Project based Arabic learning innovations to improve speaking skills
Keywords:
Arabic, Learning innovation, Speaking skills, Project-based learningAbstract
This study aims to describe the form of project-based Arabic learning innovation and its impact on students’ speaking skills at MI Muhammadiyah 10 Yanggong Ponorogo. This study uses a qualitative approach with a descriptive type of research. The research focuses on the process of planning, implementing, and evaluating project-based learning (PjBL) in the context of Arabic language learning. The research subjects included Arabic teachers and grade VI students totaling 18 students. Data was collected through direct observation of learning activities, in-depth interviews with teachers and students to explore their experiences and perceptions of learning innovations, and student project outcomes, as well as field notes. Data analysis is carried out interactively with the stages of data reduction, data presentation, and conclusion drawn. The results of the study show that the implementation of project-based Arabic learning innovations at MI Muhammadiyah 10 Yanggong Ponorogo can improve students’ speaking skills. The research stages include planning, implementation, and evaluation. Students are actively involved in designing and working on projects in the form of short plays. The impact can foster a sense of responsibility, cooperation, and confidence in using communicative Arabic. In addition, there is an increase in the aspects of fluency, pronunciation, and the use of vocabulary that are more varied. The classroom atmosphere becomes more interactive and fun so that students’ motivation is also increasing. Project-based learning innovations can develop the ability to speak, foster creative, collaborative, and communicative attitudes in Madrasah Ibtidaiyah students.
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