ARABIC LANGUAGE CURRICULUM DEVELOPMENT THROUGH THE FIFTH-GRADE GRAND SPEECH FINAL AT KMI GONTOR PUTRI 1

https://doi.org/10.23960/simbol.v12i2.1879
Published: Sep 27, 2024

Abstract:

This study investigates the development of the Arabic language curriculum through the Fifth-Grade Grand Speech Final at KMI Gontor Putri 1. The research aims to analyze how speech performance activities contribute to communicative Arabic learning, character formation, and curriculum enrichment within the pesantren educational system. This study employed a qualitative approach using a case study design. Data were collected through observations, semi-structured interviews, and documentation involving language supervisors, Arabic teachers, student committees, and speech finalists. The findings reveal that the Grand Speech Final functions as an activity-based curriculum development program integrating communicative competence, experiential learning, leadership training, and moral education. Students developed speaking fluency, rhetorical confidence, pronunciation accuracy, and public communication skills through intensive rehearsal and authentic language interaction. The activity also functioned as a hidden curriculum by embedding values of discipline, responsibility, cooperation, and ethical communication within institutional language practices. The study concludes that activity-based Arabic programs can strengthen curriculum implementation beyond formal classroom instruction and provide meaningful communicative experiences for students. This research contributes theoretically to the discourse of Arabic language curriculum development by emphasizing the integration of experiential pedagogy and communicative learning within pesantren-based education.

Keywords:
1. Arabic language curriculum
2. communicative competence
3. experiential learning
4. public speaking
5. pesantren education
Authors:
1 . Fairuz Subakir
Universitas Darussalam Gontor
2 . Agus Yasin
Universitas Darussalam Gontor
3 . Ahmad Ario Sofian
Universitas Darussalam Gontor
4 . Nur Fera Khalifah
Universitas Darussalam Gontor
5 . Nuraeni Rahmawati
Universitas Darussalam Gontor
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How to Cite
Subakir, F., Yasin, A., Sofian, A. A., Khalifah, N. F., & Rahmawati, N. (2024). ARABIC LANGUAGE CURRICULUM DEVELOPMENT THROUGH THE FIFTH-GRADE GRAND SPEECH FINAL AT KMI GONTOR PUTRI 1. J-Simbol: Jurnal Magister Pendidikan Bahasa Dan Sastra Indonesia, 12(2), 667–677. https://doi.org/10.23960/simbol.v12i2.1879
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Vol. 12 No. 2 (2024): J-Simbol: Jurnal Magister Pendidikan Bahasa dan Sastra Indonesia
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References

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    Erlina, E., Wahidmurni, W., Nurhadi, N., & Kamsir, R. Z. (2024). Enhancing curriculum monitoring systems: Case study of Arabic language education at STAIN Mandailing Natal. *MANAGERIA: Jurnal Manajemen Pendidikan Islam, 9*(1), 1–18. https://doi.org/10.14421/manageria.2024.91-01

    Firdaus, S. (2024). Arabic speaking skill learning using the experiential learning theory-based learning model and its role in learning model development. *Al-Ta’rib: Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya, 12*(1), 189–202. https://doi.org/10.23971/altarib.v12i1.7353

    Firdaus, S. (2024). Arabic speaking skill learning using the experiential learning theory-based learning model and its role in learning model development. *Al-Ta’rib: Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya, 12*(1), 189–202. https://doi.org/10.23971/altarib.v12i1.7353

    Hamidi, F., & Handican, R. (2023). Systematic literature review: Implementasi metode pembelajaran bahasa Arab dalam mempelajari kitab kuning. Muhibbûl Arabiyah: Jurnal Pendidikan Bahasa Arab, 3(1), 31–48. https://doi.org/10.35719/pba.v3i1.116

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    Nadhif, M. F., & Ramadlan, M. A. A. (2024). Strategies for developing public speaking skills in Arabic for students of the Pondok Pesantren Al-Itqon Kendal. *ATHLA: Journal of Arabic Teaching, Linguistic and Literature, 5*(2), 135–149. https://doi.org/10.22515/athla.v5i2.10248

    Nadhif, M. F., & Ramadlan, M. A. A. (2024). Strategies for developing public speaking skills in Arabic for students of the Pondok Pesantren Al-Itqon Kendal. *ATHLA: Journal of Arabic Teaching, Linguistic and Literature, 5*(2), 135–149. https://doi.org/10.22515/athla.v5i2.10248

    Najwa, N., Maulana, A., & Maskud, M. (2024). Implementation of an integrated curriculum in improving Arabic speaking skills. *Izdihar: Journal of Arabic Language Teaching, Linguistics, and Literature, 6*(3), 267–278. https://doi.org/10.22219/jiz.v6i3.27418

    Nuha, M. A. U., & Faedurrohman, F. (2022). Manajemen perencanaan kurikulum bahasa Arab (tinjauan ontologi, epistemologi dan aksiologi). Al-Muyassar: Journal of Arabic Education, 1(2), 135–147.

