Bridging Arabic speaking gaps among non-madrasah graduates: a qualitative study of maharah al-kalam in an Indonesian madrasah aliyah

Annisa Salsabila; Zulheddi Zulheddi

doi:10.25299/althariqah.2026.vol11(2).30164

Authors

Annisa Salsabila Department of Arabic Language Education, Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Sumatera Utara, Medan, Indonesia
Zulheddi Zulheddi Department of Arabic Language Education, Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Sumatera Utara, Medan, Indonesia

DOI:

https://doi.org/10.25299/althariqah.2026.vol11(2).30164

Keywords:

Maharah al-kalam, non-madrasah graduate students, Arabic language learning, speaking difficulties, teacher strategies, Madrasah Aliyah

Abstract

This study aims to analyze the challenges of learning maharah al-kalam among non-madrasah graduate students at Mutiara Sunggal Private Islamic Senior High School. The study addresses a research gap concerning the speaking difficulties experienced by students who enter madrasah education without prior formal Arabic language learning at the madrasah level. This study employed a descriptive qualitative approach involving seven non-madrasah graduate students from grades X, XI, and XII and one Arabic language teacher. Data were collected through observation, interviews, and documentation and analyzed through data reduction, data display, and conclusion drawing to identify the types of difficulties, their contributing factors, and the teacher's efforts to address them. The findings reveal four main difficulties in learning maharah al-kalam: limited mufradat mastery, difficulties with Arabic pronunciation (makhraj), difficulties in constructing sentences (tarkib), and low confidence in speaking Arabic. These difficulties were primarily associated with students' limited prior exposure to Arabic and the lack of Arabic use in their daily communication. The study also found that routine and gradual speaking practice, supported by the teacher's guidance, provided opportunities for students to increase their participation and confidence in using Arabic. The empirical findings indicate that the main challenge lies in the gap between students' initial Arabic abilities and the speaking demands of madrasah learning. This study contributes empirical insight into the specific speaking challenges of non-madrasah graduates and highlights the need for adaptive and practice-oriented maharah al-kalam instruction to accommodate differences in students' initial abilities.

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