DIRECT METHOD IMPLEMENTATION IN ARABIC LANGUAGE TEACHING: EXPERIMENTAL STUDY AT DARUSSALAM ISLAMIC BOARDING SCHOOL, MANTINGAN

The purpose of this research is to assess the efficacy of direct method implementation in Arabic language learning at Pondok Modern Darussalam Gontor Putri Campus 1. This research method uses quantitative experimental methods by holding a pre-test followed by direct method treatment to respondents and ending with a post-test trial. Population from the entire grade 1 study at Pondok Modern Darussalam Gontor 2023. The sampling technique uses random sampling with a total sample of 43 students. The results of this study aim to determine the effectiveness of the direct method in learning Arabic. Based on the result of the research conducted, there was an increase of 10,47% in post-test assessment after being given direct method treatment. There was an increase in the average pre-test from (6.95) to (8.42) in the post-test score. The results of the hypothesis test show that the significance value is 0.00, where if the value is below 0.05 then there is an effectiveness of the direct method in learning Arabic. On the other hand, Santriwati is very responsive and enthusiastic about learning Arabic using the direct method because some of them like (76.7%) learn using the direct method than those who do not like (23.3%). From this, it can be concluded that the role of professional teachers armed with knowledge and practice greatly influences the success of the implementation of direct methods in teaching Arabic and this research can contribute to teachers improving the quality of Arabic language learning using direct methods in modern pesantren.


INTRODUCTION
Arabic in Indonesia has begun to develop, this can be seen by the number of teachers and Arabic learners, even at an early age, Arabic has begun Jurnal Al Mi'yar Vol. 6, No. 2 Oktober 2023 Homepage https://jurnal.stiq-amuntai.ac.id/index.php/al-miyarto be taught. 1So there is no doubt that Arabic which is a foreign language that is able to compete with other foreign languages. 2According to the 2008 Law of the Ministry of Religious Affairs, the purpose of learning Arabic is to encourage, guide, develop, and foster skills and foster positive attitudes towards the Arabic language both repressively and productively.Arabic learning has been carried out for a long time in Indonesia, but the results have not been maximized. 3Various kinds of problems often appear and are almost unsolvable.The problem of teaching Arabic really needs serious treatment. 4he problem-solving of Arabic language learning has not achieved an adequate level of success.Many factors cause it, one of which is the problem of learning methods 5 because the success of learning depends on the method used. 6Many solutions are offered to unravel this difficulty, one of which is the use of interactive learning media, both in the form of technology-based applications and designing student-centered learning methods. 7The use of language directly in foreign language teaching will be effective for achieving language proficiency. 8Teachers must use the right way so that learning 1 Mega Primaningtyas dan Cahya Edi Setyawan, "Urgensi Bahasa Arab Dalam Pendidikan Islam Di Era Revolusi Industri 4.0," SALIHA: Jurnal Pendidikan & Agama Islam 2, no. 2 (15 Juli 2019): 49-66, https://doi.org/10.54396/saliha.v2i2.29.
The Direct Method focuses oral language by focusing on daily language and employing questions and replies.The main objective of this strategy is to directly correlate meaning with the target language through the use of realia, pantomime or pictures. 10Direct method which in Arabic is called Thariqah Al-Mubassyarh which is a method of providing Arabic learning material directly utilizing the language as the medium of instruction and without using students' native languages at all.If a word is difficult for pupils to grasp, the teacher can explain it by utilizing objects, demonstrating, describing, and other methods. 11The purpose of using the direct method is so that learners can master the language learned orally to be able to communicate with the language. 12irect method Born as an improvement of the nahwu wa tarjamah method which positions language learning only as a dead language.Before 1850, propaganda emerged that learning Arabic with the nahwu wa tarjamah method seemed unpleasant, boring, and less effective. 13Direct method is a solution in learning Arabic, especially in modern pesantren.Direct method learning is the same as learning the mother tongue, namely by using language directly, by listening repeatedly, and imitating it orally.The emergence of this Jurnal Al Mi'yar Vol. 6, No. 2 Oktober 2023 Homepage https://jurnal.stiq-amuntai.ac.id/index.php/al-miyarmethod is based on the theory that states that language is everything that is alive, therefore it still needs practice and repeated habituation in learning it. 14rabic has a close relationship with Indonesian, as most Indonesian are influenced by Arabic.15 In accordance with this, Arabic has become a required subject in a variety of educational institutions, including Islamic educational institutions such as Islamic boarding schools.Learning Arabic was part of the pesantren development program in Indonesian.16 Every pesantren-based educational institution requires its students to learn Arabic as the language of daily communication.Pondok Pesantren Darussalam Gontor is one of the Islamic boarding schools in Indonesia that is famous for its direct method using in Arabic learning. 17The interesting thing is that the hut from its inception until now still uses Thariqah Mubasyaroh in its Arabic language learning.
