© 2019 Minda Masagi Press owned by ASPENSI in Bandung, West Java, Indonesia p-ISSN 1979-7877, e-ISSN 2621-587X, and www.journals.mindamas.com/index.php/educare 25 EDUCARE: International Journal for Educational Studies, Volume 12(1), August 2019 © 2019 Minda Masagi Press owned by ASPENSI in Bandung, West Java, Indonesia p-ISSN 1979-7877, e-ISSN 2621-587X, and www.journals.mindamas.com/index.php/educare i EDUCARE: International Journal for Educational Studies, Volume 11(2), February 2019 © 2018 by Minda Masagi Press owned by ASPENSI in Bandung, West Java, Indonesia p-ISSN 1979-7877, e-ISSN 2621-587X, and www.journals.mindamas.com/index.php/educare i EDUCARE: International Journal for Educational Studies, Volume 11(1), August 2018 Volume 11(1), August 2018 p-ISSN 1979-7877, e-ISSN 2621-587X Contents Foreword. [ii] MOHAMMED SABRIN, A Comparative Policy Analysis of Elementary Teacher Education in the Top Performing Asian TIMSS Countries. [1-16] NUR ANISAH JAMIL, Differences in Student Self-Efficacy by Gender. [17-28] LEUDANE L. LONEZ & NICETTE N. GANAL, An Evaluation of Four-Day Compressed Workweek of Ifugao State University System: Basis for Action Plan. [29-48] MOHAMMED ALHAJI YUSUF & NORHASNI ZAINAL ABIDDIN, Relationship between Training and Job Performance to Enhance Human Resource Development. [49-58] JERICK C. FERRER, Financial Capability of Public School Teachers in the Philippines. [59-78] Info-edu-tainment. [79-88] EDUCARE: International Journal for Educational Studies will provides a peer-reviewed forum for the publication of thought-leadership articles, briefings, discussion, applied research, case and comparative studies, and expert comment and analysis on the key issues surrounding the educational studies in general and its various aspects. Analysis will be practical and rigorous in nature. The EDUCARE journal, with print ISSN 1979-7877 (print) and ISSN 2621-587X (online), was firstly published on 17 August 2008, in the context to commemorate the Independence Day in Indonesia. Since issues of February 2009 to February 2016, EDUCARE journal was organized and managed by the Lecturers of FKIP UMP (Faculty of Education and Teacher Training, Muhammadiyah University of Purwokerto) in Central Java; and published by Minda Masagi Press, as an academic publishing owned by ASPENSI (the Association of Indonesian Scholars of History Education) in Bandung, West Java, Indonesia. The EDUCARE journal is published twice a year, i.e. every August and February. Website: www.journals.mindamas.com/index.php/educare Volume 11(2), February 2019 p-ISSN 1979-7877, e-ISSN 2621-587X Contents Foreword. [ii] RONALD GANIBAN, RENE R. BELECINA & JOSE M. OCAMPO, JR., Antecedents of Teacher Empowerment. [89-108] SYARIFAH SETIANA ARDIATI, Effectiveness Mindful Teaching to Improve Teacher Happiness. [109-126] ABDORRAKHMAN GINTINGS, The Correlation between the Understanding on Children with Special Needs and Teaching Profession with the Performance of Pre-Service Teacher in Internship Program at School for Persons with Disability. [127-138] MIN SHEN, Examining the Implementation of a Flipped Chinese Classroom in a University in Brunei Darussalam: A Mixed Method Research. [139-156] CICIH SUTARSIH & UDIN SYAEFUDIN SAUD, The Implementation of Professional Learning Community for Elementary Teachers. [157-168] Info-edu-tainment. [169-180] EDUCARE: International Journal for Educational Studies will provides a peer-reviewed forum for the publication of thought-leadership articles, briefings, discussion, applied research, case and comparative studies, and expert comment and analysis on the key issues surrounding the educational studies in general and its various aspects. Analysis will be practical and rigorous in nature. The EDUCARE journal, with print ISSN 1979-7877 (print) and ISSN 2621-587X (online), was firstly published on 17 August 2008, in the context to commemorate the Independence Day in Indonesia. Since issues