The Application of the Sam’iyyah Syafawiyyah Method in Improving Arabic Speaking Skills among Phase D Eighth-Grade Students

Abstract

This study aims to describe the implementation of the Audiolingual Method (Sam’iyyah Syafawiyyah) in Arabic language learning for Phase D eighth-grade students and to examine its potential to improve listening and speaking skills. The method emphasizes language learning through listening to language models, imitation, repetition, pattern practice, memorization, and oral practice. This study employed a qualitative descriptive approach using observation, documentation, and learning reflection as data collection techniques. The learning process involved dialogue modeling, listening activities, choral and individual repetition, sentence-pattern drills, and pair conversation practice. The findings indicate that structured and repetitive practice can create more active learning, help students develop accurate pronunciation and mastery of common Arabic expressions, and increase confidence in oral communication. Challenges included differences in students’ initial abilities, limited vocabulary mastery, and lack of confidence among some students. Therefore, the Sam’iyyah Syafawiyyah method can be considered an alternative strategy for Arabic learning in Phase D, particularly for developing listening and speaking skills.