The Implementation of a PAIKEM-Based Drama Project to Improve Maharah Al-Kalam

Abstract

This study aims to describe the implementation of a drama project based on the PAIKEM learning model in Muhadatsah instruction, evaluate its effectiveness in improving students' Maharah al-Kalam (Arabic speaking skills), and identify the supporting and inhibiting factors affecting its implementation in Class XI.2 of Madrasah Aliyah Ummul Mukminin Makassar. This study employed a Classroom Action Research (CAR) design conducted in two cycles. Data were collected through observation, tests, and documentation. The findings indicate that the implementation of the PAIKEM-based drama project created a more active, communicative, and enjoyable learning environment while significantly improving students' Maharah al-Kalam. The students' mean score increased from 78 in the pre-cycle to 81 in Cycle I and 89 in Cycle II. Likewise, the percentage of classical learning mastery improved from 33% in the pre-cycle to 70% in Cycle I and reached 93.9% in Cycle II. The most notable improvement was observed in the paralinguistic aspects of speaking, particularly students' self-confidence, intonation, and facial expressions when communicating in Arabic. The successful implementation of the drama project was supported by students' enthusiasm, effective group collaboration, and the use of engaging instructional media. However, differences in students' Arabic language proficiency and limited instructional time remained the main challenges during the implementation. In conclusion, the implementation of the PAIKEM-based drama project was effective in improving students' Maharah al-Kalam while also enhancing their participation, confidence, and willingness to communicate orally in Arabic.