Teaching Arabic Speaking Skills Based on Sociocultural Theory in Simulation Model: A Case Study of Arabic Language Department Students

This study aims to examine the effectiveness of the Think Pair Share (TPS) learning model in enhancing students’ Arabic speaking skills in the Arabic language course at Universitas KH. A. Wahab Hasbullah (UNWAHA) Jombang. This research employed a quantitative approach using a quasi-experimental design, specifically the pretest-posttest non-equivalent control group design. The study involved two groups: the experimental group, which was taught using the TPS strategy, and the control group, which received conventional instruction. Data collection techniques included speaking skill tests (pretest and Post-test) and observation of learning activities. Data analysis was conducted using an independent t-test with SPSS version 25. The results revealed a significant improvement in students' speaking skills in the experimental class. The average Post-test score in the experimental group reached 87.1, up from 65.3 in the pretest. Meanwhile, the control group only showed a modest increase from 64.7 to 70.2. The t-test result indicated a significance value of 0.001 < 0.05, suggesting a statistically significant difference between the two groups. Additionally, classroom observations showed that the TPS model effectively increased students’ active participation and confidence in speaking Arabic. Therefore, applying the Think Pair Share model is proven effective and highly recommended as an active learning strategy to improve Arabic speaking skills in higher education contexts.

This study explores the development of integrated language skills assessment instruments for Korean as a foreign language (KFL) learners in higher education, addressing the need for tools that reflect real-world communicative demands. Grounded in theoretical frameworks such as Bachman and Palmer's Communicative Language Ability model[1] and Vygotsky's Sociocultural Theory[2], the research employed a mixed-methods approach, including needs analysis[6], corpus studies, and pilot testing. The research process involved three primary phases: First, a comprehensive needs analysis was conducted among KFL instructors and students to identify assessment gaps and priorities. Second, authentic Korean language materials were collected to create a corpus that informed the development of contextualized assessment tasks. Finally, the instruments underwent rigorous pilot testing with 127 KFL students across three Indonesian universities.The developed assessment instruments integrate reading, writing, listening, and speaking skills through task-based scenarios that mirror authentic Korean language use contexts. These include collaborative problem-solving activities, multimedia-based comprehension tasks, and culturally situated role-plays. Statistical analysis demonstrated high inter-rater reliability (r=0.87) and construct validity when compared with established Korean proficiency measures.Results demonstrated the instruments' reliability, validity, and cultural relevance, fostering holistic skill development and promoting positive washback on teaching and learning practices. Implementation of these instruments led to significant improvements in students' integrated language performance and motivation. The study contributes to the field of Korean language assessment by providing empirically validated tools that bridge classroom learning with real-world language application in higher education contexts.

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

Arabic language learning demands strong speaking skills, a broad vocabulary, self-confidence, and critical thinking abilities. However, traditional teaching methods often fall short in effectively developing these aspects. One promising innovative approach is the implementation of debate methods in Arabic language instruction. This study aims to analyze the impact of implementing the debate method on students’ speaking skills, vocabulary acquisition, self-confidence, and critical thinking abilities at the Foreign Language Development Institute. This research employed a qualitative approach, utilizing observation, in-depth interviews, and documentation for data collection. Data analysis was conducted through data reduction, data presentation, and inductive conclusion drawing. The findings reveal that the debate method significantly enhances students' speaking skills, enriches their use of technical vocabulary, boosts their self-confidence in speaking Arabic, and sharpens their critical and analytical thinking skills. Nevertheless, some challenges were identified, such as difficulties in recalling newly acquired vocabulary. The debate method has proven to be an effective strategy for comprehensively improving students' Arabic language proficiency. This study contributes to the development of an active, debate-based learning model in Arabic language education and recommends further exploration of debate implementation on a broader and more longitudinal scale.

Mastery of Arabic speaking skills (maharah kalam) poses a significant challenge for students, particularly in the context of primary education where exposure to the language is limited. Previous research has examined the use of Quantum Learning and digital media in language learning, but few have examined the impact of the combination of the two methods, particularly in teaching Arabic speaking skills. This study aims to examine the effectiveness of Quantum Learning-based maharah kalam learning using flipbook media at MI Al-Ishlah Palembang. Using a mixed method approach, this study combines quantitative data obtained from pre-test and post-test scores with qualitative interviews and observations. The data analysis process included descriptive statistics, t-test, and thematic analysis to evaluate both the effectiveness of the method and the student experience. The results showed a significant improvement in students' speaking skills, with an average increase from 72.92 in the pre-test to 89.17 in the post-test. In addition, students reported higher levels of engagement and motivation during learning. This study concludes that the integration of Quantum Learning and flipbook media is an effective strategy in improving Arabic speaking skills and can provide a more dynamic and interesting learning environment for students.

