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Developing Arabic Grammar Materials Based on Contextual Learning at Islamic Boarding School in Indonesia

Summary

The paper addresses a gap in how Arabic grammar (Nahwu) is taught to beginners at Islamic boarding schools (pesantren) in Central Kalimantan. Lessons there lean heavily on theory and offer few example sentences. Students end up able to recite and explain the rules of Matan al-Ajrumiyyah but unable to use them when speaking or writing. The authors followed what they call the EDDIE model (analysis, design, development, implementation, evaluation) to build a supplementary workbook based on Contextual Teaching and Learning (CTL). For the needs analysis they observed lessons, interviewed teachers and reviewed documents at five pesantren, with seven ustadz as subjects. The resulting materials tie grammar to students' daily local and national cultural life. One expert rated the draft with a questionnaire, which gave a mean of 3.71 out of 4 (92.75%). That score falls in the band where materials may be used without revision. Classroom implementation and evaluation of learning outcomes are left for a later stage. The work matters mainly as a structured recipe for turning rule-only grammar instruction into example-driven, usable practice.

Key points

  • Setting: five pesantren in Central Kalimantan at junior secondary (MTs) level, all teaching from Matan al-Ajrumiyyah, with seven teachers (ustadz) as research subjects.
  • Problem identified: learners memorize rules but lack practice and functional vocabulary, so they cannot produce correct spoken or written sentences.
  • Each lesson unit follows a fixed sequence: apperception (warm-up), examples, explanation, exercises, conclusion, reflection. The target skills are word selection, sentence completion, sentence construction and guided composition. The media used are direct, simulated and pictorial.
  • Validation: 39 rubric items scored 145 in total (mean 3.71/4, 92.75%). Under the four-band scale (85.01–100% very valid; 70.01–85% minor revision; 50.01–70% major revision; below 50% not usable), the materials rate as very valid.
  • The validator still recommended adding more examples and more varied exercises for each topic. Qualitative data were analysed with the Miles and Huberman method, and quantitative data with simple means.

Interesting ideas

  • I1. The diagnosis separates knowing a rule from being able to apply it. Practice is then graded from recognition to production: pick a word, fill a gap, build a sentence, write guided text. This makes the exact level at which a learner fails visible. — For Mova (answer): School-course tests could be organized into the same four tiers, so a failure shows whether a reader breaks on recognition or only on production.
  • I2. Every unit puts concrete examples before the rule statement and ends with exercises and reflection. In this inductive setup, the rule is discovered from instances rather than handed down. — For Mova (learn): Self-induced repair rules could be proposed from clusters of example errors and then checked on held-out "exercise" sentences, mirroring the examples→rule→exercise order.
  • I3. Validation scores map onto action bands (use as is / minor fix / major fix / reject), so a number translates directly into a decision. — For Mova (learn): Evaluation reports for new parser models or repair rules could use fixed percentage bands tied to explicit actions, rather than raw scores alone.
  • I4. The paper is a cautionary design point: a single expert's rubric rating is reported as validity, while effects on learners remain untested. Even the validator asked for more examples. — For Mova (learn): Ratings from an LLM teacher or one witness should count only as a gate, never as proof; acceptance should require downstream task results plus negative controls.
  • I5. Examples are deliberately drawn from learners' own everyday social and cultural setting, so grammar attaches to familiar situations. — For Mova (world): Test scenarios for world-of-text building could come from everyday domestic and local situations, where entities, holdings and event order are easy to verify by hand.

Our summary of the paper, in our own words — not its text. The work belongs to its authors; read it at the links above.

Fields: Linguistics & languages

Topics: Semitic languages

Cite

The paper itself, not this page. BibTeX from the library's record of the work. DOI 10.23971/altarib.v12i1.8292

@inproceedings{hamidah2024developing,
  title = {{Developing Arabic Grammar Materials Based on Contextual Learning at Islamic Boarding School in Indonesia}},
  author = {Hamidah, Hamidah and Rahmah, Yulia and Hasanah, Uswatun and Selvianor, Selvianor and Ajahari, Ajahari},
  booktitle = {Al-Ta'rib 12},
  year = {2024},
  doi = {10.23971/altarib.v12i1.8292},
  url = {https://doi.org/10.23971/altarib.v12i1.8292}
}

References

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