The Tilawati method is one of the innovations of the learning method for
reading the Qur'an. The method of learning to read the Qur'an that uses a balance
approach between habituation through classical and the truth of reading through
individuals with reading and listening techniques. The research was carried out on
the basis of the author's interest in the Tilawti method used in learning to read the
Qur'an at MAN 2 Banyumas.
The main objectives of this research are: first, to find out the implementation
of the Tilawati method in learning to read the Qur'an in class X Madrasah Aliyah
Negeri 2 Banyumas; second, knowing the supporting and inhibiting faktors in the
implementation of the Tilawati method in learning to read the Qur'an in class X
Madrasah Aliyah Negeri 2 Banyumas.
This thesis research is designed with qualitative research methods. The
research was carried out by finding and completing primary data obtained directly
in the field (field research) as well as secondary data obtained through literature
studies. Data were obtained through observation, interview and documentation
techniques located at MAN 2 Banyumas. In order to test its validity, the data
obtained were tested using the triangulation method. All data is processed starting
from the stage of data reduction (data reduction), data presentation (data display)
and drawing conclusions and verification (conclusion drawing/verification).
The results showed that the Tilawati method at MAN 2 Banyumas was carried
out through several stages of activities, namely opening activities, core activities
which were then followed by an individual approach to reading and listening
techniques. Students take turns reading each line of reading in the book. Before the
lesson is closed, a daily evaluation is held to determine the achievement and quality
of students' reading on the activities that have been carried out. Through the
Tilawati method, the overall reading ability of grade X students at MAN 2
Banyumas has improved. The main supporting faktor is competent teacher
resources supported by complete facilities and infrastructure. While the inhibiting
faktors are 1) the difference in the level of understanding between students in one
class. 2) lack of communication coordination between teachers and student
guardians, 3) the existence of facilities that have not been completed by the
madrasa.