DOMINO GAMES IN LEARNING ARABIC

: This research was conducted to find out the improvement of learning outcomes in grammar learning, Arabic by using domino card games. Participants in this study were odd semester students precisely seventh semester. The research was conducted from the results of child observers (students) following the qowa'id material. This research method is a class action research. The steps of its implementation; there is planning, implementation, observation and reflection. The instruments are students. As a result of the implementation of this research that Arabic language learning results increased, students became enthusiastic in receiving learning, and educators were comfortable seeing the high learning spirit of learners.


INTRODUCTION
In the teaching and learning process the media plays an important role, because by presenting media or learning tools during studying, it can facilitate the learning process both for teaching and for educators' exposure.
As educators we can understand that formally Arabic is a foreign language, and in public schools Arabic is the foreign language of choice.
Teaching Arabic that is studied in Indonesia is intended to achieve the goal. First, as a tool to study and deepen Islamic knowledge such as in schools, madrasah (public or private), Islamic boarding schools and Islamic universities (public or private). Second, as a goal, namely to form Arabic language experts or to produce alumnus who are able to actively use Arabic as a means of communication for various purposes (Izzan, 2011).
In Nursing Science, Medical Faculty, Unsri itself, the Arabic language course is a foreign language course that requires educators who can understand the students because students in Nursing Science, Medical Faculty, Unsri have different educational backgrounds, therefore teaching staff in Arabic courses in Nursing Science, Medical Faculty, Unsrithis element requires patience and enthusiasm in the implementation of learning because not all students can read and write. Moreover, in learning Arabic there are several skills that students will follow, namely listening (istimã'), reading (qirãah), speaking (kalãm) and writing (kitãbah), which will be taken by children or students within 100 minutes (2 credits) in every week. In Nursing Science, Medical Faculty, Unsri, also students will take Arabic learning for one semester according to the Competency Standards and Basic Competencies that have been set by the Nursing Study Program, Medical Faculty, Unsri.
Effendy (2009) states that explaining that the appropriate method in the Arabic language teaching system in high school or college is the communicative method, the qirãah and also supported by other methods As for the educational background of students in the Nursing Study Program, Medical Faculty, Unsri is the majority of High School (70% from Public and Private High School) and 30% from Islamic High School/Foundation/Private (Document of Nursing Science, Medical Faculty, Unsri 2018). Looking at this educational background, it can be illustrated how the abilities of stud from High School and how students from Islamic High School (Interview with Abdul Gafur, S.S., M.Pd.I., March 20 th , 2019).
Meanwhile, in this case Nursing Science, Medical Faculty, will be happier if they are invited little by little to use Arabic, they feel happy because for them Arabic is an interesting language, but not all students think so, who said that were only for students who understand when learning Arabic takes place.
Moreover, the results of the observation that in the implementation of the teaching and learning process of this Arabic course, when the learning process takes place between students whose educational backgrounds are from School and Islamic High School, almost no difference because there are students from High School but these students can understand (pro write Arabic) and responsive in the Arabic learning process when learning takes place, and there are also students whose educational background is from Islamic High School but these students cannot really understand (pronounce and write Arabic) and are slow to absorb Arabic lessons during the Arabic t qirãah method so supported by other methods.
As for the educational background in the Nursing Study Program, , Unsri is the majority of (70% from Public and Private High School) and 30% from Islamic High School. ing Science, Medical , Unsri 2018). Looking at this educational background, it can be illustrated how the abilities of students High School and how students from (Interview with Mr. ., M.Pd.I., Wednesday, Meanwhile, in this case students in Science, Medical Faculty, Unsri, will be happier if they are invited little by little to use Arabic, they feel happy because for them Arabic is an interesting nts think so, only for students who understand when learning Arabic takes the results of the observation that in the implementation of the teaching and learning process of this arning process takes place between students whose ounds are from High School and Islamic High School, there is ecause there are chool but these can understand (pronounce and and responsive in the Arabic learning process when learning takes place, and there are also students whose ducational background is from Islamic but these students cannot really understand (pronounce and write and are slow to absorb Arabic lessons during the Arabic teaching and learning process. (Observation while teaching and learning process 20 th , 2020). Then, so that learning is gradually successful, students speak, read and write Arabic Arabic teaching and learning process, methods and media are help educators/lecturers to succeed in learning.
This domino learning media plays an important role because if a lecturer or educator can use a variety of relevant media so that the Arabic material to be delivered (taught) to students, the teaching and learning process will run well, especially Arabic courses, which so far have only been found in Islamic Universities, which is very interesting now that Arabic is now in Public Universities and of course the way of delivery is different from Arabic in Islamic Universities.
Based on the real conditions, it will be assumed that efforts are still needed to improve the quality of Arabic grammar learning, especially media in Arabic in Public Universities (Unsri). To find out information on how to improve students' ability to understand Arabic grammar through the use of domino game media in Nursing Study Program.
This study aims to improve student learning outcomes / Arabic grammar skills at the Nursing Science Sriwijaya University.

