التفاعل الصفي pdf
188869411
'nmT ltf`l lSfy llTlb@ /lmdrsyn w'thrh fy ktsb Tlbthm mhrt Hl lms'l@ lryDy@
hdf lbHth lt`rf `l~ 'thr 'nmT ltf`l lSfy llTlb@ lmdrsyn fy ktsb Tlbthm mhrt Hl lms'l@ lryDy@ wtkwnt `yn lbHth mn fy'tyn l'wl~ (6) mn Tlb@ lmdrsyn fy qsm lryDyt kly@ ltrby@ l'ssy@ jm` dhwk mn kl ljnsyn mwz`yn bltswy `l~ 'nmT ltf`l lSfy lthlth( lmdrs ltshrky lTlb) wqd tm khtyrhm Hsb drjthm `l~ stmr@ lmlHZ@ lm`tmd@ fy lbHth lHly 'm lthny@ fqd knt (186) Tlb wTlb@ mn Tlb@ lSf lthmn l'ssy mn ldhyn ydrshm lTlb@ lmdrsyn ldhyn wq` lkhtyr `lyhm fy mdrs lt`lym l'ss fy mdyn@ dhwk mwz`yn `l~ l'nmT lthlth@ wltHqyq hdf lbHth `tmd lbHthn `l~ bTq@ lmlHZ@ lty `dh kwmr( 1985 Kumar, wlty sbqt 'n qnnt llbyy' l`rqy@ lkshf 'nmT ltf`l lSfy `nd lTlb@ lmdrsyn. km `d lbHthn khtbr lHl lms'l@ lryDy@ tkwn bSyGth lnhy'y@ mn (20) fqr@ mwDw`y@ mn nw` khtyr mn mt`dd b`d lt'kd mn Sdqh wthbth wkhSy'Sh lsykwmtry@ wb`d tHdyd 'frd `yn@ lbHth mn lfy'tyn nfdh lbHthn tjrb@ bHthhm mn khll lTlb@/lmdrsyn ldhyn tm khtyrhm btrykh (3/3 5/4/2018) thm Tbq khtbr Hl lmsl@ lryDy@ `lyhm wb`d jm` lbynt wtHlylh HSy'y bst`ml khtbry tHlyl ltbyn lthny'y l`mly wshyfy llmqrnt lb`dy@ dlt lnty'j l~ 1.l ywjd frq dhw dll@ HSy'y@ `nd mstw~(0.05) byn mtwsTt ktsb 'frd `yn@ lbHth mn Tlb@ lSf lthmn l'ss lmhrt Hl lms'l@ lryDy@ tb` lmtGyr ljns lwHdh, wltf`l bynh wbyn mtGyr nmT ltf`l lSfy 2.wjwd frq dhw dll@ HSy'y@ `nd mstw~ (0.05) byn mtwsTy ktsb 'frd nmTy ltf`l lmdrs lTlb) w( lmdrs ltshrky) lmhrt Hl lmsl@ lryDy@ wlSlH nmT lmdrs fy kl lmqrntyn. 3.wjwd frq dhw dll@ HSy'y@ `nd mstw~ (0.05) byn mtwsTy ktsb mhrt Hl lmsl@ lryDy@ ld~ 'frd lnmTyn (ltshrky, lTlb) wlSlH lnmT ltshrky, wb`dh khrj lbHthn b`d@ mn ltwSyt wlmqtrHt. https:/doi.org/10.24897/acn.64.68.276
lmw'tmr l`lmy ldwly lwl
'zhr `ly Hsyn brhym mHmd sm`yl slymn
190250726
lslwkt ltdrysy@ l'stdh@ ltrby@ lbdny@ wlryDy@ llTwryn lmtwsT wlthnwy Hsb ad@ Hmdn lmlHZ@ wtHlyl ltf`l lSfy lshml.