Darussalam Gontor Modern Islamic Institution has a vision in learning Arabic by making it the language of daily communication.Success in this achievement is supported by direct methods applied both in formal learning and non-formal activities.Direct method (thariqah mubasyirah) is one method that emphasizes learning using a second language in the teaching and learning process.For new students at Pondok Modern Darussalam Gontor, they feel worried, anxious, and hesitant in learning Arabic because they have doubts about their ability to master learning Arabic.This happens because of differences in educational and ethnic backgrounds from various regions in Indonesia and even abroad.
Direct Method is an effective learning method in learning Arabic, both in improving listening, 18 speaking, 19 reading, 20 and writing skills 21  Jurnal Al Mi'yar Vol. 6, No. 2 Oktober 2023 Homepage https://jurnal.stiq-amuntai.ac.id/index.php/al-miyarconsistent with the analysis conducted by Kasmiati 22 The results of this study show that the direct method is very effective in learning Arabic for children after an early age.The research is in line with research conducted by Umi Chabibatus Zahroh, the results of this study show that the direct method is very effective in learning Arabic for children after an early age.The research is in line with research conducted by Umi Chabibatus Zahroh 23 , Rojja Pebrian 24 , and Ifa Rodifah 25 Overall, it is stated that the direct method is the most effective method of learning Arabic.The novelty of this research is can contribute to teachers in improving the quality of Arabic language learning using direct methods in modern pesantren.Where Pondok Modern is famous for learning Arabic which makes Arabic the official language of communication in everyday life.
Meanwhile, The purpose of this research is to provide insight into how the direct method learning process is for readers to understand the steps that must be taken in teaching Arabic using the direct method and determine the effect of direct method application in Arabic learning for new students at Darussalam Gontor Modern Islamic Institution for Girls First Campus.

RESEARCH METHODS
The study used a quantitative approach whose pressure analysis was on numerical data (numbers) processed by statistical methods. 26In this study the application of direct methods as a dependent variable (x) and Arabic speaking skills as an independent variable (y).At the beginning of this study, a pre-test will be carried out, then given treatment, and finally a post-test will be carried out.This study utilizes an One Group Pre-test and Post-test Design.This design is chosen because it is more accurate and enables comparisons between pretest and posttest results.
In the One-Group Pretest-Posttest Design experiment the design is as follows: 27 1) Pretest is used to see the initial ability of students before using direct methods in Arabic language learning, 2) Treatment uses Direct methods in Arabic learning and treatment is also used to determine the effectiveness of the Direct method, 3) Post test is done to see the results before and after using direct method in Arabic language learning.
The design of this study can be seen as follows: Information: O1 = pre-test X = treatment O2 = post-test Research instruments are media or tools used in data collection. 28The instruments used in this study were questionnaires and tests in the form of pretest and posttest.To determine the influence between one variable and another, a t-test will be carried out using SPSS version 24.After the data is obtained, data analysis is carried out.The data analysis technique carried out in this study is a quantitative data analysis technique, which is research conducted by testing a hypothesis that has been set.The data in this study was taken from observations about the circumstances or circumstances in the field.The population in this study was all grade 1 students at Darussalam Gontor Modern Islamic Institution for Girls Campus 1 with a total sample of 43 students.

