Analyzing the Grade VII Arabic Language Textbook through William F. Mackey's Theory: Linguistic and Pedagogical Aspects

Abstract

This study analyzes the Grade VII Arabic texbook published by Erlanggan using William F. Mackey's framework, with particular attention to its linguistic and pedagogical dimensions. The study responds to the continuing need for textbook evaluation in Arabic instruction at the Islamic junior secondary (madrasah tsanawiyah) level, where the textbook typically functions as the primary source of linguistic input, clasroom practice, and skill sequencing. A qualitative content-analysis design was employed. The data consisted of thematic vocabullary, sentence patterns, dialogues, reading passages, grammar explanations, and exercises contained in the textbook, collected through documentation and analyzed according to the categories of selection, gradation, presentation, and repetitio. The findings show that the textbook selects familiar themes such as self-introduction, family, school, and daily activities indicating alignment with learners' immediate context. its gradation is generally progressive, moving from isolated vocabullary and simple dialogue toward short reading texts and basic grammatical explanation, although several passages remain relatively complex for beginners. In terms of presentation, the book combines dialogue (hiwar), reading (qira'ah), visual illustration, and grammar explanation (qawa'id), although oral-communicative activities remain limited. Repetition is realized through completion, matching, sentence-ordering, and guided-conversation exercises, yet many drills remain mechanical. Overall, the textbook is pedagogically useful and linguistically appropriate for novice learners, but it requires stronger contextualization, more balanced skill integration, and richer communicative practice