Implementation of CEFR-Based Arabic Language Learning in Developing the Arabic Language Competence of Indonesian Diaspora Students in Qatar
English
DOI:
https://doi.org/10.38073/lughawiyyat.v9i2.6124Keywords:
CEFR, Arabic Language Learning, Arabic Language Competence, Indonesian Diaspora, Language ProficiencyAbstract
This study aims to describe the implementation of CEFR Level A1-based Arabic language learning for Indonesian diaspora students in Qatar, covering planning, teaching materials, media, methods, assessment, and implementation challenges. The study is motivated by the gap between students' need to use Arabic in the social environment of Qatar and their limited proficiency due to the dominance of English in formal education. The method used is qualitative with a descriptive field approach, involving 5 students aged 8-11 years in the Murabbee class over 8 months. Data were collected through diagnostic assessments, observations, semi-structured interviews, and documentation, analyzed through data condensation, data presentation, and conclusion drawing, and their validity was tested through triangulation of techniques, member checking, transferability, dependability, and confirmability. The research results indicate that planning is outlined in the syllabus and lesson plans based on diagnostic assessments that place all students at the A1 level. The material is organized into 15 chapters, progressing from personal-concrete competencies to descriptive, functional-transactional, and contextual competencies, supported by e-books, videos, interactive quizzes, and Google Forms. An eclectic method integrates reading, grammar-translation, aural-oral methods, and a communicative approach with role-playing, moving from controlled exercises to free practice. Assessment shows development across all four skills. Linguistic, motivational, and multilingual learning environment challenges are addressed by the tutor in a flexible and gradual manner. The study concludes that CEFR A1 serves as a useful reference framework to guide Arabic language learning for diaspora children toward basic communicative competence that is measurable, contextual, and responsive to a multilingual environment.
Downloads
References
Abourehab, Y. (2025). It’s an Imagined Fuṣḥatopia: Teacher Language Ideologies and Multilingual Practices in Arabic Heritage Learning in the United States. Applied Linguistics, 46(2), 321–341. https://doi.org/10.1093/applin/amae036
Alharbi, B. H., & Sa’ad, A. A. (2026). Designing a Unified Model for Measuring Arabic Language Competence among Non-Native Learners. F1000Research. https://doi.org/10.12688/f1000research.173332.1
Ali, A. Y., Sergi Fàbregues,Angela Durante,Elsa Lucia Escalante,Shahzad Inayat,Parveen. (2023). Proposing the “MIRACLE” Narrative Framework for Providing Thick Description in Qualitative Research—Ahtisham Younas, Sergi Fàbregues, Angela Durante, Elsa Lucia Escalante, Shahzad Inayat, Parveen Ali, 2023. International Journal of Qualitative Methods. https://journals.sagepub.com/doi/10.1177/16094069221147162
Amro, L., & Iversen, J. Y. (2025). Translanguaging in transnational digital Arabic heritage language education. European Educational Research Journal, 14749041241311958. https://doi.org/10.1177/14749041241311958
Arkan, Z. (2026). Evaluation of listening activities in arabic language teaching textbooks used in Turkey in light of the CEFR criteria. Asian-Pacific Journal of Second and Foreign Language Education, 11(1), 10. https://doi.org/10.1186/s40862-025-00366-5
Belanisa, F., Amir, F. R., & Sudjani, D. H. (2022). E-modul Interaktif Sebagai Media Pembelajaran Bahasa Arab Untuk Meningkatkan Motivasi Siswa. Tatsqifiy: Jurnal Pendidikan Bahasa Arab, 3(1), 1–12. https://doi.org/10.30997/tjpba.v3i1.4754
Bingham, A. J. (2023). From Data Management to Actionable Findings: A Five-Phase Process of Qualitative Data Analysis - Andrea J. Bingham, 2023. International Journal of Qualitative Methods. https://journals.sagepub.com/doi/10.1177/16094069231183620
Bonnet, G. (2020). The CEFR and Education Policies in Europe on JSTOR. https://www.jstor.org/stable/4626096
Boulaares, D. (2025). Cultural Immersion and Advanced L2 Arabic Speaking: A CEFR-Aligned Quasi-Experimental Study. Traduction et Langues, 24(2), 104–135.
Creswell, J. W., & Poth, C. N. (2026). Qualitative Inquiry and Research Design: Choosing Among Five Approaches 4/E. SAGE Publications.