Formative evaluation of Arabic language proficiency plays a crucial role in identifying students' progress in the learning process, particularly in speaking skills or maharatul kalam. The aim of this study is to explore the implementation of formative evaluation on Arabic speaking skills in the third-grade class of SDIT Harapan Bunda Manado. The research adopts a qualitative approach with data collected through interviews with Arabic language teachers and observations in three different classes. The findings indicate that the types of speaking skills tests implemented in this school align with the principles of Arabic language teaching for beginners. The formative evaluation method of maharatul kalam includes reading texts aloud and identifying vocabulary words presented by the teacher. This evaluation is conducted formatively throughout the learning process. Both evaluation methods aim to measure students' reading, pronunciation, and vocabulary mastery as a foundation for developing more complex Arabic language skills in subsequent levels. Interactive evaluation, utilizing varied technologies and approaches, enables teachers to provide constructive feedback and customize learning according to individual student needs.

Research on Arabic language teaching models remains largely focused on conventional approaches, while the application of innovative models such as Problem Based Learning (PBL) has received limited attention, particularly in enhancing maharah kalam (speaking skills). Yet, PBL has been proven effective in promoting active student engagement through contextual problem-solving. This study aims to evaluate the effectiveness of the PBL model in improving the Arabic speaking skills of students in the Arabic Language Education Program at the University of Muhammadiyah Bima. The research employed a one-group pretest-posttest design, with data collected through observation, interviews, and speaking proficiency tests. Data analysis was conducted using a one-sample t-test. The results revealed a significant improvement in maharah kalam after the implementation of PBL, with the t-count (71.95) considerably exceeding the critical t-table value (2.144). These findings indicate that PBL is an effective approach to teaching Arabic speaking skills at the tertiary level. The study implies the need for the development of more communicative and problem-solving-based instructional designs in Arabic language education.

Language is a means of communication among human beings. Such communication among non-native and/or native language users can be facilitated through language learning and teaching. Language education professionals have developed guidelines for teachers and learners to measure the linguistic performance of these two groups. One of the prestigious international frameworks established in the field of foreign language teaching and assessment is the ACTFL (American Council on the Teaching of Foreign Languages) proficiency guidelines developed by a team of foreign language education professionals. The Arabic speaking skill, along with listening, is one of the main language skills used to orally communicate with Arabic speakers. Non-native students majoring in Arabic Language and Literature learn the required vocabulary and structures/styles to speak Arabic. But many of them face challenges in applying what they have learned when speaking Arabic. The present study, in particular, attempts to find an answer to the following two questions: What is the proficiency level of undergraduate students of Kharazmi University majoring in Arabic Language and Literature based on ACTFL guidelines for assessing speaking skill? What difficulties do Arabic language majors face in learning Arabic? The statistical sample of the study consisted of 30 undergraduate senior students majoring in Arabic Language and Literature at Kharazmi University, Tehran. To determine the students’ speaking level and discover the reasons for their possible deficiencies, a field (qualitative) research was conducted while adopting a descriptive and inductive approach. The research instruments included both the test and observation. The most prominent finding of the research was that while Arabic students take a total of 12 credits under the courses of Listening and Speaking 1 to 3 as well as Language Lab 1 to 3, they do not achieve a desirable level of speaking skill. There are many reasons for this weakness among which one can point out limited hours and credits allocated to the courses on language skills. The test results in particular revealed that the students did not perform well in the speaking skill. The contributing factors were the lack of confidence in speaking Arabic, fear of making lexical mistakes while speaking, and insufficient daily use of Arabic, among others.

