Festival-Based Arabic Curriculum Development: The Role of Arabic Storytelling in Strengthening Students’ Communicative Competence at PMDG Putri Campus 1
DOI:
https://doi.org/10.23969/jp.v10i04.49794Keywords:
Arabic Storytelling, curriculum development, , communicative competence, experiential learning, Arabic festival, pesantrenAbstract
This study examines the role of Arabic Storytelling in the Arabic Language Festival as a strategy for festival-based Arabic curriculum development at PMDG Putri Campus 1. The research aims to analyze how storytelling activities contribute to strengthening students’ communicative competence through experiential and performance-based learning. This study employed a qualitative case study design involving Arabic teachers, festival organizers, language supervisors, judges, and student participants. Data were collected through participatory observation, semi-structured interviews, and documentation, then analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that Arabic Storytelling functioned not merely as an extracurricular competition but as a curriculum enrichment practice integrated into the pesantren’s communicative Arabic learning ecosystem. The activity strengthened students’ fluency, pronunciation accuracy, confidence, emotional expression, public speaking ability, and spontaneous interaction in Arabic. Furthermore, the festival contributed to strengthening *bi’ah lughawiyyah* by creating authentic and collaborative communicative environments beyond classroom instruction. The study concludes that festival-based language activities possess significant potential for developing communicative Arabic curricula through immersive and experiential learning practices. Theoretically, this study contributes to communicative Arabic pedagogy by introducing festival-based curriculum development as an alternative framework for strengthening communicative competence in Islamic boarding schools.
Downloads
References
Alasmari, N., & Ahmed, S. S. (2023). Using debate in EFL classes to develop students’ speaking skills and critical thinking. *Arab World English Journal, 14*(1), 120–135. https://doi.org/10.24093/awej/vol14no1.9
Alvadina, P. Y., Fitrisia, A., Yufriadi, F., Syahriani, F., & Ngardi, V. (2024). The integrating entrepreneurship education into Islamic madrasah curriculum: A qualitative case study of experiential and project-based learning under Indonesia’s Freedom to Learn (Merdeka Belajar) initiative. *Jurnal Pendidikan Islam, 13*(2), 131–150. https://doi.org/10.14421/jpi.2024.132.131-150
Cherkaoui, D. (2025). Beyond the classroom walls: A scoping review of immersive strategies for teaching Arabic culture. *Journal of Digital Sociohumanities, 2*(2), 161–173. https://doi.org/10.25077/jds.2.2.161-173.2025
Eisner, E. W. (2020). *The educational imagination: On the design and evaluation of school programs* (4th ed.). Routledge. https://doi.org/10.4324/9781315306117
Febriani, S. R., Asrori, I., & Sutaman. (2025). Enhancing Arabic language proficiency through nested curriculum integration: A qualitative case study at Diniyyah Puteri Padang Panjang, Indonesia. *Jurnal Pendidikan Islam, 14*(1), 129–147. https://doi.org/10.14421/jpi.2025.141.129-147
Fidayani, E. F., & Ammar, F. M. (2023). The use of Azhari curriculum in Arabic language learning at Islamic boarding school. *Nazhruna: Jurnal Pendidikan Islam, 6*(1), 1–17. https://doi.org/10.31538/nzh.v6i1.2866
Haq, M. A., Ahmadi, M., & Ibrahim, F. M. A. (2025). Integrating contextual and multicultural approaches in Arabic language learning: A hybrid model for developing intercultural communicative competence. *JALIE: Journal of Applied Linguistics and Islamic Education, 9*(2). https://doi.org/10.33754/jalie.v9i2.1715
