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makalah tentang waqaf

MAKALAH

WAQAF

(Diajukan untuk  memenuhi tugas terstruktur pada mata kuliah bimbingan dan qira’ah)

oleh

ALLAN DANI REZKI    2312.088

Dosen Pembimbing:

RAHMATIA SAFITRI S.Pd MA

PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS JURUSAN TARBIYAH SEKOLAH TINGGI AGAMA ISLAM NEGERI (STAIN)

SYECH M. DJAMIL DJAMBEK BUKITTINGGI

2014/2015

KATA PENGANTAR

Alhamdulillah, puji syukur penulis ucapkan atas kehadiran Allah SWT, yang telahmemberikan rahmat dan hidayat nya kepada penulis, sehingga dengan rahmat dan hidayah nya itu penulis dapat menyelesaikan tugas Makalah Bimbingan Qira’ah yang berjudul,''Waqaf'' Selanjutnya salawat beriring salam, penulis kirimkan buat nabi Muhammad SAW, sebagai pimpinan umat manusia, yang telah meninggalkan dua pedoman hidup bagi manusia yaitu Alquran dan Sunah.

            Dalam pembuatan makalah ini penulis tidak terlepas dari berbagai kesulitan karena keterbatasan ilmu dan pengalaman yang penulis miliki, namun berkat petunjuk Allah SWT, motivasi, bimbingan, serta bantuan dari berbagai pihak, baik secara langsung maupun secara tidak lansung, dengan izin Allah SWT, tugas makalah ini dapat di selesaikan.

            Penulis menyadari bahwa makalah ini masih jauh dari kesempurnaan, untuk itu penulis mengharapkan saran dan kritikan kepada pembaca demi kesempurnaan makalah ini untuk masa yang akan datang, semoga makalah ini ada manfaat nya.

Bukittinggi, April 2014

                                                                                                  

                                                                                        Penulis

DAFTAR ISI

KATA PENGANTAR

DAFTAR ISI

BAB I       PENDAHULUAN

A.    Latar Belakang

B.     Rumusan Masalah

C.     Tujuan Masalah

BAB II      PEMBAHASAN WAQAF

A.    Pengertian Waqaf

B.     Pembagian Waqaf

C.     Cara Berwaqaf

D.    Tanda-tanda Waqaf

BAB III    PENUTUP

A.    Kesimpulan

B.     Saran

DAFTAR KEPUSTAKAAN

BAB I

                                                     PENDAHULUAN

A.    Latar Belakang

Manusia fitrahnya untuk beribadah kepada Tuhan, Salah satu beribadah kepada Tuhan adalah dengan membaca ayat suci Al qur’an, dengan menbaca al quran dengan tajwid dan makhraj yang benar akan bernilai pahala di sisi Tuhan. Di sini penulis akan mencoba memberikan uraian dari salah satu cara membaca Al qur’an yaitu waqaf.

B.     Rumusan Masalah

1.      Apa itu waqaf ?

2.      Apa saja pembagian waqaf ?

3.      Apa saja cara-cara berwaqaf ?

4.      Apa saja tanda-tanda dari waqaf ?

C.     Tujuan Masalah

1.      Agar penulis serta pembaca tahu dimana kita harus waqaf ketika membaca Al qur’an.

2.      Agar penulis dan pembaca tahu tanda-tanda waqaf dan bagaimana memahaminya.

BAB II

PEMBAHASAN WAQAF

A.    Pengertian waqaf

Waqaf menurut bahasa adalah berhenti sebentar (mengambil nafas), Sedangkan menurut istilah adalah menghentikan bacaan atau suara sejenak pada akhir suku kata untuk mengambil nafas dengan maksud hendak melanjutkan bacaan pada ayat berikutnya.

B.     Pembagian waqaf

a. Waqaf ikhtibari ( menguji atau mencoba )

            Waqaf ikhtibari adalah waqaf yang dilakukan untuk menguji qari’ atau menjelaskan agar diketahui cara waqaf atau ibtida’ yang sebenarnya. Waqaf ini hanya boleh dalam proses belajar mengajar, yang sebenarnya tidak boleh waqaf menurut ilmu tajwid.

