Language Circles as a Collaborative Pedagogical Practice for Developing Arabic Translation Competence: A Qualitative Study at Al-Fitrah

Abstract

Translation instruction in Arabic language education is frequently constrained by limited opportunities for authentic practice, heterogeneous learner backgrounds, and dependence on textbook-based activities. This study explores how language circles (ḥalaqāt lughawiyyah), implemented sin a dedicated Arabic language room, support the teaching and practice of translation among upper-secondary students at Al-Fitrah Salafi Islamic Boarding School in Surabaya, Indonesia. Using a descriptive qualitative design, the researcher conducted preliminary observation on 7 June 2025 and fieldwork from 14 June to 10 July 2025, drawing on classroom and circle observations, interviews with Arabic-language teachers and students, and institutional documentation. The findings describe a structured, collaborative sequence: formation of three or four circles, topic and vocabulary preparation, joint translation of Arabic passages, task distribution within groups, public presentation of translations, comparative teacher feedback, and motivational reinforcement. Participants were observed engaging in vocabulary discussion, dictionary consultation, peer correction, and explanation of short Arabic texts. Teachers perceived circle participants as better prepared to understand classroom texts, while the programme offered a supplementary practice space beyond limited formal lesson time. Nevertheless, inconsistent progression targets, mixed school-year groups, and the absence of systematically reported pre- and post-assessment data restrict conclusions about measurable gains. The study contributes a context-sensitive description of how peer-mediated translation activities can be organised in an Indonesian pesantren and recommends explicit progression criteria and evidence-based formative assessment.