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All Journal Al-I'roby : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Saputri, Intan Nur Fauziyah
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Religion Humanities Education Languange, Linguistic, Communication & Media

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Enhancing Students’ Speaking Skills (Mahārāt al-Kalām) Through Mosque-Based Collaborative Role-Play Simulation Sa`diyah, Halimatus; Saputri, Intan Nur Fauziyah; Rusuly, Usfiyatur
Al-I’roby: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol 3 No 2 (2026): Al-I'roby: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : Universitas Hasyim Asy'ari Tebuireng Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/jbai.v3i2.11616

Abstract

This study addresses the low level of students’ maharah kalam (speaking skills), particularly among those from non-religious backgrounds, as well as the high level of language anxiety in Arabic language learning. This study aims to evaluate the effectiveness of a mosque-context-based collaborative role-play simulation strategy in improving students’ speaking skills in an intensive Arabic language program. This research employs a quantitative approach using a one-group pretest–posttest design involving 34 second-semester students at a public Islamic university. Data were collected through speaking tests and analyzed using a paired-sample t-test to determine the significance of improvement, along with N-gain analysis to assess the level of learning effectiveness. The results show a significant improvement in students’ maharah kalam, with the mean score increasing from 58.41 in the pretest to 78.26 in the posttest (p < 0.05). The N-gain score of 0.48 indicates a moderate level of improvement. These findings suggest that the mosque-context-based collaborative role-play simulation strategy is effective in fostering communicative, contextual, and collaborative learning, as well as enhancing students’ confidence and active participation in using Arabic. Therefore, this study contributes to the development of Arabic language learning models that are adaptive to diverse student backgrounds through the integration of communicative, collaborative, and contextual approaches.
Co-Authors Rusuly, Usfiyatur Sa`diyah, Halimatus