Designing An Arabic Language Learning Environment In Indonesia To Enhance Speaking Skills: A Systematic Literature Review (2020-2025)

Abstract

Mastery of speaking skills (maharah al-kalam) is one of the key indicators of success in Arabic language learning. However, many learners face the challenge of a lack of exposure to a supportive language environment (bi’ah lughawiyah). This study is a systematic literature review analyzing 49 scientific articles published between 2020 and 2025, focusing on the role of the Arabic language environment (bi’ah lughawiyah) in improving Arabic language proficiency in Islamic educational institutions in Indonesia. The articles reviewed cover various levels of education, ranging from Islamic boarding schools and madrasahs to Islamic universities. The article selection process was conducted using the PRISMA protocol via the Publish or Perish, Rayyan, and VOSviewer platforms, reducing the initial pool of 245 articles to 49 that met the criteria. The study’s findings indicate that a well- designed Arabic language environment has been proven to significantly improve speaking, writing, and comprehension skills in Arabic. The success of this program relies on a combination of in-class learning activities and various out-of-class language activities, such as daily vocabulary exercises, routine conversations, Arabic-language drama performances, and language competitions. Additionally, the presence of role models who actively speak Arabic, an educational reward and punishment system, as well as institutional support in terms of facilities and policies, are key factors in its success. This study also identified several major obstacles, including low student motivation, varying initial proficiency levels, and limited teaching staff. On the other hand, advancements in digital technology open new opportunities to expand the Arabic language environment beyond the confines of the classroom. It is therefore concluded that an effective Arabic language environment is not merely a set of language rules, but a shared culture that must be consistently built, managed, and maintained by the entire educational community.