Contoh :

Waqaf pada lafadz        dalam ayat di atas tidak diperbolehkan kecuali untuk kepentingan pengajaran atau percobaan.

b. Waqaf idhthidari (terpaksa)

            Maksudnya adalah waqaf yang dilakukan dalam keadaan terpaksa, mungkin kehabisan nafas, batuk atau bersin dan lain sebagainya. Apabila terjadi waqaf ini maka hendaklah diulang dari kata tempat berhenti atau kata sebelumnya yang tidak merusak arti dan makna  yang dimaksudkan oleh ayat tersebut.

Contoh :

Maka wajib baginya memulai dari lafaz 

c. Waqaf intizhari (menunggu)

            maksudnya adalah waqaf yang dilakukan pada kata yang diperselisihan oleh ulama qira’at antara boleh atau tidak boleh.Untuk menghormati perbedaan pendapat itu,sambil menunggu adanya kesepakatan, sebaiknya waqaf pada kata itu, kemudian diulangi lagi dari kata yang sebelumnya yang tidak merusak arti dan diteruskan sampai ada tanda waqaf berikutnya.

Contoh :

Dari ayat yang berbunyi

            Sebagian ulama qiraat menyatakan boleh berhenti dan boleh terus pada lafadz tersebut sehingga mereka menandai dengan tanda jaiz.

d. Waqaf  ikhtiari (pilihan)

            Maksudnya adalah waqaf yang dilakukan pada kata yang dipilih, disengaja, dan diencanakan, bukan karena ada sebab-sebab yang lain.

            Waqaf ikhtiari dibagi menjadi empat macam yaitu :

1.      Waqaf Tam ( sempurna)\

Maksudnya adalah waqaf pada akhir suku kata yang sudah sempurna, baik menurut tata bahsa dan arti. Pada umumnya terdapat pada akhir ayat dan di akhir keterangan, cerita atau kisah. Dan tidak ada kaitanya dengan ayat berikutnya.

Seperti waqaf pada                     dalam ayat :

a.Waqaf tam bias terjadi sebelum habisnya ayat,seperti waqaf pada       dalam ayat

b.Waqaf tam bias terjadi terkadang terjadi pada pertengahan ayat, seperti pada kata               dalam ayat :

c.Waqaf tam terjadi pula sesudah habis ayat tambah sedikit pada kata              dalam ayat :

                                    2.Waqaf kafi (cukup)

Maksudnya adalah waqaf pada akhir suku kata yang menurut tata bahasa sudah diangap cukup,tapi segi arti, cerita atau kisah masih ada kaitanya dengan ayat berikutnya. Seperti waqaf pada              dalam ayat :

                                    3.Waqaf hasan (baik)

Maksudnya adalah waqaf pada akhir suku kata yang sudah dianggap baik menurut tata bahasa, tapi masih ada kaiatnya dengan ayat berikutnya, baik dari segi arti,maupun tata bahasa, seperti waqaf pada               dalam ayat :

  

                                    4.Waqaf qabih(buruk)

Maksudnya adala waqaf pada akhir suku kata yang menurut tata bahasa tergolongan buruk dan bahkan merusak arti dari makna ayat yang sebenarnya. Seperti waqaf pada                 dalam ayat :

C.Cara Berwaqaf

            Waqaf pada Al qur’an dapat dilakukan dengan cara :

 1.Akhir suku kata dimatikan apabila berharkat fathah, kasrah, dhammah,kasrahtain atau dhammatain. Contoh :

2. Akhir suku kata dimatikan apabila berharkat fathah,dhammah yang sebelumnya ada alif seperti :

a.    Fathah sebelumnya ada waw seperti          dibaca

b.    Fathah, kasrah,dhammah sebelumnya ya mati seperti      

      Atau           atau             dibaca

c.Kasrahtain atau dhammahtain seperti         atau         dibaca

d.Kasrahtain atau dhammahtain sebelumnya ada waw mati seperti           -           dibaca     

