The Implementation of Semester Learning Plan (RPS) on Maharah Istima’ Course by Using Cartoon Story Maker

ENGLISH ABSTRACT This is a descriptive qualitative research which aims to describe the implementation of Semester Learning Plan (RPS) on Maharah Istima’ Course by Using Cartoon Story Maker and its distinct characteristics from the previous RPS. The subject of this research is the Arabic language lecturers of IAIN Palangka Raya who teach Maharah Istima’ course. It uses observations, interviews, and documentations for the data collection techniques, and is validated using triangulation method. The results showed that there were nine learning activities of the implementation of Cartoon Story Maker based semester learning plan, namely; (1) Providing information to the students about the course’s learning objectives. (2) Giving apperception about the learning material. (3) Preparing and displaying Cartoon Story Maker media. (4) Students listen and prepare their stationeries (5) Students mention the main and supporting ideas. (6) Providing responses and corrections (7) Reminding the students to write the new vocabulary obtained. (8) Students make conclusions (9) Providing an explanation or summary about the material. The specification of this RPS with the previous one is that it is designed and clearly described the assessment indicators which include a series of more innovative activities, where learning is more centred on students and lecturers only act as facilitators and monitor the learning objectives. Lecturers only provide learning resources by creating Cartoon Story Maker as an interesting and effective learning media.


Introduction
Education at each levels and types is organized based on the national curriculum standard. In the regulation of the Minister of Research, Technology and Higher Education (Permenristekdikti No.44 of 2015, concerning the National Standards of Higher Education). The curriculum is interpreted as a set of plans and arrangements regarding the graduate's learning outcomes, learning materials, learning processes and assessments which are used as the study program guidelines. In conducting the lectures, lecturers arrange lecturing units (SAP) according to the course's semester learning plan (Sitepu & Lestari, 2018). Later, the higher education curriculum is developed into a semester learning plan (RPS).
Semester learning plan (RPS) is a projection of activities to be done by lecturers and students in the learning process / lectures in the classroom. Therefore, semester learning plan (RPS) is an integral part that cannot be separated from "learning / lectures". Lesson planning is considered as an important process to professionalize the teachers (Ruys et al., 2012). It means, that every lecturer who will teach (lecture) must create the semester learning plan (RPS) first (Nurdin, 2018). The planning of learning process has psychological, pedagogical, and continuity impacts. Lincy and Warner mentioned that with proper planning, instructors can distinguish effective instructions to meet the needs of various students (Lynch & Warner, 2008). Teachers need to rethink the planning and structuring lessons so that all students achieve better results (Causton-Theoharis et al., 2008).
A lecturer who is skilled at lesson planning will have the confidence. Arranging lesson plan will educate the lecturers to be discipline and try to improve their knowledge.
Similar to this, Setiawan (Setiawan, 2017) stated that every educator in the education unit is obliged to prepare a comprehensive and systematic lesson plan so the learning process can be interactive; inspiring; fun; challenging; efficient, motivate students to actively participate, and provide sufficient space for initiative; creativity; talent independency; interests; physical; and psychological development of students.
Lesson planning is an important part in the implementation of education because with a good lesson plan, lecturers will be more easy to teach the learning process and will help the students more in learning. A study proves that the lack of teacher's competency in lesson planning is a major critical issue that needs attention (Khuzwayo & Mashiya, 2015). According to Andriana (Andriana, 2015), teaching preparation is essentially a short-term plan to estimate or project what will be done. Correspondingly, Ernawati (Ernawati, 2018) also revealed that planning has a very important role for a teacher or lecturer. Learning activity will be more optimal when a teacher prepares a lesson plan. As quoted from Johnson, "Good teaching does not happen by accident. A careful planning is needed to create an effective learning and to enhance the learning process" (Johnson, 2000). Therefore, teachers are also expected to be more creative and innovative in representing lesson plans that have been made into learning activities.
Being a creative and innovative teacher is a demand as well as a challenge for Arabic language teachers or lecturers. Hence, the lesson planning model is constantly progressing along with the developments that occur in the disciplines of linguistics, education, and current developments. Moreover, the research result in the field of language teaching also contributed to the emergence of new approach of method and 4 | A u l i a M u s t i k a I l m i a n i e t a l : The Implementation of Semester Learning Plan (RPS) on Maharah Istima' Course by Using Cartoon Story Maker media in language teaching. In their writings, Ritonga et al. (Ritonga et al., 2016) acknowledged that a large part of the learning development took place in English learning as the world's most studied language today. While learning Arabic acts more as an adopter, it is often one step behind compared to learning English.
There are many applicable learning components that teachers can use in their teaching and learning process. One of the components that has a big impact is the learning media used by instructors. Angelina and Hamdun (Angelina & Hamdun, 2019) argue that for teachers, learning media is a means to support an interesting learning process.
Through learning media, students can understand lessons easily. The results showed that teaching and learning activities would be more effective and easier if assisted by visual aids, where 11% of what was learned occurred through hearing, while 83% through the sense of sight. We can only remember 20% of what we hear, but can remember 50% of what is seen and heard. Quoted from Ahmadi in his writing, he stated that modern education experts, Bobbi de Porter and Mike Hernacki, also explained the importance of media in learning and suggested the teacher to choose media which includes the aspects of vision (visual), hearing (audio) and motion (motor) in order to ease the learning process and to instil concepts to students (Ahmadi, 2014). The more senses and movements of children involved in the learning process, the easier it will be for children to get a meaningful learning.
Arabic learning at IAIN Palangka Raya, especially in Maharah Istima' course, is one of the lecturing activities that focuses on using instructional media its semester learning plan. Met directly by the researchers at the learning location, one of the IAIN Palangka Raya lecturers, who has handled Mahârah Istimâ' for 3 years in a row, gave an explanation that lately he used a lesson plan based on innovative learning media which was adapted from English language learning, Cartoon Story Maker. He did this to handle the students' boredom towards the monotonous Maharah Istima' learning pattern which formerly used Audio as the learning resources. Later, he made a special semester learning plan for East Barito (Tampi, n.d.). The improvement is occurred in the learning process and result.
The increase of English learning process on narrative text material using Cartoon Story Maker media and direct learning models has moved to a better direction, namely learning attention, learning enthusiasm, active discussion, active working on assignment, group cooperation, and mutual respect among students. Other than reading skill, Cartoon Story Maker is also proven to improve the student's speaking and writing abilities effectively. From the research results above, it can be concluded that the use of Cartoon Story Maker media in the learning process, especially in language learning, has proven to be effective and can provide an increase in positive learning outcomes on speaking, reading, and writing ability. However, so far there has been no research that focuses on the implementation of Cartoon Story Maker media on semester learning plan. The implementation referred in this study is a fully prepared and detailed action or implementation of a plan. In addition, the focus of this study is the implementation in learning Maharah Istima', while in the previous research, it only explores on learning Maharah Kalam and Maharah Qiraah. The implementation is usually done after the planning is considered as perfect. According to Usman, the implementation leads to the activities, actions, or mechanisms of a system. Thus, the implementation is not only a written activity contained in the lesson plan, but also a planned activity that is carried out seriously to achieve the objectives (Ustman, 2002). Therefore, this study aims to understand and describe clearly and in detail the implementation of Cartoon Story Maker media-based RPS conducted by the Arabic lecturers of IAIN Palangka Raya and its characteristics compared to the previous RPS.

