Implementation of Teaching Arabic Speaking Skills at MI Mu’awanah

Abstract

This study examines the implementation of Arabic speaking skills instruction (mahārah al-kalām) at MI Mu’awanah, an Islamic elementary school in Lamongan, East Java, Indonesia, with particular attention to the instructional techniques employed by the teacher and the challenges encountered in classroom practice. Although mahārah al-kalām is a fundamental component of Arabic language learning that requires systematic and active practice, its implementation at the elementary level remains constrained by limited methodological variation, differences in students’ abilities, and inadequate opportunities for Arabic language use beyond the classroom. This study employed a qualitative descriptive approach. Data were collected through classroom observations, semi-structured interviews with the Arabic language teacher, and documentation of instructional materials and media. The data were analyzed through data reduction, data display, and conclusion drawing, with triangulation across observation, interview, and documentary evidence to enhance the credibility of the findings. The findings indicate that Arabic speaking instruction predominantly employs the ghinā’ (singing) technique, integrated with the direct method and supported by picture media. This approach is considered practical and engaging for elementary learners and helps maintain students’ attention during speaking practice. However, the study identifies three major challenges: limited variation in instructional techniques and media, substantial differences in students’ linguistic abilities and psychological readiness, and an insufficient Arabic-speaking environment that encourages students to return to their local language outside Arabic lessons. To address these challenges, the study recommends diversifying instructional activities through the use of realia and appropriate digital media, implementing peer tutoring in small ability-based groups, and gradually extending structured Arabic use beyond the classroom. The study contributes context-specific empirical insights into the implementation and challenges of Arabic speaking instruction at the elementary madrasah level and highlights practical strategies for creating more varied, inclusive, and communicative learning environments.