of February 2009 to February 2016, EDUCARE journal was organized and managed by the Lecturers of FKIP UMP (Faculty of Education and Teacher Training, Muhammadiyah University of Purwokerto) in Central Java; and published by Minda Masagi Press, as an academic publishing owned by ASPENSI (the Association of Indonesian Scholars of History Education) in Bandung, West Java, Indonesia. The EDUCARE journal is published twice a year, i.e. every August and February. Website: www.journals.mindamas.com/index.php/educare YAYAN NURBAYAN & IHWAN RAHMAN BAHTIAR The Readibility of the Arabic Textbook for the Students of Senior High School in Indonesia Written by Zakiyah Arifah & Nadia Afidati ABSTRACT: Textbooks are essential parts in learning process for students and even teachers. Textbooks are considered to be the basic foundations of courses. Textbooks may not contain all aspects needed in the teaching and learning process, but their existence as teaching sources is still paramount. This study is aimed at analyzing the readability level of an Arabic textbook for eleventh graders and identifying the factors influencing the readibility. To achieve the aim of this study, a cloze test was used to measure the level of readability of the textbook. This study is a descriptive quantitative approach. A questionnaire was also employed to identify the factors that influence the readability level of the book. This study involved 36 students of grade XI of SMA PGII (Sekolah Menengah Atas, Pendidikan Guru Islam Indonesia or Senior High School, Indonesia Muslim Teacher Education) 2 Bandung, West Java, Indonesia, in the school year of 2016/2017. Three passages from the book entitled “Al-Lughah al-Arabiyah: Bahasa Arab untuk SMA dan Sederajat” [Arabic Language for Senior High School and Equivalent] written by Zakiyah Arifah & Nadia Afidati (2012) were randomly chosen as a sample. The results of the study show that the level of readability of the book was medium with a percentage of 40.6%. This suggests that the book can be fairly easily used and understood by students and they can interact with the book. Guidance and assistance from a teacher is advisable. This medium level of readability is generally caused by the reader factor, specifically the students’ reading skill. KEY WORDS: Level of Readability; Arabic Textbook; Arabic Language Teaching. INTRODUCTION Textbooks are essential parts in learning process for students and even teachers. Textbooks are considered to be the basic foundations of courses. Textbooks may not contain all aspects needed in the teaching and learning process, but their existence as teaching sources is still paramount (Okeeffe, 2013; Casper et al., 2014; and Gunantar, 2017:173). Textbooks serve as a link between educators and learners resulting in two- way communication in learning (Husein, Sahrani & Syamsiyah, 2012:x). This two- way communication is essential in learning, because as E.N. Inah (2015) puts it as following here: About the Authors: Dr. Yayan Nurbayan is a Lecturer at the Faculty of Language and Literature Education UPI (Indonesian Uni- versity of Education), Jalan Dr. Setiabudhi No.229 Bandung 40154, West Java, Indonesia. Ihwan Rahman Bahtiar, M.Pd. is a Lec- turer at the Faculty of Language and Art UNJ (State University of Jakarta), Jalan Rawamangun Muka, East Jakarta, Indonesia. For academic interests, the Authors are able to be contacted via e-mails address at: yayannurbayan@upi.edu and achita.weng@gmail.com Suggested Citation: Nurbayan, Yayan & Ihwan Rahman Bahtiar. (2019). “The Readibility of the Arabic Textbook for the Students of Senior High School in Indonesia Written by Zakiyah Arifah & Nadia Afidati” in EDUCARE: International Journal for Educational Studies, Volume 12(1), August, pp.25-38. