<![CDATA[This research is motivated by a phenomenon in which students have different levels of understanding in learning Arabic. To address this issue, the Arabic teacher of fifth-grade students at MI Nurul Hamidiyah Jungkarang applied the audiolingual method in teaching maharah al-kalam (speaking skill). The purpose of this study is to describe the results of implementing the audiolingual method in improving students’ speaking skills and to identify the factors influencing its implementation at MI Nurul Hamidiyah Jungkarang, Jrengik District, Sampang Regency. This study employed a field research design using a descriptive qualitative approach. The object of the research was the implementation of the audiolingual method in teaching maharah al-kalam, while the subjects included the school principal, Arabic teacher, and fifth-grade students. Data were collected through observation, interviews, and documentation. Data analysis was conducted using the Miles and Huberman model, which consists of data reduction, data display, and conclusion drawing. The findings reveal that the audiolingual method was implemented through three main stages: preparation, implementation, and evaluation. Preparation involved curriculum analysis, lesson planning, and material preparation. Implementation focused on repetition and imitation of dialogues, while evaluation used written and non-written assessments. Several factors influenced the implementation, including differences in students’ learning pace, limited audio facilities, restricted instructional time, and the lack of teacher training in audiolingual methods.]]>
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