Comparative Analysis Of Task Based Learning Methods And Direct Methods In Maharah Kalam Learning In Higher Education

Abstrak

Proficiency in maharah kalam is a core competency in Arabic language learning at the tertiary level. However, the main challenge lies in the weak integration between theory and language practice. This study aims to compare the effectiveness of Task-Based Learning (TBL) and Direct Method in developing maharah kalam. The research was conducted with a qualitative approach through a literature study, reviewing scientific articles, academic books, and relevant research results. The analysis was done descriptively-comparatively on the characteristics, application, advantages, and limitations of both methods. The results showed that TBL promotes contextual communication skills through authentic tasks, improving fluency and the ability to negotiate meaning. In contrast, the Direct Method is effective in practicing spontaneity of speech and pronunciation through structured repetition. Each method has advantages that suit the characteristics of learners in higher education. The integration of the two, tailored to situational needs and learning objectives, is recommended as a more adaptive and effective strategy for the development of maharah kalam. The findings provide a practical contribution to the development of Arabic language learning models that are relevant and responsive to global challenges.