The Effectiveness of the Classroom Discussion Method in Developing Speaking Skills among First-Level Students of the Arabic Language Education Department at Institut Muslim Cendekia in the Academic Year 2025–2026 فاعلية طريقة المناقشة الصفية لتنمية مهارة الكلام لدى طلاب المستوى الأول من قسم تعليم اللغة العربية في جامعة الراية IMC)) عام الدراسي 2025-2026
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Abstract
This study investigates the effectiveness of the classroom discussion method in developing Arabic speaking skills among first-year students of the Arabic Language Education Department at Ar-Raayah University (IMC) during the 2025–2026 academic year. Despite possessing adequate linguistic knowledge, many students exhibited limited oral participation and difficulty expressing ideas fluently, largely due to the dominance of teacher-centered, conventional instruction. A quantitative approach was adopted using a quasi-experimental one-group pretest–posttest design. A total of 47 students were selected via total sampling. Data were gathered through a validated self-assessment instrument encompassing five dimensions of oral performance: fluency, self-confidence, vocabulary use, pronunciation accuracy, and clarity of expression. Reliability was confirmed using Cronbach’s Alpha. A paired-sample t-test revealed statistically significant gains (t = 9.87, p < 0.05) between pre- and post-intervention scores, rising from 71.99% to 89.17%. The normalized gain index (N-Gain = 0.56) indicated a moderate yet educationally meaningful level of effectiveness. Notably, self-confidence showed the highest improvement, while pronunciation accuracy exhibited the most modest gains, suggesting the need for supplementary phonetic training. These findings demonstrate that structured classroom discussion fosters authentic communicative interaction, reduces language anxiety, and accelerates oral competence development—particularly at the foundational stage of Arabic language learning. The study contributes a practical pedagogical model that integrates interactive teaching with learner self-assessment, offering replicable implications for Arabic-as-a-foreign-language instruction in similar institutional contexts.
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