The Impact of Task-Based Learning on the Development of Arabic Verbal Communication
Abstract
Mastery of verbal communication in Arabic is a major challenge in the Islamic boarding school environment which is still dominated by memorization and grammar methods. This study aims to evaluate the impact of Task-Based Learning (TBL) on the development of students' speaking skills at Darussalam Gontor Modern Islamic Institution. Using a qualitative approach with a case study, data were collected through interviews, observations, and documentation, then analyzed thematically. Results showed significant improvements in verbal participation, confidence, grammatical accuracy, and learning motivation. The use of Arabic outside the classroom also increased, signaling successful transfer of learning. The findings support the effectiveness of TBL in the context of religious-based Arabic education and offer a new direction for communicative curriculum design. Future research is recommended to utilize a longitudinal approach and triangulation of methods to extend the understanding more comprehensively.
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