Research Methodology
This is a descriptive qualitative research which directly entangled with the The researchers obtained the data by filtering the raw data such as the observation result, interview, and documentation using a predetermined time scale. From here, there was a data reduction from the previous researcher after a confirmation and overall comparison between the result of interview, observation, and documentation. After getting the valid data in the data analysis process, it is then to be validated using the Triangulation method. Triangulation is essentially a multimethod approach conducted by researchers when collecting and analysing data. The basic idea is that the phenomenon can be well understood if it is obtained from various perspectives. Therefore, it will give a reliable result. Thus, triangulation is used to check the reliability of data or information obtained by the researchers from different perspectives by reducing as much as possible bias that occurs during data collection and analysis. This is based on the opinion of  Study program: a. Attitude 1) Fear of God the Almighty and be able to show a religious attitude. 2) Uphold the value of humanity in carrying out duties based on religion, morals, and ethics; 3) Contribute on the improvement of life quality in the society, nation, and the advancement of civilization based on Pancasila; 4) Have a pride, nationalism, and a sense of responsibility as citizens of the country. 5) Respect the diversity of cultures, views, religions, and beliefs, as well as other people's original opinions or findings; 6) Cooperate and have social sensitivity, and care for the community and the environment; 7) Obey the law and be discipline in community and nation; 8) Internalize academic values, norms and ethics; 9) Show an attitude of responsibility in the work of expertise independently; and 10) Internalize the spirit of independence, struggle, and entrepreneurship b. Knowledge Mastering the theoretical concepts of a particular field of knowledge and skills in general, and the theoretical concepts of a specific knowledge and skills in depth. c. Skills 1) General Skills: -Able to develop student's comprehension -Able to develop student's understanding competencies in comprehending conversations with interlocutors -Able to listen and interact with the speaker by showing positive attitudes and behaviours seriously and interactively. 2) Specific Skills: -Able to examine the overall information in Arabic discourse in oral form and to answer questions correctly -Able to conclude the played material and express it verbally -Able to classify spoken material either directly or indirectly Courses: a. Students are able to show devotion and religious attitudes as Muslims, believers, and muhsin; b. Students are able to recognize new information that has not been studied before c. Students are able to understand the information contained in the discourse or conversational text in the form of words, phrases and sentences that are played either directly or through audio lingual media. d. Students are able to interpret the information contained in the discourse or conversational text in the form of words, phrases and sentences that are played either directly or through audio lingual media. e. Students are able to keep the main ideas of the speaker in his mind from the discourse or the conversational text in the form of words, phrases and sentences that are played either directly or through audio lingual media.

