<![CDATA[This study aims to improve children's Arabic speaking skills through learning Isim Dhomir (pronouns) in the context of everyday conversations on the theme of professions and madrasas. The method used is a communicative approach with role-play techniques and contextual conversations that actively involve students in the learning process. Learning is focused on the use of isim dhomir such as "هُوَ" (he is a man), "هِيَ" (she is a woman), "هُمْ" (they are men), and "هُنَّ" (they are women) in simple sentences related to professions and activities in madrasas. Through this activity, students not only memorize the forms of pronouns, but also understand their use in real communication contexts. The learning process is carried out by linking isim dhomir to themes close to children's lives, such as mentioning the professions of teachers, doctors, farmers, and activities in madrasas such as studying, reading, and praying. The teacher acts as a facilitator who guides students to practice speaking through simple dialogues and role-plays. The results of the study showed that the implementation of communication-based learning with a focus on isim dhomir can improve students' speaking skills, understanding of sentence structure, and activeness in using Arabic. Children became more confident in mentioning professions and activities at the madrasah using correct and contextual sentences. In addition, this learning also created a fun and interactive classroom atmosphere. Students were more enthusiastic in participating in lessons because they felt directly involved in the communication process. This approach helps students understand that Arabic is not just a rote lesson, but also a living and meaningful communication tool in everyday life. Thus, Isim Dhomir learning based on a communicative approach has proven effective in improving children's Arabic speaking skills, while also fostering their interest and motivation to continue learning Arabic in a fun and contextual way.]]>