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI with ISSN 1979-7877 (print) and ISSN 2621-587X (online). Article Timeline: Accepted (April 21, 2019); Revised (June 22, 2019); and Published (August 31, 2019). © 2019 Minda Masagi Press owned by ASPENSI in Bandung, West Java, Indonesia p-ISSN 1979-7877, e-ISSN 2621-587X, and www.journals.mindamas.com/index.php/educare 26 YAYAN NURBAYAN & IHWAN RAHMAN BAHTIAR, The Readibility of the Arabic Textbook […] in the world of education, the learning process will be effective if communication and interaction between teachers with students occurs intensively (Inah, 2015:152). Textbooks also serve as a technical translation of the implementation of a curriculum (Elsaib, 2008:22). According to R.H.Z. Thamus (2002), and other scholars, they are a reflection of the progress of one country’s civilization and its ideological representation (Thamus, 2002:40; Gurevitch et al. eds., 2005; and Lorenzo, 2014). A similar statement was also echoed by S. Asyrofi & T. Pransiska (2016), and other scholars, that a textbook is like a vessel, whose contents are science and ideology to be presented and instilled to students, teachers, and other readers (Asyrofi & Pransiska, 2016:5; Brun, 2016; and Loewen, 2017). To put it simply, we can conclude that textbooks play a key role as: [...] media and learning resources so as to present science and life values related to basic competencies taught to learners (Rediati, 2015:2). Based on the above statements, it is clear that a textbook is an obligatory component to ensure the success of learning. Its existence will continue although technological progress has spawned a variety of new teaching resources and learning media (cf Fauzan, 2011; Eady, 2013; and Hepp, Fernandez & Garcia, 2015). Given the central role of textbooks, each educational unit must ensure the availability of textbooks in their respective institutions. The obligations are very clearly stated in the Government Regulation No.19/2005 on the National Standard of Education, chapter VII, article 42, which reads that every educational unit shall have facilities covering furniture, educational equipment, educational media, books, and other learning resources, consumables, as well as other equipment needed to support a regular and continuous learning process (cf Kemdiknas RI, 2005; Sayuti, 2015; and MoEC RI, 2016). Due to the primacy of textbooks, educators should carefully and critically choose the textbook to use. They need to pay especial attention to the suitability of the content and language of the book with the level of learners. In this context, A.E. Momeni & A.K. al-Momani (2011), and other scholars, revealed that a textbook is not an ordinary book written for every reader, but it is composed and suited to the readers’ age and ability to think (Buzzetto-More, Sweat-Guy & Elobaid, 2007; Momeni & al-Momani, 2011:560; and Loewen, 2017). The suitability of the contents of the book and language with the level of ability of the readers is what is generally termed as readibility. In this respect, A. Wawan Jatnika (2007) and other scholars viewed that a good textbook not only contains material that in accordance with the curriculum, but it must be written with a high degree of readibility (Jatnika, 2007:196; Muslih, 2010; and Muniroh, 2018). By definition, readibility is conformity between a book (a text) with the reading ability of the readers. This accords with F. Meqdadi & A. al-Zubi (2005)’s definition of readibility as: مدى ملاءمة لغة المحتوى لمادة تعليمية مقدمة في كتاب لقدرة الطلبة القرائية ]...