Toward a Standardized Arabic Proficiency Test to Support Graduate Academic and Communicative Skill in Indonesian Higher Education

Hikmah Maulani; Abdul Kodir; Asep Supianudin; Nanang Kosim; Ashinida Aladdin

doi:10.31000/ymh09h18

Authors

Hikmah Maulani Indonesia University of Education
Abdul Kodir Sunan Gunung Djati State Islamic University Bandung
Asep Supianudin Sunan Gunung Djati State Islamic University Bandung
Nanang Kosim Sunan Gunung Djati State Islamic University Bandung
Ashinida Aladdin Universiti Kebangsaan Malaysia , National University of Malaysia

DOI:

https://doi.org/10.31000/ymh09h18

Keywords:

Academic Standards, academic skill, assessment, policy in higher education

Abstract

This study aims to analyze the gap between theoretical constructs and empirical practices in Arabic language proficiency tests in Indonesian higher education, as well as to identify the direction of standardization that is able to bridge the orientation of Arabic language proficiency in Higher Education in two categories, namely Arabic Language Education and Arabic Literature. This research uses a qualitative approach with an a priori-oriented case study method, conducted at two public general universities in Indonesia, one specializing in Arabic Language Education and the other in Arabic Literature. Data were collected through document analysis (covering two curricula, test instruments, syllabi, and learning outcomes) and semi-structured interviews with two lecturers who also serve as test developers. The analysis was conducted using theory-driven thematic analysis to examine the constructs of proficiency, skill representation, and standardization practices. The findings indicate significant gaps in three main aspects: (1) constructs that are still oriented towards language knowledge rather than language use, (2) an imbalance in skill representation with a dominance of qira’ah and a lack of productive skills, and (3) the absence of calibrated standards across institutions. Furthermore, there is a dichotomy between the communicative (Arabic Language Education) and analytical (Arabic Literature) approaches that have not been integrated into the test design. This research offers a conceptual contribution by positioning Arabic language proficiency as an integrative competency that combines communicative and analytical dimensions, while simultaneously bridging two previously separate disciplines. This study provides a basis for the development of more representative, contextual, and standardized proficiency tests at the higher education level.

Author Biographies

Abdul Kodir, Sunan Gunung Djati State Islamic University Bandung

Arabic Department
Asep Supianudin, Sunan Gunung Djati State Islamic University Bandung

Arabic Department
Nanang Kosim, Sunan Gunung Djati State Islamic University Bandung

Arabic Department
Ashinida Aladdin, Universiti Kebangsaan Malaysia, National University of Malaysia

Pusat Kajian Bahasa dan Linguistik UKM Malaysia

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