ACHMAD YANI, SITI SARA BINTI HAJI AHMAD, HAJAH RAFIDAH BINTI HAJI ABDULLAH, HAJAH NORHAYATI BINTI HJ ABDUL KARIM, SITI SHALIHAH, ANIS MALIK THOHA AND IJLALINA NADZIRAH BINTI HAJI MD YUNOS
DOI: https://doi.org/This field study aims to analyze and evaluate the effectiveness of communicative Arabic language teachers' competencies in fostering communicative competence among students of the Faculty of Usuluddin at Sultan Sharif Ali Islamic University (UNISSA). Conducted within a non-Arabic-speaking environment, the study underscores the necessity for high-level linguistic and pedagogical performance by instructors to compensate for the absence of a natural Arabic-speaking context. The research is grounded in multiple intersecting theoretical frameworks, notably the Communicative Competence Model of Canale & Swain (1980), Bachman’s (1990) conceptualization of organizational and pragmatic competence, Dörnyei’s (2001) theory of classroom motivation, and Nation’s (2009) procedural model for teaching language skills. The study employed a descriptive-analytical quantitative method, selecting a purposive sample of twelve students enrolled in the "Communicative Arabic" course—representing 40% of the total study population. Data were collected using a validated questionnaire covering six primary domains: phonological competence, writing proficiency, training in oral and written communication skills, classroom management, and motivational ability to encourage language production. The findings revealed that instructors demonstrated high levels of linguistic competence (both oral and written), classroom efficiency, and motivational capacity, with satisfaction indicators in all domains exceeding 93%. The study highlights the importance of maintaining a balance between theoretical knowledge and practical teaching skills, and the need to implement interactive and motivational teaching strategies capable of fostering authentic classroom communication. Practical recommendations are provided for enhancing teacher training programs, integrating educational technology, and enriching the cultural context within Arabic language instruction. This research contributes to the body of literature on Teaching Arabic as a Foreign Language (TAFL) by offering a field-based analytical model for evaluating teacher performance in non-native contexts. It further underscores the critical role of communicative competence development in teachers as a decisive factor in the success of the educational process.
