EVALUATING THE EFFECTIVENESS OF ROLE PLAY METHOD IN IMPROVING STUDENTS’ ARABIC SPEAKING SKILLS: A CASE IN AN ISLAMIC EDUCATION MANAGEMENT PROGRAM

This research investigates the efficacy of the role-play method in improving Arabic speaking skills among students enrolled in the Islamic Education Management Program at STAI Ma'had Aly Al-Hikam Malang. Employing a descriptive qualitative approach involving observation and interviews, the study reveals that the role-play method significantly enhances students' self-confidence and proficiency in Arabic speaking. Instructors play a pivotal role in shaping and facilitating role-plays, offering constructive feedback to aid in skill refinement. Despite positive student responses, acknowledging the method's relevance and practicality in honing their Arabic communication skills, challenges such as limited resources and initial role discomfort were noted. The findings suggest that the role-play method effectively contributes to students' comprehension of Islamic education contexts and their preparedness for related careers. The research proposes that instructors incorporate this method more extensively into their teaching strategies. Moreover, students can benefit from recognizing the value of role-play in refining their Arabic speaking abilities. To address the identified challenges and provide a comprehensive understanding of the method's effectiveness, future research should explore broader applications and offer deeper insights into the impact of the role-play method.


INTRODUCTION
The Arabic language, as one of the continuously evolving international languages, has become a focal point for learning and research among various groups in Indonesia. 1 Indeed, Arabic has undergone a transformation that enriches its usage in various aspects of life. 2 Indonesian society, especially within Islamic educational institutions, is increasingly interested in learning and delving deeper into the Arabic language. 3In efforts to enhance the quality of Arabic language education, various steps have been taken to advance the Arabic language learning process at different educational levels, including in the Islamic Education Management Program. 4 Evaluating the Effectiveness of Role Play Method in Improving Students" Arabic Speaking Skills: A Case in an Islamic Education Management Program 3 | Maryam Nur Annisa, et.alThe significance of the Arabic language in the context of Islamic education in Indonesia has become undeniable. 5Arabic language classes have become mandatory in all departments of Islamic universities 6 , regardless of whether the students come from language or non-language majors. 7abic is considered the primary key to understanding the principles of Islam and various disciplines developed by Muslim scholars in classical as well as modern texts. 8Therefore, the Arabic language serves as the core language that unlocks the treasures of Islamic knowledge. 9 the context of the Islamic Education Management Program, the Arabic language course is a foundational course that students encounter, even in their first semester.However, various issues related to speaking proficiency in Arabic language learning have been identified. 10One of the major obstacles is the teaching method, which tends to be less active and interactive. 11The limited interaction in the learning process results in students struggling to develop their speaking skills in Arabic. 12More traditional teaching methods, which tend to provide knowledge passively, have restricted the space for students to practice and sharpen their speaking abilities. 13 response to this challenge, the introduction of the role-play method has emerged as a highly relevant solution. 14The role-play method is a highly interactive and practical learning 15 approach that involves learners taking on roles as characters in specific situations that reflect real-life scenarios. 16In the context of Arabic language learning, this method allows students to practice speaking in Arabic 17 by interacting in various roles and contexts relevant to their daily lives or future careers. 18The role-play method involves assigning roles to learners, where each student plays a specific role in predetermined situations. 19In role-play, the chosen situations mirror real-life scenarios in which students may have to speak in Arabic in real life 20 .This includes everyday life situations, work-related scenarios, or social interactions. 21Students must actively interact in Arabic during the role-play. 22They need to speak, listen, and respond to the given situations according to the roles they are playing. 23 introducing the role-play method in Arabic language learning, the Islamic Education Management Program can address the challenges arising from the lack of interactivity in existing teaching methods. 24Furthermore, this approach can assist students in developing their Arabic speaking skills, which are crucial for their future in the field of Islamic education in Indonesia. 25In the context of Arabic speaking skills, the role-play method has proven to be effective in helping students overcome obstacles related to the lack of speaking practice and interactivity in traditional teaching methods. 26Through engaging in relevant role-plays, students can hone their speaking skills Relevant previous studies related to this research include a number of research papers and articles.Sudarmadi Putra's research (2021) discusses the use of the role-playing method in Arabic language learning and emphasizes its benefits in understanding the material and improving speaking skills. 29Additionally, Ernani's research (2016), which also explores the influence of the role-playing method on students' speaking skills in the Indonesian language subject, provides additional support for the effectiveness of this method in enhancing students' speaking abilities. 30erefore is Arabic, whereas previous research primarily emphasized the Indonesian language.This creates differences in the speaking skills that need to be developed and, in the language, used during the learning process.Lastly, this research explicitly explores the integration of the role-play method into Arabic language learning, reflecting an emphasis on the context of Arabic language learning within the Islamic education environment.Previous research was more general in discussing the use of the role-play method in education overall.These differences demonstrate that this research has a unique focus, objectives, and context, which are relevant to the needs and goals of Arabic language learning in the Islamic education environment.

