Problems in Teaching Arabic Speaking Skills Among Seventh Grade Students at Madrasah Al-Islam Gorontalo and proposed solutions مشكلات تعليم مهارة الكلام العربي لدى تلاميذ الصف السابع بمدرسة الإسلام غورونتالو والحلول المقترح لها
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Abstract
Al-Islam School, as an educational institution where the Arabic language is taught, still faces several challenges in teaching speaking skills. This study aims to identify the problems in teaching speaking skills to seventh-grade students at the Al-Islam School of Gorontalo. The researcher employed a descriptive qualitative method, with data collected through interviews and observations, and analyzed using the Miles and Huberman model, which includes data collection, classification, display, and drawing conclusions. The results show that the problems in teaching speaking skills are divided into linguistic and non-linguistic issues. Linguistic problems include difficulty in pronouncing Arabic letters, limited use of vocabulary in meaningful sentences, and weak understanding of grammatical rules. Non-linguistic problems include low teacher competence, lack of variation in teaching methods, absence of a teacher’s guidebook, limited teaching aids, and the lack of a supportive language environment. These challenges directly impact students’ weak speaking skills. The researcher proposed several solutions to address these issues, such as training students in proper pronunciation and contextual vocabulary usage, simplifying grammar instruction, organizing teacher training programs, diversifying teaching methods and strategies, providing teacher guides and educational materials, and creating a supportive Arabic-speaking environment in the school to help improve students' speaking competence and achieve the goals of Arabic language education.
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