METHOD The Research Site
This research was conducted in the Nursing Study Program, Sriwijaya University. with 29 students.
(Observation while process, on March so that learning is ly successful, students can listen, speak, read and write Arabic, then in the Arabic teaching and learning process, methods and media are needed that can lecturers to succeed in This domino learning media plays an important role because if a lecturer or educator can use a variety of relevant dia so that the Arabic material to be delivered (taught) to students, the teaching and learning process will run well, y Arabic courses, which so far found in Islamic Universities, which is very interesting now Public Universities and of course the way of delivery is different from Arabic in Islamic Based on the real conditions, it will be assumed that efforts are still needed to improve the quality of Arabic grammar learning, especially media in learning Arabic in Public Universities (Unsri). To find out information on how to improve students' ability to understand Arabic grammar through the use of domino game media in Nursing Study Program.
This study aims to improve student learning outcomes / Arabic grammar skills cience, Medical Faculty,

Types of research
This study is included in research, and the research used approach using a classroom action approach (PTK). According to Arikunto (2010), revealed that this classroom research was conducted by observing then taking action. This research was conducted on how to improve students' ability to understand Arabic grammar through the use of domino game media in the Nursing Science, Medical Faculty, University, data collection techniques were carried out by observing, documenting, and interviewing tests conducted in each meeting.

RESULT
In brief,the results of the P actions, Cycle I and II domino card game media application to improve students' ability to understand Arabic grammar in Nur Medical Faculty, Sriwijaya which has been implemented in the field.

The Research Preparation Stages
At this preparati researcher carried out the following activities: developing learning instrument such as lesson plans Learning Plans (RPS), observation sheets, and interview tests) the researcher designs semester learning plans observation sheets as well as questions to be interviewed according to the activity to improve students' ability in understanding Arabic grammar through the use of domino game media in Nursing Medical Faculty, Sriwijaya University. a. Determining the research subj namely class A students from 29 students including 4 male students and 26 female students in the 2019/2020 school year. b. Preparing domino cards. c. Determining the schedule of meetings, namely 2 x 50 minutes consisting of 1 face to face in the pre cycle and 1 face to face in the first cycle face meetings in the second cycle.

The Implementation of Learning
This research was conducted in 5 times meetings from 29 th 19 th February 2020, for students of Nursing Science,Medical Faculty Sriwijaya University. In the 2019/2020 school year. The data was collected by means of the learning process by filling out an observation sheet containing 111 he results of the Pre-Cycle , Cycle I and II, the use of the domino card game media application to students' ability to understand Arabic grammar in Nursing Science, Sriwijaya University, which has been implemented in the field.

Research Preparation Stages
At this preparation stage, the out the following eveloping learning instruments, (making Semester , observation sheets, and interview tests) the researcher designs semester learning plans (RPS) and observation sheets as well as questions to d according to the activity to improve students' ability in understanding Arabic grammar through the use of edia in Nursing Science, , Sriwijaya University. Determining the research subjects, students from 29 students including 4 male students and 26 female students in the 2019/2020 Preparing domino cards. Determining the schedule of meetings, namely 2 x 50 minutes consisting of 1 face to face in the pre cycle and 1 face to face in the first cycle and 2 face to face meetings in the second cycle.

Implementation of Learning
This research was conducted in 5 th January, 5 th , 12 th , February 2020, for students of ,Medical Faculty, Sriwijaya University. In the 2019/2020 school year. The data was collected by means of the learning process by filling out an observation sheet containing indicators to improve students' ability to understand Arabic grammar through the use of domino game media.

A. Pre Cycle 1) Planning
The activities that are given in this cycle are activities that are usually carried out by lecturers or educators in increasing the student's ability to understand Arabic grammar by using word guessing media.