`bd lHfyZ qdry Kadri Abd hafid
151223130
l'f`l ltwjyhy@ ld~ lm`lmyn fy ltf`l lSfy 'thn t`lym llG@ l`rby@ `l~ Dw nZry@ 'wstyn wnZry@ synklyr wkwlthrd: drs@ lHlt lmt`dd@ fy m`hd "dr lslm" w"lmnwr@" bjwmbnj
mstkhlS lbHth tnwl hdh lbHth mwDw` l'f`l ltwjyhy@ ld~ lm`lmyn fy ltf`l lSfy 'thn t`lym llG@ l`rby@ `l~ Dw nZry@ 'wstyn wnZry@ synklyr wkwlthrd. wysthdf hdh lbHth lkshf `n 1) SyG@ l'f`l ltwjyhy@ ld~ lm`lmyn fy ltf`l lSfy 'thn t`lym llG@ l`rby@ fy m`hd "dr lslm" w"lmnwr@" bjwmbnj 2) wwZyfth; 3) wstrtyjy@ stkhdmh. wlmdkhl fy hdh lbHth hw lmdkhl lnw`y bdrs@ lHl@ lmt`dd@ wlbynt lhdh lbHth hy l'f`l ltwjyhy@ ld~ lm`lm. wjm`th lbHth@ mn mlHZ@ bltwthyq wlmqbl@ wHllth bTryq@ lTrz ltf`ly (Interactive Model) wlnty'j lhdh lbHth hy: 1) SyG@ l'f`l ltwjyhy@ ld~ lm`lmyn fy ltf`l lSfy 'thn t`lym llG@ l`rby@ hy SyG@ l'mr, wSyG@ lstfhm, wSyG@ lkhbr; 2) wwZyfth hy lTlb wl'mr wld`w@ wlrj wlnSyH@ wld`w@ l~ llh wlnhy; 3) w strtyjy@ stkhdmh hw strtyjy@ mbshr@ wGyr mbshr@ wstkhdm lstrtyjy@ lmbshr@ ll'f`l ltwjyhy@ bwZy'f: lTlb bSyG@ mood imperative "'Tlb" bSyG@ f`l l'mr, b) l'mr bSyG@ f`l l'mr, wsm f`l l'mr, wmSdr wwzn "f`l" j) ld`w@ bSyG@ mood imperative "ytfDl" wsm f`l l'mr "hy" d) lnhy bSyG@ l lnhy@+f`l mDr` h) lrj bSyG@ mood imperative "'rjw, w"l`l" w'tmn~" wSyG@ lm l'mr+ f`l mDr` w) lnSyH@ bSyG@ mood imperative "lbd" w"nHth" wsm f`l l'mr "`lykm" z) ld`w@ l~ llh bSyG@ mood imperative "'d`w llh" w"`s~ llh" wstkhdm strtyjy@ Gyr mbshr@ lh bwZy'f: lTlb bSyG@ lstfhm wlkhbr, b) l'mr bSyG@ lstfhm wlkhbr wlG@ ljsd, j) lnhy bSyG@ lkhbr, wdhkr l'sm, wf`l l'mr, d) lnSyH@ bSyG@ l lnhy@ h) ld`w@ l~ llh bSyG@ lkhbr. wlstntj lnZry hw: 1) mn lnHy@ ltdwly@ n lm`lm ymyl l~ stkhdm l'f`l ltwjyhy@ bstrtyjy@ mbshr@ fy byy' lthqfy l'bwy wql@ lrd ld~ lTlb@ wlm`lm ymyl l~ stkhdm l'f`l ltwjyhy@ bstrtyjy@ Gyr mbshr@ fy byy' lthqfy ldymqrTy wkhlfy@ lm`lm bthqf@ "jw lwsT~" 2) wmn nHy@ t`lym llG@ l`rby@ n m`lmy llG@ l'jnby@ yfDlwn 'slwb ltwjyh lmbshr mn l'slwb Gyr lmbshr llHSwl `l~ kthr@ rd lTlb@ l'n lm`lmyn ykhD`wn llmbd' lt`wny wmbd' ltmyz ltdryHy fy lt`lym dhy lm`n~ ABSTRACT This research examines the directive speech acts of Arabic teacher in the teaching learning process: the perspective of Austin and perspective of Sinclair and Coulthard. The study focuses on: (1) the forms of directive speech acts in the teaching learning process of Arabic class at Islamic Senior High School and Islamic Boarding School in Darus Salam and Al Munawaroh; (2) the function of directive speech acts in the teaching learning process; and (3) the strategy of using directive speech acts in the teaching learning process. This research is conducted by multiple qualitative case approach. The data of this research is the directive speech acts of teachers. The data collected is taken from recording observation and interview and is analyzed by interactive model analysis. Substantive findings consist of: (1) the form of directive speech acts in the teaching learning process of Arabic class contain 3 forms. There are imperative, interogative, and declarative. b) the function of directive speech acts in the teaching learning process contain 7 functions. There are asking, commanding, inviting, hoping, advising, praying and forbidding. c) the strategy of using directive speech acts in the teaching learning process are a direct strategy and an indirect strategy. A direct strategy is used to express functions of: a) asking with mood imperative"'Tlb" and fiil amar, b) commanding with fiil amar, isim fiil amar, and isim wazan f`l, c) inviting with mood imperative"ytfDl" and isim fiil amar"hy" d) forbidding with llnhy@+f`l mDr` e) hoping with mood imperative "'rjw" "l`l" "'tmn~" dan lm l'mr+ f`l mDr` f) advising with mood imperative ,land isim fiil amar "`lykm" g) praying with mood imperatif "d`w llh" and "`s~ llh" An indirect strategy is used to express functions of: a) asking with interrogative, and declarative, b) commanding with interrogative, and declarative, gesture language, c) forbidding with declarative, d) calling name's, and fiil amr, e) advising with l lnhy@ f) praying with declarative. The formal findings