The Implementation Of Problem-Based Learning In Arabic Language Instruction: A Sociolinguistic Analysis Of Interaction and Language Use
Abstract
Arabic language learning in formal educational settings, particularly in Islamic boarding schools, often emphasises grammar and vocabulary memorisation rather than meaningful communication in real social contexts. This study aims to examine the implementation of Problem-Based Learning (PBL) in Arabic language instruction and to analyse students’ sociolinguistic interactions in the classroom. Using a qualitative approach with a case study and classroom ethnography design, the study involved 22 tenth grade students at Pondok Pesantren Al Ishlah. Data were collected through classroom observations, semi-structured interviews, and documentation, and were analysed through data reduction, interaction coding, and discourse analysis. The findings indicate that PBL makes Arabic learning more communicative, interactive, and contextual. Students used Arabic for discussion, questioning, expressing ideas, and negotiating meaning. Their interactions also reflected sociolinguistic features, including language variation, code-switching, and linguistic adaptation influenced by social background. The study concludes that integrating PBL with a sociolinguistic perspective can enhance Arabic language learning by fostering meaningful communication, communicative competence, and socially relevant classroom interaction.
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