Mahārah Kalām Book: The Implementation at Arabic Course

In this study, the researchers focus on implementing mahārah kalām book at Al-Azhar Arabic course, Pare. This study used a descriptive qualitative approach. The data were collected using observation, interviews, and documentation. Miles and Huberman techniques were used to analyzing the data. The results reveal that: first, the textbooks used are books compiled directly by the founder of the course. There are al-muhādaṡah 1, 1500 vocabularies (mufradāt), and al-qawāid al-taysīr. Second, in the learning process, the teacher used various methods, namely conversation, singing, question answering, and memorization. Third, the daily evaluation of speaking skills is in the form of a test that requires the students to make a story, which should be memorized and then practiced in front of the class. Finally, the final evaluation covers all the materials learned within 5 -10 minutes.

Moreover, it is one of the primary skills that students must master in the context of learning Arabic.
Some of the factors that cause the unsuccessfulness in learning Arabic are factors from teacher's professional competence (Sanusi et al., 2020) and within students who think that Arabic is a difficult lesson (Faiqah, 2017), and their lack of confidence in Arabic communication (Sanra, 2018). Besides that, the lack of varied media and facilities (Fajriah, 2015) for learning Arabic is also a factor in the unsuccessfulness of learning Arabic. Textbooks are a significant activities more exciting or not monotonous (Susanti, 2013). So, teaching and learning activities can run as expected.
The evaluation system used is an oral test carried out during the learning process and at the end of the program. Hartanto (2020) shows there is an influence between the implementation of pantomime games and after applying pantomime games that can be seen from the proportions student questionnaire, which states 75.31% of them agree and support the application of this game, they think that they are easier and more confident when speaking and make muhādaṡah text afterward pantomime.
Thus, there are many types of research on mahārah al-kālam learning. However, research that examines mahārah al-kalām textbooks' matters in Arabic language courses is relatively few. It encourages researchers to complement previous studies' shortcomings by examining the mahārah al-kalām textbook's implementation in the Al-Azhar Arabic course, Pare.

METHOD
The method used in this research is descriptive qualitative research. Researchers intend to describe the following: First, Textbooks are used in learning speaking skills. Second, the method used in learning speaking skills. Third, the evaluation is used in learning speaking skills.
This study's data collection technique uses three techniques known as triangulation, namely  This study's data analysis technique uses the Miles and Huberman model (Sugiyono, 2012), which includes three data analysis activities, namely data reduction, data display, and conclusion drawing/verification. In this study, data reduction functions to sort out the raw data generated from observations, interviews, and documentation by research needs. After the reduction process, the researcher will present the data following the focus to be investigated, namely implementing the great learning book from the Arabic language course. The researcher also draws conclusions from the results of the reduction, presents the research data, and links them to previous studies' results to produce new findings.

Learning Mahārah Kalām
The globalization era demands verbal communication (besides writing) in various sectors of life. Nawawi (2009) stated that speaking skills (mahārah al-kalām/speaking skill) are unique and primary communication skills. Mahārah al-kalām is a skill the sound of articulating sounds or words that are statement, statement or convey the intent, idea, ideas, thoughts, and feelings are structured and developed accordingly with the needs of listeners what is said can be implemented by the other person. In a broader sense, speaking speaks a system of signs that can be heard and seen from which utilize several muscles and tissues of the human body to convey thoughts to meet their needs (Tarigan, 1994).
Some general principles or factors that underlie activities speak (Fachrurrozi & Mahyuddin, 2011), among others: (1) Need at least two people, a speaker and a listener, (2) using a shared linguistic code, (3) there is acceptance or recognition of a reference area general, (4) is an exchange between participants, (5) connect each speaker to another and to the environment immediately, (6) relate or related to the present, (7) involving organs or equipment related to language sounds/sounds and hearing (vocal and auditory apparatus), (8) not looking fur face and treat what is real and what which is accepted as a proposition in sound symbolization.
In the context of mahārah al-kalām's teaching, at least there are four aspects that must be considered by the lecturer when planning lessons, namely: 1) Who will be taught; 2) What that needs to be taught; 3) How they will be taught; 4) With what tools they will be taught.
Fachrurrozi & Mahyuddin (2011) stated some general guidelines in teaching speaking between others as follows: (1) Teaching speaking means training students to speak, (2) Students only talk about something he understands, (3) Students are always trained to be aware of what he is talking about, (4) The lecturer is not may interrupt students or too much-correcting student errors, (5) Lecturers do not sue students able to speak precisely like an Arab, (6) Object or topic talk is meaningful to students.

The Textbook as A Language Learning Media
Learning media is everything used to convey messages and stimulate thoughts, feelings, attention, and the willingness to learn to encourage the process to learn. Learning media has a very broad scope, namely humans, materials, or studies that build a condition that makes students able to acquire knowledge, skill, or attitude, for example, textbooks (Miarso, 2004).
Schools in various parts of the world involve the use of textbooks in classroom learning (Baldwin & Baldwin, 1992;Sadker et al., 2009). Widodo (2018) observes that textbooks are curriculum tools that can help teachers and students recognize and learn society's values. Thus, textbooks can reinforce dominant beliefs and norms among students and shape children's social values, attitudes, and skills (Britton & Lumpkin, 1977;Jones et al., 1997). Based on the data exposure from the results of the observed learning places, interviews with the founder of the course and the teachers who teach, as well as documentation in the form of photos of learning activities, the researcher will describe the results of the research based on the following topics: types of learning books used in full-time class 1 Al-Azhar Pare Kediri, its application, and evaluation.