RESULTS AND DISCUSSION Implementation of Direct Method in Arabic Language Learning for New Students
The results of this study are based on observations made by researchers about the implementation of direct methods in learning durusu lughoh at Darussalam Gontor Modern Islamic Institution for Girls Campus 1.This method is in accordance with the purpose of learning Arabic in Gontor, which is to improve the ability of students to communicate using Arabic.Therefore, learning Arabic using durusu lughoh books using the direct method is the initial foundation for students in knowing and learning Arabic.
The book Durusu Lughoh Volume 1 by Imam Zarkasyi and Imam Shubani contains basic materials on the introduction of Arabic that supports children's ability to train speaking skills (maharah kalam). 29The factor that supports success in learning durusu lugho is the teaching method using thariqah mubasyirah (direct method). 30In the learning process, teachers use Arabic without translating into Indonesian and introduce Arabic vocabulary using pictures or original forms of these items to make it easier to understand students.
The success of students in understanding and using Arabic is determined by how mastery in deepening the material durusu lughoh.This durusu lugho material is taught to new students as their basic provision in learning Arabic.If learning durusu lugho is maximal, it will make it easier for new students to apply it in their daily lives and also make it easier to learn 29  other Arabic at the next level.The purpose of learning this material is to make students able to communicate using Arabic, and familiarize students to use Arabic as a daily language.Students was not introduced to Indonesian at all, only using Arabic as her main language in learning.
Direct method (thariqah mubasyirah) becomes an identity in learning durusu lughoh. 31This method refers to the productivity and creativity of teachers in managing learning, because teachers introduce Arabic with various media to make it easier for students to understand the intended meaning. 32The existence of a reciprocal relationship between teachers and students in the habit of communicating, with the teaching system that prioritizes practice not qawaid learning is a direct method identity. 33This method is also called thoriqoh thobi'iyah (Natural Method), thoriqoh syafawiyah (Oral Method) 34 , thoriqoh haditsah (Modern Method), thoriqoh jawan (Gouin Method), thoriqoh Biirlitz (Berlitz Method) 35 .
In the learning process, durusu lughoh using the direct method has steps in learning in order to achieve learning targets that are in accordance with the curriculum of Pondok Modern Darussalam Gontor.Here are the steps that teachers must pay attention to in teaching durusu lugho using the direct method: 36 Jurnal Al Mi'yar Vol. 6, No. 2 Oktober 2023 Homepage https://jurnal.stiq-amuntai.ac.id/index.php/al-miyare.The teacher asks the meaning of the vocabulary with different types of questions ‫وأًن..)‬ ‫هرا....،‬ ‫هل‬ ‫هرا؟،‬ ‫(ما‬ to ensure the understanding of students.f.The teacher asked the students to practice the conversation with their fellow friends.Example: The teacher asked the students to open the book and read some vocabulary with clear and precise readings.h.The teacher asked the students to write the teacher's writing on the blackboard.i.The teacher requests that the students do practice questions (tamrinat)  and then the teacher corrects the students' mistakes.The materials taught in durusu lughoh begin with the introduction of ism first rather than the verb (fi'il).This enriches the basic vocabulary mastered by students.Departing from the introduction of vocabulary taught by direct method, it makes it easier for students to understand Arabic so as to eliminate their bad mindset about Arabic that is difficult to learn.The repetition in the recognition of repeated vocabulary strengthens the memory of female students in memorizing the vocabulary they have just learned.
Based on the results of an interview with the deputy director of KMI, stated that since Gontor was established until now there has not been the slightest change in terms of Durusu Lugho's learning method.Thoriqoh mubasyirah became the identity of Arabic learning in Gontor, especially with the book durusu lughoh.In terms of the teaching and learning process, homeroom teachers as well as teachers have a very big role in equipping students to love Arabic, instilling the basics of Arabic knowledge by making it an active language of communication in learning.