2) Implementation
In this pre-cycle meeting discussed the theme of (introduction), while the activity was introducing vocabulary, verbs, nouns and pronouns, and also singing and then using mubasyaroh, by making small groups with guidance from lecturer or educator.

3) Observation Results
The results of observations from learning activities using word guessing media in this pre that students felt that they did not really understand qowa'id grammar).

4) Reflection
Learning Arabic grammar when using the media to guess the words, from observations during the learning process, the median cannot help students in understanding Arabic grammar.

B. Cycle I 1) Planning
Cycle I consisted of 2 meetings which were held on February 5 in this cycle I students learned about self-identity with the sub ta'arufat the first meeting. And at the indicators to improve students' ability to understand Arabic grammar through the The activities that are given in this cycle are activities that are usually carried out by lecturers or educators in increasing the student's ability to understand Arabic grammar by using cycle meeting discussed the theme of ta'aruf (introduction), while the activity was introducing vocabulary, verbs, nouns and pronouns, and also singing and then making small groups with guidance from lecturer or The results of observations from learning activities using word guessing media in this pre-cycle were that students felt that they did not qowa'id (Arabic Learning Arabic grammar when using the media to guess the words, from observations during the the median cannot in understanding Arabic Cycle I consisted of 2 meetings which were held on February 5 th , 2020, learned about identity with the sub-theme at the first meeting. And at the second meeting, learn with its sub-theme of self the implementation of actions that must be done in this cy several things that must be prepared by teachers and researchers, including: Semester Learning Plans ( tools and materials according to the theme, preparing observation sheets to assess students' abilities in understanding Arabic grammar through the use of domino game media. The activities meeting were: (1) starting the teaching learning process with apperc then questions and answers with students, (2) giving students opportunity to understand grammar using domino cards, (3) the reasons for composing the sentences they have compiled opportunities for students t grammar that they did and (6) give rewarding pleasant words to students for their participation and for students' understanding. Likewise with the second meeting.
2) Implementation a. Meeting I 1. Implementation The lecturer deliver grammar material then guide students to understand grammar using domino game media.

Observation
The observation carried out along with the action. Researchers act as observers in this study. Observations were made o 29 students in the Medical Faculty. implementation of the action, the second meeting, learned about myself theme of self-identity, on the implementation of actions that must be done in this cycle. There were several things that must be prepared by teachers and researchers, including: Semester Learning Plans (RPS), media, erials according to the theme, preparing observation sheets to assess students' abilities in understanding Arabic grammar through the use of domino game media.
The activities at the first meeting were: (1) starting the teachinglearning process with apperceptions questions and answers with (2) giving students the opportunity to understand grammar using domino cards, (3) asking students the reasons for composing the sentences they have compiled, (4) provide opportunities for students to ask about grammar that they did not understand and (6) give rewarding pleasant words their participation and students' understanding. Likewise with the second meeting.

Implementation
The lecturer delivered grammar material then guided students to understand grammar by using domino game media.
The observation stage was carried out along with the action. esearchers act as observers in this . Observations were made on 29 students in the Nursing Science, Medical Faculty. During the implementation of the action, the observer gave questions that were in line with the grammar material.

Reflection
At the first meeting with indicators of increasing student ability in understanding Arabic grammar through the use of domino game media, differentiating word forms, creating fun learning, cooperating and independent learning. There were 19 students (65%) who were in the good starting criteria ( but there were still 7 students (20%) who were not good, there were 3 students (15%) who were good as expected. It happened because the students still do not understand how Arabic grammar is good and correct, to plan the next action to explain again how to understand Arabic grammar and increase practice in recognizing the forms of Arabic verbs and how to harmonize them with pronouns.

b. Meeting II
1. Implementation In this second meeting, the educators delivered Arabic grammar material and guided students to understand Arabic grammar using domino media.

