Situated Practice and Overt Instruction in Al-’Arabiyyah Li Al-Nāsyi’in Volume III: A Multiliteracies Pedagogy Analysis
DOI:
https://doi.org/10.33394/jollt.v14i4.21413Keywords:
Arabic textbook, Al-’Arabiyyah li al-Nāsyi’in, Multiliteracies pedagogy, Overt instruction, Situated practiceAbstract
Arabic textbooks used in Indonesian pesantren and madrasah are rich in Arab-Islamic contexts, yet their pedagogical orientation has rarely been examined through contemporary literacy frameworks. This study aimed to map how Situated Practice (SP) and Overt Instruction (OI), within the four components of Multiliteracies Pedagogy, are represented in Al-’Arabiyyah li al-Nāsyi’in Volume III and how students perceive them. A sequential mixed-methods design (qualitative followed by quantitative) was applied. Qualitative content analysis covered 15 of 29 purposively selected thematic units (wahdah) using a 16-indicator rubric (inter-rater Cohen’s κ = .82), and a 10-item, four-point Likert questionnaire (Cronbach’s alpha = .796) was administered to 46 Grade 10 students, with open-ended responses used to contextualize the ratings. The analysis produced 345 codable instances: OI accounted for 51.6%, SP for 25.2%, Transformed Practice for 23.2%, and Critical Framing for 0.0%. Students rated SP significantly above the scale midpoint (M = 3.22, SD = 0.52, p < .001), whereas OI (M = 2.62, SD = 0.67) did not differ from the midpoint (p = .231). Perceptions did not differ across self-reported proficiency levels (H = 1.784, df = 2, p = .410), although this comparison had low power because one group contained only two students. Within the sampled units, the textbook therefore combines strong explicit grammar scaffolding with contextualized dialogues, but offers limited Indonesian local context, no critical framing, and modest support for independent metalinguistic reflection. Teacher mediation and complementary tasks are needed when the textbook is used in Indonesian Islamic educational settings.
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