Arabic Proverbs as a Pedagogical Tool to Enhance Arabic Speaking Skills among University Students

Islamic of Junior High school (MTs) Bina Islam Uses Some books for teaching Arabic language Such as: Terampil berbahasa Arab and exercise book of Fasih berbahasa Arab. Meanwhile, both books give more priority target to upgrade the Reading Capable of Students and Also the Chapters explain materials globally and don’t detail. Speaking skills was one of more important aims in study of a foreign language and seems to be a main goal that every teacher has to upgrade it. And it wouldn’t come true when they never prepare a good material and use a good method in their teaching activity. Based on those statements, the researcher wish to design a materials instruction intended to improve the student’s Arabic speaking skills and competency. This research used quantitative approach and the type of this research was a kind of “Research and Development” (R&D). The purposes of this research are: 1) product handbook to improve student’s Arabic speaking skill with Semantic Approach 2) the effective test of handbook in improving student’s Arabic speaking skill of (MTs) Bina Islam Tanah Grogot East Kalimantan The results of this research are: 1) product handbook to improve student’s Arabic speaking skill with Semantic Approach, 2) the experiment appointed that using product handbook could improve the ability of students to speak Arabic. There are suggestions for the school and it’s Arabic teachers: 1) rearrange the material of Arabic lesson, especially Arabic speaking skill, based on need analysis 2) avoid the use of mother tongue when teaching Arabic speaking, because it makes the students get used to translate the lesson or explained in the mother tongue 3) the teaching materials designed for Arabic speaking skill with Semantic Approach is a tool of important tools in the teaching process that can benefit the Arabic teachers of Madrasah Tsanawiyah Bina Islam Tanah Grogot or other Islamic Junior high school. الكلمات الأساسية : المواد العليمية ، الحقل الدلالي، مهارة الكلام

This study aims to describe the implementation of the peer tutoring (peer teaching) method in learning Arabic, particularly in speaking skills (maharah kalam), among seventh-grade students at SMPI PK Muhammadiyah Delanggu. This research was motivated by students’ low speaking proficiency, differences in prior Arabic learning experiences, fear of making mistakes when speaking, and the lack of varied teaching methods that resulted in passive learning and low student confidence. The peer tutoring method was chosen because it allows students to learn through peers who have higher competency, thereby creating a learning atmosphere that is more familiar, communicative, and collaborative.This study employed a descriptive qualitative approach, using observation, interviews, and documentation as data collection techniques. The data were analyzed through the stages of data reduction, data display, and conclusion drawing, and validated using triangulation, audit trail, and member checking. The data sources consisted of the school principal, the Arabic language teacher, and seventh-grade students.The findings indicate that the implementation of peer tutoring helps students become more active, confident, and better able to understand Arabic learning materials. Peer tutoring proved to be effective because students feel more comfortable asking questions and discussing with their peers. This method also reduces teacher dominance, enhances two-way interaction, and helps bridge the gap between students who have and have not previously studied Arabic. Thus, peer tutoring can serve as an effective alternative instructional strategy to improve students’ Arabic speaking skills.

This study aims to examine the relationship between students' Arabic speaking proficiency and their involvement in muhadatsah activities at SMP Islam Terpadu Al-Ulum Medan. The sample consists of 50 students from the eighth grade. The research design is correlational with a quantitative approach, using a questionnaire as the instrument. Descriptive analysis results show that the average Arabic speaking proficiency score is 27.86, and the average participation in muhadatsah activities is 26.88. Pearson correlation test reveals a strong positive relationship between Arabic speaking proficiency and involvement in muhadatsah, with a value of 0.772. The instrument proved to be reliable and valid. The study concludes that muhadatsah activities are effective in improving students' Arabic speaking skills. Therefore, the muhadatsah method needs to be adopted and further developed in Arabic language teaching at SMP Islam Terpadu Al-Ulum Medan.

