تحليل تأثير البيئة اللغوية علىمهارةالكالم للمشاركين فيمؤسسة الدورة للغة العربية OCEAN بقرية تولونجريجو، ناحيةباري,محافظةكادري للفترة أبريلسنة ٢٠٢٢

Learning Arabic in Indonesia has received good attention from the government and society, but it is still far from the expected results, especially maharah kalam. Learning Arabic is only focused on understanding the rules of the language, with minimal practice and variety of methods so that language input and exposure is very lacking. The language environment is one solution in maximizing Arabic learning. The language environment can be realized, one of which is the Arabic language course program at the Ocean institution. The learning held by the Ocean Arabic language course allows participants to practice and access Arabic 24 hours a day so that they get sufficient input and exposure to Arabic and provide a greater chance of success. The purpose of this study is to analyze the state of the Arabic language environment at the Ocean Arabic language course institution, to identify the language environmental factors of the Ocean Arabic language course institution that support and hinder maharah kalam and their effect on increasing the maharah kalam of course participants. The form of research used is qualitative with the type of field research (field research). The techniques used are observation, interviews and documentation. The data analysis technique used is source triangulation. The subjects of this study were participants of the Ocean Institute course class Aidina Ulaa for the period of September 2022, with purposive and snowball sampling techniques. The results of the study show that the language environment of the Ocean Institute has met the formation of an ideal language environment because it uses learning with many varied methods by applying the mandatory 24-hour Arabic language rules and penalties for language violations. Factors that support the increase in maharah kalam are Arabic rules, mufradat deposits, fun learning methods, Arabic activities and penalties for language violators. The inhibiting factors for the development of maharah kalam were more inclined from internal participants, such as laziness and management of cell phone use. The development of participants' maharah kalam during the course has increased quite well, seen from the number of participants' memorization, active use of Arabic and tutor assessments.