Language Skill Development in Non-Arabic Majors: A Longitudinal ICP Study
DOI:
https://doi.org/10.33806/ijaes1084Keywords:
International Class Program (ICP), language skill development, longitudinal study, major students, non-ArabicAbstract
This study aimed to analyze the effectiveness of the International Class Program (ICP) in improving four Arabic language skills—listening, speaking, reading, and writing—among non-Arabic majors at IAIN Sultan Amai Gorontalo, Indonesia. Using a quantitative longitudinal design, data were collected from 50 students at two proficiency levels (Tamhidi/A-1 and Mubtadi’/A-2) through pre-, mid-term, and post-tests. The results showed an initial score of 54.39 percent (inadequate) for Tamhidi/A-1 and 61.45 percent (average) for Mubtadi’/A-2. Student scores increased significantly by the mid-semester assessment, reaching 74.48 percent and 77.21 percent for the Tamhidi/A-1 and Mubtadi’/A-2 groups, respectively. However, relative weaknesses remained in writing, reading, and speaking skills for the Tamhidi/A-1 group, and in listening for the Mubtadi’/A-2 group. Overall, test scores showed significant progress, increasing by 20.09 percent from the initial evaluation to the mid-term, and by another 10.90 percent from the mid-term to the final, for a total increase of 30.99 percent. These results demonstrate that the ICP effectively improved the students’ language skills. Therefore, this study suggests the integration of technology, the participation of native speakers, and the development of an adaptive curriculum to further enhance the program’s effectiveness.References
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