Fragmented Scaffolding in Arabic Textbooks: A Genre-Based Analysis of the Teaching Learning Cycle in Indonesian Madrasah Education
Abstract views: 33
,
pdf downloads: 28
Abstract
This study investigates the implementation of the Teaching Learning Cycle (TLC) in the Grade XI Arabic textbook published by KSKK Madrasah (2020). Using qualitative content analysis grounded in Systemic Functional Linguistics and Genre-Based Approach, the study analyzed six textbook chapters through the stages of BKOF, MOT, JCOT, and ICOT. AI-assisted comparative validation using ChatGPT-5 was additionally employed to support analytical consistency between manual and AI categorization results. The findings reveal that although all TLC stages formally appeared in the textbook, their pedagogical continuity was implemented inconsistently. BKOF and MOT generally provided adequate contextual and rhetorical support, while JCOT frequently lacked collaborative text construction and was often reduced to oral interaction. Consequently, several ICOT activities required students to produce independent texts without sufficient scaffolding. The study contributes to genre-based Arabic textbook evaluation within the context of Indonesian madrasah education.
Downloads
References
Abdel-Malek, Myriam. “A Genre-Based Approach to Teaching and Assessing the Recount of Habitual Events in Arabic.” In Genre in World Language Education, 121–44. New York: Routledge, 2021. https://doi.org/10.4324/9780429321009-7.
Abdel-Malek, Myriam. “Empowering Arabic Learners to Make Meaning: A Genre-Based Approach.” System 94 (2020): 102329. https://doi.org/10.1016/j.system.2020.102329.
Al-Abdullatif, Ahlam Mohammed, and Merfat Ayesh Alsubaie. “Using Digital Learning Platforms for Teaching Arabic Literacy: A Post-Pandemic Mobile Learning Scenario in Saudi Arabia.” Sustainability 14, no. 19 (2022): 11868. https://doi.org/10.3390/su141911868.
Albantani, Azkia Muharom, Ahmad Madkur, and Abd. Rozak. “Student Self Regulated Learning Strategy in Online Arabic Learning.” Ijaz Arabi Journal of Arabic Learning 5, no. 1 (2022). https://doi.org/10.18860/ijazarabi.v5i1.13582.
Al Farisi, M. Z., H. Maulani, A. B. Hardoyo, S. M. Khalid, and N. Saleh. “Investigating Arabic Language Teaching Materials Based on Indonesian Folklore: An Ethnographic Study on the Folktale of ‘Bandung.’” Asian Education and Development Studies 13, no. 2 (2024): 134–49. https://doi.org/10.1108/AEDS-07-2023-0082.
Al-Yahya, Maha. “A Comparative Study of Machine Learning Methods for Genre Identification of Classical Arabic Text.” Computers, Materials & Continua 60, no. 2 (2019): 421–33. https://doi.org/10.32604/cmc.2019.06209.
Amalia, Nabila Nailil, M. Abdul Hamid, Zakiyah Arifa, and Asbarin. “Analysis of the Arabic Language Textbook for Junior High School from the Perspective of the Education, Standards, Curriculum, and Assessment Agency (BSKAP).” Alibbaa’: Jurnal Pendidikan Bahasa Arab 5, no. 2 (2024): 243–67. https://doi.org/10.19105/ajpba.v5i2.13941.
Aswani, Aprilza, Nurul Namira Simatupang, Muhammad Yusuf, and T. Kasa Rullah Adha. “Genre-Based Approach Implementation in Teaching Listening: A Case Study in Senior High School in Indonesia.” Theory and Practice in Language Studies 13, no. 5 (2023): 1198. https://doi.org/10.17507/tpls.1305.13.
Azhari, Afifa Wijdan. “Analisis Buku Ajar Bahasa Arab Kelas VI Madrasah Ibtidaiah Terbitan Karya Toha Putra.” ALSUNIYAT: Jurnal Penelitian Bahasa, Sastra, dan Budaya Arab 1, no. 2 (2018): 125–36. https://doi.org/10.17509/alsuniyat.v1i2.24360.
Aziez, Furqanul, Feisal Aziez, and Burhan Eko Purwanto. “Receptive Vocabulary Knowledge and Reading Skills of Indonesian Prospective EFL Teachers.” Universal Journal of Educational Research 8, no. 5 (2020): 2005–11. https://doi.org/10.13189/ujer.2020.080538.
