ϬÏúϽ┘èÏ▒ Ϻ┘äÏÀÏ▒┘è┘éÏ® Ϻ┘äϬÏ▒┘â┘èÏ¿┘èÏ® Ï╣┘ä┘ë ┘à┘çϺÏ▒Ï® Ϻ┘ä┘éÏ▒ϺÏíÏ®: ϿϡϽ ϬϼÏ▒┘èÏ¿┘è ┘ü┘è Ϻ┘ä┘àÏ»Ï▒Ï│Ï® Ϻ┘äϺϿϬϻϺϪ┘èÏ® Ϻ┘äÏÑÏ│┘äϺ┘à┘èÏ® Ϻ┘äÏ¡┘â┘ê┘à┘èÏ® Ϻ┘ä┘êϺϡϻϮ ϬϺ┘åϺ┘ç ϻϺϬϺÏ▒

Abstract

Ϻ┘äÏ║Ï▒Ï ┘à┘å ┘çÏ░Ϻ Ϻ┘äϿϡϽ ┘ä┘àÏ╣Ï▒┘üÏ® ϬÏúϽ┘èÏ▒ Ϻ┘äÏÀÏ▒┘è┘éÏ® Ϻ┘äϬÏ▒┘â┘èÏ¿┘èÏ® Ï╣┘ä┘ë ┘à┘çϺÏ▒Ï® Ϻ┘ä┘éÏ▒ϺÏíÏ® ┘äÏ»┘ë Ϻ┘äϬ┘äϺ┘à┘èÏ░ ┘ü┘è Ϻ┘ä┘àÏ»Ï▒Ï│Ï® Ϻ┘äϺϿϬϻϺϪ┘èÏ® Ϻ┘äÏÑÏ│┘äϺ┘à┘èÏ® Ϻ┘äÏ¡┘â┘ê┘à┘èÏ® Ϻ┘ä┘êϺϡϻϮ ϬϺ┘åϺ┘ç ϻϺϬϺÏ▒. ϺÏ│Ϭϫϻ┘à Ϻ┘äϿϺϡϽ ┘à┘å┘çϼ Ï┤Ï¿┘ç ϬϼÏ▒┘èÏ¿┘è ┘àÏ╣ ϬÏÁ┘à┘è┘à ┘àϼ┘à┘êÏ╣Ï® ÏÂϺϿÏÀÏ® Ï║┘èÏ▒ ┘àÏ╣Ϻϻ┘äÏ®. ┘ê┘âϺ┘å Ϻ┘ä┘àϼϬ┘àÏ╣ 457 ÏÀϺ┘äÏ¿┘ïϺ Ïî Ï¿┘è┘å┘àϺ Ϭ┘â┘ê┘åϬ Ϻ┘äÏ╣┘è┘åÏ® ┘à┘å 50 ÏÀϺ┘äÏ¿┘ïϺ ┘à┘éÏ│┘à┘è┘å ÏÑ┘ä┘ë ┘àϼ┘à┘êÏ╣Ϭ┘è┘å Ïî ┘ê 25 ÏÀϺ┘äÏ¿┘ïϺ ┘ü┘è Ϻ┘ä┘àϼ┘à┘êÏ╣Ï® Ϻ┘äϬϼÏ▒┘èÏ¿┘èÏ® Ϭ┘à ϬϻÏ▒┘èÏ│┘ç┘à ϿϺÏ│ϬϫϻϺ┘à ÏÀÏ▒┘è┘éÏ® ϬÏ▒┘â┘èÏ¿┘èÏ® ┘ê 25 ÏÀϺ┘äÏ¿┘ïϺ┘ü┘è Ϻ┘ä┘àϼ┘à┘êÏ╣Ï® Ϻ┘äÏÂϺϿÏÀÏ® Ϻ┘äÏ░┘è┘å Ϭ┘à ϬÏ╣┘ä┘è┘à┘ç┘à ϿϺÏ│ϬϫϻϺ┘à Ϻ┘äÏÀÏ▒┘è┘éÏ® Ϻ┘äÏ│┘àÏ╣┘èÏ® Ϻ┘äÏ┤┘ü┘ç┘èÏ®. Ϭ┘à ϼ┘àÏ╣ Ϻ┘äÏ¿┘èϺ┘åϺϬ Ï╣┘å ÏÀÏ▒┘è┘é ÏÑϼÏ▒ϺÏí Ϻ┘äϺϫϬϿϺÏ▒ϺϬ. Ï¿Ï╣Ï» Ï░┘ä┘â Ïî Ϭ┘à Ϭϡ┘ä┘è┘ä Ϻ┘äÏ¿┘èϺ┘åϺϬ ϿϺÏ│ϬϫϻϺ┘à ϺϫϬϿϺÏ▒ t. ┬á┘êÏúÏ©┘çÏ▒Ϭ Ϻ┘ä┘åϬϺϪϼ Ïú┘å ┘åϬ┘èϼϮ to = 7.14 ┘âϺ┘åϬ ÏúÏ╣┘ä┘ë ┘à┘å ┘åϬ┘èϼϮt ┘ü┘ë Ϻ┘äϼϻ┘ê┘ä Ï╣┘åÏ» Ï»Ï▒ϼϮ 1┘¬ = 2.80Ïî ┘üϺ┘ä┘üÏ▒ÏÂÏ® Ϻ┘äÏ╣Ï»┘à┘èÏ® ┘àÏ▒Ï»┘êϻϮ ┘êϺ┘ä┘üÏ▒ÏÂÏ® Ϻ┘äϬϿϺϻ┘ä┘èÏ® ┘à┘éÏ¿┘ê┘äÏ®. ┘üϺ┘äÏ«┘äϺÏÁÏ® Ïú┘å Ϻ┘äÏÀÏ▒┘è┘éÏ® Ϻ┘äϬÏ▒┘â┘èÏ¿┘èÏ® ϬÏñϽÏ▒ Ï╣┘ä┘ë ┘à┘çϺÏ▒Ï® Ϻ┘ä┘éÏ▒ϺÏíÏ® ÏÑ┘èϼϺϿ┘èϺ ┘ü┘è ┘çÏ░┘ç Ϻ┘ä┘àÏ»Ï▒Ï│Ï®.

This study aims ┬áto determine the effect of synthesis method on studentsÔÇÖ Arabic reading proficiency at MIN 1 Tanah Datar. Researchers used a quasi-experimental method with a non-equivalent control group design.The population was 457 students, while the sample consisted of 50 students divided into two groups, 25 students were in the experimental group who were taught using synthesis method and 25 other students were in the control group who were taught using the audio-lingual method. Data were collected by giving tests. Then, the data were analyzed using t test. The results showed that the value of to = 7.14 was higher than the t table at the degree of 1% = 2.80, so the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. As conclusion, the synthesis method could positively affect students' Arabic reading proficiency in this school.