kementrian pendidikan dan kebudayaan. juliane house. (2015). translation quality assessment. new york: routledge. oxford. (2008). oxford learner’s pocket dictionary. new york: oxford university press. peter newmark. (1988). a textbook of translation. new york: prentice hall international. rudofl, nababan. (2008). teori menerjemahkan bahasa inggris. yogyakarta: pustaka pelajar. sugiyono. (2008). metode penelitian kualitatif. bandung: alfabeta. ----------. (2008). metode penelitian kuantitatif, kualitatif, r&d. bandung: alfabeta. syukrianti mukhtar and muchammad nurif. (2015). peranan packaging dalam meningkatkan hasil produksi terhadap konsumen. jurnal sosial humaniora, 8, 2, 185. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 60 the students’ priority skill of english needs by the eleventh grade students at smk toraja wisata markus deli girik allo, herni pabisa 1) markusdeli@ukitoraja.ac.id, 2) hernipabisa@yahoo.com 1,2) universitas kristen indonesia toraja abstract the objective of the research is to find out the student's priority skill of english needs by the eleventh grade students of smk toraja wisata. this research employed nonexperimental design. the population of this research was the eleventh grade students of smk toraja wisata academic year 2015/2016, there were 20 students as a population and divided into two department are perhotelan and kesehatan department, the sample of the research was the students of perhotelan department, the researcher used random sampling technique with the numbers of sample was 10 students of perhotelan department from the eleventh grade students and the writer used one only instrument, namely questionnaire. the result of data analysis collected through the questionnaire showed that from the15 items questionnaire, there are 12 items which speaking occupy the first priority with average value: for questionnaire 1 until 6 with average values 4.50 was important, 4.70, 4.60, 4.50, 4.80 and 4.75 were very important. in the questionnaire 7 and 8 speaking not occupy the first priority because listening and reading occupy the first priority with the average value of 4.70 was very important, and questionnaire 8 with average value 4.60 was very important. then questionnaire 9 until 12 with average values 4.55 of 4.80, 4.70 were very important, and 4.10 were important. next questionnaire 13 speaking also not occupy the first priority because listening is occupy the first priority with average value of 4.70 was very important. and the last questionnaire 14 and 15 speaking occupy the first priority with average values 4.90 and 4.90 were very important classification. based on the data analysis above, it is inferred that the student's priority skill of english needs by the eleventh grade students at smk toraja wisata is speaking. key words: students' priority skill, english needs mailto:markusdeli@ukitoraja.ac.id journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 61 a. introduction english for specific purposes (esp), was specialized english for teaching english language including business english, technical english, scientific english, english for medical professionals, english for waiters, english for tourism, and english for art purposes. english for tourism to teaching about improve their overall english communication skills, develop english language skills for working in the tourism; develop their knowledge and understanding of tourism the communication skills needed to work in the tourism industry. skill is the combination of ability, knowledge, and experience that enables a person to do something well. in english, there are four major skills such as speaking, listening, writing and reading. speaking is the productive skill. it could not be separated from listening. when we speak we produce the text and it should be meaningful. in the nature of communication, we can find the speaker, the listener, the message and the feedback. speaking could not be separated from pronunciation as it encourages learners to learn the english sounds. listening is the process of understanding speech in a first or second language. it means that listening is one of major skill that every english student must have. practically, there are still many people who have lack of listening skill than other skill, especially it is the common problem the mostly student had. for example when the student could speak english fluently but she could not identify what the native speaker said. it could be influenced by neither the speed of speech that is too fast nor the low responses skill of what they heard. writing is the ability to put pen and paper to express ideas through symbols, this way, representations on the paper will have meaning and content that could be communicated to other people by the writer. and reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). it is a means of language acquisition, of communication, and of sharing information and ideas. like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language. when students of smk pariwisata are learning english, they will learn language skills, but usually, teachers do not teach skills suitable to the student's needs, it is because the curriculum sometimes is different to the students needs of learning english or teachers do not know what exactly skills that the students need to learn english. because the skill is needed in each school or department is different. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 62 therefore, skill in english is needed by the students and the main priorities especially in english at smk pariwisata. english teaching in smk pariwisata teach about specific english for hotel, tour guides, and restaurant, which can help students who have the interest to work in the world of tourism. by considering the explanation above, the researcher wants to know what priority skill that students need to english is. whether speaking, listening, writing or reading. therefore, the researcher chose the title “the students' priority skill of english needs by the eleventh-grade students at smk toraja wisata". b. review of literature 1. need analysis the term ‘need analysis’ has featured prominently in the literature of language teaching in last 1920s (example. hutchinson and waters 1987 at all) most of them have focused on learners’ communicative needs but teachers' needs are treated as a part of the situational analysis that is general parameters of a language program. in the 1970s the formal concept of needs analysis was largely established by council of europe modern language project group in the field of esp. this group aimed to promote language learning in europe and offered guidance and support to many ‘partner for learning’ whose cooperation was necessary for creation to the needs of the learners as well as of the society. there are some opinions and definitions of needs such as " richards (2001: 54) ‘needs' is the term used to refer to “want, desires, demands, expectation, motivation, lacks, constraints, and requirements”. it was introduced largely through esp movement” the demand for specialized language program grew and applied linguistics increasingly began to employ needs analysis procedures in language teaching in the 1960s, then in 1980s, in many parts of the world a" need-based philosophy ” emerged in language teaching, particularly in relation to esp and vocational oriented program design”. brindly (1984: 28), the term ‘needs' is something used to refers wants, desires, demands, expectations, and motivating lack constraints, and requirements. needs are often described in term of a linguistic deficiency, it means that describing the distinguishing between what he or she should be able to do. it means that ‘needs' have real objectives and wait to be identified and analyzed. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 63 robinson (1991) states out “five different meanings and types of needs” : (1) needs can refer to students' study or job requirement, that is, what they are going to do at the end of their language study. it means that it is a goal-oriented of needs, (2) needs can mean what the user of institutions or society regards as desirable to be learned from a program of language instruction, (3) the consideration to what the students need to do actually acquire the language. that is a process-oriented meaning of needs and related to transitional behavior, the means of learning. and (4) needs is what the students themselves would like to get from the language course. this view of needs implies that students or jobs, and (finally) needs to be interpreted as lack, that is, what the students do not know or cannot do in language”. hutchinson and waters (1987: 54 ) divided “needs” into two divisions ‘target need and learning need’ where target needs are what the learners' needs to do in the target situation, and learning needs are what the learners' needs to do in order to learn. target needs include necessities, lack, and want. necessities refer to the type of needs determined by the demand of target situation, that is what the learner has to know in order to function effectively in the target situation, lack refers to the gaps between what the learner knows, and wants are interpreted as what are the learner think their needs”. based on the definition above, the writer concludes that the needs are term refer used to refers wants, desires, demands, expectations, and motivating lack constraints, and requirements. 2. the objective of need analysis the term ‘need' is not straight forward as it might appear, and hence the term is sometimes used to refer to wants desire, demands, expectation, motivation, lacks, constrains, and requirements (brindley 1984:28). need are often described in term of a linguistic deficiency, that is, describing the different between what a learner can presently do in a language and what he or she should be able to do. this suggests that need objective reality and are simply they are waiting to be identified and analyzed. porccher (1977, in brinley, 1984:29). often does different perspective: the need is not a thing that exists and makes the encountered ready-made on the street. it is a thing that constructed the center conceptual network and the product of a number of epistemology call choices (which are not innocent themselves, of course).” need often described in term of language needs, that is, as a language needed to survive in an english dominant society. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 64 according to richard (2001:55), the need analysis can do for several of different users. for example, when do need analysis to help revise secondary english curriculum in the country, the last user includes: 1. curriculum official at service education that possible want uses that information to evaluate syllabus, curriculum, and the material. 2. the teacher who will teach from the new curriculum, 3. the student who will be taught from curriculum, 4. the writer who is preparing the new learning book, 5. testing personnel, who are involved in developing end-of-school assessments 6. the staff of tertiary institutions, who are interested in knowing what the expected level will be of the students existing the schools and what problem they face. 3. the concept of language languages are generally taught and assessed in terms of the ‘four skills’: listening, speaking, reading, and writing. listening and reading are known as ‘receptive’ skills while speaking and writing are known as ‘productive’ skills. all language learners will need to develop their skills in each of these areas, and your language classes should incorporate activities related to all these skills. below are some practical steps you can take to develop these skills outside the classroom – remember you will also want to think about your current language level and priorities for learning in each area”. in accordance with helen (2013) when we learn a language, there are four skills that we need for complete communication. when we learn our native language, we usually learn to listen first, then to speak, then to read and finally to write. therefore, language is the ability to acquire and use complex systems of communication, particularly the human ability to do so, and a language is any specific example of such a system. orwig (1999) argues that there are four basic skills in the english language. they are listening, speaking, reading, and writing, it is illustrated as follows: 1) listening listening is the language skill which learners usually find the most difficult skill because they feel under unnecessary pressure to understand every word. listening comprehension is the receptive skill in the oral mode. when people speak of listening what they really mean is listening and understanding what they hear. in the first language, people have all the skills https://en.wikipedia.org/wiki/communication https://en.wikipedia.org/wiki/human journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 65 and background knowledge they need to understand what they hear. further, he classifies it into two kinds of listening situations: a) interactive b) non-interactive interactive listening situations include face-to-face conversations and telephone calls, in which the learners alternately listen and speak, and people have a chance to ask for clarification, repetition, or slower speech from our conversation partner. some noninteractive listening situations are listening to the radio, tv, films, or lectures. 2) speaking speaking is the productive skill in the oral mode. it is classified into three speaking situations: a) interactive, b) partially interactive c) non-interactive furthermore, he put forward the three speaking situations. interactive speaking situations include face-to-face conversations and telephone calls, in this case, the speakers alternately exchange messages and they have chances to ask for clarification or repetition. some speaking situations are partially interactive, such as when giving a speech to a live audience. the speaker nevertheless can see the audience and judge from the expressions on their faces and body language whether or not he or she is being understood. noninteractive speaking is when the speaker giving a speech, not to a live audience, such as the speakers in radio or tv. 3) reading reading is the receptive skill in the written mode. it can develop independently of listening and speaking skills but often develops along with them, especially in societies with a highly-developed literary tradition. reading can help build the vocabulary that further helps listening comprehension, particularly at the later stages. 4) writing writing is the productive skill in the written mode. it is more complicated than it seems at first and often seems to be the hardest of the skills, even for native speakers of a journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 66 language, since it involves not just a graphic representation of speech, but the development and presentation of thoughts in a structured way. c. research method in this research, the writer used quantitative research. it aims to find out the description of the students' priority skill of english needs by the eleventh-grade students at smk toraja wisata. the number of the eleventh-grade students at smk toraja wisata academic year 2015/2016 was too large, so the researcher used the random sampling technique to choose the sample. the research chose the perhotelan department in the class eleventh grade students as the respondent of this research. there were 10 students in the department. research instrument of this study was the questionnaire. questionnaire aimed to find out the students' priority skill of english needs by the eleventh-grade students at smk toraja wisata. data that are obtained from questionnaires then was analyzed qualitatively. in order to find out the answer of research questions, then the writer analyzed the data by classifying it into score level, with the following procedure: the ‘importance score’ of english skills used in the classroom, the researcher gives a score one to five, with the following level. table 3.1: score level score important level 1 unimportant 2 less important 3 undecided 4 important 5 very important journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 67 in this research the writer used descriptive analysis technique to find out the average score students, by using the following formula: (gay 2006:320) n x x   where:    score total x scoremean x n = number of respondent the average score of the respondents' perception of the student's needs for english then was converted into the following scale: 0.00 – 1.50 unimportant 1.51 – 2.50 less important 2.513.50 undecided 3.51 – 4.50 important 4.515.00 very important d. discussion in order to find out the answer to research questions, then the writer analyzed the data by classifying it into score level, with the following description: priority scale questionnaire 1: this item deals with the tourism students expected to use english skills in learning english. all of the respondents recognized the importance of reading, writing, speaking and listening in learning english, as displayed in the following diagram: journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 68 diagram 4.1 the average score of important of english for tourism students based on the data above the description of the questionnaire 1, it is obvious that the tourism student expected to use english skills in learning english at smk toraja wisata based on the diagram analysis, the first priority is speaking with average value 4.50. the second priority is listening with average value 4.10 and the third priority is reading with average value 3.80 and the last priority is writing with average value 3.60. questionnaire 2: this questionnaire deals with the important to success in course of studying english abilities for tourism students. part of respondents recognized that listening and reading is important to success in course of studying english abilities, but writing is undecided. the other respondents recognized that speaking is very important to success in course of studying english abilities, as displayed in the following diagram: diagram 4.2 the average score of important to success in study the following skills abilities the important to success in course of studying english abilities for tourism students at smk toraja wisata based on the diagram. the first priority is speaking with average value 4.70. the second priority is listening with average value 3.90 and the third priority is reading, with average value 3.60 and the last priority is writing with average value 3.40. 4.10 4.50 3.80 3.60 0.00 1.00 2.00 3.00 4.00 5.00 listening speaking reading writing 0.00 5.00 listening speaking reading writing 3.90 4.70 3.60 3.40 journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 69 questionnaire 3: this item deals with the important use of skills for looking information about tourism industry for tourism students. part of respondents recognized that listening is important, reading and writing is undecided to success in course of studying english abilities. the other respondents recognized that speaking is very important to use the following skill for looking a job in the hotel. as displayed in the following diagram: diagram 4.3 the average score of important use the following skills, for looking information about tourism industry the important to use the following skills for looking information about tourism industry for tourism students at smk toraja wisata based on the table analysis, the first priority is speaking with average value 4.60. the second priority is listening with average value 4.10 and the third priority are reading and writing with average value 3.50 questionnaire 4: this item deals with the important use of the following skills for looking a job in the hotel for tourism students. part of respondents recognized that speaking, listening, reading and writing is important for looking a job in the hotel. as displayed in the following diagram diagram 4.4 the average score of important use of the following skills, for looking a job in the hotel 4.10 4.60 3.50 3.50 0.00 1.00 2.00 3.00 4.00 5.00 listening speaking reading writing 4.50 4.50 3.60 4.20 0.00 1.00 2.00 3.00 4.00 5.00 listening speaking reading writing journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 70 the important to use of the following skills for looking a job in the hotel for tourism students at smk toraja wisata based on the diagram analysis, the first priority is speaking and listening with average value 4.50. the second priority is writing, with average value 4.20 and the third priority is reading with average value 3.60. questionnaire 5: this item deals with the important use of skills for looking a job in the restaurant for tourism students. part of respondents recognized that listening, reading and writing is important for looking a job in the restaurant. the other respondents recognized that speaking and listening is very important to use the following skill for looking a job in the restaurant. as displayed in the following diagram: diagram 4.5 the average score important use the following skills, for looking a job in the restaurant the important to use of skills for looking a job in the restaurant for tourism students at smk toraja wisata based on the diagram analysis, the first priority is speaking with average value 4.80. the second priority is listening with average value 4.30 and the third priority is writing with average value 4.00 and the last priority is reading with average value 3.90. questionnaire 6: question number 6 described information about the important use the skills in tourism industry especially guide. part of respondents recognized that listening, writing and reading is important in tourism industry especially guide. the other respondents recognized that speaking is very important to use the following in tourism industry especially guide, as displayed in the following diagram: 4.30 4.80 3.90 4.00 0.00 1.00 2.00 3.00 4.00 5.00 6.00 listening speaking reading writing journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 71 diagram 4.6 the average score of important use the following skills, in tourism industry especially guide the important to use the following skills in tourism industry especially guide for tourism students at smk toraja wisata based on the diagram analysis, the first priority is speaking with average value 4.70. the second priority is listening with average value 4.40 and the third priority is writing with average value 3.80 and the last priority is reading with average value 3.80. questionnaire 7: this question deals with the important use of skills in tourism industry especially travel agency. part of respondents recognized that reading, writing, and speaking is important in tourism industry especially travel agency. the other respondents recognized that listening is very important to use the following in tourism industry especially travel agency. as displayed in the following diagram diagram 4.7 the average score of important use the following skills in tourism industry especially travel agency based on the data above the description of item 7, it can be presented as follows: the important to use the skills in tourism industry especially guide for tourism students at smk toraja wisata based on the diagram analysis, the first priority is listening with average 4.40 4.75 3.70 3.95 0.00 1.00 2.00 3.00 4.00 5.00 listening speaking reading writing 4.70 4.40 4.20 4.00 3.50 4.00 4.50 5.00 listening speaking reading writing journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 72 value 4.70. the second priority is speaking with average value 4.40 and the third priority is reading with average value 4.20 and the last priority is writing with average value 4.00. q questionnaire 8: this question deals with the important use of skills as a chef in the restaurant. part of respondents recognized that listening and speaking is important and writing is undecided as a chef in the restaurant. the other respondents recognized that reading is very important as a chef in the restaurant. as displayed in the following chart: diagram 4.8 the average score of important use the following skills as a chef in the restaurant the important to use the following as a chef in the restaurant for tourism students at smk toraja wisata based on the diagram analysis, the first priority is reading with average value 4.60. the second priority is speaking with average value 4.40 and the third priority is listening with average value 4.20 and the last priority is writing with average value 2.60. questionnaire 9 described information deals with the important use the following skills as a waiter in the restaurant. part of respondents recognized that listening, speaking, reading and writing is important as a waiter in the restaurant. as displayed in the following diagram: diagram 4.9 the average score of important use the following skills as a waiter in the restaurant 4.20 4.40 4.60 2.60 0.00 1.00 2.00 3.00 4.00 5.00 listening speaking reading writing 4.45 4.55 4.05 4.00 3.60 3.80 4.00 4.20 4.40 4.60 listening speaking reading writing journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 73 the important to use the following as a waiter in the restaurant for tourism students at smk toraja wisata based on the table analysis, the first priority is speaking with average value 4.50. the second priority is listening with average value 4.40 and the third priority is speaking with average value 4.30 and the last priority is writing with average value 3.60. questionnaire 10: questionnaire 10 deals with the important use the following skills as a waiter in the hotel. part of respondents recognized that listening, reading, and writing are important as a waiter in the restaurant. the other respondents recognized that listening and speaking is very important as a waiter in the restaurant. as displayed in the following diagram: diagram 4.10 the average score of important use the following skills, as a waiter in the hotel the important to use the following as a waiter in the hotel for tourism students at smk toraja wisata based on the diagram analysis, the first priority is speaking with average value 4.80. the second priority is listening with average value 4.60 and the third priority is speaking with average value 4.10 and the last priority is writing with average value 4.00. questionnaire 11: this item deals with the important use the following skills as a receptionist in the restaurant. part of respondents recognized that listening, reading and writing is important as a receptionist in the restaurant. the other respondents recognized that speaking is very important as a receptionist in the restaurant. as displayed in the following diagram: 4.60 4.80 4.10 4.00 3.60 3.80 4.00 4.20 4.40 4.60 4.80 5.00 listening speaking reading writing journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 74 diagram 4.11 the average score of important use the following skills, as a receptionist in the restaurant the important to use the following as a receptionist in the restaurant for tourism students at smk toraja wisata based on the diagram analysis, the first priority is speaking with average value 4.70. the second priority is writing with average value 4.40 next the third priority is listening with average value 4.30 and the last priority is reading with average value 3.90. questionnaire 12: described information deals with the important use the following skills as a receptionist in the hotel. part of respondents recognized that speaking, listening, reading and writing is important as a receptionist in the hotel. as displayed in the following table: diagram 4.12 the average score of important use the following skills, as a receptionist in the hotel the important to use the skills as a receptionist in the hotel for tourism students at smk toraja wisata based on the diagram analysis, the first priority is speaking with average value 4.10. the second priority is reading with average value 4.00 and the third priority is writing with average value 3.80 and the last priority is listening to average value 3.70. 4.30 4.70 3.90 4.40 0.00 1.00 2.00 3.00 4.00 5.00 listening speaking reading writing 3.70 4.10 4.00 3.80 3.50 3.60 3.70 3.80 3.90 4.00 4.10 4.20 listening speaking reading writing journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 75 questionnaire 13: described information deals with the important use the following skills as a manager in the restaurant. part of respondents recognized that speaking, reading, and writing is important as a receptionist in the restaurant. the other respondents recognized that listening is very important as a manager in the restaurant. as displayed in the following diagram: diagram 4.13 the average score of important use the following skills, as manager in the restaurant the important to use the skills as a receptionist in the restaurant for tourism students at smk toraja wisata based on the table analysis, the first priority is listening with average value 4.70. the second priority is speaking with average value 4.40 and the third priority is reading and writing with average value 4.30. questionnaire 14: this question deals with the important use of skills as a manager in the hotel. part of respondents recognized that listening, reading, and writing are important as a receptionist in the hotel. the other respondents recognized that speaking, reading, and speaking is very important as a manager in the hotel. as displayed in the following diagram: diagram 4.14 the average score of important use the following skills, as a manager in the hotel the important to use the following as a manager in the hotel for tourism students at smk toraja wisata based on the table analysis, the first priority is speaking with average value 4.90. the second priority is reading with average value 4.30 and the third 4.70 4.40 4.30 4.30 4.00 4.20 4.40 4.60 4.80 listening speaking reading writing 4.20 4.90 4.30 4.50 3.50 4.00 4.50 5.00 listening speaking reading writing journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 76 priority is listening with average value 4.20 and the last priority is listening to average value 4.00. questionnaire 15: this item deals with the important use the following skills work in government tourism office. part of respondents recognized that listening and writing are important as a receptionist in the hotel. the other respondents recognized that speaking and reading are very important as a manager in the hotel. as displayed in the following diagram: diagram 4.15 the average score of important use the following skills, work in government tourism office the important to use the following as a manager in the hotel for tourism students at smk toraja wisata based on the table analysis, the first priority is speaking with average value 4.90. the second priority is reading with average value 4.60 and the third priority is writing with average value 4.50, and the last priority is listening with average value 3.80. this section deals with the discussion of the result of the data analysis. the analysis aims at describing the student's priority skill of english needs by the eleventh-grade students of smk toraja wisata. need are often described in term of a linguistic deficiency, that is, describing the different between what a learner can presently do in a language and what he or she should be able to do. this suggests that need objective reality and are simply they are waiting to be identified and analyzed. porccher (1977, in brinley, 1984:29). often does different perspective: the need is not a thing that exists and makes the encountered ready-made on the street. it is a thing that constructed the center conceptual network and the product of a number of epistemology call choices (which are not innocent themselves, of course).”need often describes in term of language needs, that is, as a language needed to survive in an english dominant society. 3.80 4.90 4.60 4.50 0.00 1.00 2.00 3.00 4.00 5.00 6.00 listening speaking reading writing journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 77 the student’s priority skill of english needs by the eleventh-grade students of smk toraja wisata is speaking. it can be proved from the mean score gathered from the 15 items questionnaire; there are 12 items which speaking occupies priority 1, with average value: for questionnaire 1 until 6 with average values 4.50 was important, 4.70, 4.60, 4.50, 4.80 and 4.75 were very important. in the questionnaire 7 and 8 speaking not occupy the first priority because listening and reading occupy the first priority with the average value of 4.70 was very important, and questionnaire 8 with average value 4.60 was very important. then questionnaire 9 until 12 with average values 4.55 of 4.80, 4.70 were very important, and 4.10 were important. next questionnaire 13 speaking also not occupy the first priority because listening is occupied the first priority with the average value of 4.70 was very important. and the last questionnaire 14 and 15 speaking occupy the first priority with average values 4.90 and 4.90 were very important classification. therefore, from 15 items questionnaire, speaking occupy the first priority from 12 items questionnaire were: 1, 2, 3, 4, 5, 6, 9, 10, 11, 12, 14, and 15. and then listening occupies the first priority from 2 items were item 7 and 13. and the last reading occupies the first priority from 1 item was item 8. e. conclusion based on the findings and discussions of the previous chapter, the writer concluded that the student's priority skill of english needs by the eleventh-grade students at smk toraja wisata is speaking. journal al-lisan issn 2442-8965 & e issn 2442-8973 volume 3 nomor 1 -februari 2018 http://journal.iaingorontalo.ac.id/index.php/al 78 references amiruddin, wachid in http://makalah07.blogspot.co.id/2012/10/need-analysisgoal-and objectivematerials.html accessed, november 6. 2015 brindley, g.1984. needs analysis and objective setting in the adult migrant education program. sydney: nsw adult migrant education service. gay, l. r. 2006. educational research: competencies for analysis & application (8th ed). new jersey: merril prentice hall. geok helen .2013. the four skills. retrieved november 8, 2015 http://www.slideshare.net/helenyong/english-language-32336556 hutchinson, t and waters,a 1987. english for specific purposes' a learning-centered approach’ new york: cambridge university press. misuzu, m. and john t. .2005. needs analysis for nursing students utilizing questionnaires and interview. kawasaki journal of medical welfare orwig, carol j. 1999. guidelines for a language and cultural learning program version 3.5. www.lingualinklibrary.org. pongsapan nehru p. 2015. english for specific purposes’ english education department: christian university of indonesia toraja. richard, jack.2001.curriculum development in language teaching. usa; cambridge university press. robinson, p. 1991. esp today: a practitioner's guide. prentice hall. uk: prentice hall international (uk) ltd. triyuana, esti kurniasari .2013. an analysis of the learners’ needs of english for specific purposes at smk tri guna bhakti surabaya’ http://ejournal.unesa.ac.id/index.php/retain/article/view/4216 retain | vol 1, no 3, (2013) http://makalah07.blogspot.co.id/2012/10/need-analysisgoal-and%20objectivematerials.html http://makalah07.blogspot.co.id/2012/10/need-analysisgoal-and%20objectivematerials.html http://www.slideshare.net/helenyong/english-language-32336556 http://www.lingualinklibrary.org/ http://ejournal.unesa.ac.id/index.php/retain/article/view/4216 http://ejournal.unesa.ac.id/index.php/retain/ http://ejournal.unesa.ac.id/index.php/jmtp/issue/view/326 al-lisan. journal bahasa issn 2442-8965 & e issn 2442-8973 volume 2 nomor 2agustus 2017 http://journal.iaingorontalo.ac.id/index.php/al 25 a study on students’ difficulties in listening at students class xi in ma al-munawwarah paguyaman nur fitriyani rahim nurrahim22@gmail.com ma al munawarah, paguyaman abstract the objective of this research was to find the cause of students’ difficulties in listening grade xi in ma al-munawwarah paguyaman. this type of research was descriptive qualitative method by using qualitative approach (qualitative research). this research was conducted at ma al-munawwarah paguyaman. the subject of research were the students of grade xi consist of 16 people. data collection techniques used structured interviews and interviews guideline. data analysis in this research used interactive model analysis. the result revealed that students have difficulty in listening to english text on linguistic factors and nonlinguistic factors such as lack of motivation, material duration, and difficulty concentrating. keywords: listening, difficulty, english subtitle abstrak tujuan penelitian ini adalah untuk menemukan penyebab kesulitan siswa dalam menyimak pada siswa kelas xi di ma al-munawwarah paguyaman. jenis penelitian ini adalah metode deskriptif kualitatif dengan menggunakan pendekatan kualitatif (qualitative research). penelitian ini dilaksanakan di ma al-munawwarah paguyaman, subjek penelitian adalah siswa kelas xi berjumlah 16 orang. tehnik pengumpulan data yang digunakan adalah wawancara terstruktur yang menggunakan pedoman wawancara. analisis data pada penelitian ini menggunakan analisis model interactive. hasil penelitian mengungkapkan bahwa siswa memiliki kesulitan dalam menyimak text berbahasa inggris pada faktor linguistik dan faktor non-linguistik. faktor linguistic seperti kurangnya penguasaan kosakata, aksen, dan kurangnya pemahaman pada text. faktor non linguistik seperti kurangnya motivasi, kualitas materi, durasi materi, dan sulit berkosentrasi. mailto:nurrahim22@gmail.com al-lisan. journal bahasa issn 2442-8965 & e issn 2442-8973 volume 2 nomor 2agustus 2017 http://journal.iaingorontalo.ac.id/index.php/al 26 a. introduction the first communication skill we engage in the moment we are born is listening. it is how we learn and acquire language. speaking and listening, then, are always interrelated. however, although it is our first communicative behavior, listening is usually our most underdeveloped communication skill. lisa (2008), says listening skill is viewed as the most common communicative action in routine life. morley points out "we can expect to listen twice as much as we speak, four times more than we read, and five times more than we write. listening is the key to all effective communication, because we understand purpose after listen them. when we can not listen correctly, we may have a poor understanding (ur, p, 1984). rost (2004), also says that listening is an active process requiring participation on the part of the listener. it seems that the communication involves the speaker and the listener. the listeners can understand well if they can hear what the speaker says. in the other words, long (1989), argued that the communication will run well since there is an understanding lecturer the speaker and listener. furthermore, listening is important skill and it is needed by the students ‟ to improve their english skills”. according to permendiknas the objective of teaching listening for senior high school is students‟ comprehend 2 the meaning in oral functional text and simple monologue in descriptive and procedure to interact each other. however, there are some common problems faced by students in learning listening skill. one of them is they are not familiar with the spoken words and foremost they miss catch the word. hassan said that the differences of the sound system between the (li) and the (l2), the inconsistency of some sounds in english language, the mother tongue interference and the influence of spelling on pronunciation. besides, they are lack of understanding the whole spoken text. in this case, listening becomes complex skill since they are lack of ability to catch the word, grab the meaning of the word, and also comprehend the spoken text. the students‟ also cannot hear the pronunciation clearly and it becomes problem for them. in fact there are some common problems students’ faces in learning to listening. one is that they are not familiar with the spoken words and especially they al-lisan. journal bahasa issn 2442-8965 & e issn 2442-8973 volume 2 nomor 2agustus 2017 http://journal.iaingorontalo.ac.id/index.php/al 27 miss the word catch. hassan says that the difference between the sound system (li) and (l2), inconsistency of some sounds in english, mother language disorder and spelling effect on pronunciation. in this case, listening to be a complex skill because they lack the ability to capture the word, understand the meaning of the word, and also understand the spoken text. the students "also cannot hear the pronunciation clearly and this is a problem for them (wang zhanming, 2014). previously the researcher has conducted research on the place of observation that is already planned. according to the observation of the condition of the troubled child in listening can be seen from the learning situation in the classroom. for example when teachers say the word "ship" they mean "sheep", besides that most of the students do not know the meaning of the word in english which is spoken or heard because of the limitations of their english vocabulary, and not the concentration on the material being heard. b. method the research about study on students’ difficulties in listening included in field research is a study conducted by doing a review to the field or research location. this research using qualitative research and type of research is qualitative descriptive. the qualitative research is called as ethnography method then called the qualitative method (sugiyono, 2008). technique of data collection in this research are interview and documentation. and data analysis by patton cited by sugiyono data analysis is the process of searching and compile systematically data obtained from interviews, field notes, and documentation by organizing data into the pattern, choosing which is important and that will be studied, and make conclusions so easily understood by yourself and other people. al-lisan. journal bahasa issn 2442-8965 & e issn 2442-8973 volume 2 nomor 2agustus 2017 http://journal.iaingorontalo.ac.id/index.php/al 28 c. result and discussion researcher conducted interviews with students at ma al-munawwarah paguyaman class xi totaling 16th students each student was given sixteen the same question, the results of the interviews every student described follows as: the first question is "do you interested in learning english? on the first question the results obtained that from 16th students there were 12nd students interested in learning english. they answered that they interested learning english because a non linguistic factors, a way of explaining the teacher who easily understood, and the future goals to become an english teacher. then 4th students answered not interested in learning the english language because linguistic factors, such a difficult learning tense and lack of vocabulary which became the cause of they were not interested in learning english. based on the answers can be concluded that the ability of the teacher to explain the material to become a causes for students feels interested in learning english. next on the second question "do you interested in learning listening?" from the result interview was conducted that of 16th students there were 10th students interested in learning. they were interested in learning listening because the non linguistic aspects as well as, like the songs, stories, and conversation in english. then there are 5th students answered sometimes like the english lessons, the reason is because it was difficult in learning listening, but interest learning listening when the text given in the english-language songs, and some were answered, be interested learning listening when the material given the short duration. then 1th student answered that he did not like learning listening because lack of controlled vocabulary so unable to understand the content of the text. from the answers it can be concluded that the existence of the interest of students in learning listening because the interest is the primary base needed someone in particular learning listen to english or other foreign languages. al-lisan. journal bahasa issn 2442-8965 & e issn 2442-8973 volume 2 nomor 2agustus 2017 http://journal.iaingorontalo.ac.id/index.php/al 29 the third question: "do the teacher use record is clearly while teaching listening?" the answers to these questions obtained from that of 16th students, there were 3rd people answer yes, they answered that teachers often use a recording with good quality while teaching listening processed. in addition to the answers of the students there are 13rd students given different answers sometimes teachers provide audio material with not clearly when studying listening. from the answers given, the number of students were answered sometimes a lot more than the number of students answered often. the recording quality is a factor when a person is required to listen to the foreign text. listeners will easily understand and listen when recording quality is good and clear but if the quality of the record is low it will be difficult by the listener understand the foreign text. next the fourth question: "do you able to hear and understand the content of dialogue or monologue in english when low recording quality?" on this question the answer is obtained that all students answered yes, that difficult listen because the quality of the recording is low, they can't listen to the content of the dialog by either making it difficult to understand the meaning of the text with good when listening to the dialogue or monologue in english. so listeners can listen well when given good quality recordings. the fifth question: "do you listen to dialogue or monologue in english that uses native speakers?" there were 4th students answered often listen to dialogue or monologue in english when they studied in the class and at the home. when they are at the home they listen to english songs only. then there were 12nd students answered that they follow the dialogues or monologue in english only when learning listening in schools only and never listen to dialogue or monologue to speak english at home. from these answers can be defined that most students don't conducted listening text in english at the time was outside the school. although on previous question they stated that they are interested in learning listening in class but their interest in learning the listening in schools only. al-lisan. journal bahasa issn 2442-8965 & e issn 2442-8973 volume 2 nomor 2agustus 2017 http://journal.iaingorontalo.ac.id/index.php/al 30 then sixth question "do you understand the content of dialogue or monologue in english that uses native speakers?” from 16th students, there were 12nd students answered that they can understand the content of dialogue or monologue in english if the material to be heard is the short duration of the material, a little foreign vocabulary, and the clear accents of native speakers. furthermore there were 4th students answered that they were difficult to hear and understand the content of dialogue or monologue in english if you use native speakers because of the accents change they could be difficult to translate it. for example the word first is sometimes pronounced fist, fest. they will be able to understand when heard through a non native speaker or teacher. next question number seven is “do you find unfamiliar vocabulary when listening to dialogue or monologue in english while learning listening?" on this question the results obtained that all students answered yes, they answered that there were many foreign vocabulary or vocabulary that is the first time they hear that often found on text when learning listening. the number of foreign vocabulary that is found in a text listening to 6th foreign vocabularies usually appears on the material like news, announcements, and stories. other vocabulary is the vocabulary they have ever heard but they don’t known means. mastery of the vocabulary needed in skills listening text in english and other foreign language text. then the eighth question: "do you able to understand the content of dialogue or monologue in english if you find unfamiliar vocabulary when learn listening?" from the results interview that of 16th students, there were 3rd students answered that can sometimes understand the content of the materials if foreign vocabulary in text is little. then there were 13rd the students answered no, they cannot understand because foreign because so many foreign vocabulary so they do not understand the meaning of text". al-lisan. journal bahasa issn 2442-8965 & e issn 2442-8973 volume 2 nomor 2agustus 2017 http://journal.iaingorontalo.ac.id/index.php/al 31 the ninth question ""do you listen to dialogue or monologue in english with the contents of text length and speed?" there were 3rd students answered yes, namely dion, yuliyanti, and fitri answered they listen to dialogue or monologue in english with the contents of text length and speed learning listening processed and when outside the school. then 13rd students answered sometimes, they follow the english text with the contents of text length and speed if teachers provided such material at the moment learning listening in class only. in listening text will be easier when they were familiar with text a listener is said to have good listening skills are not only able to listen to and understand text feature quickly. a listener is said to have good listening skills in being able to hear and understand the length and speed of dialogue or monologue. to achieve this it should be getting used to and often trained skills in listening to english with text that lasts long and fast delivery too. the tenth question: "do you listening english dialogue or monologues with the contents of text length and speed?” all of students answered yes, they have difficult to concentrate because the material was a long and difficult to understand the meaning text because the material is fast. such cases in accordance with the opinion of azmi bingol, celik, yidiz, and tugrul mart is very difficult for lower level students to listen more than three minutes long and complete the listening tasks. the eleventh question is "do you listening to the well english dialogue or monologues when learning listening?” from the obtained results that 7th students namely answered yes, and 9th students answered sometimes, they sometimes are able to listen to good text in the material record, short duration. then the twelfth question is “do you having a difficulty concentrate when listening?" all students answered yes, because of the long duration of the material and the amount of foreign vocabulary in dialogue or monologue given when learning listening so difficult to concentrate when students listen. the thirteenth question "do teacher when teaching listening play recordings of dialogue or monologue over one time?" on this question the results obtained that al-lisan. journal bahasa issn 2442-8965 & e issn 2442-8973 volume 2 nomor 2agustus 2017 http://journal.iaingorontalo.ac.id/index.php/al 32 all students answered yes, when teaching listening the teacher play the material up to two times. after researchers feel dissatisfied with the subsequent answers researchers continue to mention the next question. the fourteen question "do you can understand the english dialogue or monologues if you listen only one time? on this question the all students said yes, because at the moment listening to dialogue or monologue in english first foreign vocabulary, there are many who heard so teachers have to replay the material so that students have time to listen back the vocabulary not understood clearly in order for can to translate the meaning of the material properly. when the researcher was conducted documentation, the researcher found the results of the research with the view and retrieves a list of the value students daily. in this listening test, the students were asked to do some assignments. the topic of the first daily test was narrative story. the assignments were based on some recording. there were five assignments in the test. the assignments consisted of checking the right picture, multiple choices, true-false statements, and circling the right vocabulary. the teacher had score table to gather all of the students’ score in every type of assignments. the value of daily test on second day was conducted on friday with the topic was recount story. the students were asked to answer the assignments the same as in the value of daily test on tuesday 24th april 2017 there were four assignments in test. the assignments consisted of checking the right picture, multiple choices, true-false statements, and circling the right vocabulary. to assess the students’ listening skill the teacher also made a score table. the teacher had different column for each type of assignments. the students’ listening scores in the value of daily result on tuesday 24th april 2017 can be seen in the appendix. based on the teacher assessment, it was found that the mean of the students’ listening skill score was 64,5. from that assessment, it can be inferred that the al-lisan. journal bahasa issn 2442-8965 & e issn 2442-8973 volume 2 nomor 2agustus 2017 http://journal.iaingorontalo.ac.id/index.php/al 33 students’ listening skill was low because the minimum passing criteria (kkm/ kriteria ketuntasan minimum) of english subject in this school was 7,5. in the value of daily test on tuesday 27th april 201, th7e teacher assessed the students’ listening skill scores by using the same score table. the result of the students’ listening scores in the 64,5 value of daily test on friday 27th april 2017 can be seen in the appendix. based on the daily test result on friday 27th april 2017 from the teacher’s assessment, it was found that the mean of the students’ listening skill score was 66,6. thus, almost the students had passed the minimum passing grade (kkm). from that result, it could be concluded that the students’ listening skill had improved since the means of the students’ listening skill score had improved. the table shows that the mean is 64,5 on tuesday 24th april 2017, while in on friday 27th april 2017 t is 66,6. based on the results of structured interviews that was conducted using the interview guideline refers to the 8th difficulty students according to the experts, that is made up of 7 indicators and 14th questions where each indicator has 2nd questions that is already provided by the researchers in order to discover whether these 6 factor to be the problems faced by students. 1. quality of material the quality of the material is important in supporting the ability to listen, if the quality of the recording is don’t clearly then the listener will hardly understand the contents of the material. azmi bingol, literate, yidiz, and tugrul mart are of the opinion that the quality of sound system can impact the comprehending of learners’ listening. based on the interview question number 3 rd , namely "do teachers use high quality recordings while teaching listening?" from 16 th students there are 12 nd students answer that the teachers sometimes use the audio is don’t clearly when learning listening. 2. the unfamiliar accent speakers’ accent is the difficulty in capturing according to munro and derwin unfamiliar accent both native and non-native can cause serious problems in listening al-lisan. journal bahasa issn 2442-8965 & e issn 2442-8973 volume 2 nomor 2agustus 2017 http://journal.iaingorontalo.ac.id/index.php/al 34 comprehension and familiarity with an accent helps learners listening comprehension based on questions number six "do you understand the dialogue or monologue in english that uses native speakers?" from 16 th students there are 12 nd students answering sometimes difficult and 4 th students namely riski, cindy, irawaty, and yusni answered difficult. 3. the lack of vocabulary mastery of vocabulary is very important in understanding the content of the reading english text if we have a mastery of the vocabulary is good then we are able to follow the english text properly. according to amzi bingol, celik, yidiz, and tugrual mart, when listening contain known words it would be very easy for students to them. if students know the meaning of words this can arouse their interest and motivation and can have a positive impact on the students’ listening comprehension ability. from the results of the interview question number seven "do you find a foreign vocabulary when listening to dialogue or monologue in english while learning listening?" all students answered their many find foreign vocabulary when learning listening. the question number 8 th "do you be able to understand the content of dialogue or monologue in english when finding foreign vocabulary when learning listening?" researcher found 5 th students answered sometimes, and 11 st students answered the difficult understanding of the interview results can be concluded that the grade xi difficult listen because of the lack of vocabulary. 4. the length and speed of the material short listening passages make easy listening comprehension for learners and reduce their tiredness. according to underwood speed can make listening passage difficult. if the speakers speak to fast students may serious problems to understand l2 words. in this situation, listeners are not able to control the speed of speakers and this can create critical problems with listening comprehension. based on question number ten "do you hard just listening to dialogue or monologue long duration and delivery fast?" there were 15 th students answered difficult, and 1 st students answered al-lisan. journal bahasa issn 2442-8965 & e issn 2442-8973 volume 2 nomor 2agustus 2017 http://journal.iaingorontalo.ac.id/index.php/al 35 sometimes. this means that that all students class xi difficult listening if the given material when listening is length and speed of material. 5. the difficult to concentrate concentration is required in regard to a listening text in english. according to underwood sometimes a shortest break in attention can prevent comprehension. if the listening passage is interesting for listeners, concentration will be easy for them. based on the results of the interview question number twelfth "do you have difficulty when listening to concentrate material when learning listening?" in getting the answers that the 11 st students answered sometimes. it can be concluded that the students of class xi is still difficult to concentrate in just listening to english. 6. the difficult listening if the listening material is only one time according underwood teachers decided what and when to repeat listening text and it is very difficult for teachers to know whether not learners understood what they have heard. based on the interview questions number sixteenth "do you difficult understanding the content the recording of dialogue or monologue if hear it only once? all students answered difficult to listen and comprehend english text if only heard once. d. conclusions this research examines the difficulties students in the listening. it was revealed that the students of class xi in madrasah aliyah al-munawwarah paguyaman has some difficulty in listening to the structured interview based on a student's difficulty in referring to listen based on the experts. the difficult are; the first students are difficult to listen to and understand the content of the text the first caused by the lack of interest of students in learning, second, difficult to listen to and understand the content of the text due to the low quality of the recording is used, the third student is difficult to listen and understand a text using native speakers, the fourth student difficult to listen to and understand the content of the text when the al-lisan. journal bahasa issn 2442-8965 & e issn 2442-8973 volume 2 nomor 2agustus 2017 http://journal.iaingorontalo.ac.id/index.php/al 36 students find foreign vocabulary in the text . the fourth students are difficult to listen to and understand the contents of the text with material that length and speed. the fifth, students difficult to concentrate when listening, the sixth students are difficult to listen to and understand the content of the text when they have only heard one time or they can not repeat the text. the sixth, students are hard to listen to and understand the contents of the text because students have difficulty in listening to when they learn listening. al-lisan. journal bahasa issn 2442-8965 & e issn 2442-8973 volume 2 nomor 2agustus 2017 http://journal.iaingorontalo.ac.id/index.php/al 37 references lisa. j dows. (2008). listening skill training. maryland: victor graphics. long, d. r. (1989). second language listening comprehension: a schematheoretical perspective. modern language journa. republik indonesia, peraturan menteri pendidikan nasional republik indonesia nomor 22 tahun 2006 rost , m. (2004). introducing listening. london: penguin. sugiyono. (2008). metode penelitian kualitatif. bandung: alfabeta. ur, p. (1984). teaching listening comprehension. cambridge: cambridge university press. wang zhanming. (2014). review of the influence of l1 in l2 acquisition. vol. 9, no. 2. al-lisan. journal bahasa issn 2442-8965 & e issn 2442-8973 volume 2 nomor 2agustus 2017 http://journal.iaingorontalo.ac.id/index.php/al 10 identifying teacher’s strategies in teaching writing irikawati irikwati09@gmail.com english education department of tarbiyah and teacher training faculty the state institute of islamic studies (iain) sultan amai gorontalo, indonesia abstract this research discusses about “identifying teacher’s strategies in teaching writing”. then, the problem research are what is the teacher’s strategy in writing and how to identify teacher strategy in teaching writing. the purpose of this study is to determine the teacher’s strategy in teaching writing and identifying the teachers’s strategy in teaching writing. this research is carried out in class xi m.a nuruttaqwa limboto. the method used in this research is qualitative method. respondent in this research is english teacher and student of class xi m.a nuruttaqwa limboto. the instrument used to identify the teacher’s strategy in teaching writing is observation and interview. the results of the research indicate the identification of the strategy of english education teacher in teaching writing, there are several strategies used and almost all the steps in the strategy is conducted and implemented well by the english teacher. key words: teacher strategy, teaching writing abstrak penelitian ini membahas tentang “mengidentifikasi strategi guru dalam mengajar menulis”. adapun penelitian ini mengangkat pokok permasalahan yaitu, apa strategi guru dalam mengajar menulis dan bagaimana mengidentifikasi strategi guru dalam mengajar menulis. tujuan penelitian ini, untuk mengetahui strategi guru dalam mengajar menulis dan mengidentifikasi strategi guru dalam mengajar menulis. penelitian ini dilakukan pada siswa kelas xi m.a nuruttaqwa limboto. metode yang digunakan dalam penelitian ini adalah metode kualitatif. responden dalam penelitian ini adalah guru bahasa inggris dan siswa kelas xi m.a nuruttaqwa limboto. instrument yang digunakan untuk mengidentifikasi strategi guru dalam mengajar menulis adalah observasi dan wawancara. hasil penelitian menunjukkan dari identifikasi strategi guru pendidikan bahasa inggris dalam mengajar menulis, terdapat lima strategi yang digunakan dan hampir semua langkah-langkah dalam strategi tersebut dilakukan. mailto:irikwati09@gmail.com al-lisan. journal bahasa issn 2442-8965 & e issn 2442-8973 volume 2 nomor 2agustus 2017 http://journal.iaingorontalo.ac.id/index.php/al 11 a. introduction strategy is an overall approach relating to the execution of the idea, planning, and execution of an activity within a certain period of time. strategy is an overall approach relating to the execution of the idea, planning, and execution of an activity within a certain period of time. in the world of education, strategy can be defined as a plan, method, or series of activities designed to achieve a particular education goal. so the learning strategy is a plan that contains about a series of activities designed to achieve certain educational goals. it could also be said that the learning strategy is the plan and the way the teacher will do the teaching by setting the main steps of teaching in accordance with the teaching objectives to be achieved and has been outlined. in the context of teaching, sabri ahmad (2007), state that the strategy is intended as a teacher's effort in creating an environment system that enables the teaching process so that the learning objectives that have been formulated can be achieved and succeeded. so a teacher is required to have the ability to organize in general the components of learning, so interrelated function between learning components in question. in the learning process requires a strategy in improving the performance of a teacher. because the teacher is the subject in implementing the learning strategy. but before we review more about this it will be advanced in advance about the understanding of learn and learning strategies. learning is an activity done to know things that are not understood or just to increase knowledge. learning is done by itself or in groups as in the process of learning in the classroom. syaiful dan aswan (2013), explained that learning is essentially a change that takes place inside a person after the end of a learning activity. not all changes are included in the learning category. for example, physical changes, insanity, and so on. according to said and budimanjaya andi (2015), that school institution is a collection of learners who are at the age of growth and development for learning. gravity of student learning centered on the brain. the super teacher is when the al-lisan. journal bahasa issn 2442-8965 & e issn 2442-8973 volume 2 nomor 2agustus 2017 http://journal.iaingorontalo.ac.id/index.php/al 12 teacher taught the students the learning process. because not necessarily when teachers teach learners. teaching and learning are two different processes. writing skills is one of the teaching and learning processes. it is very important skill in life both in educational life and in community life. writing is one of four aspects of language skills that students must possess. learning to write is the second thing that the child should master after reading. writing is a skill used to communicate indirectly. the writing activity is identical to the use of graphic symbols, a combination of letters associated with spoken language sounds. the symbols need to be compiled and in accordance with the appropriate provisions, either in forming words, composing words into sentences, composing sentences into paragraphs, or arrange paragraphs into a text. according to asul (2004), argue that wrote writing has two meanings. first, writing means turning the audibled sound into visible signs. second, the word writing means the activity of expressing the idea in writing. karim and rachmadi (2015), writing is to convey ideas in a piece of paper where this activity aims to produce a good article by each writer in this case that is meant students. writing as one of the productive skills, that must mastered by students or writers is a process of delivering ideas in a piece of paper. produce a good writing that meets the rules of writing is the goal of every author or student because it is very important for the success of every student or writer in learning the language. based on some opinions above can be concluded that, writing is an activity that is performed and is one of the skills in language. good writing is to write with sincerity and use the heart and also use simple words and phrases to be easily understood and understood by the reader. good writing is to give a message and a good impression in a writing, which can be useful and be a role model and example for the people. al-lisan. journal bahasa issn 2442-8965 & e issn 2442-8973 volume 2 nomor 2agustus 2017 http://journal.iaingorontalo.ac.id/index.php/al 13 b. method research method used in this research is qualitative research method. nana (2007), says qualitative research is a study aimed at describing and analyzing the phenomena, events, social activities, attitudes, beliefs, perceptions and thoughts of individuals and groups. this study researchers conducted data collection techniques with: 1. observations, is a complex process. 2. interview, is used as data collection techniques if the researcher wants to do a preliminary study to find the problems to be researched, and also if the researcher wants to know the things from the more indepth respondent and the number of respondents is little/small (sugiyono, 2016). data analysis technique used in this research is qualitative data analysis following concept given by milles and huberman. activity in qualitative data analysis is done interactively and continuously with data reduction, data display and conclusion drawing / verification (imam gunawan, (2014). c. result and discussion the data in this study included data identifying teacher strategies in teaching writing. the object of data collection from this research is the teacher of english class xi in m.a nuruttaqwa limboto who have difficulty in learning english especially in writing. data were collected by observation and interview with english teacher and students in class xi. so from the existing problem of this research is to identify teacher strategy in teaching writing. based on the results of field observation and also in-depth interview conducted by the researcher, it can illustrate some of the strategies commonly used in writing skills of students conducted by english teacher grade xi in m.a nuruttaqwa limboto, district of gorontalo, as follows: 1. strategy by using image media from the observation seen that in teaching teachers using the media images in learning media benefits to help students view and express the image in a post. in the al-lisan. journal bahasa issn 2442-8965 & e issn 2442-8973 volume 2 nomor 2agustus 2017 http://journal.iaingorontalo.ac.id/index.php/al 14 use of this strategy the teacher does all the steps but adds a bit, ie asks the student to read in front of the class the form of the suggested suggestion and the bid that has been written first, to foster the confidence of each student bravely deliver the results of his work. 2. strategy by using the environment as a learning resource from the observation it can be seen that english teachers use this strategy when teaching material about describes an object which is a type of descriptive writing style, which describes an object, character and others. with the source of learning environment by the teacher to enrich the insight and knowledge of students because they learn not only limited to a room and the truth is more accurate, because children can be directly involved. the benefit is that the learning activities become more interesting and not boring and also improve students' learning motivation. 3. roundtable strategy in this strategy, researchers found that students more explored as well as express opinions, views as well as thoughts. from the research, teachers use this strategy when teaching material about a write a story in which it will make the writing process easier and building team spirit of the students, also affects students' self-confidence. 4. strategy by using the game from the results of observations the researchers found that one of the strategies used by teachers to teach the strategy by using the game on the topic of learning vocabulary. this is done to make learning more interesting, especially in training students' writing skills. with the use of these strategies then students are better able to understand the lessons easily because they feel comfortable, fun and the students also learn actively because there is discussion in it. 5. self-editing and self-correcting strategies from the results of observation in the use of this strategy, where students are required to be able to edit and correct their own mistakes. at the beginning of the learning process the teacher redistributes the students' writing that has been marked by their mistakes and asks the students to correct their own mistakes. after they have finished al-lisan. journal bahasa issn 2442-8965 & e issn 2442-8973 volume 2 nomor 2agustus 2017 http://journal.iaingorontalo.ac.id/index.php/al 15 correcting their own mistakes, then the teacher reaffirms what the writing should be. with the use of this strategy on invitation material it appears that students are more energetic and active. utilized for students to be able to correct their own mistakes. there are some students who have not been able to correct themselves and the teacher gives them a special understanding. of all the strategies used by english teachers in m.a nuruttaqwa limboto have their own goals and benefits depending on the topic of what material is taught. from the results of observation researchers, that the strategy often used by teachers in teaching is a strategy using the media images. because this strategy is considered more attract more learners to learn and also eliminate the boredom when learning by using learning strategies. the benefits of learning media are also to help students view and express the image in a written form. utilize the existing media effectively, efficiently and as well as possible, and of course see the situation when in implementing the learning process both in terms of student characteristics and availability of media especially the media images. d. conclusions based on the finding and discussion, researchers can conclude that there are five strategies used by english teachers in m.a nuruttaqwa limboto in teaching writing and almost all the steps of each strategy are implemented by the teacher in the class. al-lisan. journal bahasa issn 2442-8965 & e issn 2442-8973 volume 2 nomor 2agustus 2017 http://journal.iaingorontalo.ac.id/index.php/al 16 references asul wiyanto. (2004). terampil menulis paragraf. jakarta: pt grasindo. imam gunawan. (2014). metode penelitian kualitatif. jakarta: bumi aksara. karim and rachmadi. (2015). journal universitas pendidikan ganesha jurusan administrasi pendidikan. volume : vol: 6 no: 1. nana syaodih sukmadinata. (2007). metode penelitian pendidikan. bandung: remaja rosdakarya. sabri ahmad. (2007). strategi belajar mengajar & micro teaching. padang: quantum teaching. said alamsyah and budimanjaya andi. (2015). 95 strategi mengajar multiple intelligences. jakarta: prenadamedia. sugiyono. (2016). metode penelitian pendidikan (pendekatan kuantitatif, kualitatif, dan r&d). bandung: alfabeta. syaiful bahri djamarah and aswan zain .(2013). strategi belajar mengajar. jakarta: rineka cipta. 180 ©2019 al-lisan: jurnal bahasa (e-journal) al-lisan: jurnal bahasa (e-journal) iain sultan amai gorontalo volume 4, nomor 2, agustus 2019 issn 2442-8965 (p) issn 2442-8973 (e) http://journal.iaingorontalo.ac.id/index.php/al teori belajar kognitif dan implikasinya dalam pembelajaran bahasa arab m. fairuz rosyid (1) m.fairuzrosyid@gmail.com r. umi baroroh (2) baroroh@yahoo.co.id uin sunan kalijaga, yogyakarta abstrak teori pembelajaran begitu banyak jumlahnya salah satu yang banyak dikaji adalah teori kognitif. artikel ini bertujuan mengkaji teori belajar kognitif beserta implikasinya dalam pembelajaran bahasa arab. adapun teori kognitif akan digali secara mendalam berdasarkan pada perspektif jean piaget dan lev s. vygotsky. artikel ini bercorak kajian kepustakaan, data digali melalui studi pustaka dan dianalisis melalui analisis konten. hasil analisis artikel ini menemukan bahwa teori kognitif berimplikasi dalam pembelajaran bahasa arab pada beberapa aspek, yaitu:aspek tujuan pembelajaran, aspek lingkungan bahasa, aspek penggunaan media, aspek kultur, aspek tingkatan pembelajaran dan aspek model pembelajaran. abstract so many number of learning theories, one of which is widely studied is cognitive theory. this article aims to examine cognitive learning theory and its implications in learning arabic. the cognitive theory will be explored in depth based on the perspective of jean piaget and lev s. vygotsky. this article has a pattern of library research, data is explored through literature and analyzed through content analysis. the results of the analysis of this article found that cognitive theory has implications in learning arabic in several aspects, namely: aspects of learning objectives, environmental aspects of language, aspects of media use, aspects of culture, aspects of learning levels and aspects of learning models. keywords: cognitive learning; arabic teaching and learning http://u.lipi.go.id/1421293761 http://journal.iaingorontalo.ac.id/index.php/al mailto:baroroh@yahoo.co.id 181 ©2019 al-lisan: jurnal bahasa (e-journal) a. pendahuluan menurut ahmad fuad effendy (2012), rancangan pembelajaran bahasa arab didasarkan pada sebuah pendekatan-aksiomatik mengenai hakikat bahasa (linguistik) dan hakikat belajar (psikologi). muhajir (2019) menjelaskan sifat aksiomatik itu berupa seperangkat asumsi mengenai hakikat bahasa dan belajar-mengajar bahasa yang baku dan tidak dapat lagi dibantah kebenarannya. mengenai hal ini richard & rodgers (2002) menjelaskan bahwa,”...approach refers to theories about the nature of language and language learning that serve as the source of practices and principle in language teaching.”. sementara itu nurhadi (2010) menambahkan, teori belajar bahasa disebut sebagai psikolinguistik yakni perpaduan antara teori bahasa dan teori belajar yang menjadi landasan bagi teori belajar bahasa. menurut margaret e. gredler (2013), ada beberapa karakteristik agar suatu teori belajar diterima. paling tidak ada empat kriteria, tiga diantaranya mendeskripsikan komponen esensial dari suatu teori. pertama, adalah seperangkat asumsi eksplisit yang merupakan keyakinan dasar teoritisi tentang suatu fenomena yang akan dibahas. kedua, suatu teori harus mencakup definisi yang eksplisit mengenai istilah penting. ketiga, membentuk tubuh teori yang merupakan proses penarikan prinsip spesifik dari asumsi yang diuji melalui riset. keempat, yang merupakan karakteristik tersendiri bagi teori belajar, yakni teori yang ada mampu menjelaskan dinamika psikologis dasar dari kejadian yang memengaruhi belajar. permasalahannya adalah terdapat banyak sekali teori belajar yang berkembang di dunia. perkembangan tersebut menurut b. r hergenhahn dan matthew h. olson (2012) sudah dimulai sejak 427-347 sm oleh plato, aristoteles 384-322 sm, era psikologi modern yang diawali oleh rene descartes (15961650), hingga teori belajar kontemporer dimulai tahun 1990 berpangkal pada teori yang telah diperbaharui sebagaimana pendapat knud illeris (2011). asumsi mengenai bahasa banyak ragamnya, munir (2018) berpendapat bahasa sebagai kebiasaan, bahasa sebagai suatu sistem komunikasi yang dilisankan, dan ada pula yang menggap bahasa sebagai seperangkat kaidah, norma dan aturan. selanjutnya asumsi tersebut akan memengaruhi pendekatan yang digunakan dalam pembelajaran bahasa. 182 ©2019 al-lisan: jurnal bahasa (e-journal) b. r hergenhahn dan matthew h. olson (2012) menyebut empat tokoh kognitif yaitu; max wertheimer (1880-1943) pendiri psikologi gestalt, jean piaget 1896 teori epistemologi genetik,edward chace tolman (1886-1959) dengan teori behaviorisme purposif, albert bandura 1925 teoritisi belajar obeservasional, dan masih ditambah satu lagi sumber lain yang menyebutkan lev s. vygotsky teori perkembangan psikologi kultural-historis. mulyanto sumardi (dkk) dalam abdul halim hanafi dan amrina (2013), menyebut dua tujuan belajar bahasa arab, yaitu (1) tujuan pengajaran bahasa arab sebagai alat bantu dan (2) tujuan pengajaran bahasa arab untuk menjadi tenaga ahli. dalam rangka mencapai tujuan tersebut menurut ali ahmad madzkur (1991) setiap pembelajar arus menguasai empat kemahiran dasar berbahasa, yakni kemahiran reseptif (mendengar dan membaca) dan kemahiran produktif (berbicara dan menulis). toni pransiska (2015) menjelaskan yang termasuk reseptif adalah mendengar dan membaca sementara kemahiran produktif adalah berbicara dan menulis. sementara itu, menurut fitrah wahyudi, dkk (2015) secara spesifik tujuan pengajaran bahasa arab di madrasah-madrasah di indonesia terbagi menjadi dua macam yaitu tujuan pendidikan nasional; yakni meningkatkan kualitas keimanan dan ketakwaan terhadap tuhan yang maha esa; dan tujuan kurikuler; dijelaskan dalam garis-garis besar program pengajaran mata pelajaran bahasa arab disebutkan bahwa bahasa arab berfungsi sebagai alat komunikasi, memahami al-qur’an dan hadits, memahami buku-buku agama, dan menguasai sejumlah perbendaharaan kata tertentu. permasalahan terbesar yang hendak digali artikel ini adalah bagaimana merumuskan titik temu antara teori kognitif dengan pembelajaran bahasa arab sehingga pada akhirnya dapat dirumuskan implikasi teori kognitif terhadap pembelajaran bahasa arab. sebab tidak mudah untuk memutuskan teoritisi yang tepat dengan tingkat kedekatan paling tinggi terhadap pembelajaran bahasa, khususnya bahasa arab. menurut penulis permasalahan ini dapat diselesaikan dengan menentukan beberapa asumsi. pertama, melacak teoritisi manakah yang secara eksplisit mengemukakan epistemologi teorinya mengenai hubungan antara bahasa dan proses koginitif. kedua, dilihat dari segi kematangan teoritisi dalam menjabarkan perkembangan kognitif. dari dua alasan ini artikel akhirnya memilih dua nama teoritisi kognitif yang tersebut diatas. 