CONVERSATION-BASED ONLINE INSTRUCTION FOR MAHARAH KALAM: AN EXPLANATORY CASE STUDY OF COMMUNICATIVE PRACTICE IN SANTRI PEDIA
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Abstract
Maharah kalam is a key indicator of communicative competence, yet its development remains challenging in online environments where interaction is often limited in spontaneity and depth. Although digital platforms provide opportunities for interaction, their effectiveness depends on how communicative activities are systematically designed. This study examines the implementation of conversation-based activities in an online Arabic course at Santri Pedia by integrating Communicative Language Teaching and Online Learning Theory. Using a qualitative-explanatory case-study design, data were collected through online observations, semi-structured interviews with one-founder, three-instructors, and 19-participants, as well as documentation analysis, and analyzed thematically using Spradley’s framework. The findings show that learning is structured through stages of vocabulary preparation, guided dialogue, interactive speaking tasks, and reflective feedback, supported by tutor scaffolding and peer interaction. The gradual increase in task complexity and communicative load facilitates learners’ transition toward more spontaneous communication, focusing fluency, vocabulary use, and confidence. However, limitations such as the lack of authentic materials, absence of placement testing, and limited post-course reinforcement affect learning sustainability. This study concludes that effective online Maharah Kalam instruction requires structured communicative interaction, pedagogical scaffolding, and sustained engagement, while future research should explore longitudinal outcomes, authentic task integration, and adaptive instructional design.
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