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Baharun, Segaf
Universitas Islam Internasional Darullughah Wadda'wah
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Stand Up and Speak: Implementing the ‘Qum Takallam’ Method to Foster Arabic Oral Expression Segaf Baharun; Nur Hanifansyah; Nur Aunie Batrisya
Insyirah: Jurnal Ilmu Bahasa Arab dan Studi Islam Vol. 9 No. 1 (2026): June 2026
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/insyirah.v9i1.14620

Abstract

The mastery of Arabic mahārah kalām (speaking skills) remains one of the most challenging aspects of foreign language pedagogy, especially in non-Arabic speaking contexts where learners often possess adequate knowledge of vocabulary and grammar but struggle with fluency, confidence, and spontaneous oral performance. This study introduces and evaluates the Qum Takallam method, a pedagogical approach that requires students to “stand up and speak” in Arabic for ten minutes on a chosen or spontaneous topic. Conducted at Darullughah Wadda’wah Boarding School in Pasuruan, Indonesia, the research employed a mixed-methods design involving 30 intermediate-level male students. Data were collected through pre- and post-tests of oral expression, classroom observations, and semi-structured interviews, and analyzed using paired sample t-tests and thematic analysis. The quantitative results demonstrated significant improvements across fluency, vocabulary, and confidence, with large effect sizes, while accuracy improved more modestly. Qualitative findings revealed that the method reduced anxiety, fostered autonomy, and encouraged peer learning, although some students continued to struggle with coherence and persistent grammatical errors. These outcomes align with previous research on communicative and experiential learning yet extend the discussion by situating spontaneous stand-up speaking within Arabic pedagogy. Overall, the Qum Takallam method provides a simple, low-cost, and sustainable strategy for integrating structured oral practice into Arabic curricula. By balancing linguistic creativity with communicative competence, it contributes to developing confident and expressive Arabic speakers, while highlighting the need to complement fluency-focused approaches with explicit grammar instruction.
Co-Authors Abdul Kholiq Abicandra, Muhammad Nidom Hamami Abidin, Zainal Adham Hasif Ahmad Makki Lazuardi Ahmad Qusairi Akhmad Fauzi Hamzah Al-Farizi, Abdul Qowi Ali Wafa Asep Rahmatullah Asep Rahmatullah Asep Rahmatullah Atiyah, Nur Adilah Aufa Hanin Salsabil Badrus Shalih Batrisya , Nur Aunie Bulhayat Bulhayat Faris Maturedy Fauzi Hamzah, Achmad Fawwazul Farisi Haddad, Faishol Hamzah, Akhmad Fauzi Hanafi Hanafi Hasan, Ainul Husein, Achmad Fairuz Husni, Zidan Muhtadin Iswan, Syahrul Jaudi Jaudi Jaudi, Jaudi Juliari Agustian Kholili Hasib, Kholili Khonsa' Nabila M. Solehudin M. Yusuf Harun M. Yusuf Harun, M. Yusuf Maliki, Mu'azam Masnun Masnun Masnun Masnun Maturedy, Faris Menik Mahmudah Moh. Tohiri Habib Moh. Tohiri Habib Moh. Tohiri Habib Muhamad Solehudin Muhamad Solehudin Muhammad Imamul Arifin Muhammad Imamul Arifin Muhammad Nidom Hamami Abicandra Muhammad Sofwan bin Harizan Muhammad Solahudin Muhammad Solahudin, Muhammad Mukhasibi, Abdullah Munapi Nur Aunie Batrisya Nur Hanifansyah Nur Hanifansyah Nurin Sakinah Nurul Azira Rabbani, Syauqi Rabbany, Ahmad Syauqi Rahmatullah, Asep Sahri Salsabil, Aufa Hanin Sodikin Sultan Abdus Syakur Sultan Abdus Syakur Suwandi Suwandi Suwandi Suwandi Syahrul Iswan Syakur, Sultan Abdus Syam, Andi Rahmat Syarif Muhammad Syaheed Umam, Muhammad Khairul Wardana, Mustahar Ali Wildana Wargadinata Yusuf Arisandi Zain, Mohammad Zainal Abidin