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    Setiyadi, A. C., Hidayah, N., Wahyudi, M., & Maha, M. B. (2023). Bi’ah lughawiyah programs in Arabic language learning to improve students’ Arabic speaking skills. *Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban, 7*(1). https://doi.org/10.15575/jpba.v7i1.24173

    Uswatusolihah, U. (2017). Pembelajaran public speaking di pondok pesantren untuk moderasi Indonesia. *KOMUNIKA: Jurnal Dakwah dan Komunikasi, 11*(2), 221–236. https://doi.org/10.24090/komunika.v11i2.1370

    Wahidah, Y., & Fatikhun, M. (2022). Pembangunan keahlian public speaking melalui kegiatan khitobah di pondok pesantren. *Hujjah: Jurnal Ilmiah Komunikasi dan Penyiaran Islam, 6*(2), 108–122. https://doi.org/10.52802/hjh.v6i2.494

  1. Bashiroh, E., & Ammar, F. M. (2024). Empowering global Islamic education through Arabic public speaking. *Indonesian Journal of Islamic Studies, 12*(2). https://doi.org/10.21070/ijis.v12i2.1715
  2. Erlina, E., Wahidmurni, W., Nurhadi, N., & Kamsir, R. Z. (2024). Enhancing curriculum monitoring systems: Case study of Arabic language education at STAIN Mandailing Natal. *MANAGERIA: Jurnal Manajemen Pendidikan Islam, 9*(1), 1–18. https://doi.org/10.14421/manageria.2024.91-01
  3. Firdaus, S. (2024). Arabic speaking skill learning using the experiential learning theory-based learning model and its role in learning model development. *Al-Ta’rib: Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya, 12*(1), 189–202. https://doi.org/10.23971/altarib.v12i1.7353
  4. Firdaus, S. (2024). Arabic speaking skill learning using the experiential learning theory-based learning model and its role in learning model development. *Al-Ta’rib: Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya, 12*(1), 189–202. https://doi.org/10.23971/altarib.v12i1.7353
  5. Hamidi, F., & Handican, R. (2023). Systematic literature review: Implementasi metode pembelajaran bahasa Arab dalam mempelajari kitab kuning. Muhibbûl Arabiyah: Jurnal Pendidikan Bahasa Arab, 3(1), 31–48. https://doi.org/10.35719/pba.v3i1.116
  6. Harden, R. M. (2007). Outcome-based education: The future is today. Medical Teacher, 29(7), 625–629. https://doi.org/10.1080/01421590701729930
  7. Massofia, F. D., & Siti Rohmah Febriani (2023). Analisis kurikulum bahasa Arab dengan model Rogers di SMP IT Insan Cendekia Boarding School Payakumbuh. Tsaqofiya: Jurnal Pendidikan Bahasa dan Sastra Arab, 5(1), 1–18. https://doi.org/10.21154/tsaqofiya.v5i1.229
  8. Miles, M. B., Huberman, A. M., & Saldaña, J. (2020). *Qualitative data analysis: A methods sourcebook* (4th ed.). SAGE Publications. https://us.sagepub.com/en-us/nam/qualitative-data-analysis/book246128
  9. Nadhif, M. F., & Ramadlan, M. A. A. (2024). Strategies for developing public speaking skills in Arabic for students of the Pondok Pesantren Al-Itqon Kendal. *ATHLA: Journal of Arabic Teaching, Linguistic and Literature, 5*(2), 135–149. https://doi.org/10.22515/athla.v5i2.10248
  10. Nadhif, M. F., & Ramadlan, M. A. A. (2024). Strategies for developing public speaking skills in Arabic for students of the Pondok Pesantren Al-Itqon Kendal. *ATHLA: Journal of Arabic Teaching, Linguistic and Literature, 5*(2), 135–149. https://doi.org/10.22515/athla.v5i2.10248
  11. Najwa, N., Maulana, A., & Maskud, M. (2024). Implementation of an integrated curriculum in improving Arabic speaking skills. *Izdihar: Journal of Arabic Language Teaching, Linguistics, and Literature, 6*(3), 267–278. https://doi.org/10.22219/jiz.v6i3.27418
  12. Nuha, M. A. U., & Faedurrohman, F. (2022). Manajemen perencanaan kurikulum bahasa Arab (tinjauan ontologi, epistemologi dan aksiologi). Al-Muyassar: Journal of Arabic Education, 1(2), 135–147.
  13. Nurbayan, Y., Sauri, S., & Sanusi, A. (2021). Developing an international standardized Arabic language education curriculum: Introducing a conception-focused design and outcome. *Al-Ta’rib: Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya, 9*(2), 155–172. https://doi.org/10.23971/altarib.v9i2.3264
  14. Pebrian, R., Yunita, Y., & Akzam, I. (2020). Pengaruh metode pembelajaran bahasa Arab komunikatif (Communicative Language Teaching) terhadap kemahiran berbahasa. *Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan, 17*(2), 154–168. https://doi.org/10.25299/al-hikmah:jaip.2020.vol17(2).5221
  15. Rahmawati, R., & Febriani, S. R. (2021). Investigating the problems of learning Arabic for Islamic universities in the era of Covid-19 pandemic. International Journal of Language Education, 5(4), 324–336. https://doi.org/10.26858/ijole.v5i4.18886
  16. Setiyadi, A. C., Hidayah, N., Wahyudi, M., & Maha, M. B. (2023). Bi’ah lughawiyah programs in Arabic language learning to improve students’ Arabic speaking skills. *Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban, 7*(1). https://doi.org/10.15575/jpba.v7i1.24173
  17. Uswatusolihah, U. (2017). Pembelajaran public speaking di pondok pesantren untuk moderasi Indonesia. *KOMUNIKA: Jurnal Dakwah dan Komunikasi, 11*(2), 221–236. https://doi.org/10.24090/komunika.v11i2.1370
  18. Wahidah, Y., & Fatikhun, M. (2022). Pembangunan keahlian public speaking melalui kegiatan khitobah di pondok pesantren. *Hujjah: Jurnal Ilmiah Komunikasi dan Penyiaran Islam, 6*(2), 108–122. https://doi.org/10.52802/hjh.v6i2.494