Comparison of the Effectiveness of the Running Dictation Method and the Conventional Method in Improving Nahwu Comprehension of MTsN Students in Batu City

Abstract

Nahwu learning is an important aspect in mastering the Arabic language, but in practice, students' comprehension levels remain low due to the use of passive and less interactive learning methods. This condition indicates the need to apply more varied, interesting learning strategies that are able to directly involve students' activities. This study aims to compare the effectiveness of the Running Dictation method with conventional learning methods in improving the nahwu comprehension of MTsN Kota Batu students. This study uses a quantitative approach with a quasi-experimental design of the Nonequivalent Control Group Design type. The sample consisted of two intact classes selected through purposive sampling based on the school's existing class arrangement, with 34 students assigned as the experimental class and 32 students as the control class. The research instrument was an objective test administered at the pretest and posttest stages to measure changes in students' comprehension abilities. Data analysis was performed using descriptive statistics, normality tests, homogeneity tests, Mann-Whitney U test, which was used because the data did not fully meet the assumptions for parametric testing, and N-Gain Score calculations to assess learning outcome improvements. The results showed that the average posttest score of the experimental class was higher than that of the control class, namely 67.97 and 59.09. The Mann-Whitney U test produced a significance value of 0.063, indicating that there was no statistically significant difference between the two groups. However, the N-Gain Score of the experimental class was 0.2260, which was higher than that of the control class, which was 0.1065. Thus, it can be concluded that the Running Dictation method tends to be more effective than the conventional method in improving students' understanding of nahwu, especially in the context of learning that requires active and collaborative involvement.