Becoming an Arabic Teacher: Student Engagement in Speaking Skills based on the Direct Method (Mubasyaroh)

Abstract

This study aims to examine the effectiveness of applying the Direct Method (Tharīqah Mubāsyarah) in improving Arabic speaking skills among junior high school students. The main problem addressed is the low speaking ability in Arabic, characterized by students’ lack of confidence, poor pronunciation, and limited participation in dialogue. This research employed a Classroom Action Research (CAR) approach using the Kemmis and McTaggart model, conducted in two cycles. The subjects were 14 seventh-grade students at SMP IT Al-Madinah Karawang. The results showed that the direct method significantly improved students' speaking confidence, dialogue participation, and pronunciation. In the first cycle, only 60% of students showed confidence in speaking and 65% participated actively in dialogue. After adjustments in the second cycle, these numbers increased to 85% and 90%, respectively. The average oral test score also rose from 70 to 85. The method effectively fostered direct two-way communication, encouraged students to use Arabic without translation, and created an active and enjoyable learning environment. The study concludes that the direct method is effective for teaching Mahārah Kalām (speaking skills) and is a relevant strategy for communicative and contextual Arabic language learning.