Curry, Niall, Paul Baker, and Gavin Brookes. “Generative AI for Corpus Approaches to Discourse Studies: A Critical Evaluation of ChatGPT.” Applied Corpus Linguistics 4, no. 1 (2024): 1–9. https://doi.org/10.1016/j.acorp.2023.100082.
Emilia, Emi, and Fuad Abdul Hamied. “Systemic Functional Linguistic Genre Pedagogy (SFL GP) in a Tertiary EFL Writing Context in Indonesia.” TEFLIN Journal 26, no. 2 (2015): 155–82. https://doi.org/10.15639/teflinjournal.v26i2/155-182.
Ferrando, Pere J., Fabia Morales-Vives, José M. Casas, and José Muñiz. “Likert Scales: A Practical Guide to Design, Construction and Use.” Psicothema 37, no. 4 (2025): 1–15. https://doi.org/10.70478/psicothema.2025.37.24.
Halliday, M. A. K. Halliday’s Introduction to Functional Grammar. Edited by C. M. I. M. Matthiessen. London: Routledge, 2014.
Hammond, Jenny, Helen Burns, Helen Joyce, Frances Malcolm, Ian O’Loughlin, and Denise Vaugn. English for Social Purposes: A Handbook for Teachers of Adult Literacy. Sydney: NCELTR, 1992.
Hermansson, Carina, Bert Jonsson, Maria Levlin, Anna Lindhé, Berit Lundgren, and Annika Norlund Shaswar. “The (Non)effect of Joint Construction in a Genre-Based Approach to Teaching Writing.” The Journal of Educational Research 112, no. 4 (2019): 483–94. https://doi.org/10.1080/00220671.2018.1563038.
Humairoh, Sitti Wardatul, Nurul Hadi, and Umi Hanifah. “The AI Revolution in Arabic Language Learning: An Analysis of ChatGPT’s Role in Autonomous Learning.” Alibbaa’: Jurnal Pendidikan Bahasa Arab 7, no. 1 (2026): 1–19. https://doi.org/10.19105/ajpba.v7i1.22479.
Kartika-Ningsih, Harni, and Wawan Gunawan. “Recontextualisation of Genre-Based Pedagogy: The Case of Indonesian EFL Classrooms.” Indonesian Journal of Applied Linguistics 9, no. 2 (2019): 335–47. https://doi.org/10.17509/ijal.v9i2.20231.
Khalid, Shofa Musthofa, Hikmah Maulani, Nalahuddin Saleh, Muhammad Faris Imaduddin, Eneng Komariyah Maimun RNM, and Ijlal Haziel Taufik. “Analysis of Arabic Teaching Books Class X with Praxeology Approach.” Arabiyat: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban 10, no. 1 (2023): 63–75. https://doi.org/10.15408/a.v10i1.31578.
Lewicka, Magdalena, and Anna Waszau. “Analysis of Textbooks for Teaching Arabic as a Foreign Language in Terms of the Cultural Curriculum.” Universal Journal of Educational Research 5, no. 1 (2017): 36–44.
Llmia, Siti Fahimatul, Rizqi Karimatul Khilmi, Cahya Edi Setyawan, and Maskanah Maskanah. “Critical Review of the 2023 Tenth Grade Arabic Textbook for Madrasah Aliyah under Kurikulum Merdeka.” Alsina: Journal of Arabic Studies 5, no. 2 (2023): 231–56. https://doi.org/10.21580/alsina.5.2.20893.
Ministry of Religion RI. Decree of the Minister of Religion Number 183 Year 2019. Jakarta: Ministry of Religion RI, 2019.
Mukhiddinova, Dilafruz, and Nargiza Saidova. “Characteristics of the Shortest Story Genre in Modern Arabic Literature.” In Proceedings of the 2nd Pamir Transboundary Conference for Sustainable Societies, 1590–96, 2023. https://doi.org/10.5220/0012987100003882.
Nasution, Sahkholid, and Akmal Walad. “The Effectiveness of Constructivism-Based Arabic Textbook in Higher Education.” Arabiyatuna: Jurnal Bahasa Arab 6, no. 1 (2022): 63. https://doi.org/10.29240/jba.v6i1.3572.
Nurlaelawati, Iyen, Nenden Sri Lengkanawati, and Wawan Gunawan. “Recontextualising Genre-Based Pedagogy in Indonesian Context: A Case of Preservice Teachers.” International Journal of Education 12, no. 2 (2020): 80–91. https://doi.org/10.17509/ije.v12i2.23394.
