Jurnal Pendidikan Bahasa Arab p-ISSN 2721-155X | e-ISSN 2721-5121 id/tatsqifiy Analysis of the Difficulties Faced by Seventh Grade Students of Mts Al-Haq Margahayu in Mastering Listening (Maharah Istima') and Speaking Skills (Maharah Kala.
in Arabic Language Learning Lina Marlina.
Khairun Nisa Hasugian Program Studi Pendidikan Bahasa Arab .
Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Gunung Djati.
Indonesia Volume 6 Nomor 1 Januari 2025: 51-60 DOI: 10.
30997/dt.
Article History Submission: 24-12-2024 Revised: 21-01-2025 Accepted: 26-01-2025 Published: 28-01-2025 Kata Kunci:
Kesulitan Belajar.
Maharah IstimaAo.
Maharah Kalam.
Keywords:
Learning Difficulties.
Mastering Listening.
Mastering Speaking.
Korespondensi:
(Lina Marlina ) .
220545348 ) .
marlina @ uinsgd.
Abstract: The focus of this study was to evaluate the problems faced by the seventh grade students of MTs Al-Haq Margahayu in mastering the skills in Arabic language learning, .
aharah istim.
listening and .
aharah kala.
Data were collected through direct observation and survey using a qualitative descriptive case study approach.
The findings of this study showed students' difficulties such as limited vocabulary, accent variations, low selfconfidence and lack of speaking practice were also the main challenges.
The use of the book "Al-Mumtaz fi Al- Hiwarat Al- Yaumiyah " from BISA institute helps to improve students' ability in speaking, although challenges such as vocabulary limitations and accent understanding still have to be overcome.
This study suggests the need for more interactive and diverse learning approaches to improve students' Arabic language skills.
Analisa membantu Siswa Kelas V II Mts Al-Haq Margahayu Dalam Menguasai Maharah Istima ' Dan Maharah Kalam dalam Pembelajaran Bahasa Arab Abstrak: Fokus penelitian ini adalah untuk mengevaluasi masalah yang dihadapi oleh siswa kelas VII MTs Al-Haq Margahayu dalam menguasai keterampilan dalam pembelajaran bahasa Arab, .
aharah istim.
mendengar dan .
aharah kala.
Data dikumpulkan melalui pengamatan langsung dan survei menggunakan pendekatan studi kasus deskriptif kualitatif.
Penemuan dari penelitian ini menunjukkan kesulitan siswa seperti keterbatasan kosakata, variasi aksen, rendahnya rasa percaya diri dan kurangnya praktik berbicara juga menjadi tantangan utama.
Penggunaan buku "Al-Mumtaz fi Al-Hiwarat Al-Yaumiyah" dari lembaga BISA Tatsqifiy: Jurnal Pendidikan Bahasa Arab is licensed under a Creative Commons Attribution-Share Alike 4.
0 International License.
Copyright @2025 Universitas Djuanda.
All Rights Reserved p-ISSN 2721-155X | e-ISSN 2721-5121 52 Lina Marlina.
Khairun Nisa Hasugian Analysis of the Difficulties Faced by A membantu meningkatkan kemampuan siswa dalam berbicara, meskipun tantangan seperti keterbatasan kosakata dan pemahaman aksen masih harus diatasi.
Penelitian ini menyarankan perlunya pendekatan pembelajaran yang lebih interaktif dan beragam untuk meningkatkan keterampilan berbahasa Arab siswa
INTRODUCTION
Since Islam arrived in Indonesia around the 13th century CE.
Arabic has been taught there.
In the past, learning is to equip students with sufficient language skills, particularly in maharah istima' .
istening skill.
and maharah kalam .
peaking skill.
Arabic was crucial for understanding the teachings of Islam contained in the holy Qur'an and Hadith, both of which Related Studies Several studies relevant to this research are as follows:
were written in Arabic (Nuha, 2.
Arabic language learning became Fahrurrazi's Study .
: Titled AuAnalysis Students' Learning Difficulties Arabic Language essential for everyone studying in Instruction for Grade VII at Madrasah schools, particularly in Islamic schools Tsanawiyah (Fitrawati, 2.
