<![CDATA[This research aims to analyze the implementation of the Joyful Learning strategy in overcoming the problems of learning mahārah al-kalām (Arabic speaking skills) at Madrasah Tsanawiyah Subulussalam. This research uses a descriptive qualitative approach with a case study design. Data collection was conducted through observation, semi-structured interviews with an Arabic teacher and 25 tenth-grade students selected using purposive sampling technique, and documentation. The research results reveal two main findings. First, the learning process using the Joyful Learning strategy is applied systematically through four stages: Preparation through ice breaking activities, and interactive statement of the material with the participation of students in language games, direct speaking practice, and closing. Second, the implementation of this strategy faces linguistic obstacles in the form of low mastery of nahwu and sharaf, especially errors in changing ḍamīr (pronouns), as well as psychological obstacles such as shyness and lack of confidence when speaking in front of the class. In conclusion, although Joyful Learning succeeds in creating a participatory learning atmosphere, this strategy must be balanced with consistent daily language practice to overcome students' grammatical and mental weaknesses.]]>
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