The Effectiveness of Direct Method in Arabic Language Learning

_______________________ *Correspondence Address: umi.chabibah@peradaban.ac.id Abstract: Understanding of arithmetic students in Arabic learning is still low. This study aims to determine the effectiveness of the Direct Method in learning Arabic number material in Arabic understanding Arithmetic Students. The approach used is experimental research approach with Posttest-Only Control Design. The population and sample of the study were determined through the Random Sampling technique. Analysis of the data used included normality test, homogeneity test, average similarity test, completeness test, and comparative test. (1) the arithmetic understanding of students taught by the Direct Method in learning „Adad dan Ma‟dud material can exceed the Standard of Minimum Mastery (KKM) of 76,87, (2) the arithmetic understanding of students taught by the Direct Method is 76,87 higher than from the conventional models 65,32. Then it can be concluded that the Direct Method is effective in understanding arithmetic in learning „Adad dan Ma‟dud material. The novelty of this research is that using the Direct Method can facilitate a direct understanding of 'adad and ma'dud. This research contributes in Arabic teaching by using the Direct Method in the material 'Adad and Ma'dud to improve students' arithmetic understanding.


Introduction
"Adad ma'dūd material is a teaching material in the nahwu books. In general, adad ma'dud material in several nahwu books such as jami 'uad-durus, qowaidu allughah al-rabiyah is presented globally about the rules of writing only, without any detailed explanations and examples, so the students do not understand the material. 1 According to Ramadan, a competence Arabic language teacher can identify some of the forms and causes of mistakes made by students in ism 'adad wa al-ma'dud learning. The misunderstanding that usually occurs in adad wa al ma'dud is the concept of adad learning Arabic so that students are able to master the material well and can develop the creativity of students who are more in line with the Arabic language curriculum. 10 Basic arithmetic operations in Arabic are discussed in number material of Arabic ("Adad and Ma'dud). The number in Arabic is 'adad, the calculated object is called ma"dud. 1112 One of the Qur'anic studies in the light of language is al-'Adad (count) wa al-Ma'dud (the calculated objects). 13 The numerial / number (`adady) phrase is a phrase formed by a number element which is the center / core element called `adad and followed by the attribute element, namely the noun of ma`dud. 14 There are five kinds of numbers in Arabic, namely 'adad mufrad, 'adad murokkab, 'adad ma'ṭuf, 'adad 'uqud, and 'adad muḍaf. 15 Arithmetic is a branch or a precursor of mathematics that studies the basic operation of numbers. Basic arithmetic operations are addition, subtraction, multiplication and division. The basic arithmetic operations in Indonesian have been studied in elementary school. However, there are still many people who do not understand it. Mathematics as an applied science is widely applied in various fields such as chemistry, physics, biology, economics, astronomy, social sciences, and other fields.
Especially in religious , there are a lot of mathematical concepts applied such as inheritance, zakat, determination of 1 Shawwal, the point of Qibla, prayer time and etc. Therefore, a Muslim should have knowledge of arithmetic, number theory, algebra, roots, measurements, geometry, and others. Generally, the mathematical concepts explored are related to algebra, arithmetic, geometry, and others and their use of aspects of religious rituals. 16 According to Hudaa, Ism Al-'Adad Wa Al-Ma'dud is a topic that is difficult to be learnt and taught to students, but this topic is an important Arabic principle. 17 Based on previous research problems, it shows that there is lack of arithmetic understanding especially in 'adad and ma'dūd material. This is consistent with the results of field investigation tests. Based on the results of the initial investigation test shows that there is lack of arithmetic understanding especially in 'adad and ma'dūd material. Here is one of the results of the investigation: It appears in question number 1 that the operation writing is in Arabic but the calculation is correct. Question number 2 of the addition operation is still incorrect because the Arabic translation is not correct yet. In numbers 3 and 4 both of writing and calculation are not correct yet. Students still don't understand 'adad and ma'dud (basic operations of numbers in Arabic). It happens because students are passive in learning.
Students also consider that Arabic is a difficult subject and they are lack of confidence in using Arabic. This is in line with the results of research which mentions an error that occurs is inaccuracy in the application of the 'adad-ma 'dud'. 18 One of the efforts that can be done to improve arithmetic understanding is the use of models that are suitable with students" conditions. The various attempts were made to improve the understanding of "Adad and Ma'dud material. Here are some studies that raise the problems in Arabic learning. The application of the Direct Method in Arabic 16  learning in Pesantren (boarding school) al-Falah is suitable with the characteristics and procedures for its application, to support the success of Arabic learning, biughah lughawiyah system is applied. 19 Other research shows, thariqah mubasyarah or Direct Method in Arabic learning is applied successfully. Nowadays, Gontor has an important role to achieve the success of Arabic learning in this country. 20 The Direct Method is very relevant to be implemented in Arabic learning especially in Islamic schools and boarding schools, moreover, the Islamic schools and boarding schools want to encourage their students to continue their studies in the Middle East. 21 The research that was conducted by Afni states the result that the scores of students when the Direct Method is applied are higher than learning without applying Direct Method. 22 The results of Bagmang's research show that first, the Direct Method in Arabic learning in the modern Islamic boarding schools is already well implemented. It can be proven by the results of a questionnaire that the author has done that 80% of students can understand the lessons given. Second, the effectiveness of students' learning in Arabic learning through the Direct Method has been effective. 23 The results found that the application of language games (Al'ab Al-lughawiyah) was effective in increasing the ability of students, because the t-test value was higher than the t-table value (2.09 <9.53> 2.86), and it made them easier to learn 'adad dan ma'dud, based on the observational value of ustadzah"s (the teacher) activity is 90% and the observation value of the students" activity is 90%. So, it shows that the null hypothesis is rejected and the alternative hypothesis is accepted or that the application of language games (Al'ab Allughawiyah) can improve the ability of students and facilitate them in 'adad and ma'dud  22 Afni. 23 Batmang, "Direct Method Dalam Pembelajaran Bahasa Arab Di Pesantren Modern", Jurnal Al-Ta"dib, 6.2 (2013), 170-78. 24 Akyun.  activities. Then, the students will get used to using Arabic. 33 According to Larsen, the Direct Method has one very basic rule: no translation is allowed. Apparently, the name of Direct Method was from the fact that the meaning must be spoken directly in the target language through the use of demonstrations and visual tools, without any assistance to the students' native language. 34 Its basic aim is to develop the ability to think in Arabic and not with their native language. 35 The application of the Direct Method in language learning can help the students to understand the material provided easier, because it is practiced directly without translating. There are three methods that are attached to this method. Even, it is the important part in Direct Method that will be explained as follows: (1) psychological method that accentuates their learning process on observing mental development and mind association, (2) phonetic methods, it is writing material in phonetic, not spelling that is commonly used. In practice, this method begins the learning process with listening exercises, and (3) the natural method which is a continuation of the phonetic method.
This method equates the way of learning a foreign language with a native language that is usually based on everyday behaviour and habits that occur naturally. 36 Comparing and difficulty level using the type of problem description. 39 The prerequisite test is carried out first, namely the normality test, the homogeneity test, and the average similarity test. Then a statistical analysis is performed, namely average similarity test, completeness test, and comparative test.

