Penjajaran Kurikulum Bahasa Arab Pengajian Tinggi dengan CEFR: Tinjauan Kefahaman dan Persepsi Tenaga Pengajar di Universiti Sains Islam Malaysia
Abstract
Common European Framework of Reference for Languages (CEFR) telah diperkenalkan oleh Kementerian Pengajian Tinggi (KPT) sebagai satu inisiatif untuk menetapkan piawaian antarabangsa dalam menilai tahap penguasaan bahasa dalam kalangan pelajar di Malaysia. Kursus Bahasa Arab di USIM tidak terkecuali dalam usaha penjajaran ini, selaras dengan Pelan Hala Tuju Pemantapan Bahasa Antarabangsa yang digariskan oleh KPT. Meskipun CEFR telah diguna pakai secara rasmi dalam pendidikan Bahasa Inggeris, pelaksanaannya dalam pengajaran Bahasa Arab di peringkat pengajian tinggi masih terhad dan berada pada tahap awal pelaksanaan. Antara cabaran utama termasuklah kurangnya pendedahan, latihan, dan kefahaman dalam kalangan tenaga pengajar terhadap struktur, tahap serta deskriptor yang terkandung dalam dokumen CEFR. Sehubungan itu, kajian ini dijalankan bagi: i) mengenal pasti tahap kefahaman guru Bahasa Arab di USIM terhadap struktur dan komponen CEFR; dan ii) menganalisis persepsi mereka terhadap keberkesanan CEFR. Kajian ini menggunakan reka bentuk kuantitatif berasaskan pendekatan deskriptif. Instrumen soal selidik berstruktur telah diedarkan kepada 17 orang guru Bahasa Arab dari Unit Bahasa Arab, Fakulti Pengajian Bahasa Utama (FPBU) dan Pusat Tamhidi, USIM bagi memperoleh gambaran menyeluruh berhubung kefahaman dan persepsi mereka terhadap penjajaran CEFR. Data dianalisis secara deskriptif menggunakan perisian SPSS. Hasil kajian mendapati bahawa tahap kesiapsiagaan dan persepsi guru Bahasa Arab terhadap pelaksanaan CEFR secara keseluruhannya adalah sangat positif. Responden memberikan sokongan padu terhadap anjakan pedagogi berorientasikan komunikasi, kejelasan indikator pentaksiran, dan peningkatan kredibiliti kurikulum di peringkat global, walaupun aspek penyesuaian kerangka masih perlu diperhalusi mengikut acuan keilmuan dan budaya tempatan. Kajian ini memberikan implikasi signifikan terhadap penambahbaikan dasar dan amalan pengajaran Bahasa Arab di USIM, terutamanya dalam merangka modul latihan berterusan serta panduan pelaksanaan CEFR yang berasaskan kemahiran, kontekstual, dan selari dengan aspirasi pendidikan bahasa di peringkat kebangsaan mahupun global.
Downloads
References
Abd Gani, M. I., Nawawi, M. A. A. M., Yaacob, H., Shaid, N. M., & Said, M. (2025, August). Transformation of Arabic Language Education: Aligning CEFR with the Needs of Holistic Islamic Literacy. In International Conference on Islamic Economics (ICIE) (Vol. 2, pp. 89-97).
Abdul Malik, F., Ahmad, L. A., & Salleh, N. L. (2023). Teachers' knowledge and perception of CEFR-aligned curriculum. In Research Insights in Teaching and Learning (pp. 2–16). Centre for Languages and Pre-University Academic Development (CELPAD), International Islamic University Malaysia.
Abdul Malik, F., Ahmad, L. A., & Salleh, N. L. (2025). Exploring CEFR implementation in Arabic language teaching: Knowledge, perceptions and challenges among teachers. International Journal of Research and Innovation in Social Science, 9(10), 673–687. https://doi.org/10.47772/IJRISS.2025.910000673
Abdullah, M. R., Yaakob, M. A., Zulkifli, M. F., & Sahrir, M. S. (2023). A Review of Studies Related to Arabic Language Learning Based on the Common European Framework of Reference for Language (CEFR). Ijaz Arabi Journal of Arabic Learning, 6(2), 463-475. https://doi.org/10.18860/ijazarabi.v6i2.20386
Alih, N. A. C., Abdul Raof, A. H., & Md. Yusof, M. A. (2021). Policy change implementation: The case of the CEFR in Malaysian ESL classrooms. Journal of Nusantara Studies, 6(2), 296–317. https://doi.org/10.24200/jonus.vol6iss2pp296-317
Beacco, J.-C., Byram, M., Cavalli, M., Coste, D., Cuenat, M. E., Goullier, F., & Panthier, J. (2016). Guide for the development and implementation of curricula for plurilingual and intercultural education. Council of Europe.
Biggs, J., & Tang, C. (2022). Teaching for Quality Learning at University (5th ed.). Routledge.