[ Translation: […] the suitability of the contents of a book with students reading skill (Meqdadi & al-Zubi, 2005:213). This is also in line with H. Dalman (2014) and other scholars’ definition that readibility is the extent to which a book/a text is suitable for particular readers seen from complexity point of view (Dalman, 2014; Bailin & Grafstein, 2016; and Yulianto, 2019). In Arabic, readability is defined as Maqru’iyyah or Inqira’iyyah. It is a concept refers to the level or degree of difficulty for a reading material (Husna, 2016; Halim et al., 2017:949; and Hussain & Mamat, 2019:1673). While both terms are acceptable equivalents for readibility, K.H. Abu Amshah (2015) contends that is a more accurate equivalent to denote readibility than (Amshah, 2015:3). This is based on the following morphological analysis on the two terms: © 2019 Minda Masagi Press owned by ASPENSI in Bandung, West Java, Indonesia p-ISSN 1979-7877, e-ISSN 2621-587X, and www.journals.mindamas.com/index.php/educare 27 EDUCARE: International Journal for Educational Studies, Volume 12(1), August 2019 Firstly, the word derives from the word from the template which signifies or to leave an impression on a particular action. That is why when we say or “(If) I read a book, then the book is readable”. What that sentence means is a book that one reads is a book worth reading (Amshah, 2015). Secondly, the word from its form is mashdar shinâ’iy categorized into the group of isim maf ’ūl. And isim maf ’ūl itself denotes objects undergoing actions. Mashdar shinâ’iy serves to signal the characteristics of isim (nouns) that it modifies. Since is isim maf ’ūl, the word in question simply means the occurence of a reading process without regard to whether what is read is easy or difficult (Amshah, 2015). Based on the above analysis, K.H. Abu Amshah (2015), and other scholars, prefered to adopt the word as the equivalent for readibility in Arabic, because in the term signifies that the text is: (1) readable; (2) appealing; (3) uses an attractive and harmonious writing style; and (4) interesting (cf Tabatabaei & Bagheri, 2013; Amshah, 2015:3-4; and Rohmatillah, 2017). Readibility is a factor to be considered in the preparation of textbooks because, according to M. Habib Allah (2009) and other scholars, the suitability of a text with its readers will encourage the readers to acquire the knowledge contained in the reading and will increase the readers’ attention to what they read (Habib Allah, 2009:160; Bailey, 2011; and Rohmatillah, 2017). Similarly, O. Thomas & L. Holly (2004), and other scholars, point out that the appropriateness between textbook readability and students’ reading ability will help the students succeed and maintain their motivation in reading (Thomas & Holly, 2004:239; Bahrudin, 2016; and Rohmatillah, 2017). The results show that a high level of textbook readability can improve understanding, reading speed, seriousness, and motivation to read up to 65% (Mahmoud, 2012:90; Rohmatillah, 2017; and Brysbaert, 2018). Considering that good readability positively affects the readers’ ability and motivation of reading, Y. Abu Gehjouh (2009), and other scholars, emphasized that readibility is an important aspect that the author of the textbook needs to consider in setting the teaching material specifications for the instructional material presented according to the age and needs of the reader, which can later develop students’ thinking skills as readers (DuBay, 2006; Gehjouh, 2009:192; and Rohmatillah, 2017). Although the issue of textbook readability is crucial, studies related to the readability of Arabic language textbooks are relatively scant, especially one that also examines the factors that influence readibility (cf Dubay, 2004; Abubaker, 2013; and Bailin & Grafstein, 2016). In terms of factors, H. Alnagy (2002), and other scholars, mentioned that readibility was influenced by two factors: the reader him/herself and the reading factor. Firstly, the reader factor includes two other factors, namely the ability to read and motivation in reading. Secondly, the reading factor includes several other factors: typography, word choice, sentence structure, and systematic presentation (Alnagy, 2002:530; Rohmatillah, 2017; and Sholihah, 2018). Based on the above background, especially the primary importance of examination of the readability of Arabic language textbooks, the present research fills the gap by looking into Arabic textbook readability in order to