Nurbayan, Yayan, Anwar Sanusi, Neneng Sri Wulan, and Zawawi bin Ismail. “Pedagogical Competence Design: Arabic Teaching as a Foreign Language Based on a Praxeological Approach.” ALSUNIYAT: Jurnal Penelitian Bahasa, Sastra, dan Budaya Arab 7, no. 2 (2024). https://doi.org/10.17509/alsuniyat.v7i2.73132.
Ochoa, Luisa Fernanda Díaz, José David Herazo, and Diana Arroyo. “Genre Pedagogy to Teach Spoken Reports in EFL.” ELT Journal 80, no. 1 (2026): 54–65. https://doi.org/10.1093/elt/ccaf058.
Pamungkas, Arianto, Muhammad Sulhi, Mudhari, and Setyono. “Local Curriculum, Global Challenges: A Critical Analysis of Madrasah Aliyah Arabic Textbooks in Indonesia.” Journal of Islamic Education and Arabic Studies (2024). https://doi.org/10.22521/edupij.2025.17.401.
Pamungkas, Onok Yayang, Ariantoni, Sulhi, Marga Surya Mudhari, and Heru Setyono. “Local Curriculum, Global Challenges: A Critical Analysis of Indonesian Senior High School Language Textbooks through the Lens of Genre Pedagogy, Bloom’s Taxonomy, and the CLIL Framework.” Educational Process: International Journal 17 (2025): 1–20. https://doi.org/10.22521/edupij.2025.17.401.
Rose, David, et al. “Writing as Linguistic Mastery.” In Writing as Linguistic Mastery, edited by F. Christie and J. R. Martin. London: Continuum, 2008.
Rustipa, Katharina, Sugeng Purwanto, and Fahrur Rozi. “Rhetorical Structures, Strategies, and Linguistic Features of Problem Statement to Promote a Teaching Writing Model.” Studies in English Language and Education 10, no. 2 (2023): 575–97. https://doi.org/10.24815/siele.v10i2.30855.
Sari, Risna Rianti, and Hasyim Amrulloh. Bahasa Arab Madrasah Aliyah Kelas XI. Edited by A. Muballigh. Jakarta: Direktorat KSKK Madrasah, 2020.
Sato, Ryuichi, and Yutaka Fujieda. “Revisiting EFL Writing Instruction: An Analysis of Japanese University Syllabi.” The Journal of Asia TEFL 21, no. 4 (2024): 780–96. http://dx.doi.org/10.18823/asiatefl.2024.21.4.2.780.
Suharyadi, and Yazid Basthomi. “Patterns of the Teaching and Learning Cycle of GBA by EFL Teachers in Indonesia.” Journal of Education and e-Learning Research 7, no. 1 (2020): 34–41. https://doi.org/10.20448/journal.509.2020.71.34.41.
Triastuti, Anita, Suwarsih Madya, and Phil Chappell. “Genre-Based Teaching Cycle and Instructional Design: A Case Study of Indonesian Senior High School Teachers.” Indonesian Journal of Applied Linguistics 12, no. 1 (2022): 1–15. https://doi.org/10.17509/ijal.v12i1.46513.
Xu, Shuning, Rui Yang, Wei Song, and Liping Liu. “Research on Database Construction and Intelligent Retrieval Technology for International Chinese Language Education Platforms: A Case Study of the Jingwei Chinese App.” In Proceedings of the 9th International Conference on Computer Science and Artificial Intelligence (CSAI 2025), 591–94. New York: ACM, 2025. https://doi.org/10.1145/3788149.3788224.
Zhang, Peiwen. “Review of Sydney School Genre Studies.” Linguistics and Literature Studies 11, no. 4 (2023): 57–63. https://doi.org/10.13189/lls.2023.110401.
Authors who publish with this journal agree to the following terms:
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Alibbaa': Jurnal Pendidikan Bahasa Arab have CC-BY-SA or an equivalent license as the optimal license for the publication, distribution, use, and reuse of scholarly work.
In developing strategy and setting priorities, Alibbaa': Jurnal Pendidikan Bahasa Arab recognize that free access is better than priced access, libre access is better than free access, and libre under CC-BY-SA or the equivalent is better than libre under more restrictive open licenses. We should achieve what we can when we can. We should not delay achieving free in order to achieve libre, and we should not stop with free when we can achieve libre.
Alibbaa': Jurnal Pendidikan Bahasa Arab is licensed under a Creative Commons Attribution 4.0 International License
You are free to:
- Share — copy and redistribute the material in any medium or format
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
