The Influence Of CEFR-Based Arabic Language 1 Textbook With A Whole Language Approach On The Motivation And Learning Outcomes/ تأثير استخدام كتاب اللغة العربية 1 على أساس الإطار الأوروبي المرجعي المشترك بالمدخل الكلي على الدافعية ونتائج تعلم طلبة
Abstract
This study aimed to analyze the effect of the Arabic Language 1 textbook for the Sharia Economics Study Program—designed based on the Common European Framework of Reference (CEFR) and employing the Whole Language approach—on students’ motivation and learning outcomes in the Sharia Economics Study Program at Trunojoyo Madura University. The research was motivated by students' limited ability to comprehend Arabic texts on Islamic economics, stemming from the use of partial and contextually irrelevant instructional materials. The CEFR approach was chosen because it integrates language competence with academic and professional contexts, while the Whole Language approach emphasizes integrated, communicative learning of the four language skills. This research employed a quantitative explanatory method with Structural Equation Modeling–Partial Least Squares (SEM–PLS) analysis involving 86 students who used the textbook. The analysis results indicate that implementing the textbook had a significant effect on learning motivation (β = 0.901; p < 0.05) and learning outcomes (β = 0.453; p < 0.05), and that learning motivation significantly affected learning outcomes (β = 0.506; p < 0.05). The R² values of 0.875 for learning outcomes and 0.812 for learning motivation demonstrate a high explanatory power of the model. Therefore, the Arabic Language 1 textbook for the Sharia Economics Study Program, based on CEFR and applying the Whole Language approach, is proven effective in enhancing students’ motivation and their integrated istima’(listening), kalam (speaking), qira’ah (reading), and kitabah (writing) skills within the context of Sharia economics learning.
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References
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DOI: https://doi.org/10.18860/ijazarabi.v9i1.37297
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