Video project sebagai strategi pembelajaran Maharah Kalam: Eksplorasi pengalaman belajar siswa dalam berbicara bahasa Arab di Maahad Tahfiz Ihya' Al-Ahmadi, Selangor, Malaysia.
Abstract
Maharah kalam remains one of the most difficult skills in Arabic language learning: many students master vocabulary and grammar yet hesitate to speak. This study explores how a video project shapes students' learning experiences in developing maharah kalam at Maahad Tahfiz Ihya' Al-Ahmadi, Selangor, Malaysia. Using a qualitative case study design, data were collected from eight informants (one Arabic teacher and seven Form 2 students) through classroom observation, semi-structured interviews, and documentation, and analysed with the interactive model of Miles, Huberman, and Saldaña. Three themes emerged: (1) the video project created a safe space for speaking, as the possibility of re-taking recordings functioned as an affective buffer against speaking anxiety; (2) students shifted from task-receivers to planners and creators, showing greater participation and creativity; and (3) students reframed Arabic from a memorised subject into a means of authentic communication. The study argues that these outcomes stem not from video as a medium alone but from a learning design that meets students' psychological, cognitive, and social needs a design compatible with the collaborative and character-oriented ethos of tahfiz institutions.
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