3.Akhir suku kata berharkat fathain dan sesudahnya ada huruf alif dibaca fathah seperti                 dibaca              atau akhir suku kata terdiri dari huruf hamzah berharkat fathain di baca seperti fathah seperti :               di baca           atau akhir suku kata  terdiri dari alif maqsurah dan sebelumnya berharkat fathain dibaca fathah seperti            dibaca 

4.Akhir dari suku kata terdiri dari  Ta marbutah dimatikan dan bunyinya berubah menjadi bunyi  ha seperti             dibaca     

 5.Akhir dari suku kata yang yang terdiri dari huruf ha berharkat kasrah atau dhammah dimatikan seperti :                  dibaca       

6.Akhir suku kata terdiri dari hurf mad atau huruf mati dibaca apa adanya tanpa ada perubahan seperti                            dibaca

7.Akhir suku kata terdiri dari huruf hidup, sedangkan sebelumnya terdapat huruf mati, maka akhir suku kata itu dimatikan sehingga ada dua huruf mati. Cara mewaqafkan, cukup sekedar bunyi akhir suku kata itu didengarkan sendiri atau orang yang berdekatan sebagai isyarat ada huruf mati, sehingga waqaf seperti ini disebut waqaf isyarat contoh             dibaca

8.Akhir suku kata bertasdid dimatikan tanpa menhilangkan fungsi tasdid nya seperti                                    

          dibaca

9. Hamzah diakhir kata yang ditulis diatas waw dimatikan bila waqaf dan diaca pendek bila wasal seperti              bila waqaf dan tulisanya          dan bila wasal    

10. Hamzah diakhir kata yang ditulis di atas waw dimatikan bila waqaf sesudahnya membaca panjang huruf sebelumnya dan bila wasal hamzah dibaca pendek seperti :

Bila waqaf         tulisan dalam Al quran        bila wasal        

D.Tanda-tanda waqaf

a.             Waqaf lazim tanda harus berhenti

b.            Waqaf lam tanda tidak boleh berhenti

c.              Waqaf muthlaq tanda sempurna berhenti

d.             Waqaf jaiz tanda ini boleh berhenti dan boleh diteruskan

e.              Waqaf mujawawwaz tanda boleh berhenti dan terus lebih baik

f.              Waqaf Murakh-khas tanda diringankan(diperbolehkan) berhenti karena mempunyai nafas pendek, dan terus lebih baik

g.              Waqaf mutashab tanda berhenti lebih baik, dan tidak salah kalau terus

h.              Waqaf aula tanda berhenti lebih baik

i.                Waqaf qila sebagian pendapat boleh berhenti

j.                Waqaf Aula tanda terus lebih baik

k.              Waqaf mu’anaqah tanda boleh berhenti pada slah satu titik tiga.

   

BAB III

PENUTUP

A.    Kesimpulan

Waqaf adalah salah satu hukum yang penting dipelajari dalam ilmu tajwid, dengan mempelajari waqaf kita dapat mengetahui kapan dan dimana kita harus berhenti sejenak dalam membaca ayat-ayat Al qur’an, pemahaman yang minim dapat menyebabkan seseorang jatuh pada kesalahan ketika membaca Al qur’an

B.     Saran

Demikian makalah ini penulis buat, jika terdapat kesalahan dalam penulis maupun penyampaiannya penulis mengharapkan kritikan dan saran dari pembaca. Atas kritikan dan saran dari pembaca penulis ucapkan terima kasih.

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MAKALAH TENTANG TEACHING LISTENING SKILL TO YOUNG LEARNERS THROUGH “LISTENING AND DO” SONGS

READING REPORT

TEACHING ENGLISH AS A FOREIGN LANGUAGE (TEFL)

TEACHING LISTENING SKILLS TO YOUNG LEARNERS THROUGH “LISTENING AND DO” SONGS

By :

ALLAN DANI REZKI : 2312.088

Lecturer:

IRWANDI, S.s, M.pd

ENGLISH DEPARTMENT ISLAMIC STATE COLLEGE

SYECH M. DJAMIL DJAMBEK BUKITTINGGI

2014 M/1434 H

CHAPTER I

INTRODUCTION

A.    Background of the problem

English is a foreign language in many countries, which is taught elementary school to university level, English is also intensively used in international communication. In English there are fourth skill to be a mastered in English such as : speaking, listening, reading and writing.

