<![CDATA[The purpose of this study was to understand how role-playing-based Arabic language learning is implemented and how it helps students' Arabic comprehension. This study used a descriptive qualitative method. Data were collected through observation, interviews, and documentation. Subjects in this study included Arabic language teachers and seventh-grade students. The results showed that role-playing-based Arabic language learning was implemented through three stages: preparation, implementation, and evaluation. The application of the role-playing method was proven to improve students' understanding of Arabic language skills, especially in vocabulary mastery (mufradat), simple sentence comprehension, and speaking skills (maharah al-kalam). The learning process is more active, interactive, and meaningful because students are able to use Arabic skillfully through various activities that are close to everyday life. Besides contributing to improved language comprehension, the application of role-playing techniques also has a positive impact on student learning outcomes. Through this method, students demonstrate greater enthusiasm, greater self-confidence, and greater motivation in learning Arabic. However, the implementation of role-playing techniques still faces several obstacles, including differences in learning time allocation, variations in student abilities, and varying levels of learning persistence. However, role-playing can be used effectively with the teacher acting as a good facilitator and instructor.]]>
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