Classic Mataraman Folktales for Improving Qira’ah among Arabic Language and Literature Students:  A Local Cultural Approach

Intan Sari Dewi; Muhammad Mahfud Ridwan Ridwan; Muhammad Faishol Al Hamimy; Ahmed Abdul Hadi Abdul Jawwad Filefil

doi:10.29240/jba.v9i2.14912

Authors

Intan Sari Dewi UIN Sayyid Ali Rahmatullah Tulungagung, Indonesia
Muhammad Mahfud Ridwan Ridwan UIN Sayyid Ali Rahmatullah Tulungagung, Indonesia
Muhammad Faishol Al Hamimy UIN Sayyid Ali Rahmatullah Tulungagung, Indonesia
Ahmed Abdul Hadi Abdul Jawwad Filefil Universitas Al-Azhar Tanta, Egypt

DOI:

https://doi.org/10.29240/jba.v9i2.14912

Keywords:

Classic Mataraman Folktales, Qira'ah, Arabic Language Learning, Local Culture, Qualitative Approach

Abstract

In qira’ah instruction, standardized Arabic texts often fail to engage students from culturally rich regions. This study examines how integrating classic Mataraman folktales can enhance qira’ah outcomes while strengthening cultural identity among Arabic Language and Literature students. The research responds to the need for culturally responsive pedagogy that bridges foreign language acquisition with the preservation of local culture in Indonesian Islamic higher education, where Arabic language mastery often feels detached from students’ lived experiences. Using a qualitative case study approach at UIN Sayyid Ali Rahmatullah, Tulungagung, data were collected through participatory observation across 12 sessions, semi-structured interviews with 26 students and three lecturers, and analysis of instructional materials. Triangulation and member-checking techniques ensured data validity. Findings revealed that incorporating Mataraman folktales, specifically the tales of Gunung Budeg, Lembu Peteng, and Putri Gayatri, increased student motivation by 78%, text comprehension by 65%, and cultural identity by 83%. Qira’ah skills improved significantly across literal comprehension (18%), inferential comprehension (23%), critical comprehension (23%), and reading–writing integration (17%), with statistical significance (p < 0.05). Thematic analysis further revealed greater emotional engagement, improved vocabulary retention, and a strengthened sense of learner identity. This study provides empirical support for culturally sustaining pedagogical practices and proposes a practical framework for integrating indigenous cultural resources into foreign language education.

Downloads

Download data is not yet available.

References

Abubaker Yousif, Rajkumar Eligedi, and Sasidhar Bandu. “Use of Translated Saudi Folk Narratives to Improve Reading and Speaking Skills of Saudi EFL Learners.” World Journal of English Language 13, no. 6 (2023): 524–36. https://doi.org/https://doi.org/10.5430/wjel.v13n6p524.

Achmad Sulton, and Saleh Muhammad Kabir. “Integrating Arab Cultural Elements in Arabic Language Education.” Lahjatuna: Jurnal Pendidikan Bahasa Arab 4, no. 2 (2025): 133–45. https://doi.org/https://doi.org/10.38073/lahjatuna.v4i2.2597

Aflisia, Noza, Rini Rini, and Ahmad Fikri. “Integration of Local Wisdom in Arabic Learning.” Jurnal Al-Bayan: Jurnal Jurusan Pendidikan Bahasa Arab 11, no. 2 (December 1, 2019): 356–73. https://doi.org/10.24042/albayan.v11i2.4719.

Ali Farhan, Muhammad Kamal, and Mohamad Sarip. “Developing Role Playing Games for the Skill of Reading the Arabic Language.” Arabiyatuna Jurnal Bahasa Arab 8, no. 2 (2024): 487–508. https://doi.org/10.29240/jba.v8i2.9858.

Alyan, Ahmed Fouad. Al-Maharat Al-Lughawiyah: Mâhiyatuhâ Wa Tharâiq Tadrîsihâ. Riyadh: Dar Al-Musallam, 2021.

Ausubel, David P. “The Effects of Cognitive Structure Variables on the Acquisition, Retention, and Transferability of Knowledge.” In The Acquisition and Retention of Knowledge: A Cognitive View, 146–80. New York: Springer ScienceBusiness Media, 2000. https://doi.org/10.1007/978-94-015-9454-7_6.

Azizah Fitriyana, Mamluatul Hasanah, and Syuhadak. “The Quality Learning of Extensive Reading with Synergetic Learning Approach.” Arabiyatuna Jurnal Bahasa Arab 9, no. 1 (2025): 179–204. https://doi.org/10.29240/jba.v9i1.11104.

Burhanuddin. “Pengembangan Materi Ajar Berbasis Komunikasi Dalam Pendidikan Bahasa Arab.” Jurnal Pendidikan Indonesia 4, no. 12 (2023): 1318–28. https://doi.org/10.59141/japendi.v4i12.2583.

Byram, Michael. Teaching and Assessing Intercultural Communicative Competence. Bristol: Multilingual Matters ltd, 1997. https://doi.org/10.21832/byram0244.

Cindy Pradina Putri, and Dwi Sulistyorini. “Struktur Arketipe Dalam Legenda Telaga Buret Desa Sawo Kecamatan Campurdarat Kabupaten Tulungagung.” Jurnal Pembelajaran Sastra 4, no. 1 (2033): 33–44. https://doi.org/10.51543/hiskimalang.v4i01.61.

Creswell, John W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. California: SAGE, 2014.

Cronbach, Lee J. “Coefficient Alpha and the Internal Structure of Tests.” Psychometrika 16, no. 3 (1951): 297–334. https://doi.org/10.1007/BF02310555.

Effendy, Ahmad Fuad. Metodologi Pengajaran Bahasa Arab. Malang: Misykat, 2017.

Farisi, Mohamad Zaka Al, and Hikmah Maulani. “Investigating Arabic Language Teaching Materials Based on Indonesian Folklore: An Ethnographic Study on the Folktale of ‘Bandung.’” Asian Education and Development Studies 13, no. 2 (2024): 134–49. https://doi.org/10.1108/AEDS-07-2023-0082.

Farooque, Umar. “Comparative Analysis Of Epics.” International Education and Research Journal (IERJ) 10, no. 6 (2024): 26–33. https://doi.org/10.21276/IERJ24640375651733.