183 ©2019 al-lisan: jurnal bahasa (e-journal) hasil literature review yang dilakukan oleh penulis menunjukkan belum ada yang mengkaji implikasi teori kognitif dalam pembelajaran bahasa arab. hal ini ditunjukkan oleh beberapa artikel berikut. pertama, perkembangan kognitif: teori jean piaget yang ditulis oleh fatimah ibda tahun 2015. artikel ini sekedar membahas perkembangan kognitif menurut jean piaget. pembahasan difokuskan pada perkembangan; kognitif, intelekual, tahap perkembangan intelektual, tingkatan perkembangan intelektual, serta beberapa kritik terhadap teori piaget. kedua, penelitian oleh puspo nugroho dengan judul pandangan kognitifisme dan aplikasinya dalam pembelajaran pendidikan agama islam anak usia dini tahun 2015. artikel ini membahas penerapan teori kognitif perspektif bruner, ausubel dan piaget dalam meningkatkan kualitas pembelajaran agama islam pada pendidikan anak usia dini (paud) yang menghasilkan beberapa temuan berikut; aplikasi teori dalam pembel pai paud pertama, bruner: proses belajar lebih ditentukan bagaimana guru mampu mengatur pembelajaran sesuai dengan gaya belajar siswa. discovery learning, murid mengorganisasi bahan pelajaran yang dipelajari sesuai dengan tingkat kemajuan dan perkembangan anak tsb. kedua, ausubel: pembelajaran harus bermakna dimana informasi baru diuhubungkan dengan struktur konsep yang relevan, struktur kognif yang sudah dimiliki. ketiga, piaget: anak mengembangkan kemampuan berpikirnya menurut tahap yang teratur, setiap tahap ttt akan muncul skema/struktur yang keberhasilannya bergantung pada tahap sebelumnya. prinsip pembelajaran piaget: belajar aktif, belajar lewat interaksi sosial, belajar lewat pengalaman sendiri. ketiga, penelitian oleh adi nur cahyono dengan judul vygotskian perspektive: proses scaffolding untuk mencapai zone of proximal development (zpd) peserta didik dalam pembelajaran matematika tahun 2010.menurut cahyono dengan scaffolding guru berinteraksi dengan siswanya sehingga siswa mampu membentuk pemahaman konsepnya sendiri melalui interaksi dalam suatu lingkungan sosial serta menumbuhkan nilai-nilai budaya dan karakter bangsa dalam kehidupan sosial. sehingga dibutuhkan sebuah kajian yang membahas teori kognitif beserta implikasinya dalam pembelajaran bahasa arab secara fokus. oleh karena itu penulis melakukan artikel berbasis studi pustaka guna mengembangkan kegunaan teori kognitif dalam pembelajaran bahasa arab. 184 ©2019 al-lisan: jurnal bahasa (e-journal) b. metode penelitian metode penelitian library research digunakan dalam artikel ini. sumber data diambil dari eksplorasi literatur kepustakaan terkait kajian dan akhirnya akan dianalisa secara kritis dan mendalam melalui triangulasi data; reduksi data, penyajian data dan penarikan kesimpulan. c. hasil dan pembahasan hasil teori belajar kognitif menurut puspo nugroho (2015), definisi “cognitive” berasal dari kata “cognition” yang memiliki persamaan dengan “knowing” yang berarti mengetahui. dalam arti yang luas kognisi adalah perolehan, penataan, dan penggunaan pengetahuan.tingkah laku seseorang menurut teori psikologi kognitif, tidak semata dipengaruhi oleh “reward” dan “reinforcement”. moh. sholeh (2014) menjelaskan tingkah laku seseorang didasarkan pada kognisi, maksudnya tindakan mengenal sekaligus memikirkan situasi dimana tingkah laku terjadi. dalam situasi belajar, seorang terlibat langsung dalam situasi tersebut dan memperoleh “insight” untuk pemecahan masalah. sehubungan dengan hal tersebut, knud illeris (2011) menjelaskan bahwa,”juga penting untuk disebutkan bahwa setiap dimensi [pembelajaran] mencakup segi mental di samping segi jasmaniah.”piaget dalam knud illeris (2011) lebih terperinci mengatakan, sejatinya pembelajaran dimulai dari tubuh dan berlangsung melalui otak, yang juga bagian dari tubuh, dan hanya secara berangsur-angsur segi mental memisah sebagai satu area atau fungsi tersendiri namun tidak pernah independen. puspo nugroho (2015) menyebutkan lima ciri aliran kognitifisme, yaitu: 1) mementingkan apa yang terjadi dalam diri anak, 2) mementingkan keseluruhan daripada bagian-bagian, 3) mementingkan peranan kognitif, 4) mementingkan kondisi waktu sekarang, dan 5) mementingkan pembentukan struktur kognitif. adapun beberapa tahapan kognitif dimulai dari pengkodean (coding)penyimpanan (storing)-perolehan kembali (retreiving)-pemindahan informasi (transfering information). 185 ©2019 al-lisan: jurnal bahasa (e-journal) sehingga dapat dikatakan bahwa belajar menurut teori kognitif adalah perubahan persepsi dan pemahaman, yang tidak selalu dapat terlihat sebagai tingkah laku. gagasan utama teori ini adalah bagian-bagian situasi tertentu saling berhubungan dengan konteks seluruh situai tersebut.menurut abdullah helmy (2011), belajar merupakan porses internal yang mencakup: ingatan, retensi, pengolahan informasi, emosi dan faktor-faktor lain. jean piaget jean piaget (dalam gredler, 2013), menjelaskan bahwa,”untuk memahami gagasan tentang belajar yang memadai, kita pertama-tama harus menjelaskan bagaimana individu bisa mengonstruksi dan menciptakan, bukan hanya bagaimana dia mengulang dan meniru.” fatimah ibda (2015), menjelaskan teori piaget tersebut dikenal dengan genetic epistemologi (epistemologi genetik) yakni sebuah kerangka yang ditujukan untuk melacak perkembangan kemampuan intelektual. hal ini menandakan bahwa pengetahuan dan kecerdasan bukan kuantitas statis. kebalikannya, gredler (2013) menjelaskan, mengetahui adalah sebuah proses yang berkembang melalui adaptasi individu terhadap lingkungannya dan terus-menerus berubah. oleh karena itu, proses pemerolehan pengetahuan baru seseorang tidak dapat dipisahkan dengan lingkungan hidupnya. dengan kata lain pengetahuan menurut piaget dalam fatimah ibda (2015) adalah genetic artinya pengetahuan itu berkembang atau developmental bukan sesuatu yang diwariskan secara biologis. sehingga, pengetahuan dalam pandangan piaget (dalam puspo nugroho, 2015) datang dari tindakan yang berimplikasi pada perkembangan kognitifnya. hal ini dipengaruhi oleh sebarapa jauh individu aktif memanipulasi dan aktif berinteraksi dengan lingkungannya. perubahan kualitatif dalam proses penalaran fatimah ibda (2015) menjelaskan fase perkembanan kognitif menurut piaget dibagi menjdi empat tahap, yaitu: tahap sensori motor (0-1,5 tahun), tahap praoperasional (1,5-6 tahun), tahap operasional konkrit (6-12 tahun), dan tahap operasional formal (12 tahun ke atas).perkembangan ini terus berlanjut bahkan hingga memasuki masa tua. hal ini berdasarkan hasil penelitian colin rose dan malcolm j. nicholl (2012:89) dari universitas california, los angelos, yang menyatakan bahwa bagian 186 ©2019 al-lisan: jurnal bahasa (e-journal) otak yang berfungsi memahami kata-kata (werrnicke) jumlah dendrit mempunyai korelasi dengan kuantitas belajar.hal ini menguatkan teori piaget, alih-alih semakin berkurang, kecerdasan manusia akan semakin berkembang ketika manusia terus belajar. proses fundamental menurut margaret e. gredler (2013), terdapat empat faktor yang memengaruhi perkembangan kognitif dari satu bentuk ke bentuk lainnya, yaitu: lingkungan fisik, kematangan, pengaruh sosial, dan proses penyeimbangan.sementara proses fundamental perkembangan yang terjadi adalah asimilasi, akomodasi, ekuilibrasi,dan b. r hergenhahn dan matthew h. olson (2011) menambahkan proses interiorisasi. fatimah ibda (2015), menjelaskan asimilasi terjadi ketika pengintegrasian informasi, persepsi, konsep dan pengalaman baru ke dalam struktur yang sudah ada dalam benak seseorang. margaret e. gredler (2013) menambahkan, terjadi penggabungan elemen eksternal (objek atau kejadian) ke dalam sensorimotor atau skema konseptual subjek. dapat pula dipahami sebagai respon internal berupa pengubahan struktur skema informasi yang diperoleh dengan skema konspetual pengetahuan yang sudah dimiliki oleh seseorang. akomodasi menurut margaret e. gredler (2013) terjadi ketika struktur internal menyesuaikan diri dengan dengan karakteristik tertentu dari objek dan peristiwa.sebagai proses penyesuaian atau penyusunan yang membentuk skema ke dalam situaasi baru sebagaimana dijelaskan oleh fatimah ibda (2015). ekuilibrasi bagi willis f. everten dan jeanette mccarthy gallagher (1977) merupakan proses yang dilakukan dalam memelihara keadaan yang tetap saat perubahan terus berlangsung. proses ini menurut margaret e. gredler (2013:337-339) merupakan proses yang kompleks dan dinamis yang mengatur perilaku secara terus-menerus.hal ini disebabkan oleh adanya abstraksi reflektifyang terjadi akibat adanya konflik kognitif yang berimplikasi adanya reorganisasi cara berpiki individu ke peringkat yang lebih tinggi. sementara menurut b. r hergenhahn dan matthew h. olson (2011) proses ekuilibrasi terjadi karena adanya aspek unik dari suatu kejadian yang tidak dapat direspon oleh pengetahuan yang sudah ada sebelumnya yang berakibat ada ketidakseimbangan kognitif. karena ada kebutuhan bawaan untuk mencapai harmoni 187 ©2019 al-lisan: jurnal bahasa (e-journal) (ekuilibrium), struktur mental organisme berubah agar dapat memasukkan aspek unik dari pengalaman ini dan menyebabkan upaya penyeimbangan kognitif kembali. interiorisasi manurut b. r hergenhahn dan matthew h. olson (2011) terjadi ketika individu memiliki struktur kognitif yang berkembang dan dapat memecahkan permasalahan yang lebih komplek. sehingga tumpukan informasi yang berasal dari pengalaman sebelumnya menjadikan individu mengalami penurunan ketergantungan pada lingkungan fisik dan meningkatnya penggunaan struktur kogntif. lev s. vygotsky gredler (2013) menjelaskanepistemologi teori vygotsky dipengaruhi oleh tiga filsuf, yaitu benedict spinoza, g. w. f hegel, karl marx dan frederic engels.pengaruh spinoza terdapat pada teori vygotsky yang mendeskripsikan penguasaan atas perilaku seseorang melalui perkembangan kapabilitas mental rasional (fungsi mental). kedua, hegel, vygotsky mendeskripsikan proses perkembangan kognitif sebagai proses dialektika yang komplek. ketiga, pengaruh marx dan engelspada vygotsky muncul pada konsep perangkat psikologis. hal ini merupakan hubungan antara penggunaan alat (simbol) dan perkembangan kognitif yang didasarkan pada pendapatnya bahwa tanda dan simbol kultural (dalam perkembangan atensi, abstraksi, bahasa, memori,operasi numerik, dan penalaran)sebagai perangkat biologis yang melahirkan transformasi kesadaran manusia. tahapan penggunaan lambang margaret e. gredler (2013) menjelaskan, terdapat empat tahap penggunaan lambang yang dimulai ketika masa anak-anak dan meluas sampai ke masa remaja. empat tahap tersebut ialah: tahap primitif, tahap psikologi naif, tahap penggunaan lambang eksternal, dan tahap penggunaan lambang internal. tahap alamiah margaret e. gredler (2013) terjadi ketika anak mengandalkan pada proses mental elementer. tahap psikologi naif terjadi ketika anak berusaha menggunakan stimuli bantuan yang ada, namun tidak mengetahui hubungan psikologis yang diperlukan antara stimuli dan tugas. tahap penggunaan lambang eksternal (usia sekolah) terjadi ketika anak secara hati-hati memilih atau menata stimuli eksternal berkenaan dengan kebutuhan tugas. dan tahap penggunaan lambang internal terjadi ketika subjek (individu) mengandalkan pada stimuli internal yang dibuat sendiri. proses 188 ©2019 al-lisan: jurnal bahasa (e-journal) pengintegrasian lambang-lambang ke dalam pemikiran seseorang meupakan hal langkah penting untuk mengembangkan bentuk kognisi yang lebih tinggi. perkembangan wicara pada mulanya wicara digunakan sebagai alat komunikasi dan sosialisasi namun kemudian berkembang menjadi alat berpikir.lev vygotsky (1986) menyebut bahwa,”...interrelation between thought and language...that arises is that of intellect and affect...since it makes the thought process appear as an autonomous flow...” isu sentral dalam perkembangan wicara adalah hubungan pemikiran dengan kata. wicara mulai berkembang terlepas dari pemikiran kemudian pada titik tertentu, keduanya bertemu; pemikiran menjadi verbal dan ucapan intelektual.lev vygotsky (1986) menambahkan,”...the multiform concrete relations between thought and language that arise in the course of the development and functioning of verbal thought in its various aspect...” beberapa aspek wicara tersebut dibagi menjadi empat tahap pemikiran.pertama, wicara pra-intelektual,margaret e. gredler (2013) dicirikan dengan alat kontak sosial di tahun pertama kehidupan; termasuk tertawa, mengocek, menunjuk, dan memberi isyarat. kedua, bicara otonom dicirikan dengan “kata” yang diucapkan anak untuk menyebut suatu objek konkret yang tampak; namun, ia tidak dipakai secara konsisten. ketiga, psikologi naif dicirikan dengan wicara dan pemikiran mulai berbarengan di tahun kedua kehidupan saat anak menemukan hal-hal yang memiliki nama; banyak kata digunakan tanpa dipahami makna sebenarnya, (misalnya, karena, tetai, ketika).ketiga, dominasi bicara eksternal (egosentris –komunikatif)dicirikan dengan wicara memenuhi fungsi sosial. pembicaraan pertama mengiringi tindakan anak dalam perencanaan dan memecahkan masalah, kemudian ia menjadi esensial dalam perencanaan,”penghubung tengah” di antara wicara eksternal dan internal. keempat, wicara batin (tahap intelektual) dicirikan dengan operasi eksternal bergerak ke tataran internal dan mengalami banyak perubahan; wicara menjadi di batin saja. perbandingan teori kognitif perspektif piaget dan vygotsky baik piaget maupun vygotsky keduanya memfokuskan pemikirannya pada perkembangan kognitif (perkembangan berpikir). namun terdapat beberapa perbedaan mendasar diantara keduanya. margaret e. gredler (2013) mendedahkan perbedaan tersebut. pertama, piaget memfokuskan pada pemikiran logis yang berpuncak pada 189 ©2019 al-lisan: jurnal bahasa (e-journal) kapabilitas untuk memecahkan permasalahan multifaktor dipandang dari segi sebabakibat. sementara vygotsky berfokus pada perkembangan atensi, persepsi, dan memori, dimana penguasaan sistem simbol (lambang) dan pemikiran konseptual merupakan hal yang sangat penting.kedua, piaget memandang bahwa bayi dan anak kecil sebagai tertutup dalam dirinya sendiri (egocentrism), menerima objek dan orang disekitarnya sebagai bagian dari dirinya sendiri. hal ini disebabkan oleh ketidakmampuan bayi dan anak untuk melihat sudut pandang orang lain. secara perlahan, pemikiran (wicara) egosentris ini akan hilang setelah anak tersosialisasikan dengan cara berpikir orang dewasa. sementara vygotsky memandang bahwa pemikiran anak berawal dari interaksi sosial dengan orang dewasa. kemudian pemikirannya dirubah dari pertukaran sosial menjadi pemikiran individual. pembelajaran bahasa arab pembelajaran bahasa arab di indonesia bagi cecep jaenudin (2018) menempati posisi yang strategis sebagai bahasa agama sebab mayoritas penduduknya beragama islam bahkan pembelajaran bahasa arab di indonesia sudah berlangsung sebelum zaman kemerdekaan.selain itu, menurut syarifuddin hasyim (2016) bahasa arab juga berupa bahasa kehidupan (bahasa komunikasi). azman ismail (2016) menambahkanbahasa arab telah dipelajari masyarakat indonesia mulai dari sekolah dasar, menengah dan universitas. zaid sulaiman dan muhammad fawaid al-hawamidah (2015) menjelaskan, pembelajaran adalah seperangkat aktivitas yang dilaksanakan oleh pengajar dalam konteks pembelajaran untuk membantu pembelajar dalam menggapai tujuan pembelajaran yang telah ditentukan. supaya proses pembelajaran dapat berhasil maka diperlukan adanya media dan potensi, serta menggunakan metode dan strategi yang disesuaikan untuk mengapai tujuan yang telah ditetapkan.proses pembelajaran tidak bisa dilepaskan dari tujuan instruksional. sebab, menurut lorin w. anderson dan david r. krathwohl (2010) tujuan instruksional lebih spesifik dibandingkan dengan tujuan pendidikan yang diterjemahkan oleh guru dalam proses pembelajaran di kelas. metode dalam proses pembelajaran menurut syahruddin (2015) perlu memerhatikan prinsipprinsip berikut, yaitu: berpusat pada anak didik (student oriented), belajar dengan melakukan (learning by doing), mengembangkan kemampuan sosial, mengembangkan 190 ©2019 al-lisan: jurnal bahasa (e-journal) keingintahuan dan imajinasi, dan mengembangkan kreativitas dan keterampilan memecahkan masalah. sementara itu, proses teknis di dalam kelas tidak terlepas dari peran metodologi pengajaran bahasa arab. istilah metodologi tercakup di dalamnya pendekatan, metode dan teknik sebagai tahap implementasi dari interpretasi guru terhadap kurikulum yang telah ditetapkan. strategi belajar bahasa menurut umi baroroh (2018) berkaitan dengan pemroresan (processing), penyimpanan (storage), mendapatkan kembali (retreival), dan mengambil pengetahuan dan pesan yang lain. menurut oxford dalam umi baroroh terdapat dua jenis strategi belajar bahasa, yaitu strategi langsung dan strategi tidak langsung. strategi langsung terdiri dari tiga kelompok yaitu: strategi memori, strategi kognitif, dan strategi kompensasi. sementara strategi tidak langsung terdiri dari strategi metakognitif, strategi afektif dan strategi sosial. menurut penulis ragam strategi tersebut tidak terlepas dari pandangan teori kognitif. sebab, sebagaimana menurut dian maulidiah (2016) bidang pengembangan kognitif meliputi perkembangan auditori, visual, taktil, dan kinestetik. menurut colin rose dan malcolm j. nicholl (2012), terdapat tiga bagian otak yang mengiringi strategi diatas yaitu batang otak, sistem limbik, dan neokorteks. batang otak mengontrol banyak fungsi dasar seperti pernafasan ,detak jantung, dan insting. sistem limbik berfungsi mengendalikan emosi. sementara neokorteks berhubungan dengan melihat, mendengar, mencipta, berfikir, dan berbicara.dengan kata lain, di dalam otaklah segala keputusan mengenai tindakan kognitif, afektif dan psikomotorik dirumuskan dan diputuskan melalui hormon-hormon motorik. implikasi teori kognitif dalam pembelajaran bahasa arab teori kognitif bagi margaret e. gredler (2013) merupakan sebuah teori pembelajaran yang memfokuskan pada proses belajar berupa proses pencarian informasi, pengingatan, pengelolaan belajar, dan pemecahan masalah.berdasarkan uraian diatas penulis dapat memutuskan-paling tidaktujuh poin implikasidari teori kognitif terhadap pembelajaran bahasa arab. adapun tujuh implikasi tersebut yaitu: tujuan pembelajaran teori kognitif piaget mendasarkan pada proses asimilasi, akomodasi, ekuilibrasi dan interiorisasi, vygotsky lebih memfokuskan padapada perkembangan atensi, 191 ©2019 al-lisan: jurnal bahasa (e-journal) persepsi, dan memori, serta pemikiran konseptual ataspenguasaan sistem simbol (bahasa).baik piaget maupun vygotsky keduanya secara umum mendasarkan perkembangan kognitifnya pada “interaksi” antara individu dengan lingkungannya sehingga terjadi perkembangan tingkat kognitif anak. atas dasar itu pembelajaran bahasa arab yang bercorak kognitifistik hendaknya ditujukan untuk penguasaan komunikatif atas empat kemahiran dasar berbahasa arab.hal ini disebabkan oleh penguasaan atas simbol (bahasa) yang telah diperoleh melalui proses atensi, persepsi dan memori perlu dikontekstualisasikan supaya terjadi proses asimilasi, akomodasi, ekuilibrasi, maupun interiorisasi. nazri syakur (2010) menyebutkan ada dua hal yang harus dikuasai pembelajar dalam tujuan komunikatif yaitu kompetensi dan performansi. kompetensi mengacu pada pengetahuan mendasar seseorang tentang sistem, peristiwa atau fakta, sesuatu yang tak kasat mata, kemampuan ideal bagaimana melakukan sesuatu. sementara itu performansi bersifat kasat mata, pengejawantahan sesungguhnya atau realisasi dari kompetensi atau pelaksanaan dari suatu pekerjaan, seperti berjalan, menyanyi, menari dan berbicara. menurut nazri syakur (2010) terdapat empat kompetensi komunikatif yang harus dikuasai oleh setiap pembelajar bahasa, yaitu: kompetensi gramatikal, kompetensi sosio-linguistik, kompetensi wacana dan kompetensi strategi. kompetensi gramatikal adalah kompetensi linguistik. kompetensi sosio-linguistik adalah pemahaman mengenai konteks sosial dimana bahasa digunakan: peserta peran (participant). kompetensi wacana adalah kemampuan untuk menafsirkan rangkaian kalimat atau ungkapan dalam rangka membangun keutuhan makna dan keterpaduan teks sesuai dengan konteksnya. kompetensi strategi adalah kemampuan menguasai strategi komunikasi verbal dan non verbal untuk keperluan mengatasi kemacetan komunikasi yang terjadi karena kondisi tertentu. lingkungan bahasa piaget menyatakan bahwa anak menerima objek dan orang disekitarnya sebagai bagian dari dirinya sendiri. sementara vygotsky berpendapat bahwapemikiran anak berawal dari interaksi sosial dengan orang dewasa. dapat disimpulkan baik piaget maupun vygotski keduanya mensyaratkan adanya lingkungan yang memastikan terjadinya interaksi sehingga perkembangan 192 ©2019 al-lisan: jurnal bahasa (e-journal) kognitif dapat mencapai puncaknya.sebab inti dari bahasa adalah alat komunikasi. sebagaimana menurut rappe (2015), manusia dan bahasa tidak dapat dipisahkan, hal ini disebabkan manusia dan sesamanya berinteraksi dengan media bahasa, baik bahasa verbal maupun nonverbal. berkaitan dengan tujuan komunikatif ini, maka dibutuhkan lingkungan bahasa agar terjadi perkembangan kognitif melalui pemerolehan maupun pembelajaran bahasa. hal ini sebagaimana disampaikan oleh stephen d. krashen (1981) menyatakan bahwa,”...two sorts of linguistic environments are constrasted: arficial, or formal environments, found for the most part in the classroom, and natural or informal environments...”lebih jauh stephen d. krashen (1981) mendefinisikan, the informal environment can be efficiently utilized by the adult second language learner. formal study, or its essential characteristics, is significantly more efficient than informal exposure in increasing second language proficiency in adults. lingkungan formal maupun informal keduanya sangatlah penting, yang pertama mengindikasikan pemerolehan bahasa secara alamiah, sementara yang kedua menandakan proses sadar belajar bahasa di ruang kelas mengenai kebahasaan. sehingga untuk membentuk sebuah pembelajaran bahasa arab yang kognitivistik diperlukan lingkungan bahasa arab yang memadai. penggunaan media konsep perangkat psikologis vygotsky memandang adanya hubungan antara penggunaan alat (simbol) dan perkembangan kognitif yang didasarkan pada pendapatnya bahwa tanda dan simbol kultural (dalam perkembangan atensi, abstraksi, bahasa, memori,operasi numerik, dan penalaran). media yang dimaksud disini adalah penggunaan simbol-simbol bahasa memiliki kedudukan sangat penting untuk meningkatkan proses perkembangan kognitif. media memungkinkan penalaran kognitif oleh individu atas suatu objek maupun peristiwa. sebagaimana dijelaskan oleh vygostki bahwa otak akan menjalankan proses penguasaan melalui lambang yang mana lambang-lambang ini akan memediasi perkembangan kemampuan kognitif. munir (2017) menjelaskan bahwa media pembelajaran adalah media komunikasi yang dipakai dalam berbagai lapangan pembelajaran yang berbeda-beda, dan 193 ©2019 al-lisan: jurnal bahasa (e-journal) mengandung beberapa unsur yang prinsip dalam proses komunikasi pembelajaran.menurut bermawy munthe (2009) penggunaan media harus disertai dengan seorang guru yang memahami dirinya dan pembelajar dalam upaya memberikan pelayanan untuk mencapai tujuan pembelajaranmisalnya mind mapping dan thinking map. kultur kultur disini merupakan basis dari epistemologi vygotskian mengenai proses perkembangan kognisi yang ditandai dengan simbol atau bahasa. mempelajari bahasa tidak terlepas dari mempelajari bagaimana bahasa digunakan dalam kehiupan seharihari. dalam kaitannya dengan pembelajaran bahasa arab penguasaan kompetensi interkultural menduduki posisi strategis. afdol tharik wastono (2017:4)menjelaskan bahwa, mengembangkan kompetensi interkultural mampu memunculkan sensitivitas budaya yang ditandai dengan perubahan dari yang tadinya “melihat realitas hanya dari sudut pandang budayanya sendiri” menuju pada “menyadari akan adanya banyak sudut pandang lain dalam budaya dunia ini”. kompetensi interkultural merupakan sebuah kemampuan untuk bergerak dari sikap “etnosentrik” menuju sikap menghargai budaya lain, sehingga menimbulkan kemampuan untuk berperilaku secara tepat dalam sebuah budaya yang berbeda. hal ini didasari pada kenyataan bahwa bahasa merupakan bagian dari sebuah produk budaya masyarakat tertentu.pada taraf selanjutnya, menurut hamka ( 2013) siswa yang telah memahami kultur bahasa arab akan mampu memandang masyarakat sebagai satu jaringan kerjasama kelompok yang saling membutuhkan satu sama lain dalam sistem yang harmonis.sehingga belajar kultur masyarakat pengguna bahasa arab asli sangat ditekankan dalam pembelajaran bahasa arab kognitivistik. tingkatan pembelajaran tingkatan pembelajaran dibagi oleh piaget menjadi beberapa tahap, yaitu:tahap sensori motor (0-1,5 tahun), tahap pra-operasional (1,5-6 tahun), tahap operasional konkrit (6-12 tahun), dan tahap operasional formal (12 tahun ke atas).sementara vygotsky tahapan vygotksky adalahtahap alamiah terjadi ketika anak mengandalkan pada proses mental elementer. tahap psikologi naif terjadi ketika anak berusaha menggunakan stimuli bantuan yang ada. tahap penggunaan lambang eksternal (usia 194 ©2019 al-lisan: jurnal bahasa (e-journal) sekolah) terjadi ketika anak secara hati-hati memilih atau menata stimuli eksternal berkenaan dengan kebutuhan tugas. dan tahap penggunaan lambang internal terjadi ketika subjek (individu) mengandalkan pada stimuli internal yang dibuat sendiri. dalam pembelajaran kognitifistik sudah sepatutnya guru menyajikan proses pembelajaran yang disesuaikan dengan tingkat perkembangan kognitif anak. hal ini bertujuan agar pembelajar mengembangkan kemampuan kognitifnya secara maksimal serta mengantarkan mereka menuju pada tahap kognitif pada tingkat yang lebih tinggi. model pembelajaran dalam pengajaran bahasa, moh. sholeh (2014) menyebut wacana scaffolding vygotskian sering diterapkan oleh para guru, yakni suatu bentuk bantuan yang diberikan oleh guru selama tahap-tahap awal pembelajaran dan kemudian mengurangi bantuan tersebut dan memberikan kesempatan kepada anak mengambil alih tanggungjawab yang semakin besar segera setelah mampu mengerjakan sendiri. model pembelajaran kognitifistik yang perlu dikembangkan oleh guru, menurut julia jasmine (2007) harus disertai dengan pengenalan, pengakuan, dan penghargaan terhadap setiap atau berbagai cara pembelajar belajar, disamping pengenalan, pengakuan dan penghargaan terhadap setiap minat dan bakat masing-masing pembelajar.untuk itu, bagi buhori muslim (2016:108) guru didorong memiliki kreativitas yang tinggi untuk merancang strategi pembelajaran bahasa arab yang kreatif, inovatif dan produktif. “pencapaian konsep” dalam pembelajaran kognitifistik sebagaimana bruce joyce (2011:125), merupakan proses mencari dan mendaftar sifat-sifat yang dapat digunakan untuk membedakan contoh-contoh yang tepat dengan contoh-contoh yang tidak tepat dari berbagai kategori, sementara “pembentukan konsep" merupakan proses yang mengharuskan siswa menentukan dasar dimana mereka akan membangun kategori, dan “penemuan konsep” mengharuskan pembelajar menggambarkan sifat-sifat dari suatu kategori yang sudah terbentuk dalam pikiran orang lain dengan cara membandingkan dan membedakan contoh-contoh yang berisi karakteristik dari contohcontoh dan contoh yang tidak mengandung karakteristik dari contoh-contoh. sementara itu,umi baroroh (2018) telah menyusun beberapa teori model belajar bahasa arab yang disesuaikan dengan empat keterampilan bahasa. hal ini sangat penting diketahui oleh guru agar pengajaran disesuaikan dengan teori model belajar 195 ©2019 al-lisan: jurnal bahasa (e-journal) pembelajar ini. pertama, model belajar bahasa arab untuk kompetensi reseptif, yaitu: model niteni bunyi, model niteni tulisan, model niteni kaidah, model membaca dan mengembangkan literatur, model siap belajar, model dicari guru, model mengerjakan tugas dengan sungguh-sungguh, model auotodidak, dan model tasyji’ al-lughah. kedua, model-model belajar bahasa arab untuk kompetensi produktif, yaitu: model menirukan bunyi, model menirukan tulisan, model menirukan struktur, model menulis diary, model khitobah, model teater, model membaca nyaring, dan lainnya. terdapat dua modus pembelajaran yang dapat digunakan dalam pembelajaran kognitifistik. sebagaimana yang dijelaskan oleh m. hosnan (2014) yaitu strategi pembelajaran langsung, maksudnya proses pendidikan dimana peserta didik mengembangkan pengetahuan, kemampuan berpikir dan keterampilan psikomotorik melalui interaksi langsung dengan sumber belajar yang dirancang dalam silabus dan rpp. kedua, strategi pembelajaran tidak langsung, maksudnya adalah proses pendidikan yang terjadi selama proses pembelajaran langsung, tetapi tidak dirancang dalam kegiatan khusus. pembelajaran tidak langsung berkenaan dengan nilai dan sikap. berbeda dengan pengetahuan nilai dan sikap yang dilakukan dalam pembelajaran langsung oleh mata pelajaran tertentu. d. simpulan berdasarkan peneitian ini dapat dikatakan bahwa pembelajaran bahasa arab merupakan pembelajaran yang bersifat kognitivistik sebab berkaitan erat dengan proses pengembangan kognitif pemelajar. hal ini dapat dilihat dari hasil artikel bahwa teori kognitif mengandung implikasi secara langsung terhadap pembelajaran bahasa arab dilihat dari sudut pandang piaget dan vygotsky dengan masing-masing karakteristiknya. teori kognitif dari keduanya berimplikasi pada beberapa aspek pembelajaran bahasa arab yaitu:aspek tujuan pembelajaran, aspek lingkungan bahasa, aspek penggunaan media, aspek kultur, aspek tingkatan pembelajaran dan aspek model pembelajaran. namun yang menjadi pertanyaan lanjutan adalah apakah pembelajaran yang dilaksanakan di sekolah-sekolah sudah menerapkan prinsip teori kognitif dengan maksimal?. pertanyaan semacam ini hanya dapat dijawab dengan melakukan kajian lebih lanjut. 196 ©2019 al-lisan: jurnal bahasa (e-journal) daftar pustaka anderson, l. w. & david r. k. (ed). (2010). pembelajaran, pengajaran, dan asesmen. yogyakarta: pustaka pelajar. azman, i.( 2016). dinamika perkembangan pembelajaran bahasa arab: antara teori dan praktik. jurnal lisanuna. baroroh, u. (2018). model-model belajar bahasa arab efektif. yogyakarta: cv istana agency. muslim, b. (2016). konsep scientific approach dalam pembelajaran bahasa arab di perguruan tinggi. jurnal lisanuna. 5 (1). 105-126. http://dx.doi.org/10.22373/l.v5i1.858 jaenudin, c. (2018). pengajaran bahasa arab di taman kanak-kanak. jurnal lisanuna. 8 (1). 32-44. http://dx.doi.org/10.22373/l.v8i1.3475 effendy, a. f. (2012). metodologi pengajaran bahasa arab. malang: misykat. everten, w. f. & jeanette m. g. (ed). (1977). knowledge an development. new york: plenum press. gredler, m. e. (2013). learning and instruction: teori dan aplikasi. jakarta: kencana. hamka. (2013). pendekatan sosioogis (fungsional, konflik, interpretatif). makassar: jurnal shaut al-‘arabiyah. hanafi, a. h. & amrina. (2013). .desain pembelajaran bahasa arab. jakarta: diadit media press. helmy, a. (2011). teori kognitif dan aplikasinya dalam pembelajaran bahasa. malang: jurnal linguistik terapan. 1 (2). https://jltpolinema.org/?page_id=79 hergenhahn, b. r & matthew h. o. (2012) .theories learning (teori belajar). jakarta: kencana. hosnan, m. (2014). pendekatan saintifik dan kontekstual dalam pembelajaran abad 21. bogor: ghalia indonesia. ibda, f. (2015). perkembangan kognitif: teori jean piaget. banda aceh :jurnal intelektualita. illeris, k. (2011). contemporary theories of learning: teori-teori pembelajaran kontemporer. bandung: nusa media. http://dx.doi.org/10.22373/l.v5i1.858 http://dx.doi.org/10.22373/l.v8i1.3475 https://jlt-polinema.org/?page_id=79 https://jlt-polinema.org/?page_id=79 197 ©2019 al-lisan: jurnal bahasa (e-journal) jasmine, j. (2007). metode mengajar multiple intelligences. bandung: nuansa cendekia. maulidiah, d. (2016). peniningkatan perkembangan kognitif melalui pembelajaran sains pemula dengan metode proyek di taman kanak kanak. pontianak: prodi paud fkip untan.. muhajir. (2017). arah baru pengajaran bahasa arab. yogyakarta: fakultas ilmu tarbiyah dan keguruan. munir, (2017). perencanaan sistem pengaaran bahasa arab. jakarta: kencana. munir. (2018). pendekatan struktural dalam pelajaran bahasa arab. makassar: jurnal shaut al-‘arabiyah. 6 (1). 13-24. https://doi.org/10.24252/saa.v6i1.5644 munthe, b. (2009). desain pembelajaran. yogyakarta: pustaka insan madani. nugroho, p. (2015). pandangan kognitifisme dan aplikasinya dalam pembelajaran pendidikan agama islam anak usia dini. kudus: jurnal thufula. 3 (2). 2015. 281-304. doi 10.21043/thufula.v3i2.4734 nurhadi. (2010). dimensi-dimensi dalam belajar bahasa kedua. bandung: sinar baru algesindo. pransiska, t. (2015). pendidikan bahasa arab di indonesia: historisitas dan realitas. yogyakarta: ombak. rappe. (2015). konsep keterampilan bercakap bahasa arab. makassar: jurnal shaut al‘arabiyah. 3 (2). 41-52. https://doi.org/10.24252/saa.v3i2.1255 richards, j. c. & theodore s. r. (2002). .approaches and methods in language teaching. cambridge: cambridge university press. rose, c. & malcolm j. n. (2012). accelerated learning for the 21st century. bandung: nuansa. sholeh, m. (2014). metodologi pembelajaran kontemporer. yogyakarta: kaukaba dipantara. syahruddin. (2015). metode pembelajaran bahasa arab perspektif teoritis. makassar: jurnal shaut al-‘arabiyah. 3 (2). 53-66. https://doi.org/10.24252/saa.v3i2.1256 syakur, n. ( 2010). revolusi metodologi pembelajaran bahasa arab. yogyakarta: pedagogia. syarifuddin, h. (2016). keefektifan pembelajaran mufradat untuk meningkatkan kemahiran berbicara bahasa arab santri dayah kota banda aceg”.jurnal lisanuna. https://doi.org/10.24252/saa.v6i1.5644 http://dx.doi.org/10.21043/thufula.v3i2.4734 https://doi.org/10.24252/saa.v3i2.1255 https://doi.org/10.24252/saa.v3i2.1256 198 ©2019 al-lisan: jurnal bahasa (e-journal) vygotsky, lev. (1986). thought and language. london: the mit press. wahyudi, fitrah, dkk. (2015). kilas balik sejarah pendidikan bahasa arab (di nusantara dan mancanegara). yogyakarta: cv. sunrise. .دار الشواف: الرياض. تدريس فنون اللغة العربية.1991.على أحمد مدكور siti aisyah & dwi harjanti 200 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) volume 5, nomor 2, agustus 2020 issn 2442-8965 (p) issn 2442-8973 (e) naturalness of translation in j. k. rowling’s novel harry potter and the half blood prince into indonesian siti aisyah & dwi harjanti buaisy12@gmail.com & dwi.harjanti@ums.ac.id universitas muhammadiyah surakarta, indonesia abstract a good quality of translation is known by assessing it. one way to assess translation product is by assessing the naturalness. this research aims at describing the naturalness of translation in j. k. rowling’s harry potter and the half blood prince novel into indonesian version harry potter dan pangeran berdarah campuran. this is a descriptive qualitative research. the data were sentences in the original novel and its indonesian translation. the data were collected using content analysis technique and analyzed using larson theory of naturalness in translation and supported by other theories. this research does not mean to judge the translator but it is intended to give contribution to the development of translation by analyzing the naturalness of the translation. the finding showed that there are four levels of naturalness found in the translation of the novel, such as (1) highly natural (171 data or 78.1 %), (2) natural (33 data or 15.1 %), (3) less natural (13 data or 5.9 %), and (4) unnatural (2 data or 0.9 %). keywords: naturalness; translation quality; novel. a. introduction translation takes an important role in learning foreign language. it deals with transferring the writer’s idea from source language into target language (newmark, 1987). house (2018: 9), catford (1965: 20), and larson (1998) state almost similar definition about translation that it refers to seeking for the equivalence between the source text and the target text. the equivalence should be semantically and pragmatically. jacobson (1959/2004: 139 in munday, 2008: 5) stated that translation refers to several definitions, namely translation as a general subject field, as a product, and as a process. translation as a subject field refers to teaching and learning of translation in the academic field. translation as a product refers to the text that has been translated into the target language. translation as a process means the act of producing http://u.lipi.go.id/1421293761 mailto:buaisy12@gmail.com mailto:dwi.harjanti@ums.ac.id siti aisyah & dwi harjanti 201 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) the translation (ibid). it means that translation centralizes on the role of the translator in picking the source text (st) and transforming it into a text in target language (suttleworth and cowie, 1997: 181 in hatim and munday, 2004). in translating a text, the translator should take some considerations to make the result of the translation has a good quality. the considerations are related to the culture (especially the source language), syntactical terms, and the message of the text. besides, the other important things that should be paid attention by translator such as: first, the process of translation. it deals with the source text reading, target text writing, and the process itself (schaeffer and carl, 2015). the translator first reads the source text, and then produces the target text through a process. nababan (2008: 25) mentions three steps in translation process, namely: (1) analyzing the source text where the translator reads the original text and comprehends the message; (2) transferring the message in which the translator transfers the content and the message of the original text to the target text (it is still in the translator mind); and (3) re-structuring in which the translator changes the original text into the target text by considering to find the equal message between the source language and the target language. larson (1998: 3-4) states that translation process consists of studying the lexicon, grammatical structure, communication situation, and cultural context of the source text; determining the meaning by analyzing it; and then reconstructing this same meaning using lexicon and grammatical structure which are appropriate in a receptor language and its cultural context. here is the process of translation according to larson (1998): chart 1. the process of translating source language receptor language discover the meaning re-express the meaning text to be translated translation meaning siti aisyah & dwi harjanti 202 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) second, the procedure of translation. nida (1964 in ordudari) mentions two kinds of translation procedure, such as (1) technical procedures which cover analyzing both the source and target languages; studying the source language text before translate it; and making judgments of semantic and syntactic approximation; (2) organizational procedures which contain some activities like constant reevaluation of the attempt made; contrasting the translation with the existing translation of the same text done by other translators; and checking the text’s communicative effectiveness by asking the target language readers to evaluate the accuracy and effectiveness and to know their reactions. third, techniques of translation. in order to make the translation product of the target text equivalent with the source text, the translator does some techniques. mona and albir (2002: 509 in rahmawati, nababan, & santosa, 20016) mention some techniques in translation such as adaptation, amplification, borrowing, calques, compensation, description, discursive creation, established equivalence, generalization, linguistics amplification, linguistic comprehension, literal translation, modulation, particularization, reduction, substitution, transposition, and variation. the quality of translation can be identified through some assessments. according to larson (1998: 529), the aim of assessing translation is to ensure that it is accurate, clear, and natural. he (1998: 533) explains ways of assessing translation such as: (1) comparison with the source to check whether or not the information content in tl equivalence with the sl; (2) back-translation into the source language which is done by asking someone else who masters the source and the target language well to read the translation and write the meaning he gets from it back into the source language again; (3) comprehension checks to know whether or not the speakers of the tl understand it correctly although they do not read it before; (4) naturalness and readability testing is to know if the form of the translation is natural and the style appropriate; and (5) consistency checks to check the consistency of the use of lexical equivalent for some key terms. the kinds of assessment can be applied to any kinds of translation. one of a very interesting field of translation is literary work such as, novel, film, poetry, and short story. related to the background of the study above, this research is going to discuss the siti aisyah & dwi harjanti 203 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) translation quality assessment which is focused on the naturalness quality. it will analyze the naturalness of translation of a very famous novel by j. k. rowling entitle “harry potter and the half blood prince” which has been translated into indonesian “harry potter dan pangeran berdarah campuran”. this novel has been translated into many languages and spread to all over the world. not only children who like this novel, but also young people and the older ones. the acceptance of many people to this novel make it become interesting object to study, especially about its naturalness quality. there are some researches about naturalness, among others are: first, baharuddin (2015) conducted a research investigating the naturalness of the indonesian language used by the translator in the translation of anna frank’s the diary of a young girl into indonesian. the result of the research was that there are two things caused the translation unnatural in the text; they are the text structure and the meaning and sense. second, dewi et.al (2015) analyzed the naturalness of translation of short story drupadi from indonesian into english. they found that the translation has a highly natural quality, so that it can be used as a teaching material in language classes. third, safei and salija (2018) analyzed the naturalness and accuracy of english short story translation into indonesian. the research showed that the students’ translation of short story entitled the proud lion gained the score 7-8. it is called ‘almost completely successful’ classification from 30 students. this study differs from the above previous studies. the differences are in the focus being studied and the subject. this study is focused on naturalness of the translation of j. k. rowling’s harry potter and the half blood into indonesian harry potter dan pangeran berdarah campuran. the problem to be discussed is how the naturalness quality of the translation is. by this research, it is expected that it will become reference to other researchers who are interested in translation and its development. it can give the illustration on how translator should translate the literary work by considering the naturalness of the translation product in order to make the readers understand it easily. in literary translation, naturalness becomes urgent to gain the equivalence meaning between source language and target language. newmark (1988: 24, 26 in safi and syarifi, 1997) states that translation is natural when it uses common structure or siti aisyah & dwi harjanti 204 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) grammar, idioms and words that meets the situation. there are two features of naturalness in translation (ibid). they are primary feature (intelligibility and accessibility / readability); and secondary feature (well-formedness, acceptability, idiomaticity, authenticity and contemporaneity). intelligibility means the clarity of the translation that makes the readers comprehend it easily (yusof, aziz, & darus, 2017). accessibility or readability refers to the clarity of the translation due to the style of writing (klare, 1963 in ghoreishi & aminzadeh, 2016). well-formedness relates to the consistency of the translation to the tl grammar rules without any interference from the sl syntactic rules. acceptability is the appropriateness of the translation with the tl linguistic and cultural norm. idiomaticity is the inclination of using certain established formulas in the tl culture like proverbs, idioms and collocation. authenticity means that the translation is free from linguistic and cultural interferences of sl. contemporaneity characterized by the use of contemporary words instead of archaic ones (yusof, aziz, & darus, 2017). naturalness test is done to know if the form of the translation is natural and the style appropriate. it can be done by asking a reviewer to read it, making comments and giving suggestions. it will be better if the reviewer is one who is bilinguals in source language and target language. the first step done by reviewer is by reading the whole section of the translation at one time. the purpose of this step is to know the flow of the translation, and the whole meaning of the text. while reading, the reviewer mark any place where it is hard to read or it looks unnatural or unclear. if he feels hesitated and has to go back, and reread to understand, this should be marked. after finishing reading the translation, then he should go back and study carefully to the marker he makes. then he can write some additional suggestions on it (larson, 1998: 533-544). then the reviewer can make some criteria to assess the naturalness of the translation. the following table is the criteria in assessing translation (dewi, et.al, 2015 adapted from larson, 1988: 531-532): siti aisyah & dwi harjanti 205 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) table 1. criteria in assessing naturalness scale level criteria 4 highly natural make sense and read naturally (written in ordinary language, common grammar, proper idioms and words) 3 natural correct meaning, using appropriate idioms and words, but there are some error structures. 2 less natural make sense with minimum unnatural words, grammar, phrase, or idioms. 1 unnatural unnatural form, with awkward language, ungrammatical structure, and inappropriate words. b. research method this study is descriptive qualitative research. qualitative research refers to a research which study how people deal with ‘their concrete real-life experiences in their own minds and in their own words’ (cropley, 2019). it does not use statistical procedure as in quantitative research. one of the characteristics of qualitative research is the data are in the form of sentences and analyzed descriptively. the data in this research are in the form of sentences in the source text harry potter and the half blood prince and its indonesian translation. harry potter’s novel was chosen because it is very popular and has been translated into many languages. thus, it is very interesting to analyze the extent of the naturalness of the translation that make the readers of any ages understand it easily and then love it. the data are collected by using documentation technique. the authors read the sentences in the source text and choose the corpus language. next, the authors compare them to the indonesian translation and analyzed descriptively by using the theory of naturalness. c. findings and discussion findings there are 219 data the writer used taken from the novel. this research found that the naturalness level of the translation can be categorized as highly natural (171 data or 78.1 %), natural (33 data or 15.1 %), less natural (13 data or 5.9 %) and unnatural (2 data or 0.9 %). the translation is called having highly natural quality if it makes sense siti aisyah & dwi harjanti 206 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) and read naturally or written in ordinary language, common grammar, proper idioms and words. translation is categorized as natural if it has correct meaning, using appropriate idioms and words, but there are some error structures. translation is called less natural if it makes sense with minimum unnatural words, grammar, phrase, or idioms. meanwhile, translation is called unnatural if it has unnatural form, with awkward language, ungrammatical structure, and inappropriate words. here are the explanations of some data: 1. unnatural level translation is categorized as unnatural if it has unnatural form, with awkward language, ungrammatical structure, and inappropriate words. the data showed that there are 2 unnatural translations which occur in the novel. here they are: st: and was it his fault that one of his junior ministers, herbert chorley, had chosen this week to act so peculiarly that he was now going to be pending a lot more time with his family? (p. 8) tt: dan salahnyakah jika salah satu menteri mudanya, herbert chorley, telah memilih minggu ini untuk bersikap begitu ganjil sehingga sekarang dia akan melewatkan jauh lebih banyak waktu bersama keluarganya? (p. 10) as stated by larson, translation is called natural if it is easy to read and not hard to understand. meanwhile in this data, the translation is hard to understand especially in the sentence “telah memilih minggu ini untuk bersikap begitu ganjil sehingga dia melewatkan jauh lebih banyak waktu bersama keluarganya”. there is an ambiguity reference of the pronoun “dia”. does it refer to the prime minister or to the junior minister, herbert chorley? it is unclear and makes the sentence unnatural. related to the naturalness of translation, tytler (1907: 9 in roger, 1999) and nida (1964: 164 in ibid) states that translation should have natural and easy form of expression, so that it is read like the original text and not like a translation. the above translation is still using awkward language and still like a translation. in natural translation, translator is free to add or retrench the original text if it is needed in order to make it ease to comprehend (tytler, 1779 in fadaee, 2011). in this translation, there is no addition or reduction to make it more natural and easily understand. st: “good grief, so it’s your fault those people were killed and i’m having to answer questions about rusted rigging and corroded expansion joints and i don’t know what else!” said the prime minister furiously. (p. 21) tt: “astaga, jadi kesalahan anda-lah orang-orang ini terbunuh dan saya harus menjawab pertanyaan-pertanyaan tentang tiang penyangga berkarat dan siti aisyah & dwi harjanti 207 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) perpanjangan-sendi keropos dan entah apa lagi!” kata perdana menteri (p.23) in this data, the translator translates the sentence corroded expansion joints into perpanjangan-sendi keropos. in target language the translation is difficult to understand and seems strange. it has no intelligibility based on newmarks criteria of natural translation. the translation does not make the readers comprehend it easily. it sound unnatural and make the readers should think twice to understand. 2. less natural level translation belongs to less natural if it makes sense with minimum unnatural word, grammar, phrase, or idioms. there are 13 data or 5.9 % categorized as having less natural quality. here are the examples: st: …, it was to find hermione sitting at the kitchen table in great agitation, while mrs weasley tried to lessen her remembrance to half a panda. (p.123) tt: …, hermione sedang duduk di kursi meja makan dengan sangat gelisah, sementara mrs weasley berusaha mengurangi kemiripannya dengan separo-panda. (p.131) the data show that a phrase in the source text ‘half a panda’ is translated literally correct to ‘separo panda’, but it belongs to less natural because it is uncommon phrase. the readers will be difficult to understand what ‘separo panda’ mean because this phrase is not ordinary use in target language. there is no panda which is only separo (a half), so it will make the readers confuse. although the word separo panda is uncommon, but actually if the translator does not use the word separo, the readers will more understand, so it belongs to less natural translation. st: harry followed his gaze up the carefully tended front path and felt his heart sink. the front door was hanging off its hinges. (p.79) tt: harry mengikuti pandangannya melewati jalan setapak dan hatinya mencelos. pintu depan menggantung pada engselnya. (p.86) the translation belongs to less natural because it uses unnatural words. in this example, the target word mencelos is rarely used in daily conversation, so it can be categorized as unnatural word. it does not make the readers understand. this word is an archaic word, as stated by newman that if translation use archaic words, so it is less natural. siti aisyah & dwi harjanti 208 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) 3. natural level translation is categorized as natural if it has correct meaning, using appropriate idioms and words, but there are some error structures. there 33 data or 15.1 % which are categorized as having natural quality of translation. the natural translation will be identified from the meaning which is equivalent, the appropriate idioms and common words. however, there is a small mistake related to the sentence structure, for example: st: an immense chimney, relic of a disused mill, reared up, shadowy and ominous (p.29) tt: sebuah cerobong besar, peninggalan penggilingan yang sudah tak terpakai, menjulang, seperti bayangan yang mengerikan (p.32). this translation can be said as having natural level because almost all the words are common words. the meaning of the translation are closest to the original text, however there is one word which make it strange, the word relic is translated into peninggalan, in which combined with the word penggilingan that need more than once to read in order to get the meaning. it is only a small mistake related to the structure of the sentence. st: fudge took a great, deep breath and said, “prime minister, i am very sorry to have to tell you that he’s back. he-who-must-not-be-named is back.” (p.19) tt: fudge menarik napas dalam-dalam dan berkata, “perdana menteri, saya sungguh menyesal terpaksa harus memberitahu anda bahwa dia yang namanya tak boleh disebut telah kembali.” (p.21) in this data, the meaning of the source text and the target text is closest; however there is a difference structure between the two texts. in the source text there are two direct speeches using two words ‘back’, but in the target language the direct speech is only one sentence with one ‘kembali’. although there is no strangeness in this translation and it can be understand easily or called natural, but there occurs a different structure between two sentences. 4. highly natural level translation is called having highly natural quality if it makes sense and read naturally or written in ordinary language, common grammar, proper idioms and words. there are 171 data or 78.1 % belong to highly natural translation. it can be said that more than a half data show that the translation is natural. the readers will read and understand it easily as if it is the original text. here are the examples: siti aisyah & dwi harjanti 209 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) st: “i’m not getting rid of kingsley shacklebolt, if that’s what you’re suggesting!” said the prime minister hotly. (p. 27) tt: “saya tidak bersedia memberhentikan kingsley shackebolt, kalau itu yang akan anda usulkan!” kata perdana menteri panas. (p.29) the data above show that the translation uses ordinary language. it can be understood easily. it also uses common grammar, correct use of capital letter and punctuation. the words used are not awkward. this translation can be categorized as having high level of naturalness. the all result of the findings is summarized as in the following table: table 2: the naturalness of translation in the novel level data percentage unnatural less natural natural highly natural 2 13 33 171 0.9 % 5.9 % 15.1 % 78.1 % total data 219 100% discussion a major character in every translation work is the translation (final product) should be sounded natural. before stating the features of the product the naturalness of translation proposed by the great translation authorities, and then mention the types of translations unnatural translations, a distinction must be made between natural language, ordinary language, and basic language. "natural language is a language which readable by everyone and it is formal. ordinary language is a plain, non-technical language used by oxford. philosopher's explanation. basic language is somewhere between formal and informal, easily understood, and it's made of the languages that are the most common people are frequently used" (newmark, 1988:87). according to belloc (1931: 30), "natural and good translation must consciously attempt the original spirit at the letter's expense. this is much like saying that the translator needs to be original talent; he has to create himself: he has to have his own power, not just to offer a one to one translation”. bates (1943: 121) says that; "if you want to translate a book naturally, you should know that, the translator’s task is not siti aisyah & dwi harjanti 210 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) confined to transferring of one sentence into a similar sentence in the target language, but that he/she is expected to search inconsistencies in the two languages, tackle them, and to overcome the deficiencies of his/her own language in respect of the unique characteristics found in the source language". the final translation of the two novels of j. k. rowling’s novel harry potter and the half blood prince into indonesian showed that the translator provided highly naturalness with 78.1 % of the whole translation. it means that the translator success to make the text readable, understood what kind of audience the original author had in mind when writing (nida, 1943), made readers do not recognize it as translation at all (rahimi, 2004), and used communicative translation more than semantic translation (newmark, 1988). d. conclusions translation relates to the transfer of messages from source language to equivalent messages in target text. translation is done through some process to get a good result and quality. some method take by translator in the process of translation will give impact to the better translation. to know the quality of translation, some assessment can be done in a study. one example is by assessing the naturalness quality of the translation product. there are four levels of translation found, such as: highly natural, natural, less natural and unnatural level. by this study, it is hoped that other researchers can used it as reference in their research in field of translation. some quality of translation which is needed to analyzed such accuracy, readability and acceptability. siti aisyah & dwi harjanti 211 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) references baharudin. (2015). naturalness in translation of english novel into indonesian. proceedings of the international seminar language maintenance and shift v, september 2-. semarang: diponegoro university. bates e.,s (1943). intertrafic: studies in translation. london: j. cape publication. belloc h (1931). on translation, oxford: oxford university press. catford, j.c. (1965). language and language learning: a linguistic theory of translation. edinburg: oxford university. cropley, a. j. (2019). qualitative research methods: a practice-oriented introduction for students of psychology and education. riga, latvia: zinatne. (open accessdoi: 10.13140/rg.2.1.3095.6888). dewi, n.l.v.p, mardjohan, a & santosa, m. h. (2015). the naturalness of translation in translating short story entitled ‘drupadi’ from indonesian into english. ejournal vol.xi. singaraja: universitas pendidikan ganesha. fadaee, e. (2011). translation naturalness in literary works: english to persian. international journal of english and literature, vol 2(9), page 200-209 retrieved from http://www.academicjournals.org/ijel doi: 10.5897/ijel11.089. hatim, b. & munday, j. (2004: 26). translation: an advanced. new york: routledge. house, j. (2018). translation: the basics. london: routledge. larson, m. l. (1998). meaning based translation: a guide to cross language equivalence. boston: university press of america. munday, j. (2008). introducing translation studies: theories and application. new york: routledge. nababan, m. r. (2008). teori menerjemah bahasa inggris. yogyakarta: pustaka pelajar. newmark, eugene, a & taber. (1987). a text book of translation. great britain: prentice hall. newmark., p. (1988). a textbook of translation, new york: prentice hal. nida e., a (1943). towards a science of translation, with special reference to principles and procedures involved in bible translating. leiden, the netherlands: e. j. brill, for the united bible. http://www.academicjournals.org/ijel siti aisyah & dwi harjanti 212 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) ordudari, m. (2007). translation procedures, strategies and methods. translation journal vol. 11. no. 3, 2007. https://translationjournal.net/journal/41culture.htm. rahimi r (2004). "alpha, beta and gamma features in translation: towards the objectivity of testing translation". translation studies, 2(5). rahmawati, a.y, nababan, m. r & santosa, r. (2016). “kajian teknik penerjemahan dan kualitas terjemahan ungkapan yang mengandung seksisme dalam novel the mistress’s revenge dan novel the 19 th wife” in prasasti: journal of linguistics, vol. 1, number 2 november. rogers, m. (1999). naturalness and translation. in rasmussen, willy, roald, jan & simonnaes, ingrid (eds). synaps 2. bergen: nhh 9-31. rowling, j. k. (2005). harry potter and the half-blood prince. london: bloomsbury. ------------------. (2006). harry potter dan pangeran berdarah campuran (alih bahasa, listiana srisanti). jakarta: gramedia pustaka utama (original work published 2005). safei, n. h & salija, k. (2018). the naturalness and accuracy of english short story translation into indonesian. universitas negeri makasar: elt worldwide vol 5 no 1. schaefer, m & carl, m. (2013). shared representation and the translation process: a recursive model. john benjamin publishing company, retrieved from https://www.researchgate.net/publication/300466631. yusof, n. m, aziz, m. n & darus, s. (2017). evaluating intelligibility in human translation and machine translation. the southeast asian journal of english language studies-vol. 23(4): 251-264. retrieved from http://doi.org/10.17576/3l-2017-2304-19. https://translationjournal.net/journal/41culture.htm https://www.researchgate.net/publication/300466631 sujarwo 230 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) volume 5, nomor 2, agustus 2020 issn 2442-8965 (p) issn 2442-8973 (e) students’ perceptions of using machine translation tools in the efl classroom sujarwo jarwo.ibrahim@gmail.com universitas megarezky, indonesia abstract machine translation (mt) refers to automatically trying to translate words, phrases, text, or speech from one language to another (arnold et al., 1994). this study aims to analyze english as foreign language (efl) students’ perceptions on utilizing machine translation (mt) in translating words, phrases, text, or speech. this research used descriptive qualitative method, 13 efl students as respondents using this type of technology were described and analyzed. data were gained from the analysis of the translation quality supported by machine translation procedures and questionnaires to 13 english students in translation subject. the results showed that, efl students in the sixth and seventh semester of english education department of megarezky university in translating words, phrases, texts, paragraphs had to recheck and rearrange to get a good translation by their own understandings. machine translation (mt) becomes another option to recognize the meaning of foreign language. machine translation can be used as dictionary as well. mt is incredibly useful and helpful, it can provide a general description to the users, it gives an inspiration or consideration to the users to understand the meaning. keywords: efl students’ perception; machine translation tools. a. introduction when the machine translation became on the market online, it has drawn the attraction of professional translators and different communities. there have been discussions for its attainable implication to their desires. the translation community's adoption of machine translation had been undertaken by several researchers in numerous countries from the start of the 2000s (bhattacharyya & jha, 2016). machine translation (mt), which refers to the attempt to automate the process of translating text or speech from one language to another, and it has become the leading technology in the http://u.lipi.go.id/1421293761 mailto:jarwo.ibrahim@gmail.com sujarwo 231 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) current age of information technology (arnold et al., 1994). as the demand for translation has increased tremendously, mt is now widely used worldwide (almutawa & izwaini, 2015 as cited in sabtan, 2020). within the past, language learners used a dictionary to induce meanings of unknown words within the target language. looking up, traditional dictionaries are time-consuming, and l2 learners might get any difficulties in interpreting the meaning of some words. nowadays, a world of omnipresent wi-fi connections, laptops, tablets, smartphones, foreign language teachers or lecturers, and students has fingertips a broad collection of free online resources for translators (forts), including powerful of mt websites and apps. these online resources have made life easier than before (alkhatnai, 2019). for this purpose, previous investigations on the use of mt for efl teaching and learning are explored before discussing their implications for the language class along with some practical examples of using mt for language teaching purposes. the article concludes with the results of a survey study about the perceptions of language learners and language tutors on the use of mt and free online mt for language tuition. with the advanced and innovative development of information and communication technologies (icts), various internet-based tools such as facebook, wikis, and blogs provide a social and interactive platform on which students have more opportunities to practice their writing, create discussion, share their thoughts, and receive instant feedback—formal or informal—to their writing. google, used as an online corpusderived engine, has also been widely used for quick and straightforward information searches (tsai, 2019). all the contributions to technology's theoretical and empirical aspects are implemented in pedagogy for second instruction and translation studies. the very fact that new tools area unit seldom among the creation of recent teaching and coaching approaches is remarked upon, as an excessive amount of recent effort has been placed into tools and deficient has been dedicated to dynamic teaching strategies and approaches (warschauer and meskill 2000 as cited in (carrió-pastor, 2016). perception is also recognized as a process of receiving, selecting, organizing, interpreting, testing, and giving a reaction to an object, event, or problem (davidoff, 1998). perception is a process that is preceded by sensing, which is a stimulus received by an individual through a receptor, namely the senses. studies show that student perceptions are crucial factors of student behavior, and it may be a basis for designing sujarwo 232 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) the teaching model that optimizing the training outcomes. students' perceptions reflect how, why, and what students learn. the other studies show that investigation on student perception is crucial in efl teaching. in other words, the period when paper dictionaries dominated the reference world has gradually expired and e-dictionaries rather than traditional paper products have eventually become prominent in word reference and nowadays, in an era of internet and new media technology expansion, digital dictionaries are well under way of development and popularity (jin & deifell, 2013 as cited in le & dao, 2019). as previously stated, the aim of this study is to research the student's perception on translation. the student has totally different opinions regarding the course, its content and objectives, the level of issue, the time students invested with inside the course, adults' learning, and the teacher's role. wang also suggests that translation is a useful gizmo or tool in learning, and there should be more translation exercises. however, such perceptions correspond to a frequently reported premature bias, which may a minimum of partly disappear as students start interacting with mt and understand how it works (rossi & chevrot, 2019). as hutchins says, an mt is that the software related to computer systems within the interpretation of text messaging, from one familiar language straight into another, and mt is the automatic conversion of text/speech from one language to a different (kunchukuttan, 2006 as cited in marito & ashari, 2017). ghazala asserts that translation includes both the processes similarly because translators' methods to convey the meaning. he rightly states that for an accurate and appropriate translation, translators need to understand the meaning of the source text fully. in line with him, all aspects of language like meaning, grammar, style, and sounds enjoy equal importance within the translation, where failing to watch anybody of them will cause distorting of meaning (hassan, 2020). these new utterly different from traditional translation models have also expedited what translators do since they need accelerating the interpretation method and redoubled productivity still as developing cooperation skills (pym, 2003). they, thus, can use mt to assist them in meeting such demands, as mt systems can save them time and effort. sujarwo 233 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) mt systems will be wont to provide rough translations that might be post-edited by translators to provide an accurate translation (sabtan, 2020). as emphasized before, the blending of the technology into the interpretation teaching has modified the means translator follows throughout the interpretation method, which influenced the abilities expected of them (odacıoglu & kokturk, 2015). b. research method this study applied qualitative descriptive research method. qualitative research method is called as a new method, because its popularity is new, planted post positivistic because based on the philosophy of post positivism (sugiyono, 2018). this method is also referred to as an artistic method, because research is more sebi (less patterned), and is called an interpretive method because the research results are more concerned with the interpretation of data found in the field. in addition that qualitative strategies have faith in text and image knowledge, have distinctive steps in k nowledge analysis, and draw on numerous styles (creswell, 2009). this research was conducted at the sixth and seventh semester of english department students of megarezky university. the total number of students as the sample in this study were 13 students who had studied translation subject. the survey of student perception was managed by online-questionnaire (google form). the questionnaire consisted of 18 closed-ended questionnaires that allow for indepth information from the students’ perception on utilizing machine translation (mt). the data collection can be divided into six sections that draw the students’ perception on importance of english subject matters in translation; students’ experience on translation assignment, the utility of translation skill; most popular translation ways and material; translation learning methods; students’ disposition and course length expectation. with intensive literature review, a table of specification with the initial things was created to guide item construction for developing the dimensions; we tend ready to establish students’ perception and expectation on translation in teaching and learning process. the responses were analyzed as bodgan 1998 states in (sugiyono, 2018) data analysis is the process of systematically searching and arranging the interview transcripts, field notes, and different materials that you just accumulate to extend your sujarwo 234 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) own understanding of them and to change you to gift what you have got discovered to others. c. findings and discussion findings after collecting data by using questionnaires, the researcher got the results of this research through some data as follows: q1. have you ever used machine translation? the students chose yes. it means that machine translation enables students to translate sentence or words from source language to target language. q2. how often do you use the machine translation? the students dominantly use machine translation when they find difficult words. they can know part of speech of the words so that they can place right words into target language. q3. have you ever used machine translation online based? actually the students have ever used machine translation such as google translate. it is easy to acces it. the students can get the result of translation although they have to rearrange grammar manually. q4. what type of language do you generally search for in a machine translation? type of language generally used are english-indonesian and indonesian-english. sometimes, students type indonesian (source language) then translate into english (target language) and vise-versa. q5. have you used translation as a learning devices or tools? the students used translation as a learning devices or tools to enable in translating difficult words. generally, they use it when finding unfamiliar words. q6. does machine translation help you on translation class? the students chose machine translation that can help translating words including unfamiliar words. machine translation providing the result of translation fast. sometimes, assignment can be finished by using machine translation in the class. q7. what is the role of machine translation for you? students used machine translation because it helps to translate from source language to sujarwo 235 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) target language fast and find the new words including unfamiliar words. q8. do you find it easy to use? students think that machine translation can be used everywhere and anywhere. these can be used in offline so that students are not worry to use this machine translation. q9. how is importance machine translation on your english studies? the machine translation helps for students. they can know the meaning of unfamiliar word and translate both into indonesian-english and into english-indonesian. this machine translation is very important for students. q10. what are the benefits of using machine translation? the machine translation gives benefits for students especially in translation subject. students can search unfamiliar word fast, help in translating long sentence, easy and simple to use it. q11. what is the easier one between englishindonesian and indonesian – english translation? students always use english-indonesian through machine translation. these is flexible, automatically words appear into target language. in addition, there are part of speech and sound. q12. what are the effects use machine translations? students chose machine translation that help to find more words as a positive effect and negative effect is to decrease their interest to open dictionary. in addition, machine translation can help students to solve the problem in english. q13. does machine translation reduce the interest on learning english? machine translation can not reduce students’ interest on learning eglish. this can help students to increase new vocabulary. q14. which one do you usually use online or offline machine translation? students install offline machine translation. it is caused that this machine can be used anywhere although inadequate network. q15. can you find all of the words that you are looking for in machine translation? students sometimes find all words needed through machine translation. one thing that make difficult to find it is terms.the students should find in other references. q16: what are the problems that usually faced on using machine translation? sujarwo 236 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) students think that there is a problem when using machine translation. one of them is no correlation meaning and incorrect grammar found in the result of translation. there is translation of word by word. q18. what will you do to solve if you found the different result of machine translation from the principle of translation? when students found different result of machine translation, they recheck and rearrange to get a good translation by their own understanding. furthermore, they ask the expert and friends. discussion data of questionnaires were collected and processed, the researcher got some results. these describe that all of efl students had ever utilized machine translation (mt). they required machine translation for various reasons to use it. they used it for the aims; to identify all meanings that they wanted to know, it indicated that they suspected about their vocabulary mastery. the students applied machine translation when they found difficult or unfamiliar words to translate into target language. this machine enables students to provide new words as new vocabulary for students. machine translation commonly used by students are google translate and offline dictionary. this machine was used as instead of dictionary in which it can be used anywhere and everywhere. efl students who had no confidential and efforts to complement their vocabulary, they simply relied on mt. students rechecked and rearranged to get a good translation by their own understanding. they utilized mt to translate, word, phrase, sentence, paragraph, and even text. it absolutely was hazardous for them, because it could make them be hit or killed by mt, it absolutely was not a decent situation for them as students of english education department, also it absolutely was harmful for them after they had to try and do direct conversation where there was no time to browse internet about which one do you usually use online or offline machine translation? their response was using offline mt was better than offline mt. most of students utilized computational linguistics or machine translation when they found the difficult and new words. their answers were more dominant on looking for english and indonesian. but when the researcher asked about is the language utilized in machine translation simple to comprehend? they responded sometimes it meant that they did sujarwo 237 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) not comprehend all the words that searched. they translated some word by using mt need more investigation because the researcher was out of control the sort of word that they translated the simple familiar word or unfamiliar words. it becomes as a phenomenon too, because they said that all of students utilized mt to translate word by word. when it is compared to the theory of translation, it had been not the most effective translation result, because context can change the meaning of word. using mt was helpful. supported the students’ answers, its most useful laid on the practice, it was relevance with rossi & chevrot (2019) stated that perceptions of mt have a strong impact on both perceived usefulness and actual use. by using mt, they might get a description meaning about, words, phrases, sentences, or maybe paragraphs faster than looking up dictionary. it meant that the students put mt as another variety of dictionary and as a comparison translation result. they assumed that english – indonesian was easier than indonesian – english translation. it could be predicted because indonesian is their own language, in order that they might predict the meaning supported the sentence context. so, this answer was influenced by the language richness of the users. then when the researcher asked about what is the role of machine translation for you? they answered mt helped to translate and to find the new words, both of options were same because mt was easy to use. based on the students’ answer, the consequences of using mt, there were three; positive, negatives and no effects, the effect of using mt, and they knew that mt had the positive effect it helps to find more words and negative effect is it decrease our interest to open dictionary and the result of translation sometimes irrelevant. so the positive side, it focused on practicing. they got a general description about acceptation, it just needed context understanding, but mt leaded them to a confused situation, because sometimes did not have correlation meaning and incorrect grammar from what they knew and it was difficult to use if there was no network. it made them confused deciding the proper one. beside it, they said that dictionary made them became lazier to open it. this dependence made them lazy to memorize new words. and therefore, the last was no effect, but the researcher are doubt about this answer, it is going to be caused by their unsureness a few researches. it made two different answers that mt can reduce learning interest; yes and no. sujarwo 238 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) all of the words may be found in mt, but it was debatable. because they were not asked further about styles of word, they were searching by using mt. meanwhile a number of them answered yes, it's same as too or they were searching the word not meaning by using key words. it means it becomes because the next work to create it more detail. actually, the issues would be faced during mt, it depends the user to resolve it, for example; grammar and structure, style of words and meaning. they will be solved by the user knowledge. so, when the solution was no problem, so it may be predicted that the user was superb or very bad in english. it had been good once they could connect the interpretation text into the context, meanwhile it had been very bad because they did not know the correct one, or in another word that they had no choice unless accepted it. the funny answer was due to losing internet connectivity, and it had been unacceptable answer. to resolve the issues they faced, they consulted them to dictionary. even though they sometimes faced some problems or difficulties, they assumed that mt was very useful, because it could make their task easier and more practice by having a general meaning of a translation text, further they use dictionary made it clearer. and after knowing the effect of machine translation (mt), the students just used it if it was necessary, so they knew mt was not too important for them. also, it can be seen in table 20 about what will you do to solve if you found the different result of machine translation from the principle of translation? the students’ response was rechecked and rearranged to get a good translation by their own understanding, ask the expert and friends and check it back and find in dictionary. so that efl students in the sixth and seventh semester of english education department universitas megarezky in translating words, phrase, text, paragraph has to recheck and rearrange to get a good translation by their own understanding and ask the experts or their friends because mt sometimes did not have correlation meaning and incorrect grammar from what they knew. d. conclusions based on description above, it can be concluded that as the product of technology, machine translation (mt) becomes another option to recognize the meaning of foreign language. machine translation can be used as dictionary, too. mt is incredibly useful and helpful, it can provide a general description to the users, it gives an inspiration or consideration to the users to understand the meaning. so that, sujarwo 239 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) efl students in the sixth and seventh semester of english education department universitas megarezky in 2019/2020 academic year in efl students’ perception to translate. mt sometimes do not have correlation meaning and incorrect grammar from what they know in translating words, phrase, text, paragraph has to recheck and arrange to induce a decent translation by their own and live a private student’s perception of an entire category, as distinct from students’ perception of their own roles within the classroom and out the classroom in translating by machine translation (mt). then, mt basically can be used not only for translating. mt too can be used to learn sounds or pronunciation. and for further research, it is recommended to be able to analyze in depth about the results of translations by mt conducted by students. this matter provides feedback and consideration of students’ perception. sujarwo 240 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) references alkhatnai, m. 