Verbal Interaction in Arabic Language Teaching: Patterns and Pragmatic-Pedagogical Functions

Authors

  • Muhammad Alfa Choirul Murtadho Universitas Islam Negeri Sunan Ampel Surabaya, Indonesia
  • Muhammad Afifudin Dimyathi Universitas Islam Negeri Sunan Ampel Surabaya, Indonesia
  • Muhammad Thohir Universitas Islam Negeri Sunan Ampel Surabaya, Indonesia
  • Mirwan Akhmad Taufiq Universitas Islam Negeri Sunan Ampel Surabaya, Indonesia
  • Achmad Yani Universiti Islam Sultan Sharif Ali, Brunei Darussalam

DOI:

https://doi.org/10.21580/alsina.8.2.30867

Keywords:

speech acts, classroom interaction, Arabic language teaching, directive speech acts, pedagogical functions

Abstract

Classroom talk in Arabic language teaching connects instructional guidance with students’ opportunities to use the target language. This study aimed to examine patterns of verbal interaction and their pragmatic and pedagogical functions in an eighth-grade class at SMP Bilingual Terpadu Krian, Indonesia. A descriptive qualitative design was employed, with data collected through classroom observations over one semester, semi-structured interviews with three Arabic teachers and six students, and instructional documents. Written observation and interview notes were analyzed manually using Searle’s speech-act categories, followed by an examination of recurring exchanges and their contextual functions; interpretations were checked through collaborative coding, triangulation, and member checking. The study offers a basis for teachers to reflect on their use of classroom language and design exchanges that provide space for student responses, feedback, and continued interaction in Arabic.

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Published

2026-08-31 — Updated on 2026-08-31

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How to Cite

Murtadho, M. A. C., Dimyathi, M. A., Thohir, M., Taufiq, M. A., & Yani, A. (2026). Verbal Interaction in Arabic Language Teaching: Patterns and Pragmatic-Pedagogical Functions. Alsina : Journal of Arabic Studies, 8(2), 304–314. https://doi.org/10.21580/alsina.8.2.30867

Issue

Vol. 8 No. 2 (2026)

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