Brunfaut, T., & Harding, L. (2020). International language proficiency standards in the local context: Interpreting the CEFR in standard setting for exam reform in Luxembourg. Assessment in Education: Principles, Policy & Practice, 27(2), 215–231. https://doi.org/10.1080/0969594X.2019.1700213
Che Musa, N., Mohd Adaha, S. A., Nuraddin, N. N., Fakhrul Anuar, M., Ramachandran, D., & Khaidzir, M. F. S. (2025). CEFR implementation in Malaysian higher education: A scoping review of strategies and challenges. MALIM: Jurnal Pengajian Umum Asia Tenggara, 26(1), 125–144.
Council of Europe. (2020). Common European Framework of Reference for Languages: learning, teaching, assessment: companion volume. Council of Europe Publishing, Strasbourg. http://www.coe.int/lang-cefr.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Deygers, B. (2021). The CEFR Companion Volume: Between research-based policy and policy-based research. Applied Linguistics, 42(1), 186–191. https://doi.org/10.1093/applin/amz024
Fulcher, G., & Harding, L. (2021). The Routledge Handbook of Language Testing (2nd ed.). Routledge.
Fullan, M. (2016). The New Meaning of Educational Change (5th ed.). Teachers College Press.
Graves, K., & Garton, S. (2017). An analysis of three curriculum approaches to teaching English in public-sector schools. Language Teaching, 50(4), 441–482. https://doi.org/10.1017/S0261444817000155
Kassim, N., & Hashim, H. (2023). Common European Framework of Reference (CEFR): A review on its implementation in ESL/EFL classrooms. International Journal of Academic Research in Business and Social Sciences, 13(12), 2991–3016. https://doi.org/10.6007/IJARBSS/v13-i12/20149
Khan, A. B. M. A., David, A. R., Ahmad, A. H., Ali, A., & Lah, S. C. (2023). Initial insights into CEFR adoption at a language faculty of a public university in Malaysia. PASAA: Journal of Language Teaching and Learning, 67, 330–360. https://doi.org/10.58837/CHULA.PASAA.67.1.11
Little, D. (2011). The Common European Framework of Reference for Languages: A research agenda. Language Teaching, 44(3), 381–393.
Mah, Z. J., & Kaur, P. (2022). The CEFR-aligned curriculum: Perspectives of Malaysian teachers. Asian Journal of Research in Education and Social Sciences, 4(1), 177–190. https://doi.org/10.55057/ajress.2022.4.1.13
Mohamed, Salwa. (2023). The development of an Arabic curriculum framework based on a compilation of salient features from CEFR level descriptors. The Language Learning Journal, 51(1), 33–47. https://doi.org/10.1080/09571736.2021.1923781
Mohammed, N. A., Abdul Raof, A. H., & Md Yusof, M. A. (2021). Challenges in implementing the CEFR in English language classrooms. LSP International Journal, 8(1), 115–128. https://doi.org/10.11113/lspi.v8.17977
Nevenglosky, E. A., Cale, C., & Aguilar, K. W. (2019). Barriers to effective curriculum implementation and implications for educator practice. European Journal of Educational Research, 8(1), 197–217.
Nguyen, H. T. M., & Bui, T. (2016). Teachers’ agency and the enactment of educational reform in Vietnam. Current Issues in Language Planning, 17(1), 88–105. https://doi.org/10.1080/14664208.2016.1125664
Nguyen, N. T. (2017). EFL teachers’ perceptions towards the use of CEFR-V. European Journal of English Language Teaching, 2(4), 74-86.
North, B. (2014). The CEFR in practice. Cambridge University Press.
Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3rd ed.). McGraw-Hill.
Pallant, J. (2020). SPSS survival manual: A step by step guide to data analysis using IBM SPSS (7th ed.). McGraw-Hill Education.
Piccardo, E., & North, B. (2019). The Action-oriented Approach: A Dynamic Vision of Language Education. Multilingual Matters.
Sidhu, G. K., Kaur, S., & Lee, J. C. (2018). CEFR-aligned school-based assessment in the Malaysian primary ESL classroom. Indonesian Journal of Applied Linguistics, 8(2), 452–463.
Syed Husain, S. S., Munchar, J., Abdul Kadir, Z., Thevarajoo, T. P. D., & Megat Khalid, P. Z. (2024). Theory to practice: Lecturers' readiness in implementing a CEFR-aligned tertiary curriculum. International Journal of Education, 16(2). https://doi.org/10.5296/ije.v16i2.21729
Tao, J., & Gao, X. (2021). Language teacher agency in curriculum reform. Cambridge University Press.
Teoh, L. V. (2018). Malaysian secondary school English teachers' perception towards the implementation of CEFR-aligned curriculum (Unpublished Project Paper). Universiti Utara Malaysia.
Uri, N. F. M., & Abd Aziz, M. S. (2018). Implementation of CEFR in Malaysia: Teachers’ awareness and the challenges. 3L: The Southeast Asian Journal of English Language Studies, 24(3), 168–183. http://doi.org/10.17576/3L-2018-2403-13
Zaki, A. W., & Darmi, R. (2021). The implementation of CEFR in ESL learning: Why does it matter to the Malaysian education system? Asian Journal of Assessment in Teaching and Learning, 11(2), 1–12.
