Patterns, Challenges, and Implications of Communicative Language Teaching (CLT) in Arabic Speaking Instruction at MI, MTs, and MA Levels: A Systematic Literature Review
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Abstract
Arabic speaking skills are a core component of communicative Arabic proficiency; however, instructional practices in madrasahs remain predominantly grammar-oriented and insufficiently communicative. This condition highlights the need for a systematic synthesis of empirical evidence on the implementation of Communicative Language Teaching (CLT) in Arabic speaking instruction. This study aims to examine implementation patterns, pedagogical challenges, and reported benefits of CLT in teaching Arabic speaking skills at the Madrasah Ibtidaiyah (MI), Madrasah Tsanawiyah (MTs), and Madrasah Aliyah (MA) levels. Employing a Systematic Literature Review (SLR) guided by the PRISMA framework, literature searches were conducted using Google Scholar and Semantic Scholar. Fourteen peer-reviewed articles published between 2020 and 2025, written in Indonesian, Arabic, or English, and indexed in SINTA 1-3 or reputable international journals were selected. The synthesis reveals that CLT implementation is adaptive across educational levels and consistently enhances students’ speaking proficiency, self-confidence, and learning motivation. Nevertheless, persistent challenges include limited teacher competence, passive learning culture, and the lack of supportive Arabic-speaking environments. These findings have pedagogical implications for strengthening communicative-oriented Arabic language instruction in madrasah contexts.
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