Implementasi Metode Mimicry Memorization (Mim-Mem) Dalam Pembelajaran Mufrodat

Fatati, Afrida; Sutarjo, J.

doi:10.32332/an-nabighoh.v23i1.2317

Cited by 4 publications

(4 citation statements)

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“…By these two-way direct communication activities, the students are required to imitate and remember or memorize or re-collect what they memorize . This method is called Tharîqatu al-Simᾱ' wa Al-Muhᾱfadzah in which the students memorize the vocabulary after listening to them (Fatati & Sutarjo, 2021). Mimicry-Memorization is derived from the word "memory" which means remember.…”

Section: The Mimicry-memorization Methods In Language Learningmentioning

confidence: 99%

“…The other related-study on this topic is conducted by Fatati and Sutarjo with focuses on the implementation of this method in vocabulary learning. The result revealed that this method can develop students' competency in learning vocabulary, in addition, it is a fun way and attract students to be more active because they participate in the teaching and learning process (Fatati & Sutarjo, 2021). This study, moreover, employed several basic MIMIMO procedures to teach vocabulary in the most enjoyable and attractive way for students.…”

Section: Introductionmentioning

confidence: 96%

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Mimimo-Flashcard: Vocabulary Learning Media Based on the Mimicry Memorization Method

Zaid

Yasin

Sholeha

et al. 2022

LISANIA

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The Mimicry-Memorization Method is considered one of the foreign language teaching methods, particularly in teaching vocabularies. It relies on repeating and remembering. The foremost advantages of this method are its’ ability to transfer various kinds of vocabularies, besides it is also last longer in the students’ memory, and is low budget. However, this research assumed that continuous repetition and habituation will cause boredom and even reduce students’ interest in learning a language. So, the study was aimed at designing the learning media based on the Memorization method in the form of flashcards to make learning prosses more fun. This research applied the Research and Development (RD) procedure with partially on the Analysis, Design, and Development. The data was collected through the observation, interviews, and distributing questionnaires to the teachers and students of the 12th-grade at MAN 10 Jombang. The result showed that the design of the mimimo-flashcard consists of hand-drawn images in the affixed to the-card. It has 10 themes with 9 related-vocabularies for each with 90 vocabulary words in total. The learning media validation from each material’s expert and design’s expert showed 84% and 90% and can be categorized as good and decent. The calculation result of the trials to determine the product's effectiveness in mastering vocabulary for both the Experiment and Control classes was considered effective with sig. (2-tailed) sig.0.05 = 0.000.

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Section: The Mimicry-memorization Methods In Language Learningmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 96%

Mimimo-Flashcard: Vocabulary Learning Media Based on the Mimicry Memorization Method

Zaid

Yasin

Sholeha

et al. 2022

LISANIA

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“…Salah satunya dengan menggunakan berbagai metode, strategi, dan model pembelajaran yang relevan dengan mata pelajaran dan karakteristik siswa. 10 Metode yang baik tidak hanya berdiri sendiri tetapi didampingi dengan media pembelajaran yang memudahkan proses belajar mengajar. Setiap metode pembelajaran bisa menggunakan banyak media sebagai alternatif menyempurnakan metode pembelajaran.…”

Section: Pendahuluanunclassified

Implementasi Metode ES-DRAFT dengan Media Voice Recording untuk Meningkatkan Kemampuan Menulis Cerpen Bahasa Arab Siswa

Nadia,

Muassomah

2023

an-nabighoh

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Arabic short stories and their effectiveness. This study used a quantitative approach with an experimental procedure, a type of Quasi-Experimental Design with one-group pre-test and post-test types. The research population was students of International Class Arabic Literature 1 and 2 at UIN Maulana Malik Ibrahim Malang in the first semester, with 40 students. Data collection instruments used are Observation and Test. Data were analyzed using N-Gain. From the results of the N-Gain test, the average score of the pre-test and post-test increased by 58.09%. While the average score obtained from acquiring the N-gain value is 0.58. The results obtained show a positive effect that is quite effective between the pre-test and post-test of students in the experimental class. These results prove that the ES-DRAFT method with voice recording media can improve students' ability to write short stories in Arabic.

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“…Several previous studies have explored the application of the Mimicry-Memorization (Mim-Mem) Method in Arabic language learning, focusing on students' mastery of vocabulary and mufradat. Afrida Fatati and J. Sutarjo (2021) Through this research, it is expected to find effective solutions to enhance students' Arabic speaking skills, making the learning process more optimal and supportive of achieving Arabic language learning goals in schools.…”

Section: Introductionmentioning

confidence: 99%

Mimicry-Memorization Method: Elevating Arabic Speaking Skills with Visual Media

Hafsari,

Wahyudin,

Atiatulwafiroh

et al. 2024

klm

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This research aims to explore the effectiveness of implementing the Mim-Mem (Mimicry-Memorization) Method with the support of visual media in enhancing Arabic speaking proficiency in a school environment. The Mim-Mem Method combines mimicry for better understanding and memorization for vocabulary reinforcement, while visual media is utilized as a clear representation of the learning material. The research methodology employed is classroom action research with students from grade XI A at SMP IT Sahabat Alam Pelabuhan Ratu Sukabumi as the subjects. Data were collected through observations, tests, and field notes over two research cycles. The results were analyzed to measure the improvement in students' speaking abilities. The research findings demonstrate a significant enhancement in students' speaking skills after applying the Mim-Mem Method with visual media. The average scores increased from 64 in the pre-test to 81 in the post-test, indicating the effectiveness of this method as a learning approach. The discussion involves in-depth analysis regarding the positive impact of the Mim-Mem Method with visual media on Arabic speaking skills among students. The novelty of this research lies in the innovative combination of methods with a visual approach, providing an effective solution to learning challenges. In conclusion, the implementation of the Mim-Mem Method with visual media makes a positive contribution to improving Arabic speaking skills among students at SMP IT Sahabat Alam Pelabuhan Ratu Sukabumi. Recommendations for future research could focus on further developing this method, including variations in teaching approaches and more specific adjustments to students' characteristics. Additionally, further studies could explore the effectiveness of this method in higher education contexts or different educational environments.

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Implementasi Metode Mimicry Memorization (Mim-Mem) Dalam Pembelajaran Mufrodat

Cited by 4 publications

References 0 publications

Mimimo-Flashcard: Vocabulary Learning Media Based on the Mimicry Memorization Method

Mimimo-Flashcard: Vocabulary Learning Media Based on the Mimicry Memorization Method

Implementasi Metode ES-DRAFT dengan Media Voice Recording untuk Meningkatkan Kemampuan Menulis Cerpen Bahasa Arab Siswa

Mimicry-Memorization Method: Elevating Arabic Speaking Skills with Visual Media

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