Upaya Meningkatkan Maharah Kalam Bahasa Arab Melalui Metode Komunikatif (At-Thariqah Al-Ittisholi) MTs Roudhotut Tholabah Kediri

Abstract

Pembelajaran bahasa Arab di lembaga pendidikan Islam kerap didominasi oleh pendekatan struktural berbasis tata bahasa dan hafalan mufradat sehingga kemampuan komunikatif siswa, terutama keterampilan berbicara (maharah kalam) kurang berkembang. Penelitian ini bertujuan mendeskripsikan penerapan metode komunikatif (at-Thariqah al-Ittisholiyyah) di MTs Roudhotut Tholabah dalam upaya meningkatkan maharah kalam siswa, serta mengevaluasi efektivitasnya dan mengidentifikasi faktor pendukung dan hambatan. Metode penelitian menggunakan pendekatan kualitatif deskriptif melalui wawancara dengan guru dan siswa, observasi proses pembelajaran, serta dokumentasi aktivitas kelas. Hasil menunjukkan bahwa penggunaan metode komunikatif melalui dialog, percakapan berpasangan, role-play, diskusi, dan latihan situasional berhasil meningkatkan keberanian siswa berbicara, kelancaran berbicara, serta partisipasi aktif dalam interaksi. Meskipun terdapat kendala seperti variasi kemampuan siswa dan keterbatasan media, secara keseluruhan metode ini terbukti efektif. Kesimpulan penelitian menyatakan bahwa metode komunikatif layak dijadikan strategi utama dalam pembelajaran bahasa Arab di MTs Roudhotut Tholabah untuk mengembangkan mahārah kalam secara signifikan.

Kata Kunci: Bahasa Arab, Maharah Kalam, Metode komunikatif

Abstract
Arabic language instruction in Islamic educational institutions has often been dominated by a structural approach focused on grammar and vocabulary memorization, which limits students’ communicative competence especially speaking skills (maharah kalam). This study aims to describe the implementation of a communicative method (at-Thariqah al-Ittisholiyyah) at MTs Roudhotut Tholabah, to assess its effectiveness in improving students’ speaking proficiency, and to identify supporting factors and obstacles. Employing a descriptive qualitative approach, data were collected through interviews with teachers and students, classroom observations, and documentation of learning activities. The findings indicate that the communicative method utilizing dialogues, pair conversations, role-plays, group discussions, and situational exercises successfully enhanced students’ willingness to speak, fluency, and active engagement. Despite challenges such as students’ varying proficiency levels and limited media resources, the method proved effective overall. The study concludes that the communicative method is a viable principal strategy for Arabic teaching at MTs Roudhotut Tholabah to significantly develop students’ maharah kalam.

Keywords: Arabic Language, Speaking Skills, Communicative Method, Communicative Language Teaching (CLT)