Mapping Competency Standards: A CEFR-Based Analysis of The Arabic Textbook Al-‘Arabiyyah Al-Muyassarah for Junior High School Level
Abstract
The limited comprehensive analysis of the alignment of Arabic language textbooks based on CEFR standards has resulted in the quality of local teaching materials not yet being internationally measurable. The principles of the Common European Framework of Reference for Languages (CEFR) were selected as the analytical framework because they have become a major standard in foreign language teaching. This study aims to describe the results of the analysis of the Arabic textbook Al-‘Arabiyyah Al-Muyassarah based on CEFR standards and its conformity with the six CEFR principles. This study employed a qualitative library research approach using content analysis methods. Data were collected through document analysis of the Arabic textbook Al-‘Arabiyyah Al-Muyassarah for Phase D Grade VII as the primary data source. Klaus Krippendorff’s content analysis model, consisting of data collection, data sampling, data recording, data reduction, and conclusion drawing, was used in analyzing the data. The findings of the study represent the answers to the initial formulation and objectives of the research, namely (1) the Arabic textbook Al-‘Arabiyyah Al-Muyassarah fulfills the A1 (beginner) and A2 (elementary) level standards based on the CEFR guidelines, and (2) it also fulfills the CEFR principles, which include language activities, language processes, texts, domains, language learning strategies, and tasks. This study indicates that the Arabic textbook Al-‘Arabiyyah Al-Muyassarah has a quality that is consistent with the international CEFR standards at the A1 and A2 levels, making it suitable for use as teaching material in basic Arabic language learning.
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