EFEKTIVITAS PENGGUNAAN DIALOG TA'ARUF DALAM PEMBELAJARAN BAHASA ARAB KELAS 7

Abstract

Arabic language learning in seventh grade plays an important role as a foundational stage in developing students’ language skills, particularly speaking skills (maharah kalam). However, instructional practices that focus primarily on grammar and memorization often result in low student participation, limited self-confidence, and weak oral communication skills. This study aims to examine the effectiveness of using ta’aruf dialogue in Arabic language learning for seventh-grade students. The research employs a library research approach by reviewing relevant literature, including textbooks, scholarly journals, academic articles, and curriculum documents related to Arabic language learning, ta’aruf dialogue, and communicative approaches. Data were analyzed using content analysis techniques to identify key concepts, findings, and theoretical implications regarding the use of ta’aruf dialogue. The findings indicate that ta’aruf dialogue is effective in improving students’ speaking skills through simple, contextual, and meaningful communication practices. In addition, ta’aruf dialogue contributes to enhancing vocabulary mastery and Arabic sentence structures in a functional manner, while also positively influencing students’ motivation, self-confidence, and attitudes toward Arabic language learning. Theoretically, ta’aruf dialogue aligns with the communicative approach and the principles of active and constructivist learning. Therefore, ta’aruf dialogue can be recommended as an effective and relevant instructional strategy for improving the quality of Arabic language learning in seventh grade at madrasahs.