This study aims to explore how the use of al-‘aṣā an-nāṭiqah contributes to improving students’ Arabic speaking skills by examining their responses during the learning process. This study used a descriptive qualitative method to focus on students of class XA MA Darut. Data were collected through classroom observation, structured interviews, and relevant documentation. The data analysis focused primarily on teacher interviews to evaluate the application and impact of this media. The collected data were analyzed using an interactive model consisting of data reduction, data display, and conclusion verification. Through this process, the researcher identified key themes, patterns, and insights related to implementing al-‘aṣā an-nāṭiqah in enhancing students’ speaking skills. The findings reveal that integrating al-‘aṣā an-nāṭiqah positively influences students’ interest and participation in speaking activities, thereby significantly improving their maharah kalam. This study highlights the value of using interactive and student-centered teaching tools to enhance Arabic speaking skills. Such approaches promote greater student engagement, motivation, and participation, essential in fostering communicative competence. The findings provide useful insights for educators aiming to improve speaking instruction through innovative media.

In this study; in Arabic teaching, first of all, in order to increase students’ interest and love for Arabic lesson, the use of activities related to musical-rhythmic intelligence type, which is one of Howard Gardner’s multiple theories of intelligence, is discussed. In this context, the relationship between language and music is emphasized and opinions and researches about the use of music in education are mentioned. The study is an enjoyable alternative to improve listening skills, one of the four basic skills in learning a foreign language, which is often disregarded. At the end of the study, suggestions for activities related to musical-rhythmic intelligence type to be used in Arabic teaching are included. Today, we need Arabic in order to keep up with the globalizing world and to strengthen relations with Arab countries that we have many ties in religious, social and cultural terms. In order to ensure the continuity of the political, economic and social relations of the states with each other, it is important to learn and teach Arabic, which is the mother tongue of more than twenty countries. The aim of this study is to contribute to the development of speaking and writing skills by focusing on listening skills, which is the one of four basic skills in Arabic teaching and also to enable students to learn Arabic fondly. Summary: In this study; in Arabic teaching, first of all, in order to increase students’ interest and love for Arabic lesson, the use of activities related to musical-rhythmic intelligence type, which is one of Howard Gardner’s multiple theories of intelligence, is discussed. In our country, it is understood that the importance of listening skills, which is one of the four basic skills in Arabic teaching, is not given due importance and the researches in this field are inadequate. The aim of this study is to contribute to the development of speaking and writing skills by focusing on listening skills, which is the one of four basic skills in Arabic teaching and also to enable students to learn Arabic fondly. In this study, it understood that Arabic teaching was focused on madrasah in the past and was only for the purpose of understanding religious texts.In order to ensure the continuity of the political, economic and social relations of the states with each other, it is also important for our country's strategic location to learn and teach Arabic, which is the mother tongue of more than twenty countries. Today, we need Arabic in order to keep up with the globalizing world and to strengthen relations with Arab countries that we have many ties in religious, social and cultural terms. Frequent changes in the education system at the secondary level and the reduction of Arabic lessons are one of the important reasons that make it difficult to obtain the desired efficiency in Arabic teaching. In this case; teachers need to use time effectively and use methods and techniques to achieve the goal in a short time. In addition, many students think that Arabic is a difficult language and therefore they are reluctant to learn Arabic. For this purpose, in Arabic teaching, first of all, it is necessary to put into practice the methods and techniques that will make this course attractive for students by making activity plans aimed at making language interesting for them. The most appropriate way of teaching Arabic to non-native speakers of Arabic is to enable students to use the target language as much as possible in the teaching process by using activities and methods that students will be able to attend and learn easily.Language is learned in words, sentences, and phrases. Since the importance of words and phrases in Arabic teaching is extremely important, the activities that will improve students’ vocabulary should be carefully selected; because students immediately record their activities such as songs and games. Language and music are two important skills that people have. The basic element of both fields is sound. These two systems are predominantly located and processed in the same areas of the brain. Music addresses both the brain and the heart, while language appeals to the brain. Music has the ability to manage emotional, visual, auditory, linguistic and even physical sensations and movements synchronously by increasing neural activity in the human brain. In a research; it is concluded that the human brain never listens to music passively, rather than the brain tries to decipher these words during listening. In addition, research results related to the use of music in education indicate that the use of music in the classroom provides a pleasant environment and plays an active role in the development of language skills in foreign language teaching.According to Gardner’s multiple intelligences theory, each individual learns, but each individual learns differently. Achieving the desired goals in education and teaching is possible only by providing this diversity for each individual. It is of utmost importance to select the methods and techniques that will attract the attention of the students, enable them to participate in the course, make the students love the course and achieve the target in a short time rather than uniform, classical methods and techniques. Music is one of the educational tools that definetly must be used to achieve these goals. In the planning of teaching activities, it is important to organize teaching environments considering individual differences in the classroom and to use different methods and techniques that will appeal to each student in an appropriate manner.Musical-rhythmic intelligence is the most widely discussed type of intelligence. Although critics of this type of intelligence agree that this is not a dimension of intelligence, but talent, the main purpose of this intelligence dimension is to work with individuals who are sensitive to sound, not with note and music knowledge and help them benefit from activities. Musical-rhythmic intelligence is a kind of intelligence that has preceded all other fields of human intelligence and has its own rules and thought structures. Music is a language consisting of three basic elements. These are the pitch, rhythm, and tone. Moreover, in order to use this language, it is not absolutely necessary to have a certain ability. The musical integrals chosen for the type of musical rhythmic intelligence should be clear and understandable, appropriate to the level of the student and targets. At the end of the study, suggestions for activities for the type of musical rhythmic intelligence that can be used in Arabic teaching were given. Although the suggestions are planned for secondary school students, also can be adapted for students of all levels. It is important to note that the selected songs are suitable for the student level.The findings of the research can be listed as follows: Music is both a part of life and a versatile educational tool that allows to develop many skills with pleasure in Arabic education. Being easily accessible and economical, making it an attractive tool for educational environments. Musical-rhythmic intelligence type activities appeal to students of all levels since they provide an opportunity to plan activities on a wide range of subjects, especially in order to develop listening, speaking and writing skills. Since the songs chosen for the musical rhythmic-intelligence type will be memorized by the students as a whole, in which the pattern expressions are used in a context, their speaking skills will develop faster than the natural course. As a result; the uses of activities related to musical-rhythmic intelligence in Arabic teaching will be more effective in the formation of desired behaviors in the student with the music that is intertwined and enjoyed in the daily life of the student. Based on all these findings, it is thought that the use of activities related to musical-rhythmic intelligence in teaching Arabic will contribute positively to the achievement of educational objectives.