The challenges of Gerung for the 2015/2016 Academic teaching Arabic frequently arise and YearAy, this research highlighted that remain unresolved, making it a pressing issue to address (Pamessangi, 2.
The include pronunciation, communication, goal of Arabic language instruction is and reading.
Additionally, issues in for students to master the four language writing such as sentence structure, .
aharah istima'), connecting letters, forming letters, .
aharah and vocabulary .
aharah kala.
, and writing .
aharah kitaba.
(NisaAo, 2.
Proficiency Bermi identified (Fahrurrozi, 2.
Arabic.
Darussalam Fakhrur RahmanAos Study .
: In his research titled AuProblems in language of the Qur'an and a source of Arabic knowledge, is particularly important for Madrasah students, especially at the Madrasah CityAy, it was noted that one of the The objective of Arabic language challenges faced by students at instruction at MTs Al-Haq Margahayu Madrasah Tsanawiyah was the Language Learning Tsanawiyah Tatsqifiy: Jurnal Pendidikan Bahasa Arab.
V6 N1 Januari 2025:51-60 Langsa p-ISSN 2721-155X | e-ISSN 2721-5121 53 DOI: 10.
30997/tjpba.
unequal role of management within the organization, teachers' inability to manage their classrooms and These students, and studentsAo lack of several causes of students' difficulties in Arabic Madrasah These taught by their teachers (Rahman.
Tsanawiyah.
pronunciation issues such as reading.
Veti Nur Fatimah's Study .
communication, and phonetics.
Titled AuAnalysis of Arabic Language challenges such as letters, sentences.
Learning Difficulties Among Grade IX Students at Madrasah Tsanawiyah understanding of the material.
Negeri 2 Sleman YogyakartaAy, this research identified several factors One difference in the causing students' difficulties in research the author intends to conduct is that this study will focus more on interest and motivation to learn, students facing difficulties in learning Arabic.
Instead, the goal of this study is understanding vocabulary, lack of to examine every component that parental involvement in studentsAo contributes to the challenges in learning Arabic.
Therefore, this research is being teaching methods that were too carried out at MTs Al-Haq Margahayu by the researcher.
Arabic:
lectures (Veti Nur Fatimah, 2.
Observations show that seventh- These studies reveal several causes grade students face various difficulties behind students' struggles in learning in mastering these two skills.
Many of Arabic Madrasah Tsanawiyah, .
eading, speaking in Arabic and struggle to understand the material being taught.
, writing issues .
Factors suspected of causing students' sentences, and vocabular.
, lack of difficulties include feelings of shyness understanding of the material, and or anxiety when speaking in public and Tatsqifiy: Jurnal Pendidikan Bahasa Arab.
V6 N1 Januari 2025:51-60 54 Lina Marlina.
Khairun Nisa Hasugian Analysis of the Difficulties Faced by A a lack of Arabic vocabulary among utilizes field research, as the study is based on a case study approach This problem undoubtedly has a focusing on students' difficulties in negative impact not only on the maharah istimaAo .
istening skill.
and development of students' language maharah kalam .
peaking skill.
The research subjects are seventh-grade Therefore, it is essential to students at MTs Al-Haq Margahayu, conduct an in-depth analysis of the selected through purposive sampling.
Data seventh-grade students at MTs Al-Haq Margahayu in surveys on students' difficulties in mastering maharah istima' .
istening skill.
and maharah kalam .
peaking It is hoped that this research will studentsAo identify the primary causes of these This method is expected to issues and suggest ways to improve uncover the factors causing students' studentsAo Arabic language skills.
This study not only aims to identify the challenges faced in learning but also educators to develop better teaching By doing so, it is expected that students will find it easier to master maharah istima' and maharah kalam, ultimately leading to an improvement in their ability to speak Arabic fluently and prepare them to face further METHODS This study employs a qualitative From recommendations for improving the learning process.
RESULTS & DISCUSSION
The main goal of language teaching is to develop and master the four essential communication skills: reading, (Magdalena et al.
, 2.
Language teaching aims to provide students with a strong foundation so that they can understand orally received information challenges in language learning.