Types of Learning Book Used In Full-Time 1 Class
Full-time 1 is the most basic muhādaṡah class with 50% of Arabic speaking method.
There are still many book guides (teaching materials) guided by the teacher in the learning process. Using this teaching material, the teacher must be talented in choosing the method to motivate the students not to feel bored. Moreover, they remain active in the learning process.
Because this course implements a dynamic learning system where students are more active in speaking, and the teacher is just a guide. In the classroom, the teacher is only given a maximum of 15 minutes to speak. Then, students must be active in learning. update the learning books used. According to Martiyono, teaching materials are the content of learning, which includes knowledge, attitudes, and skills developed based on competency standards that must be achieved by students (Martiyono, 2012). Therefore, in Al-Azhar course using teaching materials were compiled directly by the course founder. So, they can adjust to the competency standards that students must achieve. And with the update every month, the teaching materials used can be adapted to the field's conditions. According to (Hasanah, 2012), one form of teaching material to support learning is teaching materials in printed form, for example, student worksheets (LKS), books, modules, etc.. So, in full-time class 1, using book teaching materials as a guide for teachers and students.
In this class, muhādaṡah learning materials use the book al-muhādaṡah 1, in mufradāt learning material using the book mufradāt 1500 al-mufradāt and in qawā'id learning using the book qawāid taysīr 1. All students must own these books because the book is a guideline when learning in class and outside the classroom. The learning materials such as: In simple terms, al-ismu is a noun.

The Application Of Learning Book Used In Full-Time 1 Class
A teacher uses the learning process method to achieve the desired goals (Hestiyani, 2019 (Mustofa, 2011). There are many learning methods. For improving their Arabic speaking skills, the teachers in full-time class 1 use several ways, namely:

a. Conversation (Muhādaṡah)
The Muhādaṡah method is a way of presenting Arabic lessons through conversation, which can be established between teacher and student or between student and student while adding or enriching vocabulary as much as possible.
Muhādaṡah is used to stress the pronunciation and habituation of using vocabulary.
They are starting with using learning books that students have. If there is a mufradāt that the teacher is not known, write it down on the board. After that, the students repeatedly memorized the vocabulary on the writing board for a maximum of 15 minutes. Muhādaṡah begins with students being asked to speak Arabic directly. Then the teacher asks students in groups to talk with friends directly about the material being discussed.

b. Song (Al-ginā')
The singing method is a learning method that uses singing as a vehicle for children learning. It is done every day before and after learning activities. This activity is carried out to foster student's enthusiasm for learning. As well as helping students memorize material, both mufradāt and qawāid material.

c. Question and Answer (As-ilah wa Ajwābah)
The question and answer method is a method where the teacher uses/gives students' questions, and students answer or otherwise. This method is used to train students to speak in pairs. Previously the teacher gave material to students. After that, students were asked to make several groups. Students prepare questions for their friends, and then their friends give answers to create a conversation between them. Finally, students were asked to practice in front of the class.

d. Memorization (Mahfūẓāt)
Memorizing is a method for presenting learning material so that the teacher instructs students to remember sentences or the number of verses that contain a word or story or wisdom (Muna, 2011). The number of vocabulary that must be memorized is 1500 vocabularies. If a student can remember 2000 vocabularies, he will get an additional certificate (syahādah), 1500 vocabularies from the book ALSUNIYAT: Jurnal Penelitian Bahasa, Sastra, dan Budaya Arab The learning method is a comprehensive program planning level closely related to the steps in procedurally delivering the subject matter, does not conflict with each other, and does not conflict with the approach (Hermawan, 2011). By using these methods, students in full-time 1 class are expected to speak Arabic easily and quickly within one month.

The Evaluation of Learning Book Used In Full-Time 1 Class
Evaluation is a systematic and continuous process to determine the quality of something, based on specific considerations and criteria to make a decision. The evaluations carried out during the learning process at the Al-Azhar Arabic course Pare are:

a. Daily Exams
On the daily exam, the teacher repeats the mufradāt obtained in the previous week. And the teacher asks each student in turn about the mufradāt that has been memorized. Then, the teacher mentions the Indonesian word or sentence to be translated into Arabic or otherwise. The mufradāt that students have obtained will be used to talk to their friends every day to create an Arabic-speaking environment.

b. Weekly Exams
Weekly exams are conducted in the second week. This exam aims to see the ability of students for two weeks. Furthermore, to motivate to be even more enthusiastic in the learning process. Students are asked to make a story on a paper in this exam, for example, al-a'mālu al-yaumiyyah and memorized. Then, the students tell it in front of the class.

c. Final Exam
In the last week, the teacher will ask the mufradāt studied from start to finish at random. Then, he will give questions, for example: introduce yourself, please! Students will develop their answers according to the abilities of each student. They are tested for about 5-10 minutes.
With this evaluation, the teacher can find out the student's abilities during the learning process. So, the teacher can know what actions to take if students have not mastered the material, and it becomes a teacher evaluation to improve it to be better.

CONCLUSION
From the results of this study, the textbooks used are books compiled directly by the founders of al-muhādaṡah 1, mufradāt 1500 al-mufradāt, dan al-qawāid taysīr books available by field needs. Second, in learning to improve speaking skills, the teacher uses conversation, speaking, asking, and memorizing. Third, evaluations used in learning speaking skills are daily evaluations consisting of tests with material returned previously, weekly evaluations consisting of tests to create stories, which are memorized and then practiced in front of the class. A final evaluation covers all the material that has been studied with a duration of 5 -10 minutes.