Observation
The observation stage wa carried out along with the action. Those who act as observers in this study were researchers. Observations were made on 29 children of science students, Medical Faculty During the implementa action, the observes observer gave questions that were in line with the grammar material.
At the first meeting with indicators of increasing student ability in understanding Arabic ough the use of domino game media, differentiating word forms, creating fun learning, cooperating and independent learning. There were 19 students (65%) who were n the good starting criteria (MB), but there were still 7 students (20%) who were not good, and there were 3 students (15%) who e good as expected. It happened because the students not understand how Arabic grammar is good and correct, to plan the next action to explain again how to understand Arabic grammar and increase ecognizing the forms of Arabic verbs and how to harmonize them with pronouns.
In this second meeting, the educators delivered Arabic grammar material and guided students to understand Arabic grammar using The observation stage was carried out along with the action.
act as observers in this re researchers. Observations 29 children of nursing , Medical Faculty. During the implementation of the provided a question sheet that the researcher had previously made.

Reflection
At the second meeting with the verb form indicator still recognized the noun around them. At this second meeting there were 16 students (55%) who had reached the criteria for understanding according to expectations ( were still 13 students (55%) who were on the criteria for starting well / understanding (MB because students still do not understand the activity of matching verbs in sentences an independently, to plan actions to be taken in the se researcher planned motivate students and increase the practice in composing sentences (words) be the number (sentence).

3) Observation Cycle
Based on observat took place for 2 meetings in cycle 1, it was seen that there was an increase in understanding the grammar of nursing students in the medical faculty. From the prelim cycle data, there wa the increase has not yet indicators of success. Therefore, it needed to be more efforts to increase grammar understanding in students through the use of domino playing media.

4) Reflection Cycle
After cycle I in the process of improving grammar skills through the use of domino game cards m next step was to reflect. Reflection was 113 question sheet that the researcher had previously made.
At the second meeting with form indicator still the noun around them. At this second meeting there were 16 students (55%) who had reached the a for understanding according to expectations (MSH), but there were still 13 students (55%) who were on the criteria for starting well / MB). It happened because students still do not understand the activity of matching verbs in sentences and learning independently, to plan actions to be taken in the second cycle, the researcher planned the next action to motivate students and increase the practice in composing sentences (words) be the number (sentence).

Observation Cycle I
Based on observations that took place for 2 meetings in cycle 1, it was seen that there was an increase in understanding the grammar of nursing students in the medical faculty. From the preliminary or precycle data, there was an increase, but the increase has not yet reached the ors of success. Therefore, it to be more efforts to increase grammar understanding in students through the use of domino playing

Reflection Cycle I
After cycle I in the process of mmar skills through the f domino game cards media, the s to reflect. Reflection was carried out by class A researchers and teachers at the end of cycle I. The results of learning activities using image media to increase student creativity had not yet reached the 80% success indicator or 17 students were on the MSH criteria. It can be seen from the results of the percentage increase in grammatical skills through the use of domino game card media in meeting at: 1) The first meeting with indicators of recognizing colors, distinguishing shapes, creating creativity, cooperating and learning independently, there were 7 students (15%) who had reached the criteria for understanding as expected (MSH), but there were still students who were at the underdeveloped criteria (BB) and starting to develop (MB), this was because they do not understand or understand in learning activities through the use of domino game card media.
2) The second meeting with indicators of recognizing colors, distinguishing the form of verbs from other verb recognizing nouns around them, creating fun learning, collaborating and learning independently, 17 students (55%) had reached the criteria for understanding expected, but still there were 13 students (45%) who we criteria to start well / understand (MB), this was because the students were still wrong and confused and there was a lot of help from their friends and directions from the lecturers. Based on the observations that made in Cycle I, there were some carried out by class A researchers and teachers at the end of cycle I. The results of learning activities using image media to increase student creativity had not yet reached the 80% uccess indicator or 17 students were on can be seen from the results of the percentage increase in ical skills through the use of game card media in each The first meeting with indicators of , distinguishing shapes, creating creativity, cooperating and learning independently, there were 7 students (15%) who had reached the criteria for understanding as expected ), but there were still students who were at the underdeveloped and starting to develop s because they do not understand or understand in learning activities through the use of domino The second meeting with indicators of recognizing colors, distinguishing the form of verbs from other verbs, recognizing nouns around them, creating fun learning, collaborating and learning independently, 17 students (55%) had reached the criteria for understanding / good as expected, but still there were 13 students (45%) who were in the l / understand (MB), this was because the students wrong and confused and a lot of help from their friends and directions from the Based on the observations made in Cycle I, there were some obstacles in conducting resea cycle I, therefore the researchers discussed with senior lecturers to find solutions so that later they would be fixed in cycle II, as for the obstacles found including the following: 1) There were some students who did not understand and mad in arranging sentences (words) into good numbers (sentences). 2) There were still many students who have not been able to create their own creations in composing themselves, and cannot cooperate well. 3) There were still many students who were engrossed in memo vocabulary rhythmically and careless about what their friends did in arranging words (sentences) into good numbers (sentences) / according to Arabic grammar rules. 4) Lack of motivation and rewards given by educators makes children less enthusiastic in learning activities. The shortcomings of educators in understanding grammar through the use of the domino game were as follows: a) Educators must increase children's practice with media that can help make it easier to absorb learn b) Educators explain again how to differentiate one work from another. c) Educators must condition the class atmosphere. d) Educators must provide motivation for students so that they remain enthusiastic about learning Arabic. Seeing and paying attenti conditions above, it wa make improvements to the learning obstacles in conducting research in cycle I, therefore the researchers discussed with senior lecturers to find solutions so that later they would be fixed in cycle II, as for the obstacles found including the following: There were some students who did not understand and made mistakes in arranging sentences (words) into good numbers (sentences). re still many students who have not been able to create their own creations in composing themselves, and cannot cooperate There were still many students who re engrossed in memorizing ocabulary rhythmically and less about what their friends in arranging words (sentences) into good numbers (sentences) / according to Arabic grammar rules. Lack of motivation and rewards given by educators makes children less enthusiastic in participating in learning activities.
The shortcomings of educators in understanding grammar through the use of the domino game card media Educators must increase children's practice with media that can help make it easier to absorb learning. Educators explain again how to differentiate one work from another. Educators must condition the class Educators must provide motivation for students so that they remain enthusiastic about learning Arabic. Seeing and paying attention to the conditions above, it was necessary to make improvements to the learning process. After discussing with the teacher, a plan for improvement can be drawn up as a refinement in the next cycle class action, including: 1) Giving rewards (shalawat to children who understood the grammar in groups or independently. 2) Educators provide an easy way to understand Arabic grammar. 3) Educators set the class atmosphere. 4) Educators must provide motivation and enthusiasm so that the students relish in learning to understand Arabic grammar.