Enworo, O. C. (2023). Application of Guba and Lincoln’s parallel criteria to assess trustworthiness of qualitative research on indigenous social protection systems. Qualitative Research Journal, 23(4), 372–384. https://doi.org/10.1108/QRJ-08-2022-0116
Europe, C. of. (2020). Common European Framework of Reference for Languages: Companion Volume. Council of Europe. www.coe.int/lang-cefr
Fernando, J., Marta, R. F., & Hidayati, R. K. (2020). Reaktualisasi mahasiswa diaspora Indonesia dalam menjaga identitas budaya bangsa di Benua Australia. Jurnal Kajian Komunikasi, 8(2), 194–206. https://doi.org/10.24198/jkk.v8i2.25219
Hakim, M. K. bin A., Setiadi, S., Tajuddin, S., & Miftahuddin, A. (2024). The Effectiveness of CEFR Model-based Material on Arabic Essay Writing (Kitabah Hurrah) Ability. KnE Social Sciences, 167–175. https://doi.org/10.18502/kss.v9i9.15667
Hanyfah, S., Fernandes, G. R., & Budiarso, I. (2022). Penerapan Metode Kualitatif Deskriptif Untuk Aplikasi Pengolahan Data Pelanggan Pada Car Wash. Seminar Nasional Riset Dan Inovasi Teknologi (SEMNAS RISTEK), 6(1), Article 1. https://doi.org/10.30998/semnasristek.v6i1.5697
Harb, H., & El Hajj, M. (2024). Integrating Eclecticism and Technology in Language Teaching: The Case of Lusail University in Qatar. XLinguae, 17(4), 3–19. https://doi.org/10.18355/XL.2024.17.04.01
Harsch, C. (2026). Language policy attraction of the Common European Framework of Reference (CEFR) in regions outside Europe. Current Issues in Language Planning, 1–26. https://doi.org/10.1080/14664208.2026.2692203
Intan, T., & Machdalena, S. (2021). Pengalaman Diasporan Perempuan Indonesia Dalam Novel Metropop Wander Woman Karya Nina Addison Dkk. Dialektika: Jurnal Bahasa, Sastra, Dan Pendidikan Bahasa Dan Sastra Indonesia, 8(2), 120–139. https://doi.org/10.15408/dialektika.v8i2.20246
Kamal, M., Sarip, M., Ilham, A., Jubaedah, S., & Khambali, K. (2025). Compiling E-Learning Kitabah Muqoyyadah Teaching Materials through the CEFR. ALSUNIYAT: Jurnal Penelitian Bahasa, Sastra, Dan Budaya Arab, 8(1), 21–35. https://doi.org/10.17509/alsuniyat.v8i1.73520
Khaled, F., & Anderson, J. (2024). Textart, identity and the creative process: A case study with Arabic heritage language learners. International Journal of Bilingual Education and Bilingualism, 27(1), 113–130. https://doi.org/10.1080/13670050.2022.2158721
Little, D. (2020, September). Common European Framework of Reference for Languages. In The TESOL Encyclopedia of English Language Teaching (pp. 1–7). Wiley. https://doi.org/10.1002/9781118784235.eelt0114.pub2
Marian Carcary. (2021). The Research Audit Trail: Methodological Guidance for Application in Practice. Electronic Journal of Business Research Methods, 18(2). https://doi.org/10.34190/JBRM.18.2.008
Mohamed, S. (2023). The development of an Arabic curriculum framework based on a compilation of salient features from CEFR level descriptors. The Language Learning Journal, 51(1), 33–47. https://doi.org/10.1080/09571736.2021.1923781
Mohamed, S. (2025). Designing a scenario-based learning framework for a university-level Arabic language course. Language Learning in Higher Education, 15(1), 191–220. https://doi.org/10.1515/cercles-2024-0095
Moura, A., MacPhail, A., Graça, A., & Batista, P. (2023). Providing physical education preservice teachers with opportunities to interrogate their conceptions and practices of assessment. European Physical Education Review, 29(1), 162–179. https://doi.org/10.1177/1356336X221129057
Muzaffar, A. (2025). Adopsi Common European Framework of Reference for Languages (CEFR) dalam Kurikulum Pembelajaran Bahasa Arab di Madrasah Indonesia. لســـانـنــا (LISANUNA): Jurnal Ilmu Bahasa Arab Dan Pembelajarannya, 15(2), 193–212. https://doi.org/10.22373/ls.v15i2.33439
Nurdianto, T., Hidayat, Y., & Wulandari, V. A. (2020). CEFR-Based Arabic Language Learning Competency. Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature, 3(3), 229–248. https://doi.org/10.22219/jiz.v3i3.14123
Nurdianto, T., & Ismail, N. A. bin. (2020). Pembelajaran Bahasa Arab Berbasis Common European Framework Of Reference For Language (CEFR) Di Indonesia. Al Mahāra: Jurnal Pendidikan Bahasa Arab, 6(1), Article 1. https://doi.org/10.14421/almahara.2020.061.01
Nurfadlilah, S., Mahmudi, I., Daundi, A. D. S., Juniarti, R. N., & Noor, N. B. M. (2026). Designing a CEFR B1-Based Arabic Speaking Assessment Prototype Through the Adaptation of Ali Al-Khuli’s Speaking Task Framework. Ta’lim al-’Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban, 10(1), 36–53. https://doi.org/10.15575/jta.v10i1.49359
Pundziuvienė, D., Meškauskienė, A., Ringailienė, T., & Matulionienė, J. (2023). The Role of Linguistic and Cultural Mediation in Learning the Host Country’s Language. Sustainable Multilingualism, 23(1), 121–142. https://doi.org/10.2478/sm-2023-0015
Siregar, R. F., & Pasaribu, M. (2023). Diaspora Pendidikan Agama Islam di Pusat Pendidikan Warga Negara Indonesia Klang Malaysia. Edukatif : Jurnal Ilmu Pendidikan, 5(4), 1747–1757.
Wawan, & Hannase, M. (2022). Dinamika Sistem Perburuhan (Kafala) Di Qatar. Jurnal Aspirasi, 12(2). https://aspirasi.unwir.ac.id/index.php/aspirasi/issue/view/11
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Siti Khumairotuzzahra, Didin Syamsudin, Fatihatus Syafa’ah, Sri Rahayu Ningrum , Ani Asiilatul Udzmay
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