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(2019). uses and perceptions of machine translation at the european commission. journal of specialised translation, 31, 177–200. sabtan, y. m. n. (2020). teaching arabic machine translation to efl student translators: a case study of omani translation undergraduates. international journal of english linguistics, 10(2), 184. https://doi.org/10.5539/ijel.v10n2p184. sujarwo 241 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) sugiyono. (2018). metode penelitian kuantitatif,. bandung: alfabeta. tsai, s. c. (2019). using google translate in efl drafts: a preliminary investigation. computer assisted language learning, 32(5–6), 510–526. https://doi.org/10.1080/09588221.2018.1527361 muhammad yusuf & eka dewi rahmawati 17 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) volume 5, nomor 1, februari 2020 issn 2442-8965 (p) issn 2442-8973 (e) optimalisasi aplikasi macromedia flash 8 dalam pembelajaran kosakata bahasa arab muhammad yusuf (1) & eka dewi rahmawati (2) elyusuf03@gmail.com, rahmania379@gmail.com universitas islam negeri sunan kalijaga, yogyakarta, indonesia abstrak pembelajaran bahasa di era revolusi industri 4.0 juga mengalami dampak, misalnya pada penggunaan aplikasi dalam proses pembelajaran. aplikasi tersebut biasanya digunakan sebagai media pembelajaran pada peningkatan keterampilan berbahasa atau komponen berbahasa, seperti kosa kata. salah satu aplikasi yang bersifat mengefisienkan dan mengefektifkan pembelajaran bahasa arab, khususnya pembelajaran kosa kata bahasa arab adalah aplikasi macromedia flash 8. aplikasi tersebut dapat digunakan untuk memecahkan kesulitan pembelajaran yang masih menjadi hambatan baik oleh pengajar dan pebelajar bahasa arab di indonesia. tujuan dari tulisan ini adalah mengkaji aplikasi macromedia flash 8 dalam pembelajaran kosakata bahasa arab. penelitian ini menggunaka metode rancang bangun berupa analisis kebutuhan, desain aplikasi, implementasi aplikasi, pengujian aplikasi, dan validasi aplikasi. subjek penelitian adalah siswa mts kelas ix. hasil penelitian ini menunjukkan bahwa aplikasi macromedia flash 8 efektif meningkatkan kosa kata siswa khususnya yang berkaitan dengan materi puasa, idul adha, dan hobi yang disajikan dengan memanfaatkan teks, grafik, gambar, dan animasi. kata kunci : aplikasi; macromedia flash 8; kosakata bahasa arab. abstract language learning in the era of industrial revolution 4.0 is also influenced by technology information development, for example, on using an application in the teaching and learning process. the application is usually using as a medium for improving language skills or language components, such as vocabulary. one application is efficient and effective in teaching the arabic language, especially arabic language vocabulary is a macromedia flash 8 application. the application can be used to solve the problem which still constraint the arabic teacher and also the students. this article aims to research the macromedia flash 8 application in learning arabic vocabularies. this research used a research design method with procedures, need analysis, application design, application implementation, application evaluation, and application validation. the subject of this research was islamic junior student's grade ix. the result showed that macromedia flash 8 application was effective in improving students’ vocabulary, especially related to islamic fasting, ied al-adha, and hobby. they were presented using text, graphics, and animation. keywords: application; macromedia flash 8; arabic language vocabulary. http://u.lipi.go.id/1421293761 muhammad yusuf & eka dewi rahmawati 18 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) a. pendahuluan dinamisnya kehidupan menuntut segala aspek didalamnya untuk selalu ditinjau, tidak terkecuali ilmu kebahasaan.di indonesia kata bahasa yang melekat pada fakultas pendidikan bahasa diposisikan sebagai alat. dengan kata lain, secara inhern pendidikan bahasa arab bertujuan untuk mengarahkan siswa untuk mengoptimalkan alat tersebut sesuai dengan kepentingannya yang berkaitan dengan kapasitas dan kapabiltasnya dalam menjawab aneka problematika yang ada di masyarakat, baik berkaitan dengan realitas sosial, ekonomi, politik identitas, budaya, maupun agama (mujib, 2010: 73). dengan demikian, adagium yang menyatakan bahwa bahasa adalah alat membangun peradaban bangsa dapat terbukti kebenarannya. dalam konteks nasional transfer pengetahuan bukan satu-satunya orientasi pembelajaran bahasa arab. ada beragam orientasi lain didalamnya, antara lain orientasi religius, akademis, profesionalisme atau praktis, dan orientasi ideologisekonomis (nuha, 2012: 55; dan maksudin, 2018: 193-194). kendati demikian, prinsip instrumental pembelajaran bahasa arab secara global hanya terdiri dari dua komponen. pertama, maharah al-lughowiyah. kedua, anasir al-lughoh (asrori, 2013: 5). bagaimanapun orientasinya, keterampilan dalam mengoperasionalkan bahasa arab baik secara visual maupun verbal menjadi poin yang harus diberikan atensi. dalam diskursus keterampilan bahasa arab, terdapat perbedaan perspektif dikalangan ahli mengenai faktor strategis yang mempengaruhi keterampilan berbahasa arab siswa. dalam perspektif tarigan, penguasaan keterampilan berbahasa seseorang mempunyai interelasi dengan penguasaan mufradat yang dimilikinya. probabilitas keterampilan berbahasa siswa berbanding lurus dengan penguasaan kosakatanya. instrumen yang harus dijadikan pertimbangan dalam mengambil kebijakan mengenai gradasi siswa merupakan kualitas kemampuan berbahasa mereka. sementara kualitas tersebut merupakan implikasi dari baiknya kompetensimufradatsiswa (tarigan, 2015: 2). sementara itu muhammad ismail shiny (dalam fatricia, 2018: 43) menyatakan bahwa mempelajari kosakata mempunyai posisi penting dalam pembelajaran bahasa arab.hal tersebut dikarenakan mufradat merupakan komponen asasi dalam sebuah bahasa. narasi yang lain disampaikan oleh ahmad qomaruddin (2017: 21) yang menyatakan bahwa mempelajari kosakata mempunyai signifikansi yang tinggi terhadap keterampilan berbahasa siswa. adapun dalam perspektif syaiful musthofa, sintaksis muhammad yusuf & eka dewi rahmawati 19 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) dan mufradat menjadi aspek penting dalam mempengaruhi penguasaan keterampilan berbahasa siswa (mustofa, 2011: 4).adapun artikulasi yang lebih komprehensif disampaikan oleh permatasari dan masri’ah (2019: 6) yang menyatakan bahwa selain sintaksis, morfologis, dan fonetik, kosakata merupakan salah satu komponen strategis dalam pembelajaran bahasa arab. di indonesia sudah sedari dulu pembelajaran bahasa arab dilaksanakan, namun hasilnya sampai sejauh ini belum optimal. ragam problem masih terus mewarnai, bahkan terkesan menghegemoni. proses identifikasi problem tersebut dapat berangkat misalnya dari keunikan bahasa arab sendiri yang berimplikasi pada sulitnya merumuskan metodologi. sehingga disamping siswa memang kurang siap juga karena tidak mudahnya siswa dalam meresap pengetahuan di dalamnya. selain itu juga disebabkan ragam karya mahasiswa bahasa arab dirasa kurang kreatif dan inovatif. karya ilmiah yang dibuat tidak menjawab tantangan keilmuan dan kelembagaan pendidikan bahasa arab. hal tersebut diperparah oleh kompetensi profesional, pedagogi, metodologi, pun kompetensi penelitian tenaga pendidik bahasa arab yang cenderung kurang (mujib, 2011: 6). dalam narasi yang lain, renti yasmar (2017: 202) mengatakan bahwa salah satu faktor penghambat proses pembelajaran bahasa arab berkaitan dengan operasionalisasi media pembelajaran. sejauh ini optimalisasi media tradisional seperti buku pelajaran, papan tulis, dan spidol dirasa kurang kompatibel untuk menyajikan materi agar menarik. oleh karenanya perlu inovasi baru berkaitan dengan media pembelajaran bahasa arab sebagai bahasa asing yang dirasa adaptabel bagi siswa di indonesia.terlebih peran media konvensional dirasa tidak adaptable dalam proses pembelajaran bahasa pada konteks kekinian. dalam kaitan tersebut, perlu kiranya memadukan tekhnologi mutakhir dalam komputer untuk dijadikan media pembelajaran. berdasarkan beberapa kajian yang telah dilakukan, penggunaan multimedia dapat mempermudah peran guru dalam metodologi pengajaran bahasa arab(yasmar, 2017: 202). lebih lanjut abdul hamid (2008: 194196) berpendapat bahwa optimalisasi tekhnologi akan berimplikasi pada naiknya ketertarikan dan motivasi siswa dalam belajar bahasa arab. disamping itu lebih memberikan kesempatan siswa untuk independent dalam belajar, bahkan memberikan kesempatan kepada mereka untuk mengeksplorasi hal-hal yang baru. adapun salah satu formula yang ditawarkan berkaitan dengan pengembangan media berbasis pada muhammad yusuf & eka dewi rahmawati 20 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) tekhnologi adalah program macromedia flash. macromedia flash merupakan akumulasi audio, gambar, animasi yang diproyeksikan menciptakan inovasi dalam pendidikan. sehingga proses edukasi bersifat menarik, tidak stagnan, dan memudahkan proses presentasi materi di dalamnya. selain itu dengan multimedia terciptalah independensi siswa dalam belajar materi bahasa arab. dapat dikatakan bahwasannya fitur multimedia mempunyai garansi lebih tinggi untuk membelajarkan secara efektif dan efesien daripada media tradisional (yasmar, 2017: 203). hal ini seperti hasil penelitian rachman azizi dkk, (dalma sari, dkk, 2016: 27) yang menjelaskan bahwa penggunaan multimedia yang interaktif dapat menaikkan kualitas proses pun hasil belajar siswa. dengan demikian terbukti bahwa multimedia interaktif memberikan pengaruh yang signifikan bagi tercapainya kompetensi dasar pun inti siswa dalam proses pembelajaran. bertitik dari narasi di atas, dalam penelitian ini penulis akan menawarkan multimedia pembelajaran kosakata bahasa arab unutuk siswa mts kelas ix semester ganjil. adapun multimedia yang dikehendaki disini adalah multimedia interaktif atau macromedia flash 8. multimedia tersebut disinyalir dapat membantu menyampaikan materi mufradat yang notabenenya merupakan aspek strategis dalam penguasaan keterampilan berbahasa arab siswa secara efektif dan efesien. b. metode penelitian dalam kajian ini, peneliti menggunakan metode rancang bangun. dalam perspektif pressman (dalam buchori, dkk, 2015: 1), rancang bangun merupakan metode yang bermuara pada penciptaan atau perbaikan sesuatu yang sudah ada dengan cara mengidentifikasinya dan menerjemahkan hasilnya ke dalam bentuk perangkat lunak. dalam penelitian ini peneliti berangkat dari analisis kebutuhan dalam pembelajaran mufradat yang dirasa perlu didialogkan dengan tekhnologi mutakhir, yaitu macromedia flash 8. media ini berdasarkan kajian yang telah dilakukan oleh beberapa ahli dapat meningkatkan efektifitas dan efesiensi dalam proses pembelajaran kosakata, khususnya pada siswa mts kelas ix. adapun penelitian ini menggunakan model waterfall yang secara operasional terdiri dari: pertama, analisa kebutuhan. dalam hal ini peneliti menganalisa kebutuhan siswa dengan berdasar pada buku dan jurnal terkait yang menyatakan bahwa perlu memberikan tawaran baru dalam proses pembelajaran muhammad yusuf & eka dewi rahmawati 21 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) mufradat pada siswa kelas ix, tawaran tersebut penulis terjemahkan dengan mencoba menciptakan aplikasi macromedia flash 8. selain itu, peneliti menganalisa materi pembelajaran mufradat pada siswa mts kelas ix yang terdiridarimateriberkaitandenganpuasa, harirayaidul adha, dan hobi. kedua, desain aplikasi yang terdiri dari representasi interface aplikasi. dalam konteks ini, peneliti akan mendesain aplikasi dengan memasukkan unsur-unsur pembelajaran mufradat di dalamnya. ketiga, implementasi aplikasi. operasionalisasi langkah ketiga ini adalah dengan cara menginternalisasikan desain aplikasi yang telah didialogkan dengan unsur pembelajaran kosakata pada siswa mts kelas ix kedalam perangkat lunak yang terdiri dari windows, dan macromedia flash8. keempat, pengujian aplikasi. dalam hal ini peneliti meminta kepada mahasiswa pascasarjana uin sunan kalijaga program studi pendidikan bahasa arab untuk menguji aplikasi yang telah peneliti tawarkan. kelima, proses validasi. adapun ahli yang menvalidasi aplikasi ini adalah dosen media pembelajaran pada program pascasarjana uin sunan kalijaga yogyakarta. c. hasil dan pembahasan secara terminologi, terdapat sedikit distingsi antara media pembelajaran dan multimedia pembelajaran. media pembelajaran adalah tekhnologi pembawa pesan yang dapat difungsikan dalam kelas-kelas pembelajaran misalnya dalam bentuk audio, video, film, buku, dan sebagainya (asrori, 2015: 3). sementara multimedia merupakan akumulasi dari beragamkomponen yang meliputi teks, grafik, audio, gambar, dan animasi dalam komputer atau lainnya yang dioptimalkan untuk menyampaikan materi dalam proses pembelajaran bahasa arab (mubarok, 2018: 70). berdasarkan pengertian antara dua terma di atas, dapat diambil sintesis bahwa secara mendasar perbedaan antara keduanya berada pada struktur komponennya, dalam hal ini unsur multimedia lebih beraneka. dengan kata lain, terma media lebih umum daripada multimedia. adapun karakterisasi dalam pembuatan multimedia interaktif pembelajaran bahasa arab adalah sebagai berikut: 1. kejelasan urain materi dalam blue print pembelajaran, eksistensi materi harus diformulasikan berdasarkan komposisi yang sesuai dalam sebuah kemasan. kejelasan dan mudah difahami adalah sesuatu yang harus dihadirkan dalam presentasi materi. akumulasi dari beragam elemen muhammad yusuf & eka dewi rahmawati 22 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) yang meliputi fakta, prinsip, konsep, dan prosedur pembelajaran bahasa arab membutuhkan kompetensi profesionalitas pengkonsep dalam menyajikan materi. 2. daya tarik soft file multimedia interaktif perpaduan teks, huruf, warna, gambar, animasi, audio dan video berpotensi besar dapat mendorong siswa untuk tertarik terhadap proses pembelajaran dalam kelas. 3. efesiensi pembelajaran multimedia interaktifsengaja didesain sedemikian rupa agar proses pembelajaran dapat berjalan efektif dan efesien. dalam arti ia dibuat agar siswa dapat belajar secara mandiri kapan dan dimana saja. dengan demikian pembelajaran akan lebih humanis dan demokratis. 4. motivasi belajar bahasa arab salah satu indikator multimedia yang baik mempunyai kekhasan yang tidak dimiliki multimedia yang lain, seperti menampilkan gambar dengan tema tertentu. hal ini secara tidak langsung akan menyentuh sisi psikologis siswa untuk terus termotivasi dalam belajar dengan menggunakan multimedia ini. 5. kemenarikan gambar/animasi indikator lain yang berkaitan dengan baiknya kualitas multimedia adalah kemenarikan gambar atau animasi di dalamnya. gambar yang menarik misalnya dengan menyajikan tokoh kartun kegemaran siswa. adapun animasi bisa dikatakan optimalisasi gambar dengan agar lebih menghidupkan daya imaginasi dalam durasi tertentu. 6. warna secara fungsional, elemen visual berperan agar pembelajaran lebih menarik dan dapat memberikan stimulus terhadap imagi siswa. warna berfungsi secara fisik bila visualisasinya mampu memperjelas indera penglihatan dalam menangkap objek yang dipresentasikan. normalnya akan ada konstras antara objek dan backgroundnya. sementara itu, fungsi psikologis warna akan eksis bila penampilannya berimplikasi pada munculnya emosi tertentu, misalnya sedih, gembira, tenang, sejuk, ceria, dan lain sebagainya. oleh karenanya prinsip kreatifitas menjadi hal yang asasi dalam menyeleksi aneka warna yang sesuai dengan tema sekaligus tingkat perkembangan psikologi siswa sebagai subjek dari multimedia. normalnya, anak remaja menyukai sesuatu yang terang dan cerah seperti biru laut, hijau daun, dan orange. muhammad yusuf & eka dewi rahmawati 23 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) 7. motivasi mengerjakan latihan adanya umpan balik berupa skor misalnya, dalam respon jawaban yang diberikan siswa akan menjadikannya termotivasi untuk mendapat jawaban yang benar(ningsih, dkk, 2014: 68-70). macromedia flash 8 program macromedia flash 8 merupakan salah satu aplikasi yang berisi suatu program animasi yang telah banyak difungsikan designer untuk memproduksi dan mengkreasikan design yang profesional. program ini bila dibandingkan dengan yang lain dirasa lebih fleksibel untuk mendesain animasi, sehingga tidak sedikit yang mengoptimalkan fungsi program tersebut. pembuatan animasi interaktif atau noninteraktif bisa dengan menggunakan program macro media flash ini. bagi seniman misalnya, program ini sangat membantu kinerja mereka sebab perannya sebagai tekhnologi yang bisa menghasilkan animasi visual yang bergerak (andi, 2006: 1-2). secara umum, macro media flash dioptimalkan untuk menghasilkan animasi web yang akan dipresentasikan dalam sebuah situs internet, dan pembuatan beragam animasi yang lain seperti animasi iklan dan film. disamping itu, salah satu kelebihan dari program ini adalah bisa dikombinasikan dengan program lain seperti adobe photoshop, frontpage, macromedia dreamweaver, corel draw, dan lain sebagainya dalam rangka menghasilkan desain animasi yang menarik. lebih lanjut andi mengatakan bahwa keistimewaan program ini dibandingkan dengan program lain yang semisal di antaranya: 1) mampu membuat tombol-tombol interaktif dengan sebuah film ataupun objek yang lain, 2) mampu mentransformasikan transparansi warna dalam film, 3) mampu mentransformasikan suatu animasi kedalam bentuk yang lain, 4) mampu membuat gerakan animasi dengan berdasar pada pola yang telah ditetapkan, 5) mampu dikonversi dan dipublikasikan ke dalam beberapa format, misalnya: mov, swf, html, gif, jpg, pngg, exe, dan lain sebagainya(andi, 2006: 1-2). flash dapat digunakan untuk membuat objek gambar menjadi animasi seolaholah gambar itu bergerak di sepanjang stage. selain menggerakkannya sebagai animasi objek juga bisa diubah ukuran, warna, memutar, maupun mengubah opacity (kenampakan suatu objek dari jelas hingga lenyap). animasi pada flash dapat dilakukan dengan cara frame by frame dimana harus terlebih dahulu membuat gambar pada masing-masing frame, maupun dengan cara tweened animation atau animasi berantara. muhammad yusuf & eka dewi rahmawati 24 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) pada cara yang kedua ini hanya perlu membuat dua objek, yaitu objek awal dan objek akhir, sedang antara keduanya akan diselesaikan oleh flash (yudhiantoro, 2003: 8). adapun istilah-istilah umum dalam program flash adalah sebagai berikut (andi, 2006: 4). tabel 1. istilah umum program flash istilah keterangan properties bagian intruksi dari intruksi yang lain animasi objek gerak yang didesain agar nampak lebih menarik action script intruksi pada suatu frame agar menjadi interaktif movie clip kombinasi animasi frame bagian layer yang berfungsi untuk mengatur desain animasi scene layar yang berfungsi untuk menyusun beragam objem, baik tulisan pun gambar. time line penampung layar masking suatu intruksi yang berfungsi menghilangkan sebuah konten dari layer dimana isi layer tersebut akan tampak saat movie dijalankan layer simbol tempat yang berfungsi menampung satu gerakan objek sehingga bilahendak membuat gerakan lebih dari satu objek sebaiknya diletakkan pada layer tersendiri keyframe tanda yang berfungsi membatasigerakan animasi berikut ini adalah bagian-bagian dan fungsi dari elemen-elemen macromedia flash (andi, 2006: 7). tabel 2. bagian dan fungsi elemen macromedia flash nama elemen keterangan toolbox bagian yang dapat difungsikan sebagai media untuk mengambar dan memformat gambar panel/jendela properties bagian yang difungsikan sebagai instruktur tambahan dari objek yang menjadi pilihan. tampilan jendela properties bersifat relatif timeline bagian yang digunakan untuk mengatur susunan layer layer bagian yang difungsikan untuk mengatur susunan dari objek yangtampak di stage panel/jendela actions bagian aplikasi yang dapat difungsikan sebagai instruktur script pada objek yang menjadi pilihan. muhammad yusuf & eka dewi rahmawati 25 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) presentasi jendela actions bersifat relatif menu beberapa intruksi yang difungsikan untuk mendesain atau membuat objek, animasi, layar, dan lain sebagainya. scane/stage layar yang dapat difungsikan untuk mengatur dan menyusun objek teks, gambar, animasi, ataupun movie frame bagian layer yang dapat difungsikan sebagai pengatur gerakan animasi panel/jendela color mixer bagian yang dapat difungsikan sebagai medium untuk mewarnai objek, baik solid pun gradasi. components tombol yang difungsikan sebagai daya tampung data pembelajaran kosakata bahasa arab kelas ix pembelajaran dalam perspektif oemar hamalik (1995: 37)merupakan transformasi tingkah laku individu sebab proses interaksi dengan lingkungannya. sementara menurut yatim riyanto (2009: 5), pembelajaran merupakan akumulasidari proses mengamati, membaca, meniru, mengeksplorasi, mendengar, dan mengikutiarah tertentu. dalamnarasi yang lain, abdul majid (2012: 109) berpendapat pembelajaran bermakna upaya untuk membelajarkan seorang atausekelompok orang melalui aneka usaha dengan menggunakan berbagai strategi, metode, dan pendekatan untuk mendapatkan tujuan yang telah direncanakan. berdasarkan pengertian ahli di atas dapat diambil sintesis bahwa pembelajaran merupakan serangkaian aktivitas yang dilakukan siswa dengan berdasar pada instruksi guru yang telah memformulasikan tujuan, pendekatan, metode, dan strategi dalam kegiatan tersebut. adapun kosakata atau dalam bahasa arab disebut mufrodat, dalam bahasa inggrisnya vocabulary adalah himpunan kata atau khazanah kata yang diketahui oleh seseorang atau entitas lain yang merupakan bagian dari suatu bahasa tertentu. kosakata ada yang mendefinisikan sebagai himpunan semua kata-kata yang dimiliki seorang individu yang berpotensi digunakan untuk menyusun kalimat baru. khazanah kosakata dapat dijadikan indikator tingkat intelligensi seorang individu. oleh karenanya, ia merupakan unsur asasi yang menentukan perkembangan kemampuan bahasa arab siswa (zaenudin, 2005: 89). dalam kontesk siswa mts kelas ix, berikut materi pokok pembelajaran kosakata yang disusun oleh kementerian agama republik indonesia: idul adha, puasa romadlon, hijrah nabi, maulid nabi, hobi, murid yang pandai, dan hari libur muhammad yusuf & eka dewi rahmawati 26 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) (hidayat, 2016). namun dalam kajian ini, penulis hanya mengambil materi tentang puasa ramadhan, idul adha, dan hobi untuk dijadikan sampel dalam proses pembuatan multimedia interaktif. perancangan pembuatan multimedia ini diawali dengan membuat skema awal yang akan dijadikan dasar oleh penulis dalam menghasilkan multimedia interaktif dengan menggunakan macromedia flash 8. berikut visualisasi perancangangan multimedia dalam kajian ini: gambar 1 perancangan. gambar 1. perancangan setelah perancangan dilakukan, maka tahap selanjutnya adalah membuat multimedia dengan menggunakan adobe flash. menu utama tampilan pada menu utama terdapat dua scene, yaitu scene loading dan scene menu. pada tampilan scene loading terdapat animasi movie clip tanpa action script karena akan langsung berpindah ke scene menu dan memainkannya. muhammad yusuf & eka dewi rahmawati 27 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) gambar 2 menu utama tujuan pembelajaran scene ini berisi tujuan pembelajaran, yaitu: 1. siswa mengenal mufradat baru yang berhubungan dengan materi-materi yang telah ditampilkan. 2. siswa memahami arti dan maksud dari mufradat yang telah ditampilkan. 3. siswa dapat mengerjakan latihan-latihan untuk mengetahui skor pemahaman siswa mengenai maufradat-mufradat yang telah ditampilkan. gambar 3. tujuan pembelajaran materi 1 pada menu ‘materi 1’ ini terdapat beberapa frame, frame pertama berisi halaman judul ‘idul adha’. dan terdapat dua tombol yaitu tombol home dan tombol next. adapun actionscript pada tombol ‘home’ adalah sebagaimana yang telah disebutkan, dan actionsript pada tombol ‘next’ adalah sebagai berikut. on (release) {nextframe();}. jika diklik maka akan masuk pada frame selanjutnya yang berisi tentang beragam kosakata yang berkaitan dengan topik materi i. muhammad yusuf & eka dewi rahmawati 28 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) gambar 4. materi 1 materi 2 materi dua ini teridiri dari sepuluh frame yang berisi tentang materi kedua yakni ‘puasa ramadhan’. frame pertama merupakan halaman judul yang berisi dua tombol, yaitu tombol ‘home’ yang jika diklik akan kembali pada menu utama dan tombol’next’ yang jika diklik akan menuju frame selanjutnya. gambar 5. materi 2 materi 3 pada scene ‘materi 3’ ini, terdapat sebelas frame yang berisi judul dan materi mufradat untuk materi yang ketiga yaitu tentang hobi-hobi. pada frame pertama terdapat judul materi ketiga yaitu hobi-hobi, dilengkapi dengan tombol “home’ dan tombol ‘next’ sebagaimana pada scene-scene sebelumnya. muhammad yusuf & eka dewi rahmawati 29 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) gambar 6. materi 3 latihan 1 latihan 1 ini berisi petunjuk mengerjakan soal dan soal-soal yang berkaitan dengan materi 1 tentang idul adha. a. frame pertama berisi petunjuk mengerjakan soal sebagai berikut: b. frame kedua berisi tombol ‘mulai’ dengan action script: on (release) {nextframe();} c. frame ketiga berisi soal pertama beserta lima tombol pilihan jawaban. gambar 6. latihan 1 latihan 2 pada scene latihan 2 initerdapat sembilan frame, latihan 2 ini berisi petunjuk mengerjakan soal dan soal-soal yang berkaitan dengan materi kedua yakni puasa ramadhan. a. frame pertamaberisipetunjukmengerjakansoalsebagaiberikut: b. frame keduaberisitombol ‘mulai’ denganactionscript: on (release) {nextframe();} muhammad yusuf & eka dewi rahmawati 30 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) c. frame ketiga berisi soal pertama beserta lima tombol pilihan jawaban. gambar 7. latihan 2 latihan 3 latihan 3 ini berisi petunjuk mengerjakan soal dan soal-soal yang berkaitan dengan materi ketiga tentang hobbi. a. frame pertama berisi petunjuk mengerjakan soal sebagai berikut: b. frame kedua beri sitombol ‘mulai’ dengan actions cript: on (release) {nextframe();} c. frame ketiga berisi soal pertama beserta lima tombol pilihan jawaban. gambar 8. latihan 3 pilihan keluar ketika mengklik tombol keluar pada menu home, maka akan masuk terlebih dahulu pada halaman ‘keluar’ yang berisi ucapan terimakasih sebagaimana berikut. pada frame ini terdapat satu tombol yaitu tombol ‘power’ dengan action: on(release){fscommand("quit",true). apabila diklik tombol ‘power’, maka akan keluar dari multimedia interaktif yang sedang digunakan. muhammad yusuf & eka dewi rahmawati 31 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) gambar 9. pilihan keluar d. simpulan analisis kebutuhan, desain aplikasi, implementasi aplikasi, pengujian aplikasi, dan validasi aplikasi yang telah dilakukan menghasilakan kelayakan macromedia flash 8 ini untuk digunakan dalam proses pembelajaran kosakata bahasa arab kelas ix mts, khususnya yang berkaitan dengan materi puasa, idul adha, dan hobi yang disajikan dengan memanfaatkan teks, grafik, gambar, dan animasi yang terakumulasi dalam satua plikasi. daftar pustaka andi dan madcoms. 2006. seri aplikasi macromedia flash mx 2004 membuat animasi movie clip dengan action script. yogyakarta: cv andi offset asrori, mohammad. 2013. pengembagan kurikulum bahasa arab di pesantren. malang: uin maliki press. asrori, imam dan moh ahsanudin. 2015. media pembelajaran bahasa arab. malang: cv bintang sejahtera buchari, dkk. 2015. rancang bangun video 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arab kelas ix mts pendekatan saintifik k13. jakarta: kementerian agama republik indonesia. kurniawati, inung diah dan sekreningsih nita. 2018. media pembelajaran berbasis multimedia interaktif untuk meningkatkan pemahaman konsep mahasiswa. jurnal: journal of computer and information technology, vol. 2, no. 1. majid, abdul. 2012. belajar dan pembelajaran pendidikan agama islam (bandung: remaja rosdakarya. maksudin dan qoim nurani. 2018. pengembangan kurikulum pembelajaran bahasa arab yogyakarta: fitk-uin sunan kalijaga. mubarok, aziz dan landung sudarman. 2016. aplikasi multimedia pembelajaran bahasa arab untuk madrasah tsanawiyah kelas vii. jurnal: jutim, vol. 2, no. 1. mujib, fathul. 2010. rekonstruksi pendidikan bahasa arab ‘dari pendekatan konvensional ke integratif humanis’. yogyakarta: bintang pustaka abadi mujib, fathul dan nailur rahmawati. 2011. metode permainan-permainan edukatif dalam belajar bahasa arab. jogja: diva press mustofa, syaiful. 2011. strategi pembelajaran bahasa 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no. 1. tarigan, henry guntur. 2015. pengajaran kosakata. bandung: cv angkasa. yasmar, renti. 2017. multimedia interaktif pembelajaran bahasa arab siswa madrasah aliyah. arabiyatuna: jurnal bahasa arab, vol. 1, no. 2 yudhiantoro, dhani. 2003. panduan lengkap macromedia flash mx. yogyakarta: andi zaenudin, radliyah. 2005. metodologi dan strategi alternatif pembelajan bahasa arab. yogyakarta: pustaka rihlah group al-lisan. journal bahasa issn 2442-8965 & e issn 2442-8973 volume 2 nomor 2agustus 2017 http://journal.iaingorontalo.ac.id/index.php/al 17 an identification of students’ difficulties in pronunciation nikita lasabuda lasabuda10@gmail.com english education department of tarbiyah and teacher training faculty the state institute of islamic studies (iain) sultan amai gorontalo, indonesia abstract this research aims to identify the difficulties of students‘ pronunciation in 4th semester of the english education department of iain sultan amai gorontalo. this research uses a qualitative method. the subject of this research is 4th semester students of english education department and focus of this research is on 15 students. the location of this research is in iain sultan amai gorontalo. this research was conducted for 3 months with data collection technique using interview and documentation. the technique of data identification using triangulation. the results of this research indicate that pronunciation and intonation required students to facilitate pronunciation while learning to speak in english. in this study the difficulties experienced by students in pronunciation is difficult to distinguish words that almost the same pronunciation, rarely practice in english, lack of vocabulary, often carried by local accent, shame, difficult to say sentences rarely found, nervous and less understanding of the contents of the context intended. keywords: difficulties in pronunciation. abstrak penelitian ini bertujuan untuk mengidentifikasi kesulitan pelafalan mahasiswa di semester empat jurusan bahasa inggris iain sultan amai gorontalo. penelitian ini menggunakan metode kualitatif. subjek penelitian ini adalah mahasiswa semester 4 jurusan pendidikan bahasa inggris dan fokus penelitian ini pada 15 mahasiswa. lokasi penelitian ini di kampus iain sultan amai gorontalo. penelitian ini dilaksanakan selama 3 bulan dengan teknik pengumpulan data wawancara dan dokumentasi dengan teknik analisis data triangulasi. hasil penelitian ini menunjukkan bahwa pelafalan dan intonasi dibutuhkan mahasiswa untuk memperlancar pronunciation saat belajar berbicara dalam bahasa inggris. pada penelitian ini kesulitan yang dialami siswa dalam pelafalan adalah sulit membedakan kata-kata yang hampir sama pengucapannya, jarang berlatih dalam bahasa inggris, kekurangan kosakata, sering terbawa logat daerah, malu, sulit mengucapkan kalimat jarang ditemukan, gugup dan kurang paham terhadap isi konteks yang dimaksud. mailto:lasabuda10@gmail.com al-lisan. journal bahasa issn 2442-8965 & e issn 2442-8973 volume 2 nomor 2agustus 2017 http://journal.iaingorontalo.ac.id/index.php/al 18 a. introduction language is the basic skill that is needed for real communication among people. by using language, we are able to express our ideas and feeling. in indonesia, english learned by the students as a foreign language. english must be taught as early as possible because it is a compulsory subject from kindergarten until the university. for the junior high school student, english is very important to be learnt. especially with pronunciation, the students are expected to be able to mastery in listening, speaking, reading, and writing. kelly gerald (2000), states that pronunciation is one of the important things in learning english in order to make a good communication. to make a good communication needs to pronounce the words correctly. the pronunciation is when we use all the same organs of speech to produce the sounds in particular away. furthermore, corder (1980) explained pronunciation is the way in which a word is pronounced. pronunciation is not an optimal extra for the learners anymore than grammar, vocabulary or any other aspect of language. to pronounce the words correctly, we should know how the sounds are produced. our voice is produced by vibration of our vocals cords. according to sahulata ―sounds are vibrations with characteristic of frequency, intensity and duration which produce certain sensation audibility when striking the ear‖. the sounds of speech can be studied from various points of view. one can investigate the physical of speech sounds as they are transmitted through the air, measuring the amount of energy present in the acoustic signal, its distribution over the frequency spectrum, how this measurement change in the course of an utterance.11 in this case the writer would like to explain how english is pronounced in the accent normally chosen as the standard for people learning the spoken english. unfortunately, numerous teachers are not aware of the importance of pronunciation. in the first place, they emphasize the role of grammar and vocabulary al-lisan. journal bahasa issn 2442-8965 & e issn 2442-8973 volume 2 nomor 2agustus 2017 http://journal.iaingorontalo.ac.id/index.php/al 19 learning in the acquisition of a foreign language. the overwhelming majority of english language teachers help students become competent above all in listening and reading. secondly, many of them think that pronunciation study is too difficult and worse, boring for young learners. besides, teachers complain about the lack of high quality and suitable teaching and learning materials and about the lack of time to practice pronunciation (harmer, 2001). however, the acquisition of reasonable pronunciation by some students without any effort from the side of the teacher depends on a number of factors. specifies some of them, in particular the phonetic abilities of learners, integrative motivation and ‗achievement motivation.‘ equally, it appears that the number of students who appreciate the importance of good pronunciation is limited. taking these facts into account, teachers ought to convince their students of the need to study pronunciation rigorously and help them to learn how to pronounce english sounds correctly (kenworthy, 1987). however, it is tempting to suggest that the very first english lesson should deal with pronunciation. if students do not have an opportunity to practice good pronunciation at the beginning of their learning, they may build their habits in the wrong way. for this reason, learning words without pronunciation during beginning lessons is potentially damaging to their overall success. pronunciation is important because it does not matter how good a learner‘s vocabulary or grammar is if no one can understand them when they speak! and to be understood, a learner needs a practical mastery of the sounds, rhythms and cadences of english and how they fit together in connected speech. learners with good pronunciation will be understood even if they make errors in other areas, while those with unintelligible pronunciation will remain unintelligible, even if they have expressed themselves using an extensive vocabulary and perfect grammar. what is more, people are likely to assume that they don‘t know much english, and – worse – that they are incompetent or even stupid (lynda yates & beth zielinski, 2009). al-lisan. journal bahasa issn 2442-8965 & e issn 2442-8973 volume 2 nomor 2agustus 2017 http://journal.iaingorontalo.ac.id/index.php/al 20 b. method the method of this study tried to describe the object of study is based on data and facts, as well as trying to analyze the concepts previously developed by the researches as the instrument itself in solving the problem (lexy j. moleong, 2002). this research subject is the 4th semester student majoring in english at the iain sultan amai gorontalo. in this research used three data collection techniques, namely: 1. interview, burns (1999), contends that interviews are a popular and widely used means of collecting qualitative data.‖ to this end, the researcher wants to get firsthand information directly from some knowledgeable informants. 2. documentation, bogdan (sugiyono, 2015)argued in most tradition of qualitative research, the phrase personal document is used broadly to refer to any first person narrative produced by an individual who describes his or her own actions, experience and belief. the process of analysis begins by examining all data starting by reviewing all available sources of interviews and recorder. after observing, the data obtained are still random, and then the next step is to conduct data reduction. data reduction is a process of assessment, formulation of attention, simplification, validation and transformation of data that has been written. c. result and discussion the data are taken from the fourth semester in english department of iain sultan amai gorontalo. from twenty three students four semesters, researchers only take the data students who often use english as much as fifteen people based on the results of interviews and documentation. al-lisan. journal bahasa issn 2442-8965 & e issn 2442-8973 volume 2 nomor 2agustus 2017 http://journal.iaingorontalo.ac.id/index.php/al 21 based on the interview there are three aspects of students‘ difficulties in pronunciation, those are: 1. pronunciation based on the theory that tested the pronunciation, the researchers found some students have difficulty in pronunciation such as, it is difficult to distinguish words that are almost the same pronunciation, rarely practice, lack vocabulary, carried regional accent, shame and difficult to say sentences rarely found. based on interviews conducted by researchers obtained from 15 students studied, 6 students have similar difficulties. 2. intonation based on the theory that tested the intonation, the researchers found some students who are difficult in adjusting intonation such as, nervous, often carried away regional accent, lack of understanding of the content in question. based on interviews conducted by researchers obtained from 15 students studied, 5 students have similar difficulties. 3. liaisons based on the theory that examined the liaison, the researchers found 4 students who had no difficulty in liaison. they tend not to eliminate liaison when speaking in english and interact with friends. while on documentation researcher obtained students‘ data from tests distributed to their pronunciation. in this research, the researcher observed 5 times by observing the students activity in speaking english by getting the result that is 6 students that difficulties in pronunciation from 15 students under study. 5 students have difficulty in intonation and 4 others do not eliminate liaisons when speaking. in this study the researchers added data to obtain more accurate information by taking data based on the english test distributed to students. this research use to answer the research question of my research about factors of students‘ difficulties in pronunciation, the research found it as follows: al-lisan. journal bahasa issn 2442-8965 & e issn 2442-8973 volume 2 nomor 2agustus 2017 http://journal.iaingorontalo.ac.id/index.php/al 22 1. factors of students‘ difficulties in pronunciation in this pronunciation, researchers get the results of research students' difficulties in learning pronunciation, such as: a. difficult to distinguish the vocabulary almost the same way of mentioning b. rarely practice speaking in english so when talking the mention is still wrong. c. lack of vocabulary so that when met with new words have difficulty in mentioning it. d. when speaking in english often carried the regional accent so that the mention of the word in english is wrong. e. it's hard to say a new word. 2. factors of students‘ difficulties in intonation in this strategy, the researcher for research results that students use to learn skills, such as: a. nervous or less confident when speaking english for fear of being wrong, so it causes intonation to change. b. when speaking in english, it is often carried by regional accents. c. often have difficulty when speaking english but do not understand the contents of the sentence. 3. factors of students‘ difficulties in liaisons based on the research, in the liaisons section 20% of students do not eliminate liaisons when speaking in english. according to them liaisons is very important in a sentence so that the sentence to be discussed more regularly. that's the result of research obtained by researchers from the analysis of difficulty of pronunciation in students based on research instruments used by researchers. in addition, in this study researchers analyze that pronunciation, intonation and liaisons is very important because they think these three aspects are very influential in speaking in english. al-lisan. journal bahasa issn 2442-8965 & e issn 2442-8973 volume 2 nomor 2agustus 2017 http://journal.iaingorontalo.ac.id/index.php/al 23 d. conclusions the researcher can conclude some of the conclusion as follows: in the pronunciation aspect of this study was found difficult to distinguish words that are almost the same pronunciation, rarely practice, lack vocabulary, carried regional accent, shame and difficult to say sentences rarely found which students experience in pronunciation. in the intonation aspect of this study was found nervous, often carried away regional accent, lack of understanding of the content in question which students experience in intonation. and the aspect of liaisons in this study include talking to themselves or with friends without removing liaisons on the sentence. al-lisan. journal bahasa issn 2442-8965 & e issn 2442-8973 volume 2 nomor 2agustus 2017 http://journal.iaingorontalo.ac.id/index.php/al 24 references burns, anne. (1999). collaborative action research for english language teachers. cambridge: cup corder, s. pit. (1980). research of second language errors. oxford; oxford. jeremy harmer. (2001). the practice of english language teaching (four edition; cambridge. uk; longman. tth). j. kenworthy. (1987). teaching english pronunciation. london: longman. kelly gerald . (2000). how to teach pronunciation. essex longman. lexy j. moleong. (2000). metodologi penelitian kualitatif. bandung: remajarosdakarya. lynda yates & beth zielinski, 2009. give it a go: teaching pronunciation to adults, australia. sugiyono. (2015). metode penelitian pendidikan (pendekatan kuantitatif, kualitatif, dan r&d). bandung: alfabeta. furqon edi wibowo 213 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) volume 5, nomor 2, agustus 2020 issn 2442-8965 (p) issn 2442-8973 (e) mind mapping: a strategy to enhance students’ english grammatical structure furqon edi wibowo furqon.wezt@iain-surakarta.ac.id iain surakarta, indonesia abstract the goal of this review was to study about the implementation of mind mapping in teaching grammar in the second semester of students of the department of english education at iain surakarta. observation and documentation were the instruments for collecting the data. these instruments were used to collect data on the mind mapping process in grammar teaching, problems and solutions. the data analysis technique started with data reduction, data display and verification. first, the findings revealed that the implementation of mind mapping in teaching grammar was only used to provide an overview of the material. it was developed by elaborating, questioning, and responding techniques or methods for transferring the material. mind mapping made the students active in giving feedback and become a measure in assessing how far the students understood the material during the teaching-learning process, the students were very eager to analyze the material using mind mapping. it could be seen from their direct reactions during the teaching-learning process and observed the work of the student in the classroom. second, there are some advantages to using mind mapping in grammar teaching. they were; (1) giving students an overview of the concept of grammar material; (2) making grammar easier to understand; and (3) helping students to easily memorize the concept of english grammatical structure. keywords : mind mapping; english grammar. a. introduction the effective way of how to teach grammar has become a crucial attention in the language teaching and learning history. many practitioners have been considering the issue of what the best way of teaching grammar to the students (suseno & setyawan 2014). english grammar, as one of the english components, is very important in learning language. when the students master the english grammar well, they will be able to construct correct sentences and to communicate effectively. moreover, without http://u.lipi.go.id/1421293761 furqon edi wibowo 214 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) adequate grammar knowledge, learners’ language development will be severely constrained. grammar is the system of structural devices by which a language organizes meaning. concerning with the structure, it is the basic knowledge and skill for understanding the language naturally constructed and used. it involves the combination and arrangement of the phrases, clauses or sentences. in our daily speaking and writing we can not deny that structure leads us to construct sentences which are grammatically correct to convey our message, ideas, and information. a student must know for certain that he speaks correct and good english or to know whether or not the sentence pattern is correct, he must know the rules of english or its grammar because english grammar is the key to proficiency. it indicates that grammar plays a significant role in communication since it shows how language is used (ismail, 2010). grammar, regardless of the country or the language, is the foundation for communication. it means the better the grammar, the clearer the message, the more likelihood of understanding the message’s intent and meaning. his opinion is logical because if learners master english grammar, they will send good messages which can be accepted well by readers (bradshaw, 2013). teaching grammar has always been one of the most controversial and least understood aspects of language teaching. few teachers mean indifferent to grammar and many teachers become obsessed by it (nunan, 2003). in recent years, teaching grammar has regained its rightful place in language curriculum. people agree that grammar is too important to be ignored and that without a good knowledge of grammar, learner’s language development will be severely contained (richard, 2002). however, most students of indonesia have difficulties in learning grammar. as stated by onesty and fitrawati (2013), grammar is central to the teaching and learning of languages yet it also one of the most difficult aspects of language that is not easy to be taught. according to richard and reppen (2014), language learners may have spent many times for practicing the rules of correct sentence formation yet they still lack the ability of using grammar as a resource in communication. realizing the obstacles of learning grammar, many researchers proposed interesting ways to teach english grammar to the students. commonly, the use of media or the use of certain techniques is commonly used by practitioners as variation of furqon edi wibowo 215 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) teaching to help students’ learning. in the efl context, practically in grammar teaching, the students are taught rules of language using grammar translation method, in which the learners are provided with the grammar rules and the examples and are told to memorize them, and then are asked to apply the rules to the other examples (widodo, 2006). based on the explanation above, it can be concluded that grammar is the foundation for communication. it is the system of structural devices by which a language organizes meaning.teaching grammar is important and not easy. it is the basic skill for lecturer to improve the students writing and speaking skill in english. students can be bored if the lecturer used wrong technique to teach them. one of interesting techniques that can be apllied to teach it is mind mapping. it is very interesting technique to teach grammar. mind mapping is usually used by lecturer to teach writing due to generating the idea. however, it can be apllied in teaching grammar. mind mapping was first introduced by tony buzan, a british popular psychologist, in 1970 based on his reasearch of how brain works. it is a thinking tool or a concept which ilustrates how the human brain processes various thoughts and information that are related to each other (buzan 2005; davies 2011). it is a diagram used to visually portray the realtionship between ideas, words, or other items around a central idea or keyword. it has structure that radiates from the center, using curved lines, symbols, words, color, and images. it starts with a central key idea drawn in the center of paper. other thoughts related to the key idea are arranged around the center with lines branching out from the main idea to the subtopics to show that they are linked to one another. by focusing on key ideas written down by the students’ own words, and then looking for connections related to the key ideas, in which colors, images, symbols, and curved lines are used, the students are able to map their knowledge in a manner which can help them understand and remember new information. hence, teachers could use mind mapping in a number of practical ways to make teaching and learning easier and more enjoyable (suseno & setyawan 2014). mind maps encourage a brainstorming approach to planning and organizational tasks freely. though the branches of a mind map represent hierarchical tree structures, their radial arrangement disrupts the prioritizing of concepts typically associated with hierarchies presented with more linear visual cues. this orientation towards furqon edi wibowo 216 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) brainstorming encourages users to enumerate and connect concepts without a tendency to begin within a particular conceptual framework (suyanto, 2015). in addition, mind maps are used to generate, visualize, structure, and classify ideas, and as an aid in study, organization, problem solving, decision making, and writing. buzan and abbot (2010) stated that mind mapping is an easy way to place information to brain and take information out from brain. so, mind mapping is creative and effective way to transfer information from write and will map your mind by a simple way. when we study on grammar, we need our writing skill and reading skill to analysis the structure of grammar material. using mind mapping method in grammar will increase writing and reading ability because mind map helps students to learn, arrange, and store information in their brain. information can be illustrated with symbols, words, color, image, links and attachments’ to add context. actually, every student cannot depress in understanding the structure of grammar material. mind mapping can help children in memorizing, making a better notes in their text book, rising the idea, saving their time in order understand the material, and rising their concentration with the material. all mind mapping is using color and the form is radiant thinking. all mind maps have nature structure which sprays from the center. by lines, symbols, words, or pictures which related in simply, basic, nature series with brain. using mind map, long list information could change into colorful diagram, well regulate and easy to memorize (buzan, 2005). mind maps or graphic organizer identifies important elements of an event or story the connections among those elements. since it involves association of ideas, this graphic organizer can evoke a great deal of information and helps student’s group ideas (roberts, 2004). according to buzan (2010), there are numerous studies providing overwhelming evidence verifying the science behind mind mapping. it is the striking combination of imagery, color and visual-spatial arrangement, which is proven to significantly improve information recall, compared to conventional method of note taking learning. mind mapping can help children recall words more effectively that using list, with improvements in memory of up to 32%. so, the students can use mind mapping methods to get deep meaning the grammar structure. furqon edi wibowo 217 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) mind mapping has been used in a variety of language teaching. yen (2010) implemented mind map in his teaching learning process as a visual media that allowed the student to brainstorm, arrange, memorize new information and helped the students stimulate their logic of thinking practices. he further said that mind mapping could help the students alleviate their language anxiety. another research by riswanto and putra (2012) investigated the use of mind mapping on the students’ writing achievement at sman 3 bengkulu, indonesia. the result reported that the use of mind mapping significantly improved the students’ writing achievement. a study by al-jarf (2009) confirms that mind mapping software offers a powerful approach for improving the ability of anyone to generate, visualize and organize ideas. the subject taking part in the study reported that the mind mapping tool encouraged creative thinking and they became faster at generating and organizing ideas for their writing. furthermore, al-jarf (2011), in his research, explained how mind mapping software could be integrated in efl courses in order to help the students improve their pronunciation skills. another research aimed at investigating the effectiveness of mind mapping on vocabularies learning and exploring the students’ attitude towards the use of mind mapping was carried out by munsakorn (2012). the result from this research revealed that mind mapping had a significant effect on vocabulary learning, and it also encouraged the students to learn english language. however, although there are a number of researches concerning the use of mind mapping in language teaching, it seems that the implementation of mind mapping in teaching grammar still lack of empirical studies.this technique usualy applies in teaching writing and reading. mind mapping is one of teaching technique that can be applied in grammar activity in order to make students easy to remember the structure of the material. for that, it is why the researcher is very interested in studying mind mapping in teaching grammar. the research question of the current study was formulated as “how is the implementation of mind mapping to enhance students’ english grammatical structure?” furqon edi wibowo 218 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) b. research method in this research, the researcher used descriptive qualitative research that focused on mind mapping in teaching grammar. the researcher collected the data, made an analysis and conclusion. qualitative research is a type of research which does not include any calculation or numbering. it is a research procedure, which produces descriptive data in the form of written or oral words from people and their behavior that are observed (moleong, 2004). qualitative research attacks issues differently from the way outlined above. it is based on the fundamental idea that “reality” is subjective: every human being constructs an individual, personal view of the world on the basis of his or her specific interactions with the external world (including the people who are part of this world). as a result, much of what a person, including researchers, regards as reality actually consists of a set of impressions, inferences and opinions in the person’s mind (cropley, 2019). the data are analyzed by using content analysis. according to guba and lincoln (2004) content analysis is an analysis using any technique that is used to draw a conclusion by discovering message characteristics objectively and systematically. according to leedy (1980) research is the manner in which we attempt to solve problems in a systematic effort to push back the frontiers of human ignorance or to confirm the validity of the solution. it means that research is a way of thinking. it is way of looking at accumulate fact so that those data can become meaningful in the total process of discovering. content analysis is a widely used qualitative research technique. rather than being a single method, current applications of content analysis show three distinct approaches: conventional, directed, or summative. all three approaches are used to interpret meaning from the content of text data and, hence, adhere to the naturalistic paradigm. the major differences among the approaches are coding schemes, origins of codes, and threats to trustworthiness. in conventional content analysis, coding categories are derived directly from the text data. with a directed approach, analysis starts with a theory or relevant research findings as guidance for initial codes. a summative content analysis involves counting and comparisons, usually of keywords or furqon edi wibowo 219 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) content, followed by the interpretation of the underlying context (hsieh and shanon, 2005). based on the definition of the qualitative research above, the researcher will describe the concept of mind mapping in teaching grammar and find out the advantages of it to the students. the data of this research are in the form of words. the researcher takes the data from the grammar class in the second semester students. the researcher used observation, interview and documents as the methods of collecting the data. the researcher used descriptive analysis as the methods of data analysis. according miles and huberman (1984: 21-23), there are three kinds activity of data analysis; they are reduction, data display, anddrawing conclusion. these components cannot be separated. they bond each other in the data collecting process. once the researcher makes a complete field note, the researcher does data reduction, and continues to develop temporary data display. by examining data display in matrices, table, or graphic, the researcher attempts consideration to reach temporary conclusion. these processes flexibility continue and develop until the steadines and confidence of data and reiteration are reached. descriptive analyses are central to almost every research project. whether the goal is to identify and describe trends and variation in populations, create new measures of key phenomena, or simply describe samples in studies aimed at identifying causal effects, descriptive analyses are part of almost every empirical paper and report. some studies provide excellent descriptive analyses that are clearly focused on relevant aspects of a phenomenon. unfortunately, other descriptive studies do little to provide relevant information, instead presentinga range off acts only tangentially related to the topic athand. to beuseful as an applicationof the scientific method both the goals and the findings of descriptive work should be clear (loeb and susan, 2017). c. findings and discussion findings this part consisted of research findings and discussions of the research. the researcher examined the data and explained the data based on the theory provided. the data source were taken from the observation, interview and document in teaching furqon edi wibowo 220 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) learning process of the grammar class at the second semester students of english education department. to find the result, the data describe the process of mind mapping in teaching grammar that was used by lecturer at the second semester students of english education department. the researcher described the implementation of mind mapping in teaching grammar. the researcher analyzed the process of the teaching learning using mind mapping and the researcher explained the advantages of it for the students. the use of mind mapping technique was as a help to give an overview the grammar material. in fact, students were easy to understand the concept of the grammar material and helped them to understand thematerial rapidly and easily. a. the process of mind mapping in teaching grammar 1) classroom activity in the previous part that has been mentioned, richard and renandya (2002) stated that people agree that grammar is too important to be ignored and that without a good knowledge of grammar, learner’s language development will be severely contained. grammar is very difficult to be understood by the students when they do not know the function of the grammar itself in the english language application. so, lecturer should have effective technique to teach and transfer information from the grammar material, such as by using mind mapping. buzan and abbot (2010) state that mind mapping is an easy way to transfer information to brain and take information out from brain. before the researcher analyzed the process of teaching grammar using mind mapping, researcher wanted to describe the process of the teaching learning in the classroom. it started from opening, main activity and closing as bellow: table 1. learning activity name activities identification time opening a. greeting lecturer said salam “assalamualaikum.wr.wb” to all students and they answered it “wassalamualaikum.wr.wb” 15 minutes b. praying together the lecturer asked the students to pray together before checking the furqon edi wibowo 221 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) attendance of the students c. checking the attendance of the students the lecturer called one by one the name of students, then the students raised their hand or say “presence or yes, sir” to code them there d. focusing on the topic and giving them the concept of mind mapping the lecturer reviewed the previous material and then told the specific topic in this meeting and wrote the concept of mind mapping on the white board e. explaining the purpose of the learning after the lecturer had written down the material, the lecturer explained more about concept of mind mapping related to the specific material main activity lecturer activity students activity 60 minutes 1. observing the lecturer delivered a mind mapping to give them a brief overview related to the material that would be discussed 1. observing the students tried to analyze the concept of mind mapping 2. questioning the lecturer asked some questions to know how far their understanding the concept of mind mapping; 2. questioning the students tried to give the feedback about it 3. exploring the lecturer expalined in detail about the concept of mind mapping related to the specific material; 3. exploring the students tried to get understanding about the material that is explained by the lecturer; 4. associating the lecturer gave some exercises related to the material and did a discussion about it; 4. associating the students practiced the exercise that were lied in the book and do a discussion with the lecturer; 5. communicating the lecturer ordered the students to give some notes about the problems related to the materials. 5. communicatng the students took some notes related to the material so that they will clearly understand about it. furqon edi wibowo 222 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) closing a. reviewing materials lecturer asked the students about the material, it is to know students understand or not. then students answered or asked again for the difficult material which they can’t be understood. 15 minutes b. giving an overview about the next topic lecturer gave explanation again for the topic and asked them to study anymore about the material in their home. then lecturer gives overview for the next topic. c. praying and salam lecturer asked to the students to pray together and close the meeting. lecturer say “wassalamualaikum wr wb” based on the table above, it can be explainedthat the process of the teaching learning in the classroom run effectively. based on the lesson plan, it can be said that the lecturer made the students more active and creative in the classroom. the lecturer gave the material using mind mapping to give a brief overview for the student. it is necessary for english lecturer to make grammar material interested so that the students can improve their grammatical structure. the lecturer also asked some questions in the main activity. those made the students active and he would know well how far the students understood the material. the mind mapping gave smart description about the material easily. they just wrote the main point for the material and the students could explore the material. if students are confused, the lecturer explained in details about the material started from the definition, characteristic, etc. 2) mind mapping guidelines then researcher explains about the mind mapping process in teaching learning grammar compare with the theory. the guidelines as follow: furqon edi wibowo 223 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) table 2. mind mapping guidelines no. busan guidelines yes no 1. beginning in the center with an image of the topic, using at least 3 colors. v 2. use image, symbols, codes, and dimensions throughout your mind map. v 3. select key words and print using upper or lower case letters. v 4. each word/image is best alone and sitting on its own line. v 5. the lines should be connected, starting from the central image. the central lines are thicker, organic and thinner as they radiate out from the center. v 6. make the lines the same length as the word/image they support. v 7. use multiple colors throughout the mind map for visual stimulation and also to encode or group. v 8. develop your own personal style of mind mapping. v 9. use emphasis and shoe associations in your mind map. v 10. keep the mind map clear by using radial hierarchy, numerical order or outlines embrace your branches v based on the table, the process of mind mapping started from the center ideas and works in one center and some line to transfer main idea but in grammar class the lecturer didn’t use a picture to transfer the material. the lecturer used three different colors of boardmarker to explain the material. the colors were used to give a visual stimulation to make the material easy to understand. the lined was representation of the specific topic and sub topic in the material. transferring these visual ideas into words, phrase or structure of grammar became easier to memorize and made them clearly to understand the material. 3) characteristic of mind mapping table 3. characteristic of mind mapping no. four important characteristic of mind mapping 1. the subject is represented by a central image. 2. the main themes of the subject radiate from the central image. 3. minor themes are linked to the main themes. 4. all the branches are connected forming a modal structure. furqon edi wibowo 224 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) the characteristic of mind mapping in the grammar class used words symbol, color and linked by lines but without a picture. the lecturer just represented the material using word symbols, lines and different colors of boardmarker. 4) mind mapping in teaching grammar picture 1. diagram of mind mapping in teaching grammar picture 2. diagram of mind mapping in teaching grammar furqon edi wibowo 225 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) based on the images above, it can be concluded that the lecturer gave a brief overview related to the material. the lecturer gave some pointsto make the students interesting in the material and explained more by combining other techniques. in fact, using mind mapping, the material of the grammatical structure had been easier to understand for the students. the lecturer also emphasized the difficulty of the material in grammar and asked some questions to know how far their understanding about the material. the aimed was that the students could give a feedback of the material. if the students didn’t understand the concept of grammar material by using mind mapping, the lecturer expalined it again. discussion mind mapping is one of a good technique in teaching grammar. the researcher found that mind mapping could be appliedwell in the grammar class at the second semester student of english education department. based on the basic competence for the second semester of english education department at grammar class, the students dealed withsome kinds of grammar materials such as: noun phrase; adjective phrase; verb phrase; gender and infinitive; participial phrase; present tense; past tense; and future tense. students must have all capabilities in grammar. they should be able to memorize the conceptof mind mapping in the grammar materials. mind mapping is an easy way to place information to brain and take information out from brain. mind map helped students to learn, arrange, and store information in their brain. information can be illustrated with symbols, words, color, image, links and attachments’ to add context. it is helpful for visual learners as they illustrated tools that assist with managing thought, directing learning, and making connections. based on the data above, the researcher analyzed the process of mind mapping technique and it was comparedby the theory. the data were compared with the observation and the lesson plan. in the data, the students used mind mapping startedfrom the central ideas and worked in one line to explore the main idea. in teaching learning process the lecturer used three different colors of boardmaker to create the line or draw the reflection of each imaginative line represented to the topic. in grammar class the lecturer also wrote the main topic and gave the important points to give an overview the material. the lecturer explained the material started from the definition, characteristic, pattern and etc. mind mapping was stimulated the students to furqon edi wibowo 226 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) learn more interesting in line with the material. then lecturer also asked some questions to know how far their understanding the material and students tried to give the feedbacks. after the students understoodthe material, the lecturer also gave some exercises related to the material and started to give a discussion with the students about it. the students practiced the exercises and start to discuss about it. mind mapping could be combined with lecturing, questioning and responding (active learning) in classroom activity. mind mapping was applied in grammar only to give them a brief description and make the material easy to be transfered. in fact, mind mapping helped the student understand easily the material. d. conclusions after finishing this research, the researcher found that mind mapping could be applied in teaching grammar. this technique was very helpful for the students to memorize and understand the concept of the grammar material. mind mapping could be applied in any levels of the students. by delivering the mind mapping in teaching grammar, in fact the students were very enthusiastic during the teaching learning process. after analyzing the data, the researcher found that mind mapping was very interested to be applied in teaching grammar. in fact, the mind mapping made students active to give a feedback and it could be known as well how far the students understood the material. during the teaching learning process, the students were very enthusiastic to analyze the material using mind mapping. it could be seen from their direct responses during teaching learning process and analyzed the student’s work in classroom. there are some advantages using mind mapping in teaching grammar. they were;1) it gave the students an overview the concept of grammar material, 2) it made the grammar easier to understand, and 3) it helped the students to memorize easily the concept of english grmmatical structure. furqon edi wibowo 227 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) references al-jarf, r. 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(2004). methodologi penelitian kualitatif. bandung: pt. remaja rosdakarya. nia a. 2014 (sukmadinata, n. s, 2011) . metode penelitian pendidikan. bandung: universitas pendidikan indonesia dan pt remaja rosdakarya. unpulised thesis. novianni a., nur aisyah & furqon e. (2015). basic english grammar 2. surakarta: fataba press. nunan, d. (2003). practical english language teaching. singapore: mcgraw hill companies, inc. onesty r, fitrawati. (2013). using word by word games in teaching grammar for junior high school students. 