Description
The description of this course provides students with the knowledge to develop their ability to understand information conveyed either directly or through audio lingual media and able to express ideas contained in discourse or conversational texts with good and correct lafadz in accordance with the specified themes. First, the lecturer starts the learning activity by giving information to students about the learning objectives of the course in the first meeting and classifying the learning activities. Likewise in the second meeting, from the observation results collected by the researchers, the lecturer of Maharah Istima' course gives an explanation of Maharah Istima's learning objectives about "Family" material and the assessment indicators as a series of activities, as follows; students can translate words, phrases or sentences, students can distinguish facts or fiction text, and answer questions related to discourse or conversational text about "Family" that are played directly or through Cartoon Story Maker media.

Study Materials and Topics
Second, the lecturer starts the learning process by giving apperception about the learning material that will be studied as the observation results made by researchers in the Maharah Istima' classroom learning process. Arabic lecturer provides stimulus by describing the learning material to the students. As in the fourth meeting, the learning material is "daily life", so here Arabic lecturer asks the students about their daily activities, then the students give their responses and some of them adding their opinion. Arabic lecturer also establishes communication by asking mufradât or any Arabic vocabulary related to "Daily life". Here, Arabic lecturer aims to make the students to get an overview in advance about the audio to be played.
Third, Arabic lecturer plays Cartoon Story Maker media on smart TV available in the classroom which contains audio conversation about "Home and residence" as the result from the third observation.

Picture 1. The students are practicing the conversation that they hear from Cartoon Story Maker Media
In this process, the lecturer plays a conversation about "Home and residence" from Cartoon Story Maker media. After listening for a while, the lecturer asks two volunteers to recite and translate the sentence that they have heard from Cartoon Story Maker.
Fourth, the lecturer asks students to listen and prepare their stationeries, then he replays the audio from Cartoon Story Maker media. From the audio, the lecturer asks students to write the main and supporting ideas that they can understand after listening to the audio from Cartoon Story Maker media.
Fifth, the lecturer asks students randomly to mention the main and supporting ideas that they have written after listening to the audio from Cartoon Story Maker media.

Picture 2. Students are mentioning the main and supporting ideas
Sixth, the lecturer gives responses and corrects the vocabulary usage or wrong pronunciation.
Seventh, the lecturer reminds the students to write the new vocabularies obtained from Cartoon Story Maker audio.
Eighth, the lecturer asks one of the students to draw conclusion from Cartoon Story Maker audio.
Ninth, the lecturer ends the learning by giving an explanation or summary about material that has been learned.

Maharah Istima' Course
The most fundamental difference from the previous semester learning plan of Maharah Istima' with Cartoon Story Maker based semester learning plan is that the former RPS is used to be more general and is not accompanied by learning resources or another media, whereas the new RPS used by Arabic lecturers give more emphasis on the usage of Cartoon Story Maker media as the learning resource. Here is the documentation of the former lesson plan: Maker media as the learning resources. In general, the learning process is well implemented. The students also claimed to be more enthusiastic because Maharah Istima' learning process become more innovative and enjoyable.
In addition, it is also known that the learning process and RPS prepared by the lecturer can be categorized as student-centred learning activity. It can be seen from the learning objectives of Maharah Istima' RPS and the role of lecturers as facilitators and supervisors who direct the learning process, the interaction focuses on students as the active actors not as passive listeners, the learning resources also using innovative media and learning environments with conducive learning facilities. Based on the explanation of Ismaniati (Ismaniati, 2020), the standard scale of learning objectives as stipulated by Permenristekdikti no 44 of 2015 is that the learning objectives must be student-centred.
This is in line with the provisions stated by Jacobsen et al. that student-centred learning is the learning process in which the teacher acts as a facilitator by allowing students to lecturer asks students to draw conclusion from the discourse that they have listened (9) Arabic language lecturer ends the learning process by giving an explanation or summary of the material.
The characteristics that distinguish between the former RPS of Maharah Istima' course with Cartoon Story Maker media-based RPS is the new Cartoon Story Maker media-based RPS is designed with a series of more innovative activities, where learning is more centred on students and lecturers only act as facilitators and supervisors who oversee the process of achieving learning objectives. Lecturers only help to provide the learning resources by creating Cartoon Story Maker as an interesting and effective learning tool.