جهود معلمة اللغة العربية لتطبيق البيئة العربية وتنمية مهارة الكلام لدى طالبات الثاني بتبيان ديلي سردانج

Abstract

The Arabic language environment is a decisive factor in developing speaking skills, and its success depends largely on the teacher’s efforts inside and outside the classroom. At Ma’had At-Tibyan Deli Serdang, students alternate weekly between Arabic and English. This study aims to identify the efforts of an Arabic teacher in implementing the language environment, to analyze the methods and strategies she uses to develop speaking skills among second-grade female students, and to uncover the supporting factors from the perspectives of the teacher and students. Using a descriptive qualitative approach, data were collected through observation, interviews, and documentation, then analyzed through reduction, display, and conclusion drawing. The findings show that the teacher supports the language environment program, requires students to speak Arabic during lessons, motivates them continuously, coordinates with the language department, and uses the environment to develop speaking. She applies the oral expression method within a communicative approach, using communicative and bilingual strategies, individual oral presentations, personal experience expression, and delayed correction, supported by daily and weekly programs such as morning conversation, evening vocabulary, a viewing program, and language improvement sessions. Observation showed all eight speaking indicators consistently achieved, with no obstacles such as silence, confusion, or language mixing. Success is attributed to language media, an organized language department, binding regulations, a points system, shared supervision, and student motivation. The study concludes that the language environment succeeds through the integrated efforts of the teacher, institution, and students.