1 (2). petrovits, w. (1997). the role of context in the presentation of grammar. (elt journal volume 51/3), oxford university press, 1997. richards j.c and reppen r. (2014). towards a pedagogy of grammar instruction. relc journal, 45 (1) 5-25. riswanto & putra, p. p. (2012). the use of mind mapping strategy in the teaching of writing at sman 3 bengkulu, indonesia. international journal of humanities and social science, 2(21), 60-68. suseno, i & setyawan, s. (2014). the effect of using mind mapping technique on the students’ grammar achievement. the 61 teflin international conference: uns solo. suyanto, a. (2015). the effectiveness of mindmapping in improving students’ writing skill viewed from their iq. ijee (indonesian journal of english education), 2(2), 101-119. doi:10.15408/ijee.v2i2.3089. widodo, h. p. (2006). approaches and procedures for teaching grammar. english teaching: practice and critique, 5(1), 122-141. furqon edi wibowo 229 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) yen, a. c. (2010). our language clicked: shakespeare in efl classes. asian efl journal, 12(4), 33-50. tira nur fitria 164 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) volume 5, nomor 2, agustus 2020 issn 2442-8965 (p) issn 2442-8973 (e) error analysis of english abstract in international journal of economics, business, and accounting research (ijebar) tira nur fitria tiranurfitria@gmail.com institut teknologi bisnis aas indonesia abstract this study aims to determine the types of errors and the most dominant type of errors in the international journal of economics, business, and accounting research (ijebar) stie aas surakarta, published in 2018. this study employed a qualitative method. the author used documents to collect data and analyzed the data by identifying errors, classifying errors, explanation errors, and tabulating errors. the research findings showed that the type of errors in ijebar was related to some aspects of writing, such as grammar, punctuation, and spelling. in the grammar aspect, there were 36 data or 50.70 %, which consist of some errors in class words (part of speech), for example in determiner/article (22 data or 61.11 %), verb (11 data or 30.56 %), preposition (2 data or 5.56 %), and noun (1 data or 2.78 %). there were 21 data or 29.58 % in the punctuation aspect, and in the spelling aspect, there are 14 data or 19.72 %. the most dominant type of errors found in ijebar is the aspect of grammar, as 36 data or 50.70%. errors can be caused by a lack of language skills such as the learner's lack of knowledge of the target language's correct rules or an error in translating using specific translation tools. therefore, in writing english abstract well and correctly, it should follow the language (english) rule, which refers to the correct grammatical, punctuation, and spelling aspect. keywords: error analysis; abstract journal; grammar; punctuation; spelling. a. introduction one of the most important parts of a scientific article is the abstract (mckee, 2020). day & gastel (2006, p. 52) states that an abstract also usually viewed as a miniature version of the paper. it is a summarization of the important keys and points in a scientific paper, such as in thesis, dissertation, paper, report, journal, and article (fitria, 2018c). an abstract is very important and necessary because it is part of the section of a paper that is written. helmenstine (2019) states that an abstract is a concise summary of an experiment or research project. it should be written shortly or briefly. the abstract http://u.lipi.go.id/1421293761 tira nur fitria 165 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) should provide an overview of the whole research described (oliver, 2004, p. 13) and (powner, 2014, p. 207). the purpose of the abstract is to summarize the research paper by stating the goal/purpose of the research, the research method, the result/findings, and the last is a conclusion. abstract should be brief and specific as possible, but still writing complete sentences that follow one another logically (matthews et al., 2000, p. 68). in other words, the readers who read an abstract should be able to understand why the writers conduct the study/research, how the writer conducts it, what the writer finds, and why the writer’s work is important and necessary. brown (2019) states that almost everyone knows what an abstract is. it is a short synopsis that precedes the short text of the journal article. the readers can find the article and maybe determined and decided whether they read it or not based on the abstract’s wording (bly, 2009, p. 5). this statement also supported by kolin (2013, p. 696) that the readers maybe do not read entire the report, but almost the readers will read the abstract. in the academic world, this abstract is used by educational institutions/institutions/ organizations as initial information on a study when it is included in the thesis, dissertation, journals, conferences, workshops, seminars, or others. patrick (2014) defines that the abstract explains and describes both an unpublished or published research study in a certain form. it is a brief overview of the investigation or invention, so the other researchers can comprehend the content of the research. the information which usually provided in the abstract must be sufficient to help the other researchers in deciding whether the research is relevant to his/her interest or not. therefore, abstract should be brief but not lacking in important elements necessary for the understanding of the research conducted. the abstract also helps the researchers decide whether to read the research paper in its entirety or not, even they can download it for necessity. the journal’s abstracts are usually presented in english, or the combination of two languages, such as the indonesian and english (wulandari, 2014). an abstract is a complete summary and explains the entire contents of scientific article. an abstract usually is placed at the beginning of the scientific article. good abstract writing needs to be considered considering this section is part of the article that is read after the title. it is reasonable, whether or not a scientific article is read depends on the impression the reader gets when reading the abstract. the hardest part of the tira nur fitria 166 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) article to work on is abstract. an abstract in english is an absolute necessity that must exist (requirements in the accreditation of scientific journals). the overall goal of the abstract is to show how the proposed study will extend prior research in the area (chasan-taber, 2014, p. 287). an abstract must be informative and descriptive, meaning that any information contained in the abstract must be based on facts. in other words, it is not permissible to include information that is not, in fact, clear in the content of an article in an abstract. the abstracts for an article should describe the topic, the purpose, thesis, or organizing construct and the scope of the article; the sources used and the conclusions (klimova, 2013). allen & hougland (2020) state that the abstract is written when a research is finished. an abstract usually is more appropriate for articles and research reports (dumaine & healey, 2003, p. 2). scientific paper usually requires writing abstract english for each published text. scriptwriters, in general, have completed their manuscripts with the intended abstract even though they are not all in english. from the abstracts compiled by the authors, perhaps still there are some problems and errors that need to be corrected or corrected for grammar, vocabulary, spelling, punctuation, or other aspects. therefore, the correct spelling, grammar, and punctuation are important in writing english abstract (fitria, 2018a). the recent studies also focus on error analysis, such as first research entitled error analysis found in the students’ writing composition of simple future tense written by fitria (2018) and second research entitled errors in students’ writing composition in simple present tense “my daily activity” written by fitria (2019). both of them, the research focus on error analysis in tenses such as simple present and simple future tense. those research also have the same goal of the research, is to analysis the aspects of grammatical, punctuation, and spelling error. other previous studies also written by novita (2018) entitled “an error analysis on undergraduate thesis abstracts of english language education students of sanata dharma university”. this study to find out the mechanical and grammatical errors found in the undergraduate thesis abstracts. concerning this study, the writer wants to study error analysis of english abstracts which has published in an international journal to find the errors. tira nur fitria 167 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) error analysis has occupied an important key in linguistic (spillner, 2017, p. 10). error analysis also related to the process of deciding and determining the incidence, event, nature, cause, and effect/impact of an unsuccessful language (james, 2013). according to (hamzah, 2012), the basis of the severity of errors can affect communication. errors can be caused by lack of language skills such as the learner's lack of knowledge of the correct rules of the target language or an error in translating using certain translation tools. ijebar is an international journal of economics, business, and accounting research (ijebar). it is a peer-reviewed and open-access international scientific journal in the areas of economic, business, and accounting theme. this analysis of research only focuses on a journal which published in 2018. therefore, the researcher is interested to do the research analysis entitled “error analysis in the international journal of economics, business, and accounting research (ijebar)”. thus, based on the analysis problems, this study aims to find out the types of error and the most dominant type of errors found in the international journal of economics, business, and accounting research (ijebar) stie aas surakarta published in 2018. b. research method this research employs descriptive qualitative research. in general, basic qualitative research is providing a descriptive account to understand a phenomenon by using data that be collected in several ways (ary et al., 2018). he also adds that the qualitative researcher focuses on how people make sense of or interpret the experience (ary et al., 2009). data in this research were abstract. an abstract is a complete summary and explains the entire contents of scientific articles in a journal. while data source in this research is taken from international journal of economics, business, and accounting research (ijebar) stie aas surakarta which published in 2018, they are 1) volume 2, no 01 (2018), 2) volume 2, no 02 (2018), 3) volume 2, no 03 (2018), 4) volume 2, no 04 (2018). from that volume journal in 2018, there are 24 abstracts to be analyzed in this research. the researcher uses the documentation for collecting data. according to arikunto (2002), documentation is the technique to look for data about things or variables in tira nur fitria 168 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) some forms of fieldnotes, books, reports, newspapers, magazines, transcripts, inscriptions, dairy, and agendas for information under investigation. the purpose of documentation is to collect and complement and analyze the data that is not mentioned by the subject/object of the research and to know about how much data would be accounted for in the research. according to patton (2002), data analysis related to the process of selecting and arranging the order of the data, organize into a pattern, category, and description of each basic unit. in this research, the researcher analyses the errors found in ijebar journal published in 2018. the descriptions as follow: (1) identifying errors. in this step, the researcher identifies the errors in ijebar journal published in 2018. (2) classifying errors. in this step, the researcher classifies the errors into some writing aspects such as grammar, punctuation, and spelling. (3) explanation errors. in this step, the researcher explains the source of error found. the writer tries to figure out the source of errors by predicting it if needed. (4) tabulating of errors. in this step, the researcher draws the errors into a table/chart based on the classification of errors to tabulate the number of errors found in the journal and then figures out the most dominant errors in the journal. in tabulation data, the researcher uses a simple statistical analytical method, the proportion as a whole (100%) then divided by the types of errors found in the journal. then, the researcher counts the percentage frequency of each error occurrence by using the following formula below: which: pi = the proportion of the errors’ frequency fi = frequency of each type of error n = the total number of errors analyzed c. findings and discussion findings some writing errors are very common and frequently seen in abstract journals/articles. this research will explain details of the most common and easily avoidable writing errors such as spelling, punctuation, and grammar aspect. in ijebar journal published in 2018, there are some errors found in the aspect of spelling, punctuation, and grammar as follows: tira nur fitria 169 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) grammar grammar is the study of how to form words that has certain forms into a proper sentence. or in other words, grammar is a collection of structural rules that set the composition of words, phrases, and clauses in natural languages given. in this research, there are some errors found in ijebar journal in the aspect of grammar as follow: verb nordquist (2018b) defines that a verb is one of the parts of speech that describes an action or occurrence. it also can indicate a state of being. from three examples above show that there are some errors in the aspect of grammar, especially the verb. verb error data 1 shows that the singular verb “has” does not fit with the plural subject “variables”. it should be changed to the verb form for a suitable subject-verb agreement. then, the correct form should be written: “have”. in verb error data 2 shows that the verb “have” does not seem to agree with the subject “the percentage”. it should be changed into an appropriate verb form. then, the correct form should be written “has”. while the verb error data 3 example shows that the singular verb “states” does not agree with the plural subject “results”. it should be changed to the verb form for a suitable subject-verb agreement. then, the correct form should be written “state”. verb error data 1 …two independent variables has a positive effect on the value of the company. verb error data 2 the percentage based on variable empathy t test and responsiveness have a significant positive effect on member satisfaction,.. verb error data 2 the results of this study states that the orientation of innovation and competitive… verb error data 4 …in order to obtains a sample of 10 chemical companies… tira nur fitria 170 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) the data above show that there are some errors in the aspect of grammar, especially the using of main verb. the verb error data 4 shows that the verb “obtains” should be in the base form to-infinitive following “in order”. it should be changed into the appropriate form. then, the correct form should be written: “obtain”. while the verb error data 5 shows that the verb “analyze” should be in the to-infinitive form. it should be added by the appropriate form. then, the correct form should be written: “to analyze”. the data above show that there are some errors in the aspect of grammar, especially the verb. verb error data 6 appears that the form of the verb “use” does not work with “was” in this sentence. it should be changed into an appropriate verb in the form participle (v3) to make a passive form in this context. then, the correct form should be written “was used”. the data above show that there are some errors in the aspect of grammar, especially the verb. the verb error data 7 shows that the verb “were” does agree with the subject “the number of samples in this study”. it should be changed into the appropriate verb. then, the correct form should be written “was”. the data above show that there are some errors in the aspect of grammar, especially the verb. the verb error data 8 shows that the verb “go” is written into the verb error data 5 in this study aims analyze the effect of financial ratios on the performance of cigarette companies listed on the idx. verb error data 6 the purpose of this study was use to examine the effect of good corporate governance on company value. verb error data 7 the number of samples in this study were 45 samples. verb error data 8 …in predicting financial distress in go public company automotive sub sector and component 2012-2016 periods. tira nur fitria 171 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) wrong form after the preposition “in”. it should be changed into the gerund form (v+ing). then, the correct form should be written: “going”. determiner/article determiner/article is a word or a group of words that specifies, identifies, or quantifies the noun or the noun phrase that follows it (nordquist, 2018a). the four examples above show that there are some errors in the aspect of grammar, especially determiner/article. from four examples above show that the noun phrase which is written bold seems to be missing a determiner/article before it. it should be added by the appropriate article “a” or “the”. in the first example, the noun phrase “qualitative method” should be written “a qualitative method” or “the qualitative method”. in the third example, the noun phrase “f test” should be written “an f test” or “the f test”. in the fifth example, the noun phrase “application of sharia principles and service” should be written “an application of sharia principles and service” or “the application of sharia principles and service”. then, in the thirteenth example, the noun phrase “performance audit” should be written “a performance audit” or “the performance audit”. determiner error data 1 this research uses qualitative method that is by obtaining company data then compare the method used. determiner error data 2 based on hypothesis test by using significant level α = 0,05 result of f test,.. determiner error data 3 …means independent variable that is application of sharia principles and service determiner error data 4 this study examines the effect of performance audit of the government… tira nur fitria 172 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) noun a noun is a part of speech that names or identifies a person, place, and thing, it also can identify a quality, idea, thought, or activity. the example above shows that there is an error in the aspect of grammar, especially in the noun. the example above shows that the singular verb shows do not appear to agree with the plural subject “results”. therefore, it should be changed into an appropriate verb form of the subject-verb agreement. the correct form should be written “show”. preposition nordquist (2018c) defines that preposition is a word that refers to the relationship between a noun, pronoun, and other words in a sentence. the two examples above show that there are some errors in the aspect of grammar. in the first example shows that there is a missing preposition after the word “value”. it should be added by the preposition, then it is written “value of”. while the second example shows that there is a missing preposition after the word “determined”. it should be added by the correct preposition, then the correct form should be written: “determined by”. punctuation punctuation is a system of signs or symbols given to readers to show how sentences are made and how they should be read. english punctuation which is most commonly used includes full stop, comma (point), an ellipsis (dots), colon, semicolon, question mark (question mark), an exclamation mark (sign exciting), quotation marks (hyphen), a hyphen, slash, parentheses (brackets), an apostrophe. noun error data 1 the results shows that there was a difference between company method and full costing method,… preposition error data 1 …or can be seen from the significance value 0.172> = 0.05. preposition error data 2 the purpose sampling method was used and determined 100 samples. punctuation error data 1 in this study the influence of pritability is activity while liquidity and solvency do not affect profitability. tira nur fitria 173 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) the example above shows that there are some errors in the aspect of grammar. in the 1st example appears that there is missed a comma after the introductory phrase of “in this study”. it should be added by a comma, then the correct form should be written: “in this study, …”. while in the 17th example appears that there is missed a comma after the introductory phrase “in the year 2015”. it should be added by a comma, then the correct form should be written: “in the year 2015, …”. the example above shows that there are some errors in the aspect of grammar. in the 3rd example appears that the word “t-test” is missing a hyphen. it should be added by the hyphen(s). therefore, the correct form should be written “t-test”. in the 15th example appears that the word “city regions” is missing a hyphen. it should be added by the hyphen(s). therefore, the correct form should be written “city-regions”. while in the 15th example appears that the word “sub sector” is missing a hyphen. it should be added by the hyphen(s). therefore, the correct form should be written “sub-sector”. spelling spelling is the rules of how to describe sounds (words, phrases, sentences, etc.). english spelling includes the addition or fusion of letters in a word ending in a certain letter, abbreviated writing with correct punctuation. punctuation error data 2 in the year 2015 there are 2 companies i.e. imas, gdyr and 2016 year whereas lpin is gdyr, imas and pras. punctuation error data 3 while testing the hypothesis using f test for simultaneous test and t test partially,… punctuation error data 4 …a significant effect on the original revenue of district / city regions in the surakarta residency. punctuation error data 5 …in predicting financial distress in go public company automotive sub sector and component 2012-2016 periods. spelling error data 1 to determine the effect of cash flows from operating activities, cash flows from investment activities and cash flows… tira nur fitria 174 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) the examples above show that there are some errors in the aspect of spelling. in the 2nd example appears that the word “investment” does not seem to fit in this context. it should be replaced with a different one. therefore, the correct form should be written: “investing”. while in the 3rd example appears that the word “relation” also does not seem to fit in this context. it should be replaced with a different one. therefore, the correct form should be written “relationship”. in the 5th example appears that the word “againts” is not in the dictionary or perhaps the spelling is incorrect. it should be replaced with the appropriate word to prevent future alerts. therefore, the correct form should be written “against”. in the 9th example appears that the word “significance” does not seem fit in this context. therefore, the correct form should be written “significant”. in the 10th example appears that the word “purpose” does not seem fit in this context. therefore, the correct form should be written “purposive”. while in the 12th example appears that the word “shiftshare” is not in the dictionary. therefore, the correct form should be written by adding space between “shift” and “share” to be “shift share”. spelling error data 2 …show that together regression model can be used to explain the relation between return on asset,… spelling error data 3 the application effect of sharia principles and service againts customer satisfaction level… spelling error data 4 based on the f test shows that the significance number is… spelling error data 5 the purpose sampling method was used and determined 100 samples. spelling error data 6 the method used to analyze the leading sectors in this research is location quotient and shiftshare analysis… tira nur fitria 175 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) from the examples above shows that there are some errors in the aspect of spelling. the spelling error data 7 appears that the word “pay out” seems to be miswritten in this context. it should be replaced with appropriate word to fit in this sentence. therefore, the correct form should be written without spacing between “pay” and “out” into “payout”. discussion some points of good writing usually include grammar, spelling, punctuation, and capitalization (macmillan, 2017). by mastering these rules and conventions, it makes the writing easier to be understood by the readers. this research will identify the type of errors and find out the most dominant type of errors written in ijebar journal published in 2018. below the table of the result of students’ writing composition, it is found of errors, such as in grammar, punctuation, and spelling. the table as follow: table 1. frequency of error in abstract of ijebar journal aspect aspect of error analysis grammar punctuation 21 spelling 14 determiner/ article verb preposition noun 22 61.11 % 11 30.56 % 2 5.56 % 1 2.78 % total 36 % 50.70 % 29.58 % 19.72 % from the table above, it shows that the type errors in ijebar journal published in 2018 include writing aspects, they are grammar, punctuation, and spelling. in grammar aspect, it is found = 36 data or 50.70 %, which show some errors in class words (part of speech) such as in part of determiner/article (22 data or 61.11 %), verb (11 data or 30.56 %), preposition (2 data or 5.56 %), and noun (1 data or 2.78 %). in the punctuation aspect, it is found 21 data or 29.58 %, and in the spelling aspect, it is found 14 data or 19.72 %. while, the most dominant type of errors found in ijebar journal published in 2018 is an aspect of grammar, there are 36 data or 50.70%. in punctuation as 21 data or spelling error data 7 …earnings per share and dividend pay out ratio to stock returns on manufacturing companies… tira nur fitria 176 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) 29.58, then in spelling as 14 data or 19.72 %. below the description of the students’ writing composition as follow: grammar is related to the system of the language itself. not only understanding how language works but by learning the grammar of a language, it will make better writing. grammar errors in english that often occur are related to the inability of learners to process and arrange the sentences they make. in this research, there are some errors in the aspect of grammar, such as in some parts of speech (class word). first, in determiner, some noun phrases are written bold seem to be missing a determiner/article before it. therefore, it should be added by the appropriate article “a” or “the”. for example, in the noun phrase “qualitative method”, “application of sharia principles and service” and “performance audit”. the other examples are must be written into correct word with determiner/article “a” or “the”, like in “the cost”, “the full”, “the writer”, “an independent”, “a partially”, “the price”, “a stock”, “a simple”, “the economic”, “an expert”, or “the audit”. in verb, there are some singular verb does not fit with the plural subject or vice versa. therefore, it should be changed to the other verb form for appropriate subject-verb agreement. for example, the singular “the plural subject “variables” should be changed into “have”, the verb “have” does not seem to agree with the subject “the percentage”. therefore, it should be changed into “has”, and the singular verb “states” do not agree with the plural subject “results”. therefore, it should be changed to “state”. in preposition, there is a missing preposition after the word “value” and “determined”. it should be added by the preposition, then it is written “value of” and “determined by”. punctuation is a sign of how structure, organization, intonation, and pauses can be observed in reading. punctuation means giving the right punctuation in the right place to show the exact length of the sentence and its meaning. providing proper punctuation in english is important to make it easier for readers to understand what is written. in this research, there are some errors in the aspect of punctuation. there is missing a comma after the introductory phrase of “in this study” and “in the year 2015”. it should be added by a comma, then the correct form should be written “in this study” and “in the year 2015, …”. then, the other example shows that there are some words are missing a hyphen, such as “t test”, “city regions” and “sub sector”. therefore, it should be added tira nur fitria 177 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) by the hyphen(s). therefore, the correct form should be written “t-test”, “city-regions” and “sub-sector”. spelling is the rules of how to describe sounds (words, phrases, sentences, etc.) in the form of writing and the use of punctuation. it includes vowel, consonant, silent letter, prefix, suffix, contraction, homonym, synonym, etc. in this research, there are some errors in the aspect of spelling. there are some words do not seem to fit in this context of the sentence. for example, the word “investment”, should be written, “investing”. the word “relation” should be written “relationship”. the word “significance” should be written “significant”. the word “purpose” should be written “purposive”. the word “againts” is not in the dictionary or perhaps the spelling is incorrect. it should be replaced and written “against”. then, the word “pay out” seems to be miswritten in this context. it should be written without spacing between “pay” and “out” into “payout”. errors can be caused by a lack of language skills such as the learner's lack of knowledge of the target language's correct rules or an error in translating using certain translation tools. as stated by heydari & bagheri (2012) that the errors made by the students can be from both from the intra-language and interlanguage interference. this is while the errors caused by mother tongue interference were in a small proportion. interlingual errors include errors in choosing vocabulary and composing sentences caused by the influence of the native language. while intralingual errors in the form of omissions or improper additions to the form of words or sentence forms. interlingual errors are caused by the process/mechanism of transfer and borrowing from the learners' li to l2. intralingual errors are attributed to the processes/mechanisms of some factors. d. conclusions based on the analysis, it shows that the type errors found in the international journal of economics, business, and accounting research (ijebar) stie aas surakarta published in 2018 covers of three important aspects of writing, such as in grammar (structure), punctuation, and spelling aspect. in the grammar aspect, it is found 36 data or 50.70 %, which consist of some errors in class words (part of speech) especially in determiner/article (22 data or 61.11 %), verb (11 data or 30.56 %), preposition (2 data or 5.56 %), and noun (1 data or 2.78 %). in the punctuation aspect, it tira nur fitria 178 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) is found 21 data or 29.58 %, and in the spelling aspect, it is found 14 data or 19.72 %. while the most dominant type of errors found in ijebar journal published in 2018 is an aspect of grammar, it is found 36 data or 50.70%. errors can be caused by lack of language skills such as the learner's lack of knowledge of the target language's correct rules or an error in translating using certain translation tools. related to the analysis in this research, the writer offers some suggestions related to the error analysis. it would be better for the authors if making an abstract of english is done at the final stage, where all parts of the article for publication have been completed in abstract writing in english. the part that is often a standard error of the writers/authors in translating abstract english is the incorrect use of language, punctuation, and correct spelling. for the other researchers. the result of this study may be used as reference and information to conduct further researches with the same topic. this research can also contribute to writing a good and proper abstract based on the language (english) rule, which refers to the correct grammatical, punctuation, and spelling. tira nur fitria 179 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) references allen, j. m., & hougland, s. 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(2014). grammatical errors found in articles’ abstracts of indonesian scholarly journals. jeels (journal of english education and linguistics studies), 1(1). https://doi.org/10.30762/jeels.v1i1.33 الإعراب في اللغة العربية 1 hairudin http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) volume 5, nomor 1, februari 2020 issn 2442-8965 (p) issn 2442-8973 (e) ومشكالته خصائصه: اإلعراب hairudin arman.atho@gmail.com insititut agama islam negeri sultan amai gorontalo, indonesia abstrak sesungguhnya i’rab sejak awal-awal penyusunan ilmu pengetahuan yang bercorak arab dan bernuansa islami menempati ruang terdepan yang mendapatkan perhatian serius dikalangan ilmuwan muslim, dan menjadikannya sebagai tiang dan pondasi dalam ilmu-ilmu keislaman dari berbagai aspek. hal yang demikian itu karena i’rab memiliki fungsi yang sangat urgen dalam menjaga kefasihan bahasa arab dari bentuk distorsi dan kesalahan, selain daripada itu karena i’rab dapat membantu para pembaca dalam memahami teks-teks arab keagamaan dan non keagamaan. penelitian ini bertujuan untuk mengeksplorasi hakikat i’rab ,spesifiaksi, dan problematiknya dengan menitikberatkan pada defenisi i’rab, kemunculannya, urgensi dan maksudnya, korelasinya qiraat dan tafsir. penelitian menggunakan metode deskriptif dengan kajian pustaka yang bercorak induktif, inferensial, dan eksploratif. penelitian menunjukkan bahwa i’rab sangat penting untuk dipelajari agar pemerhati bahasa arab terhindar dari kekeliruan dalam berbicara terutama setalah terjadinya assimilasi budaya arab dan non arab, disamping itu i’rab juga memiliki posisi penting, karena merupakan ilmu alat untuk memahami teks-teks suci qirāat al-qur’an dan tafsirnya. hanya saja problematikanya adalah tidak semua ahli linguistik sepakat atas eksistensi i’rab. kata kunci: i’rab; teks berbahasa arab; qiraat dan tafsir مستخلص البحث السبق قدم على حائزا اإلسالمية و العربية العلوم في التأليف بداية منذ اإلعراب كان لقد وظائف له ألن مجاالتها، مختلف في اإلسالمية العلوم من كثير في وأساسا عمدة واتخذ اإلعراب أن ذلك سوى واالضطراب، الفساد من العربية فصاحة سالمة في مهمة المقالة هذه تهدف .الشرعية وغير الشرعية العربية النصوص فهم في القراء يساعد حيث اإلعراب، حقيقة تبيّن أن إلى ومشكالته خصائصه: اإلعراب: العنوان تحت . والتفسير بالقراءات وصلته وداللته، ،هميتهوأ وظهوره، اإلعراب، مفهوم: تركز استقرائيا منهجا تشمل التي مكتبية بدراسة الوصفية الطريقة على المقالة وتسير يوصف ألن مهم موضوع اإلعراب أنّ إلى المقالة أشارت حيث ،وبيانيا واستدالليا في حنالل و الخطأ في الوقوع العربية اللغة محبي حفاظ ألجل وذلك ،عنه ويبحث http://u.lipi.go.id/1421293761 2 hairudin http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) هذا .ومعاملتهم ثقافتهم في والعجم العرب اختلطت أن بعد خاصة ،والكتابة الكالم شيئ، وشيئ آخر أن اإلعراب له مكانه السامي لكونه وسيلة لفهم النصوص المقدسة متفقين في علماء اللغة ألنهم ليسواوإنما تبقى المشكلة . من القراءات القرآنية وتفسيرها .كيانهتقرير وفي إثبات اإلعراب داللة أهمية، اإلعراب،: الرئيسية الكلمات abstract since the beginning of the preparation of arabic-style and islamic nuanced science, i’rab has been in the forefront of getting serious attention among muslim scientists and making it a pillar and foundation in islamic sciences from various aspects. this is because i'rab has a really essential role in keeping arabic fluency free from distortion and error, and i'rab will help readers understand religious and non-religious of arabic texts. this study aims to explore the nature of the i’rab, its specifications, and its problems by focusing on the definition of the i’rab, its emergence, urgency, and its purpose, its correlation, the way of reading and interpretation. the study uses a descriptive method with a literature study that is characterized by inductive, inferential, and exploratory. the result of the study shows that arabic is pivotal to learn so that arabic observers avoid mistakes in speaking, especially after the assimilation of arabic and non-arab cultures. furthermore, i’rab also has a crucial position, because it is a science of tools to understand the holy texts of the qur’an and its interpretations. but unfortunately, not all linguists agree on i’rab’s existence keywords: i’rab; arabic text; the way of reading and interpretation لمقدمة.ا ومسرألة كانرت، وكيرف اإلعرراب مسألة على ينصب الموضوع هذا في البحث اللغرة، فقره فري البراحثين لردى الثقيلة المسائل من العربية في والسيما اإلعراب عررب مرن المحدثون فيها بحث كما العربية، علماء من القدامى لها تصدى فقد ذلرك العربيرة، ازدهرار عهرود منرذ واللغويرون النحاة به اهتم ولقد. ومستشرقين كران اإلعرراب أن هرذا ومعنرى نافعرة، ضررورة كران اإلعراب على الحفاظ أن النررا وثررار اللغويررة، الطبيعررة وفسرردت اللحررن، فشررا فقررد األلسررنة، علررى ثقرريال . األلسنة في اإلعوجاج هذا فيستنكرون يسمعون هذا اإلعراب ثقيال على األلسنة فقد تخفف منه كثير من النا ، بحيرث وما دام نهررم م فيهررا هررذا القيررد الثقيررل فرري حررين إصررار للنررا لغررة فرري التخاتررب لررم يلتررز وقد بقيت مسألة اإلعراب قضريةالعربية الكبررى . إذا كتبوا يلتزمون باإلعراب 3 hairudin http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) أجل ذلرك كران توال العصور المتعاقبة، ومازالت كذلك حتى يومنا هذا، ومن , إبررراهيم السررامرائي) مررن المفيررد النررافد أن نرردر هررذه القضررية دراسررة دقيقررة ونقوم بتحديد موضوعها ليسير البحث في منهج صحيح كما يترترب فري (3891 :األمور اآلتية ما حقيقة اإلعراب؟: أوال ما خصائصه ومشكالته؟: ثانيا أعررب : قرولهمكبمعنرى اإلبانرة واإلفصرا ، اإلعراب في اللغرة مصردر أعررب ب عنهرا : "قرال رسرول سو هلآو هيلع هللا ىلص م. الّرُجل عرن نفسره، إذا بري نأ وأوضرح الث يِّّرُب يُعررِّ ر فري نفسرها , أبرو الحسرن أحمرد برن فرار ابرن زكريرا) "لسانُها، والبِّكر تُْسرتأأْمأ 2002) . ه لتبيينرره وإيضرراحه: قررال ابررن من ررور .3 ابررن ) وإنمررا سررمي اإلعررراب إعرابررا أحدها اإلبانة : صول ثالثةأالعين والراء والباء : قال ابن فار (3313, من ور أبررو ) أعرررب الرجررل عررن نفسرره إذا برريّن وأوضررح: واإلفصررا ، فرراألول قررولهم بيانرره وإيضررا : ، فرررعراب الكررالم (2002, الحسررن أحمررد بررن فررار ابررن زكريررا : يقال. اإلعراب والتعريب معناهما واحد وهو اإلبانة: قال األزهري. فصاحته أعررب عمرا فري ضرمير ، : يقرال. بران وأفصرحأعرب عنه لسانه وعرّرب أي أ , األزهرري) قرد أعررب: أبِّْن، ومن هرذا يقرال للرجرل إذا أفصرح فري الكرالم: أي :علماء بعدة تعريفات، منهاأما اإلعراب في اإلصطال فقد عرفه ال، (3893 أبو الفتح عثمران ابرن ) اإلعراب هو اإلبانة عن المعاني باأللفاظ: قال ابن جني .(2003, جني د النحررويين هررو اخررتالف آخررر الكلمررةاإلعررراب عنرر: اء العكبررريقررال أبررو البقرر ا أبو البقاء محب الدين عبد سو هلآو هيلع هللا ىلص بن الحسين ) الختالف العامل فيها لف ها أو تقديره . (3881, بن عبد سو هلآو هيلع هللا ىلص فأمررا اإلعررراب فبرره تميررز المعرراني ويوقررف علررى أغرررا : " قررال ابررن فررار زيْد، غير معرب، أو ضرب عمرْر ما أحسنْ :ك أن قائال لو قالالمتكلمين، وذل ما أحسأنأ زيدها، أو ما أحسرنُ : فرذا قال. زيْد، غير معرب، لم يوقف على مراده , صربحي الصرالح) عنى الرذي أراده، أبان باإلعراب عن المزيٍد، أو أحسنأ زيد 2008). 4 hairudin http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) :ظهور اإلعراب بلية قبل زمن جاء في التاريخ القديم أن اللغة التي انتشرت في المملكة البا بعشرين قرنا أو أكثر، وهي أم اللغات السامية، كانت ذات " حمورابي" حركات لإلعراب وأنها قضت أكثر من ألفي عام، وهي ذات حياة في وقد استعجمت في . سجالت الحكومة ودواوينها وعلى ألسنة العلية من القوم كات ألسنة العامة من أهل الحواضر، وكان أول شيئ أضاعته هو حر اإلعراب، فكانت اللغة المتطورة منها المستعجمة، هي السريانية القديمة، ولكن . وهي ليست بذات إعراب ألن ماال يوجد في االصل اليوجد في الفرع سكان البادية بدو اآلراميين وهم العرب لم يفقدوها فبقيت هذه الحركات ثابتة اث اللغة األولى أم لغتنا فهذه الحركات إذا متصلة إلينا من مير. في لهجاتهم وبعد أن جاء .(3899, عبد العال سالم مكرم) العربية التي حف تها لنا البداوة اللسان العربي باللسان اإلسالم ودخل إليه النا من جميد األجنا واختلط األعجمي وظهر اللحن وانتشر على األلسنة حتى أصبح ظاهرة تخشى من ولم تزل العرب تنطق على : كحا ذلقال اإلمام الزبيدي موضّ . شيوعها في صدر إسالمها وماضي جاهليتها حتى أظهر سو هلآو هيلع هللا ىلص اإلسالم على سجيتها سائر األديان فدخل النا فيه أفواجا وأقبلوا إليه إرساال واجتمعت فيه األلسنة المتفرقة واللغات المختلفة، ففشا الفساد في اللغة والعربية واستبان منه في ا، والموّضح لمعانيها، فتفّطن لذلك من نافر بطباعه اإلعراب الذي هو حليه سوء أفهام الناتقين من دخالء األمم بغير المتعارف من كالم العرب، فع م اإلشفاق من فشّو ذلك وغلبته، حتى دعاهم الحذر من ذهاب لغتهم وفساد كالمهم إلى أن سببوا األسباب في تقييدها لمن ضاعت عليه وتثقيفها لمن وقد جاءت رويات كثيرة .(2008, باسل عمر مصطفى المحايدة) زاغت عنه تدل على شيوع اللحن وانتشاره والنهو لعالجه، واألدهى أنه تسرب إلى أن : أن زيادا تلب من أبي األسود: قراءة القرآن الكريم، ومن هذه الرويات ا به وتعرب به كتاب سو هلآو هيلع هللا ىلص، فاستعفاه من ذلك، اعمل شيئا تكون إماما ينتفد الن ( أن سو هلآو هيلع هللا ىلص برءئ من المشركين ورسولُهُ ): حتى سمد أبو األسود قارئا يقرأ ما كنت أظن أن أمر النا صار إلى هذا، فرجد : فقال (8: 1/سورة التوبة) , باسل عمر مصطفى المحايدة) أنا أفعل ما أمر به األمير: إلى زياد فقال 2008). 5 hairudin http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) اإلعراب أهمية إن شرف العلم بشرف المعلوم، وال شك أن علم إعراب القرآن الكريم قد حاز الشرف من جهة موضوعه الذي يتعلق بكالم سو هلآو هيلع هللا ىلص تعالى الذي هو ينبوع كل كما أن العلم يشرف وتسمو منزلته بالحاجة إليه، . حكمة ومعدن كل فضيلة الداعية الستعماله، وإعراب القرآن الكريم يمثل مكانة مرموقة والضرورة ومنزلة عالية من بين علوم القرآن الكريم، فهو األصل في فهم القرآن وتدبره، ولو سقط علم النحو لسقط فهم القرآن وفهم حديث النبي ملسو هيلع هللا ىلص، ولو سقط لسقط " .(2008, باسل عمر مصطفى المحايدة) اإلسالم وبهذا تبينت مكانة اإلعراب الجليلة ومدى الحاجة إليه، وهي كما تتمثل في :النقات اآلتية فقد وردت روايات دراسته وتعلمه،اهتمام سلفنا الصالح به، وحثهم على .3 ريرة روى أبو عبيدة برسناد له عن أبي هما : متعددة دلت على ذلك، منها . أعربوا القرآنسو هلآو هيلع هللا ىلص ملسو هيلع هللا ىلصقال رسول : قال .أعربوا القرآن فرنه عربي: وعن ابن مسعود قال .تعلموا إعراب القرآن كما تتعلمون حف ه: وقال عمر ابن الخطاب والواقرررد أن هرررذا األحاديرررث واألخبرررار فيهرررا ن رررر، ألن اإلعرررراب لرررم ي هرررر راد بررراإلعراب اإلبانرررة مصرررطلحا إال فررري عصرررر مترررأخر، والرررراجح أن المررر وقررد كرران الصررحابة رضرري سو هلآو هيلع هللا ىلص عررنهم يسررمون هررذا .والتوضرريح وفهررم الغريررب ". إعراب القرآن"الغريب ولكرررن علرررى أيرررة حرررال نحرررن ال ننكرررر قيمرررة اإلعرررراب، فررراإلعراب كمرررا يقرررول دخل الكالم ليفرق بين المعراني مرن الفاعليرة والمفعوليرة واإلضرافة ": العكبري لجسررم، إن الكررالم كا: "راب كمررا يقررول أبوحيرران التوحيررديواإلعرر". ونحررو ذلررك عبرد ) يز بين الجسم والجسم إنما يقرد برالحلي القائمرةوالنحو كالحلية، وإن التمي بهرا من العلوم الجليلة التي خصت: "قال ابن فار (3899, العال سالم مكرم اإلعراب الذي هو الفارق بين المعاني المتكافئة في اللفظ، وبه يعررف : العرب لرواله مراميز فاعرل مرن مفعرول وال مضراف مرن . لخبر الذي هو أصرل الكرالما 6 hairudin http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) وال نعررت مررن تاكيررد منعرروت وال تعجررب مررن اسررتفهام وال صرردر مررن مصرردر .(2008, صبحي الصالح) صيانة لغة القرآن من اللحن والتحريف، فيقرأ كتاب سو هلآو هيلع هللا ىلص معربرا كمرا أنرزل، .2 لكلمرة فري القررآن بحركرات ا وكما هو معلروم أن العلمراء قرد عردّوا اإلخرالل لحنا جليرا، ومرن كران واقعرا فيره فرنره ال يصرح أن يترولى اإلمامرة والقرراءة واإلقرراء وال تنبغري الصرالة خلفره خلرف إمامتره، ويراثم قارئره إن قّصرر أو . (2008, باسل عمر مصطفى المحايدة) تساهل فيه ات علم الوقرف واالبترداء، إذ يررتبط كرل منهرا علم إعراب القرآن من مستمد .1 اآلخررر ارتباتررا وثيقررا، فررالوقف يررعثر فرري المعنررى وهررذا برردوره يررعثر فرري اإلعررراب، ممررا يرردل علررى الترررابط الشررديد بررين الوقررف وأنواعرره وتعليالتهررا .النحوية بيرران معرراني القرررآن وتفسرريره، ومررا تثريرره المواقررد اإلعرابيررة المختلفررة فرري .3 مات والجمل من معران تفسريرية متنوعرة، كران لهرا األثرر فري الحروف والكل .لإلعرراب علرى المعنرى اختالف المفسرين، والذي يدلنا علرى الترأثير البرال ذلكم أن األصل في اإلعراب أن يكرون لإلبانرة عرن المعراني، ألنره إذا كانرت الجملة خالية من اإلعرراب احتملرت معراني عردة، فررن أعربرت تعريّن معناهرا . (2000, يفاضل صالح السامرائ) أن تحتمرل اآليرة عرددا مرن المعراني، فتشركل : بيان مشكل القرآن، وبيان ذلك .1 علررى المفسرررين، ويكررون اإلعررراب دافعررا لإلشرركال، ومعينررا ألحررد المعرراني باسرل عمرر ) وهو موضد مشكل، واإلعراب يبينه: ، وتقول العبارةالمختلفة . (2008, دةمصطفى المحاي بيان صحة المعتقد، ألنه إذا اختلف الضبط الصحيح فسد المعنى، فليس بين .9 إنمررا يخشررى سو هلآو هيلع هللا ىلص مررن عبرراده ): مثررال ذلررك .الكفررر واإليمرران إال حركررة واحرردة لو قرئت برفد لفظ الجاللة ونصب العلمراء ( 29: 11/سورة فاتر)( العلماء إذ كيرف يخشرى سو هلآو هيلع هللا ىلص القروي تمامرا، وأدى إلرى خلرل فري العقيردة، لفسد المعنرى نصرررب لفرررظ : العزيرررز الجبرررار عبررراده الضرررعاف األذالّء؟ فالضررربط الصرررحيح الجاللة بالفتح على أنه مفعول به مقدم للتع ريم، ورفرد العلمراء بالضرم علرى إنما يخشى سو هلآو هيلع هللا ىلص تعالى حق خشريته : أنه فاعل معخر، ويكون المعنى الصحيح 7 hairudin http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) في هر من هذا المثال أن الضربط اإلعرابري . العلماء العارفون به وبشريعته .مهّم في صحة المعتقد، فحركة واحدة غيّرت المعنى وأفسدت المعتقد أنه يعين على االستنبات األحكام الشرعية، فكثير من مسائل الحرام والحالل تتوقف على اإلعراب، وكتب التفسير وكتب أحكام القرآن مليئة بتخريج لقواعد النحوية، وهي تختلف باختالف اإلعراباألحكام الشرعية على ا . (2008, المحايدةباسل عمر مصطفى ) :داللة اإلعراب :(2039, زهير غازي زاهد) داللة اإلعرابفي اختلف اللغويون أن حركات اإلعراب تدل على المعاني المختلفرة إلىجمهور النحاة فذهب -3 .ن فاعلية أو مفعولية أو إضافة أو غير ذلكالتي تعتور االسماء م فرنه يرى وحده أن " بقطرب"المعروف وأما أبو علي دمحم بن المستنير -2 هذه الحركات جيء بها للسرعة في الكالم وللتخلص من التقاء الساكنين عند وإنما أعربت العرب كالمها ألن االسم في حالة : "فيقولاتصال الكالم، كون للوقف، فلو جعلوا وصله بالسكون أيضا، لكان يلزمه الوقف يلزمه الس اإلسكان في الوقف والوصل، وكانوا يبطئون عند اإلدراج، فلما وصلوا وأمكنهم التحريك، جعلوا التحريك معاقبا لإلسكان ليعتدل الكالم، أال تراهم بنوا كالمهم على متحر وساكن، ومتحركين وساكن ولم يجمعوا بين ساكنين و الكلمة وال في حشو بيت والبين أربعة أحرف متحركة، ألنهم في في حش اجتماع الساكنين يبطئون وفي كثرة الحروف المتحركة يستعجلون وتذهب . (3888, التواب) المهلة في كالمهم، فجعلوا الحركة عقب اإلسكان :حيث قال إبراهيم أنيس بن ريته الجديدة في تفسير ظاهرة اإلعراب جاء -1 ابيرة علرى فاعليرة، ليس للحركة اإلعرابية مدلول، فالتدل الحركات اإلعر أ .أومفعولية، أو إضافة، أو غير ذلك هذه الحركات ال تعدو أن تكون حركات، يحتاج إليها في الكثير الغالب، ب لوصل الكلمات بعضها ببعض، بمعنى أنها حركات للتخلص مرن التقراء الساكنين عند وصل الكالم وأن معنى الفاعليرة والمفعوليرة اليسرتفاد مرن ا مررن موقررد كررل مررن الفاعررل والمفعررول فرري الجملررةهررذه الحركررات، وإنمرر العربية 8 hairudin http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) سررمد النحرراة القرردامى هررذه الحركررات فررأخطئوا تفسرريرها حررين عرردوها ت عالمررات علررى الفاعليررة والمفعوليررة وغيرهررا، فرري حررين أنهررا ال تعرردو أن وحررين اعتقررد النحرراة أنهررا حركررات تكررون حركررات وصررل بررين الكلمررات تي التي ال داعي إلى تحريكها لتطررد إعرابية، حركوا أواخر الكلمات ال ، وكران "الرجرل"بضرم الرالم مرن " الرجرُل قرائم: "، فقرالوا مرثالدهمعاوق بتسكين الالم، إذ ال توجرد ضررورة تردعو " الرجْل قائم: "يكفي أن يقول . (3888, التواب) إلى تحريكها أدلة الجمهور :المعاني على تدل اإلعراب حركات أن على النحاة جمهور أدلة يلي فيما كاألكاديررة، ،القديمررة السررامية تاللغررا بعررض فرري كررامال اإلعررراب وجررود .3 .القديمة عصورهما في اآلشورية و البابلية: اللغتين وتشتمل القرآن الكريم الذي وصرل إلينرا مترواترا بالروايرة الشرفوية الموثروق بهرا .2 .جيال بعد جيل وصل إلينا معربا يرة الرسم القرآني الذي نقل إلينا متواترا يعيرد وجرود اإلعرراب فري العرب .1 وإال فكيرف نفسرر وجرود األلرف فري نره لريس مرن اخترراع النحراة، أالفصحى و نا إذا ن رنرا مرثال فري قرول سو هلآو هيلع هللا ىلص وإن. اني في حالة المنصوب المنونالخط العثم عسررر علينررا فهررم " وال تحسرربن سو هلآو هيلع هللا ىلص غررافال:" ، وقولرره"ومررا سو هلآو هيلع هللا ىلص بغافررل: "تعررالى فتحرة، لرو ولى بالكسررة وفري الثانيرة بالاأل" غافل" سر في تحريك الالم في ال .أن األمر ال يعدو االنسجام الموسقي والضرورة الصوتية الشعر العربي بموازينه وبحوره ال يقبل ن ريرة الردكتور إبرراهيم أنريس .3 :بحال من االحوال، ويكفي أن نقرأ بيتا كبيت بشر بن أبي خازم فكأن ظعنهم غداة تحملواْ سفن تكفأ في خليج مغربِّ در أي حد يفقد البيت وزنه الشعري ووقعه الموسقي بتسكين أواخر كلماته لت .على النفو هذه األخبار الكثيررة التري وصرلت إلينرا، والتري تردل علرى فطنرة العلمراء فري .1 الصدر األول، إلى هذه الحركات اإلعرابيرة ومردلولها وعيربهم مرن يحيرد عنهرا 9 hairudin http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) عرض و نحن وإن كنرا نشرك فري صردق ب. ممن فسدت ألسنهم بمخالتهم لألعاجم فري جملتهرا لما يبدو فيها من مسحة التكلرف والصرنعة، فرننرا نررىهذه األخبار داللة صادقة على وجود اإلعراب في الكرالم وشرعور هرعالء القروم بره قبرل أن .يخرج النحاة بن رياتهم على النا فري ومما يعيد رأي الجمهرور فري أن اإلعرراب لريس مصرنوعا، أن العلمراء. 9 انوا يسررمعونه بكرل دقائقرره مررن اإلعررراب الررذين كررانوا عصرر هررارون الرشرريد كرر . (3888, التواب) يلقونهم لو كان اإلعراب ليس داال على المعاني لجراز خفرض الفاعرل مررة، ورفعره . 9 أخرررى وجزمرره، وجرراز نصررب المضرراف إليرره، ألن القصررد فرري هررذا إنمررا هررو وأي حركة أتى بها المتكلم أجزأته فهرو . الحركة تعاقب سكونا يعتدل به الكالم م وخررروج عرن أوضرراع العرررب وحكمررة مخيرر فرري ذلررك، وفرري هرذا فسرراد للكررال . (2033, يونس حمش خلف دمحم) ن ام كالمهم اإلعراب والمستشرقون رغررم أن اإلعررراب مررن خصررائص اللغررة العربيررة علررى أرجررح األقرروال، فرررن الباحثين من قبل المستشرقين اختلفوا في ثبوته كما في اختلف في ذلك علماء .ومنهم من ينكرونه اللغة، فمن المستشرقين من يثبتونه المستشرقون الذين ينكرون اإلعراب :كارل فوللرز، وخالصة رأيه يتمثل فيما يلي .3 يرررى أن فكرررة النحررو كانررت مصررنوعة، وأنرره لرريس موجررودا فرري العربيررة .الجاهلية، وإنما صيغت بعد ذلك يرى أن النص األصلي القرآني قد كتب برحدى اللهجات الشعبية السائدة .في الحجاز .رى أنه ال يوجد في اللهجات السائدة ما يسمى باإلعرابي .ينكر على اإلتالق أن تكون هذه اللغة حية في مكة على عهد النبي يشك فري أن يكرون الرذين خررج مرن بيرنهم الشرعراء كرانوا يتكلمرون هرذه .اللغة 10 hairudin http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) :كوهن، ونتيجة قوله .2 فمن الصرعوبة إن قواعد الشعر تقوم على اإلعراب وال بد من ذلك، أما النثر" ."بمكان تطبيق القواعد فيه فهو يتصور بأن النحو صعب ويشبهه بحالنا اآلن؛ فعندما يلقري أحردنا كلمرة أو علررى تطبيررق القواعررد فيرره، وعنرردما يعررود إلررى البيررت أو يغشررى خطابرا يحرررص .المجالس العامة فرنه يعود إلى العامية :باول كاله، حيث قال .1 مر،، وأخرذ شركله 912النبي ملسو هيلع هللا ىلص بمدة وجيرزة فري عرام جمد نص القرآن بعد وفاة " م،، وهنا قامت مشكلة كيف يقررأ 911-933النهائي في عهد الخليفة الثالث عثمان .(3321, الحمد) "هذا النص ويرتل المستشرقون الذين يرون اإلعراب كاله، وفوللرز وكوهن ينكرون اإلعراب في اللغة : إذا كان المستشرقون ن المستشرقين قد دفعوا عن أصالة اإلعراب في العربية، العربية، فرن كثيرا م :ومن أبرز هعالء :، حيث قالنولدكه .3 أنه من غير المعقول أن يكون دمحم قد استخدم في القرآن لغة تخالف كل " المخالفة تلك اللغة التي كانت شائعة في مكة آنذا ، وأن يكون قد اعتنى "هذا اإلعراب في كالمهمباإلعراب هذه العناية وقومه ال يستخدمون أن شعر ذلك العصر كان يمثل لغة البدو التي كانوا يتحدثون بها :"وقال أيضا ". في ذلك الوقت، والتي ظلوا يتحدثون بها زمنا تويال بعد ذلك من الخطأ الشنيد االعتقاد بأن اللغة الحية في عهد النبي لم يكن :"وقال أيضا ارون الرشيد قد وجدوا اإلعراب بكل فيها إعراب؛ فرن العلماء في عصر ه ".دقائقه لدي البدو لو كان النبي أو أحد معاصريه من المعمنين قد نطق بالقرآن :"وقال أيضا الروايات الخاصة بذلك دون أن دون إعراب لكان من غير الممكن أن تضيد ".يبقى لنا آثار منها 11 hairudin http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) :يوهان فك، حيث قال .2 رة التصرف اإلعرابي بسمة من أقدم لقد احتف ت العربية الفصحى في ظاه" السمات اللغوية التي فقدتها جميد اللغات السامية باستثناء البابلية القديمة قبل .(3321, الحمد) "عصر نموها وازدهارها األدبي ضياع اإلعراب أما متى ضاع اإلعراب نهائيا من اللغة العربيرة فري الكرالم الحري فرال نسرتطيد لررى رأي أحررد المستشرررقين أن نقطررد فرري ذلررك برررأي، ولكررن يمكننررا أن نرجررد إ مالح رات علرى : "، فرنه قال في كتابره المسرمى"نولدكه"الغرب المعروف ب يررة إلررى متررى بقررى السررنا نعرررف بسرربب قصررور الرو": " لغررة العرررب القرردامى اإلعررراب أو بعضرره فرري القبائررل العربيررة، فرررن سرركان مكررة الررذين اختلطرروا منررذ سركان المدينرة الرذين تفرقروا عصر مبكر في اإلسالم بعناصرر أجنبيرة، وكرذلك ة، هعالء جميعا لم يحتفظ منهم إال عردد قليرل بالشركل ر القرديم عنها منذ يوم الحأ أمرا فقردان البردو ل راهرة . للغة، ابتداء من النصف الثاني للقرن األول الهجري يعلرل . السنين فهو أمر حدث مثله في تاريخ اللغات البشررية اإلعراب على مرّ أن سربب ضرياع اإلعرراب مرن اللغرة العربيرة الوقرف : اله في مقالتهنولدكه ما ق وثبات وضد الكلمات فري على الكلمات العربية بالسكون في كثير من األحيان .الجملة وهو وإن كان على حق في القضية األولى، فقد أخطأ فري القضرية الثانيرة، ألن فصررحى بأوجرره يمكررن أن تقررال فرري العربيررة ال" ضرررب دمحم عليررا: "جملررة مررثال ، "عليا ضرب دمحم"أو " دمحم ضرب عليا"، أو "ضرب عليا دمحم: "أخرى، مثل وهكذا نررى أن وضرد الكلمرات غيرر ثابرت .تبعا الختالف المقصود من الكالم لحّريرة فري وضرد الكلمرات فري في الجملة العربيرة القديمرة، وسراعد علرى هرذه ا ة في اللغة، ولوال ظهور ظهور اإلعراب الذي كان يوضح وظيفة الكلم الجملة : الختلط األمر في كثير من األحيان، فلو أسقطنا اإلعراب مرن جملرةاإلعراب مثال، الختلط علينا األمرر، فلرم نعررف الفاعرل مرن المفعرول" ضرب دمحم عليا" . (3888, التواب) نيةقراءات القرآصلة اإلعراب بال إعراب القرآن من مستمدات علم القراءات، إذ له أهمية قصوى في كثير من ات، وحل مشكالتها وبيان عللها، وكشف معانيها، في توجيه القراء األحيان 12 hairudin http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) مليئة بتوجيه المعاني التفسيرية للقراءات القائم على أسا القراءةوكتب وقد عدّ العلماء العلم باإلعراب من صفات األئمة .اختالف الحركة اإلعرابية ات المرجوع إليهم في اإلقراء، فال يبل أحد من العلماء مبل اإلمامة في القراء فمن حملة القرآن : إالّ إذا كان معربا عالما بوجوه القراءات، قال مجاهد المعرب العالم بوجوه اإلعراب والقراءات، العارف باللغات ومعاني الكلمات، فذلك اإلمام الذي يفزع إليه حفاظ البصير بعيب القراءات، المنتقد لآلثار، يلوم من ال بصر له في وقال وهو .القرآن في كل مصر من أمصار المسلمين ومنهم من يعدي ما سمعه ممن أخذ عنه ليس : اإلعراب من أهل القراءات كعنده إالّ األداء لما تعلم، ال يعرف اإلعراب وال غيره، ذل الحافظ، فال ف وكثرة فتحه يلبث مثله أن ينسى إذا تال عهده فيضيّد اإلعراب لشدة تشابهه، ه ال يعتمد على علم بالعربية وال بصر وضمه وكسره في اآلية الواحدة، ألن : 20089المجايدة، ) بالمعاني يرجد إليه، وإنما اعتماده على حف ه وسماعه والذي : له من العلومفيما يجب على المقرئ أن يحصّ : وقال ابن الجزري(. 13 أن يعلم : يلزم المقرئ أن يتخلق به من العلوم قبل أن ينّصب نفسه لإلشتغال صلح به أمر دينه، وأن يحّصل جانبا من النحو والصرف، بحيث من الفقه ما ي ويكفي في .إنه يوّجه ما يقد له من القراءات، وهذان من أهم ما يحتاج إليه بيان الصلة بين اإلعراب والقراءات القرآنية أنها صلة منذ نشأتها األولى، أبي عمرو بن حيث كان النحاة األول الذين نشأ النحو على أيديهم كانوا قّراء ك ولعّل اهتمامهم بهذه العال، وعيسى بن عمر الثقفي، ويونس، والخليل، القراءات وّجههم إلى الدراسة النحوية، ليالئموا بين القراءات والعربية، بين .ما سمعوا ورووا من القراءات وبين ما سمعوا ورووا من كالم العرب :من األمثلة على توجيه القراءات باإلعراب سورة )( حتى يقول الرسول والذين ءامنوا معه متى نصر سو هلآو هيلع هللا ىلص: )تعالىقوله (2: 233/التوبة .بالرفد، وهي قراءة اإلمام نافد( حتى يقولُ : )األولى .بالنصب، وهي قراءة الباقين( حتى يقول): الثانية وبناء على هاتين القراءتين، فرنه ي هر عندنا وجهان من اإلعراب، لكل :قراءة وجه، هما 13 hairudin http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) كان بمعنى " حتى"، وهو أن الفعل إذا رفد بعد بناء على قراءة الرفد: األول سرُت حتى أدخلها، : سببا لما بعدها، مثل قولنا" حتى"الماضي، وكان ما قبل الزلزلة سبب لقول الرسول، فيكون : فالسير سبب الدخول، وكذلك في اآلية .وزلزلوا حتى قال الرسول: المعنى وما ينتصب بعد " أن"راءة النصب، وهو أنها على إضمار بناء على ق: الثاني وهو " إلى أن"بمعنى : من األفعال المضارعة له معنيان، أحدهما" حتى" : وزلزلوا إلى أن قال الرسول، واآلخر: الذي تحمل عليه اآلية، فيكون المعنى أسلمت كي أدخل الجنة: أسلمُت حتى أدخل الجنة، أي: كقولنا" كي"بمعنى . (2008, باسل عمر مصطفى المحايدة) صلة اإلعراب بالتفسير كثرت التآليف في العلوم كآفة يستعينون بها ،وبعد أن فسدت األلسنة قال أبو . على فهم تراكيب القرآن وداللته، وكان من ضمنها علم اإلعراب شر لغة، ونقل سبب، ونسخ، كانت تآليف المتقدمين أكثرها إنما : حيان ألنهم كانوا قريبي عهد بالعرب وبلسان العرب، فلما فسد اللسان، وقصص، وكثرت العجم، ودخل في دين اإلسالم أنواع األمم المختلفوا األلسنة، الناقصوا اإلدرا ، احتاج المتأخرون إلى إظهار ما انطوى عليه كتاب سو هلآو هيلع هللا ىلص المعاني، وإبراز النكت البيانية، حتى تعالى من غرائب التركيب، وانتزاع يدر ذلك من لم تكن في تبعه، ويكتسبها من لم تكن نشأته عليها، وال ولقد نّص اإلمام . (2008, باسل عمر مصطفى المحايدة) عنصره يحرّكه إليها أويل آي القرآن على أّن قصده من تأليف تفسيره هو الكشف عن ت: الطبري الكريم وبيان وجوهه، وأّن ما يتعّر له من اإلعراب وسيلة لتحقيق ذلك، وإنما اعترضنا بما .فهذه أوجه تأويل باختالف أوجه إعراب ذلك: فقال اعترضنا في في ذلك من وجوه من بيان وجوه إعرابه، وإن كان قصدنا في ختالف وجوه إعراب ذلك الكشفأ عن تأويل آي القرآن لما في ا هذا الكتاب كشف وجوه إعرابه لتنكشف من اختالف وجوه تأويله، فاضطرتْنا الحاجة إلى .لطالب تأويله وجوه تأويله، على قدر اختالف المختلفة في تأويله وقراءته في هر من خالل هذا النص صلة اإلعراب الوثيقة بتفسير القرآن الكريم، وأن في حاجة شديدة إلى اإلعراب وبيان وجوهه االختالف في تفسير آية قد يكون مما تقدم يتضح أن . ليستقيم المعنى، ويتحدد المراد وتتضح وجوه التأويل وتريق إلى تحليل تراكيبه إلصابة اإلعراب وسيلة من وسائل فهم القرآن، 14 hairudin http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) المعنى الصحيح، وعدم الزي في تفسيره، فلوال اإلعراب ومعرفة قواعده، المبين، وال أن ندر مواتن جماله، ومحاّل عاني القرآنماكان لنا أن نفهم م إذ بمعرفة حقائق اإلعراب تعرف أكثر المعاني، : قال مكي. بالغته وإعجازه .وينجلي اإلشكال فت هر الفوائد، ويفهم الخطاب، وتصح معرفة حقيقة المراد ومن م اهر صلة اإلعراب بالتفسير، اشترات العلماء في المفّسر معرفة حو، إذ جعلوا علوم اللغة، والنحو، والصرف، والبالغة، من أبرز علوم الن اآللة التي يحتاجها المفّسر احتياجا أوليا، لكي يفهم القرآن الكريم على وجه .(2008, باسل عمر مصطفى المحايدة) الصحيح الخالصة.ج ا أو لف هرا فيهرا العامرل الخرتالف الكلمة آخر اختالف هو اإلعراب وهرو ،تقرديره ز برأمور عردة، ويتمير السامية اللغات ب هور وذلك العصور أقدم منذ ظهر أمر :منها .أنه من خصائص اللغات السامية وبخاصة اللغة العربية .في فهم القرآن وتدبره، وعليه يتوقد صحة المعنى وخطئهأنه أصل .لطأنه يصون القرآن من اللحن والغ .أن له عالقة وتيدة بتفسير القرآن وقراءته :له أيضا مشكالت متعددة، منهااإلعراب له خصائص ومميزات، و كما أن العلماء علرى رأي واحرد عرن داللرة حركرات اإلعرراب، فمرنهم مرن ال يتفق قال أنها تدل على المعاني المختلفة وهو األقرب إلى الصواب، ومرنهم مرن إنهرا للرتخلص مرن إلتقراء السراكنين لوصرل اني، برل يقول ال تردل علرى المعر .الحركات تقدم المستشرقون في البحث عن اإلعراب، فمرنهم مرن يثبتونره ومرنهم مرن نولدكرره، بوهرران فررك، ومررن الررذين : ينكرونرره، ومررن هررعالء الررذين يثبتونرره .كارل فوللرز، كوهن، باول كاله: ينكرونه 15 hairudin http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) المصادر والمراجع اللباب في علل (. 3881. )أبو البقاء محب الدين عبد سو هلآو هيلع هللا ىلص بن الحسين بن عبد سو هلآو هيلع هللا ىلص .دار الفكر(. الطبعة األولى ;(.ed) تليمات. م. غ) البناء واإلعراب هارون. م. ا. ع) مقاييس اللغة(. 2002. )أبو الحسن أحمد بن فار ابن زكريا (ed.)). لعربياتحاد كتاب ا. عالم .(.ed) النجار. ع. م) الخصائص(. 2003. )أبو الفتح عثمان ابن جني .الكتب دار العلم (. الطبعة الثالثة) فقه اللغة المقارن(. 3891. )إبراهيم السامرائي .للماليين الشاذلي. م. ه. ا. . أ. م. ا. ع. ا. ع) لسان العرب(. 3313. )ابن من ور (ed.)). دار المعارف. ;(.ed) هارون. م. ا. ع) تهذيب اللغة(. 3893. )أ. ب. م. م. أ, زهرياأل .دار القومية العربية(. ولىالطبعة األ مكتبة (. ادسةالطبعة الس) فصول في فقه العربية(. 3888. )ع. ر, التواب .الخانجي قضاياه-موضوعاته-فقه اللغة العربية مفهومه(. 3321. )إ. ب. م, الحمد .دار ابن خزيمة(. ولىالطبعة األ) أثر اختالف اإلعراب في تفسير القرآن (. 2008. )باسل عمر مصطفى المحايدة .الجامعة اإلسالمية(. ولىالطيعة األ) الكريم مجلة مجمد اللغة . اإلعراب وحركاته في العربية(. 2039. )زهير غازي زاهد .3, العربية بدمشق دار العلم (. الثةالطبعة الث) دراسات في فقه اللغة(. 2008. )صبحي الصالح 16 hairudin http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) .للماليين دار . القرآن الكريم وأثره في الدراسات النحوية(. 3899. )عبد العال سالم مكرم .المعارف .دار الفكر(. ولىالطبعة األ) معاني النحو(. 2000. )فاضل صالح السامرائي أثر اإلعراب في تحديد داللة بعض ألفاظ (. 2033. )يونس حمش خلف دمحم .39, مجلة التربية والعلم. قرآنال 212 ©2019 al-lisan: jurnal bahasa (e-journal) al-lisan: jurnal bahasa (e-journal) iain sultan amai gorontalo volume 4, nomor 2, agustus 2019 issn 2442-8965 (p) issn 2442-8973 (e) http://journal.iaingorontalo.ac.id/index.php/al model pembelajaran tenses menggunakan rumus mathematic english (mateng) muhammad shofiyuddin (1) muhshofiyuddin@unisnu.ac.id santi andriyani (2) santi@unisnu.ac.id universitas islam nahdlatul ulama (unisnu), jepara abstrak penguasaan tenses merupakan kemampuan yang harus dimiliki oleh mahasiswa pembelajar bahasa asing guna meningkatkan keterampilan bahasa inggris baik lisan maupun tulisan. tujuan dari penelitian ini adalah untuk mengetahui implementasi model pembelajaran tenses berbasis rumus mateng (mathematic english) di prodi pbi universitas muria kudus. metode yang digunakan adalah metode deskriptif. hasil penelitian menunjukkan bahwa : 1) implementasi model pembelajaran tenses menggunakan rumus mateng (mathematic english) meliputi 3 aspek ; penguasaan nama 16 tenses, fungsi dan rumusnya; 2) proses pembelajaran tenses dimulai dari apersepsi, kemudian aktivitas utama menggunakan metode ppp, dan tugas mandiri untuk mahasiswa; 3) respon mahasiswa terhadap implementasi model pembelajaran tenses menggunakan rumus mateng dinyatakan sangat baik. abstract tenses mastery is an ability that must be possessed by students to improve their english skills both oral and written. the aim of this study is to find out the implementation of tenses learning based on mateng (mathematic-english) formula in the english education study program at muria kudus university. the method used is descriptive method. the results showed that: 1) the implementation of the learning model tenses using the mateng formula (mathematic english) includes 3 aspects; mastery of the names of 16 tenses, functions and formulas; 2) the learning process of tenses starts from appraisal, then main activity used the ppp method, and individual tasks for students; 3) the students’ response to the implementation of the learning model tenses using the mateng formula is stated to be very good. keywords: english tenses; mathematic english formula http://u.lipi.go.id/1421293761 http://journal.iaingorontalo.ac.id/index.php/al mailto:muhshofiyuddin@unisnu.ac.id mailto:santi@unisnu.ac.id 213 ©2019 al-lisan: jurnal bahasa (e-journal) a. pendahuluan bahasa inggris merupakan salah satu bahasa internasional yang paling banyak dipelajari dan digunakan dalam berkomunikasi antar bangsa. ini sesuai dengan peran bahasa inggris sebagai bahasa global seperti yang dikemukakan oleh crystal (2003: 3) bahwa bahasa inggris berperan sebagai bahasa global atau dunia karena bahasa inggris dipelajari dan dijadikan sarana berkomunikasi di berbagai negara baik sebagai bahasa pertama, bahasa kedua, maupun sebagai bahasa asing. di indonesia, bahasa inggris sebagai bahasa asing pertama yang dipelajari sebagai mata pelajaran wajib dari sekolah menengah pertama hingga perguruan tinggi. seiring dengan kebutuhan akan penguasaan bahasa inggris, pemerintah indonesia menetapkan undang-undang no. 20 tentang sistem pendidikan nasional pasal 37 ayat 1 tahun 2003 bahwa bahasa inggris menjadi satu-satunya bahasa asing yang wajib dipelajari siswa dari jenjang sekolah menengah pertama (smp) sampai perguruan tinggi. berdasarkan keputusan menteri pendidikan nasional ri no: 232/u/200 telah menetapkan bahwa kurikulum pt di indonesia terdiri dari kurikulum inti dan institusional. dalam kurikulum institusional, terdapat beberapa mata kuliah yang harus dipelajari mahasiswa salah satunya adalah mata kuliah bahasa inggris sebagai antisipasi menghadapi era globalisasi. perguruan tinggi yang memiliki prodi pendidikan bahasa inggris memiliki peran dan tanggungjawab yang lebih dalam mempersiapkan mahasiswa untuk cakap berkomunikasi bahasa inggris. kewajiban prodi pbi melaksanakan segala kegiatan akademik dalam rangka mengantarkan mahasiswanya menjadi seorang guru bahasa inggris yang professional di sekolah dasar, menengah pertama dan atas. agar mampu menjadi seorang guru bahasa inggris yang professional, mahasiswa perlu dibekali kemampuan berkomunikasi lisan maupun tulisan yang baik. komunikasi lisan dan tulisan dalam bahasa membutuhkan pemahaman terhadap pemahaman struktur atau tata bahasa yang baik dan benar. oleh karena itu, prodi pbi di setiap perguruan tinggi umumnya mewajibkan mahasiswa menempuh mata kuliah structure (tata bahasa) yang terdiri dari basic structure, intermediate structure, dan advanced structure. semua mata kuliah tersebut ditempuh oleh mahasiswa dimulai dari semester 1 hingga 4. 214 ©2019 al-lisan: jurnal bahasa (e-journal) pentingnya penguasaan tenses atau tata bahasa inggris bagi mahasiswa pbi sebagaimana diutarakan oleh penny dalam chang (2010: 13) bahwa grammar adalah seperangkat aturan yang menentukan bagaimana kata (atau bagian dari kata) digabungkan atau diubah untuk membentuk unit makna yang dapat diterima dalam suatu bahasa. sirod dalam falah (2011: 10) juga menyatakan bahwa kompetensi gramatikal adalah konsep payung yang mencakup peningkatan keahlian dalam tata bahasa (morfologi dan sintaks), kosakata, dan pola. untuk menyampaikan makna, peserta harus memiliki pengetahuan tentang kata-kata dan kalimat. sehingga penguasaan bahasa inggris tidak dapat dikuasai dengan baik tanpa adanya tata bahasa khususnya tenses. kajian penelitian terdahulu yang berjudul penggunaan present perfect tense bahasa inggris oleh siswa smk kesehatan bakti nusantara gorontalo (sebuah analisis kesalahan) yang dilakukan oleh pungki wulansakti antula (2016) . hasil penelitian ini menunjukkan bahwa ada beberapa kesalahan yang dilakukan oleh siswa dalam penggunaan present perfect tense . adapun kesalahannya meliputi 3 kategori yaitu : (1) omission; (2) misinformation; dan (3) misordering. selanjutnya penelitian yang dilakukan oleh rino pribadi (2013) dengan judul aplikasi structure tenses dalam pembelajaranbahasa inggris berbasis j2me, hasilnya menunjukkan bahwa aplikasi structure tenses dalam pembelajaran bahasa inggris pada media telepon selular. aplikasistructure tenses untuk siswa sma n 6 surakarta kelas x ini layak dijadikan acuan untuk media alternatif belajar pada siswa. dari deskripsi di atas, penting adanya sebuah model pembelajaran tenses yang menarik dan efektif sehingga mahasiswa akan mudah memahami materi dan mudah mengaplikasikannya dalam berbagai topik kalimat. rumus mateng merupakan perpaduan antara rumus matematika dasar dengan rumus tenses. dengan penggabungan kedua rumus tersebut menjadikan 16 tenses dapat dipelajari secara lebih sederhana, mudah dan efektif karena dalam konsep penerapan rumus mateng dapat membantu mahasiswa mempelajari ke 16 tenses dalam waktu yang lebih singkat. 16 tenses yang biasanya dipelajari dalam waktu sedikitnya satu semester, dengan penggunaan rumus mateng diharapkan mahasiswa dapat menguasai 16 tenses hanya dalam waktu 1-3 pertemuan. sehingga waktu penguasaan lebih efektif dan waktu perkuliahan dapat dimanfaatkan lebih banyak untuk praktik dan mendalami materi lebih jauh. 215 ©2019 al-lisan: jurnal bahasa (e-journal) berangkat dari deskripsi di atas, peneliti akan mencoba menggali lebih dalam mengenai implementasi model pembelajaran tenses berbasis rumus mateng ( mathematic english) yang dilaksanakan di prodi pbi universitas muria kudus. b. metode penelitian sesuai dengan tujuan dari penelitian ini, maka penelitian ini menggunakan metode deskriptif kualitatif. sugiono (2012: 9) menyatakan penelitian kualitatif sebagai metode penelitian yang berlandaskan pada filsafat postpositivisme, digunakan untuk meneliti pada kondisi objek alamiah. oleh karena itu, penelitian ini berusaha untuk meneliti secara mendalam tentang proses impelementasi kodel pembelajaran tenses menggunakan rumus mateng (mathematic english). subjek pada penelitian ini adalah mahasiswa semester 4 prodi pendidikan bahasa inggris universitas muria kudus berjumlah 40 mahasiswa. teknik pengumpulan data pada penelitian ini menggunakan observasi dan kuisioner. obervasi yang digunakan oleh peneliti adalah observasi langsung. ini berarti bahwa peneliti mengamati secara langsung segala bentuk perilaku dan proses pembelajaran tenses yang dilaksanakan pada kelas tersebut. marshall dalam sugiono (2010: 310) menyatakan bahwa “through observation, the researcher learn about behavior and he meaning attached to those behavior”. sedangkan kuisioner digunakan untuk mengetahui respon dari subjek penelitian mengenai implementasi model pembelajaran tenses menggunakan rumus mateng untuk kemudian hasilnya dideskripsikan oleh peneliti. teknik analisis data yang dilakukan adalah dengan mengorganisasikan data ke dalam kategori, memilih dan memilah data yang sesuai dengan tujuan penelitian, kemudian membuat kesimpulan. analisis data dalam penelitian kualitatif dilakukan sejak sebelum memasuki lapangan, selama di lapangan dan setelah selesai di lapangan (sugiono: 2009) c. hasil dan pembahasan hasil implementasi model pembelajaran grammar berbasis rumus mateng berdasarkan hasil observasi yang telah dilakukan, ditemukan bahwa implementasiproses pembelajarantenses menggunakan rumus mateng meliputi tiga 216 ©2019 al-lisan: jurnal bahasa (e-journal) aspek, yaitu penguasaan nama 16 tenses, fungsi dan rumusnya.sebelum masuk dalam pembahasan 16 tenses melalui rumus mateng, mahasiswa diharuskan telah menguasai jenis, bentuk, dan penggunaan verb sebagai dasar dan inti dari tenses. untuk mengetahui bahwa mahasiswa telah menguasai verb, kemudiandiberikan beberapa pertanyaan atau kuis kepada mereka, mulai dari jenis verb, fungsi verb dan bentukbentuk verb yang akan digunakan pada rumus tenses. setelah dapat dipastikan bahwa mahasiswa telah menguasai verb, pembelajaran 16 tenses melalui rumus mateng dimulai. proses pembelajaran dilakukan menggunakan metode ppp ditambah dengan kuis yang diawali dengan brainstorming. pertama, pembelajaran diawali dengan guiding question dan brainstorming. kemudian dilanjut dengan pemaparan materi dan penggunaan rumus mateng dalam penguasaan 16 tenses, dimulai dari nama, fungsi dan terakhir adalah rumusnya. setelah pemaparan materi setiapbagian, mahasiswa diminta untuk mengulanginya bersama-sama. dan yang terakhir adalah praktik secara mandiri untuk mempraktikkan implementasi rumus mateng di depan kelas dan mereka diminta untuk mempraktikkannya diluar kelas. penguasaan nama 16 tenses langkah awal penggunaan rumus mateng pada pembelajaran tenses dimulai dari penguasaan nama 16 tenses yang dilakukan dengan pendekatan metode jarimatika, yaitu menghafalkan nama 16 tenses dengan cara menggabungkan kelompok nama waktu dan kelompok nama kejadian, masing-masing berjumlah empat nama. kelompok nama waktu dituliskan pada empat jari tangan kiri, dari telunjuk sampai dengan kelingking. sedangkan kelompok nama kejadian dtuliskan pada tangan kanan pada empat jari tersebut. berikut gambar ilustrasi rumus : gambar 1. rumus mateng menggunakan jarimatika 217 ©2019 al-lisan: jurnal bahasa (e-journal) penggabungan nama dengan cara penjumlahan sebagaimana penjumlahan pada aritmatika. contoh: simple (kejadian) + present (waktu) = simple present, past + continuous = past continuous, future + prefect = future perfect, dan seterusnya. adapun nama urutan penggabungan sebagaimana angka yang tertera pada gambar. simple memiliki angka satu yang berarti pada penggabungannya, simple akan selalu berada di depan. sedangkan continuous, perfect dan perfect continuous selalu pada urutan kedua. pertama, mahasiswa diminta untuk mengamati dan memahami materi yang disampaikan melalui power point. setelah mereka memahaminya, peneliti meminta mereka untuk mempraktikkannya bersama-sama, dan yang terakhir adalah uji coba mahasiswa untuk praktik secara mandiri. proses penguasaan nama 16 tenses melalui rumus mateng hanya membutuhkan waktu 10 menit. penguasaan fungsi 16 tenses pembelajaran fungsi 16 tenses dilakukan sebagaimana proses penguasaan nama 16 tenses, yaitu dengan metode jarimatika dan prinsip penjumlahan aritmatika. urutan penjumlah juga sama dengan penjumlahan atau penggabungan nama tenses. contoh: simple = rutinitas atau fakta dan present = saat ini. sehingga simple present digunakan untuk menyatakan rutinitas atau fakta saat ini; past = masa lampau dan continuous = sedang dilakukan, sehingga past continuous digunakan untuk menyatakan aktivitas yang sedang dilakukan atau sesuatu yang sedang terjadi pada masa lampau, dan seterusnya. setelah memahami penggabungan tersebut, mahasiswa juga diminta untuk mempraktikkanya bersama-sama dan individu. penguasaan fungsi 16 tenses proses terakhir penggunaan rumus mateng adalah penguasaan rumus 16 tenses. proses ini sedikit berbeda dengan proses penguasaan nama dan fungsi 16 tenses. meskipun pendekatan atau prinsip yang digunakan sama namun prinsip artimatika diterapkan dan lebih ditekankan pada proses ini. 218 ©2019 al-lisan: jurnal bahasa (e-journal) bagan 1. prinsip aritmatika pada rumus 16 tenses melalui rumus mateng. pembelajaran rumus 16 tenses tidak hanya dilakukan dengan menggabungkan nama dari kelompok waktu dan nama dari kelompok kejadian saja, namun penggabungan rumus dasar 16 tenses yang berjumlah lima rumus, sebagaimana pada tabel berikut. tabel 1. rumus tenses waktu bentukkejadian present simple bentuk1 x (tidak memiliki rumus/ mengikutiwaktunya) past continuous bentuk2 to be + v ing future perfect will/shall + v0 have/ has + bentuk 3 lima rumus dasar tenses tersebut kemudian digabungkan dengan menggunakan prinsip penjumlahan pada aritmatika. misalnya, present continuous yaitu gabungan dari prsent dan continuous dimana rumus present adalah bentuk atau verb satu dan rumus continuous adalah be + v-ing sehingga rumus dari present continuous adalah bentuk 1 dari be = is/am/are + v-ing. untuk lebih jelasnya dapat diperhatikan contoh berikut. 219 ©2019 al-lisan: jurnal bahasa (e-journal) implementasi rumus mateng pada pembelajaran tenses tersebut menunjukkan bahwa mahasiswa dapat memahami dan menguasai 16 tenses dengan mudah, yaitu hanya dalam satu pertemuan saja, dengan penguasaan nama, fungsi dan rumus 16 tenses dari bentuk kalimat verbal, nominal dan passive voice dalam bentuk kalimat positif, negatif dan interrogatif. respon terhadap implementasi pembelajaran tenses menggunakan rumus mateng setelah proses pembelajaran berakhir, kami menyebarkan kuisioner kepada siswa untuk disi . hal ini bertujuan untuk mengetahui keefektifan program. angket ini berisi 10 pernyataan tentang konsep , implementasi , serta manfaat yang dirasaan setelah pembelajaran. hasilnya menunjukkan bahwa sebagian besar memberikan tanggapan yang sangat baik pada keseluruhan item yang tersedia. berikut hasil olah data dari pengisian kuisioner. 220 ©2019 al-lisan: jurnal bahasa (e-journal) dari bagan di atas, dapat disimpulkan bahwa dalam konstruksi konsep, keberfungsian produk, dan efektifitas mencapai score lebih dari 4, oleh karena itu implementasi model pembelajaran tenses menggunakan rumus mateng (mathematic english) dinyatakan sangat baik. pembahasan pembelajaran tenses merupakan salah satu materi bahasa inggris yang utama bagi pembelajar bahasa asing. karena dalam konteks berkomunikasi baik lisan maupun tulis, selalu berkaitan dengan konsep waktu. nofriani (2016) menyatakan bahwa tenses adalah bentuk kata kerja yang berhubungan dengan waktu. oleh karena itu, dengan adanya tenses maka perubahan waktu juga akan mempengaruhi kata kerja/verb yang akan digunakan. penggunaan model pembelajaran yang tepat akan sangat membantu dalam proses pembelajaran (megawati: 2019). berdasarkan hasil penelitian diatas, menunjukkan bahwa model pembelajaran tenses menggunakan rumus mateng (mathematic english) dapat meningkatkan pemahaman mahasiswa mengenai tenses. model pembelajaran tenses yang inovatif dapat memberikan dampak yang positif dalam mempelajari tenses. ini sesuai dengan beberapa hasil penelitian. pertama penelitian yang dilakukan oleh hafid (2016), menunjukkan bahwa the crossing formulas of tenses table memberikan dampak yang signifikan terhadap kemampuan tenses siswa kelas xii ma madani alaudin poopao. selanjutnya penelitian yang dilakukan oleh hasibuan (2012) menunjukkan 4,75 4,285 4,58 konstruks i konsep efektivita s produk keberfun gsian produk respon user terhadap implementasi konsep series1 series2 221 ©2019 al-lisan: jurnal bahasa (e-journal) hasil bahwa pembelajaran past tense menggunakan metode cooperative learning memberikan dampak yang signifikan terhadap kemampuan siswa. respon user (pengguna) terhadap model pembelajaran tenses menggunakan rumus mateng dinyatakan sangat baik dengan score lebih dari 4. ini menunjukkan bahwa dari mulai proses pembelajaran, pemahaman konsep rumus mateng, sampai pada evaluasi memiliki dampak terhadap peningkatan pemahaman tenses mahasiswa. dengan mempelajari tenses secara praktis dan efektif, maka mahasiswa tidak dirumitkan dengan berbagai hafalan tenses dan time signal karena sudah disajikan formula tenses yang praktis yaitu integrasi antara matematika dasar dan english. d. simpulan implementasi model pembelajaran tenses menggunakan rumus mateng (mathematic english) yang meliputi 3 aspek ; penguasaan nama 16 tenses, fungsi dan rumusnya. proses pemembelajaran tenses dimulai dari appersepsi, kemudian main activity menggunakan metode ppp, dan individual task untuk mahasiswa. respon mahasiswa terhadap impelementasi model pembelajaran tenses menggunakan rumus mateng dinyatakan sangat baik. 222 ©2019 al-lisan: jurnal bahasa (e-journal) daftar pustaka antula, p. w. (2016). penggunaan present perfect tense bahasa inggris oleh siswa smk kesehatan bakti nusantara gorontalo (sebuah analisis kesalahan). jurnal elektronik fakultas sastra universitas sam ratulangi, 4(2). chang, s-c. (2010). a contrastive study of grammar translation method and communicative approach in teaching english grammar. published by canadian center of science and education. doi:10.5539/elt.v4n2p13. crystal, d. (2003). english as a global language. cambridge: cambridge university press. falah, m. (2011). the english grammar mastery of lba students of ma nu tbs taught by using aralish contrastive analysis in academic year 20102011. kudus. umk. hafid, a. g. (2016). the effectiveness of using crossing formulas of tenses table in learning english 16 tenses at xii grade students of ma madani alauddin paopao in academic year of 2015/2016. eternal (english, teaching, learning, and research journal), 2(1), 96-109. hasibuan, b. (2012). teaching simple past tense by using cooperative learning: an experimental study at seconde of mts pembangunan uin jakarta. megawati, e. (2019). penggunaan model pembelajaran peer teaching dalam pengajaran tenses pada mahasiswa efl. deiksis, 11(01), 39-50. pribadi, r. (2013). aplikasi structure tenses dalam pembelajaran bahasa inggris berbasis j2me (doctoral dissertation, universitas muhammadiyah surakarta). sugiyono. (2009). metode penelitian kuantitatif, kualitatif dan r&d, bandung : alfabeta. sugiyono. (2010). metode penelitian kuantitatif, kualitatif dan r&d, bandung : alfabeta,. sugiyono. (2012). metode penelitian kuantitatif kualitatif dan r&d. bandung: alfabeta,. 199 ©2019 al-lisan: jurnal bahasa (e-journal) al-lisan: jurnal bahasa (e-journal) iain sultan amai gorontalo volume 4, nomor 2, agustus 2019 issn 2442-8965 (p) issn 2442-8973 (e) http://journal.iaingorontalo.ac.id/index.php/al eksplorasi strategi guru dalam meningkatkan maharah al-kalam siswa (studi di madrasah aliyah bolaang mongondow utara) moh. sultan dama sulthandama@gmail.com uin sunan kalijaga, yogyakarta abstrak beberapa masalah yang terjadi di lapangan yaitu: siswa tidak mampu memahami kosa-kata bahasa arab, sebagian siswa merupakan tamatan sekolah umum, bukan madrasah atau pondok pesantren sehingga menjadi penyebab kesulitan siswa pada maharah al-kalam, serta kurangnya fasilitas seperti buku pelajaran, dan tidak adanya laboratorium bahasa. berdasarakan permasalahan yang dihadapi di atas, penelitian ini bertujuan untuk menemukan strategi apa yang dilakukan oleh guru dalam meningkatkan kemampuan maharah alkalam siswa. metode penelitian yang digunakan adalah metode kualitatif deskriptif. hasil penelitian menunjukan bahwa terdapat beberapa strategi yang dilakukan oleh guru yakni; guru memadukan berbagai metode dan strategi dalam proses pembelajaran bahasa arab seperti qowaid, nahwu sharf dan tarjamah. guru juga memberikan bimbingan ekstrakurikuler dengan membentuk taman belajar baca tulis al-qur’an sebagai wadah siswa untuk belajar membaca dan juga memperlancar bacaan al-qur’an. abstract some problems are found that: (1) students are not able to understand arabic vocabulary; (2) some students are graduates of public schools, this causes difficulties for students to speak arabic; (3) lack of facilities such as textbooks and the absence of language laboratories. based on the problems faced above, this study aims to find out what strategies are carried out by the teacher in improving the ability of the students in speaking arabic. the research method used is a descriptive qualitative. the results of the study show that the teachers combine various methods and strategies in the process of learning arabic such as qowaid, nahwu sharf and lectures. the teachers also guide extracurricular activities through the al-qur'an reading and writing park formed by the school. this place accommodates students to learn, to read and also expedite the reading of the qur'an. keywords: maharah alkalam; qowaid, nahwu, sharf; tarjamah strategy; reading and writing al-qur’an http://u.lipi.go.id/1421293761 http://journal.iaingorontalo.ac.id/index.php/al mailto:sulthandama@gmail.com 200 ©2019 al-lisan: jurnal bahasa (e-journal) a. pendahuluan tujuan utama pembelajaran bahasa khususnya bahasa arab di madrasah adalah siswa diharapkan mampu menguasai empat mahārāt (keterampilan berbahasa) yang diajarkan secara integral, yaitu: (1) al-istimā’; (2) al-kalām; (3) al-qirāah; dan (4) alkitābah. dari keempat jenis keterampilan di atas, maharah al kalam mendapatkan porsi perhatian lebih oleh guru dalam proses pembelajaran bahasa arab di kelas. peningkatan maharah al-kalam siswa dalam pembelajaran bahasa arab menjadi cerminan keberhasilan seorang guru dalam proses pembelajaran bahasa arab itu sendiri. upaya meningkatkan keterampilan berbabahasa arab baik lisan maupun tulisan tidak terlepas dari seberapa baik strategi, metode dan media yang digunakan oleh guru dalam proses pembelajaran. penggunaan strategi, metode dan media yang tepat oleh guru tentu saja dapat memberikan efek positif pada keterampilan berbahasa arab siswa. sebaliknya penggunaan strategi yang tidak sesuai dengan karakter belajar siswa berdampak negatif terhadap keterampilan bahkan motivasi siswa dalam mempelajari bahasa arab. untuk mendalami dan mengetahui jenis-jensi metode atau strategi yang pakai oleh guru, khususnya strategi yang digunakan untuk meningkatkan maharah al kalam perlu dilakukan kajian mendalam dan komprenhensif, karena berdasarkan observasi awal penulis di lapangan bahwa kelemahan siswa kelas iia di madrasah aliyah buko kabupaten bolaang mongondow utara adalah kebanyakan dari siswa hanya tamatan smp bukan mts sehingga pelajaran yang diberikan susah untuk di pahami. beberapa upaya untuk mengatasi masalah di atas sudah dilakukan oleh guru bahasa arab dan pihak sekolah/madrasah aliyah buko kabupaten bolaang mongondow utara yakni dengan memberikan sangsi kepada siswa yang bolos dan malas belajar. menurut hemat peneliti bahwa untuk menunjukan upaya peningkatan kualitas lulusan siswa madrasah aliyah buko kabupaten bolaang mongondow utara yang berkualitas, masalah diatas sangatlah penting untuk segera dapat diatasi secara serius melalui kajian secara komprehensif tentang pembelajaran bahasa arab utamanya dalam bidang maharah al-kalam. karena jika kondisi ini dibiarkan berlarut-larut maka tujuan dari madrasah aliyah buko kabupaten bolaang mongondow utara sangat sulit untuk dicapai, dalam pendidikan pada umumnya, dan dalam proses belajar mengajar khususnya. metode pembelajaran memiliki kedudukan dan peran yang sangat penting, artinya bahwa keberhasilan kegiatan belajar mengajar tidak hanya ditentukan oleh 201 ©2019 al-lisan: jurnal bahasa (e-journal) penguasaan materi atau kualitas kurikulum tetapi faktor dan komponen pendidikan lainnya juga ikut mempengaruhi keberhasilan strategi meningkatkan maharah al-kalam. namun, peran yang paling besar untuk mencapai keberhasilan itu terletak pada guru. mengingat betapa pentingnya faktor guru untuk menunjang keberhasilan pembelajaran, penelitian ini akan difokuskan pada aspek siswa dan guru bahasa arab dalam kaitannya dengan penggunaan strategi meningkatkan maharah al-kalam bagi siswa kelas iia di madrasah aliyah buko kabupaten bolaang mongondow utara. sehingganya, dari deskripsi singkat di atas, penelitian ini bertujuan untuk menemukan dan menguraikan strategi guru dalam meningkatkan kemampuan maharah al-kalam siswa khususnya dalam pembelajaran bahasa arab baik di dalam maupun di luar kelas. b. metode peneltian penelitian ini merupakan sebuah penelitian deskriptif dengan pendekatan kualitatif. bogdan dan taylor dalam moloeng (2007) mendefinisikan penelitian kualitatif sebagai prosedur penelitian yang menghasilkan data deskriptif berupa kata-kata tertulis atau lisan dari orang-orang dan perilaku yang diamati dari fenomena yang terjadi. lebih lanjut moleong (2007) mengemukakan bahwa penelitian deskriptif menekankan pada data berupa kata-kata, gambar, dan bukan angka-angka yang disebabkan oleh adanya penerapan metode kualitatif. lokasi penelitian ini di madrasah aliyah bolaang mongondow utara, provisi sulawesi utara. sedangkan yang menjadi subjek penelitian ini adalah siswa kelas iia. fokus penelitian ini adalah menemukan penggunaan metode atau strategi yang dilakukan oleh guru dalam meningkatkan kemampuan maharah alkalam siswa. c. hasil dan pembahasan hasil strategi meningkatkan maharah al-kalam dalam pembelajaran bahasa arab tidak hanya dapat dipahamai sebagai pencapaian target materi, namun di samping hal itu, guru pendidikan bahasa arab mempunyai tanggung jawab besar terhadap strategi meningkatkan maharah al-kalam bagi siswa kelas iia di madrasah aliyah buko kabupaten bolaang mongondow utara. penggunaan strategi guna meningkatkan 202 ©2019 al-lisan: jurnal bahasa (e-journal) maharah al-kalam dalam bahasa arab harus dapat mendukung tujuan pendidikan yang diharapkan. hal ini dapat dilakukan melalui kegiatan perencanaan, strategi, pengorganisasian, pelaksanaan dan evaluasi strategi maharah al-kalam yang tepat. sebagaimana pengamatan yang dilakukan oleh peneliti tentang strategi meningkatkan maharah al-kalam bagi siswa kelas iia di madrasah aliyah buko kabupaten bolaang mongondow utara yaitu: 1. mengadakan percakapan (muhadatsah) bahasa arab di pagi dan sore hari, 2. mempraktekkan setiap kosa-kata yang sudah diberikan dalam bentuk percakapan (muhadtsah) sehari-hari baik dalam lingkungan sekolah mapun di luar lingkungan sekolah, 3. menempelkan kosa-kata (mufradat) di setiap dinding sekolah, 4. memberikan bimbingan dan pelajaran bahasa arab setiap pulang sekolah seperti pelajaran nahwu dan sorf. 5. menulis kosa-kata yang di temukan di sekitar lingkungan sekolah ataupun rumah, 6. menghafal teks drama bahasa arab, kemudian mempraktekkannya bersama teman di depan kelas, 7. melatih siswa dalam mempraktekkan percakapan bahasa arab setiap hari, 8. mengevaluasi hasil belajar siswa. 9. memberikan sangsi kepada siswa yang melanggar peraturan bahasa arab. hal ini dibuktikan dengan ungkapan responden a tentang “strategi maharah alkalam yang digunakan oleh guru bahasa arab sangat baik antara lain dengan mengadakan percakapan (muhadatsah) bahasa arab di dalam sekolah maupun di luar sekolah dan menghafal minimal 5 kosa-kata setiap masuk kelas. dari pendapat di atas penulis mencoba mencocokkan dengan pendapat responden lainnya “hal ini terbukti bahwasanya strategi meningkatkan maharah al-kalam bagi siswa sudah maksimal, karena dilihat dari strategi guru bahasa arab dalam memberikan pelajaran bahasa arab, baik materi percakapan, menghafal kosa-kata, memberikan bimbingan, menuliskan kosa-kata di lingkungan sekitar sekolah semua sudah sangat mendukung proses kegiatan strategi meningkatkan maharah al-kalam. hal itu dibenarkan oleh responden d “strategi meningkatkan maharah al-kalam sudah berjalan dengan baik karena strategi guru bahasa arab dalam menjalankan 203 ©2019 al-lisan: jurnal bahasa (e-journal) strategi maharah al-kalam dapat membuktikan siswa mahir dalam berbicara (muhadatsah) bahasa arab dan hal ini di dukung dengan adanya kreatifitas guru antara lain seperti: 1. guru memadukan berbagai strategi pada pelajaran bahasa arab, 2. guru memberikan bimbingan ekstrakulikuler di luar jam sekolah seperti; taman belajar baca tulis al-qur’an atau yang di sebut dengan (tbtq), 3. guru memberikan tugas hafalan 5 kosa-kata pada siswa 4. memberikan pemahaman terhadap kosa-kata, serta 5. melatih dan mengevaluasi siswa. menanggapi hal tersebut, menurut guru pendidikan bahasa arab madrasah aliyah buko kabupaten bolaang mongondow utara, bahwa strategi dalam meningkatkan maharah al-kalam dilakukan dengan baik, karena strategi yang diterapkan sangat mendukung minat belajar siswa, siswa menjadi lebih bersemangat dan termotivasi. hal ini juga didukung oleh kefasihan guru tersebut dalam menggunakan bahasa arab karena kebetulan guru tersebut pernah mondok di pondok pesantren sehingga mampu dalam menjalankan strategi untuk meningkatkan maharah al-kalam. beberapa pendapat dari informan yang penulis temui di sela-sela kesibukan mereka sedang ujian semester, dapat dikatakan bahwa strategi dalam meningkatkan maharah al-kalam siswa disebabka oleh adanya ide strategi dan pemahaman yang baik bahwa meningkatkan maharah al-kalam sangatlah penting, maka guru pendidikan bahasa arab haruslah mampu menjalankan strategi maharah al-kalam ini, sehingga guru bahasa arab tahu persis strategi maharah al-kalam yang dijalankannya serta mampu mengelola strategi maharah al-kalam sehingga dapat mencapai target yang diinginkan. menyikapi hal itu kepala madrasah membenarkan tentang strategi maharah alkalam yang digunakan oleh guru pendidikan bahasa arab di madrasah aliyah buko kabupaten bolaang mongondow utara “guru bahasa arab memiliki basic pendidikan s-1 pai. “walaupun beliau lulusan s-1 pai, tapi beliau mampu menjalankan strategi meningkatkan maharah al-kalam melalui kegiatan pembelajaran bahasa arab. sejak sekolah pertama kali didirikan kami hanya memiliki guru bahasa arab satu-satunya dari beliau honorer daerah hingga beliau menjadi pegawai negeri sipil (pns) saat ini”. 