Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal IZDIHAR
Halimi Halimi
UIN Maulana Malik Ibrahim Malang, Indonesia
Education Languange, Linguistic, Communication & Media

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Integrating Critical Literary Frameworks Into Arabic Language Learning: A Design-Based Research Study Halimi Halimi; Ahmad Fatoni; Mohammad Majed Al Dakheel
Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature Vol. 9 No. 2 (2026): Izdihar: Journal of Arabic Language Teaching, Linguistics, and Literature
Publisher : Arabic Education Department, Islamic Studies Faculty, Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jiz.v8i2.44904

Abstract

This study aimed to develop and empirically test the Critical Literary-Based Arabic Learning (CLAL) model, which integrates reader-response theory and critical pedagogy to address the overemphasis on grammar in traditional Arabic instruction. Employing a design-based research (DBR) approach, the model was implemented with 90 undergraduate students from three distinct programs at UIN Maulana Malik Ibrahim Malang: Arabic Language Education (FITK), Arabic Language and Literature (FH), and the Advanced Arabic Class (PPB). Data were collected through reading comprehension tests, writing assessments, classroom observations, and semi-structured interviews. The findings demonstrated significant improvements in students' reading comprehension (pre-test mean (M) = 58.4, post-test mean (M) = 78.9, p < .001, d = 1.78), alongside improvements in critical thinking and language production. The resulting five-stage CLAL model, comprising text exposure, personal response, critical reflection, collaborative discussion, and language production, offers Arabic educators a practical, empirically supported framework for shifting pedagogy toward interpretive, reflective, and student-centered learning.
Co-Authors Ahmad Fatoni Mohammad Majed Al Dakheel