Mumārasah Extracurricular Learning and Its Effectiveness in Improving Arabic Speaking Skills Alsuna: Journal of Arabic and English Language

Purpose - This study aims to determine the implementation of the extracurricular mumārasah program at MA Ali Maksum and the extent to which the extracurricular mumārasah in improving Arabic speaking skills. 
Design/methodology/approach - This research is quantitative descriptive. To collect data, researchers used a questionnaire. To test the effectiveness of mumārasah extracurricular, the authors used pre-test and post-test tests. 
Findings - The study results indicate that implementing extracurricular activities for mumārasah runs with a learning model using direct methods, small group discussions, role-playing, memorizing dialogue, role-playing, and group conversations.  However, the extracurricular implementation is considered ineffective due to several factors, such as the unformed lughāwiyyah and the low discipline level. The mumārasah extracurricular effectiveness test results in improving students' Arabic speaking skills proved effective with a significant increase, namely, 3.388. 
Originality/value - Extracurricular mumārasah teacher also expected to make rules or agreements discipline with students in class individual, so that students are more disciplined and follow classes with regular. 
Paper type – Research paper


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Mumārasah Extracurricular Learning and Its Effectiveness in Improving Arabic Speaking Skills in Madrasahs, Islamic boarding schools, and Islamic colleges. The goal next is to form personnel expert language Arabic to produce alumni who can use the language of Arabic as a means of communication for a variety of purposes, professional and practical (Izan 2004, 4-5).
In learning languages, Arabic is known as the four skills of language that must be mastered by the student, hearing, speaking skills, reading skills, and writing skills. Speaking skills are one of the primary skills that students must master in language. The ability to speak requires mastery of several aspects and rules of language use. (N and Wahab 2011, 88) said that the speaking element is the main objective of the foreign language learning program (Al Naqah 1985).
Proficiency in speaking is a kind ability to speak that wants to be achieved in teaching the modern era's language, including the teaching of languages Arabic. Given the function of primary language as a means of communication, speaking skills are essential to master (Lailus 2011). Speaking skills can be say quite complicated because it combines the ability to pronounce a sentence with a language intended to express the mind, ideas, and feelings to the opponents talked (Harahap 2017, 157).
The urgency of teaching speaking proficiency is also in line with the views of Kamal Ibrahim Badri, known as the foreign language teaching method (Badri,n.d.,(15)(16). First, language is an utterance, not writing. The teaching was to be sequential and continuous starts from the teaching skills of hearing, speaking, reading, and writing. Second, the environment and habits have a significant influence. Pattern and repetition determine the success of the language process. Third, learning the language is practicing the use of language, not learning about language. Language is definite as an active activity, by practicing habits that train productivity, such as writing and speaking. Fourth, the language in the speech is different. The spoken, structure, and semantics of the mother tongue are different from foreign languages.

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Mumārasah Extracurricular Learning and Its Effectiveness in Improving Arabic Speaking Skills Because it is learning a language foreign to beginners requires habituation that is not affected by the language mother (Muradi 2014, 30).
The urgency of teaching language is active by the principles of the communicative approach in speaking Arabic. In essentially the communicative approach, one of the approaches of learning languages is more stressed learning the mastery of skills speaks rather than the structure of the mastery of language. Communicative language teaching can generate the ability to create sentences, grammar, incorporate aspects of the pragmatic to the skills of language, and adjust the speech with communication (Muradi 2014, 40). Learning that managed to involve a combination of various factors such as a human, facilities, or equipment in which the procedure between one with other mutual influence to achieve the goal (Rahmawati and Laila 2019, 59). In an era that is generally defined as globalization, communication is very easy, not only in front of the real audience, but actually before the exchange, effective public speaking becomes crucial. Whether it is a company speech, a paper presentation at a conference, a board meeting or any other form of speech, public speeches play a strategic role in interpersonal relationships, because this level of interaction is becoming more common (Hadi, Izzah, and Maharani 2021, 3).
To reach the level of communication skills, adequate training activities are needed that support students to develop their speaking ability in Arabic. These activities and exercises can be carried out in the teaching and learning process in class or outside school hours which are known as extracurricular activities. Several previous studies have listed the effectiveness of extracurricular activities in improving Arabic language skills. Among them is Nuha's research, (Nuha 2019) states that the extracurricular activities of the Al-Mujaddid Arabic Language UKM at UMY are effective in improving students' speaking ability in Arabic. This shows that students who take part in these UKM have more value in terms of experience and practice in speaking skills. Students who take part in UKM Al-Mujaddid are also superior in their application in class

