Structured Language Games to Develop Arabic Speaking Skills in an Indonesian Islamic Boarding School
DOI:
https://doi.org/10.31000/7svqft75Keywords:
Arabic language learning, language games, listening skills, speaking skills, Islamic boarding schoolAbstract
Arabic instruction in Indonesian Islamic boarding schools often combines religious, academic, and communicative purposes, yet students may receive limited opportunities for systematic oral practice. This study developed and field-tested a structured set of language games connecting listening input with spoken output. An adapted research-and-development procedure comprised needs analysis, instructional design, expert validation, revision, and a one-group pretest-posttest field trial. Twenty first-year secondary students at Al-Muyassar Institute, Bogor, were selected purposively from a population of 150 students. The instructional product was a Shopping unit containing 20 non-digital games implemented in eight 45-minute lessons. Data were collected through observation, interview, expert-validation forms, and an integrated listening-speaking test. Reliability was high (Cronbach's alpha = .921 for listening, .966 for speaking, and .973 overall). Mean listening scores increased from 16.85 to 21.10, and speaking scores from 17.85 to 21.70; paired tests were significant at p < .001, with eta-squared values of .96 and .99. The novelty lies in organizing low-technology games as an integrated input-interaction-output sequence rather than isolated recreation. The model offers a practical bridge between textbook content and oral communication in boarding-school Arabic education, while its one-group design limits causal generalization.
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