Listening as a part of the language skill, in the world there many techniques to teaching listening skill, one of them “teaching listening skills to young learner through “listen and do” song.Teachers around the world can apply this lesson to songs of their own choice to make students active participants in the listening activity from start to finish and teaching listening skill through songs can increase students stimulate to learn English as foreign language.

B.     The formulation of  problem

Based on the background of the problem about teaching English to young learner through listen and do song, I would like to formulate the problem :

1.      What is the meaning ofteaching English to young learner through” listen and do”song ?

2.      Explain about listening skills and young learner ?

3.      How to teach song ?

C.    The purpose of problem

1.      To know the techniques of teaching listening skills to young learner through song

2.      To know how the effect to student if teach English through song

3.      The teacher can apply this techniques in the classroom when they teaching listening skills.

CHAPTER II

CONTENT

TEACHING LISTENING SKILLS TO YOUNG LEARNERS THROUGH “LISTENING AND DO” SONGS

Songs can be one of the most enjoyable ways to practice and develop listening skills. Any syllabus designed for teaching English as a Second/Foreign Language (ESL/EFL) to young learners (YLs) typically contains songs, chants, and rhymes (Bourke 2006). Musical expression is an essential part of the human experience, and children respond enthusiastically to songs and welcome them.

Klein (2005) argues that teaching YLs is different from teaching adults. YLs tend to change their mood every other minute, and they find it extremely difficult to sit still. On the other hand, children show greater motivation than adults to do things that appeal to them. It therefore helps if the teacher is inventive and selects a wide variety of interesting activities, especially with songs.

Teachers around the world can apply this lesson to songs of their own choice to make students active participants in the listening activity from start to finish and teaching listening skill through songs can increase students stimulate to learn English as foreign language.

A.    Listening skills and young learners

For learners, listening is how spoken language becomes input (i.e., it is the first stage of learning a new language). In the classroom, this happens by listening to the teacher, a CD, or other learners. It is the process of interpreting messages-what people say.

Listening is the initial stage in first and second language acquisition. According to Sharpe (2001), the promotion of children’s speaking and listening skills lies at the heart of effective learning in all subjects of the primary curriculum. Therefore, ESL/EFL teachers have to make the development of children’s listening skills a key aim of primary teaching and equip them with the best strategies for effective listening.Linse (2005) also considers the teaching of listening skills as foundational to the development of other language skills. We should, however, be aware that any kind of listening comprehension activity needs to be well guided with clear aims.

·         Songs and young learners, The most prominent features of songs that reinforce language acquisition include their rhythmic and repetitive nature and the joy that the association between melody and content brings to the learning activity. Children have a keen awareness of rhythm, and they have not yet experienced the anxiety that can accompany learning a second language (Krashen 1981).

·         Songs are key to primary practice, Demirel (2004) makes the strongest claim when he argues that the most effective way to teach listening comprehension, pronunciation, and dictation to YLs is through teaching songs.

·         Songs create a safe and natural classroom ethos, According to Cullen (1998, 1999), songs are significant teaching tools in teaching ESL/EFL because, as most teachers find out, students love listening to music in the language class- room and they often hold strong views about music.

·         Songs provide opportunities for repetition and practice, the repetition, most often accompanied by physical actions, helps learning and in turn leads to familiarity so that children feel comfortable with the foreign language (Rumley 1999).

·         Songs provide opportunities for real language use, According to Sharpe (2001), songs provide an occasion for real language use in a fun and enjoyable situation.

Schoepp (2001) believes that the following three patterns emerge from the research on why songs are valuable in the ESL/EFL classroom:

1. Affective reasons: A positive attitude and environment enhance language learning. Songs are an enjoyable activity that contribute to a supportive, non-threatening setting with confident and active learners.

