Arabic Language Learning Strategies in Enhancing Students’ Maharah Istima’ at Al-Ghurabaa Islamic Institute Jakarta

Abstract

Listening comprehension (maharah istima’) is a fundamental component of Arabic language proficiency and serves as the foundation for developing other language skills. However, many learners encounter difficulties in understanding authentic spoken Arabic due to limited vocabulary, variations in pronunciation, and insufficient exposure to native speakers. This study aims to examine the instructional strategies employed at the Islamic Institute of Al-Ghurabaa (IAI Al-Ghurabaa), Jakarta, to improve students’ Arabic listening skills. This study adopted a qualitative research design. Data were collected through semi-structured interviews, classroom observations, and document analysis. The data were analyzed using the stages of data reduction, data display, and conclusion drawing to identify patterns in the implementation of listening instruction.The findings indicate that Arabic listening instruction at IAI Al-Ghurabaa Jakarta is based on the Direct Instruction strategy integrated with the drill-and-practice and Audiolingual methods. The instructional process is systematically organized into three stages: planning, implementation, and evaluation. Classroom implementation follows the pre-listening, while-listening, and post-listening framework, supported by authentic learning resources, including native-speaker audio recordings, Arabic-language videos, and digital learning platforms. The study also identifies several supporting factors, such as the availability of digital learning media, internet access, and students’ learning motivation, as well as challenges related to learners’ vocabulary limitations, differences in prior proficiency, the speed of native-speaker speech, and limited instructional time. These challenges are addressed through pre-listening vocabulary activities, repeated listening practice, and continuous feedback. The study concludes that integrating Direct Instruction with the drill-and-practice and Audiolingual methods effectively enhances students’ Arabic listening comprehension. The findings suggest that systematic listening instruction based on the pre-listening, while-listening, and post-listening stages, supported by authentic digital media, provides an effective pedagogical approach for developing Arabic listening competence in higher education.