METHOD
This research focuses on the implementation of the role-play method in teaching Arabic speaking skills to students in the Islamic Education Management Program at STAI Ma'had Aly Al-Hikam Malang.The research method employed is descriptive qualitative 31 , relying on two primary data collection tools: observation and interviews. 32The qualitative approach was chosen to provide a deep understanding of the experiences, perceptions, and viewpoints of the subjects 33 regarding the role-play method in the context of Arabic speaking skills learning.
During the observation phase, the researcher actively observes the Arabic language learning process for first-semester students in the Islamic Education Management Program at STAI Ma"had Aly Al-Hikam Malang.The observation is conducted to document how the role-play method is integrated into the teaching of Arabic speaking skills.The interactions between instructors and students, as well as the students' responses to the teaching method used, are carefully observed and noted.This observation provides a comprehensive overview 34 of the implementation of Arabic speaking skills learning using the role-play method in an actual learning environment.Furthermore, interviews with instructors and students are conducted to gain further perspectives on their experiences during the learning process using the role-play method.The interview questions will focus on the role of the role-play method in enhancing Arabic speaking skills, the challenges faced during its implementation, and the changes perceived in Arabic speaking skills after undergoing the learning process using the role-play method.These interviews provide in-depth insights into the 31  Arabic language speaking skill development.Following this, the next step is to identify the context or situation in which role-play will be applied.This context must be relevant to the real-world use of the Arabic language, particularly in the field of Islamic education. 39In this context, the instructor/lecturer selects a relevant scenario for the teaching of Arabic language speaking skills using the role-play method.The chosen context revolves around the field of educational management and specifically focuses on a scenario titled "Discussion on Improving Student Performance Quality."The next step involves the creation of appropriate scripts or scenarios that align with the role-play context.
Roles and characters are then assigned to each student, reflecting the Islamic education situation that is intended to be simulated.In this scenario, students take on roles as school principals, teachers, parents of students, and students themselves.
This script includes dialogues and interactions that students will engage in using the Arabic language.The scenario is designed in such a way as to provide opportunities for students to actively recognizing its direct relevance to real-world situations.Through role plays, they experience increased confidence in using the Arabic language and actively participate in the roles they portray.
Following role plays, they reflect on their experiences, engage in discussions about their learning and the challenges they faced, and continue to actively participate in Arabic language learning.
Overall, effective collaboration between instructors and students is key to the success of the role-play method in the Islamic Education Management Study Program, with instructors guiding and students actively participating in the development of Arabic language speaking skills.

Student Perceptions and Views on the Role Play Method
Students' perceptions and views of the role-play method in developing Arabic speaking skills generally reflect various positive and constructive aspects.Students often see this method as a relevant and practical tool for enhancing their Arabic speaking skills because they can practice in situations similar to real life, which they can apply in the context of Islamic education. 41ditionally, they report increased confidence in using Arabic after engaging in role-play, as the ability to speak in a relevant context helps them feel better prepared to communicate in Arabic in real-life situations.
In addition to boosting confidence, students view the role-play method as a tool for developing their overall communication skills, including speaking, listening, and interacting in Arabic.In the process, they can gain a deeper understanding of the materials and contexts they study, connect theory with practice, and experience active engagement in learning.This method 41 Nurhaeni and Arif, "Persepsi Mahasiswa Manajemen Pendidikan Islam Terhadap Pembelajaran Bahasa Arab Di Universitas Islam Negeri Yogyakarta," Skripsi., (Yogyakarta : Universitas Islam Negeri Yogyakarta, 2021), 436-488.Apart from these benefits, students feel that role-play provides an enjoyable learning approach.In role-play sessions, they can assume different roles and experience diverse scenarios, creating a more relaxed atmosphere conducive to deep learning.Additionally, the role-play method helps them develop social skills and empathy as they learn to understand the perspectives of others in the context of Islamic education.

