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All Journal Arabiyatuna : Jurnal Bahasa Arab ARKHAS: Journal of Arabic Language Teaching
Ufairah, Nabila Izzatul
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Religion Education Languange, Linguistic, Communication & Media Social Sciences

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What Shapes CEFR Implementation in Arabic Language Education? A Systematic Review of Enablers and Constraints Arrifqi, Nadia; Putri, Amanda; Ufairah, Nabila Izzatul; Atulolon, Wardah Nailah El-Izzah; Daroini, Slamet
Arabiyatuna: Jurnal Bahasa Arab Vol. 10 No. 1 (2026)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v10i1.15494

Abstract

This study aims to examine the factors that support and hinder the implementation of the Common European Framework of Reference (CEFR) in Arabic language education. Although the adoption of CEFR has expanded significantly, its implementation remains uneven due to variations in institutional readiness, curriculum alignment, and teacher competence. While numerous studies have discussed CEFR-based materials, assessment, or pedagogy, existing research remains fragmented, and no comprehensive synthesis has mapped the enabling and constraining factors influencing CEFR implementation in Arabic language education. This study addresses this gap by systematically reviewing research published between 2018 and 2025 to identify (1) the key conditions that support CEFR adoption and (2) the major obstacles that hinder its effectiveness in Arabic language learning. Employing a Systematic Literature Review (SLR) approach following PRISMA procedures, the study analyzed selected articles through NVivo-assisted thematic coding to generate an integrated conceptual pattern of enablers and constraints. The findings indicate that successful CEFR implementation is supported by curriculum alignment with CEFR descriptors, teacher readiness, availability of CEFR-based materials, technological integration, and high learner motivation. Conversely, curriculum misalignment, limited teacher proficiency, insufficient materials, weak institutional support, and sociocultural barriers significantly restrict implementation outcomes. These findings provide an evidence-based foundation for the development of CEFR-informed policies, curricula, and pedagogical practices in Indonesia and the broader Southeast Asian context.
فعالية استخدام وسيلة اللعبة "الحقيقة أو الجرأة" لترقية مهارة الكلام لدى الطلاب بالمدرسة: The Effectiveness of Using the “Truth or Dare” Game as a Learning Tool to Improve Students’ Speaking Skills at School Ufairah, Nabila Izzatul; Luthfi, Habib; Daroini, Slamet; Arrifqi, Nadia; Pahrurrozi, Pahrurrozi; Siregar, Nurlina
Journal of Arabic Language Teaching Vol. 6 No. 1 (2026): ARKHAS ~ Journal of Arabic Language Teaching
Publisher : Postgraduate Study Programme of Universitas Islam Negeri KH. Achmad Siddiq Jember, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/arkhas.v6i1.2560

Abstract

Arabic language learning requires effective instructional media to develop students’ communicative competence, particularly in speaking skills. However, existing studies on the use of game-based media, especially the Truth or Dare game, remain limited in addressing the systematic development of Arabic speaking skills at the secondary school level. This study aims to examine the effectiveness of the Truth or Dare game in improving students’ Arabic speaking skills at State Islamic Senior High School 2 Jember. A quantitative approach with a quasi-experimental design using unequal control groups was employed, involving an experimental and a control class. Data were collected through observation, interviews, pre-tests, and post-tests, and analyzed using SPSS 27 through normality and independent sample t-tests. The results showed that the data were normally distributed (Sig. > 0.05) and revealed a statistically significant difference between the two groups (t = -4.773; Sig. 0.000 < 0.05), indicating that the Truth or Dare game significantly improves students’ speaking skills. This study highlights the innovative role of interactive game-based learning in enhancing students’ confidence, creativity, and fluency. The findings contribute both theoretically and practically by supporting the integration of interactive media in Arabic language teaching. It is recommended that teachers adopt such media to promote active learning. يتطلب تعلم اللغة العربية وسائل تعليمية فعالة لتنمية الكفاءة التواصلية لدى الطلاب، لا سيما في مهارات التحدث. ومع ذلك، لا تزال الدراسات الحالية حول استخدام الوسائل القائمة على الألعاب، وخاصة لعبة «الحقيقة أو الجرأة»، محدودة في معالجة التطوير المنهجي لمهارات التحدث باللغة العربية على مستوى المرحلة الثانوية. تهدف هذه الدراسة إلى فحص فعالية لعبة «الحقيقة أم التحدي» في تحسين مهارات التحدث باللغة العربية لدى الطلاب في المدرسة الثانوية الإسلامية الحكومية رقم 2 بجمبر. تم استخدام نهج كمي بتصميم شبه تجريبي باستخدام مجموعات مراقبة غير متساوية، شملت فصلاً تجريبياً وفصلاً مراقبة. تم جمع البيانات من خلال الملاحظة والمقابلات والاختبارات التمهيدية والاختبارات النهائية، وتم تحليلها باستخدام برنامج SPSS 27 من خلال اختبارات التوزيع الطبيعي واختبارات t للعينات المستقلة. أظهرت النتائج أن البيانات موزعة توزيعًا طبيعيًا (Sig. > 0.05) وكشفت عن وجود فرق ذي دلالة إحصائية بين المجموعتين (t = -4.773؛ Sig. 0.000 < 0.05)، مما يشير إلى أن لعبة "الحقيقة أم التحدي" تحسن مهارات التحدث لدى الطلاب بشكل ملحوظ. تسلط هذه الدراسة الضوء على الدور المبتكر للتعلم التفاعلي القائم على الألعاب في تعزيز ثقة الطلاب وإبداعهم وطلاقتهم. وتسهم النتائج نظريًا وعمليًا في دعم دمج الوسائط التفاعلية في تدريس اللغة العربية. ويوصى بأن يتبنى المعلمون هذه الوسائط لتعزيز التعلم النشط.
Co-Authors Arrifqi, Nadia Atulolon, Wardah Nailah El-Izzah Daroini, Slamet Luthfi, Habib Pahrurrozi Pahrurrozi, Pahrurrozi putri, amanda Siregar, Nurlina