<![CDATA[This study describes the implementation of the Direct Method (Ṭarīqah al-Mubāsharah) in Arabic speaking instruction (Mahārah al-Kalām) using YouTube as a supporting learning medium for eleventh-grade students at Madrasah Aliyah Muhammadiyah Lawang Tigo Balai. A descriptive qualitative design was employed, with participants selected through purposive sampling, consisting of an Arabic language teacher, the vice principal for curriculum affairs, and eleventh-grade students. Data were collected through classroom observations, semi-structured interviews, and document analysis, then analyzed using the interactive model of Miles, Huberman, and Saldaña, comprising data condensation, data display, and conclusion drawing and verification. The findings showed that the Direct Method was implemented through three stages: planning, implementation, and evaluation. During planning, the teacher prepared learning objectives, materials, media, and assessment instruments. During implementation, Arabic was used as the primary language of instruction, while YouTube-based Arabic dialogue videos provided examples of pronunciation and conversational expressions. Students participated in dialogue practice, role-playing, question-and-answer activities, and guided oral interactions. Evaluation was conducted through performance observation, speaking assessment, dialogue presentations, and corrective feedback. The implementation faced several challenges, including limited vocabulary, differences in students’ prior Arabic proficiency, and limited opportunities to practice Arabic outside the classroom. Overall, the study describes the instructional procedures of the Direct Method and the role of YouTube in supporting Arabic speaking instruction.]]>