204 ©2019 al-lisan: jurnal bahasa (e-journal) berdasarkan pendapat kepala sekolah tersebut, penulis mencoba menggali lagi informasi dari wakil kepala sekolah bidang kurikulum dan kesiswaan “sejak pertama kali didirikan sekolah yayasan ini hanya satu guru bahasa arab yang membidangi pelajaran bahasa arab sampai saat ini, walaupun beliau lulusan s-1 pai tapi beliau yakin dan mampu menjalankan strategi maharah al-kalam dalam kegiatan pembelajaran bahasa arab”. di sisi lain, keefektifan kegiatan pembelajaran bahasa arab juga harus didukung oleh iklim penyelenggaraan pendidikan, lingkungan sekolah, fasilitas media pembelajaran, serta kualitas dan kuantitas buku ajar maupun buku bacaan yang memadai. di bawah ini dipaparkan hasil pengamatan yang dilakukan oleh peneliti serta hasil wawancara dengan kepala sekolah serta guru bahasa arab tentang kreatifitas kegiatan pembelajaran strategi meningkatkan maharah al-kalam bagi siswa kelas iia di madrasah aliyah buko kabupaten bolaang mongondow utara terhadap guru pendidikan bahasa arab (pba) di madrasah aliyah buko kabupaten bolaang mongondow utara. perencanaan strategi meningkatkan maharah al-kalam. perencanaan merupakan fungsi sentral dari strategi meningkatkan maharah alkalam, karena berhubungan dengan pengambilan dan pembuatan keputusan tentang proses strategi meningkatkan maharah al-kalam. disinilah guru sebagai manager strategi maharah al-kalam mampu melakukan berbagai pilihan menuju tercapainya tujuan strategi meningkatkan maharah al-kalam bagi siswa kelas iia di madrasah aliyah buko kabupaten bolaang mongondow utara. sebagaimana penjelasan kepala sekolah yakni perencanaan strategi meningkatkan maharah al-kalam merupakan kegiatan memutuskan tujuan dari strategi meningkatkan maharah al-kalam, bersamaan pula terhadap analisis bagaimana komponen penunjang dalam pelaksanaan proses strategi meningkatkan maharah al-kalam yang dapat mencapai tujuan sesuai yang direncanakan, oleh karena itu dalam perencanaan strategi meningkatkan maharah al-kalam, saya menekankan adanya perencanaan strategi maharah al-kalam, yaitu sesuai dengan latar belakang siswa, materi pelajaran dan standar isi kurikulum. selain itu saya mengarahkan pula agar dalam penyusunan perencanaan strategi meningkatkan maharah al-kalam dapat dibuat oleh guru bahasa arab, untuk melihat sejauh mana kreatifitas guru menyusun perencanaan strategi 205 ©2019 al-lisan: jurnal bahasa (e-journal) meningkatkan maharah al-kalam antara lain yaitu : 1). guru memadukan berbagai strategi pada pelajaran bahasa arab, 2). memberikan pemahaman terhadap kosa-kata, serta, 3). melatih dan mengevaluasi siswa. kaitannya dengan penjelasan kepala sekolah di atas, demikian pula yang dijelaskan oleh narasumber lainnya “dalam pengelolaan strategi meningkatkan maharah al-kalam utamanya kegiatan perencanaan yang meliputi kegiatan penyusunan silabus dan rpp. kepada kepala sekolah memberikan arahan, agar silabus dan rpp tidak hanya sekedar menyusun administrasi perencanaan pengeloaan strategi meningkatkan maharah al-kalam, namun terutama adalah administrasi perencanaan pengelolaan strategi meningkatkan maharah al-kalam tersebut dibuat berdasarkan kesesuaian kondisi sekolah, dan menunjukan adanya kemampuan kreativitas sehingga selain menarik juga dapat menimbulkan semangat terhadap pelaksanaan pengeloaan strategi meningkatkan maharah al-kalam”. menyikapi penjelasan kepala sekolah dan wakil kepala sekolah kurikulum dan kesiswaan, demikian juga apa yang diungkapkan oleh guru bahasa arab “perencanaan strategi meningkatkan maharah al-kalam, yakni meliputi perencanaan silabus dan rpp kami susun berdasarkan standar kurikulum 13 (k13), dan menyesuaikan dengan kemampuan masing-masing individu siswa, serta sarana pendukung yang tersedia, terutama dalam strategi meningkatkan maharah al-kalam yang sudah direncanakan. selain itu pula hartono husain “kami selalu berusaha menyediakan kebutuhankebutuhan guru-guru dalam rangka menunjang strategi meningkatkan maharah alkalam. hal itu kami upayakan demi terealisasinya perencanaan pengeloaan strategi meningkatkan maharah al-kalam, yang sesuai dengan standar kurikulum, kemampuan belajar siswa, dan sesuai dengan sumber daya yang tersedia. serta utamanya adalah kemampuan guru dalam mencapai tujuan yang direncanakan”. dalam merealisasikan perencanaan strategi meningkatkan maharah al-kalam, lebih lanjut dikatakan oleh guru bahasa arab “dalam pelaksanaan rpp dan silabus kami senantiasa bekerja sama agar lebih maksimal, terutama jika ada hal-hal yang kurang dipahami tentang strategi meningkatkan maharah al-kalam, saya tidak segan-segan berkonsultasi dengan rekan-rekan guru senior, maupun kepada kepala sekolah dalam hal strategi meningkatkan maharah al-kalam”. 206 ©2019 al-lisan: jurnal bahasa (e-journal) berdasarkan uraian di atas, dapat diketahui bahwa perencanaan guru pba bagi siswa kelas iia di madrasah aliyah buko kabupaten bolaang mongondow utara dalam mengelola strategi meningkatkan maharah al-kalam, khususnya pada taraf perencanaan baik dalam silabus dan rpp, memiliki hubungan dengan strategi meningkatkan maharah al-kalam, hal ini dapat diketahui dengan adanya bimbingan serta arahan kepala sekolah terhadap strategi meningkatkan maharah al-kalam. dalam rangka meningkatkan kreatifitas guru khususnya dalam perancanaan strategi meningkatkan maharah al-kalam antara lain berupa silabus dan rpp, juga memberikan pemahaman terhadap kosa-kata, serta melatih dan mengevaluasi siswa hal ini dilaksanakan seobjektif mungkin melalui profesionalisme pada guru bahas arab, namun tetap memiliki asas demokratisdan kooperatif, yakni berupa adanya konsultasi atau guru bertanya kepada kepala sekolah maupun guru senior lainnya yang berhubungan dengan adanya hasil dari pengeloaan strategi meningkatkan maharah alkalam bagi siswa kelas iia di madrasah aliyah buko kabupaten bolaang mongondow utara. analisis terhadap uraian di atas dapat disimpulkan bahwa perencanaan pengeloaan strategi meningkatkan maharah al-kalam yang dilakukan oleh guru pba di madrasah aliyah buko kabupaten bolaang mongondow utara telah optimal sebagaimana tuntutan kurikulum, hal tersebut berdasarkan dari berbagai penjelasan guru, dan kepala sekolah, demikian pula sesuai pengamatan dilapangan baik perencanaan secara teradministrasi maupun sesuai pelaksanaan dalam strategimeningkatkan maharah alkalam. pengorganisasian strategi meningkatkan maharah al-kalam. sebagaimana uraian sebelumnya menunjukan bahwa perencanaan berkenaan dengan strategi meningkatkan maharah al-kalam pada pendidikan bahasa arab di madrasah aliyah buko kabupaten bolaang mongondow utara telah dilakukan secara baik. hal itu sebagaimana yang dikatakan oleh rikap patilima “sehubungan dengan rencana strategi meningkatkan maharah al-kalam pada mata pelajaran bahasa arab, kami telah mempersiapkan kelompok belajar bagi siswa dengan memberikan materi tentang strategi meningkatkan maharah al-kalam seperti bercakap-cakap bahasa arab (muhadatsah) di depan kelas dengan teman kelompoknya. hal ini dapat mengurangi rasa grogi ketika maju di depan kelas”. 207 ©2019 al-lisan: jurnal bahasa (e-journal) dari uraian di atas peneliti dapat menyimpulkan bahwa, strategi meningkatkan maharah al-kalam bagi siswa kelas iia di madrasah aliyah buko kabupaten bolaang mongondow utara dengan mengadakan kelompok belajar siswa dapat meminimalisir rasa takut mereka ketika maju di depan kelas. di sisi lain kami menyadari bahwa guru pendidikan bahasa arab (pba) yang ada di sekolah ini walaupun beliau s-1 pai, namun beliau mendapat sertifikasi untuk menjadi guru bahasa arab, sehingga walaupun demikian beliau sangat cerdas dalam berbahasa arab (fasih), karena sebelumnya beliau lulusan dari pondok pesantren, oleh karena itu beliau mudah dalam menjalankan strategi maharah al-kalam terhadap siswa di kelas maupun di luar kelas”. menyikapi hal tersebut menurut siti safira isingga “kami akui kami sering kesulitan dalam menjalankan strategi maharah al-kalam seperti : guru memberikan bimbingan dan pengajaran kepada siswa, guru memberikan hafalan kosa kata kepada siswa, guru memberikan sangsi yang melanggar paraturan dalam bercakap-cakap bahasa arab (muhadatsah), karena kami tidak mengerti akan makna dari setiap kosa-kata yang diberikan oleh guru bahasa arab, akan tetapi kami sangat senang dengan pelajaran bahasa arab dan sangsi yang diberikan, hal ini dapat memotivasi kami agar lebih giat lagi dalam belajar bahasa arab. kami yang awalnya sulit dalam berbicara, menulis, mendengar.namun dengan adanya guru bahasa arab dan strategi maharah al-kalam ini kami jadi mengerti sedikit demi sedikit, jadi tau membaca al-qur’an. disisi lain adapun metode dan strategi yang digunakan oleh guru bahasa arab yaitu salah-satunya mengadakan percakapan bahasa arab (muhadatsah) pada pagi dan sore hari, memberikan bimbingan dan pelajaran bahasa arab”. sehingga menurut penulis, guru pba di m.a bukokecamatan pinogaluman kabupaten bolaang mongondow utara sudah melakukan perencanaan strategi meningkatkan maharah al-kalam bagi siswa kelas iia di m.a buko dengan maksimal. pelaksanaan strategi dalam meningkatkan maharah al-kalam pelaksanaan strategi meningkatkan maharah al-kalam, merupakan bagian dari strategi pembelajaran secara langsung di dalam kelas, oleh karena itu, pelaksanaan strategi meningkatkan maharah al-kalam dapat dipahami bahwa kegiatan dimana guru melaksanakan tugas pokoknya yaitu pembelajaran dan pendidikan. kegiatan strategi meningkatkan maharah al-kalam pada pendidikan bahasa arab (pba) di madrasah aliyah buko kabupaten bolaang mongondow utara, merupakan suatu keadaan yang 208 ©2019 al-lisan: jurnal bahasa (e-journal) mengindikasikan adanya interaksi dalam situasi belajar siswa melalui keaktifan belajar siswa yang dirangsang oleh guru melalui pertanyaan sesuai materi pelajaran yang diberikan khusunya strategi meningkatkan maharah al-kalam. hal demikian sesuai dengan penjelasan rikap patilima “ pengeloaan strategi meningkatkan maharah al-kalam dalam kegiatan belajar di kelas, yang dilaksanakan guru, saya sarankan agar strategi meningkatkan maharah al-kalam dapat meningkatkan partisipasi aktif belajar siswa, dan memiliki kemampuan dalam mewujudkan hasil belajar siswa sesuai standar kurikulum agar lebih optimal terhadap potensi akademik maupun kompetensi siswa”. demikian pula menurut ismi pakaya “pelaksanaan strategi meningkatkan maharah al-kalam yang saya laksanakan berdasarkan silabus dan rpp, dan strategi meningkatkan maharah al-kalam, tetapi untuk optimalnya pencapaian tujuan strategi meningkatkan maharah al-kalam, saya tetap berorientasi pada keadaan atau situasi belajar siswa. hal ini saya lakukan agar siswa dapat maksimal belajar dengan giat serta lebih memahami strategi maharah al-kalam yang di berikan. dan ternyata hal itu lebih efektif terhadap optimalisasi strategi meningkatkan maharah al-kalam terutama capaian hasil evaluasi belajar siswa”. hal ini juga terbukti dengan pendapat para siswa siti safira isingga bahwa “kami sangat senang, karena guru bahasa arab sangat memahami kondisi ataupun keadaan kami, pelajaran yang diajarkan sangat bagus dan menyenangkan, walaupun kadangkala kami merasa kesulitan dalam memahami makna dari masing-masing kosa-kata yang diberikan oleh guru bahasa arab. akan tetapi demikian bukan menjadi penghambat bagi kami untuk terus belajar bahasa arab, karena kami tau bahasa arab adalah bahasa alqur’an, maka dari itu kami harus belajar sebisa mungkin untuk dapat memahami setiap strategi maharah al-kalam diantaranya menghafal kosa-kata bahasa arab”. berdasarkan penjelasan di atas dapat diketahui bahwa dalam kegiatan pelaksanaan strategi meningkatkan maharah al-kalam sudah cukup maksimal walaupun ada beberapa kendala yang di hadapi oleh para guru ataupun siswa. namun itu bukan berarti mereka menjadi tidak semangat untuk tetap belajar bahasa arab, malahan sebaliknya mereka terlihat bersemangat bukan hanya pada strategi dan metode pelajarannya, namun pada guru bahasa arab. 209 ©2019 al-lisan: jurnal bahasa (e-journal) pengawasan/evaluasi strategi meningkatkan maharah al-kalam pengawasan dapat pula dipahami sebagai evaluasi, dengan demikian evaluasi yang dilakukan terhadap pengeloaan strategi meningkatkan maharah al-kalam adalah merupakan totalitas aktivitas mengajar guru terhadap kemampuan dalam hal managerial, agar strategi meningkatkan maharah al-kalam lebih optimal dan terkendali terutama terhadap hasil evaluasi hasil belajar dan strategi meningkatkan maharah alkalam. guru sebagai manager dan evaluator, sesuai pengamatan dan hasil wawancara dapat diketahui cukup optimal dalam menjalankan strategi meningkatkan maharah alkalam pada siswa. hal demikian sesuai dengan iklim pembelajaran strategi meningkatkan maharah al-kalam yang kondusif baik terhadap guru maupun utamanya tehadap siswa, sesuai dengan penjelasan risman samheda bahwa “akumulasi optimalnya kegiatan strategi meningkatkan maharah al-kalam dapat diketahui pada hasil belajar siswa, dan untuk menciptakan hasil belajar siswa yang optimal dapat diwujudkan melalui strategi meningkatkan maharah al-kalam, baik dalam pelaksanaan strategi meningkatkan maharah al-kalam maupun evaluasi hasil belajar. oleh karena itu saya senantiasa mengingatkan para guru agar tidak hanya optimal dalam perencanaan dan pelaksaan pembelajaran, tetapi juga harus optimal terhadap hasil evaluasi strategi meningkatkan maharah al-kalam bagi siswa kelas iia di madrasah aliyah buko kabupaten bolaang mongondow utara”. senada dengan penjelasan risman samheda, ismi pakaya mengemukakan “fungsi pengawasan yakni dengan memberikan penugasan baik tugas secara lisan atau tulisan maupun praktik-praktik kemudian dari hasil yang diperoleh tidak hanya dari hasil proses pembelajaran strategi meningkatkan maharah al-kalam di sekolah akan tetapi dari segi tingkah laku dan kehidupan siswa dilingkungan masyarakat maupun keluarga. dan tentunya melibatkan orang tua atau wali dari siswa yang bersangkutan. hal ini berkenaan dengan pendapat siswa annisa fitri hulalango bahwa “hasil belajar yang kami rasakan saat ini, kami mendapatkan nilai yang maksimal, karena selama ini kami mengakui bahwa keikutsertaan kami pada proses pembelajaran strategi meningkatkan maharah al-kalam sebagian besar hanya semata-mata untuk medapatkan nilai yang maksimal dan memuaskan, dan hal ini terjadi karena selama proses 210 ©2019 al-lisan: jurnal bahasa (e-journal) pembelajaran strategi meningkatkan maharah al-kalam selama ini kami ikuti dengan serius, selalu mendapatkan nilai yang maksimal dan memuaskan”. berdasarkan hasil penelitian di atas, dapat dipahami bahwa guru pendidikan bahasa arab (pba) di madrasah aliyah buko kabupaten bolaang mongondow utara, dalam kegiatan pengendalian atau evaluasi hasil strategi meningkatkan maharah alkalam, senantiasa mengupayakan untuk lebih optimalnya hasil belajar berdasarkan tujuan pembelajaran strategi meningkatkan maharah al-kalam bagi siswa kelas iia di madrasah aliyah buko kabupaten bolaang mongondow utara. d. simpulan berdasarkan penelitian yang telah di bahas dan diuraikan sebelumnya maka dapat disimpulkan bahwa strategi meningkatkan maharah al-kalam yang diterapkan oleh guru bahasa arab perlu ditingkatkan, diantaranya: mengadakan percakapan (muhadatsah) bahasa arab di pagi dan sore hari, mempraktekkan setiap kosa-kata yang sudah diberikan dalam bentuk percakapan (muhadtsah) sehari-hari baik dalam lingkungan sekolah mapun di luar lingkungan sekolah, menempelkan kosa-kata (mufradat) di setiap dinding sekolah, memberikan bimbingan dan pelajaran bahasa arab setiap pulang sekolah seperti pelajaran nahwu dan sorf, menulis kosa-kata yang di temukan di sekitar lingkungan sekolah ataupun rumah, menghafal teks drama bahasa arab, kemudian mempraktekkannya bersama teman di depan kelas, melatih siswa dalam mempraktekkan percakapan bahasa arab setiap hari, mengevaluasi hasil belajar siswa dan memberikan sangsi kepada siswa yang melanggar peraturan bahasa arab mengadakan percakapan bahasa arab (muhadastah). adapun yang menjadi perhatian utamanya bagi lembaga pendidikan dan guru bahwa siswa sering mengalami kobosanan belajar, bolos sekolah, seingga diperlukan perhatian dan pengwasan yang lebih dari semua unsur terkait, baik dari pihak sekolah, lingkungan sekitar dan juga keluarga. kerja sama yang baik antar pihak ini bisa dapat menginkatkan kualitas pendidikan di sekolah terutama tujuan-tujuan pembelajaran, yang dalam konteks kajian ini terutama dapat meningkatkan maharah al-kalam siswa dalam berbahasa arab. 211 ©2019 al-lisan: jurnal bahasa (e-journal) daftar pustaka abduh, a. a., madakhil ta’lim al-lughah al-arabiyyah, makkah mukarramah: jami’ah um al-qura. danim, s. (2002). menjadi peneliti kualitatif, bandung: pustaka setia. departemen pendidikan nasional. (2011). kamus besar bahasa indonesia, cet: iv, jakarta: gramedia pustaka utama. ilyan,a. & fuad. m. (1992). al-maharat al-lughawiyyah: mahiyatuha wa tharaiq tadrisiha, dar al-muslim li al-nasyr wa al-tauzi, riyadh. al-khuli, a. m. (1986). asalib tadrisal-lughah al-arabiyah.cet: 2. al-mamlakah alarabiyah al-su’udiyah, riyadh. moleong, j. l. (1998). metode penelitian kualitatif, bandung: remaja rosdakarya. al-naqah & mahmud k. (1985). ta’lim al-lughah al-arabiyah li al-nathiqin bi lughat ukhra: asasuhu, madakhiluhu, thuruq tradisihi, al-mamlakah al-arabiyah alsu’udiyah: jami’ah um al-qura, 1985. salim, a. (2006). dasar-dasar metodologi penelitian (teori dan paradigma penelitian sosial), yogyakarta: pustaka pelajar. sukmadinata, n. s. (2005). metode penelitian pendidikan, bandung: remaja rosdakarya. hadi, s. metodolog reseach, (jakarta:tp, tth). tarigan, h. g. (2013). berbicara sebagai suatu keterampilan berbahasa, bandung: angkasa. tarigan, h. g. (1998). dasar-dasar kurikulum bahasa, bandung: angkasa. thu’aimah, r. a., & muhammad a. m. (2000). tadris al-arabiyah fi al-ta’lim alamm: nazariyyat wa tajarib, kairo: dar al-fikr al-arabi. thu’aimah, r. a. (1986). al-marja fi ta’lim al-lughah al-arabiyah li al-nathiqin bi lughah ukhra, juz 2, makkah al-mukarramah: jami’at um al-quran. andiani rezkita nabu 182 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) volume 5, nomor 2, agustus 2020 issn 2442-8965 (p) issn 2442-8973 (e) semantic prosody study of 'talking a lot’ words andiani rezkita nabu arezkita.nabu@iaingorontalo.ac.id iain sultan amai gorontalo, indonesia abstract due to sentence formation, the lexicon choice appears as a crucial phase of writing. moreover, it is caused by the emptiness of words set that are perfectly synonymous and can be interchangeable. in order that it leads the needed for meaning, sense and evocative value identification in the choice of the lexicon. furthermore, the main objective of this research is to examine the value (sense) of several lexicons, which means 'talking a lot' such as talkative, loquacious, chatty, gossipy, garrulous, talky, and conversational, by using cognitive-linguistic and corpus linguistic approaches. in this case, the researcher examined the lexicon values based on the distinguishing semantic features and semantic prosody of the lexicons. as a linguistic corpus study, this study involved a number of data derived from coca (corpus of contemporary american english), the oxford dictionary (online), and the merriam-webster dictionary (online). hence, this study found that the distinctive features of the lexicons are the subject, the object, the type of communication, the type of information, and the causes. therefore, the semantic prosody in translation practices applies in corpus-based approach translation. it can facilitate a translator to comprehend new words and improve the quality of translation work. keywords: semantic prosody; translation approach; coca; corpus; collocation. a. introduction vocabulary is a part of lexicogrammar that always represents the word choice of language user, and the ability of language user to mean a word (okeeffe et al., 2007). furthermore, the development of languages in the world appeared by the increasingly of vocabulary diversity. this diversity eventually led to the emergence of various words that have same relation meaning or synonym. the words, in addition, can be used to explain the same meaning, but cannot be truly exchanged one another. according to bloomfield (potter & ullmann, 1963), each form of language has a constant and http://u.lipi.go.id/1421293761 mailto:a.rezkita@mail.ugm.ac.id andiani rezkita nabu 183 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) specific meaning. then, if the forms of language are phonemically different, they also have different meanings. in order that, the hypothesis about the existence of absolute synonym will be incompatible with the general view of language. consequently, it happens as the result of there are no synonym pairs that are perfectly same in meaning, which can be exchanged in all contexts without changing their objective meaning, taste, or evocative value (potter & ullmann, 1963). on the other hand, the lexicon choice is a very crucial part in formatting a sentence. this lexicon choice can lead to the emergence of positive or negative meanings. moreover, the existence of near synonym words sometimes leads to the vagueness in choosing words of arranging a sentence, especially for efl students. in addition, it will make efl students more complicated to arrange sentences. hence, it should lead to the needed of meaning, sense and evocative value identification in the choice of lexicon. regarding to differentiate each near synonym words, many researchers use the idea of semantic prosody or semantic preference through the collocation to help identifying the broad meaning of words (mcenery & wilson, 2001; nugroho, 2018; partington, 2004; prihantoro, 2015; xiao & mcenery, 2006). semantic prosody or semantic preference is a relationship between word lexeme and its meaning and it usually affects to the collocation and emotional factor of the hearer (partington, 2004; stubbs, 2001). in order that, semantic prosody also purposes for expressing language users’ attitude through words (biber & reppen, 2015). as far as the discussion about semantic prosody emerges, the corpus linguistic became a best source of data used for this problem (liu, 2010; nugroho, 2018; partington, 2004). instead of using other source of data, every words can be studied easily in corpora by concerning the words phraseological structure, words genre, words variety, and words frequency (charles, 2011). furthermore, the studies about differentiating near synonym had been done by many researchers. the first study is a study conducted by liu (2010) entitled “is it a chief, main, major, primary, or principal concern?: a corpus-based behavioral profile study of the near-synonyms”. this study is intended to examine the internal semantic feature of five near synonym words namely chief, main, major, primary, and principal. this study finally affirmed the use of behavioral profile approach in corpus study. andiani rezkita nabu 184 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) prihantoro (2015) with his study entitled "semantic prosody of words of effects in indonesian". this study aimed to examine the semantic prosody of the meaningful entries of words mean ‘effects’ such as hasil, efek, konsekuensi, dampak and akibat by using corpus linguistic approach . from this research, it was found that only the word hasil has a positive prosody. meanwhile, the word konsekuensi has a positive, and the derivation of akibat, dampak, and efek has a positive and negative prosody. however, akibat, dampak, and efek are more likely to have a negative tendency than positive tendency (prihantoro, 2015). in addition, another research has also been done by yuliawati (2016) with her research entitled “profil semantik nomina perempuan dalam korpus majalah berbahasa sunda (majalah mangle, 1958 – 2013)”. this study discussed the collocation and meaning of some sundanese words such as awewe, istri, mojang, pemajikan, and wanoja by using corpus linguistic approach. as a corpus linguistic study, this study found that the use of words has different frequencies. however, by considering the collocations, each word is always associated with certain topics (yuliawati, 2016). nugroho (2018) in his study also give another example of semantic prosody study through corpus. the study entitled “a corpus linguistics investigation of two nearsynonymous words: rich and wealthy” is emerged from the english learners’ confusion to some near synonym words. in order that, although rich and wealthy shared some semantic features but they cannot exchangeable in certain context (nugroho, 2018). another research has been carried out by zahradeen (2020) entitled “componential analysis of english ‘crying’ terms”. this study was intended to find out the distinctive features of ‘crying’ terms through componential analysis. therefore, the presence and absence of features can influence the meaning of words (tijjani zahradeen, 2020). the development of semantic prosody studies also has been done by sanguan-boon & tangkiengsirsin (2019) entitled “a semantic prosody and grammatical patterns analysis of near-synonym pair quit and stop in the coca”. this study aimed to find out the semantic prosody and grammatical pattern of near synonym words namely quit and stop. therefore, the study found that quit and stop had neutral semantic prosody, but they cannot be used interchangeably because they had some different grammatical patterns (treechayawong et al., 2019). andiani rezkita nabu 185 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) hwungsookkasem & sompong (2019) (in treechayawong et al., 2019) in their study entitled “a corpus-based study of english synonym: goal, purpose, and aim” is another newest study about semantic prosody through near synonym words. this study focused on investigating the similarities and differences of three synonym words namely goal, purpose, and aim. the similarities and differences of the words were examined by concerning the meaning aspects, grammatical patterns, and collocations of words. in this case, the data from corpus of contemporary american english (coca) were compared with lexical meaning in some dictionaries. finally, it found that the synonym word namely goal, purpose, and aim had some shared similar grammatical patterns and collocations. however, they also had some different grammatical patterns and special collocations for each word. based on the description above, the study entitled semantic prosody analysis of ‘talking a lot’ words is different with some previous study above. therefore, this study aimed to examine and focus on the lexicon values of words ‘talking a lot’, such as talkative, loquacious, chatty, gossipy, garrulous, talky, and conversational. the lexicon values will be concerned on distinguishing semantic features and semantic prosody of the lexicon. in order that, this study will give a new insight of the use of near synonym words ‘talking a lot’ based on the aura of the lexicon through the appropriate genre and appropriate context. b. research method the term of prosody in corpus linguistic studies refers to the tendency of a word towards positive or negative meaning (mcenery & hardie, 2011). meanwhile, the attribute 'semantics' is usually added to the word 'prosody' for emphasizing that the prosody depends on the context of the sentence, and it is also influenced by word features and their collocation (prihantoro, 2015). hence, louw (stewart, 2009) states that semantic prosody is the aura of meaning that is consistently formed based on the collocation of words and determined by the lexicon or grammar. in providing data, researchers used data from corpus of contemporary american english (coca) (corpus of contemporary american-english (coca), n.d.) and compile it with the data from the oxford dictionary online (definitions, meanings, synonyms, and grammar by oxford dictionary on lexico.com, n.d.) and the andiani rezkita nabu 186 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) merriam-webster dictionary online (dictionary by merriam-webster: america’s most-trusted online dictionary, n.d.). in this case, corpus of contemporary american english (coca) became the primary source of data, and the oxford dictionary online & the merriam-webster dictionary online became the secondary data to support the data from coca. additionally, the dictionaries were used for bring the literal meaning into the discussions. in order to use another corpus data, this study preferred using coca based on some considerations. firstly, coca is the largest english corpus that contains amount of data in different genres such as spoken language, academic writing, newspapers, fiction, magazines, and etc. however it contains million corpus data, it is free and accessible by every people. besides, the corpus data are updated regularly in order that it suits as a main source of data, especially for studying the current use of english words in many genres. furthermore, the data are analyzed in two ways, namely analyzing the words by using componential analysis, and analyzing the collocation that exists between lexicons. in the first step, this study used componential analysis to find out the meaning and the distinctive meaning between words. moreover, the meaning of words from the oxford dictionary online and the merriam-webster dictionary online will be analyzed by concerning the distinctive feature of words. after that, to make the deep analysis of words this study compiles it with collocation analysis in coca. in this case, the semantic prosody will be seen in lexical index and lexical profiles which are in corpus linguistics. in exploring the corpus, the investigation will focus on identifying semantic collocations and preferences that are usually accessed through word profiles or concordance. according to hoey (stewart, 2009), collocation is a term used to describe the relationship between a lexical part and parts that appear regularly in a textual context. in other words, firth (stewart, 2009) implied that collocation is basically quantitative, entailing statistical significance and not only a juxtaposition. after that, the data can be analyzed at the level of semantic prosody. finally, the results and discussions will be presented in a combination of simple statistics, tables, collocation data, and qualitative descriptions. andiani rezkita nabu 187 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) c. findings and discussion findings based on searches in the merriam-webster and oxford dictionaries, it was found that the meaning of talkative, loquacious, chatty, gossipy, garrulous, conversational, and talky lexicon can be seen in the table below. table 1.the meaning of lexicons 'talking a lot' from the data collections, it was found that the characteristics of shared meaning components in the lexicon of talkative , loquacious, chatty, gossipy, garrulous, conversational, talky, were [+subject animate] [+subject single-plural] [animate-inanimate object] [single-plural object] [one way communication]. in other side, some distinctive features that distinguish the near-synonym words that mean ' talking a lot', were in words meaning 1 (merriamwebster) meaning 2 (oxford) talkative tending to talk a lot or to enjoy having conversations with people fond of or given to talking. loquacious liking to talk and talking smoothly and easily tending to talk a great deal talkative. chatty tending to talk a lot; fond of chatting, having an informal style that is similar to friendly speech readily engaging in informal talk; (of a conversation, letter, etc.) informal and lively. gossipy characterized by, full of, or given to gossip characterized by casual conversation or reports about other people; derogatory enjoying talking about other people's private lives garrulous fond of talking or conversation pointlessly or annoyingly talkative excessively talkative, especially on trivial matters conversational tending to do informal talk involving two people or a small group of people as used in conversation not formal; consisting of or relating to conversation. talky tending or wanting to talk having a lot of talking (of a film, play, novel, etc.) containing a great deal of talk or dialogue; (of a person) inclined to talk at length; talkative andiani rezkita nabu 188 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) terms of the subject (actor), object (patient), type of communication, and the type of information involved, and causes of communication as shown in the appendix 1. discussion semantic prosody to determine the semantic prosody of the lexicon such as talkative, loquacious, chatty, gossipy, garrulous, conversational, talky, the data are analyzed by looking at the collocation around the lexicon. as louw (stewart, 2009) stated that a semantic prosody is established through some familiar themes such as the consistency of semantic collocation, and the attitudinal function of semantic prosody. in other words, a semantic prosody appears as the result of the relationship between the word and the collocates. in this case, three types of prosody were found in this study, namely positive prosody, negative prosody, and neutral prosody. a. positive prosody (amelioration) positive prosody as the meaning that generated in speech which is positive or as same as its expected (prihantoro, 2015) . in this case the lexicon that has a positive sense or prosody among others is talkative, loquacious, chatty, and talky. in the coca corpus, the word talkative is widely used in fiction and newspapers genre rather than in oral, magazine, and academic genre. furthermore, by considering its significant collocates, it can be grouped into a number of forms, for instance, those which is related to gender (lady), and manner means (friendly, lively, cooperative, cheerful, energetic, relaxed). consequently, it shows that talkative is relate to woman more than to man. andiani rezkita nabu 189 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) figure 1. general collocates of talkative on the other hand, the data about top twenty collocates of talkative shows that it collocates with some adjectives such as friendly, outgoing, cooperative, lively, energetic, and cheerful. the collocation in this lexicon shows that the collocations are positive in extreme, because it does not collaborate with negative meaningful adjectives. as a result, talkative can be categorized as in positive prosody (amelioration). the same thing is also seen in loquacious, which is more widely used in the genre of magazines and newspapers than in spoken, fiction, and academic genre. the general collocates of loquacious can be seen on the table below. figure 2. general collocates of loquacious andiani rezkita nabu 190 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) in addition, by considering the general collocates above, collocates can be grouped into several groups such as, words related to gender (i.e ladies), words related to speech (i.e articulate, silent, affable, speechless, candid, pause, normally, loud), and words related to communication objects (i.e vendor, companion). in order that, it shows that loquacious is an adjective which relates to woman than man. furthermore, it usually speaks of something in real with normal articulation and occurs in two way communication. specifically, loquacious looks more collocating with other adjectives, such as articulate, candid, affable, silent, and speechless. in order that, there is not negative meaningful words are found around this lexicon. as well as talkative and loquacious, chatty is also categorized in positive prosody. it usually used in fiction and newsletters genre, compared to spoken, magazines, and academic genre. then, the general collocates of chatty can be seen on the table below. figure 3. general collocation of chatty furthermore, by considering the general collocates above, collocates can be grouped into several groups such as, words related to the subject (i.e. girl, guy, driver, letters, phone), words related to speech (i.e. friendly, normally, outgoing, relaxed, casual), and words related to the object of conversation (i.e. mood, style). based on this classification, it shows that chatty is not only related to women, but also men. the andiani rezkita nabu 191 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) meaning of the speech in this adjective is a simple and familiar style of speech. in order, the conversation is becoming relaxed. specifically, lexicon chatty more collocating with other adjectives such as, friendly, cheerful, charming, casual, downright, outgoing. as a result, it categorized in positive prosody because it is surrounded by positive meaningful adjectives. finally, another lexicon that has a positive prosody is talky. this lexicon is more widely used in magazines and fiction genre than in spoken language, letter, and academic genre. the general collocates of talky can be seen on the table below. figure 4. general collocation of talky moreover, by considering the general collocates of talky, they can be grouped in words related to purpose (i.e. play, socialism), words related to the way (i.e. long, static, engaging, surprisingly, along, badinage-based), words related to object form (i.e. comedy, over the heads, anecdote-shares-in, docudrama),and words related to the subject (i.e. somebody, aides). in order that, talky emphasizes the features speaking method used rather than the gender preferences of subject. then, it usually relates to the objects of comedy, anecdotes and drama. additionally, the adjectives collocations of talky are only static, long, engaging, talky, walky. moreover the adjectives only contained positive meanings. therefore, talky is categorized as a positive prosody lexicon. andiani rezkita nabu 192 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) b. neutral prosody prihantoro (2015) states that the neutral prosody is an aura meaning which is neutral generated. based on the data, it was found that some lexicon 'talking a lot' which has neutral prosody are garrulous and conversational. firstly, garrulous is more used in fiction and magazine genre than in other genres. the general collocates of garrulous can be seen on the table below. figure 5. general collocates of garrulous as a result of considering the general collocates of garrulous, they can be grouped into several groups such as words related to the cause of the conversation (i.e. nature, drunk, personality), words related to the subject conversation (i.e. old, man, veteran, uncle), words related to speech (i.e. articulate, positively, vague, relaxed, sociable, friendly), and words related to the frequency of events (i.e. usual, normally, extraordinarily).in order that, it shows that garrulous is mostly done by older men than women. usually this trait arises purely because of the personality of the object. however, specifically the adjectives around garrulous are usual, friendly, relaxed, old, drunk. on the other hand, there are three adjectives in positive meaning, namely usual, friendly, and relaxed. meanwhile old, drunk, are considered in negative meaning. in order that, garrulous can be a flexible lexicon because it can be positive or negative. therefore, this lexicon is categorized as a neutral prosody lexicon. andiani rezkita nabu 193 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) figure 6. general collocates of conversational as well as garrulous, conversational is also categorized in neutral prosody. this lexicon is more widely used in the academic magazines genre rather than others. this lexicon is surrounded by its significant collocates that can be grouped into words related to speech features (i.e. tone, speech, style, language, skills, voice, topic), words related to speech forms (i.e. narrative, samples, interaction, interview, task, gambits), words related to place (i.e. interface), and words related to language (i.e. english, spanish). in order that, conversational emphasizes the speaking features used rather than the gender preferences. then, the general collocates of conversational can be seen on the table below. in addition, the surrounded adjectives of conversational are english, spanish. in order that, conversational lexicon tends to be neutral in nature because it is surrounded by adjectives that are neither positive nor negative. hence, it cannot be in positive or negative prosody adjectives, but rather in neutral. andiani rezkita nabu 194 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) c. negative prosody (pejoration) negative prosody refers to an aura of lexicon which has negative meaning or not as expected. in this study, it was found that there is only one lexicon that has negative prosody, namely gossipy. gossipy is used more in fiction and magazine genre than other genre. as a result of considering the general collocates of gossipy, they can be grouped into words related to place (i.e. magazine, lunches, book, account, industry), words related to the form of conversation (i.e. conversation, written, writing), words related to subject of conversation (i.e. seller, neighbor), and words related to negative issues (i.e. tidbits, fussy, notoriously, superficial, erotic, weakness). in order that, it shows that gossipy is mostly done in the neighborhood and sellers. in this lexicon, gender preference is not dominant. furthermore, the speech form is not only in oral form, but also in written form. moreover, the content of this talk is usually negative issue based on the general collocations. however, gossipy categorized in negative prosody as a result of the negative adjective collocations around it. in addition, the adjectives are superficial, erotic, and fussy. the implications of semantic prosodies through translation practices talking about the aura of near-synonym or words semantic prosody is always related to translation studies and practices. in this case, the implication of semantic prosody can be seen in the use of corpus-based approach in translation practice. it can figure 7. general collocates of gossipy andiani rezkita nabu 195 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) be used in world level translation and also above word level translation. corpus-based approach in translation is usually not only used for investigating the difference between the source language text and target language text, but how genres affect the translation work (zanettin, 2014). as well as above, the semantic prosody’s implication through translation practice also shows in the analysis of semantic prosody in near-synonym ‘talking a lot’ words. in this talk, the collocations of words can show some systematic features of words. furthermore, the aura or connotative meaning of near-synonym words obtained by corpus-based approach is indirectly showed that the corpus-based approach can be used well as an option in translation practice. therefore, the translators cannot only transfer word per word meanings, but also the values and cultures within the words. due to above, the corpus-based approach is not only able to detect and analyze the systematic features of translation, but also can identify and provide the appropriate tools to test norms and regularities hypotheses in translated texts (zanettin, 2014). the example of corpus-based approach in translating practice ‘talking a lot’ word can be seen on the table below. table 2. example of gossipy corpus-based translation word collocation related to place related to conversation form related to conversation subject related to negative issues gossipy magazine, lunches, book, account, industry conversation, written, writing seller, neighbor tidbits, fussy, notoriously, superficial, erotic, weakness the word gossipy above is not only translated as a casual conversation, but it transfers some values and auras of word such as its genre, form, subject, and negative values. in order that, gossipy can be translated as a casual conversation which is used more in magazine genre than other genre. it has usually done by the neighbor and sellers, meanwhile the content always relates to negative issue. along with the discussion of semantic prosody implication through translation practice was emerged, the corpus methodology in translation practice was first introduced by baker in 1993 (baker, 2018). baker suggested that translation study and andiani rezkita nabu 196 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) practice can be done well by elucidating translated text through its construction, in order that the observations can be done through the relative frequencies of specific words, word classes, collocations and lexico-syntactic structures (malmkjær, 2018). however, the translation approach is not basically well-developed in indonesia translation practice. this is because it requires more technologies in translating text, such as some corpus data (coca, bnc, coha, glowbe), computer-assisted rranslation software, antconc, sketch engine, and etc. in addition, the corpus-based approach is generally mastered by advanced translators more than by beginner translators. hence, corpusbased approach is very feasible to use in indonesia translation studies and practice. for this reason, it is useful to facilitate foreign language learner and foreign language translator in comprehending new words. identically, corpus-based approach can improve the quality of translation work, especially the accuracy level in meaning transference. d. conclusions to sum up, all near-synonym adjectives which mean ‘talking a lot’ are not in perfect synonym. they have to be used agree with the context. based on the research above, it can be concluded that the distinctive features of the adjectives mean 'talking a lot' are subjects, objects, types of communication, types of information, and causes of communication. besides, some lexicon such as talkative, loquacious, chatty, and talky are categorized as lexicon which have positive prosody in extreme. moreover, garrulous and conversational are neutral, because they can be positive or negative depending on the context. on the other hand, gossipy is the only lexicon that tends to have negative prosody. hence, the words semantic prosody is always related to translation studies and practices through corpus-based approach. it facilitates foreign language learner and foreign language translator in comprehending new words, and improves the quality of translation work. andiani rezkita nabu 197 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) references baker, m. (2018). in other words:a coursebook on translatoin. in development (vol. 134, issue 4). routledge. biber, d., & reppen, r. (2015). the cambridge handbook of english corpus linguistics. in the cambridge handbook of english corpus linguistics. https://doi.org/10.1007/9781139764377 charles, m. (2011). the routledge handbook of corpus linguistics. system. https://doi.org/10.1016/j.system.2011.01.004 corpus of contemporary american-english (coca). (n.d.). http://corpus.byu.edu/coca/ definitions, meanings, synonyms, and grammar by oxford dictionary on lexico.com. (n.d.). retrieved may 2, 2020, from https://www.lexico.com/?search_filter=en_dictionary dictionary by merriam-webster: america’s most-trusted online dictionary. (n.d.). retrieved may 3, 2020, from https://www.merriam-webster.com/ liu, d. 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(2020). componential analysis od english “crying” terms. in international journal of advanced academic research | arts, humanities and education| (vol. 6, issue 2). treechayawong, a., tangkiengsirisin, s., intamano, b., sappapan, p., kaewchum, c., suriyatham, w., ongsara, f., rimkeeratikul, s., da, h., koowuttayakorn, s., hwungsookkasem, j., sompong, m., jongjit, j., sitthikul, p., daji, k., sappapan, p., wongrat, k., simasangyaporn, n., jullanan, k., … aiyarakarnajanakul, w. (2019). board of 8 th litu international graduate conference proceedings (p. sappapan & s. koowuttayakorn (eds.); pp. 5–605). language institure thammasat university. xiao, r., & mcenery, t. (2006). collocation, semantic prosody, and near synonymy: a cross-linguistic perspective. applied linguistics. https://doi.org/10.1093/applin/ami045 yuliawati, s. (2016). profil semantis nomina perempuan dalam korpus majalah berbahasa sunda (mangle, 1958-2013). in kongres internasional masyarakat linguistik indonesia. zanettin, f. (2014). corpora in translator education. in corpora in translator education. https://doi.org/10.4324/9781315760162. andiani rezkita nabu 199 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) appendix. componential analysis and distinctive features table no words subject object types of communication types of information causes a n im at e in an im at e s in g u la r p lu ra l m al e f em al e n eu tr al a n im at e in an im at e s in g u la r p lu ra l m al e f em al e n eu tr al o n e w ay t w o w ay s f o rm al in fo rm al p o si ti v e is su e in eg at iv e is su e n eu tr al w ri tt en s p o k en g en er al s p ec ia l c o n sc io u s u n co n sc io u s 1. talkative + + + + + + + + + + + + + + + + + + + + 2. loquacious + + + + + + + + + + + + + + + + + + + 3. chatty + + + + + + + + + + + + + + + + + + + + + + + 4. gossipy + + + + + + + + + + + + + + + + + 5. garrulous + + + + + + + + + + + + + + + + + + 6. conversati onal + + + + + + + + + + + + + + + + + + + + + + 7. talky + + + + + + + + + + + + + + + + + + + + + + anita anngraeni & cynantia rachmijati 34 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) volume 5, nomor 1, februari 2020 issn 2442-8965 (p) issn 2442-8973 (e) investigating the approaches of english teachers in fostering efl students’ language proficiency anita anggraeni 1 & cynantia rachmijati 2 anitaenglish26@gmail.com, cynantiarachmijati@ikipsiliwangi.ac.id institut keguruan dan ilmu pendidikan siliwangi, indonesia abstract this research is qualitatively descriptive, intending to define the efforts of english teachers at boarding school and hereinafter referred to as pesantren (al-fatah) to develop students’ english language proficiency. subjects of this study are two english teachers and students at pesantren al-falah. this study also investigates the way of english teaching methods or strategies in the classroom. there are two main instruments to collect data, those are observation and interview guidelines. the result of the study indicates that the most teaching methods used are still a teacher-centered, direct method and habituation. this is due to the influence of the traditional arabic learning model which is still largely focused on what is conveyed by the teacher in the classroom. but this pesantren also implemented a communicative approach to develop the speaking skill of the students. one of the challenges faced is students' negative perceptions of english which assume that english is a western culture that is synonymous with negative things. therefore, to further strengthen the development of english language skills, english teachers need to be more exposed to english by offering their students even more usual practice and the right media and literature to minimize negative perceptions of western culture. keywords: pesantren; teaching methods; english language proficiency. a. introduction pesantren is an islamic educational institution that has a long history and still survives in indonesia (mubarock, 2015). pesantren are also part of a unique education system. persevere in the traditional form, thick with the nuances of religion and participate actively in the spread of islam and are led by kiai or ustad and produce graduates of the students or then referred to as santri. based on the data collection of pesantren in 2019 from the ministry of religion (taken from https://ditpdpontren.kemenag.go.id/web/), there are 28194 pesantren scattered http://u.lipi.go.id/1421293761 mailto:anitaenglish26@gmail.com anita anngraeni & cynantia rachmijati 35 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) throughout indonesia. the total number of santri even reaches more than 3 million people. in the beginning, pesantren was managed simply and traditionally. there are no class classification, no curriculum, nor are there any fixed rules in it. as a medium of religious learning, there has never been a contract or request from santri to the ustad or teacher to provide a book or learning module, the teachers let alone regulate in detail the materials to be taught. everything depends on the teachers as the axis of the pesantren learning system. starting from the schedule, methods, even what to be taught, all are the authority of a ustad in full (haedani, 2004). two well-known learning models at the beginning of the pesantren were the non-classical wetonan learning system and the sorogan system. the wetonan/bandongan system is a study conducted by a kiai or ustad, followed by santri with no age limit or a measure of intelligence. this model of learning system, reportedly is a method taken from the learning patterns of arabic scholars. in this system, kiai or ustad reads the book, while the santri each hold their own book by listening to the kiai or ustad statement to condemn or interpret the bare book. another with the recitation of wetonan, sorogan recitation is done one by one, where a santri read the book one by one in front of kiai or ustad then they correct students’ mistakes. in this sorogan learning, a santri makes it possible to have a dialogue with the kiai or ustad regarding the problems being taught. unfortunately, a lot of time consuming and inefficient to taught to senior students only. basically, in traditional pesantren, the level of knowledge taught depends more on the scholarship, the acceptance of students and the type of book used. the weakness of this system is that there are no clear gaps and stages that must be followed by students. there is also no separation between beginner, intermediate and advance level. even kiai or ustad only repeats one book to be taught to his students. (haedani, 2004). according to amien rais (1987), there are some weaknesses of pesantren that need to be addressed immediately, including: the alumni who generally have a narrow mind and are not confident when in contact with real life society that develops in line with the progress of science and technology. another weakness is that pesantren in general do not equip their students with the various skills needed to face the challenges of life in modern times. and another weakness is that pesantren are generally closed to anita anngraeni & cynantia rachmijati 36 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) accept changes therefore it is difficult to keep up with the times. pesantren are considered as the roots of islamic education in indonesia, also considered as one of the original education systems in indonesia that is still developing today. during this time, in the community there is an ambiguous view of the pesantren. on one side of pesantren is identical with "traditionalism" in a negative sense (left and old-fashioned), but some other circles view pesantren as a separate entity with characteristics that are not owned by other institutions, including the education system that is currently running. learning methods that are rooted in based of islamic learning are also considered unique, one of which is the bandongan method, the lecture method. in this method the students will take part in learning where they will sit around kiai or ustad and explain the material presented. (afriza, 2013). with the various demands and changes of the times, of course one way is to renew or modernize islamic education. finally, many pesantren have improved, added a lot of expertise and taught foreign languages, including english in order to follow the development of globalization and the development of education (andika, 2017). some are still trying to follow the traditional roots, but there are also those who have tried to develop, for example, to provide learning in a foreign language, namely english. a number of pesantren also began to incorporate skills lessons as one of the materials taught. there are skills in farming, farming, sewing, trading and so on (haedani, 2004) even though almost everyone knows the importance of mastering a foreign language, the awareness to learn it does not always run linearly, especially those identified as traditional pesantren. there are several reasons why foreign languages other than arabic have received less attention among the pesantren community. first, there is a psychological obstacle in the form of fear to learn it. during this time when people talk about english for example, what appears in the assumption later is that english is very difficult to learn. second, there are cultural constraints in the sense that learning english in a pesantren is considered not a norm. third, lack of access. fourth, lack of adequate human resources to develop english. fourth, a very basic factor is ideological biases where language is understood as part of a particular religion. for example, arabic is considered as the language of islam, english as the language of christians, chinese as a representation of the language of confucianism and so on. anita anngraeni & cynantia rachmijati 37 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) therefore, it can be seen that pesantren which trying to be more modern and develop their english language skills are sometimes hit by perceptions, opinions and fears in using the language. as stated by baekani et al (2017) that most pesantren residents feel they don't need to use english and don't even know english at all. ihsan on his finding (2011) also stated that in the use of everyday language, students are generally faced with various patterns of choice in language activities namely indonesian, arabic, and regional languages. but generally the students or santri are more inclined in using local languages. initially, pesantren al-fatah which is located in gunung halu, west bandung, only taught islamic religious sciences and studying specifically the bare book that became a reference for islamic scientific traditions in the pesantren. but along with the development era and there are also demands from the community to hold formal education whose alumni are recognized by the government with the same diploma as the general diploma, pesantren al-fatah finally organizes more formal educational institutions as a madrasah while still maintaining the characteristics of traditional pesantren but also balanced with the introduction and development of science and technology, and one of the efforts to develop them is by fostering english language prificiency. anto. et al (2018) in their research stated that in a pesantren environment, especially the modern ones , students are required to be accustomed to using several languages that have become standard in using language as a means of communication. the obligation to use multi-language is intended to improve the competence and language skills of students. with adequate foreign language skills, students are expected to be able to compete in competitions when they have graduated and are ready to enter the community. therefore, it is important to address on how the pesantren al fatah would do to fostering their students’ english skill. departing from the problem, therefore the problems that can be formulated in this study are: how is the learning model and strategies to fostering english skill in pesantren al fatah bandung? what are the driving forces and obstacles in the process of fostering english in pesantren al fatah bandung?. anita anngraeni & cynantia rachmijati 38 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) b. research method this research approach is a qualitative descriptive, because the data will be presented in descriptive analysis. whereas qualitative research itself according to bogdan and taylor as cited by lexy.j. moleong (2006), is a research procedure that produces descriptive data in the form of written or oral words from the people and actors observed. the research location is in gununghalu village, gununghalu district, west bandung regency, west java province, indonesia. primary data sources are data that is directly accessed by researchers (sugiyono, 2006). in this study the data taken data from observations to english classes and the observational data are the teacher and students. secondary data sources in this study were drawn from literature studies and related books. the tools to collect data in this study are interviews, observation and documents. data obtained from interviews will be combined with data from observation data and documents. those intruments are used to invetigate in detail how the learning process conducted in the classroom. data analysis methods use inductive methods, namely data reduction, data presentation and data verification. in analyzing the data will be used with a literature review on english language learning. the interpretation of the findings will be interpreted based on the literature review and conclusions based on the results of the interpretation that has been prepared. d. findings and discussion in pesantren al fatah, there are two english teachers. based on observations in class, there are a number of english learning strategies, those were giving and introducing vocabulary. the teacher reads the vocabulary then followed by the student in a loud voice. the next activity is making conversation activity where students are asked to talk with the other person. the third activity is reading and writing activities and usually the teacher gives worksheets. the students in the class around 40 to 42 students. the teacher focused on the vocabulary lists and then discussing the meaning and the synonym of the vocabulary. after explaining material, english teachers then proceed gave the students the worksheet which is usually a text to be read and translated. after the students finished discussing and translating the text and then the anita anngraeni & cynantia rachmijati 39 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) students presented in the class of their finished work. here on this part the student was practicing speaking also listening skill where their peers were presenting their work. the lesson end with teacher summarized the lesson and revising the grammar and vocabulary that were given that day. the teaching method and strategies were similar to the wetonan/bandongan system where kiai or ustad reads the book while the students each hold their own book by listening to the teacher's statement to condemn or interpret the bare book. based on interviews with english teachers, they stated that the lack of students in english was, among others: students still have a low vocabulary, lack of speaking skills due to low self-confidence and lack of mastering grammar. the teachers try to improve coaching by providing remedial and additional training and even direct communication with students so that students' english skills become better. learning strategy according to kemp (kemp, 1977) is a learning activity that must be carried out by teachers and students in order that learning objectives can be achieved effectively and efficiently. the efforts to implement lesson plans that have been prepared in real activities therefore the objectives that have been prepared can be achieved optimally, need a method to realize the strategies. strategies used can vary, for example through question and answer or lectures. the approach can be interpreted as a starting point or point of view of a learning process. roy killen (killen, 1998) notes that there are two approaches to learning, namely teacher centered approaches and students centered approaches. for teacher centered approaches teachers usually reduce direct learning while student centered is called discovery learning. based on the above explanation, it can be concluded that the learning model and strategies to fostering english skill in pesantren al fatah bandung are: 1. communicative method learning english using a communicative approach can motivate learners, if the steps taken can be used as a forum for learners to practice the language learned for example, dialogue / interact in small groups by utilizing the material available in textbooks and from sources. other. to achieve the goal of communicative english learning there needs to be a methodical didactic change that leads to social interaction and invites learners to get involved in the teaching anita anngraeni & cynantia rachmijati 40 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) and learning process. teaching and learning process as above is more directed to cbsa (active student learning methods). on this method usually teachers let the students to discuss after giving an issue and then they will be having conversation and discussion among their peers where they reached a conclusion and agreement after the students practice their speaking skills. on this communicative method were used in the way of the teacher given the materials and reading aloud the vocabularies then the students were instructed to discussed and translated an english text in a group or working their worksheets. 2. direct method direct method is a method of teaching foreign languages by directly using the foreign language as the language of instruction, and without using the first language of students in teaching. if there are words that are difficult for them to understand, then the teacher can interpret using props, demonstrating, describing and others. using this method, the teacher used english directly to the students on each lesson and therefore make students get used to the english exposure. this is the most method that the teacher used since most of the lesson used are teacher centered. this is also where the teacher emphasized on the vocabularies, the definition and the synonym of the word. for example, where the teacher explained the word “complicated”, the teacher urged the students to found out the meaning of the word and then the synonym of the word. therefore, the students used “difficult”, “hard to digest” and other synonyms to describe the words. 3. habituation technique another thing that is done in the english learning method at pesantren al fatah is through training and habituation activities. the teacher provides training activities especially speaking at the time before class starts or there are certain days where english day is held so that students are accustomed to using english. it can be concluded that the english learning model and strategies which are used in pesantren al fatah bandung to fostering their students’ english skill are teacher centered, communicative method,direct method and anita anngraeni & cynantia rachmijati 41 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) also habituation where the teacher is given the materials and students followed along. maghfiroh's (2016) research results stated that the language discipline in the pesantren slowly but surely can shape the character of the santri language, namely by accustoming the use of language in their daily life eventually the santri will get used to the target language. it is similar result with this study which stated that practice and habituation can be one of the fostering of language skills method that are applied in the pesantren environment. the observation and interview results revealed some driving forces and obstacles in the process of fostering students’ english proficiency in pesantren al fatah. the obstacles were quite clear, most of the students and teachers put arabic language as the most special therefore they do not think that english was special or tend to think as “second class language”. other obstacles were the perceptions of the students towards english. the students believed that arabic language was enough and therefore studying english language is seen as something strange. and most students also identified english with westerners and therefore have negative assumptions about it. the strong ideology of islam and the suspicion of the west and the negative effects on english also influence the development and teaching of english. the last perception especially from the students that believed english is difficult and the students weren’t as excited in studying english compared to arabic. based on the results of interviews with english teachers and observations, the driving force is the existence of adequate facilities and infrastructure to advance the students to improve their english language skills, especially in speaking skills. this can be seen by the implementation of english day on certain days where students are required to speak in english. therefore, it can be concluded that the driving force is the adequate facilities and qualified infrastructure, and the obstacles is students’ negative perceptions on english language who they believed were westernized and difficult to learn. the results of this study are in line with what was stated by solichin (solichin, 2013) that pesantren should integrate english with islamic studies to follow the development of civilization and culture thus grow into modern people. anita anngraeni & cynantia rachmijati 42 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) d. conclusion pesantren at first who was focus on only religion now has transformed into a better educational institute that also follow the development of globalization. pesantren al fatah is one of those who keeps trying to improve their educational system especially in english. in fostering english skill, it can be concluded that the english learning model and strategies which are used in class are teacher centered, communicative method, direct method and practice of habitual in applying english day. the driving forces in the fostering english skill is the adequate facilities and qualified infrastructure the obstacles in fostering english skill is the student’s negative perception on english language. therefore, in order to further improve fostering students’ english language skills, a higher exposure is needed related to english. in addition to habituation, introducing appropriate media and literature and other activities such as speeches and debates to reduce negative perceptions related to english. in the end, the success of teaching and developing foreign languages, especially english in pesantren, is determined by many factors, ranging from changing perceptions, methods, availability of facilities and infrastructure. but the most decisive factor is actually the willingness of the pesantren themselves to be open to accept and realize the importance of english for development. references afriza, h. (2013, october 17). pesantren sistem pendidikan asli di indonesia. retrieved from khazanah republika: https://www.republika.co.id/berita/duniaislam/khazanah/13/10/17/mut6fy-pesantren-sistem-pendidikan-asli-indonesia andika, m. a. (2017). pembelajaran bahasa arab-inggris di lembaga kursus bahasa asing (lkba) pondok pesantren miftahul huda. prosiding konferensi nasional bahasa arab iii (pp. 189-196). malang: universitas negeri malang. anto, p., & rahma, f. (2018). jasus bahasa : suatu metode pembelajaran bahasa asing di pesantren modern (representasi dalam novel berlatar pondok modern gontor). prosiding pekan seminar nasional (pesona) (pp. 21-33). jakarta: uhamka. baekani, a. k., srisudarso, m., & pahlevi, m. r. 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(1998). effcetive teaching strategies. new castle: social science press. lexy.j.moleong. (2006). metode penelitian kualitatif. bandung: remaja rosdakarya. maghfiroh, a. (vol 3 no 2 tahun 2016). from daily to fluency : melejitkan kemampuan bahasa asing dengan aktivitas bahasa harian. jurnal dimensi pendidikan dan pembelajaran , 49-56. mubarock, n. (2015, juni 17). peran keberadaan pondok pesantren dalam sistem pendidikan di indonesia. retrieved from kompasiana: https://www.kompasiana.com/nafiseka/555c91d3739773871a308730/perankeberadaan-pondok-pesantren-dalam-sistem-pendidikan-di-indonesia rais, a. (1987). cakrawala islam antara cita dan fakta. bandung: mizan. solichin, m. m. (vol 10 no 1 tahun 2013). inovasi pembelajaran di pesantren : pengembangan pembelajaran bahasa inggris. jurnal nuansa , 223-226. sugiyono. (2006). teknik penelitian. yogyakarta: pines. zuhairini. (1992). sejarah pendidikan islam. jakarta: bumi aksara. hidayatul khoiriyah 96 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) volume 5, nomor 1, februari 2020 issn 2442-8965 (p) issn 2442-8973 (e) deskripsi pengembangan kurikulum pembelajaran bahasa arab di malaysia hidayatul khoiriyah hidakhoir3@gmail.com universitas islam negeri sunan kalijaga, yogyakarta, indonesia abstrak tujuan dari penelitian ini adalah menggambarkan sistem pengembangan kurikulum pembelajaran bahasa arab di malaysia yang ditinjau dari tujuan, metode, dan evaluasi. penelitian ini adalah penelitian berbentuk kajian pustaka bersifat kualitatif. data dikumpulkan melalui dokumen kurikulum pembelajaran bahasa arab di malaysia. arsip-arsip tersebut diakses melalui internet pada laman kementerian pendidikan malaysia. selain dokumen, data juga dikumpulkan melalui beberapa artikel yang berkaitan dengan kajian penelitian. hasil penelitian menunjukkan bahwa kurikulum pembelajaran bahasa arab di malaysia memiliki tujuan untuk menguasai empat kemahiran berbahasa, yaitu berbicara, membaca, menulis, dan mendengarkan. namun dalam prakteknya, siswa belum sampai pada tahap berinteraksi dan berkomunikasi, baik secara lisan maupun tulisan. metode pembelajaran yang digunakan pada pembelajaran bahasa arab di malaysia pada umumnya yaitu metode inquiry, kooperatif, metode komunikatif, metode discoverry learning, dan lain-lain. evaluasi dalam sistem pengembangan kurikulum pembelajaran bahasa arab di malaysia dilaksanakan dalam penilaian sumatif dan formatif. kata kunci : pengembangan; bahasa arab; kurikulum malaysia. abstract the purpose of this study is to describe the education system and find out the arabic learning curriculum in malaysia in terms of objectives, methods, and evaluation. this research is a research in the form of library research that is qualitative in nature and takes the object of curriculum research documents in arabic learning in malaysia. the data used as a source of writing are archives from the ministry of education of malaysia which are accessed by internet, and several articles relating to the study. the results of the study indicate that the arabic language learning curriculum in malaysia aims to have four language skills, but has not yet reached the stage of interacting and communicating, both verbally and in writing. the method used in malaysia is the inquiry method, cooperative, etc. evaluation in malaysia’s curriculum system was carried out through summative and formative assessments. keywords : development; arabic language; malaysia’s curriculum. http://u.lipi.go.id/1421293761 hidayatul khoiriyah 97 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) a. pendahuluan dalam kehidupan yang semakin modern ini, pendidikan mutlak diperlukan. pendidikan yang seperti apa, tentunya pendidikan yang mampu membekali peserta didik dengan kemampuan, keterampilan, serta kompetensi dalam menghadapi persaingan global di masa mendatang. pendidikan juga merupakan sebuah kunci utama dalam kemajuan sebuah peradaban. dimana semakin baik kualitas pendidikannya tentu semakin maju peradaban sebuah bangsa. pendidikan merupakan salah satu upaya dalam mewariskan nilai, yang akan menjadi pedoman dalam menjalani kehidupan manusia. dengan pendidikan, manusia diharapkan dapat mengembangkan potensi diri melalui kegiatan pengajaran atau dengan cara lain yang diakui oleh masyarakat luas. dengan pendidikan, manusia juga diharapkan dapat menghadapi dan menyelesaikan problematika kehidupan yang dilaluinya. pendidikan memiliki berbagai macam komponen, salah satunya adalah kurikulum. faktor yang sangat menentukan dalam mensukseskan pendidikan sebagai motor penggerak pembentukan karakter bangsa adalah pengembangan kurikulum. abdul wahab (2016) berpendapat bahwakurikulum (manhaj) merupakan “jantung” institusi pendidikan atau sistem pembelajaran.sedangkan menurut muhaimin (2009), kurikulum merupakan salah satu komponen pokok aktivitas pendidikan, dan merupakan penjabaran dari idealisme, cita-cita, tuntutan masyarakat, atau kebutuhan tertentu.dari kurikulum inilah akan diketahui arah pendidikan, alternatif pendidikan, fungsi pendidikan serta hasil pendidikan yang hendak dicapai dari aktivitas pendidikan. karena itu, kurikulum selalu menjadi bahan perbincangan yang menarik dan aktual, bahkan di kalangan masyarakat pendidikan sering muncul ungkapan bahwa “ganti materi ganti kurikulum”, walaupun dalam kenyataannya tidak demikian. karena itu, pengembangan kurikulum merupakan suatu keniscayaan, termasuk pengembangan kurikulum bahasa arab, sesuai dengan perkembangan ilmu pengetahuan dan teknologi, tuntutan sosial masyarakat, dan perkembangan global. kurikulum dapat dipahami sebagai alat sentral bagi keberhasilan pendidikan. peran ini menjadi kunci bagaimana pendidikan akan diarahkan. oleh karena itu, kurikulum harus dibangun dengan sedemikian rupa, sehingga mampu mencakup segala kebutuhan peserta didik, dan tujuan pendidikan dapat dicapai secara maksimal. hidayatul khoiriyah 98 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) kurikulum mencakup semua elemen yang diperlukan dalam sebuah pembelajaran mulai dari tujuan, proses pembelajaran, waktu, guru, pembelajar dan lembaga itu sendiri, sehingga proses pembelajaran ada yang mengarahkan pada suatu pencapaian yang maksimal. kurikulum bersifat dinamis, artinya dapat berubah sewaktu-waktu disesuaikan dengan perkembangan zaman, serta didasarkan pada apa yang diharapkan masyarakat dari pendidikan itu sendiri. khairul azrin (2011) menyatakan bahwa perubahan dan pengembangan kurikulum pendidikan tidak hanya terjadi di indonesia, di negara lain seperti malaysia yang menjadi fokus penelitian ini juga demikian. sebelum malaysia merdeka dan sebelum masa penjajahan, kurikulum pendidikan formal belum ditetapkan. ketika itu baru ada bentuk pendidikan islam di pondok dan surau. sementara ketika masa penjajahan inggris di malaysia kurikulum disesuaikan dengan kebangsaan masing-masing, seperti pekerja dari cina menggunakan sistem pendidikan yang diadopsi dari cina seperti halnya pekerja dari india membawa sistem pendidikannya ke malaysia. selepas merdeka, malaysia kemudian menerapkan kurikulum yang juga terus mengalami perkembangan, mulai dari didirikannya komite kesepakatan umum tentang silabus dan time table, pendirian pusat perkembangan kurikulum di bawah kementerian pendidikan malaysia, sampai dengan dicetuskannya kurikulum baru sekolah rendah (kbsr) dan kurikulum bersepadu sekolah menengah (kbsm). saat ini malaysia menggunakan kurikulum yang sudah dikembangkan yaitu kurikulum standar sekolah rendah (kssr) dan kurikulum standar sekolah menengah (kssm). perkembangan kurikulum yang terus disempurnakan dari waktu ke waktu tersebut menunjukkan betapa pentingnya peran kurikulum dalam pendidikan di suatu negara. pengembangan kurikulum umumnya dilakukan sebagai hasil evaluasi dari kurikulum sebelumnya. diantara problematika yang dihadapi oleh malaysia dalam pembelajaran bahasa arab adalah sebagai berikut: pengajaran berbasis pada guru, pengajaran didasarkan pada terjemahan teks, kurang latihan dan pertanyaan, kurangnya penggunaan bahasa, kurangnya aktivitas yang dapat membantu penguasaan bahasa, sikap pasif peserta didik dalam pembelajaran, dan kurangnya komunikasi menggunakan bahasa arab. hidayatul khoiriyah 99 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) terdapat beberapa hal yang mendasari pemilihan malaysia sebagai latar penelitian ini. di samping dari segi pembelajaran terkait problematika pembelajaran bahasa arab, juga karena di malaysia 64% dari total penduduknya beragama islam. hal ini berpengaruh terhadap perkembangan pendidikan islam terlebih terhadap pembelajaran bahasa arab di malaysia. karena bahasa arab pada awalnya sama-sama digunakan untuk mempelajari ajaran islam. berbicara mengenai kurikulum, tentu tidak lepas dari empat komponen utamanya, yaitu tujuan, materi, metode, dan evaluasi. dari keempat komponen tersebut nantinya dapat menggambarkan bagaimana kurikulum yang digunakan dalam pembelajaran bahasa arab di malaysia. penelitian ini berfokus pada analisis isi dokumen kurikulum pendidikan khususnya bahasa arab di malaysia untuk kelas awal (i-iii). peneliti berharap dengan mengetahui kurikulum di malaysia dapat menjadi acuan dalam pengembangan kurikulum bahasa arab di masa mendatang. penulisan artikel ini bertujuan memberikan gambaran penerapan sistem pendidikan dan kurikulum, khususnya kurikulum pengembangan pembelajaran bahasa arab di malaysia sebagai bahan refleksi pengembangan kurikulum di indonesia. b. hasil dan pembahasan sistem pendidikan sistem pendidikan merupakan satu kesatuan yang saling terkait dalam upaya mencapai tujuan pendidikan. secara garis besar, konsep pendidikan memiliki dua pengertian, yaitu pengertian secara sempit dan pengertian secara luas. pengertian secara sempit adalah usaha yang dilakukan secara terencana, terorganisir, dan dilaksanakan secara formal dalam jangka waktu tertentu untuk mencapai tujuan tertentu. berdasarkan dari pengertian tersebut sistem pendidikan meliputi komponen-komponen yang terdiri dari tujuan pendidikan, kurikulum, tenaga kependidikan, dan partisipasi masyarakat dalam kegiatan pendidikan (stakeholder). sedangkan pendidikan dalam arti luas adalah segala tindakan yang bertujuan untuk merubah perilaku manusia menuju ke arah yang lebih baik. dengan demikian, sistem pendidikan itu sendiri merupakan bagian dari sistem sosial. hidayatul khoiriyah 100 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) sistem pendidikan di malaysia adalah sistem pendidikan kebangsaan. kurikulum yang digunakan adalah kurikulum kebangsaan, yaitu memadukan penguasaan ilmu pengetahuan, kerohanian, nasionalisme dan patriotisme, dan sikap dan tindakan yang terpuji (nilai sivik). bahasa utama yang digunakan dalam proses pendidikan yang diselenggarakan oleh pemerintah adalah bahasa melayu dan inggris. aslindah (2015) menambahkan sistem pendidikan di malaysia pada dasarnya mengadopsi sistem pendidikan yang digunakan oleh inggris, secara umum di sana lebih maju. kunci utama majunya sistem pendidikan di malaysia adalah: 1) bersedia belajar dari negara yang lebih maju, 2) alokasi anggaran pendidikan yang cukup memadai, dan 3) membuat perencanaan pendidikan jangka panjang yang sistematis dijalankan dengan konsekuen. pendidikan bersifat wajib bagi anak-anak usia sekolah, yaitu antara usia 6 sampai dengan 17 tahunan. pendidikan yang diselenggarakan oleh pemerintah meliputi pendidikan umum dan pendidikan agama. pendidikan umum sangat dipengaruhi oleh sistem pendidikan negeri inggris. sejak tahun 1982, pemerintah malaysia menerapkan kurikulum bersepadu sekolah menengah yang disebut kbsm menggantikan kurikulum lama sekolah menengah (klsm) yang masih digunakan sampai sekarang dengan terus melakukan revisi-revisi perbaikan yang disesuaikan dengan kebutuhan zaman. pendidikan dimulai dari pra sekolah, sekolah dasar (rendah) dan sekolah menengah, kemudian sekolah tinggi. pendidikan pra sekolah tidak ada aturan yang tetap pada saat anak memulai pendidikan pra sekolah, secara umum anak-anak masuk pra sekolah mulai usia 3-6 tahun. pendidikan pra sekolah biasanya berlangsung selama 2 tahun, pendidikan ini dilaksanakan sebelum anak-anak masuk ke sekolah dasar. malaysia menerapkan pendidikan rendah/dasar selama 6 tahun yang dimulai pada usia 7 tahun. kemudian dilanjutkan pendidikan menengah selama 5 tahun. pendidikan menengah ini terbagi menjadi dua, yaitu pendidikan menengah rendah dilaksanakan selama 3 tahun, dimulai dari tingkatan i sampai tingkatan iii, setelah itu siswa melanjutkan ke jenjang selanjutnya yaitu sekolah menengah tinggi. pada tingkatan ini siswa menempuh pendidikan selama 2 tahun, yang terdiri dari tingkatan iv dan v. dengan demikian pengelolaan sekolah menengah rendah dan sekolah menengah