This study aims to describe an innovation in Arabic learning especially in Arabic speaking skill by teachers at MAN Pematangsiantar during pandemic era in 2020-2022. This research used descriptive qualitative method. Source of data were Arabic teacher and students grade XI and XII. Data were collected by doing interview and observation, and then analyzed using interactive analysis model. Results showed that during pandemic in 2020-2022, teacher made an innovation in teaching Arabic speaking skill by applying various online media such as e-learning, Whatsapp group, Zoom Cloud Meeting, Google Meet, Google Classroom, and also making instructional video. The media were helpful in teaching Arabic speaking skill during pandemic because each of them has specific features that can be used to send materials, meet the students virtually, practice speaking, and also evaluate studentsÔÇÖ ability. However, teacher also faced some problems namely not proficient in operating the media, cannot control the students maximally, and unstable network.┬á

Arabic speaking skill acquisition in Arabic Language Education (PBA) programs often faces challenges due to the lack of interactive teaching methods aligned with the language's complexity. This study addresses the gap by applying Vygotsky's sociocultural theory, which posits language develops through social interaction. This study addresses the prevalent gap in effective Arabic speaking pedagogy by integrating Vygotsky's sociocultural theory into a simulation-based learning model. It explores how such an approach enhances the speaking skills of students in an Arabic Language Education (PBA) program. Employing a qualitative case study design, the research investigates student experiences and perceptions within this interactive framework. Findings demonstrate a significant improvement in students' Arabic speaking proficiency, accompanied by elevated confidence and motivation. The study concludes that simulation models grounded in sociocultural theory offer a potent pedagogical innovation, contributing valuable insights to the discourse on communicative language teaching and the practical application of social learning paradigms in foreign language education.