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Mumārasah Extracurricular Learning and Its Effectiveness in Improving Arabic Speaking Skills because they are accustomed to the Arabic language environment that they have created in UKM.
In Mahrus's research (Mahrus 2012, 67) explains that the advantages of the tariqoh almubasyaroh method which emphasizes the ability to speak Arabic can make students motivated to be able to apply short sentences in daily activities. Students gain direct and practical experience and are familiar with the direct use of vocabulary. This method is used in extracurricular activities at the boarding school. In a study conducted by Dian (Ramadhayanti 2020), Muhadharah extracurricular activities are able to form students' self-confidence in speaking and communicating Arabic well. This extracurricular trains students' ability in speaking and making speeches so that they can master public speaking skills from an early age.
Islamic boarding schools can know as the center of the development of the study of literacy language Arabic evolving quite rapidly in Indonesia. The curriculum used in lodges schools includes the material matter of Islam that reference comes from the book of books speak Arabic. In the beginning stage, the teaching languages of Arabic in schools are learn with methods Grammar-Translations. Using the methods of this educator learning material Arabic with by language area or using the language of Indonesia and translating the material of the books speak Arabic to the area's language (Zaid 2012, 311).
The Arabic language developed in Islamic boarding schools has special characteristics.
Arabic as the eyes of subjects geared to encourage, guide, develop and nurture abilities and cultivate an attitude positive towards languages Arabic, both receptive and productive. to compete with the students of the world. As for the types of extracurricular language, that is extracurricular mumārasah and extracurricular conversation.
Extracurricular mumārasah the program featured are required for the program are expected to assist students in learning Arabic language in class. The inline, great program featured extracurricular mumārasah aims to train Arabic language students are active ( practice speaking ). Because of its developmental nature, extracurricular activities require the initiative of the students themselves in their implementation. In extracurricular activities, participant students have the freedom full in choosing the form -the form of activities that correspond to the potential and talent that there is in him and in line with the ideals of education that is being practiced (Agama 2016).
From the explanation above, the writer has examined student learning outcomes after participating in the extracurricular mumārasah in terms of the aspects of Arabic speaking skills of students at Madrasah Aliyah Ali Maksum Yogyakarta in odd semesters. Problems of research that will be answere are " Is there an increase in student Arabic speaking skills

State of The Arts and Distinguish
In extracurricular studies Arabic Theaching and Learning, there are very few complex discussions about the case of Arabic extracurricular activities in the field. Among the studies that focus on extracurricular activities is (Khusnah, Kholisin, and Nasih 2020) research that tries to develop Arabic language extracurricular programs in Islamic boarding schools.
Furthermore, Zulqarnain's research is almost similar to what the researcher did, only the locations and cases studied were different (Zulqarnain et al. 2019).
In the field of foreign languages in general there are studies that have explored extracurricular activities in the form of drama classes, please read Theresia's research (Schenker 2020). In other fields, there are studies that are not related to language, but the results of this study inform that psychologically extracurricular activities really help students' creativity and need to be familiarized so that students participate in extracurricular activities from an early age (Romanov and Zavertyayeva 2020).

Method
The research is using the quantitative approach with descriptive methods. The questionnaire is use by rating scale 1-4. The aspects of effectiveness that are write in the questionnaire include programs, rules and processes, goals, or ideal conditions. Before distributing the questionnaire to respondents, the researcher conducted a validity test and a reliability test to determine the questionnaire's validity. To determine the increase in students' kalam ability after participating in mumārasah learning, researchers used test methods in pretest and posttest. Because the data were not normally distributed, researchers performed the Mann-Whitney U test. The normality test in this study used SPSS 23. In addition, the researcher also collected data by conducting interviews, observation, and documentation. Test try implemented during the semester years of lessons in progress.

Findings and Discussion
The mumārasah extracurricular is one of the extracurricular activities in the field of language and is also a superior program that must be followed by students of class X and XI Madrasah Aliyah Ali Maksum. This extracurricular is divided into three levels which are determined based on the student's selection of Arabic language skills. Students with good abilities occupy grade 3, students with moderate abilities occupy grade 2 and students with fewer abilities occupy level 1 mumārasah.

Mumārasah Learning Objectives
Objectives are a determining factor that students must master, know, or do after they have finished teaching and learning activities (Joyce, Gitomer, and Iaconangelo 2018 While the objectives of learning kalam are: a) Students pronounce the hijaiyah letters properly and correctly. b) Students can describe what is around them using Arabic. c) students can express ideas, ideas, and opinions using Arabic. The measure of success expected by Madrasah Aliyah Ali Maksum in learning mumārasah is that students can practice Arabic speaking and can apply it in student daily activities.

