Ahmad Sirfi Fatoni Ahmad Sirfi, Fatkhul Ulum, Syapril, Ahmad Sodikin, Essam Mustafa Ahmed Shalabi

Pelatihan Maharah Al-Kalam dalam Pembelajaran Bahasa Arab dengan Direct Method di Lembaga Kesejahteraan Sosial Anak (LKSA) Nur Hikmah Kel. Paccinongan Kec. Somba Opu Kab. Gowa

Introduction

Pelatihan maharah al-kalam dalam pembelajaran bahasa arab dengan direct method di lembaga kesejahteraan sosial anak (lksa) nur hikmah kel. Paccinongan kec. Somba opu kab. Gowa . Pelatihan maharah al-kalam dalam bahasa Arab dengan Direct Method di LKSA Nur Hikmah Gowa berhasil tingkatkan kemampuan bicara anak-anak yang semula rendah, termasuk kosakata dasar.

Abstract

Pembelajaran bahasa Arab dari masa ke masa senantiasa mengalami polemik yang naik turun. Beberapa pendekatan, metode, dan teknik yang digunakan juga sangat bervariasi dan berjalin kelindan antara satu dengan yang lainnya. Pada salah satu yayasan sosial yang terletak di kec. Somba Opu, Kab. Gowa, yaitu Lembaga Kesejahteraan Sosial Anak (LKSA) Nur Hikmah, pengabdi menemukan adanya kejanggalan anak-anak yatim piatu di sana yang mana maharah al kalam dalam praktik berbahasa Arab masih di bawah standar. Masih ada beberapa anak ditemukan kurangnya wawasan mereka terkait bahasa Arab, khususnya maharah al-kalam. Bahkan kosa kata yang familiar seperti ةروبس ،ةوسنلق ،ملق, banyak tidak diketahui. Hal itu memicu pengabdi untuk mengadakan pelatihan maharah al-kalam dalam pembelajaran bahasa Arab. Tujuan program pengabdian ini yaitu terjadinya peningkatan kemampuan anak-anak dalam maharah al-kalam, sementara metode yang digunakan yaitu Direct Method. Setelah diadakannya pelatihan ini terjadi peningkatan dalam keterampilan al-kalam dengan memakai bahasa Arab bagi anak-anak LKSA tersebut. Banyak wawasan, termasuk kosa kata bahasa Arab yang sudah didapatkan, ditulis dan dihafalkannya. Ada juga yang bisa mempraktikkannya dengan teman temannya. Semoga pengetahuan bahasa Arab tersebut bisa diterapkan secara kontinu di lembaga

Review

This community service report addresses a pertinent issue within Arabic language education, specifically focusing on enhancing *maharah al-kalam* (speaking skills) among children. The authors effectively highlight the historical "polemics" in Arabic language learning and identify a significant deficiency in speaking proficiency and fundamental Arabic vocabulary knowledge among orphaned children at LKSA Nur Hikmah in Gowa. The abstract clearly outlines a compelling problem: children struggling with even basic Arabic vocabulary like ةروبس (blackboard), ةوسنلق (hat), and ملق (pen), underscoring the necessity for targeted intervention to improve their linguistic capabilities. This foundational problem statement sets a clear and relevant context for the program. To tackle the identified challenge, the program implemented a *Pelatihan Maharah Al-Kalam* using the Direct Method. While the abstract states this method was chosen to achieve the goal of improving speaking skills, it provides limited detail regarding the specific pedagogical techniques, activities, duration, or implementation strategies employed within the Direct Method framework. Understanding these operational details would significantly strengthen the report by illustrating how the method was adapted to the specific needs and context of the children at LKSA Nur Hikmah. Further elaboration on the training's structure and the community service provider's explicit role in its execution would also enhance the methodological clarity for readers. The program reports positive outcomes, indicating an "increase in al-kalam skills" and the acquisition, writing, and memorization of new Arabic vocabulary, with some children even able to practice with peers. These results suggest a successful initial intervention in addressing the children's linguistic shortcomings. However, the abstract would benefit from more concrete evidence, such as quantitative data (e.g., pre/post-test scores) or specific qualitative examples of improved communication, to substantiate these claims more robustly. While the hope for continuous application of the acquired knowledge is commendable, outlining a more structured plan for sustainability and continued linguistic development within the institution would further strengthen the long-term impact and broader implications of this valuable community service initiative.

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