This research aims to develop a learning model of Arabic speaking based on phonetic accuracy. The specific objectives of the study are (1) to develop instructional materials of Arabic speaking based on phonetic accuracy, and (2) to evaluate the effectiveness of the use of the product to improve the quality of Arabic speking. The research was conducted in two steps; they are: developmental research which focuses on the development of instructional materials of Arabic speaking based on phonetic accuracy, and evaluation research on the use of the materials which have been prepared for further revision and dissemination. The results of this research are (1) the completion of Arabic speaking textbook based on phonetic accuracy that comes with the instructions for use for teachers and students, and (2) the results of the tryout showed that this textbook has a good value of efficiency, effectiveness and attractiveness in terms of its general description, presentation of the material, and types of exercises, and is thus worthy tobe used in Arabic speaking course.
 
 Keywords: Arabic teaching, kalam, instructional material, phonetic accuracy

This research addresses the challenges faced by class X-2 students at Madrasah Aliyah Al-Jawami Cileunyi, Bandung, characterized by low proficiency in speaking Arabic. This issue stems from students' perception that Arabic is difficult and monotonous, compounded by the limited use of diverse teaching media during Arabic instruction. To overcome this, the researcher applied a cooperative learning model of the Team Game Tournament (TGT) type, incorporating Kokami media. The study aimed to evaluate students' Arabic speaking skills before and after implementing this model and to analyze the level of improvement achieved. In this study using a quasi-experimental one-group pre-test and post-test design, the findings revealed that students' initial speaking skills were low. However, after employing the TGT model with Kokami media, their speaking skills improved significantly, reaching an average score of 76.85, categorized as good (70-79). The improvement rate of 0.05 or 50% indicates a moderate enhancement level. These results underscore the effectiveness of integrating cooperative learning with engaging media in improving speaking skills. The study implies that innovative teaching strategies can address motivational and skill-related barriers in language learning. Future research should explore the long-term effects of similar models, adapt them for other language skills, and investigate their application in diverse educational contexts to refine further and generalize these findings.

The development of speaking skills (maharah al-kalam) in Arabic is a crucial component of effective communication and successful language acquisition. However, in many educational settings, including SMP Islam Az-Zahra 2 Poligon Palembang, traditional instructional approaches have limited students’ opportunities to actively practice speaking, relying heavily on grammar-translation methods. This study aims to evaluate the implementation and effectiveness of the Auto Drill Ngomong Arab Sehari-Hari textbook in enhancing students’ Arabic speaking skills. Specifically, the study addresses three key objectives: (1) to assess the state of Arabic language instruction prior to the textbook’s implementation, (2) to examine the changes in teaching and learning practices following its adoption, and (3) to measure the effectiveness of the textbook in improving students’ speaking proficiency. The research adopts a mixed-methods approach, combining qualitative data from classroom observations, teacher and student interviews, and document analysis with quantitative data from pre-test and post-test scores. Findings indicate a notable shift toward more interactive and student-centered learning after the textbook's introduction. Quantitatively, students' average speaking performance improved by 29.57 points, indicating a substantial enhancement in their oral proficiency. This study concludes that the Auto Drill Ngomong Arab Sehari-Hari textbook is an effective and practical tool for developing maharah al-kalam, especially in secondary-level Arabic instruction. Its structured, context-based drills provide learners with meaningful opportunities for practice, ultimately contributing to improved communicative competence. These findings have implications for curriculum development, suggesting that targeted drill-based resources can significantly improve language learning outcomes.