Learning Arabic through one of the theories of second language acquisition has a positive and effective contribution in achieving supported skills. Vygotsky's socio-cultural theory is one of the theories of language acquisition that has great urgency in supporting one's abilities. This theory emphasizes that learning is not only an individual process but also as a social interaction process under the supervision and guidance of teachers. Vygotsky's sociocultural theory is one of the language learning theories recommended by linguists and psycholinguistics to be applied in the learning process especially in speaking skills learning. The aims are to improve the proficiency and accuracy of students who have different background knowledge in using Arabic. This study aims to find out how the process of speaking skills learning based on Vygotsky's socio-cultural theory and the steps and its application in the speaking skills learning process. This study uses a library approach or library research where data sources are taken from the theories in the literature. This study has contributed to the ease of a teacher to develop learning theories that will be applied in the learning process, especially speaking skills.Keywords: Speaking skills, Vygotskys Socio-Cultural Theory

The objectives of this article are to: (a) synthesize the key aspects of Vygotsky's sociocultural theory of learning; and (b) interpret classroom vignettes and child interviews from a first-grade science activity in light of Vygotsky's theory. The key aspects of Vygotsky's sociocultural theory explored in terms of the teaching–learning process are: the social interactional nature of learning; the role of psychological and technical tools, the role of social interactions in mediating children's thought; and the interplay between everyday and scientific concepts. © 1999 John Wiley & Sons, Inc. Sci Ed83:621–638, 1999.

This study aims to improve students' Arabic speaking skills through the application of the stand-up category method. Conducted at Madrasah Aliyah Darut Taqwa Purwosari Pasuruan, the research involved 26 eleventh-grade students. A classroom action research (CAR) approach was implemented using a quantitative method, consisting of two cycles with four stages: planning, action, observation, and reflection. Data collection techniques included observations, interviews, and pre-test and post-test assessments. The results indicate a significant improvement in students' speaking skills. The percentage of students achieving the minimum competency criteria increased from 38.46% in the pre-cycle to 57.69% in Cycle I and further to 84.62% in Cycle II. Additionally, student engagement and participation improved, with increased attention to lessons, active responses to questions, and reduced passivity. The study concludes that the stand-up category method effectively enhances Arabic speaking skills by creating an interactive and stimulating learning environment. This method is recommended for educators seeking innovative strategies to foster confidence and active participation in language learning.

Research objective is to providing an insight into the characteristics of Arabic language teaching materials in higher education in Indonesia. This research was conducted by examining a variety of literature relating to teaching materials and Arabic speaking skills. The research method applied survey, involving 97 students from the Arabic Language Education Study Program in several universities in Indonesia and structured interviews with lecturers who supported Arabic speaking skills. The procedure taken are 1) reading literature related to Arabic speaking teaching materials and teaching Arabic speaking skills, 2) observing the learning process of speaking skills at several Arabic Language Education Study Programs, 3) determining the type of survey, 4) determining the sample target, 5) preparing instruments for analyzing the needs of students, 6) preparing structured interview instruments for lecturers, 7) analyzing survey results, 8) translating survey result. The results of this study, teaching materials from Middle East has led to the emergence of gaps in achieving Arabic language skills for beginners, such as the lack of phonetic aspects being taught, monotonous forms of practice, directing students to memorize, and types of dialogue that are not in accordance with student culture in Indonesia. The characteristics of teaching materials that are suitable for use in Arabic language skills are divided into goals, phonetics, themes, social culture, exercises, steps and visualization.

The Impact of Scaffolding on Content Retention of Iranian Post-elementary EFL Learners’ Summary Writing

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.

This research aims to examine Biah Lughawiyah at the Al-Azhar Arabic Language Course Institute, Pare from the perspective of Vygotsky's socio-cultural theory, namely Zone of proximal development, Scaffolding, and Language and Thought and Cognitive Development. This research uses descriptive qualitative methods. The data source was determined using Purposive Sampling techniques. Data collection techniques use interview, observation and documentation methods. Data analysis techniques use data collection, data reduction, data presentation, and drawing conclusions or verification. The results of this research conclude that Bi'ah Lughawiyah activities at the al-Azhar Pare Arabic Language Course Institute are in accordance with Vygotsky's Socio-Cultural theory, namely: 1) it is mandatory to speak Arabic while at al-Azhar Pare in accordance with the principles of language and thought and cognitive development theory Vygotsky, 2) Mufrodat and al-Azhar Got Talent deposits are in accordance with the principles of zone of proximal development and scaffolding, 3) educational punishments are in accordance with the principles of zone of proximal development, 4) al-imtihan is in accordance with the principles of scaffolding, 5) jurfah class is in accordance with Vygotsky's theory of cognitive development, 6) provision of guidebooks in accordance with the zone of proximal development, 7) awards or rewards in accordance with Vygotsky's principles of language and thought, 8) halaqoh room in accordance with Vygotsky's theory of cognitive development, and 9) an Arabic nuanced environment in accordance with principle of the zone of proximal development.