IMPLEMENTASI COMMUNICATIVE LANGUAGE TEACHING (CLT) DALAM MENINGKATKAN KREATIVITAS DAN MAHARAH AL-KALAM (STUDI KASUS DI SMAIT AL-AULIYA BALIKPAPAN )
DOI:
https://doi.org/10.51878/secondary.v6i3.10891Abstract
This study aims to analyze the implementation of Communicative Language Teaching (CLT) in Arabic language learning and examine its contribution to improving students’ Maharah al-Kalam at SMAIT Al-Auliya Balikpapan. The research employed a descriptive qualitative approach with a field research design. Data were collected through observation, interviews, and documentation involving Arabic teachers, students, and institutional administrators. Data analysis was conducted through data reduction, data display, and conclusion drawing, with source triangulation to ensure validity. The findings reveal that CLT implementation enhances students’ active participation, confidence in speaking Arabic, and ability to produce communicative expressions in everyday contexts. Improvement in Maharah al-Kalam was reflected in more spontaneous, interactive, and contextual Arabic use during classroom activities. Supporting factors included teachers’ pedagogical competence, creativity in designing communicative activities, and students’ learning motivation. Inhibiting factors consisted of limited vocabulary mastery, low self-confidence, limited instructional time, and the lack of a supportive language environment. The novelty of this study lies in examining CLT implementation in an integrated Islamic secondary school context, focusing on the integration of communicative competence and Arabic language learning environment. These findings suggest that CLT is an effective approach for improving students’ Arabic speaking skills in a communicative and contextual manner.
ABSTRAK
Penelitian ini bertujuan menganalisis implementasi Communicative Language Teaching (CLT) dalam pembelajaran bahasa Arab serta kontribusinya terhadap peningkatan Maharah al-Kalam peserta didik di SMAIT Al-Auliya Balikpapan. Penelitian menggunakan pendekatan kualitatif deskriptif dengan jenis penelitian lapangan (field research). Data dikumpulkan melalui observasi, wawancara, dan dokumentasi dengan melibatkan guru bahasa Arab, peserta didik, dan pengelola lembaga. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan dengan triangulasi sumber untuk menjamin validitas data. Hasil penelitian menunjukkan bahwa implementasi CLT meningkatkan partisipasi aktif peserta didik dalam pembelajaran, keberanian berbicara menggunakan bahasa Arab, serta kemampuan menyusun dan menyampaikan ungkapan komunikatif dalam konteks sehari-hari. Peningkatan Maharah al-Kalam terlihat melalui penggunaan bahasa Arab yang lebih spontan, interaktif, dan kontekstual selama kegiatan pembelajaran. Faktor pendukung implementasi meliputi kompetensi pedagogik guru, kreativitas dalam penggunaan aktivitas komunikatif, dan motivasi belajar peserta didik. Sementara itu, faktor penghambat meliputi keterbatasan kosakata, rasa kurang percaya diri, keterbatasan waktu pembelajaran, dan belum optimalnya lingkungan berbahasa. Kebaruan penelitian ini terletak pada analisis implementasi CLT pada konteks sekolah Islam terpadu tingkat menengah dengan fokus pada integrasi kompetensi komunikatif dan lingkungan belajar bahasa Arab. Penelitian ini menunjukkan bahwa CLT merupakan pendekatan efektif untuk meningkatkan Maharah al-Kalam secara komunikatif dan kontekstual.
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