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All Journal Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Al-Muyassar: Journal of Arabic Education
Isop Syafei
Sunan Gunung Djati State Islamic University Bandung
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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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.
Structured Language Games to Develop Arabic Speaking Skills in an Indonesian Islamic Boarding School Adel Ahmed Al-Bahri; 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: 10.31000/7svqft75

Abstract

Arabic instruction in Indonesian Islamic boarding schools often combines religious, academic, and communicative purposes, yet students may receive limited opportunities for systematic oral practice. This study developed and field-tested a structured set of language games connecting listening input with spoken output. An adapted research-and-development procedure comprised needs analysis, instructional design, expert validation, revision, and a one-group pretest-posttest field trial. Twenty first-year secondary students at Al-Muyassar Institute, Bogor, were selected purposively from a population of 150 students. The instructional product was a Shopping unit containing 20 non-digital games implemented in eight 45-minute lessons. Data were collected through observation, interview, expert-validation forms, and an integrated listening-speaking test. Reliability was high (Cronbach's alpha = .921 for listening, .966 for speaking, and .973 overall). Mean listening scores increased from 16.85 to 21.10, and speaking scores from 17.85 to 21.70; paired tests were significant at p < .001, with eta-squared values of .96 and .99. The novelty lies in organizing low-technology games as an integrated input-interaction-output sequence rather than isolated recreation. The model offers a practical bridge between textbook content and oral communication in boarding-school Arabic education, while its one-group design limits causal generalization.
Developing and Evaluating an Arabic Speaking Curriculum in an Indonesian Islamic Boarding School: A 4-D Model-Based Quasi-Experimental Study Gamil Taher Ahmed; Dindin Solahudin; Isop Syafei; Dedih Wahyudin
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: 10.31000/98ktjk81

Abstract

Arabic curricula for non-native learners may include all four language skills while providing insufficient structure for sustained oral production in classroom implementation. This study developed and evaluated speaking-focused instructional units for first-year middle-school students at Al-Wadi Al-Mubarak Institute, Bogor, Indonesia. Research and development followed the define, design, and develop stages of the Thiagarajan 4-D model and was combined with a nonrandomized quasi-experimental pretest-posttest control-group design. The available field sample comprised 32 students, with 16 in each group; no documented a priori power analysis was available. Data were collected through interviews, observation, curriculum analysis, expert-validation forms, a speaking test, and an analytic oral-performance rubric. The surviving study records do not document independent multiple rating or an inter-rater reliability coefficient; this measurement limitation is therefore acknowledged. The product comprised speaking units for Part One of Arabic Between Your Hands in a student book and teacher guide, integrating communicative language teaching, task-based learning, cooperative work, role-play, formative assessment, self-assessment, and portfolios. The experimental-group mean increased from 9.75 to 17.19, compared with 9.38 to 10.63 in the control group. The adjusted posttest difference was 6.272 points (95% CI [5.688, 6.856]); ANCOVA yielded F(1, 29) = 481.853, p < .001, partial η² = .943. This effect size describes variance associated with group membership after adjustment within this sample, not the percentage of improvement caused by the curriculum. The study offers a methodological and contextual contribution by operationalizing needs analysis, the 4-D process, communicative tasks, and performance assessment within a boarding-school curriculum. Findings remain limited by the small, single-institution, nonrandomized sample and undocumented inter-rater reliability.
Development of Arabic Language Teaching Materials Based on The Merdeka Curriculum Tubagus Ahmad Mahdi; Izzuddin Mustafa; Abdul Kodir; Isop Syafei
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra VOL 9, NO 2 (2025): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v9i2.76603

Abstract

Arabic language education in Indonesia must adapt to technological advancement and students' contextual needs. This study aimed to develop Arabic teaching materials based on the Merdeka (Independent) Curriculum and analyze their effectiveness in improving students’ Arabic language skills at MAN Pandeglang, Banten. Employing a Research and Development (R&D) design, the study followed four phases: needs analysis, material development, classroom implementation, and evaluation. The materials were designed using a communicative approach, project-based learning, and digital integration to create an interactive and student-centered learning experience. Needs analysis revealed significant gaps in existing materials, particularly in engaging students and promoting communication. Implementation in classroom settings showed that students responded positively, with greater motivation and participation. Evaluation through pretests and posttests demonstrated significant improvement, especially in speaking and listening skills. The study concludes that the developed materials are effective and suitable for Arabic instruction aligned with the Merdeka Curriculum, contributing to a more relevant, practical, and engaging Arabic learning environment for Indonesian students.
Co-Authors Abdul Kodir Adel Ahmed Al-Bahri Ammar Ahmed Mohammed Al Wesabi Dedih Wahyudin Dindin Solahudin, Dindin Gamil Taher Ahmed Izzuddin Mustafa Nanang Kosim Tubagus Ahmad Mahdi