Academic literature on the topic 'Mim-Mem'

Metode pembelajaran merupakan salah satu faktor penting dalam keberhasilan belajar bahasa Arab. Untuk keberhasilan pengajaran yang berkaitan dengan metode yang digunakan. Mim adalah singkatan dari mimicry yang artinya meniru dan mem adalah memorization yang artinya menghapal. Metode yang digunakan dalam mengajar keterampilan berbicara di sekolah biasanya sangat monoton dan bahkan penggunaan metode tidak sesuai dengan tujuan pembelajaran. Sehingga siswa merasa bosan dalam mempelajari bahasa Arab khususnya keterampilan berbicara yang membuat siswa merasa sulit untuk berbicara bahasa Arab karena masalah ini. Metode mim-mem berguna untuk melatih siswa untuk mengembangkan keterampilan komunikasi mereka. Karena setiap latihan-latihannya dilakuakan oleh seorang pengajar atau penutur asli yang dapat mendorong siswa dan terbiasa berbicara seperti penutur asli. Pokok masalah penelitian ini adalah: bagaimana efektifitas penggunaan metode Meniru dan Menghapal terhadap keterampilan bicara di sekolah MTsN Lampihong? Jenis penelitian ini adalah desain penelitian ekspremen dengan penggunaan pre-test dan post-test dalam satu kelompok. Sampel penelitian ini adalah sebagian siswa dari kelas dua di MTsN Lampihong. Hasil penelitian ini dapat disimpulkan sebagai berikut bahwa penggunaan metode mim-mem dalam rangka untuk meningkatkan pengembangan keterampilan berbicara sangat efektif.

This study aimed to analyze Arabic vocabulary mastery level of students and the process of implementing learning with the Mimicry Memorization method. This research method was quantitative research with an experimental approach. The study was conducted at Muhammadiyah Junior High School Pekalongan. Samples of this research were 25 students of class VII. Data collection methods were observation and tests. The observation method was used to get data on the process of implementing Arabic learning. The test method was aimed to students to get data on vocabulary mastery levels. Data analysis techniques used statistical tests with t test. The results showed that the Arabic learning process using the Mimicry Memorization (Mim-Mem) Method was able to overcome student learning difficulties, especially in the aspects of vocabulary mastery. The learning process became very enjoyable, students were actively involved in the learning process and students were very enthusiastic. Fun learning made students understand the lesson easily. The results of statistical analysis showed that the Mimicry Memorization (Mim-Mem) Method had a significant influence on vocabulary mastery.

This research presented “influence method of mimicrymemorization(Mim-Mem Method) toward Mastery of vacabulary in Madrasah Aliyah Darul Lughah Wal Karomah”. The purpose of this method is to make easily undesrtanding and Master of Vocabulary to student into arabic language lesson. The first step is the teacher pronounce the words then repeated by students. This research was experimental. Whereas the data collection used speaking test method with comparative analyst technique (Non-Parametric) Mann-Whitney U-test (Uji U). To prove this research is significant or not, researchers use SPSS (Statistical Package for the Social Sciences). As for the result Mimicry-Memorization method (Mim-Mem Method) has affected to Vocabulary mastery in Madrasah Aliyah darul Lughah Wal Karomah. By using that method, student will be more active and more effective in learning arabic language lesson.

In Arabic learning, al-Ashwat plays an essential role because al-Ashwat or phonetic is a crucial element in every language. If al-Ashwat is not well understood, Arabic proficiency cannot be mastered perfectly. Often there will be a lack of understanding in the language process. So that the communication process will also be hampered. Learning methods are a way or means to present subject matter. With learning, the approach can simplify and accelerate the learning process towards understanding. There are at least two learning methods that pay attention to the teaching of sound language, including Phonetic Method and Mim-mem Method which is better known as an Audio-Lingual Method.

This research aims to analyze strategies and methods of learning Arabic vocabulary that is tailored to the level of students. The research method is library research which is some of the data resources took by books and journals; then researchers analyze the data with content analysis methods. The problem which mostly figured out by students in learning Arabic is their lack knowledge of understanding its vocabulary, the problem which mostly figures out by students in learning Arabic is short of knowledge in vocabulary and understanding its meaning. Those impact to the low skills of students in learning the Arabic language. So, there is a need for vocabulary learning strategies and methods that are appropriate to the level of students. The results found that there were strategies and methods which appropriate to the level of students for the primary level (mubtadi'): (1) the mim-mem method, and (2) the singing method, for the intermediate level (mutawasiṭ): (1) Total Physical Response (TPR) method, (2) effective demonstration method, and (3) direct method, and for advanced-level (mutaqaddim): (1) reading method, and (2) cognitive method.

