Taṭbīq Ṭarīqat al-Istijābah al-Jasadīyah al-Kāmilah fī Taʿlīm Mahārat al-Istimāʿ bi al-Madrasah al-Mutawassiṭah al-Islāmiyyah Miftāḥ al-ʿUlūm Gunung Geni Probolinggo

Abstract

This study aims to describe the implementation of the Total Physical Response (TPR) method in teaching Arabic listening skills and to identify the supporting and inhibiting factors affecting its implementation at Miftahul Ulum Islamic Junior High School, Gunung Geni, Probolinggo. This study employed a qualitative descriptive approach. Data were collected through classroom observations, semi-structured interviews, and document analysis involving an Arabic language teacher and students. The collected data were analyzed using data reduction, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The findings indicate that the TPR method was implemented systematically through verbal commands accompanied by physical movements, enabling students to understand Arabic instructions without relying on direct translation. The method also enhanced students’ participation, listening comprehension, vocabulary acquisition, and learning motivation. Supporting factors included teacher competence, students’ enthusiasm, and the availability of instructional media, whereas differences in students’ abilities, limited instructional time, and difficulties in representing abstract vocabulary became the primary challenges. The study concludes that the TPR method provides an interactive learning environment that effectively supports the development of Arabic listening skills among junior secondary students.

Keywords: Arabic listening skills, Arabic teaching, Total Physical Response, qualitative study, language learning.