tinggi menjadi satu kesatuan manajemen, siswa dididik dalam lingkungan hidayatul khoiriyah 101 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) yang sama, sehingga guru dapat memantau proses perkembangan anak baik secara psikologis maupun perkembangan intelektual. nur’aeni marta (2015)menyatakan bahwa berdasarkan falsafah pendidikan kebangsaan, pendidikan di malaysia adalah suatu usaha yang berkelanjutan (berterusan) ke arah lebih memperkembangkan potensi individu secara menyeluruh dan bersepadu untuk melahirkan insan yang seimbang dan harmonis dari segi intelek, rohani, emosi dan jasmani berdasarkan kepercayaan dan kepatuhan kepada tuhan. pendidikan di malaysia dilaksanakan dengan tujuan untuk menciptakan warga negara malaysia yang berilmu pengetahuan, berketerampilan, berakhlak mulia, bertanggung jawab dan berkemampuan mencapai kesejahteraan diri serta memberikan sumbangan terhadap keharmonisan dan kemakmuran keluarga, masyarakat dan negara. tujuan pendidikan yang dirumuskan secara jelas tersebut, menjadikan arahan dan petunjuk yang mudah difahami dan dilaksanakan oleh guru-guru selaku pelaksanan pendidikan di lapangan. struktur kurikulum pendidikan kurikulum merupakan alat untuk mencapai tujuan pendidikan, karena di dalam kurikulum terdapat komponen-komponen yang mencakup tujuan pendidikan, materi pelajaran, media dan sumber belajar, serta sistem evaluasi. berdasarkan peraturan kementerian pendidikan malaysia (2014) kurikulum pendidikan malaysia adalah kurikulum kebangsaan. kurikulum kebangsaan ini bertujuan untuk melahirkan murid yang seimbang, berdaya tahan, bersifat ingin tahu, berprinsip, bermaklumat, dan patriotik serta mempunyai kemahiran berfikir, berkomunikasi dan bekerja sama. sebagai upaya untuk menghadapi abad 21, maka pendidikan berupaya mempersiapkan daya saing siswa pada tataran global sebagaimana digariskan dalam pembangunan pendidikan malaysia, yaitu setiap siswa memiliki kemahiran memimpin, kemahiran dwibahasa, etika dan kerohanian, identitas sosial, pengetahuan dan kemahiran berfikir. nur’aeni menyatakan (2015) bahwa sejak tahun 1982, pendidikan sekolah menengah di malaysia menggunakan kurikulum bersepadu sekolah menengah (kbsm). kurikulum yang dikembangkan di malaysia adalah kurikulum yang menekankan pada pembelajaran yang berpusat pada siswa (student centered) dan pendekatan konstruktivistik. guru berperan sebagai fasilitator, yaitu memfasilitasi kegiatan pembelajaran bukan penyampai pengetahuan, sumber belajar bukan hanya berasal dari hidayatul khoiriyah 102 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) guru dan buku teks, tetapi siswa didorong agar dapat memanfaatkan lingkungannya sebagai sumber belajar. pendekatan konstruktivistik ini membantu siswa membangun sendiri makna pengetahuan yang diperolehnya berdasarkan pengetahuan dan pengalaman yang dimiliki siswa. perubahan kurikulum mengacu kepada usaha memperbaiki program pembelajaran untuk meningkatkan keberhasilan murid dalam mencapau enam aspirasi yaitu pengetahuan, kemahiran berfikir, kemahiran memimpin, kemahiran dwibahasa, etika dan kerohanian serta identitas nasional seperti yang dituangkan dalam peran pembangunan pendidikan malaysia (pppm) 2013-2015. dalam peraturan kementerian pendidikan malaysia (2016)dijelaskan bahwa dalam bagi memastikan kesinambungan pendidikan rendah dengan pendidikan menengah, transformasi kurikulum dilaksanakan ke atas kurikulum bersepadu sekolah menengah (kbsm). kbsm diperlukan dan ditambah baik bagi memastikan kurikulum senantiasa relevan dengan keperluan semasa dan cabaran abad ke-21 serta selari dengan pelan transformasi kerajaan. kurikulum baharu ini dikenali sebagai kurikulum standard sekolah rendah (kssr) dan kurikulum standard sekolah menengah (kssm). kurikulum pengajaran bahasa arab di malaysia pengajaran bahasa arab di malaysia telah meletakkan matlamat membolehkan pelajar menguasai empat kemahiran bahasa yaitu kemahiran mendengar, bertutur, membaca, dan menulis. di malaysia pengajaran dan pembelajaran bahasa arab masih belum berada di tahap yang memuaskan. kenyataan ini diteguhkan dengan pernyataan muhammad pisol dalam ab. halim mohammad (2009) yaitu kelemahan pelajar ipta dalam menguasai bahasa arab sudah diketahui umum dan amat mendukacitakan. mereka juga kurang membaca dan memahami bahasa surat kabar. selain itu, prestasi belajar dalam penguasaan bahasa arab khususnya tata bahasa arab didapati semakin merosot.oleh karena yang demikian, ada beberapa tantangan yang harus dihadapi. diantaranya dengan melihat kembali permasalahan yang menjadi batu sandungan dan berusaha mengatasinya. hidayatul khoiriyah 103 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) masalah kurikulum bahasa arab di malaysia a. pengajaran berbasis kepada guru kebanyakan sekolah-sekolah arab masih berorientasi proses pengajaran yang berpusat pada guru semata-mata. siswa hanya mendengarkan dan mencatat apa yang perlu untuk mereka. pandangan dan kontribusi mereka dalam proses tersebut tidak diberi penekanan. ada juga siswa yang tidak pernah membaca langsung kutipan di dalam kelas. begitu juga mereka tidak pernah bertanya atau ditanya. ada juga siswa yang tidak pernah mengeluarkan pendapatnya atau memberi kesimpulan terhadap apa yang dipelajarinya. hasil dari proses pengajaran seperti ini siswa menjadi lembab dan tidak aktif khususnya untuk menyuarakan pendapat dan pandangan. ini jelas terlihat ketika diajukan pertanyaan kepada mereka. dampak dari proses ini juga siswa tidak memiliki keyakinan diri dalam memahami pelajaran yang dipelajarinya secara mandiri. mereka hanya mengandalkan guru saja. dampak yang buruk kepada mereka adalah kurangnya keterampilan berkomunikasi dan keterampilan diri. guru-guru pula ada yang berpendapat bahwa proses pengajaran satu arah ini perlu karena pengetahuan siswa terlalu terbatas. mereka tidak mampu untuk berbicara dan mengeluarkan isi diskusi pada teks. begitu juga mereka tidak dapat memahami teks dengan membaca sendirian. mereka membutuhkan terjemahan murni yang harus diberikan oleh guru. sebenarnya proses pengajaran yang berpusat pada siswa dapat dilaksanakan dengan bimbingan dari guru. siswa harus diberi kesempatan untuk berinteraksi dan mengemukakan pandangan. begitu juga mereka harus diajukan beberapa persoalan yang terkait dengan subjek mereka. guru hanya berperan sebagai fasilitator saja di dalam kelas. b. pengajaran berteraskan kepada terjemahan teks proses terjemahan ini mengambil masa yang banyak dalam proses pengajaran. boleh dikatakan ke semua sekolah arab berpegang kepada terjemahan bagi memudahkan proses pengajaran dan pelajar dapat memahami subjek yang dipelajari dengan mudah. proses terjemahan ini berlaku dengan sebab pengajian lebih berpusat kepada guru. terjemahan ini tidak membantu pelajar untuk menguasai ilmu yang mereka belajar dengan sendiri dan juga tidak hidayatul khoiriyah 104 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) membantu untuk aktif dan berinteraksi di dalam kelas. ia lebih menyumbang kepada bersifat pasif. terjemahan ini tidak boleh diatasi dengan memberi tugas kepada pelajar bagi mencari isi penting atau membentangkan kefahaman mereka. begitu juga penggunaan kamus yang efektif boleh membantu pelajar untuk coba memahami sendiri subjek yang dipelajari. bagi guru-guru yang menggunakan proses terjemahan ini pula, mereka berpendapat bahwa siswa tidak memiliki kemampuan sendiri untuk membaca dan memahami. hasil dari tanggapan mereka inilah proses terjemahan berlangsung sampai hari ini. sewajarnya siswa harus diberi tugas dan kesempatan untuk berinteraksi dalam kelas untuk menyuntikkan keyakinan ke dalam jiwa mereka. untuk menggantikan terjemahan ini, pendekatan harus diperkenalkan. pendekatan tersebut harus dapat memberikan efek yang baik dalam penguasaan ilmu. antara pendekatan yang bisa diaplikasikan adalah pengajaran harus berpusat kepada siswa. siswa harus didedahkan dengan strategi mandiri sehingga mereka dapat melakukan kegiatan pembelajaran dengan sendiri. guru harus memberi kesempatan kepada siswa untuk membaca, mencari makna, membuat pemahaman, kesimpulan dan presentasi. peran guru hanyalah membahas isi penting yang disajikan oleh siswa. proses pembelajaran berlangsung dengan diskusi di antara siswa yang dipimpin oleh guru. dengan banyak berusaha sendiri siswa akan dapat menguasai ilmu dengan cepat dan baik. c. kurang latihan dan pertanyaan latihan dan pertanyaan merupakan unsur utama dalam menyukseskan proses pembelajaran. ini merupakan pilar untuk mengetahui efektivitas pembelajaran. setiap periode pembelajaran harus diadakan latihan dan pertanyaan untuk menguji prestasi siswa. latihan dan pertanyaan juga merupakan dorongan untuk siswa terus belajar dan menanamkan semangat untuk terus sukses. ini dapat merangsang dan mengaktifkan siswa. begitu juga ia dapat membentuk sikap positif di kalangan siswa. guru harus selalu memberikan pelatihan kepada siswa terhadap mata pelajaran yang dipelajarinya dan memperbaiki pelatihan tersebut untuk memberi paparan siswa terhadap kesalahan yang biasa dilakukan. dari kesalahan ini siswa hidayatul khoiriyah 105 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) akan dapat meningkatkan penguasaan ilmu mereka. tes mendadak juga perlu untuk menyuntikkan kesadaran dan kepekaan terhadap subjek yang dipelajari. siswa akan selalu berada dalam kondisi siap untuk menghadapi tes tersebut. persoalan juga harus selalu dikemukakan oleh guru kepada siswa di dalam kelas secara acak untuk menimbulkan minat dan perihatin mereka. untuk menyukseskan kegiatan pembelajaran, guru disarankan agar memperbanyak latihan kepada siswa di dalam kelas. pertanyaan ini akan dapat memberi perhatian dan juga kesadaran kepada siswa untuk terus belajar. begitu juga ia dapat menambahkan pengetahuan dan usaha siswa untuk terus belajar. d. kurang penggunaan alat bantu mengajar dan bahan bacaan tambahan untuk menarik minat dan menambah pengetahuan dan penguasaan siswa, alat bantu mengajar harus digunakan dan juga bahan bacaan luar harus diversifikasi. alat bantu mengajar yang selalu digunakan oleh guru-guru di sekolah-sekolah tersebut adalah papan putih atau hitam saja untuk memperjelas dan menguraikan subjek yang diajarkan. penggunaan laboratorium bahasa untuk meningkatkan bahasa kurang digunakan. begitu juga alat-alat ict bantu mengajar yang lain. sebagaimana yang diungkapkan oleh abu bakar zainuddin dkk, (2007), pada hari ini ict menjadi kebutuhan bagi semua lapisan masyarakat untuk mendapatkan dan menyalurkan informasi. begitu juga ia menjadi satu kebutuhan dalam bidang kehidupan modern saat ini seperti bisnis, perdagangan, industri, hiburan, medis dan administrasi. begitu juga kebutuhannya dalam bidang pendidikan tidak terbantahkan. e. kurang aktivitas untuk membantu siswa menguasai bahasa berbagai kegiatan bahasa harus diadakan. aktivitas ini dapat membantu siswa untuk membangun identitas diri dan jati diri. ilmu yang dipelajari harus mengupas untuk membangun keterampilan komunikasi. begitu juga penggunaan bahasa dapat dicapai melalui kegiatan bahasa. aktivitas ini dapat dilakukan melalui kegiatan pembelajaran dalam kelas dengan mengadakan kelompok. begitu juga ia dapat dilakukan melalui kuis. aktivitas juga bisa diadakan di luar kelas seperti berkemah dan sebagainya. begitu juga akting atau pementasan memiliki manfaat yang besar hidayatul khoiriyah 106 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) dalam menyumbang keterampilan komunikasi dan kemasyarakatan. aktivitas perdebatan juga banyak membantu siswa dalam membangun pemikiran kritis dan kreatif. guru harus banyak berperan dalam menyukseskan kegiatan seperti ini. siswa akan dapat itu terjadi melalui dorongan guru. setiap kegiatan harus disertai oleh siswa yang berbeda untuk memberi kesempatan kepada mereka, serta turut menjadi favorit mereka kegiatan study tour. f. kurang komunikasi arab lingkungan yang tidak membantu dalam pembelajaran bahasa adalah tidak menggunakan bahasa arab dalam berkomunikasi. persekiran berkomunikasi bahasa arab akan diciptakan untuk membantu penguasaan bahasa yang baik. lingkungan ini dapat dibentuk melalui penyampaian subjek di dalam kelas, reuni siswa dengan guru dan interaksi sesama siswa dan guru. siswa yang belajar bahasa akan dapat menggunakan bahasa tersebut saat berkomunikasi. lingkungan ini akan dapat membantu siswa untuk memahirkan penggunaan bahasa dalam situasi yang berbeda. penggunaan bahasa arab dalam proses pengajaran adalah penting bagi memahirkan siswa dengan bahasa, siswa yang selalu mendengarkan kata dan ayat yang selalu digunakan oleh guru akan dapat menguasainya dengan lebih baik. guru harus menggunakan bahasa arab dalam kelas dan di luar kelas. dengan penggunaan ini siswa juga akan turut menggunakannya. dengan adanya penggunaan dari kedua belah pihak, suasana berkomunikasi dalam bahasa arab akan dapat dihidupkan. pengembangan kurikulum bahasa arab pengembangan berarti tindak lanjut dari pertumbuhan. dalam kamus besar bahasa indonesia kata pengembangan diberi makna “proses, cara, perbuatan mengembangkan”. menurutmuhaimin (2009), istilah pengembangan dapat bermakna kuantitatif dan kualitatif, yang bisa dalam bentuk: 1) memperkaya nuansa pemikiran dan teori yang sudah ada; atau 2) merevisi dan menyempurnakan pemikiran dan teori yang sudah ada; atau 3) mengganti pemikiran dan teori lama dengan pemikiran dan teori baru; atau 4) menciptakan pemikiran dan teori yang belum ada sebelumnya. dalam narasi yang lain, abdul wahab (2016) menjelaskan bahwa kurikulum merupakan seperangkat pengalaman dan program pendidikan yang terencana yang didesain dan diberikan oleh institusi pendidikan kepada peserta didik dengan tujuan hidayatul khoiriyah 107 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) membantu mereka tumbuh dan berkembang secara terpadu (fisik, mental, intelektual, emosional, spiritual, sosial, dan sebagainya) sehingga mampu beradaptasi dan berkreasi dalam menghadapi berbagai persoalan kehidupan mereka. oleh karena itu, dapat dipahami bahwa kurikulum (manhaj) merupakan “jantung” institusi pendidikan atau sistem pembelajaran. sementara itu, ismail muhammad (1997) menyatakan bahwa kurikulum pembelajaran bahasa arab menjadi sangat urgent untuk dikembangkan agar proses pembelajaran (bahasa arab) menjadi lebih bermutu, mengikuti perkembangan keilmuan (relevansi intelektual) dan kebutuhan masyarakat, serta output yang dihasilkan sesuai dengan tuntutan pasar (relevansi sosial). sehingga dengan pengembangan kurikulum, tujuan pembelajaran, isi (content), metode, media, interaksi, dan evaluasi pembelajaranpembelajaran bahasa menjadi jelas, terarah, dan terukur. ahmad thu’aimah (2001) menyatakan bahwa pengembangan kurikulum bahasa arab sama dengan pengembangan kurikulum lainnya. oleh karena itu, mau tidak mau harus bersentuhan dengan asas-asas pengembangan kurikulum secara umum, yaitu: landasan linguistik, landasan edukatif, landasan psikologis, dan landasan sosial. bahasa arab dan pembelajarannya pembelajaran adalah proses yang sengaja dirancang untuk menciptakan terjadinya aktivitas belajar dalam diri individu. dengan kata lain, pembelajaran merupakan sesuatu hal yang bersifat eksternal dan sengaja dirancang untuk mendukung terjadinya proses belajar internal dalam diri individu. walter dick dan lou carey (2005) mengidentifikasi pembelajaran sebagai rangkaian peristiwa atau kegiatan yang disampaikan secara terstruktur dan terencana dengan menggunakan sebuah atau beberapa jenis media. proses pembelajaran mempunyai tujuan agar siswa dapat mencapai kompetensi seperti yang diharapkan. untuk mencapai tujuan tersebut proses pembelajaran perlu dirancang secara sistematik dan sistemik. menurut a.akrom malibary dkk, (1976) sebenarnya bahasa adalah sistem lambanglambang berupa bunyi yang digunakan oleh segolongan masyarakat tertentu untuk berkomunikasi dan berinteraksi. sementara itu, menurut fatwiah noor (2018), bahasa arab adalah salah satu hal yang sangat penting dalam sebuah kehidupan manusia. sebab dengan bahasa itulah manusia bisa berkomunikasi dan menyampaikan semua gagasan dan isi pikirannya, memenuhi hidayatul khoiriyah 108 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) semua kebutuhan hidupnya dan mewarnai kehidupannya. adapun makna bahasa beragam, tergantung pada perspektif yang memberi makna terhadap bahasa tersebut dan motif yang ingin dicapainya. seperti yang sudah dijelaskan di atas, sebuah pembelajaran merupakan upaya membelajarkan siswa. kegiatan pengupayaan ini akan mengakibatkan siswa dapat mempelajari sesuatu dengan cara efektif dan efisien. upaya-upaya yang dapat dilakukan dapat berupa analisis tujuan dan karakteristik studi dan siswa, analisis sumber belajar, menetapkan strategi pengorganisasian, isi pembelajaran, menetapkan strategi penyampaian pembelajaran, menetapkan strategi pengelolaan pembelajaran, dan menetapkan prosedur pengukuran hasil pembelajaran. oleh karena itu, setiap pengajar harus memiliki keterampilan dalam memilih strategi pembelajaran yang tepat dalam setiap jenis kegiatan pembelajaran, diharapkan pencapaian tujuan belajar dapat terpenuhi. dalam hal ini peran pengajar lebih erat kaitannya dengan keberhasilan pembelajar, terutama berkenaan dengan kemampuan pengajar dalam menetapkan strategi pembelajaran. pembelajaran yang baik memerlukan suatu proses perencanaan yang disusun secara matang dan sesuai dengan standar proses pendidikan kesetaraan yang meliputi: perencanaan proses pembelajaran, pelaksanaan pembelajaran, penilaian proses, hasil pembelajaran dan pengawasan proses pembelajaran. belajar bahasa pada hakikatnya adalah belajar komunikasi. oleh karena itu, pembelajaran bahasa adalah upaya membelajarkan siswa bagaimana cara berkomunikasi dalam hal ini dikhususkan untuk pembelajaran berkomunikasi dengan bahasa arab. pembelajaran diarahkan untuk meningkatkan kemampuan pembelajar dalam berkomunikasi bahasa arab, baik lisan maupun tulis. menyimak dan berbicara adalah dua keterampilan yang berkaitan dengan penggunaan bahasa arab secara lisan, sedangkan membaca dan menulis adalah dua keterampilan yang berkaitan dengan penggunaan bahasa arab secara tulisan. muhammad waly (1998) menyatakan bahwa selain empat keterampilan di atas, ada aspek lain yang tidak kalah pentingnya dan ikut mempengaruhi ketercapaian tujuan pembelajaran bahasa arab secara komprehensif. aspek tersebut adalah unsur-unsur bahasa (al-‘anāsir al-lughawiyyah), yaitu fonologi (ashwat), morfologi (sharaf), sintaksis/kalimat (nahwu), semantik (dalālah), dan kosakata (mufrādat). hidayatul khoiriyah 109 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) desain pengembangan kurikulum bahasa arab di malaysia tujuan kurikulum pembelajaran bahasa arab 1. tujuan umum tujuan umum adalah tujuan pembelajaran bahasa arab yang tercantum dalam kurikulum. tujuan umum ini antara lain: a. pembelajaran bahasa arab sebagai tujuan, dimaksudkan untuk membina ahli bahasa arab, yang meliputi bidang ilmu bahasa (linguistik), bidang pembelajaran bahasa dan bidang sastra. b. pembelajaran bahasa arab sebagai alat, dimaksudkan untuk memberikan kepada siswa kemahiran dalam bahasa arab dalam aspek tertentu sebagai alat untuk keperluan tertentu pula. misalnya, sebagai alait komunikasi dalam pergaulan sehari-hari, sebagai alat untuk memahami buku-buku berbahasa arab, sebagai alat pembantu keahlian lain (supplementary), sebagai alat pembantu teknik (rocational). 2. tujuan khusus yang dimaksud tujuan khusus ialah tujuan untuk masing-masing langkah (steps) pada setiap pokok bahasan. tujuan khusus ini hendaknya cukup operasional dan spesifik sehingga dapat dijadikan dasar untuk menetapkan jenis tes yang akan digunakan untuk mengetahui sejauh mana tujuan-tujuan yang diinginkan anak dari aspek fisik bahasa dapat tercapai. tarigan (1989) menjelaskan bahwa adapun tujuan akhir dari pembelajaran bahasa arab ialah agar siswa terampil berbahasa: terampil menyimak, berbicara, membaca, dan menulis. selain pengklasifikasian di atas, tujuan pembelajaran bahasa arab secara umum dibagi menjadi dua yaitu: a. tujuan pembelajaran bahasa arab secara umum tujuan umum adalah tujuan pembelajaran bahasa arab yang tercantum dalam kurikulum, baik itu di sekolah, perguruan tinggi maupun lembagalembaga pendidikan islam lainnya. tujuan umum ini antara lain: menurut abu bakar (1981), tujuan umum ialah tujuan dari pelajaran itu sendiri dan yang bertalian dengan bahan pelajaran tersebut. tujuan umum sulit dicapai tanpa dijabarkan secara operasional dan spesifik. dalam narasai hidayatul khoiriyah 110 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) yang lain, hermawan (2011) menyatakan bahwa tujuan umum pembelajaran bahasa arab adalah sebagai berikut: 1. tujuan religius yaitu belajar bahasa arab dengan tujuan memahami dan mengajarkan ajaran agama islam yang termaktub dalam al-qur’ān dan al-hadīs. orientasi ini adalah berupa keterampilan pasif, yaitu mendengar dan membaca, juga keterampilan aktif, yaitu berbicara dan menulis. 2. tujuan akademis yaitu belajar bahasa arab untuk tujuan akademis guna memahami ilmuilmu yang ditulis menggunakan bahasa arab. atau guna memahami dan menguasai keterampilan berbahasa (al-istimā’, al-kalām, al-qirā’ah, dan alkitābah). orientasi dan tujuan ini lebih mengarah pada penempatan bahasa arab sebagai disiplin ilmu yang dijadikan mata pelajaran atau mata kuliah yang harus dikuasai. hal seperti ini biasanya identik pada studi bahasa arab yang terdapat di lembaga-lembaga pendidikan, seperti pendidikan bahasa arab, sastra arab, program pascasarjana dan lembaga ilmiah lainnya. 3. tujuan profesionalisme atau praktis yang dimaksud disini adalah belajar bahasa arab untuk tujuan profesi, praktis dan pragmatis. yaitu untuk bisa berbicara dan berkomunikasi dengan bahasa arab. biasanya, tujuan seperti ini ditempuh oleh orang-orang yang ingin menjadi tki di wilayah timur tengah, diplomat, turis, berdagang atau untuk melanjutkan studi ke wilayah timur tengah. 4. tujuan ideologis dan ekonomis yaitu mempelajari bahasa arab dengan tujuan untuk memahami dan menggunakan bahasa arab sebagai media dan alat untuk kepentingan orientalisme, kapitalisme, imperialisme dan lain-lain. hal semacam ini ditandai dengan banyaknya lembaga khusus mempelajari bahasa arab di dunia barat. dari beberapa orientasi dan tujuan yang telah dipaparkan di atas, maka proses pembelajaran bahasa arab pada hakikatnya dapat disimpulkan paling tidak menjadi dua macam tujuan utama yaitu pembelajaran bahasa arab yaitu: sebagai alat bantu bagi peningkatan keahlian lain yang harus dipelajari dan sebagai tujuan yakni bertujuan hidayatul khoiriyah 111 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) untuk menghasilkan ahli bahasa dan sastra arab agar mampu mengajarkan bahasa arab itu sendiri dan menguasai dan mampu mengajarkan bahasa arab. b. tujuan pembelajaran bahasa arab secara khusus tujuan khusus ialah tujuan yang ingin dicapai dari mata pelajaran atau mata kuliah saat itu yang biasa disebut dengan tujuan jangka pendek. tujuan kurikulum merupakan arah dan sasaran yang harus dicapai oleh setiap upaya pendidikan. tujuan kurikulum bahasa arab sebagai matlamat komunikasi yang mengacu pada falsafah pendidikan kebangsaan. diantara yang termasuk dalam tujuan pembelajaran bahasa arab sesuai dengan kurikulum di malaysia adalah: mendengarkan huruf, kata, kalimat, dan paragraf serta memahaminya; mengucapkan huruf dan kalimat dengan benar; berbicara; membaca, kata, kalimat, dan paragraf dengan benar; menulis kata, kalimat, dan paragraf dengan benar; menerapkan dasar-dasar qawā’id dalam berbicara maupun menulis; latihan menggunakan bahasa arab fusha dalam ucapan maupun tulisan; dan menerapkan nilai-nilai luhur dan pembentukan karakter demi mengabdi pada agama dan masyarakat. materi implementasi kurikulum pembelajaran bahasa arab dapat dilihat dari sisi/substansi materi pembelajaran bahasa arab yang diberikan di sekolah. a. materi pembelajaran bahasa arab di tingkat i huruf hijaiyyah: ش، ع، ص، أ، ب، ت، م، ج، د، ك، ن، ل، ي، و، س، ه، ر، ف، ط، ق، خ، .ز، ح، ث، ذ، ظ، غ، ض kata/kalimat: .صباح، مساء، النور، الخير daftar murodat: perkenalan, peralatan sekolah, benda-benda di kelas, lingkungan sekolah, nama-nama hari, anggota keluarga, ruangan di dalam rumah. angka dan bilangan 1-10. b. materi pembelajaran bahasa arab di tingkat ii hidayatul khoiriyah 112 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) huruf hijaiyyah: .ل، ي، و، س، ه، ر،ق،ط daftar mufradat: anggota tubuh, anggota keluarga, macam-macam warna, benda di dalam rumah, perlengkapan belajar, lingkungan sekolah, nama-nama bulan dalam hijriyyah. angka dan bilangan 11-19. kalimat ungkapan: .شكرا، عفوا، اسمح بي، من فضلك، عيد سعيد c. materi pembelajaran bahasa arab di tingkat iii materi pembelajaran di tingkat iii terdapat beberapa kategori, huruf hijaiyyah : .خ، ش، ع، ص، ز، ح، ث، ذ، ظ، غ، ض daftar mufradat: jenis-jenis pakaian, benda-benda di dalam kelas, orang-orang di sekolah, jenis ruangan di rumah, jenis makanan dan minuman, nama buah-buahan, nama bulan-bulan masehi. angka dan bilangan : puluhan, 20, 30, 40, 50, dst. isim isyarah: هنا، هناك kalimat ungkapan: . بارك هللا، ممتاز، جزاك هللا، احسنت qawaid .هذا، هذه، ذلك، تلك، مذكر، مؤنث metode pembelajaran pengembangan metode pembelajaran sangat bergantung pada kreativitas guru dalam merancang, mengolah dan melaksanakan pendekatan, kaedah, teknik secara terpadu dan sistematik. orientasi pembelajaran yang berpusat pada siswa sehingga guru ditekankan merancang pengajaran dan pembelajaran yang mendorong keterlibatan siswa secara aktif dalam proses pembelajaran agar tercipta suasana pembelajaran yang menyenangkan. beberapa metode pembelajaran yang dikembangkan dalam pembelajaran bahasa arab yaitu: hidayatul khoiriyah 113 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) 1. pembelajaran berbasis inquiry (inquiry based learning) ini merupakan pendekatan pembelajaran yang melibatkan proses eksplorasi alam dan didasarkan pada lima tahap, yaitu bertanya, meneliti, menciptakan, mendiskusikan, dan membuat refleksi. 2. pembelajaran kooperatif metode ini memerlukan kerjasama siswa yang mempunyai berbagai kemampuan untuk mencapai tujuan yangg sama. peranan setiap siswa perlu ditunjukkan untuk menyelesaikan setiap tugas yang diberikan sesuai dengan kemampuan siswa masing-masing. pengalaman yang didapatkan dari proses pembelajaran ini dapat mendorong siswa untuk saling bekerja sama dalam mencapai suatu tujuan pembelajaran. 3. pembelajaran di luar kelas aktifitas ini merupakan pembelajaran tambahan yang mampu menjadikan siswa lebih mengingat apa yang telah dipelajari. selain itu, aktivitas pembelajaran di luar kelas juga dapat menghilangkan rasa bosan siswa ketika belajar. evaluasi dalam kurikulum standar sekolah rendah, evaluasi atau penilaian disebut dengan pentaksiran sekolah. sama dengan indonesia, penilaian dilakukan secara formatif dan sumatif. pentaksiran dilaksanakan secara berterusan untuk memastikan perkembangan dan pencapaian pembelajaran murid. guru menilai sejauh mana murid menguasai standar pembelajaran dengan merujuk kepada standar prestasi yang ditetapkan. perkembangan dan pencapaian tahap penguasaan murid dicatat dan dilaporkan secara deskriptif kepada murid dan orang tua. dalam penilaian dengan mengacu pada kerangka berikut, yakni : pertama, penilaian dilaksanakan dengan menilai materi yang sudah disampaikan untuk mengetahui sejauh mana materi tersebut dapat dipahami oleh siswa. kedua, penilaian dilaksanakan seiring berjalannya proses pembelajaran dengan observasi, pemberian tugas proyek, dll. ketiga, penilaian bersifat adil untuk semua siswa. dan yang terakhir harus mencakup aspek kognitif, afektif, dan psikomotor. c. simpulan hidayatul khoiriyah 114 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) pada dasarnya sistem pendidikan di malaysia dan indonesia tidak jauh berbeda. pendidikan dimulai dari pra sekolah, pendidikan dasar, pendidikan menengah dan pendidikan tinggi. perbedaan yang menonjol dari pendidikan kedua negara tersebut pada nama jenjang kedua negara. tingkatan jenjang pendidikan juga berbeda contohnya pada jenjang sekolah menengah dimana sekolah menengah malaysia ditempuh dalam jenjang waktu 5 tahun, sedangkan di indonesia 6 tahun. di malaysia tidak mengenal lembaga sekolah menengah pertama (smp) dan sekolah menengah atas (sma). negara malaysia cenderung lebih maju di bidang pendidikan karena kurikulum yang dipakai cenderung relatif stabil dan tidak sering ada pergantian kurikulum. berbeda dengan kurikulum di indonesia yang sering terjadi perubahan tergantung pada kebijakan pemerintah yang berkuasa, sehingga cenderung ganti penguasa ganti kurikulum, sehingga pelaksanaan teknis kurikulum di indonesia cenderung lambat untuk berkembang karena perlu waktu untuk pengajaran dan sosialisasi pada guru-guru sebagai pelaksana kurikulum di lapangan. alasan lain yang berpengaruh dalam kemajuan pendidikan di kedua negara adalah bekas negara jajahan yang berbeda. hal ini sedikitnya mempengaruhi sistem pendidikan di kedua negara tersebut. daftar pustaka anuar bin sopian.isu dan tantangan pembelajaran bahasa arab di malaysia. akademi pengajian bahasa universitas teknologi mara (uitm). aslindah, andi. 2015. pendidikan islam di malaysia: jenjang, kebijakan, dan tujuan pendidikan. lentera pendidikan. vol. 8. no. 1. azrin, mior khairul. 2011. “sistem pendidikan di malaysia; dasar, cabaran, dan pelaksanaan ke arah perpaduan nasional”. jurnal sosiohumanika. vol.4. no.1. dick, walter dkk. 2005. the systemic design of instruction. new york : pearson. hermawan, acep. 2011. metodologi pembelajaran bahasa arab. bandung: remaja rosdakarya. kementerian pendidikan malaysia.draf kurikulumstandard sekolah rendah: dokumen standard kurikulum dan pentaksiran. hidayatul khoiriyah 115 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) kementerian pendidikan malaysia. 2016. buku penerangan kurikulum standard sekolah menengah. kuala lumpur: bahagian pembangunan kurikulum kementerian pendidikan malaysia. malibary, a.akrom dkk. 1976. pedoman pengajaran bahasa arab pada perguruan tinggi agama islam iain. jakarta: depag ri. marta, nur’aeni. 2015. “kurikulum pendidikan sejarah di malaysia: sebagai bahan refleksi pengembangan kurikulum sejarah di indonesia”. jurnal pendidikan sejarah. vol. 4. no.1. mohammad, ab. halim. 2009. “tahap komunikasi dalam bahasa arab dalam kalangan pelajar sarjana muda bahasa arab di ipta malaysia”. journal of islamic and arabic education. 1(1). muhaimin. 2007. pengembangan kurikulum pendidikan agama islam di sekolah, madrasah dan perguruan tinggi. jakarta: pt. raja grafindo persada. muhammad, ‘ali ismāil. 1997. al-manhaj fī al-lughah al-‘arabiyyah. kairo: maktabah wahdah. muhammad, abu bakar. 1981. metode khusus pembelajaran bahasa arab. surabaya: usaha nasional. noor, fatwiah. 2018. “kurikulum pembelajaran bahasa arab di perguruan tinggi”. jurnal arabiyatuna. vol. 2. no. 1. tarigan, henry guntur. 1989. pembelajaran kompetensi bahasa. bandung: angkasa. thu’aimah, rusydī ahmad. 2001. manāhij tadrīs al-lughah al-‘arabiyyah bi alta’līm al-asasi. kairo: dār al-fikr al’arabi. wahab, a. m. 2016. “standarisasi kurikulum pendidikan bahasa arab di perguruan tinggi keagamaan islam negeri”. arabiyat: jurnal pendidikan bahasa arab dan kebahasaaraban. vol. 3. no.1. waly, fadhil fathy muhammad. 1998. tadrīs al-lughah al-arabiyyah fī al-marhalah al-ibtidāiyyah: thuruquhu, asālībuhu, qadhāyahu. ha’il: dār al-andalus li alnasyr wa al-tauzī’. zainuddin, abu bakar, dkk,. 2007. kemahiran ict di kalangan guru pelatih ipta malaysia. shah alam: arah publications. ainy faizah 44 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) volume 5, nomor 1, februari 2020 issn 2442-8965 (p) issn 2442-8973 (e) أثر إنجاز تعلم اللغةالعربية علي قدرة حفظ القرآن بمدرسة المتوسطة نور اإلسالم تنجاران ainy faizah ainy.faizah@ymail.com universitas islam negeri sunan kalijaga yogyakarta, indonesia abstrak penelitian ini bertujuan untuk melihat pengaruh pretasi belajar bahasa arab siswa terhadap kemampuan mengahafal al-qur’an di smpit nurul islam tengeran. penelitian ini menggunakan metode quantitative. instrumen pengumpulan data menggunakan angket, lembar observasi dan dokumentasi hasil belajar siswa. data dianalisis menggunakan rumus statistikal pearson product moment. hasil penelitian menunjukkan bahwa kemampuan bahasa arab siswa di atas rata-rata atau dapat dikategorikan tinggi. banyak siwa yang mendapatkan skor di atas kriteria kentuntasan maksimal. uji hipotesis menunjukkan bahwa terdapat pengaruh kemampuan bahasa arab siswa terhadap kemampuan menghafal siswa. hal ini dibuktikan dengan dengan hasil uji statistik menggunakan uji kolerasi pearson product moment dimana nilai (rxy) diperoleh 0.891 dengan jumlah sampel 34 pada taraf signifikan 5% sebesar 0.339 dan pada taraf signifikan 1% sebesar 0.436. hal ini berarti nilai r secara statistik lebih besar dari nilai r table. kata kunci: prestasi belajar bahas arab siswa; kemampuan menghafal qur’an الملخص وهذا البحث من إحدى المحاوالت لمعرفة دور أثر إنجاز تعلم اللغة العربية علي قدرة إلجابة هذه المسائل تستخدم . المتوسطة نور اإلسالم تنجارانسة حفظ القرآن بمدر وأما الطريقة التي تستخدم الباحثة . (quantitative approach)الباحثة بالمنهج الكمي ولتحليل البيانات الباحثة . والتوثيقةلجمع البيانات فهي طريقة اإلستبيان والمشاهدة مومين والنسبة المائوية وفق على تستخدم األساليب اإلحصائية هي برموز فرودوك إن إنجاز تعلم : ونتائج هذا البحث هي .موضوع البحث يعني البحث اإلرتباط السبي تكون على دراجة . المتوسطة نور اإلسالم تنجارانبمدرسة اللغة العربيةلدى طالب وأما .العالية ألن أكثرهم تنال النتيجة العالية او أكبر من الحد األدنى اكتمال معاير اختبار الفرضية فأنه هناك األثر من إنجاز تعلم اللغة العربية علي قدرة حفظ القرآن نظرا إلى تحصيل البحث الذي .المتوسطة نور اإلسالم تنجارانبمدرسة لدى طالب http://u.lipi.go.id/1421293761 ainy faizah 45 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) ٠,۸٩۱(=rxy)حصلت نتيجة , اإلحصاء برموز فروداك مومن تحليل بأسلوب وأما رتب .٤٤٩,٠هو ٥%في رتب المغزي , ٤٣=nووافقت بجدول فروداك مومن أو بكلمة أخرى (r) أكثر من جدول( rxy)ومن ذلك نتيجة .٣٤٤,٠هو ۱%المغزي (۸٩۱,٤٤٩,٠>٣٤٤,٠>٠(. قدرة حفظ القرآن ,اللغة العربية ,إنجاز تعلم: لكلمة الرئيسيةا abstract this study attempts to find out the impact of the achievement of learning the arabic language on the ability to memorize the holy qur’an among the students at smpit of nurul islam tengaran. the method used in this study is quantitative. data were collected through a questionnaire, observation sheet, and students’ achievement documentation. statistical technique to analyze the data uses pearson product moment symbols and the percentage according to the subject of the research means the correlation. the results of this study revealed that the arabic skills of the students were above average or could be classified as high. most students get scores above the full threshold for completeness. hypothesis testing shows that there is an effect on students ' ability to memorize arabic content. this is illustrated by the results of the statistical tests using the pearson product moment correlation test, where the value (rxy) was 0.891 with 34 samples at a significant level of 5 percent at 0.339 and a significant level of 1 percent at 0.436. this implies that the value of r is statistically greater than the value of r the table. keywords : students’ arabic learning achievement; the ability to memorize the holy qur’an ainy faizah 46 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) المقدمة. ١ كما ازدادت أهمية اللغة , بين لغات في العالمإن اللغة العربيةلها مكانة خاصة العوامل التى تؤثر أهمية اللغة . العربية يوما بعد يوم في عصرنا الحاضر إن اللغة العربية هي اللغة التى نزل .لغة القرآن الكريم , أوال: منها,العربية ر و كل مسلم ليقرأ أو يفهمه الذي يستمد منه المسلم األوام ,بها القرآن الكريم و نزل هللا تعالى كتبه إلى األنبياء و المرسلين . النواهي و األحكام الشرعية ألساس حياة الناس و القرآن الكريم هي كالم هللا المنزل عل رسوله محّمد اللغة العربية هي , ثانيا(.٢۱. ص,۱٩٩٣المناع القطان )ملسو هيلع هللا ىلص المتعبد بتالوته , ثالثا.سلم أن يؤدي الصالة فعليه أن يؤديها بالعربيةإذا أراد كل م. لغة الصالة اللغة العربية هي لغة أحاديث الرسول الكريم صلى هللا عليه و سلم وإذا أراد .كل مسلم أن يقرأ هذه األحاديث و يستوعبه فعليه أن يعرف اللغة العربية م البخارى اإلما") خيركم من تعلم القرآن و علمه"قال النبى ملسو هيلع هللا ىلص البد على المسلمين أن يتعلموا القرآن وعلموه في , (٣٢٤.ص,۱٩٩٢الجعفى ألنه الكتاب المنزل للمسلمين ليكون المسلمين لنيل السعادة في , حياة اليوميات الدنيا و األخرة بشرط أن يكون القرآن مصدر الحياة في الدنيا ليقوم الوظائف .ات هللا تعالىبخليفةاألرض وليعبد هللا وابتغاء مرض أن اللغة العربية وديننا اإلسالم لها ارتباط واثق حيث ال يكون , كما عرفنا اإلسالم كامال بغياب العربية كما ال يكون اإلسالم كامال بغياب القرآن الكريم وهو شامل يتناول مظاهر الحياة في دولة و وطن أو حكومة و أمة ورحمة .لدنيا و األخرةوعدالة وثقافة و فنون فسعادة في ا كما أنه ميسر , من خصائص القرآن أنه كتاب ميسر للحفظ و االستظهار ْكِر فََهْل :"للذكر و الفهم و قال هللا تعالى في كتابه الكريم َولَقَْد يَسَّْرنَا القرآَن ِللذِّ , ويسرنا معناه, أى ولقد سهلنا لفظه: معنى تلك اآلية(.۱٤:القمر" )ِمْن ُمدَِّكرِ ْر فَإِنَّ "ويتدبر من أراد , ليتعظ به من شاء, بأنواع العبر والمواعظ مألناه َوذَ ّكِ ْكَرى تَْنفَُع المؤِمنِْينَ ِكتَاُب أَْنَزْلنَاهُ إِلَْيَك ُمبَاَرٌك ِليَدَبَُّروا : "ونحو اآلية قوله". الذِّ َر بِِه الُمتَِّقْيَن فَإِنَّما يَسَّْرنَ: "وقوله, "آيَاتِِه و ِليَتَذَكََّر أُولُوا األَلبَابِ اهُ بِِلَسانَِك ِلتُبَّشِ لوال أن هللا يسره على : روى الضحاك عن ابن عباس قال, "وتُْنِذَربِِه قَوًما لُدَّا فهل . )لسان اآلدميين ما استطاع أحد من الخلق أن يتكلم بكالم هللا عز وجل , تذكر بهأى ماأقل من , مزدجر عن معاصية, أى فهل من متعظ به( من مدّكر َولَقَْد يَسَّْرنَا القرآَن (.)۸٥.ص, ه۱٤٤٥,المراغى)واتعظ بأمره ونهيه ْكرِ متعظ به وحافظ له (فََهْل ِمْن ُمدَِّكرِ )سهلناه للحفظ وهيأناه للتذكر (ِللذِّ واإلستفهام بمعنى األمر أى احفظوه واتعظوا به وليس يحفظ من كتب هللا عن ainy faizah 47 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) إن تلك األية بيّنت أن تعلم اللغة (. ٣٤۸.ص.۱٩٩۱,الجليلين)ظهر القلب غيره , العربية هو شروط لفهم القرآن و كان تعلم القرآن الكريم تعلم اللغة العربية .فكانت اللغة العربية والقرآن الوحدة متالزمين و متوصلين و متربطين النتيجة هي عملية تعلم التعليم عن .اإلنجاز هو دليل على الجهود التى تحققت إذا كانت النتيجة مقررا نتيجة بشرط التحقيق الهدف الخاص , التدريس المواد . اإلنجاز هو النتيجة التي تمت تحقيقها كدليل على الجهود التي تبدل.المذكور ألنها . وفي التربية نتيجة التالميذ من أغراض مهمة في عملية تعليم المتعلم ذلك تستطيع أن تعطي ومع. تستطيع أن تصبح ميزانا في عملية التعلم من قبل وسيعرف المعلم نتيجة التالميذ في . صور عن الطريقة المستعملة تناسب أم ال .عملية التعليم باإلمتحان أو األخر قال صلح عبد العزيز وعبد المجيد إن التعلم هو التغيير في ذهن التعلم يطراء أن(. ۱٤٩.ص٢٠۱٢, أبدين)على خبرة سابق فيحدث فيها تغييرا جديدا التعلم هو النشاط الذي يمكن أن يتولد إلى تغير السلوك الجديد بإكمالهعلى وجوده واستقر نفسه من خالل التفاعل مع البيئة كنتيجة من التدريب أو يمكن اإلستبتاج أن إنجاز تعلم هو , إستنادا إلى األراء على ماسبق.الخبرة تعلم في فترة معينة نتيجة الدراسة التي حصلها التالميذ من الخالل حضور ال في مؤسسة تعليمية حيث النتيجة من خالل التقييم الذي يمكن أنتتجسد مع .أرقام أو رموز أخرى , العوامل التي تؤثر وتشجع في إنجاز تعلم اللغة العربية تتكون من عاملين (۱٩٩۱:٥٤, سلمطا)وهما عامل داخلى و عامل خارجى العوامل الداخلى( أ :كثير منها والعوامل الداخلية ويشمل هذا . العامل الجسمي سواء كان من الصفة الفطرية أم من المطلوب.۱ .كمريض ومتخلف جسديا وتشوهات, العامل حواس كسيح العامل السيكولوجي سواء كان من الصفة الفطرية أم من المطلوب يشمل .٢ ويشمل ال فكريا كعادة و رخبة حاجة , عامل فكريا كماهر كل الدرس مزايا .ودوافع وعواطف العامل النضوج الجسميةهذا العامل الداخلي مصدر من شخصية المرء .٤ الذي يستطيع أن يساعد أو يشجع في إعطاء عزيمة إليه أن يصبح نشيطا في وبالدفع . الدفع الداخلي يرتبط بحالة شخصية المتعلمين. التعلم ليصل ما أراده وكلما قوي الدفع . عزمه وأرادهالداخلى سيشعر المرء بسهولة أو يعمل ما .الداخلي حسنت طبقة النشط في الدراسة والعكس ainy faizah 48 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) العوامل الخارجية( ب :العوامل الخارجية منها بيئة األسرة.۱ في . األسرة لها دور مهم و كبير في إنجاز تعلم األوالد ألنها مسكنة المرء ع أن تدفع إلى تعطي اهتمامها عن التربية يستطياألسرة المودة واألسرة التي التعامل بين الولد والوالد : األشياء تؤثر تربية األوالد في األسرة منها. أوالدها .الحالة اإلقتصادية اهتمام الوالد إلى أوالده طبقة تربية الوالد في األسرة بيئة المدرسة.٢ بل في هذا العصري كثير من , المدرسة لها دور كبير أيضا في التربية , ون و يدخلون في المدرسة أو الجامعة ألجل مقامة المدرسةالمتعلمين يجلس المادة : األشياء التي تتأثر في التعلم منها. متكاملة وغيرها, بناية جميلة: مثال ألة المدراسة , التعامل بين األستاذ والمتعلم, الحالة في المدرسة, والطريقة .طبقة الثقال التي تعطى إلى المتعلمين, المستعملة يئة المجتمعالب.٤ ألن اللغة . السيما في تعلم اللغة, المجتمع أو رفيق اللعب يؤثر في نتيجة التعلم ال تستطيع أن تنكر بأن البيئة . ال تستطيع أن يخلع من عناصر اإلجتماع ألجل ذلك في تعلم اللغة مصنوع البيئة اللغوية , اللغوية مهمة (.۱٩٩۱:٥٤, سلمطا)اإلصتناعية الم هللا المنزل على نبيه دمحم صلي هللا عليه وسلم بوسيلة معني القرآن هو ك جبريل المعجز بلفظه المتعبد بتالوته المنقول إلينا بالتواتر المكتوب فى أولى خصائص . ورة الفاتحة إلى آخره سورة الناسالمصاحف من أول س الذي يتضمن كلماته إلى خاتم رسله وأنبيائه دمحم, أنه كتاب هللا تعالى: القرآن أو حاه إلى رسوله , فهو يصدر من هللا لفظا أو معنا. عليه الصالة والسالم جبريل ( الرسول الملكي)وهو نزول ( الوحي الجلي)ونبيه دمحم ملسو هيلع هللا ىلص عن طريق وليس عن طرق الوحي األخرى من اإللهام أو , دمحم( الرسول البشري)على القرضاوى )أو غيرها ,ومن الرؤيا الصادقة, النفث في الروع (.۱٩.ص,۱٩٩۸ إن من أعظم األعمال التي يمكن أن يتقرب بها إلى هللا هو حفظ القرآن :فضائل حفظ القرآن الكريم, الكريم القرأن الكريم يرفع أهله ( أ إذا , "إن هللا يرفع بهذا الكتاب أقواما ويضع به آخرين"ملسو هيلع هللا ىلص -يقول رسول هللا أما . الحديث سنجد أن الرفعة تكون في الدنيا و اآلخرة كلتيهماتأملنا في هذا ainy faizah 49 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) قال . في الحياة الدنيا فيكون ألهل القرآن الكريم مكانة كبيرة في قلوب الناس فكيف ستكون مكانة أهل , "أهل القرآن هم أهل هللا وخصاته: "ملسو هيلع هللا ىلص -رسول هللا .ة رفيعة و عاليةال شك أنها سيكون في منزل, هللا في الجنة مضاِعف للحسنات ( ب و الحسنة , من قرأ حرفا من كتاب هللا فله به حسنة", ملسو هيلع هللا ىلص -يقول رسول هللا , ولكن ألف حرف, ال أقول آلم حرف, وهللا يضاعف لمن يشاء, بعشر أمثالها والمكانة , بذلك يكون قد حّصل األجر و الثواب". وميم حرف, والم حرف .وم القيامةالعظيمة ي يشفع ألصحابه( ج إقرءوا القرآن فإنه يأتي : "سمعت رسول هللا ملسو هيلع هللا ىلص يقول: عن أبي أمامة يقول (٢٠۱٣, ۱٥:عمر الفارقي(. )رواه مسلم")يوم القيامة شفيعا ألصحابه يكون في منزلة المالئكة( د الماهر بالقرآن مع السفرة الكرام ", ملسو هيلع هللا ىلص -يقول رسول هللا:عن عائشةَ قالتْ ( ۱٥.ص,٢٠۱٣:عمر الفارقي(. )رواه بخارى و مسلم")البررة ثواب لوالديه( ه من قرأ القرآن وعمل بما فيه ألبس واليه تاجا يوم ", ملسو هيلع هللا ىلص -يقول رسول هللا ".من ضوء الشمس في بيوت الدنيا ضوؤه أحسن, القيامة حافظ القرآن ال تحرقه النار ( و لو أن القرآن جعل في إهاب ثم ألقي في : "قال, ملسو هيلع هللا ىلص -ففي حديث عن رسول هللا معنى الحديث أنه من تعلم القرآن وحفظه لم تحرقه نار , "النار ما احترق .كاإلهاب لهحيث جعل جسم حافظ القرآن الكريم , اآلخرة أهل القرآن خير األمة و أفضلها( ز " خيركم من تعلم القرآن و علمه: "قال, عن النبي ملسو هيلع هللا ىلص, عن عثمان ابِن عفّان وهم األحق باإلمامة واألحق , وأهل القرآن هم أحباب هللا(. بخارىه روا) .وذلك لرفعة مكانتهم, وهم الذين يقدمون في اللحد, باإلمارة ر خطوات كبيرة في حفظ القرآنعش ( أ (إدارة الوقت)الوقت الخاصة والمكان المناسب( ۱ ٣تحصيص الوقت المثالي لتحقيق الهدف المتوسط اليومي صفحة واحدة هي وساعتين إلعادة النظر في , مع تفاصيل من ساعتين لتسجيل جديدة, ساعات تعديلها مع اإلدارة اإلستفادة من الوقت يمكن . اآية التي تم تخزينها مسبقا .المطلوبة من قبل كل حارس المراعى :المكان المناسب لحفظ القرآن هو المكان الذي يحقق المعايير التالية ainy faizah 50 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) تهوية كافية ( ج) .نظيفة ونقية من قذارة ونجس( ب).بعيدا عن الضوضاء( أ) لديه درجة ( و) .إضاءة كافية( ه) .ال ضيقة جدا( د) .لضمان تغيير الهواء أي بعيدا , ال تسمع بظهور االضطرابات( ز. )الحرارة التي تناسب احتياجاتك .أو حيث ال يكون المكان المعتاد للدردشة, عن الهاتف المعيشة إبدأ من الجزء السهلة( ٢ ولقد يسرنا : "سهولة حفظ القرآن الكريم فقد تكفله هللا بوعد كالمه تعالىان لماذا ينبغي لنا أن نبدأ الحفظ , هنا(.۱٤:رالقم")القرآن للذكر فهل من المدكر آياتها قد سمعت في كثير من األحيان مثال عند ( أ):من الجزء السهولة عدد آياتها في كل ( ج.)بإستثناء سورة البينة, آياتها قصيرة( ب. )الصالة سورة البقرة و ال ( د.)مما يجعل سهولة قراءتها في الصالة. السورة قليلة في يوهم القيامة سوف ندافع عن ( ه. )ى عديد من القصصعمران يحتوى عل .حفظة القرآن كرر ما تحفظه من القرآن ,كّرر القراءة أية الى عشرين او ثالثين مرة (٤ .باستمرار إذان كلما أكثر نقرأ و نسمع . الحفظ هو حفظ النتائج علي القرأءة و السمع يوم احرص على االستماع ففي كل .إنشاء هللا سوف سيتم تسجيلها في العقل وكرر االستماع إليها، وبعد حفظها ( أو صفحة من سورة)إلى سورة محددة اقرأها في الصالة ثم توضأ في الليل وقف وصلي ركعتين قيام الليل وتقرأ ما ثم كرر ما . حفظته خالل النهار، وستحّس بلذة عجيبة وتشعر بحالوة اإليمان وبعد االستيقاظ مباشرة، فهذه الطريقة ترسخ حفظته أيضاً قبل النوم مباشرة، وعليك بالتفكير باآليات . الحفظ في عقلك الباطن فال تنسى منه شيئاً بإذن هللا التي تقرأها قبل النوم، وهذه الطريقة ستفتح قلبك وعقلك وتطور مداركك، إذانوكرر ما (٢٣:دمحم" )َهاأَفاََل يَتَدَبَُّروَن اْلقُْرآََن أَْم َعلَى قُلُوٍب أَْقفَالُ :"يقول تعالى .تحفظه مراراً وتكراراً إيداع ظهر قلب الي المشرف التحفيظ( ٣ وجود مشرف للتحفيظ يسهلنا و يساعدنا في الحفظ ألن خضوره لتجنب من ووجود مشرف التحفيظ يمكن أن يكون من التشجيع , األخطاء عند الحفظ وقال هللا تعالى في . مقصرينعندما تعبنا و أذكر دائما عندما نحن في حالة ال (.٢:المائدة" )َوتَعَاونُوا على البّر و التَْقوى: "كتابه الكريم ينبغي على كل اإلنسان من يحفظ القرآن , يفضل حفظ من المصحف واحد(٥ .بأن تستعمل القرآن واحد وال يجوز أن يبدل أو يستعمل بالقرآن اآلخر يل القرآن وتجويدهاحرص على ترتدائما مع القرآن الكريم و(٤ ainy faizah 51 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) من أجمل األشياء التي تساعدك على القراءة لفترات طويلة أن تقرأ القرآن بصوت حسن وترتله ترتيالًكما أمرنا هللا سبحانه وتعالى بذلك فالقراءة بصوت مرتفع قليالً (. ٣:المزمل" )َوَرتِِّل اْلقُْرآََن تَْرتِياًل :"فقال وحاول أن تقلد , بلذة القراءة والحفظوبتجويد الصوت وترتيله تجعلك تحس أحكام التجويد كما تسمعها من المقرئ من خالل المسجل أو الجوال أو الكمبيوتر أو التلفزيون أو الراديو، فكلها وسائل سخرها هللا لتساعدنا على ْكِر فََهْل ِمْن :"يقول تعالى.حفظ القرآن َولَقَْد يَسَّْرنَا اْلقُْرآََن ِللذِّ وحاول أن تركز انتباهك في كل كلمة تسمعها وتعيش (. ۱٤:القمر")ُمدَِّكرٍ .وكرر ما تحفظه مراراً وتكراراً . معها وتحلق بخيالك مع معاني اآليات أثناء حفظ للقرآن ينبغي أن تعلم أن القرآن , الحفاظ على صالة الجماعة( ٤ لتجارب وقد أثبتت ا, يحوي علوم الدنيا واآلخرة والقرآن فيه شفاء لكل شيء والمشاهدات أن الذي يحفظ القرآن يكون أقل عرضة لإلصابة باألمراض وبخاصة األمراض النفسية و كثير اإلستماع من القرآن, تبدأ القراءة مقدما بعد ذلك إضافة ظهر قلب( ۸ قبل حفظ إن سماع القرآن أفضل وسيلة إلتقان أحكام التجويد، والسماع ال فقط، ( فَاْستَِمعُوا لَهُ )ات، ولذلك لم يقل تعالى يكفي بل يجب اإلصغاء واإلنص َوإِذَا قُِرَئ اْلقُْرآَُن فَاْستَِمعُوا لَهُ َوأَْنِصتُوا لَعَلَُّكْم :"بل قال واإلنصات نوع من أنواع التدبر والتأمل في ( ٢٠٣:األعراف")تُْرَحُمونَ مع طريقة لفظ الكلمات كما نسمعها ونحاول تقليد ما نسمع ونكرر اآليات المقرئ الذي نسمع صوته من خالل آلة التسجيل أو الكمبيوتر أو التلفزيون أو .الجوال بالطريقة فهم :أوال, كيفية تذكلر اآلية مشابهات, الحظ اآلية مشابهات( ٩ بالطريقة : ثالثا, بالطريقة إيالء اإلهتمام الحروف في الجملة: ثانيا, معناها زاء معينةنفهم أن كلمة فقط في السورة أوبأج إتبع مسابقة حفظ القرآن لبناء روح المنافسة و لصقل عن ظهر قلب ( ۱٠ و بعد أن يتبع مسابقة حفظ القرآن فسوف نعرف الجزء , حفظ القرآن أن لدينا (. ۱٢٩.ص,٢٠۱٣:الفارقي)الذي يحتاج إلى المراجعة :ومن أساليب التحفيظ القرآن الكريم منها,وخالصة تعاريف السابقة وهي تجريد النية والدعاء والذهن المتفرغ والتوبة وترك : ما قبل التحفيظ منها( أ أثناء . المعاصى واختيار الشيخ و تخصيص وقت و تهيئة مكان الحفظ و البيئة الحفظ الداتي بالقراءة والتكرار و التلقين ما قبل الشيخ للطالب : التحفيظ منها ainy faizah 52 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) وهنا الطريقة , خلف القارئ و التلقين البصرى و تكرار السماع والترديد .المختارة إبدأ بأية واحدة مع التدبّر وكّرر القراءة أية الى : أثناء حفظ القرآن( ب عشرين او ثالثين مرةوإقرأ أية بسرعة وإربطها بكلمة أولى من اآلية التالية واستدكر اآلية غيّبا وتكرر ذلك مع كل آية حتى تنتهى الصفحة وإقرأ الصفحة .ظهر القلب أو غيّباكاملة عن التردم بالصفحة واالستماع لقارئ لنفس الصفحة حتي : ما بعد التحفيظ منها أيام و اليوم السابع ( ٤)التشبع و صل نها والحفظ صفحة صفحة لستّة مراجعة و عدم االستعجال والنفس الطويل و الصبر طريقة البحث. ب نجاز تعلم اللغة العربية وهذا البحث من إحدى المحاوالت لمعرفة دور أثر إ تستخدم . علي قدرة حفظ القرآن بمدرسة المتوسطة نور اإلسالم تنجاران وأما الطريقة التي تستخدم . (quantitative approach)الكمي الباحثة بالمنهج ولتحليل . الباحثة لجمع البيانات فهي طريقة اإلستبيان والمشاهدةوالتوثيقة األساليب اإلحصائية هي برموز فرودوك مومين البيانات الباحثة تستخدم تقع مدرسة المتوسطة نور اإلسالم تنجاران في شارع و . والنسبة المائوية , دون المنطقة تنجاران, قرية كليرا, كالي غندو ٠۸صولو كيلومتر -سالتيجا : رقم البريد/الهاتف, ٥٠٤٤٥جاوى الوسطى , وصاية على العرش سمارنغ البريد و(. www.smpit-nurulislam.sch.id)قع الوب ومو, (٠٢٩۸)٤٣٠٥۱۸۸ وقد بنيت هذه المدرسة على ( smpitnuris_tengaran@yahoo.com)اإللكترونّي .مترا مربعا ٩٤٠مترا مربعا و بناءها ۱۱٤٩٠األرض التى سعتها حوالى . الكاتبة عدد الطرق لتناول البيانات و المعلومات في كتابة هذا البحثتستعمل :وهي كما يلى الجماعى و العينية. ۱ (. ۱٠٤الصفحة ,۱٩۸٤أريكنطى)الجماعىهو كل أعضاء الرعية المبحوثون .أ أما الرعية في هذا البحث فهي كل تالميذ في المدرسة المتوسطة نور اإلسالم .تنجاران بعض من الجماعى الذي جعل ظرف البحث أو من كل العينية هي .ب ۱٠٠إذا كان الجماعى ناقصا من (. ۱٠٣. ص,۱٩۸٤أريكنطى)الجماعى % ٢٥-٢٠۰أو % ۱٥-%۱٠فأخذ بين ۱٠٠وإذا كان أكثرمن , فأخذ كلهم وأما الرعية هذا البحث فهي بعض تالميذ (. ۱٢٠.ص,۱٩۸٤أريكنطى)أكثر وعدد , وهي بعض التالميذ, م تنجارانفي المدرسة المتوسطة نور اإلسال mailto:smpitnuris_tengaran@yahoo.com ainy faizah 53 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) ٤٣وتكون ٢٠۰طالب وأخذت الباحثة ۱٤٢الطالب في فصل الثامن .طالب طريقة جمع البيانات.٢ :كمايلى , استعمال الكاتبة كثير من الطرق لجميع كل البيانات في هذا البحث طريقة اإلستبيانهو جدول السؤال الذى سيسيل على المستجيب تتكون على .أ وهذه الطريقة ألخذ البيانات و . الصفوف و األعمدة ليملؤ بجواب السؤل .المعلومات عن إنجاز تعلم اللغة العربية وأثره فى قدرة حفظ القرآن طريقة المشاهدةوهو جمع البيانات التكلم عن احوال المدرسة من األساتيذ .ب .تنجاران والتالميد وغيرهما مما كان في المدرسة المتوسطة نور اإلسالم طريقة التوثيقةهذه الطريقة استعملت لنيل وثائق التربية في المدرسة مثل .ج ودفتر عدد األساتيذ و , صورة عن بمدرسة المتوسطة نور اإلسالم تنجاران .التالميذ والجدول ودفتر النتيجة في االمتحان وغير ذلك طريقة تحليل البيانات.٤ عن إنجاز تعلم اللغة ( x)التحليل األولوفي هذه الطريقة يفصل الباحثة بين عن قدرة حفظ القرآن بمدرسة المتوسطة نور ( y)و التحليل الثاني, العربة .اإلسالم تنجاران التحليل األول ( أ . و هذه الطريقة حللت البيانات موافقة بأغراض البحث كما أرادت الباحثة :ولنجاح العرض األول و الثاني الباحثة يستعمل رموز p=f x 100% n :اإليضاح p :النسبة المئوية f :التردد/فركونس n : نتيجة/جملة من العينية التحليل الثاثي ( ب و لمعرفة أثر إنجاز تعلم اللغة العربية علي قدرة حفظ القرآن لدى طالب ولذلك اخذت الباحثة . الصف الثامن بمدرسة المتوسطة نور اإلسالم تنجاران :ورموز المستعمل هي. مومنبرموز فروداك rxy = nσxy – (σx) (σy) √{nσx² – (σx)²} {nσy 2 – (σy) 2 } :اإليضاح ainy faizah 54 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) rxy :معاملة اإلرتباط بين إنجاز تعلم اللغة العربية و قدرة حفظ القرآن الكريم x :متغير إنجاز تعلم اللغة العربية y :متغير قدرة حفظ القرآن الكريم xy : حاصل الضرب منxوy x² :التربيع منx y² :التربيع منy n:جملة العينية σ( :الجملة) النتائج والمناقشة . ج التحليل عن المتغير األول. ۱ وفي هذا التحليل يبحث الباحثة عن المتغير األول وهو لمعرفة إنجاز . العربية لدى الطالب بمدرسة المتوسطة نور اإلسالم تنجارانتعلم اللغة .وأخذت الباحثة هذه البيانات من نتيجة اإلمتحان ٤۱و المنخفضة هي ٩٠ومن الجدول المذكور تعرف النتيجة العالية هي ويقرر الباحثة :الفاصلة باستعمال الرموز وهو :اإليضاح الفاصلة xt العاليةالنتيجة xr لنتيجة المنخفضة ki درجة الفترة ٩٠ ٤۱ ٣ ۵ ainy faizah 55 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) و تقسم الباحثةالنتيجة إلى ٥من هذا الرموز ينال البحث الفاصلة وهي ومن ذلك الجدول يعرف . نقيص, كافي, جيد, أربعة طبقات هي جيد جدا :التكرار كما في الجدول اآلتي التوزيع التكراري من النتيجة اإلمتحان في اللغة العربية . ۱الجدول التكراري الفاصلة درجة الفترة النمرة ۱٤ ٩٠-۸٤ جيد جدا ۱ ۱۱ ۸٥-۸۱ جيد ٢ ٥ ۸٠-٤٤ كافي ٤ ٥ ٤٥-٤۱ نقيص ٣ ٤٣ الجملة ثم بحثت الباحثة المائة التكرارية عن النتيجة و الدرجة حول تطبيق :الطريقة المباشرة بإستخدام الرموز كما يلي :المعلومات p=النسبة المئوية f=فركونس n=عدد من المجيبين المستجيبين ۱٤و كان ٩٠-۸٤جعلت النتيجة" جيد جدا"طبقة . ۱ ۱٤ ٤٣ ٤۸ ٤ المستجيبين ۱۱و كان۸٥-۸۱جعلت النتيجة " جيد"طبقة .٢ ۱۱ ٤٣ ٤ ٤٢ المستجيبين ٥و كان ۸٠-٤٤جعلت النتيجة " كافي"طبقة .٤ ٥ ٤٣ ۱٤ ٣ المستجيبين ٥و كان ٤٥-٤۱جعلت النتيجة " نقيص"طبقة .٣ ainy faizah 56 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) ٥ ٤٣ ۱٤ ٣ :وواضع لنا المئوية التكرارية في الجدول اآلتي توزيع المائة التكرارية من نتيجة اإلمتحان في اللغة العربية . ٢الجدول المائة التكراري الفاصلة درجة الفترة النمرة ٤ ٤۸ ۱٤ ٩٠-۸٤ جيد جدا ۱ ٤ ٤٢ ۱۱ ۸٥-۸۱ جيد ٢ ٤ ۱٣ ٥ ۸٠-٤٤ كافي ٤ ٤ ۱٣ ٥ ٤٥-٤۱ نقيص ٣ ۱٠٠ ٤٣ الجملة التحليل عن المتغير الثاني. ٢ سوف ينال ممكنة .سؤاال ٢٠اإلستبيان المستعمل في الطريقة المباشرة وأما .٥٤وأما أسفل النتيجة هي ٤٤أرفع النتيجة من األجوبة هي والنتيجة المنخفضة هي ٤٤ومن الجدول المذكور تعرف النتيجة العالية هي :ويقرر الباحثة الفاصلة بإستعمال الرموز وهو٥٤ :اإليضاح i =الفاصلة xt = العاليةالنتيجة xr =النتيجة المنخفضة ki =درجة الفترة ٤٢ ٥٤ ٣ ٣ و يقسم الباحثة النتيجة إلى ٣من هذا الرموز ينال البحث الفاصلة وهي ذلك الجدول يعرف ومن . نقيص, كافي, جيد, أربعة طبقات هي جيد جدا :التكرار كما في الجدول اآلتي ainy faizah 57 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) التوزيع التكراري عن النتيجة و الدرجة حول تطبيق الطريقة . ٤الجدول المباشرة التكراري الفاصلة درجة الفترة النمرة ٩ ٤٩-٤٢ جيد جدا ۱ ۸ ٤٥-٤۸ جيد ٢ ۸ ٤۱-٤٣ كافي ٤ ٩ ٥٤-٤٠ نقيص ٣ ٤٣ الجملة المائة التكرارية عن النتيجة و الدرجة حول تطبيق الطريقة ثم بحثت الباحثة :المباشرة بإستخدام الرموز كما يلي :المعلومات p=النسبة المئوية f=فركونس n=عدد من المجيبين المستجيبين ٩و كان ٤٩-٤٢جعلت النتيجة " جيد جدا"طبقة . ۱ ٩ ٤٣ ٥ ٢٤ المستجيبين ۸و كان ٤٥-٤۸جعلت النتيجة " جيد"طبقة .٢ ۸ ٤٣ ٥ ٢٤ المستجيبين ۸و كان ٤۱-٤٣جعلت النتيجة " كافي"طبقة .٤ ۸ ٤٣ ٥ ٢٤ المستجيبين ٩و كان ٥٤-٤٠جعلت النتيجة " نقيص"طبقة .٣ ٩ ٤٣ ٥ ٢٤ :الجدول اآلتيوواضع لنا المئوية التكرارية في توزيع المائة التكرارية من نتيجة تطبيق الطريقة المباشرة. ٣الجدول ainy faizah 58 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) المائة التكراري الفاصلة درجة الفترة النمرة ٥ ٢٤ ٩ ٤٩-٤٢ جيد جدا ۱ ٥ ٢٤ ۸ ٤٥-٤۸ جيد ٢ ٥ ٢٤ ۸ ٤۱-٤٣ كافي ٤ ٥ ٢٤ ٩ ٥٤-٤٠ نقيص ٣ ۱٠٠ ٤٣ الجملة األول و الثانيالتحليل بين المتغير . ٤ أثر إنجاز تعلم اللغةالعربية " كان هدف التحليل الثالث في هذا البحث لمعرفة ". علي قدرة حفظ القرآن لدى طالب بمدرسة المتوسطة نور اإلسالم تنجاران أو لتدّل تصحيح الفرضية المقترحة فهي وجود أثر إنجاز تعلم اللغةالعربية .علي قدرة حفظ القرآن الباحثة البيانات التي قد علمت في التحليل األول و الثاني الذين قد علما فتعلق في السابق يعنى نتيجة اإلمتحان في اللغة العربية وحصول األجوبة من .اإلستبيان عن طريقة المباشرة علي قدرة حفظ القرآن rxy = nσxy – (σx) (σy) √{nσx² – (σx)²} {nσy 2 – (σy) 2 } rxy = ٤٣x۱۸٢٠٥٠ – (٢۸۱٥) (٢۱٩٠) √{٤٣x٢٤٣٠۱٥ – (٢۸۱٥)²} {٤٣x۱٣۱٤٤٠– (٢۱٩٠) 2 } rxy = ٠,۸٩۱ حصلت نتيجة , بعد التحليل البيانات برموز فروداك مومن (rxy=)۸٩۱,ووافقت بجدول فروداك مومن ٠n=في رتب المغزي , ٤٣ أكبر ( rxy)إذا كان . ٣٤٤٣٠هو ۱%وأما رتب المغزي . ٤٤٩,٠هو ٥% .جدول فروداك مومن فا مقبول الفرضية المقترحة( r)من :جدول فروداك مومن هو( r)بالنسبة إلى ( rxy)حتي يقال بأن ۱%في رتب المغزي٣٤٤٣٠<٠,۸٩۱(۱ ainy faizah 59 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) ٥%في رتب المغزي ٤٤٩,٠<٠,۸٩۱( ٢ يوجد أثر إنجاز تعلم اللغةالعربية "الفرضية ومن التحليل السابق تعرف أن علي قدرة حفظ القرآن لدى طالب بمدرسة المتوسطة نور اإلسالم أي يوجد أثر إنجاز تعلم اللغةالعربية علي قدرة حفظ القرآن . مقبول"تنجاران .لدى طالب بمدرسة المتوسطة نور اإلسالم تنجاران اإلختتام . د تعلم اللغةالعربية علي قدرة حفظ القرآن لدى بعد أن تبحث الباحثة أثر إنجاز طالب بمدرسة المتوسطة نور اإلسالم تنجاران فاستخلصت على األمور :اآلتية أثر إنجازتعلم اللغةالعربيةلدى طالب بمدرسة المتوسطة نور اإلسالم . ۱ ۱٤عدد التكرار " جيّد جدا"تنال طبقة : فتعرف الخالصة كما يلي, تنجاران أو الدرجة ۱۱عدد التكرار " جيّد"طبقة , ٤٣٤۸% المئويةأو الدرجة ٤ ۱٣أو الدرجة المئوية ٥عدد التكرار " كافي"طبقة , ٤ ٤٢المئوية ٤ ۱٣أو الدرجة المئوية ۱٤عدد التكرار " نقيص"طبقة , , قدرة حفظ القرآن لدى طالب بمدرسة المتوسطة نور اإلسالم تنجاران. ٢ المئوية أو الدرجة ٩عدد التكرار " جيّد جدا"تنال طبقة : فيعرف كما يلي طبقة , ٥ ٢٤أو الدرجة المئوية ۸عدد التكرار " جيّد"طبقة , ٥ ٢٤ عدد " نقيص"طبقة , ٥ ٢٤أو الدرجة المئوية ۸عدد التكرار " كافي" ٥ ٢٤أو الدرجة المئوية ٩التكرار ainy faizah 60 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) حفظ القرآن لدى طالب بمدرسة أثر إنجاز تعلم اللغةالعربية علي قدرة . ٤ ومن حصول البحث الذي : فيعرف كمايلي, المتوسطة نور اإلسالم تنجاران حصلت نتيجة , تتحلل الباحثة بطريقة اإلحصاء برموز فروداك مومن (rxy=)۸٩۱,ووافقت بجدول فروداك مومن ٠n=في رتب المغزي , ٤٣ أكبر ( rxy) إذا كان. ٣٤٤٣٠هو ۱%وأما رتب المغزي . ٤٤٩,٠هو ٥% .جدول فروداك مومن فا مقبول الفرضية المقترحة( r)من :جدول فروداك مومن هو( r)بالنسبة إلى ( rxy)حتي يقال بأن ۱%في رتب المغزي ٣٤٤٣٠<٠,۸٩۱( ۱ ٥%في رتب المغزي ٤٤٩,٠<٠,۸٩۱( ٢ , (r )< (rxy)جدول /( r)أكبر من ( rxy)ومن التحليل السابق يعرف أن لى ذلك تعرف بأّن توجد أثر إنجاز تعلم اللغةالعربية علي قدرة حفظ تأسيسا ع لذلك كانت . القرآنلدى طالب بمدرسة المتوسطة نور اإلسالم تنجاران يعني أثر إنجاز تعلم اللغةالعربية علي , الفرضية التي قدمها الباحثة مقبول .قدرة حفظ القرآنلدى طالب بمدرسة المتوسطة نور اإلسالم تنجاران ainy faizah 61 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) المصادر والمراجع القرآن الكريم فوستكا : سماراثغ. تفسير القرآن الكريم الجاللين.اإلمامين ..م۱٩٩۱ ,الجليلين , العلومية دار : سعودية. كيف نتعامل مع القرآن الكريم .يوسف .م۱٩٩۸ ,لقرضاوى , الشروق تفسير المراغى صاحب الفضيلة األستاذ .احمد المراغى .ه۱٤٤٥ ,مصطفى , بكلية دار العلوم سابق: القاهرة .الكبير المرحوم الجزء العاشر المجلد الرابع تفسير المراغى صاحب الفضيلة األستاذ . احمد المراغى . ه۱٤٤٥ ,مصطفى , بكلية دار العلوم سابق: القاهرة .الكبير المرحوم الجزء العاشر المجلد التاسع , دار المشرق: لبنان. المنجد في اللغة و األعالم .لويس .م۱٩٠۸ ,فمعلو . أساسيات تعليم اللغة العربية والتربية الدينية .م۱٩۸۱ .يونس على فتحى ,دار الثقافة للطباقة والنشر: هرةالقا ainy faizah 62 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) alfaruqi, umar. 2014. 10 jurus dahsyat hafal al-quran rahasia sukses gemilang para hafizh quran. surakarta: ziyad book. alqaththan, manna. 1994. pengantar studi ilmu al-qur’an. jakarta :pustaka alkautsar. arifin, zainal. 2009. evaluasi pembelajaran. bandung: pt remaja rosdakarya. arikunto, suharsimi. 2010. prosedur penelitian: suatu pendekatan praktik. jakarta: pt rineka cipta, ash-shabuni, ali, muhammad. 2001. ikhtisar ulumul qur’an praktis. jakarta: pustaka amani,. azwar, saifuddin. 1987. test prestasi ”fungsi dan pengembangan pengukuran prestasi belajar. yogyakarta: liberty. azwar, saifuddin. 2001. reliabilitas danvalidalitas. yogyakarta: pustaka pelajar, slameto. 2010. belajar dan faktor-faktor yang mempengaruhinya. jakarta: pt rineka cipta. slameto. 1991. proses belajar mengajar dalam sistem kredit semester (sks). jakarta: bumiaksara. sutrisno. hadi. 1981. metodologi research, jilid:1. yogyakarta: yayasan penerbitan fakultas psikologi ugm. ainy faizah 63 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) syah, muhibbin. 2012. psikologi belajar, bandung :raja grafindo persada (rajawali press). agus rahmat available online at http://journal.iaingorontalo.ac.id/index.php/al 130 © 2020 al-lisan: jurnal bahasa (e-journal) volume 5, nomor 2, agustus 2020 issn 2442-8965 (p) issn 2442-8973 (e) code mixing in efl classroom: views from english teachers side agus rahmat agusrahmat090891@yahoo.com stmik handayani makasar, indonesia abstract the objectives of this research were to find out the category of code mixing used by the english teacher and the code mixing category dominantly used by the english teacher in teaching efl (english as a foreign language) classroom based on the category of code mixing according to muysken (2000). this research employed descriptive qualitative research design to analyze the teacher’s code mixing in teaching efl at smk negeri 1 makassar. the participant of this research was one of all the english teacher of smk negeri 1 makassar, this participant was taken by using purposive sampling technique. the instruments of this research were observation and audio recording.the result showed that (1) the english teacher of smk negeri 1 makassar used all of the categories that categorized by muysken (2000, cited in liu, 2008: 6) in teaching efl classroom, they were: insertion, alternation and congruent lexicalization. there were seventeen examples of insertion category, two examples of alternation category and there were also two examples of congruent lexicalization category used by the english teacher; (2) the category of code mixing dominantly used by the english teacher of smk negeri 1 makassar was insertion category in teaching efl classroom.therefore, it can be a positive input of the english teachers to enrich their english vocabulary to avoid using code mixing in teaching efl classroom. keywords: code mixing; english teacher; efl. a. introduction indonesia is nowadays one of all multilingual and pluralistic societies in the world over. the development of english in this country is evolving rapidly in daily life. languages impact each other when they are in contact. therefore variation or change in a language is a natural consequence. code-mixing is the consequent phenomenon of language contact and a notable feature of a multilingual society. the research related to the significant linguistic phenomenon occurs not only in the conversation context of the society but also in the education context. common bilingual people do not only do http://u.lipi.go.id/1421293761 mailto:agusrahmat090891@yahoo.com agus rahmat available online at http://journal.iaingorontalo.ac.id/index.php/al 131 © 2020 al-lisan: jurnal bahasa (e-journal) code-mixing, but it is sometimes deliberately used by educated people. therefore, (bokamba,1989:287) says “code-mixing is predominantly a communicative behavior of educated speakers.”it shows that code-mixing has become a common tendency among bilinguals and multilingual. it’s appropriate with (hudson, 1996: 53) defines codemixing as a case "where a fluent bilingual talking to another fluent bilingual changes language without any change at all in the situation." he also says,"to get the right effect, the speakers balance the two languages against each other as a kind of linguistic cocktail. both experts said that code-mixing in the bilingual or multilingual is educated speakers or between fluent bilingual conversations. code-mixing often occurs in the bilingual and multilingual society. (wardhaugh, 1992: 106) stated that code-mixing occurs when conversant uses both languages together to the extent that they change from one language to the other in the course of a single utterance. it means that code-mixing occurs in a single utterance or even sentence. code mixing is found when the speaker speaks in two languages, but it occurs in one sentence. it means that the speaker produces utterance in two languages, but these two languages occur in one sentence. in one sentence, there will be pieces or some words in other languages. code-mixing is not only a common occurrence but also a communicational requirement. we can communicate in any language. but for clear and effective communication, code-mixing is necessary. naturally, while communicating feelings or messages exactly and effectively, the speaker makes use of code-mixing. it is, therefore, not the weakness of the speaker who makes use of code-mixing; on the other hand, it is the strong point of the speaker who uses such a code-mixed word, which conveys his meaning more effectively. but sometimes, the speakers use the code-mixing when the speaker has restricted vocabulary. when the speaker uses a particular language, he/she finds himself/herself in such a position that he/she does not have an appropriate word to express in that language. therefore, he/she uses code-mixing because of his restricted vocabulary. besides, code-mixing occurs when code-mixing is the most important feature and wellstudied speech processes in multilingual communities. definitions vary, but both utilize the term “code” adopted by linguists from the field of communication technology (gardner-chloros, 2009:11). on the other hand, code-mixing refers to “embedding of various linguistic units such as affixes (bound morphemes) words (unbound agus rahmat available online at http://journal.iaingorontalo.ac.id/index.php/al 132 © 2020 al-lisan: jurnal bahasa (e-journal) morphemes, phrases, and clauses that participants to infer what is intended, must reconcile what they hear with what they understand (bokamba, 1989). code-mixing occurs when lexical items and grammatical features of two or more languages exist in the same sentence (muysken, 2000). muysken (2000, cited in liu, 2008: 6) establishes three major categories of code-mixing: “(a) insertion: the insertion of well defined chunks of language b into a sentence that otherwise belongs to language a; (b) alternation: the succession of fragments in language a and b in a sentence, which is overall not identifiable as belonging to either a or b; (c) congruent lexicalization: the use of elements from either language in a structure that is wholly or partly shared by language a and b”.therefore, based on these categories from the expert, the researcher is interested in searching for and finding out the code mixing used in the multilingual society. but this time, the researcher restricted the code-mixing used by the english teacher in efl (english as a foreign language) classroom. brock-utne and holmarsdottir (2002) observe that teachers who have been trained in subjects than language subjects are normally more concerned about teaching the subject matter to students. they often do a code-mixing to make students understand the content. besides that, it is similar to (appel and muysken, 1987: 118) said that one of the functions of code mixing is 'referential' which implies that the motivation behind code mixing is the lack of an appropriate word or item in a language. they also delineated 'directive function' which presupposes to include or exclude the interlocutor using a particular code, 'expressive function' to exhibit identity, 'phatic or metaphorical function' to manifest change in the talk. they also discussed 'meta-linguistic codeswitching,' which has its function of impressing the interlocutors. using jacobson's (1960) and halliday's (1964) works, they proposed code-mixing functions. some researchers have researched code-mixing, the researcher chooses some literature in the previous research relevant to this research. the first researcher is dorina nur kartika sari (2017) in her thesis entitled “an analysis of code mixing applied by the presenter of black spot segment of black in news program on antv (a sociolinguistics approach)”. in her research, she analyzed indonesia-english codemixing in a news program on antv. her research also applies descriptive qualitative research and uses muysken theory in her research, but the research object is different. agus rahmat available online at http://journal.iaingorontalo.ac.id/index.php/al 133 © 2020 al-lisan: jurnal bahasa (e-journal) she focuses on the presenter of the black spot segment of black in a news program on antv and her research discusses the sociolinguistics context. in contrast, this research focuses on the english teacher of smk negeri 1 makassar and this research discusses the learning and teaching process context in the efl classroom. the second researcher is namely japhet johannes (2017). his dissertation entitles, “the influence of code-switching and code-mixing on learning english language in secondary schools.” his study focuses on two terms; they are code-switching and code-mixing. he found that code-switching and code-mixing influenced student’s failure to learn the english language, and the teachers were the main cause of code-switching and code-mixing because they were the ones that could have limited the situation. furthermore, ways to avoid code-switching and code-mixing were discussed, such as teachers not engaging in code-switching and code-mixing for students to emulate. the similarity of his study and this research is that both discuss the learning and teaching context, particularly in the english classroom. still, this research focuses on the code-mixing term. some universal factors can motivate or trigger code-mixing in all contexts; therefore, kim (2006) found out why bilinguals switch on so many factors, including interlocutors, situations, messages, attitudes, and emotions towards a particular code (kim, 2006). according to bhatia and ritchie (2013), a code-mixing choice is also determined by the interlocutors' relationship. this solely determines when, where, and why a bilingual will switch code. either to include or exclude the interlocutors for one code is more appropriate for a certain situation. in efl classrooms as well as code mixing is led by specific motivations and to fulfill specific functions. the studies in efl classrooms have highlighted that code mixing performs the functions which prove fruitful for the learning process. in this research, the researcher observes one of smk negeri 1 makassar's english teacher while learning and teaching process in the efl classroom. the english teacher of this school uses english while teaching english in the classroom. this school is located at jl. andi mangerangi no. 38, bongaya, makassar city, south sulawesi. the objectives of this research were to find out the category of code-mixing used by the english teacher and the code-mixing category dominantly used by the english agus rahmat available online at http://journal.iaingorontalo.ac.id/index.php/al 134 © 2020 al-lisan: jurnal bahasa (e-journal) teacher in teaching efl (english as a foreign language) of smk negeri 1 makassar based on the category of code-mixing according to muysken (2000). hopefully, the gathered data can answer the objectives of this research to give a little contribution to the research world, particularly in the efl classroom context. b. research method this research employed a descriptive qualitative research design to analyze the teacher’s code-mixing in makassar's efl classrooms. the qualitative research method was used in the condition of a natural setting, and the researcher is the main instrument (sugiono, 2009:15). the researcher applied a descriptive method to answer the research questions. nevertheless, this research's main purposes were to find out the category of code-mixing are used by the teacher and the code-mixing categories are dominantly used by the teacher in teaching english as a foreign language of smk negeri 1 makassar. this research participant was one of all the english teachers of smk negeri 1 makassar. this participant is taken by using the purposive sampling technique. it is appropriate for sugiono to say that “purposive technique sampling is one of the technique used to determine the participants by using considering something (sugiono,2009:124).” so the participant of this research was just a person. the instruments of this research were observation and audio recording. in this research, the researcher used passive participation observation. passive participation is one of the participant observation. according to sugiyono (2009: 312), passive participation is the writer present at the scene of actions, but the writer does not interact or participate in it. besides, the researcher also conducted a data recording by using a handphone to record the participant's voice while teaching and learning process during five meetings in the classroom. the procedures of collecting the data, firstly, the researcher asked permission to the teacher concerned. after getting permission, the researcher recorded the learning-teaching process and took some pictures of the teacher in the classrooms many as five meetings based on the teacher's schedules that were considered adequate for representing the code-mixing used by the teacher in teaching efl. finally, the data gathered were transcribed, classified, translated, and analyzed based on the participant's code-mixing. agus rahmat available online at http://journal.iaingorontalo.ac.id/index.php/al 135 © 2020 al-lisan: jurnal bahasa (e-journal) c. findings and discussion findings this section comprises of result and discussion. the context of this section derived from the instruments were used by the researcher, they are observation and also audio recording. both of these instruments conducted by the researcher while learning and teaching process in efl classroom start from the beginning until the end of the meeting as many as five meetings at smk negeri 1 makassar. the data gathered about code mixing category used by the teacher in teaching efl classroom are as follow: according to muysken (2000, cited in liu, 2008: 6) establishes three major categories of code-mixing: “(a) insertion: the insertion of well defined chunks of language b into a sentence that otherwise belongs to language a; (b) alternation: the succession of fragments in language a and b in a sentence, which is overall not identifiable as belonging to either a or b; (c) congruent lexicalization: the use of elements from either language in a structure that is wholly or partly shared by language a and b”. this research was conducted based on the expert above regarding with the categories of code mixing. a. insertion extract 1 based on the extract one, the first language is used by the participant and the participant mixes the code by adding the target language (english) “you know” in the conversation. teacher : yang mana disitu, where is this opinion? (which one is there. where is the opinion) students : gadis… cantik… kecil…… (girl........beautiful........small) teacher : eeee…. gini gini pemandangan opini itu. opini you know opini. cantik, cantik bagi saya itu adalah relatif. mungkin ikram ya, ikram we say that beautiful, ica is a beautiful also i also beautiful, sometimes we say ica is not beautiful. (eeee..like this, that is opinion. opinion, do you know what is opinion? beautiful, for me beautiful is relative. maybe ikram says that is beautiful, ica is a beautiful, i’m also beautiful but sometimes we say ica is not beautiful) agus rahmat available online at http://journal.iaingorontalo.ac.id/index.php/al 136 © 2020 al-lisan: jurnal bahasa (e-journal) extract 2 in the extract two, the participant looks like describes the meaning of the sentence into indonesian to the students but the participant still uses a word “translate” as belongs to english in the sentence. extract 3 in extract three, the participant uses two words in the sentence, one word is indonesian and one word is english. beforehand, the participant uses english fully in the conversation. it means that, the participant mixes the first language into the target language. extract 4 teacher : please, translate word for word. silahkan translate kata demi kata(please translate word by word) students : i buy new tv (laughing) i buy tv new big flat datar teacher : okey, now, we make it good sentence kalimat yang bagus, ururtan yang bagus ya, good sentence. we have also like d or ed okey, eee and then. okey, opinion i and then flat and then okey. students : ribut,,, beautiful color hahahah. i buy new thing color, bisa ditambah kata-katanya. (noise....beautiful color hahaha. i buy the new thing color, can be added the words) teacher : okey, please check it, a good sentence. okey, for english one, which one in there opinion, yang mana disini yang kamu anggap opini dulu (okay, please check it, a good sentence. okay, for english one, which one is the opinion there?) students : hmmmmm teacher : apakah flat, apakah big, apakah new ( is it flat?, is it big?, is it big?) students : tv…. baru…. new… teacher : okay, kalau didapat opininya bilang ya, kalua tidak ada tinggalkan and then move to the next formula ( okay, if you get the opinion, please say, if the opinion is not exist, leave it and then move to the next formula) t : okay coba, please mention the good sentence, coba i buy a good s : i buy a good tv flat, new tv, big, bahasa inggrisnya. i buy a good tv flat new big t : could you write it? bisa kamu tulis,, ya,, bisa ini t : bukan, bukan, buang saja itu, nda usa pake y (no, no, waste it. don’t use y) agus rahmat available online at http://journal.iaingorontalo.ac.id/index.php/al 137 © 2020 al-lisan: jurnal bahasa (e-journal) the participant uses english in the sentences. but the words “coba” as many as two times as belong to indonesian are inserted in the sentences. extract 5 in the extract five, the participant uses the word “ada” as belongs to indonesian in the sentence. so the participant mixes the code of the first language into the target language. extract 6 teacher :okey, ada yang mau bertanya bagaimana cara mengurutkan benda-benda atau hal-hal yang berhubungan dengan describing .apa sudah mengerti semua, okey we just remember the formula okey. kamu hanya mengingat saja rumusnya supaya itu akan memudahkan kamu untuk membuatnya atau membuat kalimat yang bagus like this, susunan yang bagus. okey, gimana andi, any question andi, any question for my explanation. ada example maybe….. (okay, any students want to ask about how the way to sequence the things and somethings are regarding with describing? do you already understand? okay, we just remember the formula. you just remember the formula in order to make you easy in making or creating the good sentence. okay how about you andi? any question andi? any question for my explanation? there is an example maybe) students : table… eee mana bisa, hahaha. perfect, table, aaaa saya andi.. wiiii ko memang, masa i put a table.. from java, masa dari jawa ( table... eee how can? hahaha. pefect, table, aaaaa i’m andi. wiii you indeed, how can i put a table. from java) teacher : okay teacher : eeee tulis cepat itu pr. please write your homework and then we can go home (eee please write your homework quickly) students : pulang sir, (ribut) (come back sir) teacher : okay, tomorrow, tomorrow bisa, listen every body i mean please bring a poster , actris poster. students : berapa sir? (how many sir?) teacher : ya depends on you, you buy on market, at home agus rahmat available online at http://journal.iaingorontalo.ac.id/index.php/al 138 © 2020 al-lisan: jurnal bahasa (e-journal) in this extract, the participant mixes the first language into the target language. the word “bisa” is inserted by the participant as belongs to indonesian in the sentence. extract 7 in the extract seven, the participant uses the first language in the sentence. but, the participant mixes the code by using the word “ birth place” as belongs to the target language in the sentence. extract 8 in the extract eight, the first language is used by the participant in the sentence. but,there are two words in the target language “from” and “until” are inserted in the sentence as a code mixing. extract 9 teacher : karang-karang saja. err, maybe you can add, tambah mungkin birth place, tanggal lahir atau tempat tanggal lahir. (write down based on your mind. maybe you can add, adding birth place or date) students : pake hape sir, utk translateji. (using handphone sir for tranlating) teacher : boleh boleh. ok, nah sekarang gini. jadi, listen listen. your assign, yah you have.. (yes okay. like this, so listen carefully. you have an assignment students : (noisy) teacher : okay listen. i forgot that we have two meetings in a week. okay we have two meetings in a week yah. okay we have two meetings in our class. friday and saturday. so, the first presentation you must be ready for the first name until tenth yah, the tenth name. jadi kamu harus siap nama pertama sampai yang kesepuluh., yah hari jumat. from ananda until ndk tahu spa namanya. teacher :good. a paper .. selembar( ada siswa yang masuk tanpa salam) hei, if you enter the class please saysalam. i dont hear. keluar dulu baru salam (good. a paper..a piece (there is a student come in to the classroom without greeting) hai, if you enter the class please say greeting) student :sudah ka sir (i’m already do that sir) agus rahmat available online at http://journal.iaingorontalo.ac.id/index.php/al 139 © 2020 al-lisan: jurnal bahasa (e-journal) based on the extract nine, the word “ salam” as belongs to the first language is mixed in the sentence of the target language. extract 10 in the extract ten, the participant uses the first language in the sentence but the participant mixes the the code by using “five minutes” as belongs to the target language in the conversation. extract 11 in the extract eleven, the participant translates the meaning of the sentence into the first language but during the translation, the participant still using english as the target language in the sentence. extract 12 teacher :i dont hear. berdiri di pintu sana five minutes. ( i don’t hear. please stand up five minutes there, in the door) students :beh sir, jangan sir (beuh sir, don’t do that sir) teacher :if you enter the class dont forget to say salam, please. students :salamualaikum sir... teacher :yup, you must use “a” to this word become a cat. students :a cat, owh jadi selain a,i,u,e,o pake “a” yah sir (a cat, oughh so beside a,i,u,e,o use “a” sir? teacher :oke good.now we move to plural. how to change singular to plural. oke, bagaimana caranya mengubah dari singular ke plural (okay good) now we move to plural. how to change singlar to plural? okay, how to change from singlar to plural) teacher :nah ada lagi noun yang berakhiran “x” for example box menjadi boxes (there is noun with ending ‘x’) students :bagaimana kalaw sh sir? wash,,, wash mencuci sir (how about ‘sh’ sir? teacher :it is not noun yah,,,wash is kata kerja. (it’s not noun, wash is verb) agus rahmat available online at http://journal.iaingorontalo.ac.id/index.php/al 140 © 2020 al-lisan: jurnal bahasa (e-journal) in the extract twelve, the participant answers the question from the students. the participant explains well in english but mixing the code between the first and the target language in the sentence. extract 13 in the extract thirteen, the participant uses english as the target language. but the word “menjadi” as belongs to the first language is inserted in the sentence. so, the code is mixed in the conversation. extract 14 in the fourteen extract, the participant inserts the first language in the target language. the words “ satu benar” as belongs to the first language is mixed with the target language in the sentence. extract 15 in the extract fifteen, the participant uses the first language (indonesian) in the sentence but the participant mixes “exercise” as the target language (english) in the sentence. teacher :and then if you find noun in the end letter double ss you must add “es”. contohnya glass ,, menjadi students :glasses... teacher :what else??? city menjadi cities. y berubah menjadi i dan di tambah es. (city becomes cities. y change become i and added es) student :assalamualaikum warahmatullahi wabarakatuh teacher :waalaikum salam oke the next lesson is command and request expression. anyone knows what is command and request ? who is can answer it, i will give you score. student :apa sir ... command?command itu komentar sir and request itu permintaan. (what is sir, command? command is comment sir and request is permintaan teacher :oke good. your answer satu benar. teacher :bagi dua bukunya yah now open your book on page sixty eight. untuk exercise nya (divide your book becomes two parts) agus rahmat available online at http://journal.iaingorontalo.ac.id/index.php/al 141 © 2020 al-lisan: jurnal bahasa (e-journal) extract 16 in extract sixteen, the participant uses the target language in the sentences, the words “ ayoo” as belong to the first language are mixed in both of sentences. extract 17 in extract sixteen, the participant uses the target language in the conversation but the participant adds the word “yang” as belongs to the first language in the sentence. b. alternation extract 1 based on extract 1, the participant/the teacher mixes the first language (indonesian) into the target language (english) in one sentence. the participant often adds “ya” in the end of the sentence as belong to the first language. in the extract 1, as teacher :eeeeeee….okeyeeeebismillahirahmanirahim.assalamualaikum wr.wb students : walaikumsalam wr.wb. teacher :okey ya eeee. we start our lesson today ya. okey like this. ya when we describe eeee something eeee like age or people okey. there are something we must know okey and next week we study about how to describe something okey and there are something that we must know the basic how to describe. the first, we study about eeee okey weeee how to mention about color ya, what is this, (?), material, profession, physical of experience. and today we eeee study how to make eeee sentences using them ya okey. there are three times to describe ya. like this ya. okey. students :jadi bagaimana sir? (so, how is that, sir) teacher :jadi yang benar, please empty the basket in the kitchen. (so, the true one, please empty the basket in the kitchen) students :owh,,, teacher :yang di thirty seven like tidy, rack, living room students :halaman enam delapan sir? (page sixty eight sir) teacher : ayoo open on page sixty eight. and exercise thirty four,,, there are ten numbers and then you move to... agus rahmat available online at http://journal.iaingorontalo.ac.id/index.php/al 142 © 2020 al-lisan: jurnal bahasa (e-journal) many as five times mixes the two languages in the sentences and most of the conversation during the meeting the participant uses “ya” in the end of the sentence. extract 2 there are two sentences in extract two. in the first sentence, the participant inserts the first language “nya dia” into the target language and the participant uses the target language “please” to mix the first language in the sentence. c. congruent lexicalization extract 1 based on the extract one, the participant mixes the words “okey ya” in the target language or english sentence. the word of “okey ya” as a code mixing here is not clear in the sentence whether its belong to the first language or the target language. extract 2 in the extract two, the participant commands to the students in ordert to translate the first language into the target language. but in the sentence, the participant uses an abbreviation “tv”, the word is not clear, whether the word is abbreviation from “television” as belongs to the target language or just abbreviation from “televisi” as belongs to thefirst language. teacher : okey, please silence.okey ya lets’ look the long sentence. silahkan liat kalimat yang ketiga. (okay, please silence, okey ya. let’s look the lomg sentence. please look at the third setence) student : apa itu…. tv itu kak, saya membeli yang baru besar berbentuk datar. (what is that...that’s tv elder brother, i bought the new one, big and flat form) teacher : you make it, okey. i have indonesian sentence make it english sentence okey, saya membeli sebuah tv yang baru besar berbentuk datar teacher :okay, look at this. this is pattern nya dia.pleaseduluan, trus kata kerjanya langsung.for exampleplease, turn on the light. tolong nyalakan lampunya. (okay, look at this. this is the pattern. please is first and the the verb is next. for example: please. turn on the light!) students :apa itu,, ahh susahna.tunggu dulu sir (what is that, ah it’s so difficult. wait sir) agus rahmat available online at http://journal.iaingorontalo.ac.id/index.php/al 143 © 2020 al-lisan: jurnal bahasa (e-journal) discussion in this part, discussion deals with the interpretation of findings derived from the result of findings are based on the research questions of this research. the research questions are regarding with the code mixing category according to muysken (2000, cited in liu, 2008: 6). he said that “there are three major categories of code-mixing: “(a) insertion: the insertion of well defined chunks of language b into a sentence that otherwise belongs to language a; (b) alternation: the succession of fragments in language a and b in a sentence, which is overall not identifiable as belonging to either a or b; (c) congruent lexicalization: the use of elements from either language in a structure that is wholly or partly shared by language a and b”. based on the description of the data collection through recorder instrument while learning and teaching process in efl classroom. it shows that there are sixteen insertion category of code mixing used by the teacher in efl classroom during five meetings in the classroom. this category is the most dominant used by the teacher among others. there are eight examples of insertion category which insert the chunks of the target language (english) into indonesian sentence. it’s different with the insertion of chunks from indonesian into the target language (english), there are nine examples of insertion category. the insertion of indonesian into english is more than the target language (english ) into indonesian in the sentence used by the teacher in teaching efl classroom. it’s appropriate with huang (2004) reports that insertion of words, especially nouns, accounted for the highest number of code switches and code mixes in the emails exchanged by his participants. moreover, given the chatting characteristics of the msn messenger© program where written language follows the features of spoken language (short sentences, grammatically incorrect sentences, individual words used in response to complete utterances, among others). the similarity of huang reports that the insertion category is the highest number of code mixing but huang’s reports focus on the chatting in the email while this research focuses on the interaction in efl classroom. while the alternation category, there are two examples of code mixing in this category, the fragments of indonesian “yah” and “nya” are always inserted in the target language (english) in teaching efl classroom. it’s also similar with the last agus rahmat available online at http://journal.iaingorontalo.ac.id/index.php/al 144 © 2020 al-lisan: jurnal bahasa (e-journal) category, there are also two examples in the congruent lexicalization categories. the words of “okey” and the abbreviation of “tv”. the word “okey” here is not clear weather “okay” in english or “oke” in indonesian and also the abbreviation of “tv” it’s not clear also that “tv” here the abbreviation of “television” in english or “televisi” in indonesian. both of examples of congruent lexicalizations are not clear weather it belongs to indonesian or the target language (english). this study is relevant to the findings of huang (2004) in which he reported that the possibilities for categories such as alternation and congruent lexicalization to occur are limited. the findings of alternation and congruent lexicalization are limited in learning efl classroom context because both of them need a high skill in speaking, it’s relevant with ritchie and bhatia (2013) state that code-switching and code-mixing are marked by ‘creativity and complexity’ and ‘innovative multi-functions’ thus leading to the idea that there might be some societal basis for mixing language. this is in contrast with the strongly held perceptions of people who regard any type of language mixing a threat to the purity of the concerned language and think that it is due to linguistic difficulty and lack in lexical treasure that leads bilinguals to switch or mix code. such a perception attributes ‘language-mixing’ a negative light and bilinguals are merely seen as incompetent speakers who are not better in any of the languages. ritchie and bhatia (2013) dismiss such a view and conclude that there might be other motivations behind ‘language mixing’. d. conclusions based on the research findings and discussions, the researcher concludes that he english teacher of smk negeri 1 makassar used all of the categories that categorized by muysken (2000, cited in liu, 2008: 6) in teaching efl classroom, they are insertion, alternation and congruent lexicalization. there are seventeen examples of insertion category, two examples of alternation category and there are also two examples of congruent lexicalization category used by the english teacher in teaching efl classroom. the use of insertion category is the highest number than others. at the same time, the type of alternation and congruent lexicalization need a creative and innovative speaker to produce some sentences like that. however, ritchie and bhatia (2013) dismissed such perception that the code-mixing occurs because of the incompetent of agus rahmat available online at http://journal.iaingorontalo.ac.id/index.php/al 145 © 2020 al-lisan: jurnal bahasa (e-journal) the speakers. the category of code-mixing dominantly used by the english teacher of smk negeri 1 makassar is insertion category in teaching efl classroom. this finding is similar with huang (2004) reports that the insertion category is the highest number of category in chatting from the email and this research in learning efl context also found that this category is the first level among others. the results of this study are limited to the dominant categories and uses of codemixing. further research is suggested to explore information on the reasons and motivation of english teachers doing code-mixing in the classroom as well as its effect on students' english skills. agus rahmat available online at http://journal.iaingorontalo.ac.id/index.php/al 146 © 2020 al-lisan: jurnal bahasa (e-journal) references appel r., muysken. p. (1987). language contact and bilingualism. london: edward arnold. bhatia, t. k., & ritchie, w. c. (2004). social and psychological factors inlanguage mixing. in w. c. ritchie and t. k. bhatia (eds.), handbook of bilingualism(pp.336-352). malden: blackwell publishing. bhatia, t.k., ritchie, w.c. (2013).handbook of bilingualism andmultilingualism (2nded). blackwell publishing. brock-utne, b. and holmarsdottir, h. (2002). language policies and practices in africa. some preliminary results from a research project in tanzania and south africa, dar es salaam: e&d publishers.gardner-chloros, penelope, 2009 – code-switching. cambridge press. bokamba e. (1989). are there syntactic constraints on code-mixing? world englishes 8(3).university press. ho, j. w. y. (2007). code-mixing: linguistic form and socio-cultural meaning. [online] available: the international journal of language society and culture, http://www.educ.utas.edu.au/users/tle/journal/issues/2007/21-2.pdf (may 18, 2010). huang, d. (2004). code switching and language use in emails. unpublished phd thesis, the university of melbourne, melbourne. hudson, r.a. (1992). sociolinguistics. 