Pada artikel edisi kali ini, kita akan membahas prosedur dan cara menerapkan metode langsung atau thariqah mubasyarah dan medianya yang cocok untuk digunakan dalam mengajarkan materi pelajaran dengan metode ini.
Cara Menerapkan Metode Langsung (Thariqah Mubasyarah)
Berikut prosedur atau cara paling umum untuk menerapkan thariqah mubasyarah.
1. Guru/pengajar masuk ke ruang kelas dan memberi salam dan dilanjutkan dengan do’a beserta muqaddimah dalam bahasa Arab.
2. Kemudian guru mulai menghidupkan suasana belajar di kelas dengan bertanya kabar atau memberi informasi terkini atau motivasi dengan bahasa target.
3. Guru mulai menarik perhatian dan fokus peserta didik dengan menanyakan inti-inti dari pelajaran pada pertemuan yang lalu serta mengaitkan dengan pelajaran yang akan dipelajari pada pertemuan tersebut.
4. Guru mulai menjelaskan pengantar materi pelajaran dengan menjelaskan tujuan dan apa saja yang dipelajari dari materi pelajaran tersebut dengan kata dan kalimat dalam bahasa Arab.
5. Thariqah mubasyarah adalah metode yang bergantung pada keaktifan dan usaha guru dalam menjelaskan materi pelajaran, maka guru diharapkan untuk sesekali berdiri untuk memeragakan suatu materi atau membuat mimik-mimik tertentu yang dapat membangkitkan fokus peserta didik dalam memahami apa yang ia sampaikan.
6. Guru juga diharapkan untuk tidak berdiri memaku di suatu tempat saja, melainkan dengan berjalan mengelilingi ruang kelas sambil menjelaskan materi pelajaran dan murid sesekali memberi tanggapan dan jawaban singkat dari apa yang ia dengar dengan jawaban yang singkat dan jelas dalam bahasa target.
7. Bahasa yang digunakan guru secara bertahap ditingkatkan ke hal-hal yang ditemukan di sekolah dan kemudian ke lingkungan lokal di luar sekolah.(1)
8. Guru sesekali mengajukan pertanyaan kepada siswa, dan mereka menjawab, dan terkadang memberikan beberapa perintah praktis kepada mereka.
9. Guru juga memberikan penjelasan dengan kosakata baru dan menjelaskannya dengan bahasa target pula dengan bantuan gambar atau peragaan, sangat penting untuk menghindari penggunaan bahasa ibu.
10. Guru menggunakan segala trik, cara, dan metode yang membantu peningkatan kemampuan mendengar dan berbicara peserta didik, dan metode ini tidak pula mengabaikan perkembangan kemampuan membaca dan menulis.
11. Setelah mendengar dan mempelajari kosakata baru, murid diminta untuk mebaca teks tentang materi tersebut atau buku pelajaran.
12. Guru membacakan teks atau materi di buku pelajaran kata per kata, dan murid mengulangi bacaan guru dengan benar.
13. Di akhir pertemuan, guru mengajukan beberapa pertanyaan terkait teks atau pelajaran yang sudah dipelajari guna mengetahui tingkat pemahaman siswa dari pelajaran pada pertemuan tersebut. Murid menjawab dengan bahasa target.
14. Guru menyimpulkan materi pelajaran pada pertemuan tersebut, kemudian bershalawat atas nabi Muhammad SAW, dan ditutup dengan doa.
15. Setelah itu bisa ditutup dengan lagu-lagu yang bisa diulang siswa, berisi kata dan frasa yang telah dipelajari.
16. Kemudian peserta didik meninggalkan ruangan dan menyalami guru dengan senang hati dengan semangat akan pemahaman mereka tentang materi pelajaran pada pertemuan tersebut.
Media Yang Sesuai Untuk Metode Langsung
Guru perlu memanfaatkan media dalam mengajar secara umum dan khususnya pada pengajaran bahasa. Diantara media-media yang cocok dan paling umum dalam menerpakan thariqah mubasyarah (metode langsung) dalam pengajaran yaitu:
1. Papan Tulis
Papan tulis memberi kontribusi besar dalam berbagai hal, terutama dalam ruang kelas. Diantara manfaat yang bisa didapat dari papan tulis dalam menerapkan metode thariqah mubasyarah yaitu:
a. Guru bisa menulis kosakata baru beserta maknanya.
b. Guru menulis struktur kalimat baru dalam bahasa target.
c. Guru menulis pertanyaan untuk sekedar latihan atau pekerjaan rumah.
d. Guru juga menggunakan papan tulis untuk menggambar bentuk-bentuk atau pola guna memperjelas materi.
e. Murid pula bisa menggunakan papan tulis saat maju kedepan untuk kontes atau sekedar konten pendidikan lainnya.
2. Buku Pelajaran
Buku pelajaran atau buku teks dianggap sebagai media pendidikan, dan tujuan utamanya bukan agar siswa memahami apa yang terkandung di dalamnya, dari segi informasi dan pengetahuan yang disesuaikan.
Sebaliknya, buku pelajaran atau buku teks memiliki beberapa fungsi, antara lain: untuk menyajikan pengetahuan ilmiah kepada peserta didik dalam bentuk yang terorganisir dan terstruktur, membantu mereka untuk mengasimilasinya.
Untuk mewujudkan keterkaitan antara bagian-bagiannya, buku pelajaran memiliki peran mendasar dalam memperbarui topik studi, pengantar dan pendekatan pengajarannya, dan metode untuk mengevaluasi pelajar dalam mencapai tujuan-tujuan tertentu dari sebuah mata pelajaran.
3. Gambar dan Sketsa
Lebih dari 39 abad yang lalu, orang Arab menggunakan bentuk, gambar, dan sketsa sebagai alat ilustrasi dalam buku ilmiah dan sastra mereka dan juga terdapat di dalam kitab-kitab turats.
Contohnya seperti penggunaan pedang dalam menjelaskan cerita dan masalah ilmiah tentang sesuatu yang buruk adalah hal yang umum dan populer, dan penggunaan gambar dan ilustrasi dalam pengajaran bahasa asing telah meningkat dan berkembang semenjak awal abad dua puluh dengan munculnya thariqah mubasyarah (metode langsung) dalam pengajaran bahasa asing.(2)
(1) Abdul Aziz Alosaily, Tharaiq Tadris Lughah Al-‘arabiyah Lin Nathiqina Bilughat Ukhra (Riyadh, 2002), hlm. 60-61.
(2) Hasan Syahanah, Ta’lim Lughah Al-‘arabiyah Baina An-nazriyyah Wa Tathbiq, Cet. Ke-3 (Cairo: Dar El-misriyyah Binaiyah, 1996 M).
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