C. Cycle II 1) Planning
Cycle II consisted of 2 meetings which were held on 12 February 2020. In this second cycle students studied the theme of introducing family members to the sub theme of my house at the first meeting. And at the second meeting still studying the environmental theme with the sub theme of my school, the implementation of the actions that must be taken in this cycle. There we several things that must be prepared by teachers and researchers, including: Semester Learning Plans ( tools and materials according to the theme, preparing observation sheets to assess grammar skills through the use of domino game card media. The learning activities carried out in cycle I at the first meeting we (1) discussing how to memorize easily to absorb vocabulary, respect, cooperate with each other in learni process. After discussing with the teacher, a plan for improvement can be drawn up as a refinement in the next cycle class action, including: shalawat rhythm) to children who understood the grammar in groups or Educators provide an easy way to understand Arabic grammar. the classroom Educators must provide motivation usiasm so that the students learning to understand Cycle II consisted of 2 meetings which were held on 12 th and 19 th February 2020. In this second cycle students studied the theme of introducing family members to the subtheme of my house at the first meeting. And at the second meeting still studying the environmental theme with the subtheme of my school, the ation of the actions that must be taken in this cycle. There were several things that must be prepared by teachers and researchers, including: Semester Learning Plans (RPS), media, tools and materials according to the theme, preparing observation sheets to assess grammar skills improvement through the use of domino game card The learning activities carried n cycle I at the first meeting were: (1) discussing how to memorize easily to absorb vocabulary, respect, cooperate with each other in learning, and say thank you (2) motor physical words into sentences which is intact according to the theme (3) cognitive, imitates correct speech according to Arabic spelling (4) language, mentions the vocabulary of family members (5) shows an attitude of their turn in practicing and cards towards good sentences (6) of applauding a friend who finished the wording well.
Then the next learning activities at the second meeting were: (1) learning to know the home environment, appreciating the work of others, being tolerant, admitting mistakes (2) motor physical distinguishing vocabulary themes related to verbs, nouns and oth (3) cognitive, imitated vocabulary words (4) language, wa able to pronounce vocabulary well (5) showing the attitude of willing to wait their turn to compose sentences (words) towards a good number (sentences) (6) the art of giving applause to friends who were finished sentence (words) towards the number (sente good and correct. 2) Implementation a. Meeting I 1. Implementation Learners deliver and guided students in understanding Arabic grammar learning material.

