Exploring Language Proficiency: Dynamics of Acquiring Arabic Speaking Skills from Stephen Krashen's Perspective At Islamic Universities

Abstract

Understanding the dynamics of acquiring Arabic speaking skills is crucial in the context of Islamic universities, where language proficiency is integral to academic success and personal development. This study aims to explore the process of acquiring Arabic speaking skills from Stephen Krashen's perspective at two undisclosed Islamic universities in Indonesia. Using a qualitative case study design, the research employs interviews with lecturers and students as the primary data collection technique. The analysis is conducted descriptively, involving stages of data collection, reduction, presentation, and conclusion drawing. The findings reveal that Arabic speaking skills are acquired through two main approaches. Within the classroom, intensive learning is facilitated through a direct method emphasizing language practice, supported by a curriculum focused on daily themes and language reinforcement programs. Outside the classroom, students engage in active communication in Arabic in various environments, such as dormitories, mosques, and cafeterias, while participating in activities that support language acquisition. These factors, combined with student motivation and a conducive learning environment, significantly contribute to the acquisition of Arabic speaking skills. The study concludes that the different learning approaches at the two universities effectively enhance students' Arabic speaking proficiency. Key factors contributing to successful language learning include the presence of Arabic language environments, appropriate curricula, active learning methods, individual motivation, and practical experiences outside the classroom, such as internships or student exchange programs. The research suggests that educators and students should focus on creating immersive language environments and incorporating practical experiences to maximize language acquisition.