2nd ed. cambridge: cambridge university press. johanes, japhet. (2017). the influence of code-switching and code-mixing on learning english language in secondary schools: the case of rombo district. unpublished dissertation. kim, e. (2006). reasons and motivations for code-mixing and code-switching.spring issues in efl 4(1). liu, p. (2008). code-switching and code-mixing. grin verlag. muysken, p. (2000). bilingual speech: a typology of code-mixing. cambridge: cambridge sari, d.n.k. (2016). an analysis of code mixing applied by the presenter of black spot segment of black in news program on antv (a sociolinguistics approach). thesis. surakarta: english departement, faculty of cultural science in sebelas maret university. agus rahmat available online at http://journal.iaingorontalo.ac.id/index.php/al 147 © 2020 al-lisan: jurnal bahasa (e-journal) sugiono. (2009). metode penelitian pendidikan. alfabeta: bandung wardhaugh, ronald. (1992). an introduction to sociolinguistics. 2nd ed. oxford: blackwell publishers. erniyanti nur fatahhela dewi, nidyah hasanah & muhammad faishol nurul huda available online at http://journal.iaingorontalo.ac.id/index.php/al 116 © 2020 al-lisan: jurnal bahasa (e-journal) volume 5, nomor 2, agustus 2020 issn 2442-8965 (p) issn 2442-8973 (e) formative peer feedback on undergraduate students’ speaking ability erniyanti nur fatahhela dewi (1) , nidyah hasanah (2) , & muhammad faishol nurul huda (3) erni21yanti96@gmail.com, nindyahasanah@gmail.com, muhammadfaisalnh@gmail.com syarif hidayatullah state islamic university jakarta, indonesia abstract this descriptive qualitative study investigated the undergraduate students' perception in public speaking class that conducted formative peer feedback, especially for undergraduate students who learned the subject at state islamic university jakarta. this study revealed the undergraduate students’ perception about the implementation of formative peer feedback in assessing their formative public speaking class. besides, the authors provided an open-ended questionnaire and semi-structured interview to know how applicable the formative peer feedback for undergraduate students, which part that students interested in when they assess their friends, and identify students’ feelings when used the formative peer feedback in public speaking class. concerning the results of the study, the writers discovered that formative peer feedback is very beneficial for the undergraduate student in the learning process of the public speaking class. while doing the assessment, most undergraduate students seem more interested in assessing their peer's body language and speech content. in addition, the result that the writers got from the investigation was 62.5% that claimed their peer’s feedback was very objective. other than that, when using the formative peer feedback in the public speaking class, 65.6% of undergraduate learners were feeling satisfied. keywords: formative peer feedback; undergraduate students; speaking ability. a. introduction formative peer feedback is certainly one of the alternative formative assessments that students can utilize in pairs to explore, strengthen, and recognize their capability within the course. formative peer feedback is assessing among students that are meant to strengthen their learning. students might have the ability to feel free in expressing their ideas to each and every other. moreover, sari & setiawan (2018) argued that formative feedback is defined as communicative information for novices that might be http://u.lipi.go.id/1421293761 mailto:erni21yanti96@gmail.com mailto:nindyahasanah@gmail.com mailto:muhammadfaisalnh@gmail.com erniyanti nur fatahhela dewi, nidyah hasanah & muhammad faishol nurul huda available online at http://journal.iaingorontalo.ac.id/index.php/al 117 © 2020 al-lisan: jurnal bahasa (e-journal) purposed to modify their considering or behavior to reinforce learning. additionally, formative peer feedback has been used in english language courses to grasp the beginner’s newbies’ language efficiency within the four abilities, reminiscent of listening, speaking, reading and writing (leenknecht & prins, 2018). wanner and palmer (2018) asserted that peer feedback requires appropriate design form and implementation in order to decide an efficient instrument for formative assessment procedures. furthermore, formative peer feedback also creates students’ capability to offer feedback, and the teacher’s intervention is crucial for formative peer feedback. moreover, it seems interesting to observe formative peer feedback in enhancing the students' speaking ability since speaking is one of the subject matters in the department of english education. nevertheless, many other teachers in indonesia seem to find it challenging to provide a way of assessing the speaking skills of students, so they commonly use traditional methods. to illustrate, teachers ask each student to deliver individually in front of the class and provide them with the score, and it needs to spend more time assessing students' speaking ability as almost every class in indonesia comprises even more than 30 students. according to flucher (2018), speaking assessment in any foreign language is among the most challenging assessment activities suffered by teachers due to the students' amount and the time for learning. in light of the formative peer feedback on students' speaking ability, it is going to assist students in minimizing the anxiousness of them. formative peer feedback also is assumed to offer an impact on investigating the students' speaking ability. therefore, gikandi and morrow (2016) assumed that formative peer feedback motivates students to participate actively within the finding out process. regardless of increasing evidence that formative peer feedback forms helpful in making improvements to speaking abilities in students, comparable in deciding greater accountability for their learning process, creating a better understanding of the course, assessment requirements with their standards and evaluations, and creating important reflective and speaking abilities (wanner and palmer (2018). against this, needs analysis of formative peer feedback as the assessment, attitudes of students to this tradition on undergraduate students' degree has no longer been investigated. hence, gathering students' perceptions towards the use of formative peer feedback in exploring their speaking ability seems fascinating to be carried out in detail. erniyanti nur fatahhela dewi, nidyah hasanah & muhammad faishol nurul huda available online at http://journal.iaingorontalo.ac.id/index.php/al 118 © 2020 al-lisan: jurnal bahasa (e-journal) regarding this topic, some previous related studies discussed formative peer feedback, as mentioned by elizondo-garcia, schunn, and gallardo (2019), who examined the connection between high-quality pedagogical design peer feedback. in this regard, the observation was once carried out amongst 230 participants from latini, the united states, within the crisis preparedness. each qualitative and quantitative approach used to be carried out within the study. the qualitative design was carried out first to reveal the education practitioner's views and illustrate peer feedback aspects. subsequently, the quantitative design was once used to check courses in keeping with peer feedback comments. the measurement instruments used have been a semistructure interview, demographic data survey, and peer feedback comments. furthermore, the study results have supported the concept that educational design features, basically the guide structures and center of attention, decide the type of feedback that participants will produce and hence receive. sridaran and boud (2019) researched the direct impact of formative efficiency and the interceding the results of praise and criticism in peer feedback messages on improving group work and self-assessment skills. this study attempts to defeat whether peer feedback leads to improving teamwork behavior and self-assessment abilities. regarding this matter, this research pattern includes a quantitative and qualitative approach from 98 students. students enrolled in the company are programmed using certain forms of collaborative teamwork. besides, this study found a direct constructive relationship between formative efficiency scores and summative self-assessment abilities. against this, the compliment negatively mediates the relationship between formative efficiency scores and summative group work. in the other study, peters, körndle, and narciss (2018) investigated a formative assessment script (fas) to promote vocational high school students in producing feedback to their peer and their performance. the study examined producing peer feedback benefits the next generation vocational students from internal feedback. in this regard, the study was investigated concerning quantitative and qualitative peer characteristics and internal feedback produced by vocational students. it also conducted a quasi-experimental design. the study was involved 75 vocational students who created an individual assignment in writing a typical technical planning task as erniyanti nur fatahhela dewi, nidyah hasanah & muhammad faishol nurul huda available online at http://journal.iaingorontalo.ac.id/index.php/al 119 © 2020 al-lisan: jurnal bahasa (e-journal) participants. furthermore, the result showed that fas forced students to explore more critical ideas and omit fewer wrong elements in their choices. overall, those studies seem to indicate that formative peer feedback could positively impact students' learning experience and performance. however, those studies did not specifically discuss how undergraduate students' perceptions of implementing formative peer feedback improve speaking ability. therefore, different from those previous studies, this current study would focus on investigating undergraduate students' perceptions of formative peer feedback in improving undergraduate students' speaking skills. furthermore, the present study is aimed to address exploring the undergraduate students' perceptions using formative peer feedback towards speaking skills. to regard this study, collecting data will be gathered through a semi-structured interviewed questionnaire and measured by the qualitative method. b. research method a descriptive qualitative study was conducted in the study. it described the undergraduate students' perception who had experience in speaking class that conduct formative peer feedback. the description included undergraduate students' perceptions regarding their experiences in applying the formative peer feedback such as how applicable the formative peer feedback for undergraduate students, which part students like when they assess their friends and students' feelings. in this regard, thirty-two undergraduate students who had experience in using formative peer feedback invited to be a participant in the study. additionally, the writers selected thirty-two undergraduate students of syarif hidayatullah state islamic university jakarta as the participants. it was due to the writers' consideration since the writers graduated from syarif hidayatullah state islamic university. the writers had proximity emotional to undergraduate students that were used as the participants. therefore, the writers had chosen the selected undergraduate students of syarif hidayatullah state islamic university jakarta. since the main data of the study perception, so that the authors used an online questionnaire (google form) to gather undergraduate students' perception about the implementation perceptions of formative peer feedback in assessing their formative erniyanti nur fatahhela dewi, nidyah hasanah & muhammad faishol nurul huda available online at http://journal.iaingorontalo.ac.id/index.php/al 120 © 2020 al-lisan: jurnal bahasa (e-journal) public speaking class. an online questionnaire with open-ended questions distributed to students, how applicable the formative peer feedback for undergraduate students, which part that students like when they assess their friends' and students' feelings. the questionnaire adopted from munoz and alvarez (2007) and the data from this recent study were analyzed using descriptive analysis. the writer also conducted a semistructured interview in order to measure participants' responses. c. findings and discussion findings participants in this research conducted a questionnaire that addressed undergraduate students’ formative peer feedback perception in their capacity to speak in public speaking courses. five open questions specifically addressed the reasons, perceptions, aspects of undergraduate students and their feedback on the implementation of peer feedback in public-speaking classrooms. it emerged after evaluating the questionnaire response and commonalities that are considered important and relevant to this research. in addition, the important topics arising from this research were that formative peer feedback help strengthen future performance, enhance motivation and stimulate them during their speaking performance, and enhance communication between undergraduate students and others. these topics are discussed below and arranged from the significance of the peer feedback questionnaire by each issue. there are five basic questions asked for accompanying opinions concerning the peer feedback and below the outcome the authors briefly explain the answer of each issue to the participants. first, participants were asked about their views on implementing formative peer feedback in teaching and learning process, especially public speaking course. the result was presented as follows: figure 1. views on implementing formative peer feedback erniyanti nur fatahhela dewi, nidyah hasanah & muhammad faishol nurul huda available online at http://journal.iaingorontalo.ac.id/index.php/al 121 © 2020 al-lisan: jurnal bahasa (e-journal) the result of the data in chart above of 32 participants, 26 (81.3%) asserted that they thought formative peer-feedback was very useful for them. there are four main reasons of the participant. first, through the formative peer feedback, it gave feedback for their peer. it meaned they were evaluating themselves. second, formative peer feedback could improve participants’ critical thinking. their peer will stimulate to force them in improving their speaking performace. by their peer feedback, undergraduate students feel challenged to think more critically then that will produce more brilliant ideas than usual. third, through the formative peer feedback, participants would be more confident since they know who assessed was their own friend, not the lecturer. participants also stated that they were happy. they also aserted that they felt their confidence emerged in place of their speaking anxiety. fourth, the participant thought that formative peer feedback could help them to realize their speaking ability. it could stimulate them to enhance their future performance so that participants could be more responsible for improving their speaking performance. however, 6 (18.8%) participants chose that formative peer feedback was somewhat useful for them. as participants who asserted the formative peer feedback was beneficial, the six participants also had some reasons to choose it. writers categorized the reasons into two. first, the participant felt that their pair’ ability was lower than him. it resulted that theirpeer feedback was not useful enough. second, participants stated that the formative peer feedback who assessed by their friends could not be objective since they had an unpleasant feeling in criticizing. however, participant who chose somewhat useful were still recommend this peer feedback as optional assessment in the public speaking course. second, participants were asked about part that participants like most when they score their friends. the result was presented as follows: figure 2. the part that participants like most when they score their friends erniyanti nur fatahhela dewi, nidyah hasanah & muhammad faishol nurul huda available online at http://journal.iaingorontalo.ac.id/index.php/al 122 © 2020 al-lisan: jurnal bahasa (e-journal) the question two indicated the aspect in which students like to assess through peer feedback. from 32 participants, 11 of participants or 34.4% marked body language. there are various reasons stated by participants. therefore, the writers categorize into four. first, participants said that body language showed the speaker’s self-confident. second, participants stated that using body language, the message would be easily delivered and understood by the audiences. in other words, body language helped the speakers’ explanation. third, participants mentioned that when the content which delivered was less attractive, the body language will support the speech. so, it will attract the audiences’ attention. fourth, the participant argued that since english was a foreign language, so, body language was very beneficial. moreover, 2 participants which is 6.3% from all participants chose eye contact. participants reasoned that they like to see their peer’s eyes. through eye contact emission, they can see someone confidence clearly. on the other hand, introduction also chose by 3 participants and it was about 9.4%, the participants argued that a good beginning significantly influenced the readiness of the audiences. it will stimulate the audiences continue listening to the presenter’s talk. participants also asserted that the introduction section is an "eye-catching" or something distinctive in general. therefore, it can capture someone’s interest in listening to that person’s public speaking. the presentation which they presented was interesting if used the body language appropriately. another aspect that chose by 4 participants (12.5%) is presenter added variety. participants asserted that they chose this aspect since they felt when someone spoke would not even feel monotonous and could broaden their horizons. they knew whether or not the presenter mastered the content interestingly by combining other data. another reason was because it could make viewers not easily bored in seeing the presentation delivered. in addition, demonstrated planning chose by 9.4% participants or about 3 persons. they mentioned that because the participants are visual learners, they chose this aspect. moreover, it because they were more understanding when someone described visualization, and they can remember well the information provided than just describing it. another reason is the way the presenter demonstrates it will be essential for the audience to understand the content presented. erniyanti nur fatahhela dewi, nidyah hasanah & muhammad faishol nurul huda available online at http://journal.iaingorontalo.ac.id/index.php/al 123 © 2020 al-lisan: jurnal bahasa (e-journal) the last aspect is content that chose by 9 participants (28.1%). as other aspect before, undergraduate students who chose this aspect have several reasons. first, participants argued that content aspect was an essential thing in carrying out the communication process. the communication process could be successful and wellreceived if the audience captured the meaning of the content which conveyed by the speaker. second, the way to deliver the content of each person was different, so that the part was made participants interested in listening to the content, was what information conveyed while conducting an assessment in public speaking. third, in assessing the content part, the evaluator would give the feedback that the presenter will know how much the influence of the speech and what part that should be more increased. third, participants were asked about whether they are objective or not when they score their friends. the result was presented as follows: figure 3. when i score my friend using the rubric, i am in response to question three, 20 (62.5%) of the participants responded very objective. morever, 12 (37.5%) participants responded somewhat objective, and no participants responded, not objective. almost every undergraduate student indicated that they were very objective to assess their friends’ performance using the peer feedback rubric. they realized that the result of the assessment did not only turn into a pile of garbage. it would become good suggestions so that they would undoubtedly have assigned the recommendations for improving their speaking ability. in other words, it used for knowing their weaknesses and making them better in speaking performance for the future chance. however, 12 participants chose somewhat objective because they felt inadequate to their friends to say honestly. besides, if the friend who had not good performance enough, it was hard to comment on bad words. erniyanti nur fatahhela dewi, nidyah hasanah & muhammad faishol nurul huda available online at http://journal.iaingorontalo.ac.id/index.php/al 124 © 2020 al-lisan: jurnal bahasa (e-journal) fourth, participants were asked about their assumptions about whether their friends score their performance objectively or not. the result was presented as follows: figure 4. my friend’s feedback from the 32 participants who responded from the questionnaire that we provided, we have examined it and obtained outcomes of 19 (59.4%) participants who chose friend’s feedback is somewhat objective. when we gave direct interviews after collecting a questionnaire that we have shared, the friend’s feedback was between objective and not objective, so most of them chose somewhat objective. they felt inadequate to their friends to say honestly and comment on bad words. furthermore, 13 (40.6%) of undergraduate students chose that students' feedback is not objective, because they believe that their abilities with each other were same, so that when their friends assess them, they felt doubtful to their friends, or sometimes they feel not objective because their friends assessed not from what they produced, but assessed them because just a friend. fifth, participants were asked about their feeling when using formative peer feedback in teaching and learning process, especially public speaking course. the result was presented as follows: figure 5. paticipants’ feeling when using formative peer feedback erniyanti nur fatahhela dewi, nidyah hasanah & muhammad faishol nurul huda available online at http://journal.iaingorontalo.ac.id/index.php/al 125 © 2020 al-lisan: jurnal bahasa (e-journal) from 32 participants’ responses that writers have already given the questionnaire, 34.4% undergraduate students chose somewhat happy to give the score to their friends using peer feedback instruments, they reasoned that they were happier and felt more comfortable when the teacher who gave them the formative assessment. besides, we also had the results of 65.6% of responses who chose very happy because they gave the reason that using formative peer feedback was a new thing that they occasionally used to assess each other’s friends, and they felt that if their friend gave an assessment, they feel freer to respond to each other’s friends. discussion the present study highlighted the obtained data on how the perception of undergraduate students in evaluating their speaking ability towards the enactment of formative peer feedback. the ideas among all the respondents showed that the formative peer feedback was very helpful to them because most of them figured that the peer feedback stimulated them to recognize how far their ability in oral performance. when students propose and give the feedback, students interact with their pairs. therefore, it influenced the independent learning. it is also evidenced by yeh, tseng and chen (2019) who asserted that peer feedback effects discussion between students, their own taks reflection, and setting the approriate strategy to improve their abilities. it all resulted independent learning. participants also believe that using peer feedback makes them expand their understanding so they can assess their friends. as stated by comer, clark and canelas (2014) that peer feedback is information that allow students to exploretheir intention to modify their reflections or habits. in other case, it enhances student knowledge and expertise. additionally, typical sequence of actions in peer feedback are efficiency and task completion, learn from one another, write and send feedback, receive feedback from others, and revise tasks. moreover, the study results also demonstrated that formative peer feedback could improve communication between undergraduate students with their peers since the peerassessment process that allowed students to have clarification and feedback from their friends. through this process, undergraduate students may ask or discuss with their friend about some standards that they are still low at. for instance, when students assess the oral performance of their friend, some of them found that they were still low in pronouncing the words. thus, students discuss it with their friend to have some erniyanti nur fatahhela dewi, nidyah hasanah & muhammad faishol nurul huda available online at http://journal.iaingorontalo.ac.id/index.php/al 126 © 2020 al-lisan: jurnal bahasa (e-journal) feedback on whether they should have electives to exercise or ask their friend to practice together in order to rehearse their pronunciation. this is significant since it is supported by usher and barak (2017), who found that engaging in peer assessment typically entails essential pondering and the implementation of high-level cognitive skills in producing thoughts and ideas. in addition, the formative peer feedback also improves the students’ incentive to achieve better performance, particularly oral performance. through formative peer feedback, students can freely assess each other to know how far they accomplish or obtain the requirements. therefore, it may increase their motivation to become a better for another performance chances. it is supported by joo (2016), who said that peer feedback motivate students to show the better oral performances. by students’ motivation, it influenced students to be more active in participating discussion. they will truly encourage the discussion by giving quention and answer. in accordance, ortoleva and brètancourt (2016), farias, hastie, and mesquita (2018), nicolini and cole (2019), and cook (2019) agreed that students are able to generate new options in peer feedback actions that allow students to have questions and discussion. d. conclusions based on research finding, formative assessment is taken into account one of the vital necessary ways to enhance instructing and learning processes. it is performed to evaluate undergraduate students’ understanding, learning wants, and learning progress regarding a selected unit of learning materials. giving feedback in formative assessment is not only come and conducted by the lecturers, but also it may come from the students. formative peer feedback is an alternative assessment that can be done by undergraduate students in evaluating, exploring, developing, and knowing their capability and knowledge. since the implementation of formative peer feedback in indonesia is still substitutive, it seems to indicate outstanding knowing undergraduate students’ perception toward the implementation of formative peer feedback. hence, in the present study, writers distributed the questionnaire and did a semi-structured interview to measure participants’ responses. concerning the results of the study, the writers discovered that formative peer feedback could be very useful for the undergraduate students within the learning technique of public speaking class. while doing the assessment, most undergraduate erniyanti nur fatahhela dewi, nidyah hasanah & muhammad faishol nurul huda available online at http://journal.iaingorontalo.ac.id/index.php/al 127 © 2020 al-lisan: jurnal bahasa (e-journal) students like assessing the peer’s body language and the content of the speech. what is more, 62.5% of the participants also assessed very objective. however, they felt their friend’s feedback was somewhat objective. in addition, 65.6% undergraduate students felt pleased when using the formative peer feedback in public speaking class. erniyanti nur fatahhela dewi, nidyah hasanah & muhammad faishol nurul huda available online at http://journal.iaingorontalo.ac.id/index.php/al 128 © 2020 al-lisan: jurnal bahasa (e-journal) references comer, d. k., clark, c. r., & canelas, d. a. (2014). writing to learn and learning to write across the disciplines: peer-to-peer writing in introductory-level moocs. international review of research in open and distributed learning, 15(5), 26-82. cook, a. (2019). using interactive learning activities to address challenges of peer feedback systems (doctoral dissertation, carnegie mellon university). elizondo-garcia, j., schunn, c., & gallardo, k. (2019). quality of peer feedback in relation to instructional design: a comparative study in energy and sustainability moocs. international journal of instruction, 12(1), 1025-1040. farias, c., hastie, p. a., & mesquita, i. (2018). scaffolding student–coaches’ instructional leadership toward student-centred peer interactions: a yearlong action-research intervention in sport education. european physical education review, 24(3), 269-291. fulcher, g. (2018). assessing spoken production. the tesol encyclopedia of english language teaching, 1-6. gikandi, j. w., & morrow, d. (2016). designing and implementing peer formative feedback within online learning environments. technology, pedagogy and education, 25(2), 153-170. joo, s. h. (2016). self-and peer-assessment of speaking. studies in applied linguistics and tesol, 16(2). leenknecht, m. j., & prins, f. j. (2018). formative peer assessment in primary school: the effects of involving pupils in setting assessment criteria on their appraisal and feedback style. european journal of psychology of education, 33(1), 101116. munoz, a., & álvarez, m. e. (2007). students’ objectivity and perception of self assessment in an efl classroom. the journal of asia tefl, 4(2), 1-25. nicolini, k. m., & cole, a. w. (2019). measuring peer feedback in face-to-face and online public-speaking workshops. communication teacher, 33(1), 80-93. ortoleva, g., & bétrancourt, m. (2016). supporting productive collaboration in a computer-supported instructional activity: peer-feedback on critical incidents in health care education. journal of vocational education & training, 68(2), 178197. erniyanti nur fatahhela dewi, nidyah hasanah & muhammad faishol nurul huda available online at http://journal.iaingorontalo.ac.id/index.php/al 129 © 2020 al-lisan: jurnal bahasa (e-journal) peters, o., körndle, h., & narciss, s. (2018). effects of a formative assessment script on how vocational students generate formative feedback to a peer’s or their own performance. european journal of psychology of education, 33(1), 117-143. shute, v. j. (2008). focus on formative feedback. review of educational research, 78(1), 153-189. sridharan, b., & boud, d. (2019). the effects of peer judgements on teamwork and self-assessment ability in collaborative group work. assessment & evaluation in higher education, 44(6), 894-909. usher, m., & barak, m. (2018). peer assessment in a project-based engineering course: comparing between on-campus and online learning environments. assessment & evaluation in higher education, 43(5), 745-759. wanner, t., & palmer, e. (2018). formative self-and peer assessment for improved student learning: the crucial factors of design, teacher participation and feedback. assessment & evaluation in higher education, 43(7), 1032-1047. yeh, h. c., tseng, s. s., & chen, y. s. (2019). using online peer feedback through blogs to promote speaking performance. journal of educational technology & society, 22(1), 1-14. dhion meitreya vidhiasi 148 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) volume 5, nomor 2, agustus 2020 issn 2442-8965 (p) issn 2442-8973 (e) the analysis of political discourse in anies baswedan interview with the sydney morning herald dhion meitreya vidhiasi mvdhion@gmail.com akademi maritim nusantara cilacap, indonesia abstract indeed, the political world is never free of whatever smells of controversy. news that is still widely debated is an article in the australian newspaper, the sydney morning herald, written by james masolla dated may 7, 2020. the article was a conclusion from his interview with anies rasyid baswedan, governor of dki jakarta. this study aims at analyzing the political discourse contained in the video interview with james masolla given by governor anies by seeing the persuasive strategy used by both people. the data obtained were then analyzed by employing the theory of persuasive strategy. researchers used descriptive methods to tell the results of the analysis of this study. the findings of this study show that the interview with james masolla by anies attracted a lot of different perspectives within the audience. james’ skill in supporting and directing anies has also earned anies supporters’ respect for the governor. the quality of the argument given by anies is excellent because it can provide a probability claim and provide a desirably claim. this has been shown that the usage of the persuasion approach allows clarifying the meaning behind an argument. persuasive techniques may also be utilized to forecast the reaction and the behavior the interlocutors want. there is potential for what anies did to guide him in the contestation of the presidential election in 2024, although it is still too early to talk about it. anies’ interview, however, showed that there was a problem between dki jakarta’s provincial government and the national government. keywords: anies rasyid baswedan; james masolla; persuasive strategy; political discourse. a. introduction the latest news that is still hotly discussed is the interview of the governor of dki jakarta with one of the australian media named the sydney morning herald. james massola, as a correspondent, later concluded the results of his interview in an article dated may 7, 2020, entitled “not allowed to do testing”: governor says jakarta was tracking covid-19 cases in january “. the article then raises a variety of positive and negative responses. especially with the number of positive cases of covid-19 in dki http://u.lipi.go.id/1421293761 mailto:mvdhion@gmail.com dhion meitreya vidhiasi 149 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) jakarta as of may 12, 2020, which reached 5303 cases, making the public see the battle between the provincial government and the central government. james massola is south-east asia correspondent based in jakarta. he was previously chief political correspondent, based in canberra. he has been a walkley and quills finalist on three occasions, won a kennedy award for outstanding foreign correspondent and is the author of the great cave rescue. talk about politics, there is a saying that there are no eternal friends or opponents in politics. bayram (2010:24) said that politics is a struggle for power to put specific political, economic, and social ideas into practice. language plays a crucial role in every political action. language is closely linked to our childhood social and cognitive development, and to the formation of our identity. a listener may take a different speaker’s attitude. language attitudes have been described by trudgill (1992:44) as the attitudes which people have towards different languages, dialects, accents, and speakers. such attitudes may range from very favorable to very unfavorable. they may be manifested in subjective judgments about correctness, worth and aesthetic qualities of varieties, as well as the personal qualities for their speakers. bayram (2010:25) explained two kinds of view toward language attitude; those are mentalist and behaviorist view. fasold and connor (2006:147) observed that most language research is focused on a mentalist perception of attitude as a readiness state: “an intervening variable between a stimulus affecting a person and that person’s response.” bayram (2010:25) said that from a behaviorist view, attitudes could be identified clearly in the responses people provide to social circumstances. holmes (2001:344) said that language attitudes reflect attitudes towards users and language usages. in culture, the regular variety has a “hidden reputation”. giles and coupland (1991) commented on the evaluation of regular american speakers, and kentucky accented them. the study reported kentucky’s accented speakers displayed high unity, low rank. the specific outcome showed that american standard speakers scored low on unity, great on standing. likewise, in their study, coupland et al. (1994) found that teachers in wales classified carmarthen english (characterized as the welsh version of rp by one teacher) relatively high not only for dhion meitreya vidhiasi 150 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) reputation but also for dynamism, pleasantness and “welshness.” on the other side, rp scored strongly at prestige and, in all other respects, very low. such studies have shown that attitudes towards speech can define the social and cultural personality, social status, and perceptions of legitimacy and unity of others and that attitudes towards expression and its various varieties may be influenced by a variety of users’ individual expression influences. this article focuses primarily on the interview with james masolla of the sydney morning herald by jakarta governor anies rasyid baswedan, which focuses on the realization of power in the context of language use. skvortsova (2017) considered political discourse as a specific kind of discourse. it comprises all types of interaction of an individual and society, creating worldview. political discourse reveals the way cultural values and social order are imposed in different societies. political discourse is often practiced by those who have the intention of wanting to influence others. this practice is often seen when seeing a politician speak in response to an event or when they make a speech. it has been known that discourse can describe someone through language. according to van dijk’s clarification (1997:12), their actors or writers describe political discourse, viz. policymakers. political discourse is about the text and professional or government bodies thinking about it. another clarification from amaglobeli (2017:20) is that political discourse can be defined as a deliberate act that is intended to achieve specific goals in each case and that these goals are, as a rule, real. political discourse may be said to be used to convince, defend, or de-construct certain things. in other words, in political discourse, ideology plays an important role. schaffner in bayram (2010:27) said it was possible to split political discourse into two criteria; those are practical and thematic. political discourse plays various purposes, depending on the specific political activities. the objective is driven by one political cause or theme, such as political action, political ideas, and international relations. an influential person can quickly be influencing others. bayram (2010:27) described power as a complex, abstract concept that has a significant influence on human life. power is the capacity of its holders to demand other individuals’ conformity or obedience to their will. language once again plays a vital role in making social life exchange of values and turning power into right, and compliance into an obligation. dhion meitreya vidhiasi 151 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) rousseau in bayram (2010:27) states that the best is only strong enough to always be monarch without altering his power to loyalty in right and obligation. the reaction that comes from people to statements from someone can vary. edwards (2006:324) said people do not respond to the environment based on sensory information, but rather on the sense of what we interpret the data. for example, when ahok apologized for his case of blasphemy, many people said it was a fake apology, while some said it was a genuine apology. hearing a particular variation is a mechanism or stimulation that evokes cognitive expectations or beliefs or stereotypes about the community that is assumed to be the speaker. politics is concerned with a power that is the ability to make decisions, control resources, control the actions of others, and also control their values. politicians have achieved popularity over the centuries, according to jones and peccei in bayram (2010:28), thanks to their “skillful use of rhetoric,” that seeks to convince their public of the legitimacy of their views by using elegant and convincing words sensitively and deliberately. rhetoric is the art of utilizing language to persuade or affect others; a speaker or writer will obey a set of guidelines such that it communicates it eloquently. according to van dijk (2006:733), political circumstances involve a cognitive partnership between conditions and speech or text, that is to say, meaning. these circumstances indicate the political discourse includes not only political debate structures but also political backgrounds. two viewpoints, which are micro-level and macro-level, can be used to analyze the political discourse. micro-level research can be achieved by looking at word usage, and so on, whereas from the communicative case, macro-level can be seen. language usage, voice, verbal expression, and communication are part of the social order microlevel. the study of the macro-levels involves control, domination, and inequality between social classes. van dijk (2003:354) explained that critical discourse analysis could theoretically bridge the gap between micro and macro approaches, which is a distinction that is a sociological construct in its own right. the critical discourse analysis (cda) was mostly linked to the ideas of norman fairclough, ruth wodak, and teun van dijk. bayram (2010:31) said that cda could be used to describe, interpret, analyze, and criticize social life reflected in the text. cda seeks to investigate the interaction between discursive activities, texts, and occurrences dhion meitreya vidhiasi 152 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) as well as more comprehensive frameworks, connections, and procedures of social and cultural matters. the political discourse is not just about communication. it brings its clear objectives and specific participants together. the primary purpose of political discourse is to win and deduct power, with political and social participation (kenzhekanova, 2015). the power of an immediate manipulative impact on the minds of the public is achieved through certain political discourse representation tactics and strategies. speech strategies are unique in this respect (sukhanov, 2018). renkema and schubert (2018:278) explain that the consistency of the argument has two aspects: the power of the argument (the predicted result probability) and the valence of the argument (this outcome’s desirability). so, in arguing for or against an issue (e.g., “you should stop smoking”), one can improve the argument quality by providing a probability claim (“it is statistically proved that people who don’t stop smoking run a higher risk of dying of lung cancer”) or by providing a desirability claim (“if you stop smoking you will feel much healthier”). this work will give the reader exposure to the technique of self-expression (creating a politician’s image). according to titova (2018), the technique includes tactics of fair treatment with others (demonstrating that one belongs to this social and political group) as well as tactics of resistance. two persuasive methods are presented by kochneva and titova (2019): 1) arguments technique (by presenting facts to convince a recipient). this substrategy consists of the following few tactics: a) established appraisal techniques (when a speaker tries to analyze and explain something); b) contrast analysis tactics (confrontation and comparison of facts, events, outcome); c) strategies of showing perspectives (predictive event growth, report on potential objectives); and d) tactics of illustration (examples, facts). 2) propagation strategy (the strategy of influencing people’s behavior by making them do something, make a choice), which includes the tactics of promise and the tactics of appeal dhion meitreya vidhiasi 153 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) language both shapes and is shaped by society. cda is not so much interested in language use itself, but the linguistic character of social and cultural processes and structures. blommaert (2019), kochneva and titova (2019), and qaiwer (2020) researched political discourse. blommaert examines language in twitter usage, while kochneva and titova discuss the use of political discourse in a film. qaiwaer examines the use of ironic utterances in political discourse. those researchers agreed that the way someone spoke determined the purpose behind the statement. that way of speaking is then called speech strategy. this study aims to examine how the speech strategy used by anies baswedan and james masolla as a form of political discourse implementation. the researcher sees the figure of anies baswedan as a very influential figure. moreover, the effects of the interviews conducted were quite noisy for indonesians. anies baswedan was also predicted as a presidential candidate in the presidential election contestation in 2024. b. research method in this part, the author presented an analytical unit, data collection method, and data analysis. in this study, the analytical unit used is the “move,” which can be a word, a phrase, a sentence, or sentences. it is stated by webster new world college dictionary (1997) that the word is a speech sound, or series, that communicates meaning, and consists, with or without a prefix or suffix, of at least one basic morpheme. a phrase is then a sequence of two or more words that convey or create a separate part of a sentence but which does not include a subject and predicate. it also states that a sentence is a standard unit of interdependent speech or writing that usually contains a subject and a predicate. sutomo (2016:24) notes that the term “jump”, a written or spoken word, is the unified functional sense of a sentence or group of sentences. in this study, words/phrases/sentences are mainly segmented text discourse from the youtube downloaded interview of anies baswedan. the researcher acknowledges the data verbatim and there is no alteration of the data as conclusive findings must be found in data analysis and interpretation. dhion meitreya vidhiasi 154 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) data sources for the present study are written data as the researcher attempts to explain in an interview with anies baswedan the phenomena of written data in connection with the appraisal system. the data were collected through the following steps: (1) browsing the website; (2) finding the anies baswedan’s interview with james masolla; (3) downloading the video of the interview from https://www.youtube.com/watch?v=iotgmyt4fvm; (4) transcribe the interview. the data were accessed on 12 may 2020, and they were treated verbatim. descriptive research methods are the approach used in this analysis. polit and beck (2004:192) announce that descriptive work aims at witnessing, identifying, and recording aspects of a natural situation. in describing the research, an event, condition, or situation is described in detail using quantitative, qualitative, or combined methods. the author was using the key aspects of linguistic analysis in this study: content collection, contrast, interpretation, and explanation of the results. the author always looks at the language, taking lexical units, and conceptual sense into account. c. findings and discussion findings it is no longer a secret that the interview of the governor of dki jakarta, anies rasyid baswedan with a contributor named james masolla from the sydney morning herald’s newspaper, was a warm discussion discussed by every element of the community. many of his supporters said that the interview was perfect because the interview showed that the governor of dki jakarta was more responsive than the minister of health, especially the national government. however, not a few consider that what anies delivered in the interview was an attempt to “seek the stage” for the presidential election contest in 2024. the interview strategies used by both anies baswedan and james masolla vary. mr. anies often uses strategies where he wants to prove his evaluation of something. this is evidenced by providing data in the form of numbers, narrating the sequence of events, and using words that can support his statement. anies also often used illustrations in these interviews. mr. anies also often provides a comparison, in this https://www.youtube.com/watch?v=iotgmyt4fvm dhion meitreya vidhiasi 155 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) case, comparing the attitude of mr. anies as the governor of dki jakarta with the attitude of the government in handling covid19. one interesting thing is that both mr. anies and mr. james are both using a propagation strategy, which can make someone do something unnoticed. this has been shown that the usage of the persuasion approach allows to clarify the meaning behind an argument. persuasive techniques may also be utilized to forecast the reaction and the behavior the interlocutors want. discussion the use of appraisal techniques is often used by anies in an interview with james masolla. this is intended to confirm something. anies: and then number two with the number of the real cases. on the real cases, i’m referring to funeral services. as you know, that the funeral services in march, in the month of march and april is quite high. anies tried to convince james that the data provided was accurate. the use of the phrase “quite high” was said by anies by providing a further explanation to strengthen his argument about the number of actual positive cases. anies: and, let me, let me check the number just a minute. in the month of april, it is also around 4590 funerals in that month. and that is four weeks. in the month of march, most of those service is in the third or fourth week. and the number is around 4300. picture 1. funeral chart with the permanent procedure of covid-19 handling (corona.jakarta.go.id) dhion meitreya vidhiasi 156 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) something is interesting with the numbers given by anies to james. if you look at the corona.jakarta.go.id page, the accumulation of funeral data with the covid-19 handling procedure recorded up to 31 march 2020, touched more than 2000 figures but not up to 3000. while on 28 april 2020, 1597 bodies were buried with the covid-19 handling protocol. even so, the strategy anies used in giving his argument was responded well by james. james: bapak governor, what i was asking you is we ask for the information of the burial information for april, we had to go to through the national government. are they blocking your government or they ask your government not to release the april data? the question posed by james shows that james clashed the dki jakarta government with the national government. this shows that james agrees with the figures presented by anies even though it looks different from the data showed on the corona.jakarta.go.id page. the use of tactics of contrast analysis is also used to strengthen anies’s argument further. anies: they are not asking us not to release, but they have been discouraging people to rely on our number. james: okay right. anies: they are saying that those are not a covid cases and it is true that we cannot say they are covid cases but average burial services is about 2700 per month and then suddenly it jumped to more than 4000 so it raised an eyebrow. james: yes of course, that’s exactly the point of mine of course. the use of the words “okay right” and “yes, of course” is a form of a statement that represents the proposition as highly warrantable. james’s answer emphasized that what anies said with the figures presented was indeed something that could be justified. the phrase “okay right” also confirms that there is an attempt by the national government to influence people to distrust the figures given by anies. so, no wonder, the pros, and cons of the data provided by anies are even greater among the people. the use of an argument strengthening strategy by making comparisons was also carried out by james. it can be seen from his words that praising the dki jakarta provincial government’s corona page is better than the national government’s. james masolla said: dhion meitreya vidhiasi 157 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) james: so, looking on the jakarta website, the jakarta corona website, which by the way so much better than the national government’s website, more information and more useful. the choice of the phrase “so much better” can be categorized as a form of praise for something. that phrase is an assessment of the degree of intensity that operates over quality. james masolla, as a correspondent, seems to be very good at trying to win the hearts of governor anies. the addition of the phrases “more information” and “more useful” shows that the covid19 information page owned by the national government does not provide sufficient information and usefulness when compared to pages owned by the dki jakarta government. hhh picture 2. data of covid-19 from the website of dki jakarta (https://corona.jakarta.go.id/id/data-pemantauan) https://corona.jakarta.go.id/id/data-pemantauan dhion meitreya vidhiasi 158 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) picture 3. data of covid-19 from the website of national government (https://covid19.go.id/peta-sebaran) if we look at the comparison of the website of the dki jakarta provincial government with the website of the national government, more or less, the information shown is the same. picture 2 and picture 3 are the initial screenshots for each page. from the results of the comparison, both pages provide easy-to-read information. the only difference is that the distribution map is shown on a page owned by the national government. the dispute between the government of dki jakarta and the national government was increasingly apparent when anies openly shared her differing views with the minister of health, which was then greeted with a propagation strategy carried out by james. anies: and we have different paradigm on that. the ministry of health don’t share that view. that’s more of the tension. from our side, being transparent and telling what to do is providing sense of security, but the ministry of health the other way around. being transparent, will create panics. and that’s not our view. anies’s statement about the paradigm differences about “transparency” between anies and the minister of health shows that there is something that is being hidden both from the dki jakarta government and by the minister of health. anies opinion about being transparent at the beginning of the covid19 case was detected as an act to https://covid19.go.id/peta-sebaran dhion meitreya vidhiasi 159 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) provide a sense of security proved to be inappropriate. this is evident by the scarcity of finding a variety of personal protective equipment such as masks at pharmacies and minimarkets. the high price of a firing thermometer is also evidence that at that time, people were panicked by the findings of covid19 cases. residents flocked to hoard masks and shot thermometers for themselves. surgical masks and n95 masks that are needed by medical staff are also rare in the market. panic also occurs when residents flock to hoard groceries for their supplies at home. anies: so that’s why we asked for authority to do restrictions, and then when the authority is not there, we have started anyway. and we did that without asking for authority to do all those restrictions. james: we had to anies: we had to do that. the contradiction between anies and the minister of health was increasingly apparent when anies made a unilateral territorial restriction regulation. the covid19 case, which has been determined as a national disaster, makes everything that is done by the local government must be coordinated with the national government. however, it seems that anies was brave enough to conduct territorial restrictions without coordination with the national government. this became even more “justified” when james replied anies’s statement with the statement “we had to”. james’s statement, which is a propagation strategy, was welcomed by anies, who affirmed the statement “we had to do that”. anies’s counter-statement can be interpreted that what anies is doing is the right thing and can be continued even though it has the potential to cause conflict with the national government. james: it’s interesting. every time, i tweeted something about you, i get thousands and thousands of shares and likes, actually praising in social media. i think a lot of jakartans are very very happy with your performance and not so happy with bapak jokowi. it’s true. there is an interesting statement made by james. he made a comparison between anies and president jokowi. another attempt made by james to win anies’ heart. president jokowi’s performance, which is said to be no less good than anies, emphasizes that james is confident in everything that anies made. james is implicitly convinced that anies has done something right. dhion meitreya vidhiasi 160 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) anies: in the month of april, it is also around 4590 funerals in that month. and that is four weeks.in the month of march, most of those service is in the third or fourth week. and the number is around 4300.so, if we assume, that case fatality rate is between 5 – 10 %, then the real cases out there is between 8000, 9000, sorry 40.000 to 80.000 perhaps. something is interesting here, namely the use of the words “assume” and “perhaps”. choosing these two words may mean governor anies is in a condition that is uncertain of what has been said. those words make the statement of anies is open for alternative positions in the dialogue. the word ‘perhaps’ suggests the lack of attention to the true meaning of the proposals. anies’s strategy is categorized in tactics of showing perspectives. anies predicted the actual number of positive covid19 cases. anies: pak james, this is the time in which policymakers need to trust science. this is the time to prove that our public policy is based on the scientific findings. and i’m going to continue to rely on science to tell us about this issue. james: that’s an excellent policy governor. i wish there are more government around the world that will doing that some are but not all of them. anies reiterated his argument by making a plan. when viewed from anies’s statement, the plan that anies made did indeed look right by trusting science. as we know that scientific discovery requires in-depth research by the scientific field. however, james’s reply to anies’s statement made it seem as if what had been done by the national government was not based on scientific research. james showed his hope that he wanted more governments to emulate anies’s steps. by saying “government” instead of “local government” shows that the national government does not use opinions or scientific results in determining its steps to deal with the covid-19 outbreak. praise given by james reinforces anies’s plan. anies: let me give you an illustration. on march 30, we closed down intercity terminals. the jakarta government did that. and then it’s overruled. unfortunately. last year, just an illustration, 7 million people did mudik. let me give you an illustration. when we heard about the cases in wuhan, late december, early january. on the 6 th of january, we already started to have meetings with all hospitals in jakarta. to give you an illustration. total icu that we have is around 12.000. we have 12000 icu, however only around 900 were filled with patients. in anies’s interview with james masolla, anies gave 4 (four) illustrations. anies shows the steps anies has taken in dealing with the covid-19 outbreak. but dhion meitreya vidhiasi 161 http://journal.iaingorontalo.ac.id/index.php/alavailable online at © 2020 al-lisan: jurnal bahasa (e-journal) unfortunately, anies again showed that there were problems that occurred between the dki jakarta government and the national government. this is indicated by the use of the words “overruled” and “unfortunately”. anies’s decision to close the inter-city bus terminal was met with the cancellation of the decision. the only government that can overturn this decision is the national government. the cancellation implies that there is no good coordination between the dki jakarta government and the national government. james: you’ve won a lot of praise for your handling of this crisis; i wouldn’t argue you are in the front row for the 2024 presidential election. is that something what you think about in the back of your mind? anies: no, no. this is too early to talk about anything which is still going on for the next 4 years. …….. hopefully it’s over soon and then we can discuss more general including an election. propagation strategy was again used by james to get anies to do or admit something. although anies initially refused to discuss everything related to the 2024 presidential election, in the end, anies also agreed to james’s “invitation” to discuss the presidential election after the covid-19 outbreak was over. this shows that implicitly, anies does have a purpose that leads to the presidential election in 2024. d. conclusions an interview by the governor of dki jakarta, anies rasyid baswedan, with a contributor from the sydney morning herald named james masolla, indeed captured the attention of the people of indonesia. the quality of the argument given by anies is excellent because it can provide a probability claim and provide a desirably claim. anies, who is also considered a strong candidate in the 2024 presidential election contestation, used the overall persuasion strategy put forward by kochneva and titova. the study in the political discourse of persuasion theory is a complex and coherent entity that covers many aspects of our lives. the topical issue that occupies the minds of the entire nations is frequently used because political strategies may be reflected. the usage of the persuasive approach has been found to help in interpreting the meaning of an argument. persuasive techniques may often be used to anticipate the reaction and what the interlocutors intend to do. dhion meitreya vidhiasi 162 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(2016). the analysis of sumber waras case in sindonews’ editorial “sumber waras bukan pertarungan opini” dated april 15 th , 2016. in proceedings of international seminar language maintenance and shift (6): 5156. semarang: diponegoro university. youtube channel “miecko one seven”. retrieved from you tube: https://www.youtube.com/channel/uctykvnexkojc1yrbvfighfa https://www.youtube.com/channel/uctykvnexkojc1yrbvfighfa 133 ©2019 al-lisan: jurnal bahasa (e-journal) al-lisan: jurnal bahasa (e-journal) iain sultan amai gorontalo volume 4, nomor 2, agustus 2019 issn 2442-8965 (p) issn 2442-8973 (e) http://journal.iaingorontalo.ac.id/index.php/al model pembelajaran ctl berbasis it untuk menguasai mufradat bahasa arab adtman a. hasan adtman123@gmail.com uin sunan kalijaga, yogyakarta abstrak tujuan penelitian ini adalah untuk; (1) mengetahui bagaimana penerapan model pembelajaran kontekstual berbasis informasi teknologi pada pembelajaran bahasa arab, (2) apakah model pembelajaran kontekstual berbasis informasi teknologi dapat meningkatkan penguasaan mufradat peserta didik. metode penelitian yang digunakan adalah penelitian tindakan kelas (ptk). hasil penelitian ini menunjukkan bahwa penerapan model pembelajaran contextual teaching and learning berbasis informasi teknologi pada pembelajaran bahasa arab dapat meningkatkan penguasaan mufradat siswa di madrasah tsanawiyah al-falah, desa tunggulo, kecamatan limboto barat. hal ini dibuktikan dengan perolehan nilai ketuntasan pada siklus 1 mencapai 35%. selanjutnya pada siklus ii mengalami peningkatan 55%, sehingga jumlah ketuntasan siklus ii mencapai 90%. abstract the purpose of this study is to; (1) find out how the implementation of contextual teching and learning models based on information technology in arabic learning, (2) determine whether the contextual teching and learning models based on information technology can improve the mastery of the students’ arabic vocabulary. the research method used is classroom action research (car). the results of this study indicate that the contextual teching and learning models based on information technology in learning arabic can improve students' arabic vocabulary mastery in al-falah boarding school, tunggulo, west limboto district. this is evidenced by the acquisition of completeness value in cycle 1 reaching 35%. then in the second cycle there is a 55% increase, so the number of completeness in the second cycle reached 90%. keywords: contextual teaching and learning model; technology information; arabic vocabulary http://u.lipi.go.id/1421293761 http://journal.iaingorontalo.ac.id/index.php/al mailto:adtman123@gmail.com 134 ©2019 al-lisan: jurnal bahasa (e-journal) a. pendahuluan model pembelajaran adalah suatu rencana atau pola yang dapat digunakan untuk membentuk kurikulum (rencana pembelajaran jangka panjang), merancang bahan-bahan pembelajaran, dan membimbing pembelajaran dikelas atau yang lain. model pembelajaran dapat dijadikan pola pikiran, artinya para guru boleh memilih model pembelajaran yang sesuai dan efisien untuk mencapai tujuan pendidikannya. model pembelajaran pada dasarnya merupakan bentuk pembelajaran yang tergambar dari awal sampai akhir yang disajikan secara khas oleh guru. dengan kata lain, model pembelajaran merupakan bungkus atau bingkai dari penerapan suatu pendekatan, metode, dan teknik pembelajaran. (kokom, 2014) model pengajaran dan pembelajaran kontekstual atau contextual teaching learning (ctl) merupakan suatu konsepsi yang membantu guru mengaitkan konten mata pelajaran dengan situasi dunia nyata dan memotivasi siswa membuat hubungan antara pengetahuan dan penerapannya dalam kehidupn mereka sebagai anggota keluarga, warga negara, dan tenaga kerja. pengajaran kontekstual adalah pengajaran yang memungkinkan siswa-siswi tk sampai dengan sma untuk menguatkan, memperluas, dan menerapkan pengetahuan dan keterampilan akademik mereka dalam berbagai macam tatanan dalam sekolah dan luar sekolah agar dapat memecahkan masalah-masalah yang disimulasikan (trianto, 2013). salah satu strategi yang dianggap kontekstual dengan mendekatkan anak didik kepada proses alamiah pembelajaran, disebut dengan pendekatan kontekstual (contextual teaching and learning). pendekatan ctl menurut direktorat jenderal pendidikan dasar dan menengah, direktorat pendidikan lanjutan pertama depdiknas, disebutkan bahwa yang dimaksud dengan contextual teaching and learning merupakan konsep belajar yang membantu guru mengaitkan antara materi yang diajarkannya dengan situasi dunia nyata siswa dan mendorong siswa membuat hubungan antara pengetahuan yang dimilikinya dengan penerapannya dalam kehidupan mereka sebagai anggota keluarga dan masyarakat. perkembangan teknologi informasi yang semakin pesat saat ini tidak bisa dihindari lagi pengaruhnya terhadap dunia pendidikan. tuntutan global menuntut dunia pendidikan untuk selalu senantiasa menyesuaikan perkembangan teknologi terhadap 135 ©2019 al-lisan: jurnal bahasa (e-journal) usaha dalam peningkatan mutu pendidikan, terutama penyesuaian penggunaan teknologi informasi dan komunikasi bagi dunia pendidikan khususnya dalam proses pembelajaran (rusman, 2013) adapun makna menguasai yang berkaitan dengan bahasa berarti dapat menggunakan (w.j.s, :1999). sedangkan mufradat adalah kosa kata atau kata-kata (a.w, 1997). jadi penguasaan mufradat berarti kesanggupan seseorang dalam menggunakan kosa kata arab dalam merangkai kalimat untuk berkomunikasi baik lisan maupun tulisan. pengajaran kosa kata hendaknya mempertimbangkan dari aspek penggunaannya bagi peserta didik, yaitu diawali dengan memberikan materi kosa kata yang banyak digunakan dalam keseharian dan berupa kata dasar. berdasarkan hasil pra observasi dalam pembelajaran guru masih menggunakan metode atau model pembelajaran lama seperti guru hanya menggunakan metode ceramah, sedangkan siswa hanya duduk diam dan mendengarkan penjelasan guru. guru juga hanya terpaku pada buku paket. hal ini membuat pembelajaran menjadi membosankan dan menimbulkan rasa malas pada siswa yang pada akhirnya berpengaruh pada nilai prestasi belajar siswa. keadaan semacam ini juga mempengaruhi tingkat pemahaman siswa pada apa yang sedang dipelajari. siswa hanya akan paham selama materi itu disampaikan. namun sesudahnya siswa akan lupa begitu saja karena konsep yang tertanam dalam pikiran siswa kurang begitu kuat. hal ini mengakibatkan rendahnya nilai hasil belajar siswa yang masih di bawah kriteria ketuntasan maksmal (kkm). dari sinilah perlu adanya perubahan pada proses pembelajaran yang dapat membuat siswa merasa bahwa apa yang mereka pelajari menjadi lebih bermakna dan tidak mudah hilang meski waktu pelaksanaan pembelajaran sudah lewat. untuk mengatasi masalah tersebut khususnya dalam meningkatkan penguasaan kosa kata peserta didik, penulis dalam penelitian ini mengangkat model pembelajaran contextual teaching and learning (ctl) berbasis informasi teknologi (it) untuk meningkatkan penguasaan kosa kata (mufradat) siswa kelas vii. model pembelajaran ctl merupakan konsep belajar yang membantu guru mengaitkan antara materi yang diajarkan dengan situasi dunia nyata siswa dan mendorong siswa membuat hubungan antara pengetahuan yang dimilikinya dengan penerapannya dalam kehidupan mereka sebagai anggota keluarga dan masyarakat. hal ini dimaksudkan agar siswa lebih tertarik 136 ©2019 al-lisan: jurnal bahasa (e-journal) dengan apa yang sedang dipelajari, memperkuat daya ingat siswa pada apa yang dipelajari dan membantu siswa dalam memahami apa yang sedang dipelajari. a. metode penelitian jenis penelitian penelitian ini adalah penelitian tindakan kelas (ptk).penelitian tindakan kelas berkembang dari penelitian tindakan. menurut burns penelitian tindakan adalah penerapan berbagai fakta yang ditemukan untuk memecahkan masalah dalam situasi sosial untuk meningkatkan kualitas tindakan yang dilakukan dengan melibatkan kolaborasi dan kerja sama peneliti dan praktisi. penelitian tindakan kelas (classroom action research) adalah sebuah penelitian yang dilakukan oleh guru di kelasnya sendiri dengan jalan merencanakan, melaksanakan, dan merefleksikan tindakan secara kolaboratif dan partisipatif dengan tujuan untuk memperbaiki kinerjanya sebagai guru, sehingga hasil belajar siswa dapat meningkat.(sanjaya, 2013) desain penelitian penelitian ini merupakan penelitian tindakan kelas yang berfokus pada upaya untuk merubah kondisi ril sekarang ke-arah kondisi yang diharapkan. penelitian ini dilaksanakan di kelas vii. setiap siklus tindakan meliputi perencanaan, tindakan, observasi, dan refleksi. dalam penelitian ini langkah-langkah yang dilaksanakan mengacu pada model john elliot setiap siklus atau tahapan tindakan meliputi perencanaan, pelaksanaan, pengamatan, dan refleksi. gambar 1: model siklus john elliot 137 ©2019 al-lisan: jurnal bahasa (e-journal) tahap persiapan penelitian kelas pada tahap awal peneliti mengamati keadaan dan kemampuan siswa melalui observasi, antara lain bagaimana gambaran, perilaku siswa baik di dalam maupun di luar kelas, perhatian dan keterlibatan siswa dalam pembelajaran, kemampuan guru mengajar, sikap siswa terhadap mata pelajaran, penggunaan metode guru dalam mengajar, kurikulum yang digunakan, hasil belajar siswa pada pembelajaran bahasa arab. tahap perencanaan tindakan sesuai karakteristik pembelajaran dengan pendekatan realistik, maka rencana tindakan yang dilakukan adalah: 1) pendahuluan. pendidik menyampaikan topik yang akan dipelajari. 