Observation
The observation stage is carried out along with the action. The researcher act as an observer in this study. Observations were made on 29 students of Nursing S Medical Faculty, 115 thank you (2) motor physical, arrange words into sentences which is intact according to the theme (3) cognitive, imitates correct speech according to Arabic spelling (4) language, mentions the vocabulary of family members (5) of willing to wait their turn in practicing and arranging cards towards good sentences (6) the art of applauding a friend who finished the Then the next learning tivities at the second meeting were: to know the home environment, appreciating the work of others, being tolerant, admitting stakes (2) motor physical, distinguishing vocabulary themes related to verbs, nouns and other words (3) cognitive, imitated simple ocabulary words (4) language, was vocabulary well (5) the attitude of willing to wait their turn to compose sentences (words) towards a good number (sentences) (6) iving applause to friends e finished sentence (words) towards the number (sentence) was Implementation s delivered material students in understanding Arabic grammar learning material.
The observation stage is carried out along with the action.
act as an observer in . Observations were made 29 students of Nursing Science, Medical Faculty, Sriwijaya University. During the implementation of the action observer gave the questions that had been made and prepared by the researcher.

Reflection
At the first meeting with indicators of recognizing vocabulary about "my house", differentiating the form of verbs as well as nouns and other verbs, creating a pleasant learning atmosphere, cooperation and independent learning. There were 9 students (40%) who have reached the criteria for very well developed (MSB), there we students (50%) who have reached the criteria for unders expected, and there were still a few students who were on the criteria, amounting to 10 students (10 %). It was because students have begun to master grammar understanding in learning through the use of domino card media. To plan the actions that will be carried out in the second cycle of the meeting of the two researchers and senior lecturers to plan the action to give rewards by giving books to students who have understood grammar in learning through the use of domino card media.

b. Meeting II 1. Implementation
At this second meeting students provide material and help students understand Arabic grammar using domino media.

University.
During the implementation of the action, the observer gave the questions that had been made and prepared by the At the first meeting with indicators of recognizing vocabulary , differentiating the form of verbs as well as nouns and other verbs, creating a pleasant learning atmosphere, cooperation nd independent learning. There ents (40%) who have reached the criteria for very well ), there were 10 students (50%) who have reached the criteria for understanding as expected, and there were still a few re on the MB ng to 10 students s because students have begun to master grammar understanding in learning through the use of domino card media. To plan the actions that will be carried out in the second cycle of the meeting of the two researchers and senior lecturers to plan the next action to give rewards by giving books to students who have understood grammar in learning through the use of domino card At this second meeting students provide material and help students understand Arabic grammar

Observation
The observation stage is carried out along with the action. The researcher acts as an observer in the study. Observations were made on 29 students i Science, Medical Faculty observer during the implementa of the action also provided question sheet that the researcher has prepared.

Reflection
At the second meeting with indicators of recognizing the vocabulary of the home environment, differentiating the forms of verbs, nouns and other words, creating a pleasant learning atmosphere by means of grou independent study. There we students (40%) who have achieved the criteria of good / understand according to expectations and 17 students (60%) who have reached the criteria of good / understand according to expectations ( have met the established succ criteria, so the researchers did need to continue to the next cycle.

3) Observation Cycle
Based on observations that took place for 2 meetings in cycle II, it was seen that there was an in grammar skills through the use of domino game cards as media. From the preliminary or pre there is an increase, but the increase has not yet reached the indicators of success.
The observation stage is ied out along with the action. he researcher acts as an observer in the study. Observations were made on 29 students in the Nursing cience, Medical Faculty. The observer during the implementation of the action also provided a question sheet that the researcher has At the second meeting with indicators of recognizing the vocabulary of the home environment, differentiating the forms of verbs, nouns and other a pleasant learning atmosphere by means of group and independent study. There were 12 students (40%) who have achieved the criteria of good / understand according to expectations and 17 students (60%) who have reached the criteria of good / understand rding to expectations (BSH) and have met the established success criteria, so the researchers did not need to continue to the next cycle.