‫السنة‬
In the context of developing Arabic speaking skills, the understanding of instructors and the perspectives of students on the role-play method show diverse differences.Instructors view the roleplay method as an effective learning approach for developing Arabic speaking skills.They recognize its key role in creating a dynamic and practical learning environment, allowing students to integrate real-world contexts with the development of Arabic speaking skills.Instructors also conduct careful monitoring and evaluation throughout the role-play process and see themselves as learning facilitators.
On the other hand, students' perspectives tend to highlight the positive impact gained through the role-play method.They generally view it as an effective means to enhance their Arabic speaking skills, which makes them more confident and proficient.Students also acknowledge its relevance to the context of Islamic education, and they feel motivated to learn Arabic because they see it as an essential skill.Students' experiences with role-play are seen as practical and enjoyable, providing them with opportunities to experience real-world situations in a supportive learning environment.
They view this method as a tool that helps them develop communication skills in general, not just in Arabic.
While instructors' and students' understandings and perspectives may vary, the overall collaboration between both parties in the process of learning Arabic speaking skills through the role-play method can create an effective and relevant learning experience in the context of the Islamic Education Management Program.

Factors Supporting and Hindering the Role Play Method in Arabic Speaking Skills Learning
In the development of Arabic speaking skills in the Islamic Education Management Program, supportive and hindrance factors play a crucial role in enhancing the effectiveness of the role-play method.Here are the supporting and hindering factors for the role-play method in Arabic speaking skill learning: In summary, the role-play method is highly effective in developing Arabic speaking skills, especially in the context of Islamic education.However, challenges such as resource limitations, initial discomfort, and inadequate preparation need to be addressed for successful implementation.
Instructors play a vital role in overcoming these hindrances and ensuring the continued effectiveness of the role-play method.

Student Responses to the Role Play Method in Arabic Speaking Skills Learning
After undergoing the learning process using the role-play method for the development of Through role-play, the students have gained practical experience in using the Arabic language in diverse situations.Particularly in the context of Islamic education, they have learned how the language is used in the real world.This not only enhances their speaking skills but also deepens their understanding of the use of the Arabic language in Islamic education.Role-play enables the students to gain a better understanding of the Islamic education context.They can relate the theories they have learned to the practices they experience during role-play.This provides valuable insights into how the Arabic language is used in this context, which is essential knowledge for their future careers.
The students feel more prepared to take on roles in careers within the field of Islamic

