<![CDATA[
Arabic language instruction at the elementary school level should be presented through simpel and interactive learning materials that correspond to students’ developmental characteristics and learning needs. One fundamental topic that can be introduced to young learners is ta’aruf (self-introduction), since it provides students with practical expressions that can be applied in everyday communication. Nevertheless, Arabic learning that primarily emphasizes vocabulary memorization without sufficient opportunities for speaking practice may reduce students’ interest and confidence in using the language. This community service program was conducted to introduce basic Arabic language learning through ta’aruf material to students at State Elementary School 01 Palembayan. The activity involved approximately 95 students and was implemented through several stages, including initial observation, preparation of instructional materials and learning media, implementation of the socialization program, speaking practice, and evaluation. The learning materials focused on basic vocabulary and expressions related to self-introduction, including greetings, asking and stating names, identifying one’s origin, mentioning one’s place of residence, and other simple conversational expressions. A participatory and communicative learning approach was applied through material explanations, dialogue demonstrations, vocabulary repetition, interactive question-and-answer activities, and direct speaking practice. The activity indicated that the introduction of ta’aruf material helped students develop a basic understanding of Arabic vocabulary and expressions used in self-introduction. The students also demonstrated enthusiasm and active involvement during the learning process and showed increased confidence in pronouncing and practicing simple Arabic expressions. These findings indicate that ta’aruf-based Arabic instruction can provide a practical, engaging, and accessible approach to introducing Arabic to elementary school students. Furthermore, learning activities that emphasize direct practice and interpersonal interaction can serve as an effective starting point for developing students’ interest, confidence, and motivation to learn Arabic.
]]>
