Teaching Arabic Using the Total Physical Response (TPR) Approach to Beginners at Noor al-'Ilm Comprehensive Middle School, Medan
Keywords:
Arabic Language, Beginner Students, TPRAbstract
This study aims to describe the application of the Total Physical Response (TPR) approach in Arabic language instruction for beginner-level students at SMP IT Nurul Ilmi in Medan, as well as to identify the impacts, supporting factors, and challenges encountered in its implementation. This study employs a descriptive qualitative approach, utilizing data collection techniques such as observation, interviews, and documentation. The research informants consisted of the school principal, Arabic teachers, and students. The data were analyzed using the Miles and Huberman model, which includes data reduction, data presentation, and drawing conclusions. The results of the study indicate that the TPR approach has a positive impact on improving students’ vocabulary comprehension, engagement, learning motivation, and confidence in using Arabic. The success of implementing TPR was supported by teacher competence, student enthusiasm, and the school environment’s support. The challenges identified included differences in student ability, limited class time, and low self-confidence among some students in the early stages. Nevertheless, these challenges could be overcome through repeated instruction, motivation, and learning management tailored to students’ needs.
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