Observation Cycle II
Based on observations that took place for 2 meetings in cycle II, it was seen that there was an increase in grammar skills through the use of domino game cards as media. From the preliminary or pre-cycle data, there is an increase, but the increase has not yet reached the indicators of

The Differences in Student Learning Outcomes in Pre Cycle I, Cycle II
The data from the recapitulation results can be seen from the increase in gra through the use of domino game cards in Nursing Science, Medical Faculty from pre-cycle, cycle I, cycle II to experience an increase. For more details, see the table below. For more clearly the data visualized from the research results pre-cycle, cycle I, cycle II above can be seen in the following graph: Based on the graph seen that there was an increase in the results of recapitulation in pre I, cycle II, from the ini increasing student's creativity through collage activities in the learning process. In the first cycle, an increase as shown in the diagram, but it has increased maximally so it wa the second cycle, in the second cycle the students have a score of 80 category of good/understand as expected (BSH) there were 16 students (55% ) and those who has understood very well (MSB) were 13 students (45%). This value has reached the success criteria set by the author.

Differences in Student
Therefore, Learning Arabic in Nursing science is a foreign language and students have different religions and not all of them can read and rec letters so this is a difficulty and a challenge for educators in carrying out learning. Arsyad (2007) states that media in learning can help generate a sense of joy and joy for students and will arouse students enthusiasm for l to easily digest students' knowledge so that learning is created alive.

Improvement of Recapitulation Results in Pre Cycle, Cycle I, Cycle II
Based on the graph above, it can be s an increase in the results of recapitulation in pre-cycle, cycle I, cycle II, from the initial data on 's creativity through collage activities in the learning process. In the first cycle, an increase was achieved as shown in the diagram, but it has not increased maximally so it was continued in the second cycle, in the second cycle the students have a score of 80-89 in the rstand as expected re 16 students (55% ) and has understood very well re 13 students (45%). This value has reached the success criteria set by the Learning Arabic in a foreign language and students have different religions and not an read and recognize Arabic a difficulty and a challenge for educators in carrying out learning. Arsyad (2007) states that media in learning can help generate a sense of joy dents and will arouse enthusiasm for learning, helping to easily digest students' knowledge so that learning is created alive.

Pre Cycle
Cycle I Moreover, Switri (2019) emphasizes that in learning an educator must understand the criteria for selecting media so that the media used is relevant to the material. Furthermore, Khoiriyah (2020) stated that apart from the media in Arabic learning, methods that are relevant to the material, for example during learning, need a qiro'ah method. Mustafa (2020) asserts in learning media and methods all have an importa because they complement each other. Switri (2020) claims the manhaji is very relevant to be used when learning Arabic grammar is taking place and is also assisted by the use of domino media.
Then, the use of domino game media in Arabic learning in Science, Medical Faculty, University is very good to be used as an example for educators to be used later in learning, this was answered based on the results of the research that has bee out. While the results of the different research showed that this domino game greatly contributes to improving students' Arabic syntactic abilities, with the results in the pre-cycle learning outcomes of 57%, but after the researcher did treatmen this domino, there were very significant results with 81 results (Hendrawan, 2015).
Meanwhile, learning Arabic in Nursing Science before proceeding to the next material the educator introduces Arabic letters first, even though some students were already familiar with Arabic letters. Fitriana (2020) states that getting to know hijaiyah letters / Arabic beginner stage is very good at applying the Al-Barqi method when educators deliver the material because the method i easy for students for beginners.

Switri
(2019) that in learning an educator must understand the criteria for selecting media so that the media used is relevant to rthermore, Khoiriyah (2020) stated that apart from the media in Arabic learning, methods that are relevant to the material, for example during qiro'ah method. Mustafa in learning media and methods all have an important role ment each other. manhaji method is very relevant to be used when learning Arabic grammar is taking place and is also assisted by the use of domino media. the use of domino game media in Arabic learning in Nursing Science, Medical Faculty, Sriwijaya s very good to be used as an e used later in s answered based on the results of the research that has been carried out. While the results of the different that this domino game greatly contributes to improving students' Arabic syntactic abilities, with the results cycle learning outcomes of 57%, but after the researcher did treatment using this domino, there were very significant results with 81 results (Hendrawan, 2015).
learning Arabic in before proceeding to the next material the educator introduces first, even though some ready familiar with Arabic letters. Fitriana (2020) states that getting to letters / Arabic letters at the s very good at applying the method when educators deliver he material because the method is fun and students for beginners.