Bridging Assessment and Proficiency: Developing Speaking Skill Test Instruments for Arabic Learners

Muhamad Fuad Hasim; Muhammad Baihaqi; Nelly Sakinah; Ulil Irzaqotul Humaidah; Adi Surya Utama

doi:10.21154/zk6nbg28

Authors

Muhamad Fuad Hasim Universitas Islam Negeri Sunan Ampel Surabaya Author
Muhammad Baihaqi Universitas Islam Negeri Sunan Ampel Surabaya Author
Nelly Sakinah Universitas Islam Negeri Sunan Ampel Surabaya Author
Ulil Irzaqotul Humaidah Universitas Islam Negeri Sunan Ampel Surabaya Author
Adi Surya Utama Universitas Islam Negeri Sunan Ampel Surabaya Author

DOI:

https://doi.org/10.21154/zk6nbg28

Keywords:

Kalam, Pesantren Curriculum, Second Language Acquisition, Task-based Assessment

Abstract

This study aims to examine the practice of evaluating Arabic speaking skills (maharah kalam) at MTs Pondok Pesantren Darul Ulum Indragiri and identify the need for developing evaluation instruments that are performative-based, standardized, and appropriate for the pesantren context. This study used a mixed methods approach with quantitative survey techniques on 40 students and in-depth qualitative interviews with Arabic teachers. The findings show that the form of evaluation used is still dominated by direct question and answer, while only a small proportion of teachers (35%) use written rubrics. Most teachers conduct assessments intuitively and have not received specialized training in oral assessment design. On the other hand, students expressed feeling more confident after taking the exam, but also faced obstacles such as time constraints and unclear instructions. The mismatch between the communicative learning approach and the evaluation methods used indicates the need for systemic intervention in curriculum design and assessment. This research contributes theoretically in strengthening the concepts of Second Language Acquisition (SLA) and Communicative Language Teaching (CLT) in the context of oral evaluation in pesantren-based institutions. Practically, this study provides an empirical basis for the development of task-based, authentic, and digital interactive kalam test instruments that can be applied more widely in Arabic language education.

Abstrak

Penelitian ini bertujuan untuk mengkaji praktik penilaian keterampilan berbicara bahasa Arab (maharah kalam) di MTs Pondok Pesantren Darul Ulum Indragiri dan mengidentifikasi kebutuhan pengembangan instrumen evaluasi yang berbasis performatif, terstandar, dan sesuai dengan konteks pesantren. Penelitian ini menggunakan pendekatan metode campuran dengan teknik survei kuantitatif terhadap 40 siswa dan wawancara kualitatif mendalam dengan guru bahasa Arab. Temuan menunjukkan bahwa bentuk evaluasi yang digunakan masih didominasi oleh tanya jawab langsung, sementara hanya sebagian kecil guru (35%) yang menggunakan rubrik tertulis. Sebagian besar guru melakukan penilaian secara intuitif dan belum mendapatkan pelatihan khusus dalam desain penilaian lisan. Di sisi lain, siswa menyatakan merasa lebih percaya diri setelah mengikuti ujian, tetapi juga menghadapi kendala seperti keterbatasan waktu dan instruksi yang tidak jelas. Ketidaksesuaian antara pendekatan pembelajaran komunikatif dan metode evaluasi yang digunakan menunjukkan perlunya intervensi sistemik dalam desain dan penilaian kurikulum. Penelitian ini berkontribusi secara teoritis dalam memperkuat konsep Akuisisi Bahasa Kedua dan Pengajaran Bahasa Komunikatif dalam konteks evaluasi lisan di lembaga berbasis pesantren. Secara praktis, penelitian ini memberikan dasar empiris untuk pengembangan instrumen tes kalam interaktif berbasis tugas, autentik, dan digital yang dapat diterapkan lebih luas dalam pendidikan bahasa Arab.

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