The success of durusu lugho teaching using the direct method is also supported by the ability and experience of teachers gained during their time as students.Armed with this experience, teachers are better able to master the Jurnal Al Mi'yar Vol. 6, No. 2 Oktober 2023 Homepage https://jurnal.stiq-amuntai.ac.id/index.php/al-miyarproblems and obstacles faced by students during the learning process.In terms of students, it is easier to accept the material delivered by the teacher, even though in its delivery the teacher uses Arabic as the main language of instruction.There are practice questions in the form of oral questions delivered by the teacher and the command to practice the conversation among others, creating a communicative learning atmosphere and more intensively sharpening speaking skills.
The purpose of using this direct method is so that students can understand Arabic directly by listening to what is conveyed by the teacher and being able to apply it directly in the language of communication.If the students do not understand the meaning of the vocabulary conveyed, the teacher practices with movements or by bringing pictures that match the intended meaning.In this case, it makes it faster and easier for students to get Arabic as a second language in their daily lives.
The success of learning Arabic at Pondok Modern Darrussalam Gontor for new students in addition to using durusu lugho books using the direct method, on the other side, is supported by attention to the duration of the learning time.In this case, the lodge provides a portion of durusu lugho learning with an intensive duration, which is for 6 meetings every week and with a duration of 45 minutes at each meeting.During the learning process, students are required to play an active and communicative role in receiving the material taught by the teacher.

Steps in research Implementation of direct method in durusu lughoh learning
Researchers in this study measured the effectiveness of direct method implementation in Arabic language learning at Islamic Boarding School Darussalam Gontor for Girls First Campus.The total population in this study amounted to 172 Santriwati with a sample of 43 students.This study was conducted based on the background found by researchers that Gontor students are required to use Arabic as their daily language, while for new students find it difficult to understand Arabic.Learning Arabic for new students in the classroom uses the direct method, where the teacher explains the material in Arabic without translating into Indonesian.This method focuses Arabic as the destination language in learning and focuses on improving the ability to speak to pupils (maharah kalam).
Based on this background, researchers conducted research trials by distributing questions to students related to material they had never studied.The pupils are asked to answer these questions with their understanding and Jurnal Al Mi'yar Vol. 6, No. 2 Oktober 2023 Homepage https://jurnal.stiq-amuntai.ac.id/index.php/al-miyarabilities.In this case, researchers want to see how their mastery and understanding of Arabic material that has not been studied.The effectiveness of the direct method implementation can be seen from the value of pre-test and post-test research trials tested on new students.
Here are the results of the pre-test trial: Based on the pre-test table above, it can be concluded that the pre-test results were tested on 43 new female students as a research sample.The results of the study showed that 9 students who scored below 5 were 9 students.With the most beautiful score of 1 as many as 3 people and the highest score of 10 as many as 2 people.From these results, it shows that the Arabic language skills of the students are good but not optimal because there are still students who get results below 5, while the standard value of increase in Gontor is 7.
After conducting the pre-test, the teacher delivered durusu lughoh materials using the direct method.Here are the steps taken by teachers in teaching durusu lugho using the direct method for new students: a.Before starting the lesson, the teacher starts by greeting Santriwati with greeting questions using Arabic.f.The teacher asked the students to practice the conversation with their fellow friends.g.The teacher asked the students to open the book and read some vocabulary with clear and precise readings.h.The teacher asked the students to write the teacher's writing on the blackboard.i.The teacher requests that the students do practice questions (tamrinat)  and then the teacher corrects the students' mistakes.After the teacher taught using the direct method in the durusu lughoh lesson for new students, researchers conducted a research trial using questions related to the material that the students had learned using the direct method.The following are the results of the post test in the study: With the most beautiful score of 4 as many as 1 people and the highest score of 10 as many as 7 people.From these results, it shows that the learning process of durusu lugho using the direct method has an improvement compared to before getting treatment using the direct method.Here are the average results that show the results of improvement: The table shows that there was an average increase of 10.47%, with an average score on the pre-test of 6.95 and a post-test score of 8.42.Based on this, it can be concluded that there is an increase in Arabic language learning using the direct method for new students.
