Enhancing Students' Arabic Speaking Proficiency through a Communicative Arabic Pocket Book: A Pre-Experimental Study
Abstract
Islamic boarding schools provide important contexts for Arabic language learning. However, students’ communicative speaking proficiency may remain limited when instructional practices emphasize grammatical knowledge more than oral communication. This study examined changes in the Arabic speaking proficiency (maharah al-kalam) of seventh-grade students at Al-Irsyad Boarding School Bulaan Kamba following the implementation of a communicative Arabic pocket book. A quantitative pre-experimental study was conducted using a one-group pretest–posttest design without a control group. The participants were 30 male students selected through convenience sampling based on dormitory residence. They participated in three intervention sessions covering daily routines related to ablution and prayer, room cleaning, and breakfast. Data were analyzed using the N-Gain Score and a paired-samples t-test. The normality of the pretest–posttest difference scores was assessed using the Shapiro–Wilk test. The mean speaking score increased from 36.67 on the pretest to 66.58 on the posttest, with a mean N-Gain score of 0.494, indicating moderate improvement. The paired-samples t-test showed a statistically significant difference between pretest and posttest scores (p < .001, Cohen’s dz = 4.59). These findings indicate an improvement in speaking scores following the intervention. However, because the study employed a one-group pretest–posttest design without a control group and involved a limited sample, the results should be interpreted as preliminary evidence rather than definitive proof of the pocket book’s effectiveness. The findings provide preliminary empirical evidence for the use of a communicative Arabic pocket book as supplementary material for muhādathah activities in Islamic boarding schools. Further studies using controlled designs are needed to examine whether similar improvements can be replicated in other learning contexts.
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