measure the readibility level of Arabic textbooks at a high school level and identify the factors that influence the readibility. METHODS This is a descriptive quantitative approach (cf Creswell, 2003; Williams, 2007; and Rasi et al., 2017). The research took place in SMA PGII (Sekolah Menengah Atas, Pendidikan Guru Islam Indonesia or Senior High School, Indonesia Muslim Teacher Education) 2 Bandung, West Java, Indonesia. The samples involved in this study were 36 randomly chosen students of grade XI. The instruments used in this study were tests and questionnaires (Creswell, 2003; Williams, 2007; and Wilkinson & © 2019 Minda Masagi Press owned by ASPENSI in Bandung, West Java, Indonesia p-ISSN 1979-7877, e-ISSN 2621-587X, and www.journals.mindamas.com/index.php/educare 28 YAYAN NURBAYAN & IHWAN RAHMAN BAHTIAR, The Readibility of the Arabic Textbook Birmingham, 2014). The type of test used was cloze test on three different parts of a passage: the beginning, middle, and end. Three passages were selected as research texts, then a test of readibility for each passage was undertaken. The cloze test procedure involves taking a text and deleting parts of it in either a random or fixed pattern. The deleted words in the texts are every 5th to 7th. The next step is the assessment and scoring (Haywood & Tzuriel eds., 1992; Creswell, 2003; and Williams, 2007). The following assessment formula was used: The following presents E.F. Rankin & J. Culhane (1969)’ scoring system, as cited also in J.W. Cunningham & R.J. Tierney (1979) and Wahidmurni (2017), shown in the table 1. Scoring was initially done on passages, then onto the book as a whole. The final phase was the analysis of why the readibility test results have a high/medium/low level of readability. The questionnaire was used to ascertain the factors that affect the readibility level of the textbook entitled Al-Lughah al-Arabiyah: Bahasa Arab untuk SMA dan Sederajat [Arabic Language for Senior High School and Equivalent] written by Zakiyah Arifah & Nadia Afidati (2012) under investigation. It consisted of 16 questions using Rensis Likert (1932) scale, and included two factors that affect readability, i.e. the reader factor and the reading. The questionnaire was distributed to the respondents of this research. The scores obtained for each item were calculated, then mean scores and percentages were counted. From these scores, which factors are the most dominant which affects a certain level of legibility of textbooks can be readily identified (Likert, 1932; Arifah & Afidati, 2012; and Joshi et al., 2015). Prior to use, the two instruments were tested in advance of validity and reliability. To test the instrument, three doctoral experts were consulted to request corrections, assessments, and validation of the test instrument to be tested to the learners. Once declared feasible, test items were verified using a test-retest or consistency of results testing the measure with the same subjects twice (cf Sullivan, 2011; Joshi et al., 2015; and Leavy, 2017:116). Calculated using L. Cronbach (1951)’s Alfa technique with SPSS (Statistical Package for the Social Sciences) 23, the results of the reliability test indicate that the test was declared reliable, because the value is 0.964 or greater than 0.6, as per the cutoff point posited by Uma Sekaran (2003); Andrew Garth (2008); and D. Priyatno (2014:66). Like the test instrument, the questionnaire was also tested for its validity and reliability. After calculated by Karl Pearson (1895 and 1948)’s correlation method, the validity test results show that the questionnaire was valid to be used as the research instrument, because the score of each item is greater than 0.361. As for the reliability level, the test results indicate that the questionnaire is declared reliable because the value is 0.741 or greater than 0.6 (cf Pearson, 1895 and 1948; Nikolic et al., 2012; and Chee, 2013). FINDINGS AND DISCUSSION