A Pedagogical Review of The Suitability of An Imla Textbook with Arabic Origins for Non-native Students: A Case Study at Al Irsyad Tengaran 7 Islamic Junior High School

Ibnu Hafid Alfarisy, Moh. Fauzan

Abstract


This study investigates the suitability of the Mudzakkirah al-Imla textbook, designed for Arabic first language (L1) speakers, for Arab non-native speakers in Grades 7 and 8 at MTs Al Irsyad Tengaran 7, Indonesia. A descriptive qualitative method was employed to collect data, which were analysed based on the textbook, classroom assessment observations, and interviews with both teachers and students. Among the findings, four issues are illuminated: readability / typography-related issues, linguistic demands beyond students’ proficiency level, contextual irrelevance of vocabulary, and the imbalance of student engagement. However, the teachers’ mediation was crucial in adjusting the materials with additional activities and dictations, which were contextualised to some extent and thus narrowed the distance between the textbook content and the learners’ needs. These findings highlight the need for A1 materials to be learner-oriented, culturally appropriate, and pedagogically responsive. With reference to the local context, this study adds to the debates regarding the teaching of Arabic to non-native speakers in various educational settings.
Keywords: Imla, Arabic Textbook Evaluation, Non-native Learners, Classroom observation, Textbook Adaptation

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