2) peserta didik diberi pertanyaan dan diberi kesempatan untuk mengingat pengalaman yang dialaminya saat liburan, dan kemudian diminta untuk menyampaikan dalam bentuk cerita atau dialog berpasangan. 3) kemudian pendidik menyampaikan teks dengan suatu judul di atas dan menghubungkan pengalaman-pengalaman peserta didik dengan teks yang akan diajarkan. tahap pelaksanaan tindakan berdasarkan hasil observasi bahwa kurikulum yang diterapkan di mts al-falah adalah menggunakan kurikulum 2013. pelaksanaan tindakan di kelas didasarkan rencana tindakan yang dituangkan pada rencana pelaksanaan pembelajaran (rpp) yang telah disusun. oleh karena itu pelaksanaan tindakan diupayakan tidak menyimpang dari rencana tindakan. pada tahap pelaksanaan pembelajaran meliputi kegiatan awal, kegiatan inti, dan kegiatan penutup serta pelaksanaannya mengikuti alur satuan acara pembelajaran kurikulum 2013 yang sedang berlaku di sekolah sekarang. monitoring (observasi) monitoring atau observasi adalah mengamati proses pembelajaran yaitu interaksi guru-siswa di kelas. kegiatan yang dilakukan dalam penelitian adalah observasi guru mengajar dengan menggunakan pedoman pemantauan proses belajar yang disusun bersama-sama dengan guru mata pelajaran bahasa arab. dalam hal ini pengamatan 138 ©2019 al-lisan: jurnal bahasa (e-journal) dilakukan oleh peneliti dibantu oleh seorang observer agar dalam pelaksanaan tindakan guru selaku praktisi dapat menjalankan prosesnya dengan baik agar hasilnya maksimal. refleksi refleksi merupakan kegiatan mengevaluasi proses dan hasil tindakan oleh peneliti dan guru beserta obsever ii yang terlibat aktif dalam kegiatan yang dilaksanakan. refleksi dalam penelitian tindakan adalah mengkaji apa yang telah dihasilkan atau yang belum tuntas dengan tindakan perbaikan yang telah dilakukan. berdasarkan hasil refleksi, maka tindakan berikutnya dapat ditentukan. b. hasil dan pembahasan hasil sebelum melaksanakan tindakan, peneliti mengadakan pertemuan awal dengan kepala sekolah dan guru bahasa arab yang mengajar di kelas vii madrasah tsanawiyah al-falah kab. gorontalo. pada tahap ini peneliti mendiskusikan instrumen yang digunakan dalam penelitian. salah satunya adalah pemberian tes sebagai instrumen dalam mengukur kemampuan awal dan akhir siswa, selain itu juga peneliti menyodorkan format observasi untuk didiskusikan bersama dengan guru bahasa arab. hal yang pertama dilakukan adalah memberikan pre-tes (tes awal) pada siswa. pre tes pada penelitian ini diberikan kepada 20 orang peserta didik kelas vii d madrasah tsanawiyah al-falah. berdasarkan hasil analisis pada tes pertama atau pre tes, diperoleh informasi bahwa pada umumnya kemampuan peserta didik dalam penguasaan kosa kata sangat rendah bahkan belum ada yang tuntas. untuk lebih jelas dapat dilihat pada tabel berikut: tabel i hasil analisis pre tes penguasaan kosa kata (mufradat) no rentang nilai kategori penilaian jumlah siswa presentase (%) keterangan 1 90-100 istimewa 2 75-89 baik 3 60-74 cukup 3 orang 15% t. tuntas 139 ©2019 al-lisan: jurnal bahasa (e-journal) 4 40-59 rendah 9 orang 45% t. tuntas 5 0-39 sangat rendah 8 orang 40% t. tuntas jumlah 20 orang 100% % ketuntasan siswa 20 orang 0% t. tuntas 0 orang sumber data: olahan data pre tes siklus i. berdasarkan tabel i menunjukan bahwa penguasaan kosa kata kelas vii d madrasah tsanawiyah al-falah masih rendah. oleh karena itu perlu adanya tindakan pada siklus i. sebagai usaha meningkatkan penguasaan mufradat peserta didik kelas vii d madrasah tsanawiyah al-falah dengan menerapkan model pembelajaran kontekstual berbasis it. dalam penelitian ini menggunakan dua siklus yaitu tindakan siklus i dan siklus ii yang masing-masing siklus terdiri dari 2 kali pertemuan. tahap perencanan kegiatan berdasarkan hasil pre tes sebelumnya menunjukan bahwa penguasaan kosa kata (mufadat) peserta didik kelas vii d madrasah tsanawiyah al-falah sangat rendah, maka kegiatan ini dilanjutkan ke siklus ke i. kegiatan siklus ke i terlebih dahulu dimulai dengan tahap perencanaan adapun perencanaan tersebut yaitu: menyusun langkah-langkah pembelajaran yang tertuang dalam rencana pelaksanaan pembelajaran (rpp). pada tindakan siklus ke i ini peneliti mengajar selama 2 kali pertemuan dengan menerapkan model pembelajaran kontekstual berbasi it untuk meningkatkan penguasaan kosa kata, kegiatan yang dilakukan selama 2 kali pertemuan tersebut dapat dilihat di rpp. untuk memudahkan pengamatan proses pelaksanaan tindakan peneliti dibantu oleh seorang pendidik bahasa arab yang bertindak sebagai observer. tahap pelaksanaan tindakan pertemuan siklus i ini dimulai dengan kegiatan awal/pendahuluan, kegiatan inti dan kegiatan akhir/penutup, dengan menerapkan model pembelajaran kontekstual berbasis it untuk meningkatkan penguasaan kosa kata (mufadat). observasi pelaksanaan obsevarsi dilakukan pada saat poroses pembelajaran berlangsung yaitu observasi kegiatan pendidik dan kegiatan peserta didik sebagai berikut: 140 ©2019 al-lisan: jurnal bahasa (e-journal) hasil observasi kegiatan guru hasil observasi kegiatan guru pada proses pembelajaran siklus i setelah dianalisis presentase keberhasilan tindakan masih ada yang kurang, yaitu 5 dari 14 kriteria kurang atau mencapai 36 %. dan kriteria cukup 7 dari 14 mencapai 50%.sedangkan kriteria 2 dari 14 kriteria atau menacapai 14%. ini berarti bahwa target keberhasilan siklus pertama belum tercapai. oleh karena itu perlu ditingkatkan lagi melalui tindakan siklus berikutnya. hasil observasi kegiatan peserta didik observasi kegiatan peserta didik ini diadakan untuk melihat peningkatan kalam peserta didik kelas vii d madrasah tsanawiyah al-falah melalui model pembelajaran kontekstual berbasis it. adapun hasil observasi kegiatan peserta didik kelas vii d madrasah tsanawiyah al-falah, kegiatan peserta didik pada siklus i memiliki kriteria nilai cukup yaitu 3 dari 5 kriteria cukup mencapai 60% dan yang memilki kriteria nilai kurang yaitu 2 dari 5 kriteria atau mencapai 40%, pada tabel ini juga ada tiga kriteria memiliki nilai 0% oleh karena itu perlu ditingkatkan melalui siklus berikutnya. setelah dua kali pertemuan pada siklus i maka peneliti memberikan pos tes kepada peserta didik untuk mengukur sejauh mana peningkatanmufradat dalam pembelajaran bahasa arab. data peningkatanmufradat peserta didik tersebut diambil dengan menggunakan instrument yang sama, yang diberikan pada waktu pengumpulan data awal pre tes. instrument tersebut diberikan pada setiap akhir pelaksanaan tindakan. hasil perolehan nilai pada tindakan siklus i dapat dilihat pada table berikut ini: tabel ii hasil tindakan post tes siklus i no rentang nilai kategori penilaian jumlah peserta didik presentase (%) keterangan 1 90-100 sangat baik 1 orang 5% 2 75-89 baik 6 orang 30% tuntas 3 60-74 cukup 4 orang 20% tidak tuntas 4 40-59 rendah 7 orang 35% tidak tuntas 5 0-39 sangat rendah 2 orang 10% 141 ©2019 al-lisan: jurnal bahasa (e-journal) jumlah 20 orang % ketuntasan peserta didik 13 orang 65% tidak tuntas 7 orang 35% tuntas sumber data: olahan data pos tes siklus i berdasarkan table ii di atas menunjukan bahwa penguasaan kosa kata (mufradat) peserta didik kelas vii d belum meningkat. dimana jumlah peserta didik yang memiliki kategori nilai sangat baik 1 orang peserta didik (5%) berkisar pada nilai 90-100, 6 orang peserta didik (30%) yang kategori nilai baik atau berkisar pada nilai 75-89, 4 orang peserta didik (20%). kategori nilai cukup atau berkisar 60-74, 7 orang peserta didik (35%). kategori nilai rendah atau berkisar 40-59, 2 orang peserta didik (10%), dan kategori nilai sangat rendah atau berkisar 0-39. refleksi berdasarkan hasil siklus i tersebut dapat diambil kesimpulan bahwa penguasaan kosa kata peserta didik kelas vii d belum mencapai 75%. hal ini disebabkan tindakan yang dilakukan oleh pendidik dan peserta didik dalam pembelajaran belum maksimal seperti yang kita lihat pada hasil observasi pendidik dan peserta didik. dalam hasil observasi pendidik keberhasilan tindakan masih ada yang kurang, yaitu 5 dari 14 kriteria atau mencapai 36 %, kriteria cukup 7 dari 20 mencapai 50%. sedangkan kriteria baik 2 dari 14 kriteria atau 14%, sedangkan kriteria sangat baik 0%. hal ini berarti bahwa target keberhasilan siklus pertama belum tercapai. sehingga peneliti melanjutkan tindakan ini pada siklus ii. dengan beberapa perbaikan sebagai berikut. a) pendidik memberikan bantuan dan bimbingan untuk mempermudah peserta didik dalam menigkatkan penguasaan kosa kata dalam bahasa arab. b) memberikan penjelasan yang lebih matang lagi tentang materi yang diajarkan agar peserta didik menguasai materi tersebut. c) mengubah materi yang akan digunakan yaitu materi tentang بيتي kegiatan siklus ii tahap perencanaan kegiatan dalam pelaksanaan tindakan pada siklus ii peneliti menyusun kembali rancangan tindakan yang akan dilaksanakan yaitu: menyusun kembali langkah-langkah pembelajaran yang tertuang dalam rencana pelaksanaan pembelajaran (rpp), 142 ©2019 al-lisan: jurnal bahasa (e-journal) mempersiapakan lembar obsevasi, mempersiapakan sarana dengan materi yang akan digunakan dalam pembelajaran, dan tindakan yang disusun pada siklus ii ini mengacu pada perbaikan-perbaikan masalah yang terdapat pada refleksi. tahap pelaksanaan tindakan dalam pelaksanaan tindakan pada siklus ii peneliti masih bersama pendidik sebagai kolaborator melakukan observasi selama pembelajaran berlanjut. tahap-tahap pembelajaran pada siklus ini sedikit berbeda dengan tahap-tahap pada siklus i yaitu kegiatan inti dengan menggunakan materi tentang بيتي . observasi pelaksanaan observasi dilakukan pada saat proses pembelajaran berlangsung yaitu obsevasi kegiatan pendidik dan kegiatan peserta didik sebagai berikut: hasil obsevasi kegiatan pendidik obsevasi kegiatan peserta didik ini dilakukan dengan menggunakan lembar observasi seperti yang dilakukan pada siklus i untuk mengamati proses pembelajaran yang dilakukan oleh pendidik. lembar observasi juga masih tetap berdasarkan penilaian observasi terhadap kegiatan peneliti yang bertindak sebagai pendidik. pada proses pembelajaran siklus ii maka hasilnya dapat menunjukan bahwa kegiatan pendidik pada proses pembelajaran siklus ii setelah dianalisis presentase keberhasilan sudah meningkat sebab dalam kriteria yang ada pada hasil observasi sudah tidak ada kegiatan pendidik pada kriteria kurang sekali, kurang mencapi 0% dan kriteria baik mencapai 50% juga, kriteria baik sekali 57%. hasil observasi kegiatan peserta didik observasi kegiatan peserta didik ini diadakan melalui dalam peningkatkan kalam bahasa arab peserta didik kelas vii d madrasah tsanawiyah al-falah, dengan menerapkan model pembelajaran kontekstual berbasis it. adapun hasil observasi kegiatan peserta didik kelas vii d madrasah tsanawiyah al-falah bahwa kegiatan peserta didik pada proses pembelajaran siklus ii setelah dianalisis presentase keberhasilan sudah mencapai indikator yang diinginkan sebab dalam kriteria yang ada pada hasil observasi sudah tidak ada kegiatan peserta didik pada kriteria cukup, kurang, sekali atau mencapai 0%. 143 ©2019 al-lisan: jurnal bahasa (e-journal) setelah tiga kali pertemuan pada siklus ii maka peneliti memberikan tes yang diberikan setiap akhir siklus dan hasil perolehan nilai dapat dilihat pada tabel berikut ini: tabel iii hasil analisis tindakan pos tes siklus ii no rentang nilai kategori penilaian jumlah peserta didik presentase (%) keterangan 1 90-100 sangat baik 9 orang 45% tuntas 2 75-89 baik 9 orang 45% tuntas 3 60-74 cukup 2 orang 10% tidak tuntas 4 40-59 rendah 5 0-39 sangat rendah jumlah 20 orang 100% % ketuntasan peserta didik 18 orang 90% tuntas 2 orang 10% tidak tuntas sumber data: olahan data pos tes siklus ii berdasarkan tabel iii di atas menunjukan bahwa penguasaan mufradat dalam bahasa arab peserta didik sudah mencapai 90%. jumlah peserta didik yang memiliki kategori nilai sangat baik yaitu 9 orang peserta didik (45%) berkisar pada nilai 90-100, ada 9 orang peserta didik (45%) yang kategori nilai baik atau berkisar pada nilai 75-89, dan 2 orang peserta didik (10%) memiliki kategori yang cukup atau berkisar 60-74. sedangkan peserta didik memiliki kategori nilai rendah dan nilai sangat rendah itu sudah tidak ada lagi (0%). refleksi pada siklus ii terjadi peningkatan yang sangat baik, yaitu sejumlah 18 orang peserta didik tuntas dalam penguasaan mufradat, dan hanya 2 orang peserta didik masih belum tuntas, sekalipun meningkat tapi belum mencapai ketuntasan. peningkatan jumlah peserta didik yang mendapatkan nilai yang baik menunjukan bahwa peserta didik tidak hanya dapat meningkatkan jumlah mufradatyang mereka miliki, awalnya sebagian belum menguasai mufradat dengan baik yang ada dalam instrument dan setelah diadakannya kegiatan pembelajaran yang dilakukan oleh peneliti, maka peserta didik telah mengetahui peningkatan mufradat. 144 ©2019 al-lisan: jurnal bahasa (e-journal) peneliti mengamati bahwa kegiatan yang dilakukan selama dua siklus telah membuahkan hasil yang positif, ketelitian pendidik dalam mengajar serta kerja sama yang baik antara peserta didik dengan pendidik melalui strategi penerapan model pembelajaran kontekstual berbasis it ,dengan materi بيتي. berdasarkan hasil tindakan siklus ii dapat disimpulkan bahwa peserta didik kelas vii d madrasah tsanawiyah al-falah berhasil dan mencapai nilai 90% dalam penguasaan mufradat. oleh sebab itu penelitian tindakan kelas ini hanya sampai tindakan siklus ii. pembahasan kegiatan penelitian tindakan kelas yang dilaksanakan di kelas vii d madrasah tsanawiyah al-falah kecamatan limboto barat kabupaten gorontalo dalam meningkatkan penguasaan kosa kata dilakukan dengan 3 tahap tindakan meliputi observasi awal atau pre tes, siklus i dan siklus ii diperoleh sebagaimana yang telah disebutkan sebelumnya. adapun tindakan refleksinya atau analisis dan evaluasi kegiatan observasi dan evaluasi kegiatan observasi awal atau pre tes, siklus i dan siklus ii dari penelitian tindakan kelas ini dapat dilihat dalam tabel berikut: tabel. iv presentase ketuntasan penguasaan (mufradat) kelas vii d madrasah tsanawiyah al-falah. siklus jumlah peserta didik tuntas jumlah peserta didik tidak tuntas presentase % ketuntasan pre tes 20 orang 0% i 7 orang 13 35% ii 18 orang 2 orang 90% berdasarkan tabel iv terlihat bahwa presentase ketuntasan pada observasi awal atau pre tes hanya 0% (tidak ada peserta didik yang tuntas), pada pre tes hasil nilai ini yang diperoleh peserta didik berkisar pada rentang nilai 0-65. setelah dianalisis hasil observasi awal atau pre tes, diperoleh infomasi bahwa pada umumnya mereka kesulitan dalam meningkatkan kosa kata(mufradat), baik dalam penguasaan mufradat itu sendiri. dari beberapa soal, itupun masih terdapat kesalahan dalam menjawab. kesalahan 145 ©2019 al-lisan: jurnal bahasa (e-journal) menjawab ini bukan hanya pada satu dua orang saja tetapi rata-rata dari 20 orang peserta didik kelas vii d madrasah tsanawiyah al-falah hampir semua mereka salah menjawab soal. pada siklus i terlebih dahulu pendidik melaksanakan kegiatan pembelajaran bahasa arab dengan langkah-langkah sebagai kegiatan awal di mulai dengan membaca doa dan mengecek kehadiran peserta didik, pendidik bersama peserta didik mengecek kesiapan perangkat pemebelajaran, pendidik menyampaikan informasi tentang informasi yang akan disampaikan, meliputi kompotensi dasar, indikator pencapaian dan pada kegiatan inti pendidik menjelaskan materi tentang بيتي. setelah diberi tindakan pada siklus i maka dalam meningkatkan kosa kata(mufradat)meningkat 35% dengan pencapaian nilai 35% seperti yang dilihat pada tabel xiv, hasil analisis dari pos tes yang telah diberikan pada akhir siklus i, sebagian besar peserta didik belum paham dalam meningkatkan kosa kata(mufradat) dengan benar. tindakan yang dilakukan pada siklus ii ini lebih mengarah pada pembimbingan dan melatih peserta didik terus menerus untuk meningkatkanpenguasaan kosa kata dalam pembelajaran bahasa arab dengan meteri yang berbeda yaitu tentang يتي ب strategi yang digunakan pada siklus ii. berdasarkan hasil penelitian dapat disimpulkan bahwa penerapaan model pembelajaran kontekstual berbasis it dalam meningkatkan penguasaan kosa kata (mufradat)peserta didik kelas vii d madrasah tsanawiyah al-falah, seperti yang telah dijabarkan sebelumnya. c. simpulan dari hasil penelitian, dalam pelaksanaan pembelajaran bahasa arab di mts alfalah, dengan penerapan model pembelajaran kontekstual berbasisi it, dapat meningkatkan penguasaan kosa kata bahasa arab (mufradat). selain itu, pembelajaran bahasa arab yang dikemas dalam model pembelajaran konstekstual berbasis it memberikan dampak yang baik pada saat proses pembelajaran. peserta didik menjadi lebih aktif, baik itu dalam hal memahami, menganalisis, serta bertanya terhadap materi yang diajarkan. kondisi belajar menjadi menyenangkan dan tidak membosankan bagi peserta didik, serta yang lebih penting lagi materi yang diajarkan dapat diterima dengan 146 ©2019 al-lisan: jurnal bahasa (e-journal) baik oleh peserta didik itu sendiri. walaupun belum sepenuhnya berjalan secara optimal. hal ini terlihat dari hasil capaian peserta didik yang tidak semua mampu meraih hasil yang baik dari serangkaian tes penilaian yang diberikan oleh peneliti, dan tidak semua peserta didik mampu menguasai mufradat yang diberikan secara baik yang berdampak pada nilai yang mereka peroleh. namun jika melihat statistik pencapain nilai, terjadi peningkatan yang singnifikan karena peserta didik telah mampu memperoleh nilai yang baik atau telah mencapai standar nilai kelulusan, walaupun ada beberapa peserta didik saja yang belum mampu meraih nilai yang baik. akan tetapi jika melihat rata-rata dari keseluruhan nilai, hampir 80% peserta didik lulus dan 20% peserta didik yang hanya memperoleh nilai standard dan tidak lulus. 147 ©2019 al-lisan: jurnal bahasa (e-journal) daftar pustaka arsyad a. (2004). bahasa arab dan metode pengajarannya, cet. ke-2; yogyakarta: pustaka belajar. batubara m. (2004). sosiologi pendidikan, cet. ke-1; jakarta: ciputat press. herman a. (2013). metodologi pembelajaran bahasa arab, cet. ke-3; bandung: pt. remaja rosdakarya. komalasari k. (2014). pembelajaran kontekstual (konsep dan aplikasi), (cet. ke-4; bandung: pt refika aditama. rusman. (2013). pembelajaran berbasis teknologi informasi dan komunikasi, cet ke2; jakarta: pt rajagrafindo persada. trianto. (2013). mendesain model pembelajaran inovatif-progresif (konsep, landasan, dan implementasinya pada kurikulum tingkat satuan pendidikan), cet. ke-6; jakarta: kencana media group. tim penyusun (2005). kamus besar bahasa indonesia, jakarta: balaipustaka. kustiawan, m. m. (2002). dalil al-katib wa al-mutarajim, (jakarta: pt. moyosegoroagung. biknafis, hafni, dkk. qawaidal-lughatal-arabiyyah, semarang: maktabahalalawiyah,t.t. machali, r. (2009). pedoman bagi penerjemah: panduan lengkap bagi anda yang ingin menjadi penerjemah profesional, bandung: kaifa. ali a. m. (2008). strategi pembelajaran bahasa arab, yogyakarta: basan publishing. hamid, m. a.,dkk (2008). pembelajaran bahasa arab (pendekatan, metode, strategi, materi, dan media), malang: uinmalang press. w.j.s.p. (1999). kamus umum bahasa indonesia, jakarta; balai pustaka.. munawir, a.w. (1997). kamus al-munawir,surabaya; pustaka progressif. syindi oktaviani r. tolinggi 64 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) volume 5, nomor 1, februari 2020 issn 2442-8965 (p) issn 2442-8973 (e) model pembelajaran bahasa arab di pesantren salafi dan khalafi: studi pebandingan terhadap pesantren salafiyah syafi’yah pohuwato dan pesantren hubolo tapa syindi oktaviani r. tolinggi syindioktaviani0410@gmail.com universitas islam negeri sunan kalijaga, yogyakarta, indonesia abstrak penelitian ini bertujuan untuk mengetahui lebih dalam bagaimana metode pembelajaran bahasa arab di pesantren yang bercorak salafi dan pesantren yang bercorak khalafi, dengan melakukan studi terhadap pesantren salafiyah syafi`iyah di pohuwato dan pesantren hubulo di tapa, gorontalo. jenis penelitian ini adalah field research atau penelitian lapangan dengan menggunakan metode penelitian kualitatif. sebagai instrumen utama, namun peneliti menggunakan instrumen lainnya dalam mengumpulkan data berupa lembar observasi, pedoman wawancara dan dokumen. subyek penelitian ini adalah guru bahasa arab, santri dan pimpinan pesantren. teknik analisis data menggunakan (1) reduksi data (2) penyajian data dan (3) penarikan kesimpulan dan verifikasi. hasil penelitian ini menunjukkan bahwa pesantren salafiyah syafi`iyah pohuwato merupakan pesantren yang bercorak salafi. pembelajaran bahasa arab di pesantren ini berfokus pada kompetensi gramatika atau struktur bahasa (nahwu & ṣarf) yang diaplikasikan dalam pembelajaran kitab kuning. metode pembelajaran yang digunakan menggunakan metode pembelajaran tradisional, seperti sorogan, bandongan, wetonan, pasaran/kilatan. sedangkan pesantren hubulo tapa adalah pesantren bercorak khalafi dengan pembelajaran bahasa arab aktif yaitu tidak hanya sekedar teori dan pembelajaran kaidah tata bahasa saja, tetapi penerapan bahasa arab sebagai bahasa dalam komunikasi sehari-hari santri dengan mengimplementasikan metode komunikatif yaitu pemberian kosakata harian, pemberian percakapan harian, ungkapan harian dan latihan pidato berbahasa arab. kata kunci: metode pembelajaran bahasa arab; pesantren salafi; pesantren khalafi abstract this study aims at finding out more deeply how the arabic learning method in salafi-style boarding school and khalafi-style boarding school. this study selected salafiyah syafi`iyah boarding school in pohuwato and hubulo boarding school in tapa, gorontalo as the location. this study is field research using qualitative research methods. as the main instrument, the researchers used other instruments to collect data in the form of observation sheets, interview guidelines and documents. the subjects of this study were arabic language teachers, http://u.lipi.go.id/1421293761 syindi oktaviani r. tolinggi 65 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) students and pesantren’s leaders. data analysis techniques used data reduction, data display and conclusion and verification. the results of this study indicated that the salafiyah boarding shool pohuwato is a salafi-style boarding school. arabic instruction in this boarding school focuses on grammatical competence or language structure (nahwu & sarf) which is applied in the study of the bare book. the learning method used traditional learning methods, such as sorogan, bandongan, wetonan, pesantren kilat. while the hubulo boarding school tapa is a khalafi-style with active arabic learning that is not only theory and learning grammar rules, but the also implemented the communcative langauage teaching by practicing daily vocabulary building , daily conversation routine, daily expressions, and arabic speech training. key words: arabic learning methods, salafi boarding school, khalafi boarding school a. pendahuluan bahasa arab merupakan salah satu bahasa mayor di dunia yang dituturkan oleh lebih dari 200.000.000 umat manusia. karena bahasa arab merupakan bahasa kitab suci dan tuntunan agama umat islam sedunia, maka tentu saja ia merupakan bahasa yang paling besar signifikansinya bagi ratusan juta umat islam di dunia, baik yang berkebangsaan arab maupun non-arab (arsyad, 2010: 1). proses penyebaran bahasa arab di berbagai negara adalah pengaruh dari perkembangan agama islam yang sumber ajarannya dari al-quran dan hadis yang menggunakan bahasa arab. bahasa arab juga merupakan bahasa utama yang dapat menghantarkan pada pemahaman terhadap dua pilar utama ajaran agama islam tersebut yaitu al-quran dan hadis, serta literaturliteratur yang berkenaan dengan hukum islam yang kebanyakan masih ditulis dengan bahasa arab. oleh karena itu, mempelajari dan mengusai bahasa arab menjadi kebutuhan setiap umat islam. sejauh ini belum ada hasil penelitian yang memastikan sejak kapan studi bahasa arab di indonesia mulai dirintis dan dikembangkan. asumsi yang selama ini berkembang adalah bahwa bahasa arab sudah mulai dikenal oleh bangsa indonesia sejak islam dikenal dan dianut oleh mayoritas bangsa kita (wahab, 2008: 103). pada awalnya pembelajaran bahasa arab di indonesia diasumsikan untuk kepentingan ibadah saja seperti salat, doa, zikir, dan kepentingan untuk mendekatkan diri kepada allah swt. kemudian bahasa arab berkembang sebagai sarana pemahaman sumber-sumber syariat dan ajaran agama islam, seperti al-quran, hadist, dan kitabkitab berbahasa arab lainnya, akan tetapi metode pembelajaran yang digunakan masih sangat klasik, salah satunya yaitu metode gramatika-tarjamah (qawā’id wa tarjamah) syindi oktaviani r. tolinggi 66 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) yang digunakan dalam pembelajaran kitab-kitab agama islam. proses pembelajaran seperti ini hanya lebih menekankan pada penguasaan aturan-aturan gramatika melalui hapalan dan penerjemahan naskah kitab-kitab kuning ke dalam bahasa ibu. pembelajaran bahasa dengan metode tersebut menurut effendy, digolongkan ke dalam bentuk pembelajaran bahasa arab untuk tujuan memahami teks saja. metode itu memiliki kontribusi yang sangat besar dalam memahamkan umat islam indonesia terhadap ajaran agamanya. tetapi dipandang dari segi kemahiran yang dicapai, hanya sebatas kemahiran reseptif saja (effendy, 2009: 29). padahal sejak bahasa arab dinobatkan sebagai bahasa internasional oleh pbb, menandakan bahwa kedudukan bahasa arab semakin meningkat di mata dunia. mempelajari bahasa arab tidak hanya untuk keperluan memahami agama semata, tidak cukup hanya digunakan untuk ibadah dan membaca kitab-kitab klasik (arab) saja, tetapi untuk keperluan ekonomi, sosial, budaya dan juga politik. bahasa arab juga tidak hanya dipelajari oleh orang-orang islam, melainkan oleh non-islam, bahkan para orientalis pun mempelajarinya. sehingga tuntutan agar memiliki kemampuan berbahasa arab yang lebih tinggi merupakan sebuah keharusan. oleh karena itu, dalam pembelajaran bahasa arab membutuhkan sebuah inovasi, salah satunya adalah dalam metodologi pembelajarannya. pembelajaran bahasa arab di indoensia, sebelum diajarkan di sekolah-sekolah berbasis non-pesantren, sudah lebih dahulu diajarkan di pesantren, karena selain bahasa arab sangat dibutuhkan untuk beribadah, pembelajaran bahasa arab sangat menunjang para santri untuk memahami pelajaran-pelajaran yang ada di pesantren, karena kitab yang digunakan yaitu rata-rata menggunakan bahasa arab khususnya pada pesantren salaf. bahkan tidak jarang ada pesantren yang telah mewajibkan santri-santrinya agar dapat menggunakan bahasa arab tidak sekedar untuk memahami kitab-kitab yang berbahasa arab, akan tetapi santri juga dituntut agar dapat menggunakan bahasa arab sebagai alat komunikasi sesama santri dalam melakukan segala kegiatan sehari-hari khususnya di pesantren modern/khalaf. karena kebutuhan penggunaan bahasa arab yang berlebih, maka pendekatan, metode dan strategi pembelajaran bahasa arab harus diterapkan dengan baik dan sesuai dengan kultur masyarakat indonesia sehingga santri dapat dengan mudah memperoleh syindi oktaviani r. tolinggi 67 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) bahasa yang dipelajari dengan menyenangkan dan tidak membosankan serta tidak menjadi momok yang menakutkan untuk dipelajari. pesantren merupakan lembaga pendidikan islam paling awal di indonesia. jenis lembaga seperti ini dapat dijumpai di berbagai wilayah indonesia (subhan, 2012: 75). secara lahiriyah, pesantren pada umumnya merupakan suatu kompleks bangunan yang terdiri dari rumah kiai, masjid, asrama sebagai tempat tinggal para santri dan ruang belajar. di sinilah para santri tinggal selama beberapa tahun, belajar langsung pada kiai dalam hal ilmu agama dan dewasa ini pesantren telah tumbuh dan berkembang secara bervariasi (nasir, 2005: 81). pesantren berasal dari kata santri, dengan konfiks pe-an yang berarti tempat tinggal para santri (yasmadi, 2002: 61). pesantren memiliki karakteristik unik dibandingkan dengan lembaga-lembaga pendidikan lainnya yaitu model pembelajarannya yang masih tetap mempertahankan model pembelajaran tradisional, walaupun keberadaan tipologi pesantren pada saat ini telah mengalami perubahan, sehingga ada yang dinamakan pesantren salaf dan pesantren khalaf. hal lain yang menjadi ciri khusus pesantren dan membedakan dengan lembaga pendidikan dalam bentuk lain adalah lima elemen pokok yang dimiliki oleh pesantren, yaitu kiai, santri, masjid, asrama dan pengajaran kitab-kitab islam klasik. kelima elemen tersebut merupakan ciri khusus yang dimiliki pesantren dan membedakan pesantren dengan lembaga pendidikan dalam bentuk lain. pesantren mempunyai berbagai variasi. akibat variasi pesantren tersebut maka perlu diadakan pembedaan secara kategorial. kategori pesantren bisa diteropongi dari berbagai perspektif yakni dari segi rangkaian kurikulum, tingkat kemajuan dan kemodernan, keterbukaan terhadap perubahan, dan dari sudut sistem pendidikan pesantren (fadhli, 2015: 2-3). dari segi kurikulum, arifin, menggolongkan menjadi pesantren modern, pesantren tahassus, dan pesantren campuran. dipandang dari muatan kurikulum, martin van bruinessen, mengelompokkan pesantren menjadi pesantren paling sederhana yang hanya mengajarkan cara membaca huruf arab dan menghapal beberapa bagian atau seluruh alquran dan pesantren sedang yang mengajarkan berbagai kitab fikih, akidah dan tasawuf yang lebih mendalam dan beberapa mata pelajaran tradisional lainnya (fadhli, 2015: 2-3). prof. dr. ridlwan nasir, mengklasifikasikan pondok pesantren menjadi lima jenis, yaitu pondok pesantren salaf atau klasik, pondok pesantren semi syindi oktaviani r. tolinggi 68 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) berkembang, pondok pesantren berkembang, pondok pesantren khalaf atau modern dan pondok pesantren ideal (nasir, 2005: 23). adapun dhofir, memandang dari perspektif keterbukaan terhadap perubahanperubahan yang terjadi, kemudian membagi pesantren menjadi dua kategori yaitu pesantren salaf dan khalaf. pesantren salaf atau pesantren tradisional adalah pesantren yang tetap mengajarkan kitab-kitab islam klasik sebagai inti pendidikannya. penerapan sistem madrasah untuk memudahkan model sorogan yang dipakai dalam lembagalembaga pengajian bentuk lama, tanpa mengenalkan pengajaran pengetahuan umum. sedangkan pesantren khalaf atau pesantren modern adalah pesantren yang telah memasukkan pelajaran-pelajaran umum dalam madrasah-madrasah yang dikembangkan atau membuka tipe-tipe sekolah umum di lingkungan pesantren. meskipun pesantren salaf dan khalaf sama-sama memiliki porsi dalam mendalami agama islam, baik dari segi pelajaran akidah, fikih terutama mempelajari bahasa arab, mulai dari kaidah tata bahasa arab, kaidah penulisan arab, dan cara berkomunikasi bahasa arab, akan tetapi metodologi pembelajarannya jauh berbeda. pesantren khalaf pada umumnya telah melakukan perubahan pada metodologi pembelajaran, yaitu metodologi pembelajaran mengenai kitab-kitab islam klasik yang pada mulanya populer menggunakan metodik-didaktif dalam bentuk sorogan, bandongan, halaqah dan hapalan diajarkan dengan menggunakan metode klasikal di dalam kelas untuk pesantren khalafi (fadli, 2015: 3). tidak hanya itu, yang semula di pesantren salafi hanya memfokuskan bahasa arab pada pembelajaran teori dan kaidah tata bahasa untuk meningkatkan kemampuan santri dalam membaca kitab, kemudian di pesantren khalafi melakukan perubahan dengan menjadikan pembelajaran bahasa arab tidak hanya untuk meningkatkan kemampuan santri dalam membaca kitab kuning saja, melainkan digunakan untuk bahasa komunikasi sehari-hari santri. kedua pesantren dalam penelitian ini, yaitu pesantren salafiyah syafi`iyah pohuwato (salaf) dan pesantren hubulo tapa (khalaf) merupakan dua jenis pesantren yang berbeda tetapi sama-sama mengajarkan bahasa arab. perbedaan tersebut dapat dilihat dari pakaian yang digunakan santri, aktivitas pembelajaran, dan out put pembelajaran yang berbeda pula. sehingga berdasarakan beberapa uraian di atas, peneliti tertarik untuk mengetahui lebih jauh mengenai bagaimana metode pembelajaran bahasa arab yang syindi oktaviani r. tolinggi 69 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) digunakan di kedua pesantren tersebut, karena salah satu faktor dalam keberhasilan pembelajaran, khususnya pembelajaran bahasa asing adalah cara atau metode yang digunakan dalam pembelajaran. metode akan memegang peranan penting dalam pembelajaran, sebab metode pembelajaran bisa diibaratkan sebagai suatu pelayanan yang akan diapresiasi oleh santri atau siswa dan akan selalu tergores dalam hati dan pikiran mereka. dalam pembelajaran terutama bahasa arab mutlak dibutuhkan atau dijalankan dengan mampu menggabungkan beberapa metode karena hemat peneliti tidak ada metode yang mutlak baik atau sempurna dan juga tidak ada metode yang tidak baik, sehingga sebagai tenaga pendidik mampu menggabungkan beberapa metode dalam pembelajaran. mengambil keunggulan sebuah metode dan menutupi kelemahankelemahan yang ada dengan metode yang lain pula. b. metode penelitian jenis penelitian jenis penelitian ini adalah field research atau penelitian lapangan dengan menggunakan metode penelitian kualitatif. yusuf, menerangkan bahwa penelitian kualitatif merupakan penelitian yang pada prinsipnya bertujuan untuk mendeskripsikan, menerangkan secara kritis, atau menggambarkan suatu fenomena, kejadian, atau peristiwa interaksi sosial dalam masyarakat untuk mencari serta menemukan makna (meaning) dalam konteks yang sesungguhnya (natural setting). sehingga, semua jenis penelitian kualitatif bersifat deskriptif dengan mengumpulkan data lunak (soft data) bukan hard data yang diolah dengan statistik (yusuf, 2014: 338). penelitian ini digolongkan sebagai jenis penelitian lapangan karena penelitian ini dilakukan dengan tujuan ke lokasi penelitian atau penelitian yang pengumpulan datanya dilakukan di lapangan, seperti di lingkungan masyarakat, lembaga-lembaga organisasi kemasyarakatan dan lembaga pendidikan baik formal maupun non formal (margono, 2010: 5). dalam penelitian ini, peneliti bertindak sebagai pengumpul data dan pengamat partisipan/informan, dengan menghubungkan secara langsung sumber-sumber yang dapat memberikan informasi sesuai yang dibutuhkan oleh peneliti dalam proses penelitian. sehingga peneliti secara langsung bisa mendapatkan data yang sebenarnya dengan cara observasi, wawancara dan dokumentsi. adapun untuk mendapatkan data syindi oktaviani r. tolinggi 70 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) lapangan maka peneliti turun langsung ke lokasi penelitian. karena dalam penelitian kualitatif data yang diperoleh harus benar-benar atas hasil pengamatan sendiri, sehingga kehadiran peneliti dalam objek penelitian sangat menentukan keabsahan hasil penelitian. hal ini dimaksud agar lebih mudah dalam melakukan penyeleksian terhadap kenyataan-kenyataan yang ada di lapangan. selain itu data yang diperoleh peneliti betulbetul mencerminkan kenyataan yang ada di lapangan dan benar-benar objektif, sehingga pendeskripsian data juga sebagaimana yang terjadi pada objek penelitian. sumber data selanjutnya, sumber data sekunder dalam penilitian ini adalah data-data tambahan dari pihak pondok pesantren salafiyah syafi`iyah pohuwato dan pesantren hubulo tapa, seperti dokumen-dokumen profil pesantren dan sebagainya sebagai pelengkap penelitian ini. instrumen penelitian penelitian ini menggunakan tiga instrumen pendukung yakni: a. observasi secara umum pengertian observasi adalah cara menghimpun bahanbahan keterangan (data) yang dilakukan dengan mengadakan pengamatan dan pencatatan secara sistematis terhadap fenomena-fenomena yang sedang dijadikan sasaran pengamatan. setiyadi menjelaskan bahwa tujuan observasi dalam sebuah penelitian adalah untuk menjelaskan situasi yang diteliti, kegiatankegiatan yang terjadi, individu-individu yang terlibat dalam suatu kegiatan dan hubungan antarsituasi, antarkegiatan, dan antarindividu sehingga pembaca laporan penelitian mengerti secara jelas apa yang sudah terjadi dan bagaimana proses terjadinya kegiatan tersebut (setiyadi, 2006: 239). teknik pengumpulan data dengan observasi ini peneliti gunakan untuk mengamati objek penelitian di pondok pesantren salafiyah syafi`iyah pohuwato dan pesantren hubulo tapa. b. wawancara/interview wawancara adalah proses tanya-jawab dalam penelitian yang berlangsung secara lisan di mana terjadinya pertemuan antara dua orang atau lebih untuk mendengarkan secara langsung informasi-informasi atau keteranganketerangan (narbuko dan achmadi, 2005: 83). secara spesifik, wawancara terbagi menjadi tiga, yaitu; wawancara terstruktur, wawancara semiterstruktur, syindi oktaviani r. tolinggi 71 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) dan wawancara tak berstruktur. adapun pada penelitian ini, menggunakan pedoman wawancara jenis pertama, yaitu pedoman wawancara terstruktur dengan menyusun instrumen wawancara. dalam penelitian ini digunakan teknik wawancara untuk memperoleh jawaban penelitian dari sumber data primer berupa implementasi metode pembelajaran bahasa arab di kedua pondok pesantren tersebut. c. dokumentasi teknik dokumentasi adalah cara mengumpulkan data melalui arsip-arsip dan termasuk juga buku-buku tentang pendapat teori, dalil, hukum-hukum dan lain-lain yang berhubungan dengan masalah penelitian (margono, 2010: 38). dokumentasi juga digunakan untuk menunjang kelengkapan data lainnya seperti pengambilan gambar atau video. sebagaimana menurut sugiyono, dokumentasi atau studi dokumen merupakan pelengkap dari penggunaan metode observasi dan interview dalam penelitian kualitatif. hasil penelitian dari observasi dan interview akan lebih kreadible apabila dapat dilampirkan dengan dokumen pendukung (sugiyono, 2013: 330). melalui teknik pengumpulan data dokumentasi, peneliti dapat mengumpulkan data di pondok pesantren salafiyah syafi`iyah pohuwato dan pesantren hubulo tapa.. dokumen tersebut berupa dokumen profil kedua pondok pesantren tersebut. teknik analisis data adapun dalam penelitian ini, menggunakan aktivitas dalam analisis, yaitu: (sugiyono, 2013: 334-339). a. reduksi data (data reduction) mereduksi data berarti menentukan hal-hal yang pokok, merangkum, dan memfokuskan pada hal-hal yang penting dicari tema dan polanya (sugiyono, 2013: 337). setelah data dikumpulkan, maka dibuatlah reduksi data guna memilih data yang relevan dan bermakna, memfokuskan data yang mengarah untuk memecahkan masalah, penemuan, pemaknaan, atau untuk menjawab pertanyaan peneliti kemudian menyederhanakan dan menyusun secara sistematis dan menjabarkan hal-hal penting tentang hasil temuan dan maknanya. pada tahap ini peneliti akan menyeleksi data dari hasil wawancara, observasi dan studi dokumentasi dengan cara memfokuskan pada data yang berkenaan dengan syindi oktaviani r. tolinggi 72 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) permasalahan penelitian. sedangkan data yang tidak berkaitan dengan masalah penelitian dibuang. dengan kata lain, reduksi data digunakan untuk analisis yang menajamkan, menggolongkan, mengarahkan dan membuang yang tidak penting, serta mengorganisasikan data sehingga memudahkan untuk ditarik kesimpulan. b. penyajian data (data display) setelah data direduksi, maka langkah selanjutnya adalah melakukan display atau menyajikan data. penyajian data merupakan tahap kedua setelah mereduksi data. penyajian data dapat berupa uraian singkat, bagan, hubungan antara kategori, flowchart, dan sejenisnya (sugiyono, 2014: 224). yang paling sering digunakan untuk menyajikan data dalam penelitian kualitatif adalah dengan teks yang bersifat naratif. dengan menyajikan data, maka akan memudahkan untuk memahami apa yang terjadi, merencanakan kerja selanjutnya berdasarkan apa yang telah dipahami tersebut (sugiyono, 2013: 339). pada tahap ini peneliti mendeskripsikan kumpulan data atau informasi secara sistematis dan jelas untuk membantu proses analisis. dalam hal ini, akan digunakan penyajian data dalam bentuk naratif untuk memudahkan penguasaan data dan informasi baik secara keseluruhan atau begian-bagian tertentu dari hasil penelitian. c. penarikan kesimpulan dan verifikasi (conclusing drawing dan verification) pada tahapan akhir yang dilakukan oleh peneliti dalam kaitannya dengan rangkaian proses kegiatan analisa data adalah penarikan kesimpulan. sebagaimana yang diungkapkan oleh sugiyono, dalam memahami penelitian kualitatif adalah penarikan kesimpulan dan verifikasi (sugiyono, 2014: 99). kesimpulan penelitian ini diharapkan mendapatkan temuan baru yang berupa deskripsi atau gambaran objek yang sebelumnya masih belum jelas menjadi jelas, baik berupa hubungan kausal atau interaktif, maupun hipotesis atau teori. kemudian peneliti akan menyajikan data-data yang telah dikumpulkan dengan metode deskriptif analitik, cara berpikir induktif maka hasil temua dapat disajikan secara lebih akurat dan dapat dideskripsikan dengan sistematika yang jelas dan baik. syindi oktaviani r. tolinggi 73 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) c. hasil dan pembahasan hasil pembelajaran bahasa arab di pondokpesantren salafiyahsyafi`iyah pohuwato pondok pesantren salafiyah syafi`iyah pohuwato adalah pondok pesantren yang telah lama didirikan di provinsi gorontalo. meskipun pondok pesantren salafiyah syafi`iyah telah memasukkan sekolah-sekolah formal di lingkungan pesantren, namun bukan berarti bahwa pondok pesantren tersebut telah meninggalkan pembelajaran kitabkitab klasik dan model-model pembelajaran tradisional, karena itu sudah menjadi ciri khas dari dulu dan sudah menjadi kebutuhan masyarakat setempat khususnya. bahkan pondok pesantren salafiyah syafi`iyah pohuwato ini dominan sebagai pondokpesantren yang lebih memfokuskan pada pembelajaran kitab dan tidak terlalu begitu menekankan kepada santri pondok pesantren salafiyah syafi`iyah pohuwato untukmenggunakanbahasa arab sebagai bahasa aktif dalam komunikasi karena salah satu tujuan pondok pesantren ini adalah sebagai tempat untuk pengkaderan ulama. santri pondok pesantren salafiyah syafi`iyah pohuwato mendapatkan pembelajaran bahasa arab dari aspek keterampilan berbicara hanya di madrasah formal saja, sedangkan di lingkungan pesantren, santri lebih dominan dengan pembelajaran kitab kuning. untuk pembelajaran kitab kuning, di pondok pesantren salafiyah syafi`iyah pohuwato dibuatkan sebuah program khusus yang pelaksanaannya pada waktu sore dan malam hari. program ini dinamakan oleh kiai program diniyah pondok pesantren salafiyah syafi`iyah pohuwato. pondok pesantren salafiyah syafi`iyah pohuwato mengkombinasikan pesantrennya antara pesantren yang telah memasukkan unsur-unsur umum dengan mendirikan sekolah-sekolah umum di lingkungan pesantren dan pesantren salaf yang masih menerapkan metode pembelajaran klasik dengan menjadikan kitab-kitab klasik yaitu kitab kuning sebagaitext book reference dan tidak mengajarkan keilmuan umum di lingkungan pesantren kecuali di madrasah formal. “pesantren salafiyah syafi`iyah pohuwato ini jika dilihat termasuk dalam kategori pesantren campuran, yaitu pondok pesantren yang mengkombinasikan antara pesantren modern dan pesantren salaf. jika dilihat dengan kacamata pesantren modern, syindi oktaviani r. tolinggi 74 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) pesantren ini masih berbau pesantren salaf karena di pesantren ini masih mengajarkan kitab-kitab klasik, bahkan dengan model-model pembelajaran yang klasik juga. jika dilihat menggunakan kacamata pesantren salaf, pesantren ini sudah berbau modern karena pesantren ini sudah memasukkan unsur-unsur modern seperti pesantren modern pada umumnya yaitu sekolah formal mi, mts dan ma dan kurikulum yang digunakan di sekolah formal sepenuhnya mengikuti perubahan sesuai standar pendidikan nasional dan departemen agama.” begitulah penuturan dari bapak khairul anam, salah satu pengajar bahasa arab di pesantren salafiyah syafi`iyah pohuwato. berdasarkan hasil wawancara dan observasi peneliti, berikut adalah metodemetode pembelajaran bahasa arab di pondok pesantren salafiyah syafi`iyah pohuwato yang lebih spesifik pada pembelajaran kitab kuning. metode sorogan kh abd. ghofir nawawi, yang ditemui oleh peneliti menuturkan bahwa untuk di pondok pesantren salafiyah syafi`iyah pohuwato ini karena kitab yang dipakai lebih banyak kitab-kitab klasik, jadi metode pembelajarannya juga menggunakan metodemetode klasik. adapun metode pembelajaran tradisional yang digunakan di pondok pesantren ini seperti sorogan, yaitu metode pembelajaran kitab di mana kitab yang dipelajari dibacakan oleh kiai terlebih dahulu, kemudian santri bergantian untuk membacanya satu per satu. tidak harus menghapalkan isi kitab tersebut, yang penting santri sudah bisa membaca kitab dengan baik dan benar. beliau menambahkan bahwa dengan metode sorogan ini, santri akan maju satu per satu untuk membacakan kitab di hadapan beliau. sehingga beliau dapat lebih mengenal dan mengetahui perkembangan santri tersebut secara satu per satu. gambar 1. pembelajaran dengan metode sorogan di pondok pesantren salafiyah syafi`iyyah pohuwato syindi oktaviani r. tolinggi 75 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) berdasarkan hasil observasi peneliti, inti dari metode sorogan ini adalah berlangsungnya proses belajar mengajar secara face to face antara kiai dan santri. termasuk dalam pembelajaran individual, di mana seorang santri berhadapan dengan seorang guru dan terjadi interaksi saling mengenal antara keduanya. dengan metode seperti ini, kiai secara pasti akan mengetahui kualitas santri didiknya. akan tetapi metode ini membutuhkan waktu yang sangat banyak karena seluruh santri harus maju satu per satu menghadap kiai. metode wetonana atau bandongan kemudian metode yang kedua, yang digunakan dalam program diniyah di pondok pesantren salafiyah syafi`iyah pohuwato adalah metode wetonan. metode wetonan ini adalah metode di mana para santri mengikuti pelajaran dengan duduk di sekeliling kiai yang menerangkan pelajaran dalam kitab, santri menyimak kitab masing-masing dan membuat catatan pada kitab tersebut. istilah wetonan ini di jawa barat disebut dengan bandongan. berdasarkan hasil observasi peneliti, dengan metode bandongan atau wetonan santri duduk kemudian memegang kitab yang akan dibahas. ustaz/kiai akan membacakan kitab yang dibahas tersebut di depan santri dan santri menyimaknya, kemudian ustaz/kiai akan menerjemahkan secara perkata dan memberikan keterangan terhadap kata-kata baru dan sulit yang ada di dalam pembahasan tersebut. ustaz/kiai juga akan menjelaskan terlebih mengenai kaidah-kaidah kebahasaannya seperti nahwu dan ṣarf. santri tidak harus maju satu per satu untuk menyetorkan bacaan apalagi hapalannya kepada ustaz/kiai. gambar 2. pembelajaran dengan model bandongan/wetonan di pondok pesantren salafiyah syafi`iyyah pohuwato menurut penulis, metode pembelajaran seperti ini begitu praktis dan cepat, tidak membutuhkan waktu yang banyak seperti metode sorogan. akan tetapi dengan syindi oktaviani r. tolinggi 76 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) metode seperti ini, kiai atau ustaz tidak akan dapat mengetahui perkembangan kemampuan santri didiknya karena santri hanya belajar secara bersama-sama atau kolektif tanpa belajar individu seperti metode sorogan. metode pasaran atau kilatan metode pembelajaran pasaran adalah metode pembalajaran melalui pengkajian materi atau kitab tertentu pada seorang kiai atau ustaz yang dilakukan oleh sekelompok santri dalam kegiatan selama tenggang waktu tertentu. pada umumnya dilakukan pada bulan ramadhan selama setengah bulan, 20 hari atau terkadang satu bulan. tergantung pada tebalnya halaman kitab yang dikaji. metode ini lebih mirip dengan metode bandongan, tetapi pada metode ini target utamanya adalah selesainya kitab sesuai waktu yang telah ditentukan. jadi dalam metode ini, yang menjadi titik beratnya terletak pada pembacaan bukan pada pemahaman sebagaimana pada metode bandongan. seperti yang dinyatakan oleh kh. abd. ghofur nawawi, istilah metode pasaran juga biasanya disebut dengan istilah kilatan. metode hapalan atau tahfiz di pondok pesantren salafiyah syafi`iyah pohuwato ini dalam pembelajaran kitab kuning juga menggunakan metode hapalan yang dikombinasikan dengan metode sorogan. seperti yang diungkapkan oleh kiai ghofur, dalam mengajarkan kitab mengenai nahwu dan ṣarf beliau menggunakan metode sorogan kemudian beliau menggabungkannya dengan metode hapalan yaitu meminta santri untuk menghapalkan kitab tersebut. jadi sebelum menambah materi pembahasan baru dalam kitab tersebut, santri akan menghapalkan terlebih dahulu materi pembahasan pada pertemuan sebelumnya. kiai akan meminta santri untuk duduk bersila membentuk lingkaran menghadap kiai. kemudian kiai akan memulai pembelajaran dengan mulai membacakan bab dalam kitab yang akan dibahas dan meminta santri untuk mengikuti bacaan beliau secara berjama`ah kemudian disusul dengan terjemahan pembahasan yang diberikan oleh kiai tersebut secara per kata dan menjelaskan kata atau kalimatkalimat yang baru atau sulit. kemudian para santri duduk khusus` mendengarkan kiai sambil memperhatikan kitab masing-masing. setelah itu, kiai akan meminta santri untuk maju kedepan dengan membawa kitab masing-masing. santri duduk menghadapkiai dan mulai membacakan kitab setelah membaca, santri diminta untuk syindi oktaviani r. tolinggi 77 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) menghapalkan matānal-jurumiyah yang diajarkan oleh kiai tersebut. apabila ada santri yang tidak bisa menghapal maka dia akan diberdirikan sampai benar-benar hapal. dari berbagai metode pembelajaran bahasa arab pada program diniyah di atas, semakin menunjukkan bahwa di pondok pesantren salafiyah syafi`iyah lebih memfokuskan pencapaian keterampilan santri pada aspek qirā`ah saja, sedangkan pondok pesantren salafiyah syafi`iyah tidak mengadakan program-program kebahasaan dan tidak mempunyai metode-metode pembelajaran bahasa arab dalam meningkatkan keterampilan santri terutama pada aspek kalam. untuk pembelajaran bahasa arab di pondok pesantren salafiyah syafi`iyah penguasaan tata bahasalah yang lebih diutamakan. tata bahasa dipelajari dalam dua pembahasan utama yang dikenal dengan ilmu nahwu dan ilmu ṣarf. dalam tradisi pondok pesantren salafiyah syafi`iyah pohuwato ini, penguasaanbahasa arab tidak diikuti dengan kesungguhan dalam mempelajari ilmu tata bahasa arab dengan usaha aplikatif untuk mempraktikkan bahasa arab dalam kehidupan sehari-hari. hal ini berakibat pada minimnya tingkat penguasaan santri terhadap mufradāt atau kosa kata bahasa arab, sehingga tingkat keilmuan bahasanya adalah penguasaan bahasa arab pasif, bukan bahasa aktif. maksudnya adalah bahwa pondok pesantren salafiyah syafi`iyah pohuwato lebih mengutamakan penguasaan teks daripada penguasaan praktik. “pembelajaran bahasa arab di pesantren ini intinya pada tata bahasa atau qawāid, nahwu dan ṣarf sedangkan untuk percakapan masih tidak terlalu begitu ditekankan karena yang difokuskan adalah para santri mampu membaca kitab gundul. untuk hal komunikasi santri di pondok pesantren ini agak terhambat karena memang tidak ditunjang oleh pembina, program-program khusus apalagi lingkungan yang dapat meningkatkan kemampuan santri dalam berbicara. sedangkan untuk kemampuan mendengar dan menulis, dilatih ketika santri sedang belajar kitab, yaitu ketika kiai dan ustaz yang lainnya sedang membacakan isi kitab tersebut itu juga terasa tidak terlalu efektif.” diungkapkan oleh bapak ali mukmin, selaku kepala mts di lingkungan pondok pesantren salafiyah syafi`iyah pohuwato dan pengajar kitab kuning di program diniyah pondok pesantren. santri di pondok pesantren salaf mempunyai kelebihan mampu memahami teks dan penguasaan penerjemahan. hal ini dipengaruhi oleh kedisiplinan untuk memegang gramatika (nahwu dan ṣarf) yang diiplementasikan ke dalam penerjemahan kitab-kitab syindi oktaviani r. tolinggi 78 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) klasik. akan tetapi, mempunyai kelemahan pada sisi praktik kebahasaan (komunikasi) atau dengan kata lain membentuk pola kebahasaan yang pasif. pembelajaran bahasa arab di pesantren hubulo tapa pada pesantren hubulo tapa, bahasa arab dijadikan sebagai salah satu bahasa asing yang harus digunakan sebagai bahasa komunikasi wajib seluruh santri yang belajar di pesantren tersebut. berdasarkan wawancara, observasi dan dokumentasi yang dilakukan oleh peneliti selama proses penelitian menunjukkan bahwa dalam perkembangannya, pesantren hubulo memberikan penguatan pada kemampuan berbahasa santri. kurikulum dikembangkan dengan memasukkan porsiter besar dalam mendukung proses belajar pada penguasaan bahasa asing yaitu salah satunyabahasa arab. bahasa arab di pesantren hubulo ini berjalan dan berkembang dengan sangat baik. di pesantren ini, bahasa arab lebih ditekankan sebagai bahasa yang digunakan oleh santri dalam berkomunikasi sehari-hari. hal itu dapat dilihat dari santri yang aktif menggunakan bahasa arab sebagai alat komunikasi sehari-hari mereka baik di asrama, di dapur ataupun di dalam kelas. sama halnya dengan pondok pesantren modern pada umumnya. selain mendapatkan pembelajaran bahasa arab secara formal di dalam kelas madrasah mts dan ma, santri juga digodok dan dibiasakan dengan pembelajaran dan kegiatan-kegiatan kebahasaan selama 24 jam di lingkungan asrama, yang setiap asrama baik asrama putra maupun asrama putri memiliki bagian penggerak bahasa masingmasing. adapun metode pembelajaran yang digunakan di pesantren hubulo ini adalah bervariasi tetapi tetap berdasarkan pada tujuan dari bahasa itu sendiri di pesantren ini. sama halnya dengan di pondok pesantren salafiyah syafi`iyah pohuwato, titik fokus peneliti adalah hanya pada model pembelajaranbahasa arab di lingkungan pesantren saja, bukan pada lingkungan madrasah. secara lebih rinci, berikut adalah metode-metode pembelajaran bahasa arab yang digunakan di pesantren hubulo: pemberian mufradāt yaumiyyah (kosakata harian) dalam pengajaran dan pembelajaran bahasa arab, sebenarnya yang harus dikenalkan pertama kali adalah kosa katabaik kata kerja, kata benda maupun kata keterangan. kosa kata merupakan salah satu unsur bahasa yang harus dimiliki oleh syindi oktaviani r. tolinggi 79 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) pembelajar bahasa asing termasuk bahasa arab. perbendaharaan kosakata bahasa arab yang memadai dapat menunjang seseorang dalamber komunikasi dan menulis dengan bahasatersebut. gambar 3. pemberian mufradāt yaumiyyah (kosakata harian) di pesantren hubulo tapa berdasarkan hasil observasi yang dilakukan oleh peneliti, pelaksanaan pemberian mufrodāt yaumiyyah (kosakataharian) rutin di pesantren hubulo kepada santri dilaksanakan setiap hari pada pagi hari dan malam hari menjelang tidur. pemberian kosakata dilakukan oleh bagian penggerak bahasa yang sudah mendapatkan bimbingan dari pembina dan pembimbing asrama masing-masing baik putra maupun putri. dalam pemberian kosakata, santri dibagi ke dalam beberapa kelompok berdasarkan tingkat kelas di madrasah untuk mengefektifkan waktu pemberian kosakata tersebut. kosakata yang diberikan setiap kelas berbeda-beda tergantung tingkatan kelas tersebut. dalam pemberian kosakata rutin ini, sebelumnya setiap bagian penggerak bahasa akan menuliskan kosakata yang akan diberikan di papan tulis kecil. kosakata yang diberikan dalam sehari hanya berjumlah dua sampai tiga kosakata saja dan tidak lebih, tetapi diberikan dalam tiga bahasa salah satunya bahasa arab. pemberian muhādaṡah yaumiyyah (percakapan harian) dan ungkapan harian (idiom) pemberian muhādaṡah di pesantren hubulo dilaksanakan setiap hari sama halnya dengan pemberian mufradāt. akan tetapi, untukpemberian muhādaṡah diberikan setiap selesai salat subuh. untuk santri putri, mereka akan dipandu oleh santri senior kelas 6 tmi untuk bercakap-cakap dengan teman sesama mereka sedangkan bagian penggerak bahasa putri bertugas untuk mengawasi proses pemberian muhādaṡah syindi oktaviani r. tolinggi 80 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) tersebut. sedangkan bagi santri putra, mereka dipandu oleh bagian penggerak bahasa putra. gambar 4. pemberian muhādaṡah yaumiyyah (percakapan harian) santri putri di pesantren hubulo tapa gambar 5. pemberian muhādaṡah yaumiyyah (percakapan harian) santri putra di pesantren hubulo tapa adapun pemberian ungkapan harian dengan berbahasa arab dan berbahasa inggris kepada santri dilaksanakan pada hari jum`at pagi (seminggu sekali) yaitu ketika sebelum melakukan olahraga pagi baik senam dan lari pagi. dalam pemberian ungkapan harian, seluruh santri diminta untuk berbaris rapi di depan asrama berdasarkan kelas masing-masing. kemudian seluruh penggerak bahasa maju ke depan para santri dan berbaris rapi menghadap santri. penggerak bahasa inilah yang akan memandu dan memberikan ungkapan harian kepada santri dengan menggunakan bahasa salah satunya adalah bahasa arab. kemudian setelah itu bagian penggerak bahasa akan menuliskan ungkapan tersebut di papantulis sehingga santri dapat melihat dan mengetahui tulisannya dan santri diminta satu per satu untuk menghapalkan ungkapan harian tersebut dan menyetorkannya kepada bagian penggerak bahasa. syindi oktaviani r. tolinggi 81 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) gambar 6. pemberian ungkapan harian (idiom) di pesantren hubulo tapa muhāḍarah (latihan pidato berbahasa arab) muhāḍarah merupakan sarana latihan berpidato bagi para santri yang rutin diadakan setiap minggu. dalam muhāḍarah, santri akan dibiasakan untuk berpidato tidak hanya dengan menggunakan bahasa indonesia saja, tetapi juga bahasa inggris dan terutama bahasa arab. muhāḍarah harus diikuti oleh seluruh santri yang berada di pesantren hubulo baik di asrama putra maupun asrama putri, khususnya tingkat 1 sampai dengan tingkat 4. sedangkan santri tingkat 5 dan 6 dijadikan sebagai pembimbing dan pengurus yang akan bertanggung jawab atas muhāḍarah, menggantikan peran guru. gambar 7. muhāḍarah (latihan pidato berbahasa arab) santri putra di pesantren hubulo tapa pada pelakasanaannya beberapa santri ditugaskan sebagai mutakallim atau pembicara yang menyampaikan pidato. mutakallim diberikan tugas menyiapkan bahan pidato yang akan disampikanya itu seminggu sebelum tampil sebagai pembicara. adapun materi yang akan dibawakan harus ditulis di buku album tersendiri dan disetorkan kepada bagian pengajaran yang bekerjasama dengan bagian penggerak bahasa. kemudian, setelah buku tersebut dikembalikan oleh bagian pengajaran dan syindi oktaviani r. tolinggi 82 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) setelah pidato yang dibuat oleh santri tersebut dikoreksi oleh bagian pengajaran, maka santri harus menghapalkan pidatonya tersebut. apabila ada santri yang tidak bisa menghapalkan pidatonya sama sekali, maka dia akan dimasukkan ke dalam mahkamah santri dan akan diberikan sanksi. kemudian setelah pembicara selesai menyampaikan pidatonya, santri yang hadir akan ditunjuk untuk mengambil inti sari dari salah satu pembicara. gambar 8. muhāḍarah (latihan pidato berbahasa arab) santri putri di pesantren hubulo tapa muhāḍarah ini diadakan guna melatih mental santri agar terbiasa berpidato di depan umum ketika santri terjun ke tengah masyarakat kelak. dengan adanya muhāḍarah pula, maka akan diketahui kemampuan santri dalam menggunakan bahasa arab yang baik. memang para santri sehari-harinya menggunakan bahasa arab, namun belum pasti telah menggunakan bahasa arab yang baik dan betul. maka ketika dalam pelaksanaan muhāḍarah diharuskan menggunakan bahasa arab yang baik dan benar serta sesuai dengan kaidah-kaidah bahasa arab yang berlaku. mahkamah dan sanksi pelanggaran bahasa salah satu bentuk untuk mempertahankan kelangsungan pada peraturan adalah dengan membentuk mahkamah. aturan yang diberlakukan adalah adanya ketentuan untuk tidak boleh berbahasa daerah dan bahasa indonesia, demikian pula praktik berbahasa harus sesuai dengan hari yang telah ditentukan. kalaupun peraturan ini ditetapkan tetapi tidak diawasi, maka akan menjadisia-sia. oleh sebab itu, di pesantren hubulo memiliki aturan kemudian dipertahankan dengan melaksanakan mahkamah dan memberikan sanksi bagi para pelanggar. syindi oktaviani r. tolinggi 83 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) gambar 8. mahkamah dan pemberian sanksi santri putri di pesantren hubulo tapa pesantren ini memberikan sanksi bagi santri yang melanggar bahasa dalam bentuk makhamah bahasa. bagi santri yang ketahuan menggunakan bahasa indonesia di lingkungan pesantren ini, maka santri tersebut akan mendapati namanya berada di deretan nama-nama pelanggar bahasa dan akan disidang di dalam makhamah. tidak hanya pelanggaran berupa berbicara menggunakan bahasa indonesia saja maka santri akan masuk mahkamah kemudian diberi sanksi, akan tetapi selain dari itu untuk pelanggaran seperti santri tidak berbahasa sesuai dengan jadwal yang telah ditentukan, santri tidak mengikuti pemberian mufradāt, muhādaṡah, muhāḍarahdan berbagai kegiatan bahasalainnya, santri tidak menghapalkan mufradāt, muhādaṡah, dan muhāḍarah, santri terlambat mengikuti kegiatan kebahasaan dan pelanggaranpelanggaran lain yang berkaitan dengan bahasa. maka akan dengan terang-terangan nama santri tersebut dipanggil ketika pelaksanaan mahkamah. untuk sanksi yang akan diberikan kepada santri yang melanggar di pesantren hubulo adalah bervariasi, tergantung pada jenis pelanggaran yang diperbuat oleh santri tersebut. akan tetapi pesantren hubulo menerapkan sanksi yang bersifat edukatif. seperti contohnya pada awalnya sanksi bagi santri putra yang melanggar bahasa adalah dibotak, kemudian sanksi tersebut dirubah dengan sanksi dalam bentuk hapalan baik berupa hapalan ayat-ayat alquran atau buku-buku berbahasa arab, agar santri tersebut dalam belajar dari kesalahan yang telah dia perbuat. karena dengan model hukuman seperti sebelum-sebelumnya malah hanya akan menumbuhkan benih-benih kebencian di hati santri terhadap yang telah memberikan sanksi tersebut kepadanya. bukan malah memberikan efek jera. syindi oktaviani r. tolinggi 84 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) gambar 9. mahkamah dan pemberian sanksi santri putra di pesantren hubulo tapa selanjutnya, untuk mengetahui jika ada santri yang melanggar, di pesantren ini pengurus osph baik putra maupun putri dalam setiap bagian tidak hanya bagian penggerak bahasa saja bekerja sama dengan seluruh santri agar dapat mengawasi sesama teman. tidak hanya santri junior saja yang akan mendapatkan sanksi apabila ketahuan melanggar, tetapi juga dengan santri senior dengan sanksi yang dilipatgandakan. lomba-lomba dan model pembelajaran tambahan selain pemberian mufradāt, muhādaṡah, pelaksanaan muhāḍarah, adanya mahkamah dan pemberian sanksi dan juga pemberian ungkapan harian, di pesantren hubulo ini guna untuk membantu menunjang santri dalam belajar dan membiasakan diri dengan berbahasa, pesantren hubulo berusaha untuk menghadirkan model-model pembelajaran dan pembiasaan berbahasa yang bervariasi agar dapat mengatasi kebosanan santri dalam belajar bahasa. pesantren hubulo mengadakan lomba-lomba yang bertujuan sebagai pemacu motivasi santri. adapun lomba-lomba yang diadakan oleh pesantren hubulo adalah misterius kata bahasa arab dan inggris dan lomba mengeja kata bahasa arab dan inggris yang juga berguna untuk mengevaluasi pengetahuan mufradāt santri. kemudian ada pula lomba debat bahasa arab, drama bahasa, pesona bahasa, lomba berpidato, bernyanyi dalam bahasa arab, lomba menulis kaligrafi, dan juga selain lomba-lomba itu, pesantren hubulo juga selalu mengutus perwakilan santri dalam mengikuti lombalomba seperti debat bahasa arab dan inggris, kaligrafi dan lomba qirā`ah al-kutub (membaca kitab-kitab kuning) dalam perlombaan nasional. semua dilakukan dengan syindi oktaviani r. tolinggi 85 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) harapan agar dapat memotivasi santri untuk selalu belajar dan melatih kebahasaan mereka dengan lebih baik lagi. gambar 10 dan 11. lomba misterius kata santri putra di pesantren hubulo tapa gambar 12. lomba baca puisi bahasa asing santri putra di pesantren hubulo tapa selain dengan model lomba, santri juga belajar dan dibiasakan berbahasa arab dengan adanya pemberian informasi atau pengumuman dengan menggunakan bahasa arab di asrama. tidak ada informasi yang disampaikan dengan menggunakan bahasa indonesia. bahkan sejak santri menjadi santri baru, santri tersebut sudah terbiasa mendengarkan informasi atau pengumuman yang disampaikan oleh kakak-kakak santri senior dengan menggunakan bahasa arab walau sebelumnya santri tersebut tidak mengerti apa arti dari pengumuman tersebut dan itu terjadi setiap hari, sehingga hal itu akan teringat-ingat selalu di dalam pikiran santri dan tiba giliran dia yang menyampaikan informasi santri tersebut sudah terbiasa. syindi oktaviani r. tolinggi 86 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) gambar 13. kegiatan rutin santri putra setiap pagi sebelum berangkat ke kelas pembina dan pembimbing asrama akan bertanya di depan gedung asrama kepada santri menganai kosakata yang pernah diberikan kepada mereka saat pembelajaran beberapa mata pelajaran pesantren seperti nahwu, ṣarf, tafsir alquran, balagah, sejarah islam, fikih, ushul fikih, muṭāla`ah dan muṣṭōlahalhadiṡ baik di mts dan ma, pesantren menggunakan kitab berbahasa arab sebagai rujukan materi, sehingga santri dapat belajar membaca kitab-kitab berbahasa arab. selain itu, untuk melatih kemampuan santri dalam membaca, di asrama khususnya di asrama putra diadakan pembelajaran kitab atau yang dinamakan komunitas kitab kuning. komunitas kitab kuning biasanya dilaksanakan setiap malamya itu belajar nahwu dengan menggunakan kitab berbahasa arab, yaitu nahwu wāḍih. selain nahwu juga ada fikih dan itu dilaksanakan setiap malam bersama pembina asrama. gambar 14. pembelajaran kitab santri putra di pesantren hubulo tapa berdasarkan metode-metode pembelajaran bahasa arab yang telah dipaparkan di atas, semakin menunjukkan bahwa di pesantren hubulo bahasa arab benar-benar dijadikan sebagai alat komunikasi sehari-hari santri yang belajar di pesantren tersebut, syindi oktaviani r. tolinggi 87 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) bahkan tidak hanya santri, namun juga guru-guru yang mengajar di dalam pesantren hubulo. adapun metode pembelajaran yang digunakan di pesantren hubulo adalah penunjang untuk mencapai tujuan bahasa itu sendiri. metode tersebut begitu membantu santri dalam membiasakan diri dan melatih diri mereka dengan berbahasa karena pesantren hubulo adalah pesantren yang belajar bahasa tidak hanya sekedar berupa teori saja melainkan juga praktik dalam keseharian. kemudian faktor terbesar di balik aktifnya bahasa di pesantren hubulo yaitu karena adanya dukungan lingkungan. lingkungan pembelajaran menjadi bagian terpenting dalam proses pembiasaan dan pembelajaran bahasa arab di pesantren. dukungan lingkungan dalam sebuah praktik pendidikan menjadi rangsangan untuk perkembangan, seperti penggunaan bahasa komunikas sehari-hari di lingkungan pesantren. dasar yang digunakan dalam menerapkan bahasa bukan karena adanya kemampuan para santri tetapi terlebih dahulu merupakan usaha dalam pembentukan lingkungan. ada kondisi yang memaksa setiap santri untuk turut dalam aturan ini. ketika itu terbentuk, maka santri secara otomatis mau tidak mau akan menggunaka bahasa sebagai alat komunikasi dalam kehidupan di pesantren. pondok pesantren salafiyah syafi`iyah pohuwato merupakan pondok pesantren yang meskipun telah memasukkan sekolah formal dan mata pelajaran umum dengan menggunakankurikulum departemen agama dan dinas pendidikan ke dalam pondok pesantren, akan tetapi pondokpesantren ini masih tetapmempertahankan ciri khasnya yaitu pembelajaran kitab kuning dengan menggunakan model pembelajaran yang tradisional. bahkan untuk pembelajaran bahasa arab di lingkungan pondok pesantren ini, tujuannya adalah lebih kepada untuk meningkatkan kemampuan santri dalam aspek membaca kitab kuning saja. sedangkan pesantren hubulo tapa, memiliki tujuan utama dalam pembelajaran bahasa arab yaitu agar santri dapat berkomunikasi aktif dengan menggunakan bahasa arab. akan tetapi, tidak hanya sebagai bahasa aktif saja, pesantren ini juga membekali santri dengan kemampuan untuk belajar bahasa arab dalam membaca dan memahami kitab kuning. adapun perbedaan antara pondok pesantren salafiyah syafi`iyah pohuwato dan pesantren hubulo tapa adalah dari segi tujuan pembelajaran bahasa arab antara kedua pondok tersebut sehingga mempengaruhi metode pembelajaran bahasa arab yang syindi oktaviani r. tolinggi 88 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) digunakan di lingkungan pondok pesantren. karena pondok pesantren salafiyah syafi`iyah lebih memfokuskan pada pengajaran kitab kuning, maka metode pembelajaran yang digunakan juga merupakan penunjang untuk tujuan pembelajaran kitab kuning tersebut. sedangkan pesantren hubulo adalah pesantren yang lebih memfokuskan pada kemampuan santri dalam bercakap dengan menggunakan bahasa arab, maka metode pembelajaran bahasa arab yang digunakan di pesantren hubulo adalah untuk menunjang kemampuan santri dalam bercakap-cakap dengan menggunakan bahasa arab. sedangkan persamaan antara pondok pesantren salafiyah syafi`iyah pohuwato dan pesantren hubulo tapa dalah dalam hal kitab yang digunakan di kedua pondok pesantren tersebut ada beberapa kitab yang sama, akan tetapi metode pengajaran kitab tersebut berbeda. adanya perbedaan metode pembelajaran bahasa arab antara kedua pondok pesantren tersebut adalah hal yang lumrah. bukan untuk mencari metode pembelajaran bahasa arab mana yang benar dan mana yang salah apalagi mana yang bagus dan mana yang tidak, hal itu terjadi semata-mata tujuan dari pembelajaran bahasa arab di masing-masing pondok pesantren tersebut. pembahasan metode pembelajaran bahasa arab secara etimologi istilah metode berasal dari bahasa yunani, yakni dari kata “metodos” yang berarti cara atau jalan. sedangkan secara semantik, metode berarti caracara atau jalan yang ditempuh untuk mencapai suatu tujuan dengan hasil yang efektif dan efisien (izzan, 2009: 72). ibnu khaldun berkata, “sesungguhnya pengajaran itu merupakan profesi yang membutuhkan pengetahuan, keterampilan, dan kecermatan karena ia sama halnya dengan pelatihan kecakapan yang memerlukan kiat, strategi dan ketelatenan, sehingga menjadi cakap dan professional.” penerapan metode pengajaran tidak akan berjalan dengan efektif dan efisien sebagai media pengantar materi pengajaran bila penerapannya tanpa didasari dengan pengetahuan yang memadai tentang metode itu. sehingga metode bisa saja akan menjadi penghambat jalannya proses pengajaran, bukan komponen yang menunjang pencapaian tujuan, jika tidak tepat aplikasinya. oleh karena itu, penting sekali untuk memahami dengan baik dan benar tentang karakteristik suatu metode. syindi oktaviani r. tolinggi 89 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) pembelajaran adalah suatu peristiwa atau situasi yang sengaja dirancang dalam rangka membantu dan mempermudah proses belajar dengan harapan dapat membangun kreatifitas siswa. pembelajaran adalah proses yang sengaja dirancang untuk menciptakan terjadinya aktivitas belajar dalam individu (sadiman dkk, 1986: 7). dalam pengertian lain, pembelajaran adalah usaha-usaha yang terencana agar terjadi proses belajar dalam diri peserta didik. sedangkan menurut depdiknas, dalam uu no.20 tahun 2003 tentang sikdiknas pasal 1 ayat 20, pembelajaran adalah proses interaksi peserta didik dengan pendidik dan sumber belajar pada suatu lingkungan belajar (bambang, 2008: 85). berdasarkan pengertian di atas dapat dilihat bahwa pembelajaran bukan sekedar transfer ilmu dari guru kepada siswa, melainkan suatu proses kegiatan, yaitu terjadi interkasi antara guru dengan siswa serta antara siswa dengan siswa. pembelajaran hendaknya tidak menganut paradigma transfer of knowledge, yang mengandung makna bahwa siswa merupakan objek dari belajar. tapi upaya untuk membelajarkan siswa ditandai dengan kegiatan memilih, menetapkan, mengembangkan model untuk mencapai hasil pembelajaran yang diinginkan pemilihan, penetapan, dan pengembangan metode ini didasarkan pada kondisi pembelajaran yang ada. oleh karena itu pembelajaran memiliki hakekat perencanaan atau perancangan sebagai upaya untuk membelajarkan siswa itulah sebabnya dalam belajar siswa tidak hanya berinteraksi dengan guru sebagai salah satu sumber belajar, tetapi berinteraksi dengan keseluruhan sumber belajar yang mungkin dipakai untuk mencapai tujuan pembelajaran. sehingga pembelajaran menaruh perhatian pada bagaimana membelajarkan siswa, dan bukan apa yang dipelajari siswa dan dipahami siswa. adapun bahasa arab merupakan alat komunikasi yang berupa kata secara tulisan maupun lisan digunakan oleh orang bangsa arab dalam mengungkapkan hal yang ada di hati, otak, dan benak mereka (nasir, : 23). dengan turunnya al-qur’an membawa kosa kata baru dengan jumlah yang luar biasa banyaknya menjadikan bahasa arab menjadi suatu bahasa yang paling sempurna, baik dalam kosa kata, makna, gramatikal, dan ilmuilmu lainnya. di indonesia bahasa arab bisa jadi sebagai bahasa kedua bisa juga sebagai bahasa asing. bahasa arab bukan merupakan bahasa pergaulan sehari-hari, maka bagi lingkungan atau masyarakat pada umumnya indonesia, bahasa arab merupakan bahasa syindi oktaviani r. tolinggi 90 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) asing. di sekolah-sekolah bahasa arab tidak digunakan sebagai bahasa pengantar dalam pembelajaran, tetapi sebagai mata pelajaran yang terdiri dari beberapa materi. secara formal bahasa arab merupakan bahasa asing. karena sebagai bahasa yang tergolong asing, sistem pembelajaran bahasa arab adalah bahasa asing, mulai dari tujuan, materi, sampai kepada strategi dan metode pembelajaran. dalam pembelajaran bahasa arab, ada komponen-komponen yang disebut dengan aspek kebahasaan dan aspek keterampilan berbahasa. aspek kebahasaan berupa unsur-unsur bahasa yang terdiri dari tata bunyi (fonologi/ `ilm al-aṣwāt), tata kata (morfologi/`ilm aṣ-ṣarf), tata kalimat (sintaksis/`ilm nahwu), tata tulis (kitābah), dan kosa kata (al-mufradāt). sedangkan aspek keterampilan berbahasa terdiri dari empat keterampilan dan keempat keterampilan ini memiliki hubungan erat satu sama lain. farhatul atiqoh, mengelompokkan empat keterampilan tersebut menjadi dua kelompok, yaitu: (1) keterempilan reseptif untuk keterampilan pemahaman yang berisi keterampilan menyimak (mahārotu al-istimā`/listening skill) dan keterampilan membaca (mahārotul al-qirō`ah/reading skill), dan (2) keterampilan produktif untuk keterampilan pengungkapan pikiran yang berisi keterampilan berbicara (mahārotul kalām/speaking skill) dan keterampilan menulis (mahārotul kitābah/writing skill (atiqoh, 2016: 179-212). setiap ketrampilan itu erat kaitanya satu sama lain, sebab dalam ketrampilan berbahasa mencerminkan pikiranya. semakin terampil orang berbahasa semakin jelas dan cerah pula jalan pikirannya. pada awalnya seorang anak belajar dari menyimak perkataan orang tuanya. kemudian anak akan mampu berbicara setelah menyimak apa yang diajarkan oleh orang tuanya, setelah itu barulah ia belajar membaca dan menulis. sebenarnya ke empat ketrampilan berbahasa ini adalah satu kesatuan yang sangat berkaitan. ada tiga kompetensi yang hendaknya dicapai dalam pembelajaran bahasa arab. tiga kompetensi yang dimaksud adalah: (1) kompetensi kebahasaan, maksudnya adalah pembelajar mampu menguasai sistem bunyi bahasa arab, baik cara membedakannya dan pengucapannya, mengenal struktur bahasa, gramatika dasar aspek teori dan fungsi; mengetahui kosa kata dan penggunaannya, (2) kompetensi komunikasi, maksudnya adalah pembelajar mampu menggunakan bahasa arab dalam mengungkapkan ide-ide dan pengalaman dengan lancar, dan mampu menyerap yang telah dikuasai dari bahasa secara mudah, (3) kompetensi budaya maksudnya adalah memahami apa yang syindi oktaviani r. tolinggi 91 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) terkandung dalam bahasa arab dari aspek budaya, mempunyai pemahaman terhadap budaya arab, baik berupa pemikiran, nilai-nilai, adat, etika, maupun seni. bahasa arab telah menunjukkan signifikansi dan urgensinya di mata dunia, yaitu menjadi wahana komunikasi dan ajang interaksi di forum-forum internasional, dan kini bahasa arab sudah diikuti menjadi bahasa yang sejajar dengan bahasa-bahasa dunia lainnya (bahriah, 2008: 2). hal ini membuktikan bahwa kedudukan tinggi bahasa arab dan memiliki peranan penting dalam dunia internasional. mata pelajaran bahasa arab merupakan suatu mata pelajaran yang diarahkan untuk mendorong, membimbing, mengembangkan, dan membina kemampuan serta menumbuhkan sikap positif terhadap bahasa arab baik reseptif maupun produktif. kemampuan reseptif yaitu kemampuan untuk memahami pembicaraan orang lain dan memahami bacaan. kemampuan produktif yaitu kemampuan menggunakan bahasa sebagai alat komunikasi baik secara lisan maupun tulis. maka pembelajaran bahasa arab adalah aktivitas penyampaian ilmu pengetahuan mengenai bahasa arab oleh seorang pendidik kepada peserta didik yang bertujuan agar peserta didik dapat memahami dan menguasai bahasa arab serta dapat mengembangkannya menjadi kompetensi dalam keterampilan berbahasa. adapun pendidik yang dimaksud, menurut peneliti adalah pendidik yang memang memiliki kompetensi dan performansi dalam pembelajaran bahasa arab. supaya proses pembelajaran bahasa arab dapat terlaksana dengan baik, maka pendidik melakukan perencanaan yang matang mengenai proses pembelajaran tersebut, yang di dalamnya menyangkut pendekatan kemudian dituangkan ke dalam strategi pembelajaran, dan diimplementasikan dengan menggunakan metode-metode yang bervariasi sesuai dengan materi dan tujuan yang telah ditetapkan. serangkaian tahap tersebut terhimpun di dalam metodologi pembelajaran bahasa arab. dari pendapat di atas dapat kita simpulkan metode pembelajaran bahasa arab ialah sistem atau cara yang digunakan dalam pembelajaran bahasa arab agar pelajaran atau materi yang disampaikan mudah diterima dan dipahami oleh peserta didik. secara sederhana, metode pengajaran bahasa arab dapat digolongkan menjadi dua macam, yaitu: pertama, metode tradisional/klasikal dan kedua, metode modern. metode pengajaran bahasa arab tradisional adalah metode pengajaran bahasa arab yang terfokus pada “bahasa sebagai budaya ilmu” sehingga belajar bahasa arab berarti syindi oktaviani r. tolinggi 92 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) belajar secara mendalam tentang seluk-beluk ilmu bahasa arab, baik aspek gramatika/sintaksis (qowaid nahwu), morfem/morfologi (qowaid as-sharf) ataupun sastra (adab). metode yang berkembang dan masyhur digunakan untuk tujuan tersebut adalah metode qowaid dan tarjamah. metode tersebut mampu bertahan beberapa abad, bahkan sampai sekarang pesantren-pesantren di indonesia, khususnya pesantren salafiah masih menerapkan metode tersebut (nazarudin, 2007: 187). metode pengajaran bahasa arab modern adalah metode pengajaran yang berorientasi pada tujuan bahasa sebagai alat. artinya, bahasa arab dipandang sebagai alat komunikasi dalam kehidupan modern, sehingga inti belajar bahasa arab adalah kemampuan untuk menggunakan bahasa tersebut secara aktif dan mampu memahami ucapan/ungkapan dalam bahasa arab. metode yang lazim digunakan dalam pembelajaran adalah metode langsung (thariqah al–mubasyarah). munculnya metode ini didasari pada asumsi bahwa bahasa adalah sesuatu yang hidup, oleh karena itu harus dikomunikasikan dan dilatih terus sebagaimana anak kecil belajar bahasa (nazarudin, 2007: 195). guru harus memikirkan metode yang tepat dalam menyampaikan bahan pelajaran. untuk mengajarkan suatu mata pelajaran, tidak cukup hanya dengan menggunakan satu metode saja. tepat tidaknya guru dalam memilih metode pembelajaran adalah salah satu faktor keberhasilan dalam proses pembelajaran. metode adalah bentuk implementasi dari strategi pembelajaran yang telah disusun berdasarkan pendekatan pembelajaran yang digunakan. sedangkan pendekatan pembelajaran harus sesuai dengan tujuan pembelajaran yang ingin dicapai. sehingga metode pembelajaran yang digunakan sangat bergantung pada strategi, pendekatan, materi dan tujuan pembelajaran. dari hasil observasi dan wawancara mendalam yang dilakukan oleh peneliti, metode pembelajaran bahasa arab yang digunakan pada dua pesantren bercorak salafi dan khalafi diatas berbeda. hal ini didasarkan oleh perbedaan tujuan pembelajaran bahasa arab diajarkan pada kedua pesantren tersebut. bahasa arab diajarkan pada pesantren salafi-safi’yah dimaksudkan untuk mendalami dan menguasi kitab kuning. penguasaan kompetensi bahasa gramatika dan struktur bahasa sangat membantu para guru dan santri dalam proses memahami sebuah karya klasik para ulama terdahulu yang dituliskan dengan struktur dan gramatika bahasa arab yang kompleks dan rumit. syindi oktaviani r. tolinggi 93 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) olehnya metode-metode tradisional sangat akrab dan masih dipertahankan dalam mengajarkan bahasa arab pada setiap santri di pesantren ini. berbeda dengan pesantren salafi-syafi’iyah pohuwato, pesantren hubulo adalah pesantren yang menganut sistem pondok pesantren modern atau biasanya disebut pesantren khalaf. pondok pesantren ini menerapkan metode yang lebih komunikatif pada santrinya. pembelajaran bahasa arab lebih pada unsur kreativitas seseorang dalam mengekspresikan suatu bahasa. bahasa arab dimaksudkan agar santri mampu berkomunikasi dan dipat digunakan dalam percakapan sehari-hari antar santri maupun guru pada pesantren tersebut. bahasa arab dititikberatkan pada kemampuan verbal santri untuk mengungkapkan idenya kepada orang lain. sehingga metode yang dikembangkan di pesantren ini adalah metode komukatif dan praktis. d. simpulan berdasarkan uraian di atas, dapat disimpulkan bahwa pesantren salafiyah syafi`iyah pohuwato merupakan pesantren yang bercorak salafi dengan pembelajaran bahasa arab di pondok pesantren tersebut yang hanya terfokus pada pembelajaran gramatika atau kaidah tata bahasa arab (nahwu dan ṣarf) yang diaplikasikan dalam pembelajaran kitab kuning, sehingga pembelaran bahasa arab di pondok pesantren tersebut adalah bersifat pasif. metode pembelajaran yang digunakan pula adalah kebanyakan metode pembelajaran tradisional, seperti sorogan, bandongan, wetonan, pasaran/kilatan. sedangkan pesantren hubulo tapa adalah pesantren bercorak khalafi dengan pembelajaran bahasa arab aktif yaitu tidak hanya sekedar teori dan pembelajaran kaidah tata bahasa saja, tetapi penerapan bahasa arab sebagai bahasa dalam komunikasi sehari-hari santri dengam metode pembelajaran yang lebih modern, yaitu pemberian mufradāt yaumiyyah (kosakata harian) rutin, pemberian muhādaṡah yaumiyyah (percakapan harian) rutin dan ungkapan harian (idiom) dan muhāḍarah (latihan pidato berbahasa arab). syindi oktaviani r. tolinggi 94 available online at http://journal.iaingorontalo.ac.id/index.php/al © 2020 al-lisan: jurnal bahasa (e-journal) daftar pustaka ali, a. pesantren dan pengembangan masyarakat. yogyakarta: lkis, 2005. arief, a. reformulasi pendidikan islam. jakarta: crsd press, 2005. arifin, m. kapitaselekta pendidikan islam. jakarta: 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