consist of: (1) pragmatic findings, Teacher tends to use directive speech act by direct strategy in paternalistic context and less of student's response and Teacher tends to use an indirect strategy in democratic context and Teacher's cultural background of Central Java; (2) the findings of language learning, The foreign language teachers prefer to use direct strategies rather than indirectly to make students more responsive because of the obedience to the principles of cooperation and the principle of progressive differentiation in meaningful learning. ABSTRAK Penelitian ini mengkaji tindak tutur direktif guru dalam interaksi kelas Pembelajaran Bahasa Arab perspektif Austin dan Perspektif Sinclair dan Coulthard. Fokus penelitian ini 1) bentuk tindak tutur direktif (TTD) dalam interaksi kelas pembelajaran bahasa Arab di Madrasah Aliyah dan Pondok Pesantren Darus Salam dan Al Munawaroh, 2) Fungsi TTD dalam interaksi kelas tersebut, dan 3) Strategi penggunaan TTD dalam interaksi kelas. Pendekatan dalam penelitian ini adalah pendekatan kualitatif multikasus. Data dalam penelitian ini adalah tindak tutur direktif guru. Data data tersebut diperoleh dengan metode observasi perekaman dan wawancara. Kemudian dianalisis dengan analisis model interaktif. Temuan subtantif penelitian ini, 1) Bentuk TTD guru dalam interaksi kelas pembelajaran bahasa Arab adalah imperatif, interogatif, dan deklaratif; (2) Fungsi TTD guru dalam interaksi kelas adalah meminta, memerintah, mengajak, berharap, menasehati, mendoa dan melarang; (3) Strategi penggunaan TTD yang digunakan dalam interaksi kelas adalah strategi langsung dan strategi tidak langsung. Strategi langsung digunakan untuk TTD berfungsi: a) meminta dengan mood imperatif"'Tlb" dan fiil amar, b) memerintah dengan fiil amar, isim fiil amar, dan isim dengan wazan f`l, c) mengajak dengan mood imperatif"ytfDl" dan isim fiil amar "hy" d) melarang dengan bentuk l lnhy@ f`l lmDr` e) berharap dengan mood imperatif "'rjw" "l`l" "'tmn~" dan lm l'mr+ f`l mDr` f) menasehati dengan mood imperative"lbd" dan"nHth" dan isim fiil amar "`lykm" g) mendoa dengan mood imperatif "d`w llh" dan "`s~ llh" Strategi tidak langsung digunakan untuk TTD berfungsi: a) meminta dengan kalimat interogatif dan deklaratif, b) memerintah dengan kalimat interogatif, kalimat deklaratif dan bahasa isyarat, c) melarang dengan kalimat deklaratif, d) memanggil nama dan fiil amar, e) menasehati dengan pemarkah "llnhy@" f) mendoa dengan bentuk deklaratif. Temuan formal penelitian meliputi: (1) temuan pragmatik, Guru cenderung menggunakan tindak tutur direktif dengan strategi langsung pada konteks budaya paternalistik dan kurangmya respon siswa, serta penggunaan strategi tidak langsung pada konteks budaya demokratis dan guru berlatar belakang budaya Jawa Tengah; (2) temuan dalam pembelajaran bahasa, guru bahasa asing lebih mengutamakan penggunaan tindak tutur direktif strategi langsung daripada strategi tidak langsung untuk menjadikan siswa lebih responsif karena adanya ketaatan pada prinsip kerjasama dan prinsip diferensiasi progresif dalam pembelajaran bermakna.
Lailatul Qomariyah
186736797
ltf`l lSfy fy Zl bydGwjy lmqrb@ blkft
khwyld 'sm khwyld 'sm nyly shm nyly shm
188649646
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qdry `bd lHfyZ qdry `bd lHfyZ bn qsmy y`qwb bn qsmy y`qwb mrtt mHmd mrtt mHmd
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ltf`l lSfy w`lqth bdf`y@ lt`lm ld~ Tlb lsn@ lthlth@ thnwy drs@ mydny@ bmtqn lshhyd zyn `shwr bmdyn@ ms`d.
wldHymwd@ jm`@ wldHymwd@ jm`@ shybwT lkhDr shybwT lkhDr
216770654
f`ly@ stkhdm tTbyq Nearpod fy l'jhz@ llwHy@ `l~ ltf`l lSfy lmd@ lHsb laly ld~ Tlbt lSf lthny thnwy
mn~ bnt `l~ lshhr~ mHmd bn brhym lHjyln
188636903
`lq@ ltf`l lSfy bltHSyl ldrsy ld~ tlmydh lsn@ lkhms@ btdy'y
'myn@ zyd@ Ziada Amina
195445873
dwr ltf`l lSfy fy tHqyq l'hdf ltrbwy@ w lt`lymy@ dkhl lmw'ss@ ljzy'ry@
`ly hnwd@ `ly hnwd@ nSr ldyn jbr
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'thr stkhdm strtyjyt lt`lm lnshT `l~ ltf`l lSfy fy Zl lmqrb@ blkft.
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