ϬÏúϽ┘èÏ▒ ϺÏ│ϬÏ▒ϺϬ┘èϼ┘èÏ® (┘ü┘âÏ▒ - Ï▓┘êϺϼ- Ï┤ϺÏ▒┘â) Ï╣┘ä┘ë ┘à┘çϺÏ▒Ï® Ϻ┘ä┘éÏ▒ϺÏíÏ® ┘ü┘ë Ϻ┘ä┘àÏ»Ï▒Ï│Ï® Ϻ┘äÏ╣Ϻ┘ä┘èÏ® Ϻ┘äÏ¡┘â┘ê┘à┘èÏ® 1 Ï¿┘ê┘âϬ Ϭ┘åϼ┘è (Ï»Ï▒ϺÏ│Ï® ϬϼÏ▒┘èÏ¿┘èÏ®)
DOI:
https://doi.org/10.31958/lughawiyah.v1i2.1685Abstract
Ïú┘çϻϺ┘ü ┘à┘å ┘çÏ░Ϻ Ϻ┘äϿϡϽ ┘ä┘àÏ╣Ï▒┘üÏ® ϬÏúϽ┘èÏ▒ ϺÏ│ϬϫϻϺ┘à ϺÏ│ϬÏ▒ϺϬ┘èϼ┘èÏ® (┘ü┘âÏ▒- Ï▓┘êϺϼ - Ï┤ϺÏ▒┘â) Ï╣┘ä┘ë ┘à┘çϺÏ▒Ï® Ϻ┘ä┘éÏ▒ϺÏíÏ® ┘ü┘ë Ϻ┘ä┘üÏÁ┘ä Ϻ┘äϡϺϻ┘è Ï╣Ï┤Ï▒ ┘ü┘è Ϻ┘ä┘àÏ»Ï▒Ï│Ï® Ϻ┘äÏ╣Ϻ┘ä┘èÏ® Ϻ┘äÏ¡┘â┘ê┘à┘èÏ® 1 Ï¿┘ê┘âϬ Ϭ┘åϼ┘è. Ïú┘àϺ ┘à┘å┘çϼ Ϻ┘äϿϡϽ ┘ü┘è ┘çÏ░Ϻ Ϻ┘äϿϡϽ ┘ü┘ç┘ê Ϻ┘äϿϡϽ Ϻ┘ä┘à┘èϻϺ┘å┘è Ϻ┘ä┘â┘à┘è ϿϺ┘ä┘å┘êÏ╣ Ϻ┘äϬϼÏ▒┘èÏ¿┘è. Ïú┘àϺ Ϻ┘ä┘åϬ┘èϼϮ Ϻ┘äϬ┘ë Ï¡ÏÁ┘äϬ┘çϺ Ϻ┘äϿϺϡϽϮ ┘à┘å ┘çÏ░Ϻ Ϻ┘äϿϡϽ ┘ü┘ç┘è Ïú┘å ϺÏ│ϬϫϻϺ┘à ϺÏ│ϬÏ▒ϺϬ┘èϼ┘èÏ® (┘ü┘âÏ▒- Ï▓┘êϺϼ - Ï┤ϺÏ▒┘â) ┘èÏñϽÏ▒ Ï╣┘ä┘ë ┘à┘çϺÏ▒Ï® Ϻ┘ä┘éÏ▒ϺÏíÏ®Ïî ┘êϬÏ│Ϭϻ┘ä Ï¿┘ç ┘à┘å ┘åϬ┘èϼϮ Ϻ┘äϺϫϬϿϺÏ▒ ┘ü┘ë Ϻ┘ä┘üÏÁ┘ä Ϻ┘äϬϼÏ▒┘èÏ¿┘è ┘ç┘è 10,56 ┘êϺ┘ä┘üÏÁ┘ä Ϻ┘äÏÂÏ¿ÏÀ┘è ┘ç┘è 7.32. ┘êϺ┘ä┘à┘éϺÏ▒┘åÏ® Ï¿┘è┘å ┘åϬ┘èϼϮ Ϻ┘äϺϫϬϿϺÏ▒ ┘ü┘ë Ϻ┘ä┘üÏÁ┘ä Ϻ┘äϬϼÏ▒┘èÏ¿┘è ┘êϺ┘ä┘üÏÁ┘ä Ϻ┘äÏÂÏ¿ÏÀ┘è ϿϺϫϬϿϺÏ▒-Ϭ ┘ç┘è 4,57 ┘üϺ┘ä┘üÏ▒Ï Ϻ┘äϬϿϺϻ┘ä┘è ┘à┘éÏ¿┘ê┘ä ┘êϺ┘ä┘üÏ▒Ï Ϻ┘äÏ╣Ï»┘à┘è ┘àÏ▒Ï»┘êÏ». ┘äÏ░┘ä┘âÏî ┘êϼϻϬ Ϻ┘äϿϺϡϽϮ ┘üÏ▒┘éϺ Ï¿┘è┘å ┘åϬ┘èϼϮ ϬÏ╣┘ä┘è┘à ┘à┘çϺÏ▒Ï® Ϻ┘ä┘éÏ▒ϺÏíÏ® ϿϺÏ│ϬϫϻϺ┘à ϺÏ│ϬÏ▒ϺϬ┘èϼ┘èÏ® (┘ü┘âÏ▒- Ï▓┘êϺϼ - Ï┤ϺÏ▒┘â) ┘ü┘è Ϻ┘ä┘üÏÁ┘ä Ϻ┘äϬϼÏ▒┘èÏ¿┘è ┘êÏ¿Ï»┘ê┘å ϺÏ│ϬϫϻϺ┘à ϺÏ│ϬÏ▒ϺϬ┘èϼ┘èÏ® (┘ü┘âÏ▒- Ï▓┘êϺϼ - Ï┤ϺÏ▒┘â) ┘ü┘è Ϻ┘ä┘üÏÁ┘ä Ϻ┘äÏÂÏ¿ÏÀ┘è. Ï¿Ï╣Ï»┘àϺ ϿϡϽϬ Ϻ┘äϿϺϡϽϮ ┘çÏ░Ϻ Ϻ┘äϿϡϽ ┘êÏÁ┘äϬ ÏÑ┘ä┘ë Ϻ┘äÏ«┘äϺÏÁÏ® Ïú┘å ϺÏ│ϬϫϻϺ┘à ϺÏ│ϬÏ▒ϺϬ┘èϼ┘èÏ® (┘ü┘âÏ▒ - Ï▓┘êϺϼ - Ï┤ϺÏ▒┘â) ┘èÏñϽÏ▒ Ï╣┘ä┘ë ┘à┘çϺÏ▒Ï® Ϻ┘ä┘éÏ▒ϺÏíÏ® ┘ü┘è Ϻ┘ä┘àÏ»Ï▒Ï│Ï® Ϻ┘äÏ╣Ϻ┘ä┘èÏ® Ϻ┘äÏ¡┘â┘ê┘à┘èÏ® 1 Ï¿┘ê┘âϬ Ϭ┘åϼ┘è.
The purpose of this research is to describe the influence of the use of Think-Pair-Share  strategy on Arabic Reading skill at grade X of MAN I Bukittinggi. This research used experimental research design. The finding describes that Think-Pair-Share strategy has an effect toward Arabic reading skill. The test result of experimental class was better than control class with the average of each class is 10.56 is higher than 7.32. The comparison of the test result of the two classes by using t-test was 4.57 which mean that Ha is accepted and Ho is rejected. Therefore, there is a difference of learning achievement between the experimental and control class in applying Think-Pair-Share strategy. It can be concluded that Think-Pair Share strategy has a significant influence toward Arabic reading skill at MAN I Bukittinggi.
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