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All Journal Lingua: Jurnal Keilmuan dan Kependidikan Bahasa Arab
Khotijah Khotijah
Universitas Islam Negeri Jurai Siwo Lampung, Indonesia
Education Languange, Linguistic, Communication & Media Other

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Beyond Qawa’id: Developing an Authentic Project-Based Assessment Instrument for Maharatul Kalam in Madrasah Tsanawiyah Heni Wahyuni; Muhammad Nur Pahlevi; Muhammad Hilla Azka Harlek Putra; Jasnawi Jasnawi; Muhammad Idris Hasibuan; Khotijah Khotijah
Lingu Vol 12 No 2 (2026)
Publisher : Fakultas Tarbiyah dan Keguruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/lingua.v12i2.12689

Abstract

Purpose – This study aims to design and develop a comprehensive video-based project assessment rubric that integrates linguistic performance indicators with digital media quality to evaluate Arabic speaking skills (maharatul kalam) within an authentic learning framework. Design/methods/approach – Employing a Design and Development Research (DDR) approach, the study began with a document analysis of the Grade IX Madrasah Tsanawiyah textbook published by the Kementerian Agama Republik Indonesia, which revealed a significant instructional emphasis on formal grammatical structures at the expense of functional oral communication. To address this gap, a structured rubric was developed based on theories of communicative competence and performance-based assessment, featuring two primary dimensions: Arabic speaking performance (intonation, structure, fluency, and coherence) and video project quality (concept, relevance, and audio-visual synchronization). Findings – Results indicate that the proposed dual-dimensional model provides a theoretically grounded and objective mechanism for teachers to evaluate communicative proficiency, aligning classroom practices with contemporary technology-driven standards. However, the study is limited by its conceptual scope and focus on a specific grade level, necessitating further empirical testing to establish inter-rater reliability. It is recommended that future research explores the scalability of this assessment framework across diverse linguistic domains and educational contexts to foster holistic Arabic language evaluation. Research Implications – The implications of this research suggest that integrating project-based digital tasks can shift the pedagogical focus from rote grammatical recognition to productive language mastery.
The Relevance of the Philosophy of Language to Pedagogical Approaches in Arabic Language Education Khotijah Khotijah; Irfan Salim; Irfan Hania
Lingu Vol 11 No 2 (2025)
Publisher : Fakultas Tarbiyah dan Keguruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/lingua.v11i2.12549

Abstract

Purpose – This study examines how philosophy of language—specifically theories of meaning, signs, and speech acts—can enrich Arabic pedagogy by providing a context-sensitive epistemological foundation for contemporary instruction. Design/methods/approach – This research employs a qualitative conceptual approach using document-based analysis. Primary and secondary literature on philosophy of language, linguistic theory, and Arabic language pedagogy were identified, selected, and analyzed through thematic content analysis. The process involved categorizing theoretical constructs, mapping their pedagogical relevance, and synthesizing them into an integrated instructional model. The analysis relies on theoretical triangulation to ensure conceptual rigor and coherence. Findings – The study reveals that philosophical theories of meaning, semiotic representation, and speech acts provide a robust framework for addressing the limitations of structural and communicative methods traditionally used in Arabic language classrooms. The integration of these theories highlights the centrality of context, intention, and social function in meaning-making and demonstrates that effective Arabic instruction requires more than grammatical accuracy or fluency. The proposed synthesis model incorporates illocutionary functions, multimodal signs, and interpretative practices to help learners construct deeper semantic, pragmatic, and cultural understanding. Research implications – This research mandates integrating philosophical theories into Arabic pedagogy to enhance learners' pragmatic competence, cultural interpretation, and context-driven meaning-making beyond mere grammatical accuracy.
Co-Authors Heni Wahyuni Irfan Hania Irfan Salim Jasnawi Jasnawi Muhammad Hilla Azka Harlek Putra Muhammad Idris Hasibuan Muhammad Nur Pahlevi