The Snowballing Method to Improve Arabic Reading Skills of Grade XI Students at MAS Darus Arifin

Abstrak

This study investigates the implementation of the Snowballing method in Arabic language learning among Grade XI students at MAS Darul Arifin. The study was motivated by the need to develop more interactive and collaborative learning practices that can enhance students’ Arabic reading comprehension, participation, and confidence. This study aims to describe the implementation of the Snowballing method, identify students’ responses and engagement, and analyze the supporting and inhibiting factors affecting its application. A qualitative research design with a case study approach was employed. Data sources included the Grade XI Arabic language teacher, selected students, and the Vice Principal for Curriculum. Data were collected through semi-structured interviews, classroom observations, and documentation and analyzed through data reduction, data display, and verification. The findings show that Snowballing was implemented progressively through individual reading, paired discussion, and larger-group discussion. The method encouraged active participation, interaction, motivation, and confidence. However, its implementation was constrained by differences in reading ability, limited learning time, student shyness, unequal participation, and teachers’ limited mastery of facilitation techniques. The study concludes that Snowballing can support interactive Arabic learning when accompanied by effective teacher facilitation, differentiated support, balanced grouping, and appropriate time management.