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TINJAUAN CONTENT AND LANGUAGE INTEGRATED LEARNING PADA MATERI PEMBELAJARAN ISTIMA’ PROGRAM AL JAZEERA LEARNING ARABIC QATAR
Listening teaching (istimā’) is one of the most important receptive skills in second language acquisition. Nevertheless, previous studies have revealed several problems in listening materials, including limited authenticity, excessive emphasis on linguistic aspects without sufficient knowledge content, and inadequate integration of cultural elements. These issues indicate the need for listening materials that integrate language, knowledge, communication, cognition, and culture. One approach that offers such integration is Content and Language Integrated Learning (CLIL). This study aims to: (1) analyze the characteristics of listening materials in the Al Jazeera Learning Arabic Qatar program based on their structure and proficiency levels; (2) examine the implementation of Content and Language Integrated Learning principles in the listening materials; and (3) formulate a CLIL-based framework for listening instructional materials for non-native speakers of Arabic based on the findings derived from the analysis of the Al Jazeera Learning Arabic program. This research employs a qualitative approach using content and supporting features. Data were analyzed using the CLIL framework encompassing content, communication, cognition, and culture (4C), as well as the Common European Framework of Reference for Languages (CEFR). The findings reveal that: (1) The listening materials are systematically organized according to CEFR proficiency levels and utilize authentic materials relevant to non-native Arabic learners; (2) CLIL principles are implemented through the integration of content, communication, cognition, and culture across all learning levels; and (3) The MIRQA formulation of CLIL-based, tiered, and progressive istimā' learning materials is the result of an analysis of the Al Jazeera Learning Arabic Qatar program. The MIRQA formulation places content, communication, cognition, and culture as the main components, developing gradually according to language competency levels. At the beginner level, the material focuses on concrete themes, basic communication, cognition for understanding simple information, and cultural recognition. At the intermediate level, the material progresses to broader social themes, more complex communication, the ability to connect and interpret information, and a deeper understanding of culture. At the advanced level, the material focuses on global and academic issues, critical and evaluative thinking skills, understanding implicit meanings, and cross-contextual cultural analysis. The implication of this research is the formulation of CLILbased, tiered, and progressive istimā' learning materials, named MIRQA. The MIRQA formulation is a conceptual framework that refines the implementation of CLIL in Arabic language learning materials. The MIRQA formulation can be used as a conceptual basis and reference in developing istimā’ learning materials, curriculum, and Arabic language learning programs for non-Arabic speakers.
FAKULTAS ILMU TARBIYAH DAN KEGURUAN, UIN SUNAN KALIJAGA YOGYAKARTA
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