Arabic, observing .
well, and express their ideas and thoughts effectively through oral communication .
(Richard I.
perspective of the research location, it Arends, 2.
This entire process is Tatsqifiy: Jurnal Pendidikan Bahasa Arab.
V6 N1 Januari 2025:51-60 p-ISSN 2721-155X | e-ISSN 2721-5121 55 DOI: 10.
30997/tjpba.
carried out to equip students with the pronunciation mistakes when speaking.
academic, social, or professional, so that vocabulary, which makes it difficult for students to construct correct sentences, effectively, and efficiently in various and the lack of opportunities to practice The speaking actively in class.
The factors contributing to these difficulties stem language proficiency (Kosbandhono, from internal aspects, such as limited vocabulary, shyness, and low learning This various everyday situations, whether The results of this study indicate motivation, as well as external factors, that seventh-grade students at MTs Al- such as confusing accent variations.
Haq Margahayu face various challenges ineffective teaching methods, and a lack in mastering listening skills .
aharah of relevant learning media.
and speaking skills .
aharah This study discusses that the main kala.
in Arabic language learning.
objective of learning Arabic is to terms of maharah istimaAo, 57.
1% of develop communication skills through mastery of four main aspects, namely conversations played by the teacher.
This issue is worsened by the limited Listening vocabulary students possess, which considered important because they are the basis for understanding spoken comprehend and memorize new words language (M.
Soenardi Djiwandono, they hear.
Additionally, students also 1.
, while speaking skills are needed face challenges in distinguishing accents and dialects in Arabic, due to variations Although the use of the book they are rarely exposed to, which is also "Al-Mumtaz experienced by 57.
1% of students.
Yaumiyah" from the BISA institution Al-Hiwarat Al- In the area of maharah kalam, the has been proven to help students primary challenge students face is a lack improve their speaking skills, obstacles of confidence, with 71.
4% of students such as limited vocabulary and accent Tatsqifiy: Jurnal Pendidikan Bahasa Arab.
V6 N1 Januari 2025:51-60 56 Lina Marlina.
Khairun Nisa Hasugian Analysis of the Difficulties Faced by A variations are still major challenges.
makes it difficult for students to overcome these difficulties, researchers recognize the correct pronunciation can recommend a more interactive and hinder understanding.
diverse teaching approach.
Teachers are The advised to utilize relevant audio media, researchers with the Hiwar Arabi team integrate theory and practice in each understanding and ability of students to learning session.
In addition, strategies understand the information provided.
such as simulations, games, and project- This survey may be useful in order to based learning, such as making videos in Arabic or conducting dialogues, can effectiveness of teaching methods, and also be used to increase student find aspects that need to be improved in motivation and abilities.
the learning process.
Based on the There are several challenges faced results of interviews with researchers to in understanding Arabic conversations, 25 students out of 100 students in grade including Accent and Dialect.
Namely.
VII MTs Al-Haq that conducted a the many variations of dialects make it Survey on student learning outcomes in difficult for students to follow the learning Arabic, especially in listening skills and speaking skills, there are makes it difficult for students to several factors that cause difficulties for understand vocabulary that is not students to learn Arabic.
Limited known enough.
Speaking speed for The native speakers often speaks quickly, difficulty for grade VII students and which can make it difficult to capture how to overcome them:
information, the use of Idioms or special Students expressions that are not familiar can be Arabic.
1% of grade VII students find it difficult to understand cultural context, the meaning of the conversations played by teachers when learning Maharah IstimaAo.
understand and Pronunciation also One way to overcome studentsAo Cultural Tatsqifiy: Jurnal Pendidikan Bahasa Arab.
V6 N1 Januari 2025:51-60 p-ISSN 2721-155X | e-ISSN 2721-5121 57 DOI: 10.
30997/tjpba.
difficulties in understanding Arabic memorizing it when speaking.
studentsAo exposure to relevant and this case, the teacher's approach to dealing with the problems of grade recordings of everyday dialogues.
VII students is to ask students to short stories, or Arabic songs.
Teachers can start with simple memorize conversations, or answer audio materials that are appropriate questions related to the texts they have read (Kuswoyo & Hermawan, studentsAo introduce more complex audio Students provide accompanying texts from listening to conversations.
Around the conversations to help students 7% of students admit that their vocabulary is limited, making it between what they hear and what it difficult to repeat the conversation.
To help them understand The teacher's strategy in dealing the content of the conversation, with students' difficulties in this students can also be given key case is that students are asked to vocabulary that will appear in the practice speaking by giving them recording before listening to the questions that they must answer.
This method can help They are also asked to learn to students improve Maharah Istima pronounce and memorize words, because they will be accustomed to construct sentences, and express hearing various intonation and their thoughts at the same time as pronunciation patterns in Arabic.
students are asked to learn to Some express their thoughts.
Almost all students have In addition, teachers can pronounce words and memorize The difficulties faced by students are Tatsqifiy: Jurnal Pendidikan Bahasa Arab.
V6 N1 Januari 2025:51-60 58 Lina Marlina.
Khairun Nisa Hasugian Analysis of the Difficulties Faced by A accents .
ialogues/conversation.
The internal factors in the problems in Arabic.
1% of grade VII of learning Arabic in maharah istima' and kalam related to teachers and distinguish Arabic accents during schools are istima' because the dialogue is not Teacher Competence in Teaching.
Teachers do not master Arabic language, namely Arabic.
Giving limitations in speaking fluently, understand the subject matter that thus inhibiting students in listening has been heard is the teacher's maharah istima', teachers do not Difficult words or unclear utilize relevant audio media, thus terms are explained by the teacher.
making students not accustomed to In cases where the text is in the form of a conversation between several While in maharah kalam, people, the teacher should write the teachers do not provide examples of names of the individuals on the fluent speaking, reducing students' board, so that students can see the Arabic Arabic (Muhbib, 2.
Students are not overcome this problem, the Hiwar Arabi Team periodically focuses on people who speak Arabic.
4% of Arabic grade VII students lack confidence especially in listening .
stima') and in speaking Arabic, the difficulty speaking .
skills, practicing factor is the fear of pronouncing it together to be fluent in speaking In this case, the teacher's Arabic.
approach is to provide students Limited Learning Time with many opportunities to practice The limited time for Arabic subjects makes it difficult for teachers to divide activities in Arabic rather than just time between teaching theory and listening to what others say.
To overcome this problem.
Tatsqifiy: Jurnal Pendidikan Bahasa Arab.
V6 N1 Januari 2025:51-60 p-ISSN 2721-155X | e-ISSN 2721-5121 59 DOI: 10.
30997/tjpba.
teachers design efficient learning by such as limited vocabulary, low self- combining theory and practice in one confidence, and external factors such as The first example, the teacher speaking, students listen to a short recording and then are asked to imitate or respond to what they hear in the form of a conversation.
The second example, the teacher gives a project- Yaumiyah" from the BISA institution has been proven to help improve students' speaking skills, challenges the book "Al-Mumtaz fi Al-Hiwarat Al- teaching methods.
Although the use of based task (Project Based Learnin.
to of accents are maharah istima' and kalam outside the Therefore, this study suggests classroom, the project of making a more interactive and diverse learning dubbing in Arabic: Students can make approach to improve students' Arabic a short video where they speak in language skills.
Arabic Listening and responding tasks, when ACKNOWLEDGEMENT I would like to express my deepest the teacher gives the task of listening to gratitude to my parents who have an Arabic recording or video, then students are asked to give a response or make a summary in oral form.
CONCLUSION
Analysis of the difficulties faced by grade VII students at MTs Al-Haq Margahayu Arabic, especially listening skills .
aharah istimaA.
aharah kala.
, many grade VII students of MTs Al-Haq Margahayu face several difficulties in mastering listening skills .
aharah istimaA.
and speaking .
aharah kala.
in Arabic.
The factors causing these difficulties come from internal factors, morally and materially, to my lecturer.
Mrs.
Lina Marlina.
Ag who has guided me in this research, to the Principal of MTs Al-haq Margahayu.
Dra.
Hj.
Yeni Siti Rubaah.
Pd who has allowed me to conduct research at school and to the Hiwar Arabi Team
who were willing to contribute to this REFERENCES