Enhancing Arabic Speaking Skills through Classroom Language: A Study at Darul Falah Institute Selangor Malaysia

Muhammad Bari’us Salam; Ahmad Maghfurin; Faruq Ihsan  Nasrullah; Abdul Jalil Musthofa; Fahmi bin Masthur

doi:10.25217/mantiqutayr.v5i1.5296

Authors

Muhammad Bari’us Salam Arabic Language Education Study Program Universitas Islam Negeri Walisongo Semarang, Indonesia.
Ahmad Maghfurin Arabic Language Education Study Program Universitas Islam Negeri Walisongo Semarang, Indonesia.
Faruq Ihsan Nasrullah Islamic Economy Study Program Islamic and Arabic Sciences Institute Jakarta, Indonesia.
Abdul Jalil Musthofa Sharia Study Program Imam Mohammad Ibn Saud Islamic University Riyadh, Saudi Arabia.
Fahmi bin Masthur Darul Falah Institute Selangor, Malaysia.

DOI:

https://doi.org/10.25217/mantiqutayr.v5i1.5296

Keywords:

Arabic Language Usage, Classroom Language, Speaking Skills

Abstract

Institute Darul Falah Selangor has minimal practice of using Arabic in daily conversations due to the focus of Institute in memorizing the Qur'an is a factor in the lack of Arabic speaking skills here. Thus, the purpose of this studi is to discover the effectiveness of Classroom Language usage to the students’ speaking skills that are lacking because of it. It study this effectiveness both in students’ speaking skill inside the class and outside the class. This study used quantitative approach. The data collection methods used were observation, tests, and interviews. This study used pre-experimental type of study. Its sampling method is purposive sampling and had the students of upperclassmen as its’ samples. The data findings were analyzed using paired samples T-test on Microsoft excel. The result obtained was that the T score amounted to 5.840 > the T value at a significant level of 0.05 and can be concluded the significance of the impact of using Classroom Language on Arabic speaking skills. Moreover, the impact can also be seen in the increased intensity of Arabic usage in students' daily conversations. Thus, this study helps the development of an evidece-based framework for integrating classroom language strategies into Arabic language curricula and create replicable model for Arabic education studies. However, because this study focused solely on speaking skills within a limited timeframe, future research may explore the effects of classroom language on other skills over a more extended period.

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