Mumārasah Learning Materials
Learning material is a material that must be mastered by the teacher and studied by students. The material is a very important means of the success of the educational process because the material is one of the goals to achieve learning objectives including in the implementation of extracurricular mumārasah (Becker, Waldis, and Staub 2019).
Mumārasah learning materials for grades 1-3 using the manual used are 'Arabiyatul Linnasi'in volumes 1-4. Mumārasah extracurricular teachers are allowed to use guidebooks other than 'Arabiyatul Linnasi'in. In delivering mumārasah material, the teacher uses the direct method, but occasionally, the teacher uses Indonesian. "I am more interested in mumārasah material, not based on textbooks, but its application in everyday life. Like a conversation-starting from waking up to going to sleep again".

Mumārasah Learning Procedure in Class 1 Girls
Based on the results of observations of student learning class 1 extracurricular mumārasah. This observation is also a treatment that is carried out after the students take the pretest. Mumārasah lessons on Thursday, May 5 at 16.00-17.00 with the teaching teacher, Mr Tajuddin. The learning stages are as follow: a) At the beginning of the lesson, the teacher makes an apperception by asking questions about today's lesson using Arabic. b) All students have the reading text in front of each of them. Today's lesson is a review of material that will be tested during UAS including, Madrasah, Al-Utlah, A'malul Yaumiyah. c) The teacher guides the students to practice the pronunciation of words. The teacher asks the students several

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Mumārasah Extracurricular Learning and Its Effectiveness in Improving Arabic Speaking Skills questions about some unfamiliar vocabulary. d) The teacher asks students to translate some of the texts that are distributed jointly. e) The teacher instructs students to practice conversations with the theme " Madrasah fil " with their peers without looking at the text in the book. f) Students practice conversation with body movements by the conversation. g) The teacher asks students to memorize some vocabulary related to the theme, which has been written on the board. h) The teacher gives assignments to memorize the vocabulary, to deposit in the next meeting. i) The teacher closes the lesson with a prayer.

Mumārasah Learning Techniques and Methods
From observations and interviews that the author conducted, it was obtained data that the method used in mumārasah learning was : Direct Method, is one way of presenting foreign language subject matter where the teacher uses the foreign language as the language of instruction. In learning mumārasah, the teacher uses Arabic as the language of instruction. If in explaining the material, there are words that students have not understood, the teacher will explain to them using perfect sentences, synonyms, and antonyms.
Small-Group Discussion Method, is a learning method that allows students to learn more actively by working together in groups to achieve set goals. In small group discussions, students are stimulated to explore ideas, increase understanding of new things, and encourage development and effective communication. Students are asked to form 4 groups in this lesson, and then the teacher asks students to discuss a theme/reading. Then the teacher asks representatives from students to present the discussion result.
Role-Playing Method, students try to explore the relationships between humans by demonstrating and discussing them together. The techniques used by the teacher in learning mumārasah are as follows : (1) Memorization of the Dialogue. The teacher gives the reading text, and the students are asked to memorize the hiwar, then practice it with their peers. Through this exercise, students are expected to achieve good skills in conversation and practice continuously.
(2) Role Play. So that students don't get bored, sometimes the teacher asks students to act out a role in a mini-drama. As in Mr Rozi's learning in grade 3 mumārasah with the theme of Tourism.
(3) Group Conversation. By using this method, the teacher divides students into small groups and then asks students to read hiwar in turn with other groups.

Mumārasah Learning Evaluation
Evaluation is defined as a process of considering a thing or symptom by considering certain qualitative benchmarks-for example, good-not good, strong-weak, adequateinadequate, high-low, and so on. Educational or learning evaluation activities generally function to determine the level of delivery of the goals or objectives of a program. Through evaluation the success or failure of a program can be seen.
The evaluation of learning in the extracurricular mumārasah is (1)  Based on the above results it can be seen that there is 6.9% of students who choose a category very effective, 20.7% students demonstrate effective category, 34.5% students showed a quite effective category and 37.9% female students showed less effective category.
From these results, it can be concluded that the extracurricular mumārasah in grade 1 Madrasah Aliyah Ali Maksum runs less effectively.
The result of learning is the value of a formula that awarded teachers field of study regarding the progress or achievement of learning during the period specified. As a result of the learning process, as stated by Benyamin S Bloom, learning achievement has three domains: cognitive, affective, and psychomotor (Makruf 2016). As in the case of this, the researchers only measuring the achievement of learning are of the realm of cognitive by considerations of objectivity in assessment and simplicity in measurement.
Gagne and Ibrahim said that learning as a process of change that indicates a change in performance, skills, knowledge and values were obtained by individuals (Ibrahim 2001).
Results are things that are made, made, and so by efforts, thoughts and others. Results of studying Arabic are an ability that an or individual can achieve in the eyes of subjects languages Arabic, after through the process of learning. Learning outcomes that are shown in the form

