Arabic language learning for children should be designed to be communicative and enjoyable, fostering active participation and natural language acquisition. The direct method (ath-tharīqah al-mubāsyirah) has been widely recognized as effective in accelerating foreign language acquisition, including Arabic, particularly in early childhood education.
According to a UNESCO survey (2016), children acquire a second language more effectively when the approach mimics first language acquisition—through direct interaction without relying on translation. In Indonesia, a study by Azmi (2022) revealed that grade 3 MI students taught using the direct method showed a 62% improvement in Arabic speaking skills within three months, compared to only 29% improvement among those using the translation method.
The Direct Method in Arabic Language Learning
The direct method emphasizes the exclusive use of the target language—in this case, Arabic—throughout the learning process. Teachers utilize real objects, visual aids, facial expressions, gestures, and familiar contexts to convey meaning, eliminating the need for translation.
Examples of application:
- Teaching the word “تفاحة” by showing an apple and saying, “هذه تفاحة” without translating.
- Asking “ماذا تشرب؟ “while pointing to a glass; the student replies, ” أشرب الماء “.
- Showing a picture of a sleeping child; the student says, ” الولد ينام”.
Techniques in the Direct Method
- Direct Q&A:
Teacher: “أين تسكن؟ “→ Student: “أسكن في جاكارتا” - Visual Description:
Showing a picture of a house → “فيها سرير و كرسي”
- Simple Dialogue:
A: السلام عليكم
B: و عليكم السلام، كيف حالك؟
A: أنا بخير - Role Play:
Simulating buying and selling in the market using Arabic. - Real-life Simulation:
Using phrases such as “أنا جائع، أريد دجاجة و أرزا”in the context of lunchtime.
Challenges and Opportunities in the Digital Era
Today’s children are more frequently exposed to English-language content via platforms such as YouTube, TikTok, and digital games. Arabic content, by contrast, remains limited and less visually engaging.
Data from We Are Social & Hootsuite (2024) shows that over 90% of Indonesian children aged 6–12 access English-language digital content, while fewer than 10% are exposed to Arabic-language digital material.
However, emerging educational platforms like Duolingo, Memrise, and Nahwu Shorof Kids offer communicative and interactive approaches to learning Arabic, presenting promising opportunities.
Integrating Direct Methods with Digital Technology
The direct method, which emphasizes natural language use through interaction and imitation, can be significantly strengthened by incorporating engaging digital tools. Examples include:
- Short Arabic Animations:
Videos featuring simple conversations help children mimic pronunciation, intonation, and dialogue patterns naturally, while captivating visuals maintain their attention. - Augmented Reality (AR):
Children point their devices at real-world objects to see Arabic labels in real-time, providing immersive vocabulary learning experiences. - Interactive Games:
Drag-and-drop word or sentence games help reinforce vocabulary, sentence structure, and basic grammar in an enjoyable way.
A study by Hasan (2021) reported that integrating the direct method with digital media improved children’s Arabic listening skills by 45% and speaking skills by 50%.
Conclusion
The direct method is highly effective in enhancing Arabic language skills in early childhood as it mirrors the natural way children acquire language—through imitation and interaction. Its effectiveness increases when combined with modern, child-friendly digital technology, making learning more engaging, interactive, and impactful.
To ensure optimal outcomes, the following aspects must be prioritized:
- Teacher Consistency and Creativity:
Teachers play a central role and must consistently apply the method while creatively integrating technology to maintain student interest. - Quality Digital Arabic Content:
Content should be visually engaging, pedagogically sound, and tailored to children’s comprehension levels. - Parental and Institutional Support:
Parents can reinforce learning at home through Arabic interactions and access to educational media, while institutions should provide the necessary infrastructure and teacher training.
Supervisor:
Dr. Muhammad Iman Sastra Wihajat
