Islamic Values-Based Learning to Improve Arabic Language Proficiency Using the Guided Reading Strategy and the Snowball Throwing Model at Madrasah Mamba’ul Ulum Dagan

Abstract

This classroom action research investigated the implementation of Islamic value-based Arabic learning through the integration of Guided Reading and Snowball Throwing to improve students’ Arabic speaking proficiency (maharah al-kalām) at class VII of MTs Mamba’ul Ulum Dagan, Lamongan. The study involved 27 students and was conducted in two cycles using the planning, action, observation, and reflection procedures. Guided Reading was positioned as an input stage that scaffolded students’ comprehension, pronunciation, and vocabulary acquisition, while Snowball Throwing functioned as an interactive output stage that stimulated oral question-and-answer, participation, confidence, and peer interaction. The instructional process was contextualized through Islamic classroom values such as greeting, prayer, respectful communication, mutual encouragement, and moral reinforcement. The findings show a consistent improvement in speaking performance. The mean score increased from 66 in the pre-cycle to 71 in Cycle I and 86 in Cycle II. Learning mastery rose from 25% to 40% and reached 100% in Cycle II. Teacher activity increased from 82% to 97%, while student activity increased from 80% to 93%. The study indicates that combining guided literacy input with playful cooperative oral practice can create an active, communicative, and value-oriented Arabic classroom. The practical implication is that Arabic teachers in madrasah can use the two-stage design to bridge comprehension and production while simultaneously cultivating confidence, cooperation, discipline, and adab in language learning.