The Teachers' Strategies in Overcoming the Difficulties of Students Reading Arabic in Class II at Madrasah Ibtidaiyah

Abstract

Reading ability (maharah al-qirā'ah) is one of the basic skills that Madrasah Ibtidaiyah students must master because it plays an important role in understanding vocabulary, language structure, and the content of Arabic reading. However, during the learning process, various difficulties persist, including recognizing hijaiyah letters, reading according to harakat, reciting letters according to makhraj, and low student confidence when reading in front of the class. This condition requires teachers to implement learning strategies that align with students' characteristics and needs. This study aims to describe teachers' strategies for overcoming difficulties in reading Arabic among grade II students at MI Al-Madaniyah Jempong Mataram. The research uses a qualitative, descriptive approach. Data were obtained through observation, interviews, and documentation of Arabic teachers, madrasah heads, and grade II students. Data analysis was carried out through the stages of data reduction, data presentation, and conclusion drawn, while the validity of the data was tested using triangulation of sources and techniques. The results of the study showed that teachers applied several strategies, namely individual guidance, repeated reading exercises (drills), the use of learning media in the form of hijaiyah letter cards and vocabulary cards, the provision of learning motivation, and periodic evaluations. The strategy's success is supported by teachers' commitment, madrasah heads' support, the availability of learning media, and students' enthusiasm. The inhibiting factors include differences in students' initial abilities, limited learning time, lack of reading practice at home, and low student confidence. The findings of the study show that the success of maharah al-qirā'ah learning is not determined solely by the use of one learning strategy, but by teachers' ability to adaptively combine various strategies according to students' characteristics and needs. The implications of this research are expected to serve as a reference for Madrasah Ibtidaiyah teachers in developing more effective Arabic learning strategies that are centered on students' needs.