<![CDATA[Keterampilan berbicara bahasa Arab merupakan kompetensi fundamental dalam pembelajaran bahasa Arab di Madrasah Ibtidaiyah, namun realitas lapangan menunjukkan pencapaiannya masih memprihatinkan akibat metode konvensional dan minimnya inovasi media pembelajaran. Penelitian ini bertujuan untuk mendeskripsikan implementasi media Talk Now Arabic dalam pembelajaran berbicara bahasa Arab serta menganalisis efektivitasnya dalam meningkatkan keterampilan berbicara dan motivasi belajar siswa di MI Muhammadiyah 22 Sugihwaras Bojonegoro. Penelitian menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif dan desain studi kasus. Data dikumpulkan melalui wawancara mendalam dengan guru bahasa Arab, kepala madrasah, dan siswa, observasi partisipan, serta studi dokumentasi, kemudian dianalisis menggunakan model interaktif Miles dan Huberman melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi media Talk Now Arabic berjalan melalui tiga tahap pembelajaran (pendahuluan, inti, dan penutup) dengan pemanfaatan fitur-fitur interaktif seperti pengenalan kosakata berbasis gambar dan audio, permainan, kuis, perekaman suara, dan sistem poin yang terbukti meningkatkan partisipasi aktif siswa dari 30-40% menjadi 70-75%, rata-rata nilai keterampilan berbicara dari 65-70 menjadi 78-82, serta keberanian dan kepercayaan diri siswa dalam berbahasa Arab. Temuan ini memperkuat teori konstruktivisme dan motivasi belajar serta mengkonfirmasi efektivitas media interaktif berbasis game dalam pembelajaran bahasa Arab. Penelitian ini menyimpulkan bahwa media Talk Now Arabic efektif meningkatkan keterampilan berbicara bahasa Arab siswa madrasah ibtidaiyah dan berpotensi menjadi solusi alternatif, meskipun menghadapi kendala keterbatasan sarana prasarana, ketidakfamiliaran siswa dengan teknologi, kebiasaan penggunaan bahasa ibu, kecemasan berbicara, dan keterbatasan kompetensi digital guru. Penelitian selanjutnya direkomendasikan untuk memperluas cakupan pada jenjang pendidikan yang berbeda, menguji efektivitas media pada keterampilan berbahasa lainnya, melibatkan sampel yang lebih besar dan beragam, serta mengembangkan media serupa yang lebih adaptif dengan kearifan lokal dan kebutuhan kurikulum madrasah di Indonesia Arabic speaking skills are a fundamental competency in Arabic language learning at Madrasah Ibtidaiyah, yet field realities indicate that their achievement remains concerning due to conventional methods and the lack of innovation in learning media. This study aims to describe the implementation of Talk Now Arabic media in Arabic speaking learning and to analyze its effectiveness in improving students' speaking skills and learning motivation at MI Muhammadiyah 22 Sugihwaras Bojonegoro. The research employed a qualitative approach with descriptive research type and case study design. Data were collected through in-depth interviews with Arabic language teachers, the madrasah principal, and students, participant observation, and documentation studies, then analyzed using the Miles and Huberman interactive model through the stages of data reduction, data presentation, and conclusion drawing. The results showed that the implementation of Talk Now Arabic media proceeded through three learning stages (introduction, core activities, and closing) utilizing interactive features such as image and audio-based vocabulary introduction, games, quizzes, voice recording, and a point system, which provenly increased students' active participation from 30-40% to 70-75%, the average speaking skill score from 65-70 to 78-82, as well as students' courage and self-confidence in speaking Arabic. These findings reinforce constructivism theory and learning motivation theory, as well as confirm the effectiveness of game-based interactive media in Arabic language learning. This study concludes that Talk Now Arabic media is effective in improving Arabic speaking skills of madrasah ibtidaiyah students and has the potential to be an alternative solution, although it faces challenges such as limited infrastructure, students' unfamiliarity with technology, habits of using their mother tongue, speaking anxiety, and teachers' limited digital competence. Further research is recommended to expand the scope to different educational levels, test the effectiveness of the media on other language skills, involve larger and more diverse samples, and develop similar media that are more adaptive to local wisdom and the curriculum needs of madrasahs in Indonesia]]>
