The Effectiveness of Arabic Language Learning Based on the Common European Framework of Reference (CEFR) Using a Website on Arabic Reading Skills

Abstract

Reading skills competence aligned with language proficiency standards is essential to ensure that reading skill learning aligns with language learning objectives and the advancement of science and technology. This study aims to determine the effectiveness of Arabic language learning based on the Common European Framework of Reference (CEFR) using a website on Arabic reading skills. The Common European Framework of Reference for Languages (CEFR) is an internationally recognized standard or framework for language proficiency learning. This study employs a quantitative approach using quasi-experimental research with a control class and an experimental class. Data were collected through tests in the form of multiple-choice questions. The sample was selected using non-probability sampling with the purposive sampling method. Quantitative data were analyzed using the SPSS application. The statistical test results, in the form of an independent sample t-test, indicated a significant difference with a sig. (2-tailed) value of 0.00 < 0.05, leading to the rejection of H0 and acceptance of Ha. Additionally, the N-Gain test for the experimental class (using CEFR) showed a score of 73.1075, which, according to Malzer's classification of g > 0.7, falls into the high category. This analysis demonstrates that the application of the Common European Framework of Reference for Languages (CEFR) using a website is effective in improving reading skills.