Readibility Level. As stated earlier, to gauge the readibility level of the textbook entitled Al-Lughah al-Arabiyah: Bahasa Arab untuk SMA dan Sederajat [Arabic Language for Senior High School and Equivalent] written Table 1: Readibility Level Scores Readibility Level > 60% High 40% -- 60% Medium < 40% Low Source: Adapted from E.F. Rankin & J. Culhane (1969); J.W. Cunningham & R.J. Tierney (1979); and Wahidmurni (2017). © 2019 Minda Masagi Press owned by ASPENSI in Bandung, West Java, Indonesia p-ISSN 1979-7877, e-ISSN 2621-587X, and www.journals.mindamas.com/index.php/educare 29 EDUCARE: International Journal for Educational Studies, Volume 12(1), August 2019 by Zakiyah Arifah & Nadia Afidati (2012) under study, cloze tests on three passages were administered to the student participants (Taylor, 1953; Arifah & Afidati, 2012; and Brown, Yamashiro & Ogane, 2017). What follows is a cloze test on passage 1; and then see also the table 2. From the table 2, it is clear that the mean score of the students’ correct answers in the first passage is 5.39 of 11 omitted words, or 49%. Based on E.F. Rankin & J. Culhane (1969)’s assessment criteria, the level of legibility of this passage is at a moderate level (40% -60%). With this level, M.G. Bogdanoff & R.C. Katz (1983); K. Buqahoos & A. Ismail (2001); and M. Jawarneh (2008) hold that the students can basically access the text, but they still need guidance or assistance from the teacher in reading and understanding the text (Rankin & Culhane, 1969; Bogdanoff & Katz, 1983; Buqahoos & Ismail, 2001:117; and Jawarneh, 2008:128). The following is a cloze test on passage 2; and then see also the table 3. The table 3 reveals that the mean score of the students’ correct answers in the first passage is 4.97 of 11 omitted words, or 45.2%. Based on E.F. Rankin & J. Culhane (1969)’s assessment criteria, the level of legibility of this passage is at a moderate level (40% -60%). With this level, as M.G. Bogdanoff & R.C. Katz (1983); K. Buqahoos & A. Ismail (2001); and M. Jawarneh (2008) mentioned, the text was still accessible, but assistance from the teacher in reading and understanding the text was necessary (Rankin & Culhane, 1969; Bogdanoff & Katz, 1983; Buqahoos & Ismail, 2001:117; and Jawarneh, 2008:128). The following is a cloze test on passage 3; and then see also the table 4. The table 4 reveals that the mean score of the students’ correct answers in the first passage is 4.25 of 14 omitted words, or 45.2%. Based on E.F. Rankin & J. Culhane (1969)’s assessment criteria, the level of legibility of this passage is at a low level (< 40%). Meanwhile, M.G. Bogdanoff & R.C. Katz (1983); K. Buqahoos & A. Ismail (2001); and M. Jawarneh (2008) argued that with this level that the students cannot read and understand the text unless there was guidance and assistance from their teacher/mentor (Rankin & Culhane, 1969; Bogdanoff & Katz, 1983; Buqahoos & Ismail, 2001:117; and Jawarneh, 2008:128). General Readability Level. To measure the readibility level of the entire content of the Arabic in question, the mean scores of the previous three tests were counted, which generates the following data in table 5. From the table 5, we can see that the mean د َنِبْيل َحمَّ ُ د م ّيِ ْسَرة السَّ ُ أ مٌّ ُ َباَحَة - أ ِة - الَمْدَرَسِة - الّسِ اَنِويَّ َّ ٌة - اْسُمَها - الث َ ف ل - ُمَوظَّ وَّ َ َدة - الأ ّيِ ُخوَها - السَّ َ بُّ - أ حِ ُ بُّ - ي حِ ُ ت ُهَما َ د َنِبْيل َو2(... َمْيُموَنة ل َحمَّ ُ د م ّيِ َدة َمْيُموَنة. السَّ ّيِ ُه َزْوَجة 1(... السَّ َ د َنِبْيل ل َحمَّ ُ د م ّيِ د َنِبْيل. السَّ َحمَّ ُ د م ّيِ ْسَرة السَّ ُ َهِذِه أ ْرَحان. َ ي اْسُمَها ُسَعاد َواْبٌن َواِحٌد اْسُمُه ف انِ َّ ة َوالث حَ ْ ِري َ َتاِن 3(... اْسُمَها ف َ ن ْ َتاِن اث ْ ِبن َدة َمْيُموَنة ّيِ ِب. َو السَّ ُ ت ُ ك ْ . ُهَو 4(... ِقَراَءَة ال دٌّ جِ ُ ٌب م َ ِة. ُهَو أ وِميَّ ُ َطِة الُحك ُمَتَوّسِ ْ ٌس ِبالَمْدَرَسِة ال د َنِبْيل ُمَدّرِ َحمَّ ُ د م ّيِ السَّ . ْدِبِيَر الَمْنِزِليَّ بُّ التَّ حِ ُ ٌة. َوِهَي ت َ ِطْيف َ ِة. ِهَي 6(... ل وِميَّ ُ حُك ْ 5(... ِبالِإَداَرِة ال َطاِلٌب ْرَحان َ ف ...)8 ِة. الِقصَّ َو ِكَتاَبَة َ ة َ ُمَراَسل ْ ال ...)7 ُمِطْيَعٌة، َماِهَرٌة ٌت ْ ِبن ِهَي ة. وِميَّ ُ حُك ْ ال َجاِمَعِة ْ ِبال َطاِلَبٌة ة حَ ْ ِري َ ف ِة. ِهَي اْبَنٌة َصِغْيَرٌة ٌة ِب11(... الِاْبِتَداِئيَّ َ ِمْيذ ْ ِتل َ ا ُسَعاد ف مَّ َ َدِم. أ َ َرَة الق ُ بُّ 01(... وَك حِ ُ ِشْيٌط، ي َ ٌد ن َ َبالَمْدَرَسِة 9(... . ُهَو َول بُّ الَمْوِسْيَقى. حِ ُ ْجَتِهَدٌة، ت ُ م َدم. َ َرَة الق ُ بُّ ك حِ ُ ْسَرُة ِفي َبْيٍت َبِسْيٍط.