Analysis of the Development of Maharah Kalam in Arabic Language Learning Among Fifth-Grade Students of MIN 2 Ternate

Abstract

Maharah kalam, or speaking ability, refers to the ability to produce articulatory sounds or words to express thoughts, feelings, and intentions orally and is one of the core competencies in Arabic language learning. This competency consists of four components: affective aspects (courage and self-confidence), fashahah wa thalaqah (accurate articulation and fluency), mastery of vocabulary and simple sentence structures, and muhadasah (oral interaction). This study aims to analyze the development of maharah kalam among fifth-grade students in Class V A at MIN 2 Ternate City, Sasa Village, as well as the affective, pedagogical, and contextual factors that influence it. This study employed a qualitative approach with a case study design. Data were collected through semi-structured interviews with all 30 students in Class V A at MIN 2 Ternate City and one Arabic language teacher, as well as participant observation during one class session. The data were analyzed descriptively and qualitatively through five stages: transcription, data organization, coding, theme development, and interpretation. Student interview scores were used as an initial map of response tendencies and were subsequently interpreted through triangulation with the teacher interview and classroom observation findings. The findings show that most students made fairly good progress in fluency, vocabulary mastery, and simple interaction, but they still experienced affective barriers, particularly fear of making mistakes when performing individually in front of the class. The practice-based learning approach and language games implemented by the teacher played an important role in reducing these psychological barriers and building students’ self-confidence. These findings imply that elementary-level Arabic teachers should increase collaborative, low-pressure speaking activities as a bridge toward individual performance.