Hasan, A. A. (2020). Arabic language learning curriculum Islamic boarding school system. *Ta’lim al-‘Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban, 4*(2), 138–152. https://doi.org/10.15575/jpba.v4i2.9985
Krashen, S. D. (2021). *Second language acquisition and second language learning*. Cambridge University Press. https://doi.org/10.1017/CBO9781139524599
McLeod, L., MacDonell, S. G., & Doolin, B. (2021). Qualitative research on software development: A longitudinal case study methodology. *arXiv*. https://arxiv.org/abs/2101.08444
Mimi, H. (2025). Analisis pengembangan kurikulum di lembaga kursus unggulan bahasa Arab (KUBA) Kota Malang. *Jurnal Al-Murabbi, 10*(2). https://doi.org/10.35891/amb.v10i2.5838
Mursyidan, M. G., Thohir, M., Nuzula, A. F., & Tuada, L. (2025). Revisiting Canale and Swain’s communicative competence: Contextual Arabic language learning in the Merdeka Curriculum era. *Al-Ittijah: Jurnal Keilmuan dan Kependidikan Bahasa Arab, 17*(2), 134–147. https://doi.org/10.32678/alittijah.v17i2.12198
Murtadho, M. A. C., Taufiq, M. A., Huda, H., & Baihaqi, M. (2025). Bridging communication and competence: The communicative approach in Arabic language education as a guide for advancing learner interaction and proficiency. *Alsuna: Journal of Arabic and English Language, 8*(2), 359–373. https://doi.org/10.31538/alsuna.v8i2.7556
Nation, I. S. P., & Macalister, J. (2020). *Language curriculum design* (2nd ed.). Routledge. https://doi.org/10.4324/9780429203763
Pebrian, R., Yunita, Y., & Akzam, I. (2020). Pengaruh metode pembelajaran bahasa Arab komunikatif (Communicative Language Teaching) terhadap kemahiran berbahasa pada kelas bahasa mahasiswa FAI-UIR. *Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan, 17*(2), 155–168. https://doi.org/10.25299/al-hikmah:jaip.2020.vol17(2).5221
Richards, J. C. (2022). *Curriculum development in language teaching* (3rd ed.). Cambridge University Press. https://doi.org/10.1017/9781009024556
Rochmat, C. S., Amalia, A. N., Zaid, A. H., Yusron, M. A., & Liputo, S. K. (2024). The analysis of experiential learning method of Dale's Cone Experience model in improving the effectiveness of Arabic language learning. *Izdihar: Journal of Arabic Language Teaching, Linguistics, and Literature, 7*(1). https://doi.org/10.22219/jiz.v7i1.30823
Setiyawan, A., Ahyar, H., & Zakiyah, F. (2025). Outcome-based education curriculum implementation in Arabic language education: A comparative study from a constructive alignment perspective. *Edulab: Majalah Ilmiah Laboratorium Pendidikan, 10*(2), 70–85. https://doi.org/10.14421/edulab.2025.102.06
Subakir, F., Rochma, S. N., Khalifah, N. F., Rahmawati, N., & Izzati, A. R. (2025). Language environment as an invisible curriculum: Rethinking Arabic learning through Ali Al-Hadidi’s lens. *Jurnal Manajemen Pendidikan, 10*(4). https://doi.org/10.34125/jmp.v10i4.2301
Syifa, M., Fahrezi, F., & Muhajir. (2025). Development of an Arabic language curriculum based on the deep learning approach. *Curricula: Journal of Curriculum Development, 4*(2). https://doi.org/10.17509/curricula.v4i2.85632
Tan, C. (2023). *Islamic education and indoctrination: The case in Indonesia*. Routledge. https://doi.org/10.4324/9781003263166
Vijayalakshmi, M., & Raju, G. (2020). Skill development through experiential learning – A case study for product development scenario. *Procedia Computer Science, 172*, 16–21. https://doi.org/10.1016/j.procs.2020.05.002
Wibowo, A. H., Mohamad, B., Djatmika, & Santosa, R. (2024). Designing and assessing experiential learning pedagogy for an intercultural communicative competence training module: A quasi-experimental study. *Frontiers in Education, 9*, 1470209. https://doi.org/10.3389/feduc.2024.1470209
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Pendas : Jurnal Ilmiah Pendidikan Dasar
This work is licensed under a Creative Commons Attribution 4.0 International License.