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Mumārasah Extracurricular Learning and Its Effectiveness in Improving Arabic Speaking Skills of values are a description of students' mastery of the subject. In studying the language of Arab domination are expected soon is Maharah al-kalam, Maharah al-kitabah , Maharah alistima 'and Maharah al-qiraah.
Learning outcomes are measured in two stages, namely the pretest and posttest. The pretest was done before teachers teaching materials teaching mumārasah who want to be tested by the researchers, in order to determine the ability of the beginning of the student before getting treatment. At the same time, the posttest is carried out after the learning material is taught. The students ' learning achievement test questions in this study, both pretest and posttest, consisted of 10 mufradat questions and 5 conversation questions.
Problem category mufradat weighted value of 1, while the matter of the category conversation weighted 2. Both questions are compiled on the terms of the syllabus and SK KD eyes lessons language Arabic the second half that applies in Madrasah Aliyah. Of the four aspects of language, namely Qiraah, Kitabah, Kalam and Istima', the author only takes the Kalam aspect because it is related to the research theme.
The purpose of research it is proved there or whether the increase in teaching beginning and end after the performed treatment. To determine the increase in the program of researchers using a pretest and posttest students are planned in Chapter, I with a t-test or Mann-Whitney U-determination of the use of data analysis methods is based on tests of normality. The normality test in this study was carried out on student learning outcomes and in this case in the form of a pretest and posttest. The goal is to find out whether the data is normally distributed or not. The normality test in this study used SPSS 23.
The results of the student data normality test in the experimental class are as follows: From the table at the top can be seen that the ratio of the value of pretest and posttest is 3.388. It is demonstrated that the ability to speak Arabic skills after their treatment is higher than before treatment with the improvement, which is quite significant. Or in other words, the application of treatment effectively improve achievement learn mumārasah students grade 1. Based on the calculation and testing results, the results of studying the form of proficiency speaking students after a given material learning extracurricular mumārasah much higher than before given the treatment of mumārasah learning. It because learning takes place with methods that are very varied and dynamic. Learning to walk is not monotone and fun for the students to practice the ability to speak. Secondly, methods are varied are the factors that can help improve the skills of speaking students are significant. Estuary of all the strategies or methods used in the study is how learning it can run good and interesting for students who learn (Izan 2004

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Mumārasah Extracurricular Learning and Its Effectiveness in Improving Arabic Speaking Skills that is used teachers in learning covers, the method of role-playing, method of direct, method of small group discussion. As for the teaching techniques, memorizing dialogue, role-playing and group conversations.
Third, the teacher is able to control learning in the classroom so that students are active in learning. This activity can be seen from the students who actively ask questions. The teacher is able to create an atmosphere in such a way that students actively ask questions and surface ideas. The active role of students is very important in forming a creative generation, which is able to produce something for the benefit of him and others. The success of the achievement of the competence of the eyes of subjects depends on some aspects. One of the aspects that greatly influence is how the way a teacher in implementing the learning (B Uno 2011, 157). in addition, digital storytelling can help teacher in creating a creative media in order that the students will have high enthusiasm in teaching and learning process.This media also can help students for improving their speaking skills. By using this media, the students are forced to be more creative in expressing their ideas through speaking (Mujtaba 2018, 28).

Conclusion
Based on the results of research and discussion about the effectiveness of extracurricular mumārasah in improving skills of speaking a language Arabic class 1 Mumārasah Madrasah Aliyah Ali Maksum Krapyak , can be drawn a conclusion that implementation of extracurricular mumārasah run with either each meeting, will however still many students who arrive late and sometimes occasionally present every week. Material learning mumārasah grade 1-3 use the book guide that is used is ' Arabiyatul Linnasi'in vols 1-4 but allowed to use books guides other than ' Arabiyatul Linnasi'in. The method of learning that used the teacher is a method directly, methods of group discussion, and role-playing methods. Then, the

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Mumārasah Extracurricular Learning and Its Effectiveness in Improving Arabic Speaking Skills effectiveness of the extracurricular mumārasah in grade 1 mumārasah is in the less effective category with a percentage of 37.9%. And ability skills speak languages Arabic after the treatment is higher than before treatment with the improvement which is quite significant, namely 3.388. Extracurricular mumārasah can run with the effective causes, methods of learning are varied, and the ability of teachers to manage the classroom so that students are involved actively in learning.

Implications of Findings
There are suggestions given by researchers that need to be followed up by the Madrasah Aliyah Ali Maksum curriculum program in order to continue to improve discipline and provide support to teachers to be more active and creative in teaching. Master extracurricular mumārasah also expected to make rules or agreements discipline with students in class each individual, so that students more disciplined and follow classes with regular. In addition, teachers can provide interesting appreciation to increase student motivation. The appreciation can be in the form of a reward in a quiz game. Teachers can also hold annual events by taking students to several tourist attractions to practice their Arabic speaking skills with native speakers or tourists who speak Arabic.