Result and Discussion
The learning process carried out in this study is learning and teaching by using The application of the Direct Method in Arabic learning helps the students to understand 'Adad and Ma'dud material easier. This is because students directly speak out the Arabic vocabulary, understand the meaning of words, and practice directly when performing roles in drama related to 'Adad and Ma'dud. After learning is carried out, students are given a test to determine the understanding of student in arithmetic. The results of the tests carried out the prerequisite test and completeness test.

Prerequisite Analysis
The final data normality test of the sample class is done to know that the sample data can represent the entire population and as a prerequisite for further data testing. The results of normality test calculations can be seen in Table 1.
Based on Table 1, it is obtained sig in experimental class = 0.118 and sig in control class = 0.142, whereas sig value of the two classes is more than 0.05, then H 0 is accepted. So, the final data of both classes comes from populations that are normally distributed. Homogeneity test of initial sample class data is done to find out that both groups have the same or homogeneous variance. Homogeneity test results can be seen in Table 2. 39 Yusup.  It can be seen in Table 2. It is found that the sig value of the experimental class and control class = 0.001 is less than sig 0.05, then H 0 is accepted. It means that the two classes have different variances after being treated.

Completeness Test
The results of the completeness test can be seen in Table 3 namely the column output of equal variances not assumed as follows: In The results of other studies show that Grammar Translation Method and Direct Method have obtained the highest percentage (69%), which agrees that both methods have often been applied in practical periods. Besides that, it seems that all of these students are familiar with teaching methods used in teaching and learning process based on a high percentage (95.2%) of their perception of all of these methods. 41 The Direct Method has an influence in teaching and learning in Islamic Middle School Class VII. 42 Other research shows that the characteristics of Direct Method can be used to practice their ability of verbal communication quickly through question and answer in varied patterns of interaction, so that teachers and students play an active role in the communication created. Thus, basic Arabic conversation will be easier to master and apply in communication. The Direct Method is applied as a teaching strategy allowing students to speak Arabic without feeling embarrassed and afraid to make mistake. 43 Other results show that learning methods based on the communicative approach are methods that place more emphasis on listening and speaking skills. The learning objectives that is achieved through a variety of methods is learners are able to communicate with the target language learned whenever and wherever which is suitable with the nature of language learning. 44 Other studies mention that learning outcomes of students in Arabic learning by using Direct Method is efficient. 45 Suswanto's research results show that learning Arabic with Direct Method in Aliyah Al-Ishlah Madrasah has a positive impact. 46 The results of other studies show that although the methods of teaching Arabic are double, there is no unique way of teaching, each method has its own advantages and disadvantages. But based on the results, most students and teachers find that the Direct Method is highly recommended to be applied in Arabic class. 47 Bakri stated that Direct Method is significant in Arabic teaching, because through this method students can directly practice their skills without using their mother tongue (first language). 48 Even though, it seems difficult for students to imitate at the beginning, but this method is interesting for students. 49 Thus, the similarity of this study based on the results and previous studies is the application of the Direct Method can improve the students' abilities in Arabic learning.
While the novelty of this research is that by using the Direct Method can facilitate a direct understanding of 'adad and ma'dud. Students can use and pronounce various kinds of numbers in Arabic directly. It helps the students to understand easier and make the process of Arabic learning more meaningful. The use of Direct Methods contributes to the teaching of Arabic in the material 'Adad and Ma'dud to improve students' arithmetic understanding.

Conclusion
Based on the description above, the conclusions of this study are (1)  and ma'dud. Students can use and pronounce Arabic directly various kinds of numbers.
The use of Direct Methods contributes to the Arabic teaching on 'Adad and Ma'dud material to improve students' arithmetic understanding. This study examines the application of the Direct Method can be seen from students' arithmetic understanding.
Many other variables can be improved by applying the Direct Method. Variables that can be improved in other studies are cognitive, psychomotor and affective aspects such as mathematical communication skills, Arabic speaking skills, numeracy skills, motivation and others.