Implementation of Communicative Approach in Arabic Lan-guage Learning: A Case Study at Islamic Higher Education Institutions in Kopertais Region II West Java

Abstract

This study examines the implementation of the Communicative Language Teaching (CLT) approach in Arabic language instruction at Islamic higher education institutions under Kopertais Region II West Java. Utilizing a qualitative case study methodology, data were gathered through interviews with 12 Arabic lecturers, classroom observations across six institutions, and document analysis of curricula and teaching materials. Findings reveal that while lecturers demonstrate theoretical understanding of CLT principles, practical implementation faces significant challenges including persistent grammar-translation influences, limited authentic materials, large class sizes, and assessment systems emphasizing grammatical accuracy over communicative competence. Successful implementation strategies identified include authentic task design, collaborative learning activities, integration of Arabic media resources, and performance-based assessment. The study identifies a gap between institutional rhetoric supporting communicative approaches and classroom realities constrained by traditional examination requirements and cultural expectations. These findings contribute to understanding CLT adaptation in Islamic educational contexts and offer recommendations for curriculum reform, professional development, and assessment redesign to support genuinely communicative Arabic language pedagogy.