LESS PRODUCT MORE PROCESS ON TEACHING LISTENING
DOI:
https://doi.org/10.21154/cendekia.v12i2.229Abstract
Abstract: Perbedaan utama antara “diagnostic approach” dengan “comprehension approach” terletak pada prosedur dan pusat pembelajaran. Diagnostic approach memainkan aktivitasnya dengan cara medeteksi kesalahan-kesalahan siswa dalam pembelajaran menyimak, sehingga pembelajaran lebih terpusat pada siswa, bukan pada guru. Guru lebih berfungsi sebagai fasilitator dalam medongkrak ide-ide siswa. Karena inilah, maka pendekatan ini lebih meprioritaskan proses belajar daripada produk belajar. Sebaliknya, comprehension approach lebih menitikberatkan pada aktifitas pengujian pemahaman akhir siswa terhadap materi menyimak, sehingga pembelajaran lebih terpusat pada guru bukan siswa. Guru medominasi aktifitas pembelajaran siswa, sedangkan siswa hanya menerima dan menjalankan semua instruksi dari guru tersebut. Oleh sebab itu, maka pendekatan ini lebih mengutamakan produk belajar daripada proses belajar. Sebaiknya, perkecil produk belajar, perbanyak proses belajar dalam pembelajaran menyimak.
بعللا ةطشنأ صيخشتلا .ملعتلا زكرمو ءارجإ ÙÙŠ نمكي ”مهÙلا جهن“ عم ”صيخشتلا جهن“ ينب يسيئرلا قرÙلاو
،بلاطلا Ù„ÙˆØ Ø©Ø±ÙˆØمتلما ملعتلا رثكأ نأ Ù‰ØªØ ØŒØ¹Ø§Ù…ØªØ³Ù„Ø§Ù„ بلاطلا ملعت ÙÙŠ ءاطخأ نع Ùشكلا قيرط نع جهنلا
ةيلمعل ةيولولأا ءاطعإ وه جهنلا اذه نإ٠،اذه ببسبو .“ بلاطلا راكÙØ£ ÙÙŠ رسيمك ملعلما رثكأ مدتخ .ملعلما سيلو
داولما مهÙلا رابتخا ةيئاهنلا ةطشنأ ىلع ازيكرت رثكأ جهن مه٠،كلذ نم سكعلا ىلع .ملعتلا جاتن نم لادب ملعتلا
،ملعتلا ÙÙŠ بلاطلا ةطشنأ ملعلما .ةبلطلا نم لادب ينسردلما ىلع ازيكرت رثكأ وه ملعتلا نأ Ø«ÙŠØ¨Ø ØŒØ¨Ù„Ø§Ø·Ù„Ù„ عامتسلاا
نم لادب ملعتلا جاتن وه جهنلا اذه لضÙÙŠ هنإ٠،يلاتلابو .ملعلما نم تاميلعت لك Ø°Ùنتو لبقت طق٠بلاط ÙŠÙ†Ø ÙÙŠ
.عامتسلال ملعتلا ÙÙŠ ملعتلا ةيلمع Ùعاضتتو ،ملعتلا تاجتنم ليلقت ،كلذ نم لادب .ملعتلا
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