Les mémoires résistives ReRAM (ou memristors) sont destinées à remplacer les mémoires non volatiles Flash. Les ReRAM utilisent le changement de résistance d’une structure MIM (Métal-Isolant-Métal) soumise à un stress en tension. Jusqu’à présent, l’attention était focalisée sur les mécanismes qui régissent la commutation de résistance dans les dispositifs ReRAM. Moins d’attention a été accordée à la variation de capacitance, c'est-à-dire à la variation de capacité des structures MIM lorsque ces dernières sont soumises à un stress en tension. C’est sur ce dernier point que notre travail porte. Nous étudions la variation d’impédance (conductance et capacitance dans le domaine RF) dans des structures MIM à base de HfO2. Au-delà d’une tension seuil (Set) une diminution de la capacitance est observée, conjointement à une augmentation de conductance. Des cycles mémoires capacité-tension (C-V) et conductance-tension (G-V) sont obtenus de manière reproductible. Des caractérisations en fréquence (C-f et G-f), sous différentes polarisations continues, sont effectuées pour mieux comprendre les mécanismes de commutation de l’impédance. La diminution de capacitance dans l’état conducteur (ON) est attribuée au caractère inductif des filaments conducteurs formés pendant l’étape de Set. Les mécanismes de transport conduisant à l’apparition de ce caractère inductif sont discutés. Nous montrons également l’influence du procédé de dépôt (ALD) de HfO2 sur les caractéristiques C-V et G-V, ainsi que les modifications apportées par l’emploi d’une structure bicouche. Ce travail ouvre la voie à la réalisation de dispositifs à mémoire de capacitance (mem-capacitors), et plus généralement de composants à mémoire d’impédance (ZRAM). Le potentiel de ces dispositifs pour réaliser un filtre reconfigurable (programmable en tension) est démontré d’une manière pratique
Resistive random access memories (ReRAM) hold great potential for replacing Flash memories. A ReRAM memory (or MEMRISTOR) uses a resistive switching phenomenon found in Metal-Insulator-Metal (MIM) structures under a voltage stress. Most researches were focused on the mechanisms governing the resistance switching in ReRAM devices and less attention has been paid to capacitance variation of MIM structures under a voltage stress. Our work is focused on that latter phenomenon. We study impedance variation (conductance and capacitance in the RF domain) in HfO2-based MIM structures. Above a threshold voltage (Set), concurrently to conductance increase, a decrease in the capacitance value is observed. Reproducible capacitance-voltage (C-V) and conductance-voltage (G-V) memory cycles are obtained. Frequency dependent characterizations (C-f and G-f), under different DC bias voltages, are performed with the aim of understanding the mechanisms of impedance switching. The capacitance decrease observed in the conducting (ON) state is attributed to the inductance of the filament created during the Set stage. Transport phenomena responsible for the filament inductive behavior are discussed. Impact of HfO2 deposition process (ALD), as well as the use of bi-layer structures, on C-V and G-V characteristics are shown. This work paves the way for the realization of new capacitance memory devices (mem-capacitors) and most generally for impedance memories (ZRAM). Potential of these devices to design reconfigurable filters (controlled by voltage bias) is demonstrated in a practical way

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From a trend based on memory as an instrument of identity construction, this research offers a reading of O planeta desconhecido e romance da que fui antes de mim by Portuguese writer Lu?sa Dacosta. When presenting the trajectory of Ana and Lu?sa, grandmother and granddaughter, Dacosta calls the attention to the dependence that follows old age and how physical and psychological form mix in a vicious circle marked by exclusion and seclusion. In this context, it is observed processes of exclusion faced by women, cognized by the contact with sickness and old age, since it is in frailty of the body that the protagonist define routes which lead her to the comprehension of herself. As theoretical approach, focusing on different perspectives related to the maintenance and construction of the past, it was studied works by Aleida Assmann and Paul Ricoeur, memory is seen not as a fixed process or likely to be completed, but as movement, continuous action done individually and collectively. Aiming at a dialogue between memory and identity, imaginary is an essential component, which took to a research of authors like Gaston Bachelard, Pierre Bourdieu and Michelle Perrot. This way, elements of the imaginary that act as activators of memory are approached, observing how, especially during the XIX Center, a feminine universe more restricted to the private environment was reinforced, and how it was marked by an overvaluation of youth and by idealization of marriage and loving relationship. In relation to Portuguese literature of the twentieth century, this research draws on works by Carlos Reis, Eduardo Louren?o, Jane Tutikian, Miguel Real and Simone Pereira Schmidt to mention but a few
A partir de um vi?s embasado na mem?ria como instrumento de constru??o identit?ria, a presente pesquisa prop?e uma leitura da obra O planeta desconhecido e romance da que fui antes de mim, da autora portuguesa Lu?sa Dacosta. Ao apresentar a trajet?ria de Ana e Lu?sa, av? e neta, Dacosta atenta para a depend?ncia que acompanha a velhice e para a forma como f?sico e psicol?gico se mesclam em um c?rculo vicioso marcado pela exclus?o e pelo isolamento. Nesse contexto, observam-se processos de exclus?o enfrentados pelas mulheres, conscientizados pelo contato com a doen?a e a velhice, pois ? na fragilidade do corpo que a protagonista da obra define caminhos que a levam ? compreens?o de si. Como base te?rica principal, enfocando diferentes perspectivas relativas ? preserva??o e constru??o do passado, foram estudadas obras de Aleida Assmann e Paul Ricoeur, sendo a mem?ria vista n?o como um processo fixo ou pass?vel de ser conclu?do, mas como movimento, a??o cont?nua efetuada individual e coletivamente. Na busca de um di?logo entre mem?ria e identidade, o imagin?rio ? componente essencial, o que levou ? pesquisa de autores como Gaston Bachelard, Pierre Bourdieu e Michelle Perrot. Dessa forma, abordam-se elementos do imagin?rio que atuam como ativadores da mem?ria, observando-se o modo como, em especial durante o s?culo XIX, consolidou-se um universo feminino mais restrito ao ambiente privado, marcado por uma excessiva valoriza??o da juventude e pela idealiza??o do casamento e da rela??o amorosa. No referente ? literatura portuguesa do s?culo XX, foram utilizados, entre outros, textos de Carlos Reis, Eduardo Louren?o, Jane Tutikian, Miguel Real e Simone Pereira Schmidt.