<![CDATA[Arabic language learning at the elementary school level plays an essential role in developing students’ basic language skills. However, students’ learning outcomes are often not optimal, particularly in listening and speaking skills, due to the use of less interactive teaching methods. This study aims to describe the transformation of audiolingual learning in improving Arabic language learning outcomes of second-grade students at an Islamic elementary school in Karawang Regency. This research employed Classroom Action Research (CAR) conducted in two cycles, involving 28 students as research subjects. Data were collected through learning outcome tests, observations of teacher and student activities, interviews, and documentation. Data analysis was carried out using descriptive quantitative and qualitative techniques based on the Minimum Mastery Criteria (KKM) of 70. The results indicated a gradual improvement in students’ learning mastery, increasing from 75% in the pre-cycle to 96.43% in cycle I, and reaching 100% in cycle II. In addition to improving learning outcomes, audiolingual learning also enhanced students’ engagement, confidence, and enthusiasm in Arabic language learning. Therefore, the transformation of audiolingual learning proved to be effective in improving Arabic language learning outcomes at the elementary school level and can be considered an appropriate instructional alternative for young learners]]>
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