EFEKTIVITAS PENERAPAN METODE ACTIVE LEARNING MODEL READING ALOUD DALAM MENINGKATKAN MOTIVASI PEMBELAJARAN BAHASA ARAB DI SD MUHAMMADIYAH AMBARKETAWANG 2

Learning motivation is the most important part in learning a foreign language. The same goes for learning Arabic. The condition of learning motivation experienced by students of elementary school Muhammadiyah Ambarketawang 2 is still very low. This is the background of the author to teach Arabic students with the active learning method of reading aloud model. This study aims to determine how effective the application of the active learning model reading aloud method is in increasing students' learning motivation. The study used a quasi-experimental type of research (quasi-experimental) in this study carried out in only one group called the experimental group without any comparison group or control group. This research uses a mix method or commonly referred to as a mixed method between qualitative methods and quantitative methods. Data collection techniques used are documentation, observation, interviews and tests. The population in this study were all 6th grade students of elementary school Ambarketawang 2 for the 2021/2022 academic year. Samples were taken using a saturated sampling technique of 32 students. The data collection instruments used were tests, interviews, questionnaires and observations. The data collection instruments used were tests, interviews, questionnaires and observations. Analysis of the validity of the test data reliability test and questionnaire using the pearson formula and cronboach alpha while the analysis of the pre test and post test data usisng the sample paired T-test with the SPSS 25 statistics application. The results of this study are: 1) The condition of students' learning motivation before using the active learning method of reading aloud model is very low. 2). The implementation of learning Arabic using the active learning method of the reading aloud model is effective in motivating students, this is evidenced by knowing the value of Sig. (2-tailed) of 0.028 < 0.05, it can be concluded that there is a significant (significant) difference between learning Arabic before using the reading aloud active learning model and after using the reading aloud active learning model in the pre-test and post-test data. . 3). The use of this active learning reading aloud model has several advantages and disadvantages. 4). This active learning reading aloud model has several inhibiting and supporting factors.