HOW CEFR IS IMPLEMENTED IN ARABIC LANGUAGE LEARNING IN MADRASAH SCHOOLS

A Case Study at Madrasah Tsanawiyah Mambaus Sholihin

Abstract

This study examines the implementation of the Common European Framework of Reference for Languages (CEFR) in Arabic language learning at Madrasah Tsanawiyah Mambaus Sholihin, an Islamic educational institution emphasizing religious values. This research used a case study method with a qualitative approach involving semi-structured interviews, participatory observation, and document analysis. The findings show that despite significant efforts to integrate the CEFR through communicative activities such as role plays and group discussions, its implementation is still hampered by various factors, including teachers' lack of understanding of the CEFR, the dominance of religious themes in learning materials, and limited resources such as teaching materials and technology. In addition, the assessment system that still focuses on traditional approaches is one of the main obstacles to achieving CEFR objectives that emphasize communicative skills. This study recommends intensive training for teachers, development of teaching materials relevant to the CEFR standards, and reformulation of the assessment system to support the effective implementation of the CEFR. The results of this study provide important insights into the adaptation of the CEFR in the local context of madrasahs and open up opportunities for further research on the integration of the CEFR across different cultural and educational contexts.