The results of this research can be known whether or not there is effectiveness of direct method implementation through T-Test results.Based on the results of T-Tset shown to have a meaning of reading with special criteria, including: a.If the indicated significance result is less than 0.05, then Ho is rejected and Ha is accepted.In this case, it shows that there is an influence in the implementation of direct methods on Arabic language learning.b.If the significance result is greater than 0.05, then Ho is accepted and Ho is rejected.In this case, it means that there is no influence in the implementation of direct methods on Arabic language learning.The following are the results of the research hypothesis test of direct method implementation in Arabic language learning: Pair 1 Mean df t sig Pre-Test -1465 42 -4.738.000Post Test Based on the table above, it can be concluded that the significance value is less than 0.05, indicating that there is an influence in learning Arabic for new students using the direct method.This is shown from the increase in the results of pre-test and post-test questions after direct method learning treatment was given to new students.
After conducting the post-test test, researchers distributed questionnaires to respondents to measure their response and attractiveness in learning Arabic using the direct method.This questionnaire consists of 5 questions consisting of 2 negative questions and 3 positive questions using a dichotomy scale.Departing from this scale shows children's responses to learning using the direct method, by giving a checkmark in the agree or disagree column.Based on the test results, the percentage of questionnaire data shows the following results: Based on The table above, shows the percentage of children who agree is 76.7% and children who disagree is 23.3%.These results are supported by research conducted by Umi Chabibatuz Zahra which shows that the value of student learning using direct methods is higher than conventional methods.This is evidenced by a comparison of the average value of 76.87 using the direct method and 65.32 using conventional methods. 37It can be concluded that the percentage of children who like to learn using the direct method, easily understand the material delivered by the teacher Using the direct method and not having difficulty in learning to use the direct method more than those who do not like to learn using the direct method.
The application of the direct method in learning Arabic at Pondok Modern Darussalam Gontor is very effective even for new students who are new to Arabic.New female students are required to understand Arabic without translating it into Indonesian and are obliged to use Arabic as the language of daily communication.The results of this study, evidenced by the average pre-test score (6.95) and post-test value (8.42) showed an increase of 10.47% in post-test assessment after being given direct method treatment.The existence of this effectiveness is proven in the results of the T-Test which shows a significance value of 0.00 where if the value is below 0.005 it is declared efficient.Besides the marked increase, this study can conclude that the percentage of children who like (76.7%) to learn using the direct method, easily understand the material delivered by the teacher using the direct method and do not have difficulty in learning to use the direct method more than those who do not like (23.3%) to learn using the direct method.From these results, it was asked that the direct method is very effective in learning Arabic.With this research, it is expected to be able to improve the professionalism and quality of teachers in teaching Arabic using the right direct method.
Jurnal Al Mi'yar Vol. 6, No. 2 Oktober 2023 Homepage https://jurnal.stiq-amuntai.ac.id/index.php/al-miyarb.Learning begins by giving some questions about the previous lesson to review the students' understanding.c.The teacher introduces the vocabulary by saying it repeatedly with fashih, then showing pictures related to the meaning of the vocabulary in question or by describing it on the board or with movements practiced by the teacher.d.The teacher asks the students to repeat the vocabulary clearly and loudly.e.The teacher asks the meaning of the vocabulary with different types of questions ( ‫وأين..)‬ ‫هذا....،‬ ‫هل‬ ‫هذا؟،‬ ‫ما‬ to ensure the understanding of students.
Based on the table above, it can be concluded that the post-test results were tested on 43 new female students as a research sample.The results of the study showed that only 1 student who scored below 5 scored below 5. Al Mi'yar Vol. 6, No. 2 Oktober 2023 Homepage https://jurnal.stiq-amuntai.ac.id/index.php/al-miyar