Arabic Language Learning Strategies to Improve Students’ Speaking Skills (Maharah Kalam)

Abstract

This study aims to analyze effective Arabic language teaching strategies for improving students’ maharah kalam (speaking skills) at Pondok Pesantren Darul Ulum Dharmasraya. The main problem underlying this research is the low Arabic-speaking ability of students, which is caused by their limited vocabulary mastery, lack of self-confidence, and the use of conventional, teacher-centered teaching methods that tend to be monotonous. This research employs a qualitative approach with a case study design. Data were collected through participatory observation, in-depth interviews with teachers and students, and document analysis of the curriculum and teaching materials. The findings show that the improvement of students’ maharah kalam at the pesantren is built through two complementary core strategies: the habituation of ḥiwar or muḥadatsah (daily conversation) and the practice of muhadarah (speech or presentation). The use of ḥiwar provides spontaneous practice that develops fluency and linguistic flexibility, while muhadarah sharpens the students’ ability to construct arguments and speak in a structured manner before an audience. The combination of these two strategies creates an active communication ecosystem that positions students as language users rather than passive recipients. The research findings indicate that students who consistently participate in both activities experience significant improvement in both linguistic competence and self-confidence.