Problems in Teaching Arabic Speaking Skills to Students at the National Islamic Senior High School Karangduwur and Their Proposed Solutions مشكلات تعليم مهارة الكلام في اللغة العربية لدى الطلاب بالمدرسة الثانوية الوطنية الإسلامية كارانجدوور والحلول المقترحة لها

Abstract

This study aims to identify the problems in teaching speaking skills among students of the National Islamic Senior High School Karangduwur and to propose appropriate solutions to address them, considering that speaking skill is one of the essential skills that must be mastered by second language learners as a primary means of communication. The researcher employed a descriptive-analytical method to prove the existence of these problems through detailed descriptions, while also using a qualitative approach to deeply understand the phenomena related to the students' difficulties, where the qualitative method is seen as a set of steps aimed at comprehensively understanding meanings through systematic scientific procedures. The research findings indicate that the problems in teaching speaking skills are divided into linguistic and non-linguistic problems. The linguistic problems include difficulties in pronouncing certain letters and the phenomenon of diglossia, while the non-linguistic problems involve the use of non-Arabic as the medium of instruction, low student motivation, absence of a language environment, limited opportunities for speaking both inside and outside the classroom, fear of making mistakes, and the lack of a student selection mechanism. To overcome these problems, the study proposed several solutions. For the linguistic problems, the proposed solutions include intensive pronunciation training, the use of modern pronunciation technologies, gradual teaching of sounds, and the reinforcement of simplified standard Arabic in daily life. For the non-linguistic problems, the proposed solutions include the use of simplified Arabic in explanations, teacher training, connecting learning with students' interests, creating an Arabic-speaking environment, allocating sufficient time for oral practice, providing a psychologically safe environment, and implementing differentiated instruction according to the students' levels.