<span lang="EN-US">This paper describes the learning techniques of Arabic subjects and the results of the evaluation of students' Arabic speaking skills. This study involved 51 Arabic language teachers and 395 State Madrasah Aliyah students in Jambi Province, Indonesia. This study obtained quantitative and qualitative data. The research instrument used a questionnaire, checklist, and oral test. The data were analyzed descriptively (frequency, percentage, mean and standard deviation), and qualitatively. The results showed that the technique of speaking skills from students' perceptions was at a sufficient level. Likewise, the speaking skill assessment technique from the teacher's perception is at a sufficient level. The results of observations on speaking skills assessment techniques showed that teachers use techniques that do not require prior preparation. The students' Arabic speaking skills are at a sufficient level. Further research needs to explore other techniques in Arabic speaking skills.</span>

Arabic language learning at madrasah tsanawiyah continues to face obstacles in developing students’ speaking skills (maharah kalam), particularly with regard to fluency, pronunciation accuracy, and willingness to speak, which are partly caused by grammar-oriented teaching and limited oral communication practice. This study aimed to analyze the implementation of the muhadatsah method in improving maharah kalam among students at the madrasah tsanawiyah level. The research employed a qualitative approach with a descriptive design and was conducted at MTs Al-Irsyad Tengaran. Data were collected through classroom observations, in-depth interviews with Arabic language teachers and students, and documentation, and were analyzed using an interactive analysis model comprising data reduction, data display, and conclusion drawing. The findings showed that the implementation of the muhadatsah method improved students’ participation, speaking fluency, pronunciation accuracy, and self-confidence in communicating in Arabic. The study concludes that the muhadatsah method is an effective communicative learning approach for enhancing students’ maharah kalam and is relevant for application in Arabic language learning at madrasah tsanawiyah, thus serving as a pedagogical strategy to continuously strengthen students’ speaking competence.

The use of learning media is needed in teaching and learning processes so that students can absorb learning materials well and learning activities become more effective. This study aimed to explore teaching and learning Arabic using Adobe Animate CC media in schools. Qualitative method with an ethnography approach was used in this study. Then, the research samples in this study were teachers and 8th grade students of SMPIT Arkan Cendekia, Bekasi City, West Java. The data were collected through interviews, observations, and documentation. The results of this study showed that there were several steps carried out by the teachers in teaching and learning Arabic using Adobe Animate CC, namely (1) lesson planning, (2) learning implementation, and (3) learning evaluation. It was also found that the use of Adobe Animate CC media successfully increased students' learning motivation and students’ Arabic speaking skills. However, there are still some obstacles faced by the teachers in teaching and learning Arabic using these media. Based on the results of this study, it is hoped that it can provide alternative and innovative solutions for teachers in implementing teaching and learning Arabic in the present.

The advancement of information technology has transformed language learning strategies, particularly in Arabic language education. This study explores the effectiveness of a WhatsApp-based communicative approach in developing Arabic speaking skills among students of the Arabic Language Education Department. Employing a qualitative case study design, the research involved classroom observations, semi-structured interviews, and document analysis of fourth-semester students at UIN Walisongo Semarang. Findings reveal that WhatsApp features such as voice notes, video sharing, and group discussions encouraged students' confidence in speaking, enhanced their multimedia learning experience, and supported the development of four core language skills: listening (istima’), speaking (kalam), reading (qira’ah), and writing (kitabah). The learning process became more flexible, collaborative, and context-oriented. However, challenges such as unequal participation and limited access to technology persist. The study recommends integrating WhatsApp into Arabic language curricula, accompanied by technology-based assessment and cross-platform collaboration, to foster a relevant and participatory learning ecosystem tailored to the digital-native generation.

Abstract: This article aims to describe the application of modeling, reinforcement, and self-efficacy methods in teaching Arabic speaking skills through TikTok to students, as well as the factors that support and hinder the application of these methods using TikTok. A descriptive qualitative method was used, with data collected through interviews with students about the use of TikTok in improving their speaking skills and through observation. The research subjects were fifth- and seventh-semester students majoring in Arabic language education at the State Islamic University of Malang. Data analysis used the Miles and Huberman model. The results of the study showed that modeling was applied in stages: observing, imitating, and practicing. Reinforcement and positive comments given during the learning process played a role in increasing students› confidence to continue practicing. Self-efficacy is a crucial aspect in achieving learning success. Arabic language learning through TikTok is supported by problem-focused coping, self-efficacy, platform flexibility, and positive feedback. Meanwhile, the obstacles include low self-efficacy, avoidance coping, digital distractions, social comparison, and a lack of constructive support for students› learning motivation resilience in practice.