Implementasi Media Audio Visual dalam Meningkatkan Mahārah istimāʻ pada Santri Lembaga Pengembangan Bahasa Asing Nurul Jadid

Muhammad Abrori; Sulton Firdaus

doi:10.51214/jicalls.v4i1.2004

Muhammad Abrori Universitas Nurul Jadid, Indonesia
Sulton Firdaus Universitas Nurul Jadid, Indonesia

DOI: https://doi.org/10.51214/jicalls.v4i1.2004

Keywords: Mahārah Istimāʻ, Audio-Visual Media, Arabic Language Learning, Listening Skills, Islamic Boarding School

Abstract

Mahārah Istimāʻ (listening skill) is a fundamental competency in Arabic language learning that plays a crucial role in supporting the acquisition of other language skills. However, many students (santri) still encounter difficulties in comprehending spoken information, acquiring vocabulary, and understanding the context of Arabic communication. This study aims to analyze the implementation of audio-visual media in Mahārah Istimāʻ instruction, identify the supporting and inhibiting factors affecting its implementation, and examine its contribution to improving students' listening skills at the Foreign Language Development Institute (Lembaga Pengembangan Bahasa Asing) of Nurul Jadid Islamic Boarding School. This study employed a descriptive qualitative approach using a case study design. Data were collected through classroom observations, semi-structured interviews, documentation, and analysis of students' learning evaluation documents as supporting data. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, which consists of data reduction, data display, and conclusion drawing. The trustworthiness of the findings was ensured through technique triangulation, source triangulation, and member checking. The findings reveal that the implementation of audio-visual media was systematically conducted through the stages of lesson planning, instructional implementation, and learning evaluation by utilizing conversation videos, authentic Arabic videos, educational animations, and interactive multimedia. The successful implementation was supported by adequate learning facilities, teachers' pedagogical competence, students' learning motivation, and an Arabic-speaking environment, whereas limited vocabulary mastery, differences in students' prior abilities, and technical constraints emerged as the main challenges. Furthermore, the use of audio-visual media contributed to improving students' listening comprehension, vocabulary acquisition, concentration, classroom participation, and understanding of authentic Arabic communication contexts. These findings indicate that audio-visual media constitute an effective instructional strategy for enhancing the quality of Mahārah Istimāʻ learning in Islamic boarding school settings.

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