Implementing YouTube-Assisted Shadowing in Arabic Listening Instruction: A Pesantren Case Study
DOI:
https://doi.org/10.32492/jeetech.v7i2.7205Keywords:
Shadowing, Listening comprehension, Arabic language teaching, Computer-assisted language learning, Islamic boarding schoolAbstract
Learners of Arabic in Indonesian Islamic boarding schools (pesantren) often read classical texts competently but struggle to follow spoken Arabic. This study examined how YouTube-assisted shadowing was implemented in Arabic listening lessons at the Madrasah Bahasa of Pondok Pesantren Wali Songo Cukir, Jombang, how students perceived the lessons, and which factors supported or constrained implementation. A qualitative case study was conducted over approximately three months in the 2025–2026 academic year. Participants were one Arabic teacher, 12 female students, and one academic coordinator, selected purposively. Data from 12 classroom observations, 14 semi-structured interviews, and lesson documents were analysed through data condensation, data display, and conclusion drawing. Implementation followed a six-stage cycle: video selection, pre-listening preparation, gist listening, shadowing practice, comprehension checking, and reflection. Placing meaning-focused activities before and after shadowing kept the practice from becoming mechanical imitation. Students reported greater engagement and described perceived gains in following spoken Arabic, pronunciation, vocabulary, and speaking confidence; these reports were not verified by test scores. Teacher scaffolding, visual context, repeated playback, student motivation, and the Arabic-use environment of the pesantren supported implementation, whereas fast native speech, unfamiliar vocabulary, unstable internet connection, and mixed proficiency levels constrained it. The study provides a documented lesson sequence that Arabic teachers in comparable settings can adapt and test.
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