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practice speaking Arabic.During the role-play process, students assume the characters assigned to them and interact in Arabic according to the scenario.Instructors act as observers who monitor the students' speaking abilities, provide guidance, and offer necessary feedback.Upon completion of the role play, feedback is provided to the students.Instructors acknowledge their achievements and offer constructive suggestions for improvement.The evaluation of the role-play outcomes is conducted by referring to the established learning objectives.Reflection and discussion sessions follow the role play, during which students share their experiences, lessons learned, and the relevance of these experiences to the context of learning Arabic within Islamic education.The results of the role play and discussions are then integrated into ongoing learning, helping students to continue developing their Arabic-speaking skills.Through these steps, the role-play method becomes an effective tool in enhancing the Arabic-speaking abilities 40 of students in the Islamic Education Management Study Program.The Role of Lecture and Student Reactions and Participation in LearningIn the process of teaching Arabic language speaking skills to students in the Islamic Education Management Study Program, the role of the instructor is central to the implementation of the role-play method.Instructors serve as instructional designers tasked with creating contexts and scenarios for role plays that are relevant to the real-world use of the Arabic language.Instructors Evaluating the Effectiveness of Role Play Method in Improving Students" Arabic Speaking Skills: A Case in an Islamic Education Management Program Maryam Nur Annisa, et.al also act as guides, explaining the roles and characters that students need to portray and conveying the learning objectives.During role plays, instructors take on the role of observers, monitoring student interactions and dialogues.Instructors provide immediate feedback once the role-play is completed, offering praise for what was done well and providing suggestions for improvement.In post-role-play reflection and discussion sessions, instructors facilitate students in reflecting on their experiences and relating them to Arabic language learning.Additionally, instructors play a role in guiding ongoing learning by assisting students in developing their speaking skills based on their role-play experiences.They design further learning activities that align with the skills acquired.Meanwhile, students exhibit positive responses to the role-play method by feeling engaged in their learning and Arabic speaking skills, students in the Islamic Education Management Program experienced several positive changes in their abilities and understanding.They feel more confident in speaking Arabic after going through role-play sessions.Having practiced in real-life situations and confronted various challenges during role-play, they feel better prepared for everyday communication situations.This significantly boosts their confidence in using the Arabic language.The students have noticed a substantial improvement in their Arabic speaking abilities.Consistent and diverse role-play practices have helped them develop effective communication skills.They feel more capable of speaking in various contexts and situations. of Role Play Method in Improving Students" Arabic Speaking Skills: A Case in an Islamic Education Management Program Maryam Nur Annisa, et.al | 12 education.They are aware that speaking Arabic is a crucial component of communication and teaching in this field.The improvement in Arabic speaking skills and their understanding of the Islamic education context have prepared them well for the future.With these changes, the students feel more prepared and motivated to continue their Arabic language learning journey.The role-play method has helped them develop strong speaking skills and deepen their understanding of the use of the Arabic language in the context of Islamic education.Therefore, they are ready to face challenges and seize opportunities in their future careers.CONCLUSIONOverall, this research demonstrates that the role-play method plays a significant role in the development of Arabic speaking skills for students in the Islamic Education Management Program at STAI Ma"had Aly Al-Hikam Malang.With positive feedback from instructors and supportive perspectives from students, this method can be further improved to maximize its benefits in teaching.This study provides a strong overview of the effectiveness of the role-play method in developing Arabic speaking skills in the context of the Islamic Education Management Program.The results indicate several positive implications, including increased student confidence in speaking Arabic, a deeper understanding of the Islamic education context, and their readiness for careers in this field.Instructors play a crucial role in facilitating the role-play experience and providing valuable feedback.However, this research has limitations in terms of generalizability, potential respondent bias, a greater focus on student experiences, and challenges in identifying contextual factors and individual differences that may influence outcomes.Therefore, the research findings should be accepted within a broader context and with consideration for the variability in student experiences.
, this research can refer to these findings in the context of Arabic speaking skills learning for students in the Islamic Education Management Program.
level and the subject groups, each with different learning needs and experiences.The objectives of this research are more detailed and specific.In addition to identifying the impact of the role-play method, this study aims to observe the interaction between instructors and students during the learning process, gather student feedback on the teaching method, provide a comprehensive overview of the implementation of the learning process, and evaluate the impact of the role-play method on enhancing Arabic speaking skills.In contrast, previous research mainly focused on the influence of the role-play method in improving speaking skills.The target language in this research alsinatuna Evaluating the Effectiveness of Role Play Method in Improving Students" Arabic Speaking Skills: A Case in an Islamic Education Management Program Maryam Nur Annisa, et.al | 6 Sugiyono, Metode Penelitian Pendidikan, ed.Apri Nuryanto, Edisi ke 3 (Bandung: Alfabeta, 2021), 285-290.
alsinatuna Evaluating the Effectiveness of Role Play Method in Improving Students" Arabic Speaking Skills: A Case in an Islamic Education Management Program Maryam Nur Annisa, et.al | 10 also enhances

Table 1 .
The Supporting and Hindering Factors for the Role-Play Method in Arabic Speaking Skill