2. Cognitive reasons: Songs contribute to fluency and the automatic use of meaningful language structures.

3. Linguistic reasons: In addition to building fluency, songs provide exposure to a wide variety of the authentic language students will eventually face in non- academic settings.

B.  How to teach songs

Kirsch (2008) states that listening activities should be based on meaningful, appropriate, and authentic texts (e.g., a story, song, or poem) that assist listening and remembering and that match the language and grade level of pupils.

Ersöz (2007, 20) suggests that teachers should be careful to choose songs that:

 •            Contain simple and easily understood lyrics

• Link with a topic or vocabulary that learners are studying in class

• Contain  repetitivelines

• Allow children to easily do actions (to help emphasize meaning)

a.      Total Physical Response

In relation to how to present songs to YLs, Phillips (1993) points out that we should incorporate some of the techniques from the Total Physical Response (TPR) approach (such as Listen and Do songs). TPR is built around the coordination of speech and action, focusing on teaching languages through physical activity (Richards and Rodgers 2001).

Sarıçoban and Metin (2000) suggest that adding motions that parallel the words of the song makes songs more meaningful and enjoyable. Choosing action songs to which learners can dance or act while singing will ensure a lively atmosphere.

b.      A lesson plan for Listen and Do songs

Before you start teaching any song, ascertain that the classroom CD player is ready for use and that every student can hear equally well.

Stage 1: Pre-teaching activities, According to Davies and Pearse (2000), this stage is useful to prepare the learners for what they are going to hear, just as we usually prepare for real-life situations. Important points to consider for this stage, mainly derived from my own teaching experience, are as follows:

 • To get the students  interested in the topic of the song and to warm them up, you can show a picture or  related to the song and ask the students what they think the song is about. Tolerate some native language use, as these are YLs and beginners.

•  Next, read the title of the song aloud, and explain it through actions and visuals.

• Ask   the students if they already know any words in English related to the title of the song. On the board, write any English words that the students  mention.

 • Finally, explain the  unknown vocabulary from the song through actions and visuals. There are usually very colorful pictures in YLs’ books, and it is time- saving to make use of them.

Stage 2: While-teaching activities

First listening, The aim of the first listening, as pointed out by Harmer (1991), is to give students an idea of what the listening material sounds like. Let the students listen to the song without any interruptions so that they will have an opportunity to hear the music and the lyrics. This may also be termed free listening.After the free listening, tell the students to look at the lyrics of the song (from the handout, textbook, board, or poster), since this is probably the best time to let students see and read the lyrics. (If the students read the lyrics before the first listening, they may try to read along and not concentrate.) Next, read the lyrics of the song aloud and ask the students to listen and follow from the handout. Finally, read the lyrics aloud line by line and ask the students to repeat every line aloud.

Second listening, Play the song again and guide the students both by singing and doing the actions that you have already taught. This time, ask the students to just listen and do the actions under your guidance.

Third listening,This is the stage when students are asked to sing the song along with the CD or the teacher line by line. As a teacher, check for correct intonation of language not music and pronunciation, and do some remedial work on any problematic intonation or pronunciation.

Fourth listening, Ask the students to sing the complete song along with the CD and join in the singing yourself. Also, ask the students to do the accompanying actions.

Stage 3: Post-teaching activities,This stage is generally accepted as the stage when the teacher moves on from listening practice to focus on other language skills such as reading, speaking, and writing. In this context,In this context, Listen and Do songs are suitable for competitions, games, and simple drama activities.

CHAPTER III

CLOSING

A.    Conclusion

Listening skills is an important way to learn English as a foreign language or second language to young learner, Songs is one of techniques to teach English, Songs can be one most enjoyable ways to practice and develop listening skill, because young learner love to listening music. And songs present a meaningful word and more comprehensive by children to catch word by word.

As a teacher should be careful to choose a song such as contain simple and easily understood, link with a topic or vocabulary learners are studying in class and etc. Teaching listening skill to young learner through song make students active in the classroom, they motivated to learn foreign English will be increase.

REFERENCES

Sevik, Mustafa.2012, Teaching English to Young Learners Through “Listen and Do” Song. Turkey, American Teaching Forum