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All Journal Al-Muyassar: Journal of Arabic Education
Nanang Kosim
Sunan Gunung Djati State Islamic University Bandung
Education Languange, Linguistic, Communication & Media Social Sciences Other

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Toward a Standardized Arabic Proficiency Test to Support Graduate Academic and Communicative Skill in Indonesian Higher Education Hikmah Maulani; Abdul Kodir; Asep Supianudin; Nanang Kosim; Ashinida Aladdin
Al-Muyassar: Journal of Arabic Education Vol 5 No 3 (2026): Al-Muyassar: Journal of Arabic Education
Publisher : Prodi Pendidikan Bahasa Arab, Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/ymh09h18

Abstract

This study aims to analyze the gap between theoretical constructs and empirical practices in Arabic language proficiency tests in Indonesian higher education, as well as to identify the direction of standardization that is able to bridge the orientation of Arabic language proficiency in Higher Education in two categories, namely Arabic Language Education and Arabic Literature. This research uses a qualitative approach with an a priori-oriented case study method, conducted at two public general universities in Indonesia, one specializing in Arabic Language Education and the other in Arabic Literature. Data were collected through document analysis (covering two curricula, test instruments, syllabi, and learning outcomes) and semi-structured interviews with two lecturers who also serve as test developers. The analysis was conducted using theory-driven thematic analysis to examine the constructs of proficiency, skill representation, and standardization practices. The findings indicate significant gaps in three main aspects: (1) constructs that are still oriented towards language knowledge rather than language use, (2) an imbalance in skill representation with a dominance of qira’ah and a lack of productive skills, and (3) the absence of calibrated standards across institutions. Furthermore, there is a dichotomy between the communicative (Arabic Language Education) and analytical (Arabic Literature) approaches that have not been integrated into the test design. This research offers a conceptual contribution by positioning Arabic language proficiency as an integrative competency that combines communicative and analytical dimensions, while simultaneously bridging two previously separate disciplines. This study provides a basis for the development of more representative, contextual, and standardized proficiency tests at the higher education level.
Scaffolding, Collaboration, and Feedback in Task-Based Arabic Writing: Evidence from an Indonesian Islamic Boarding School Ammar Ahmed Mohammed Al Wesabi; Dindin Solahudin; Isop Syafei; Nanang Kosim
Al-Muyassar: Journal of Arabic Education Vol 5 No 3 (2026): Al-Muyassar: Journal of Arabic Education
Publisher : Prodi Pendidikan Bahasa Arab, Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/g972ey10

Abstract

This study examines how linguistic scaffolding, collaborative writing, and feedback operate as interconnected pedagogical mechanisms in task-based Arabic writing instruction. It reports a focused qualitative classroom-process analysis embedded within a broader research-and-development study conducted at an Islamic boarding school in Bogor, Indonesia. The analysis centered on 14 male upper-secondary students who participated in a ten-period task-based writing program. Data were obtained from classroom observations, interviews, instructional documents, classroom writing activities, and implementation records, and were analyzed thematically by tracing patterns of linguistic support, peer interaction, feedback engagement, and revision. The findings show that linguistic scaffolding helped learners access vocabulary, structures, and task expectations before writing; collaborative work enabled them to generate ideas, compare expressions, and negotiate linguistic choices; and teacher and peer feedback directed attention to unresolved problems that were subsequently addressed through revision. These mechanisms operated sequentially and recursively rather than independently. The study contributes a process-oriented explanation linking linguistic scaffolding, collaborative meaning-making, feedback and noticing, revision, and meaningful Arabic writing. The findings imply that effective task-based writing requires coordinated support across the writing process rather than the assignment of communicative tasks alone.
Co-Authors Abdul Kodir Ammar Ahmed Mohammed Al Wesabi Asep Supianudin Ashinida Aladdin Dindin Solahudin, Dindin Hikmah Maulani Isop Syafei