Evaluating the CEFR Alignment of Arabic Speaking Materials: A Content Analysis of the Grade X Arabic Textbook at Pondok Pesantren Darussalam Aur Duri Sumani Standards

Abstract

Speaking is a fundamental component of Arabic language learning, as it plays an essential role in developing learners’ communicative competence. However, the alignment between speaking materials in Arabic textbooks and the proficiency levels represented in the Common European Framework of Reference for Languages (CEFR) requires further examination. This study aims to analyze the alignment of speaking materials in the Grade 10 Arabic textbook used at Pondok Pesantren Darussalam Aur Duri Sumani with CEFR speaking proficiency descriptors. This study employed a qualitative descriptive method using content analysis. The data were analyzed through an analytical rubric adapted from CEFR descriptors, particularly those related to spoken production and spoken interaction. The findings indicate that, of the nine speaking activities analyzed, four activities were classified at the A1 level and five at the A2 level, representing 44.4% and 55.6%, respectively. No activities were classified at the B1 or B2 levels. These findings indicate that the analyzed speaking materials remain entirely within the basic A1–A2 levels and primarily focus on simple question-and-answer activities, guided dialogues, repetition, and controlled oral production. Consequently, the materials provide limited opportunities for learners to develop the communicative competence required at intermediate levels. Therefore, the speaking materials require revision and enrichment through more interactive, spontaneous, and communicative activities to achieve better alignment with CEFR standards and support the development of students’ Arabic speaking competence.