ِمْثِلي. ُهَو ي ُ ُن َهِذِه الأ ُ ْسك َ ْسَرٌة َسِعْيَدٌة. ت ُ د َنِبْيل ا َحمَّ ُ د م ّيِ ْسَرُة السَّ ُ أ Passage 1: From the Cloze Test Above, the Following Scores Obtain © 2019 Minda Masagi Press owned by ASPENSI in Bandung, West Java, Indonesia p-ISSN 1979-7877, e-ISSN 2621-587X, and www.journals.mindamas.com/index.php/educare 30 YAYAN NURBAYAN & IHWAN RAHMAN BAHTIAR, The Readibility of the Arabic Textbook of the students’ correct answes of the three passages is 14.61 of 36 omitted words, or 40.6%. Based on E.F. Rankin & J. Culhane (1969)’s assessment criteria, the level of readibility is moderate (40% -60%). From the above measurement results, two things emerge as follows: Firstly, the textbook entitled Al-Lughah al- Arabiyah: Bahasa Arab untuk SMA dan Sederajat [Arabic Language for Senior High School and Equivalent] written by Zakiyah Arifah & Nadia Afidati (2012) for Senior High School students grade XI can be read, understood, and learned by the students; guidance and assistance of the teacher/mentor in order to help the students access the textbook content is advisable. The readibility level employed here refers to the one proposed by K. Buqahoos & A. Ismail (2001); M. Jawarneh (2008); and A. Abu Salit (2007), as following here: Low Level (Frustration), i.e. readibility level with a percentage below 40%. This level of Table 2: Frequency of Students’ Correct Answers on Passage 1 No Student Name Frequency of Correct Answers Percentage (%) Number of Omitted Words = 11 01. Student 1 11 100% 02. Student 2 9 82% 03. Student 3 1 9% 04. Student 4 3 27% 05. Student 5 8 73% 06. Student 6 3 27% 07. Student 7 2 18% 08. Student 8 1 9% 09. Student 9 1 9% 10. Student 10 3 27% 11. Student 11 5 45% 12. Student 12 3 27% 13. Student 13 5 45% 14. Student 14 11 100% 15. Student 15 1 9% 16. Student 16 9 82% 17. Student 17 5 45% 18. Student 18 6 55% 19. Student 19 6 55% 20. Student 20 7 64% 21. Student 21 11 100% 22. Student 22 5 45% 23. Student 23 7 64% 24. Student 24 7 64% 25. Student 25 9 82% 26. Student 26 6 55% 27. Student 27 0 0% 28. Student 28 3 27% 29. Student 29 1 9% 30. Student 30 5 45% 31. Student 31 7 64% 32. Student 32 7 64% 33. Student 33 11 100% 34. Student 34 6 55% 35. Student 35 6 55% 36. Student 36 3 27% Total 194 - Mean 5.39 49% © 2019 Minda Masagi Press owned by ASPENSI in Bandung, West Java, Indonesia p-ISSN 1979-7877, e-ISSN 2621-587X, and www.journals.mindamas.com/index.php/educare 31 EDUCARE: International Journal for Educational Studies, Volume 12(1), August 2019 ة ْعَماِلي الَيْوِميَّ َ أ َر َبْيِت - َتَيسَّ ْ ي - ال ِ ّ ِة - ُيَصل َ لا َعْوَدِة - الصَّ ْ َهُب - ال ْ ِة - َتذ َ ْرف ُ ًة - غ َ ِخي - َخِفْيف َ ْصِف - ِفي - أ َوالّنِ َمْسِجِد َمَع 3( ْ ى ال َ ْذَهُب ِإل َ اِبَعِة 2(... أ َعِة. َوِفي الرَّ َ ِة الُمَطال َ ْرف ُ َدْرِسي 1(... غ ُ َرأ ْ ق َ مَّ أ ُ ث ُ أ َتَوضَّ َ اِبَعة. أ اَعِة الرَّ ْيِقُظ ِفي السَّ َ ْست َ أ ُيوِف. َة الضُّ َ ْرف ُ ِتي َوغ َ ْرف ُ ُس غ ُ ن ْ ك َ مَّ أ ُ ث َ ْرآن ُ الق ُ َرأ ْ ق َ ْجَر ُهَناَك. َبْعَد 4(... أ َ ف ْ ي ال ِ ّ ... َوُنَصل ِمَن ...)6 َوَبْعَد َجَماَعًة. ْجَر َ ف ْ ال و5(... الَمْسِجِد ى َ ل َ إ َهُب ْ َيذ مَّ ُ ث ْيِل، َّ الل ِة َ َصلا َداِء َ لأ اِلَثَة َّ الث اَعَة السَّ ْيِقُظ َ َيْست َ ف ِبي َ أ ا مَّ َ أ َياَرة. السَّ ُ مَّ َيْغِسل ُ ُض ِرَياَضًة 7(... ، ث الَمْسِجِد، َيَتَريَّ ى َ مَّ 01(... ِإل ُ ْرآِن ث ُ ق ْ َما 9(... ِمْن آَياِت ال ُ َرأ ْ ِة َتق َ لا َوَبْعَد الصَّ ِفي 8(... . ي ِ ّ َوُتَصل ُ أ مَّ َتَتَوضَّ ُ اِبَعة، ث ِفي الرَّ ي ّمِ ُ ِفي أ ْيِقُظ َ ْست َ َوت ْخِتي. ُ ْسَرِة َمَع أ ُ ُطْوَر ِللأ ُ ف ْ الَمْطَبِخ، ِلُتِعدَّ ال ِخي َ ى الَمْدَرَسِة َماِشًيا َمَع أ َ ْذَهُب ِإل َ مَّ أ ُ َعاِم، ث ُطْوَر َمًعا ِفي 11(... الطَّ ُ ف ْ ال ُ َناَول َ ُن َنت حْ َ اِدَسة. ن ُطْوُر َجاِهٌز ِفي َتَماِم السَّ ُ الف ْخِتي. ُ َوأ Passage 2: From the Cloze Test Above, the Following Scores Obtain ْيِف ة ِفي الّرِ َ الُعْطل َمْشُرْوَبات – َبْعَد ْ َمْزَرعة ِ- ْطَعام - ال ْ َعصاِفْيَر - ِمَن - ال ْ ِثْيَرة - ال َ ي - َنَضُع- ْذَهُب - َخْضَراء - ك ِق - ِفي - الَمِدْيَنِة - َجّدِ ْ ل الطَّ َو ....)1 ِلِزَياَرِة ُهَناَك َ ة َ ُعْطل ْ ال َضْيَنا َ ق ْيِف. الّرِ ِفي ي َجّدِ َبْيِت ى َ ِإل ْخِتي ُ َوأ ي ّمِ ُ َوأ ِبي َ أ َمَع َذَهْبُت الَماِضي ْسُبوِْع ُ الأ ِفي َمَزاِرُعَها َو خْصَبة َراِضْيَها َ أ . ...)4 َعِن َبِعْيَدٍة َهاِدَئٍة ْرَيٍة َ ق ...)3 ي َجّدِ ُن ُ ْسك َ ي اِفي. الصَّ َماِئِه َو ...)2 ِبَهَواِئِه َع َتَمتَّ َ ِلن اِئِهَما. َ َرْحَنا ِبِلق َ ُن ف حْ َ ُضْوِرَنا، َون ي ِبحُ تِ ي َوَجدَّ رََح َجّدِ َ ة َوَمَواِشْيَها 6(... . ف َ 5(... َو َمَناِظُرَها َجِمْيل ي، َوَجّدِ ِبي َ أ َمَع الَمْزَرَعِة ى َ إل ...)8 مَّ ُ ث َباِكًرا، َصَباًحا ْوِم النَّ ...)7 ْيِقُظ َ ْست َ أ َيْوٍم ِ ّ ل ُ ِفي ك يَّاٍم. َ أ َمَسَة َ خ ْرَيِة َ ق ْ ال ِفي َنا ْ ث َ َمك ٍر َ َنٍم َوَبق َ ى ِإْطَعاِم الَمَواِشي ِمْن غ َ ي َعل َساِعُد َجّدِ ُ َهاِر أ . َو ِفي النَّ ُرزَّ َ َسَدْت الأ ْ ف َ ِتي أ َّ َماَد ِفْيَها َوَنْطُرُد 01(... ال 9(... السَّ ْعَشاِب. َ َوَجاُمْوٍس ِبالأ َذِلَك َوَبْعَد الَمْطَبِخ. ِفي ْطِعَمِة َ الأ َوَطْبِخ َواِسَعِة ْ ال َوَساَحِتِه َبْيِت ْ ال َتْنِظْيِف ى َ َعل ي تِ َوَجدَّ ي ّمِ ُ أ َساِعُد ُ ت َ ف ْخِتي ُ أ ا مَّ َ أ ى 41(... َ َجد َعل ْ َساِعُد ال ُ َشِبْعَنا، ن ْ ن َ َها َمًعا. 31(... أ ُ َناَول َ ي ِفي 21(... َوَنت ِبي َو ِلَجّدِ َ ِت َو 11(... ِلي َو لأ َ ْولا ُ ك ْ ِضُر الَمأ حْ ُ ت ِرِحْيَن َمْسُروِرْيَن. َ ى َبْيِتَنا ِفي الَمِدْيِنِة ف َ يَّاٍم، َنُعْوُد ِإل َ ْمَسُة أ َ َحَيَواَنات. َوَبْعَد خ ْ ال Passage 3: From the Cloze Test Above, the Following Scores Obtain legibility indicates that the students cannot read and understand the reading (the book) except with the help and guidance of the teachers. Medium Level (Instructional), i.e. the level of readibility with a percentage of 40% to 60%. This level of legibility indicates that the students can read and understand the reading (the book), but they still need teacher guidance and assistance in interacting with the reading material. High Level (Independent), i.e. the level of legibility with a percentage above 60%. This level of legibility indicates that the students can read and understand the reading (the book) independently without the teacher’s guidance and assistance (Buqahoos & Ismail, 2001:117; Jawarneh, 2008:128; Salit, 2007:27-28; and Arifah & Afidati, 2012). Secondly, the textbook entitled Al-Lughah al-Arabiyah: Bahasa Arab untuk SMA dan Sederajat [Arabic Language for Senior High School © 2019 Minda Masagi Press owned by ASPENSI in Bandung, West Java, Indonesia p-ISSN 1979-7877, e-ISSN 2621-587X, and www.journals.mindamas.com/index.php/educare 32 YAYAN NURBAYAN & IHWAN RAHMAN BAHTIAR, The Readibility of the Arabic Textbook Table 3: Frequency of Students’ Correct Answers on Passage 2 No Student Name Frequency of Correct Answers Percentage (%) Number of Omitted Words=11 01. Student 1 11 100% 02. Student 2 6 55% 03. Student 3 0 0% 04. Student 4 6 55% 05. Student 5 10 91% 06. Student 6 6 55% 07. Student 7 0 0% 08. Student 8 6 55% 09. Student 9 6 55% 10. Student 10 1 9% 11. Student 11 6 55% 12. Student 12 6 55% 13. Student 13 10 91% 14. Student 14 6 55% 15. Student 15 0 0% 16. Student 16 6 55% 17. Student 17 0 0% 18. Student 18 5 45% 19. Student 19 5 45% 20. Student 20 6 55% 21. Student 21 11 100% 22. Student 22 10 91% 23. Student 23 6 55% 24. Student 24 6 55% 25. Student 25 4 36% 26. Student 26 5 45% 27. Student 27 1 9% 28. Student 28 0 0% 29. Student 29 0 0% 30. Student 30 4 36% 31. Student 31 5 45% 32. Student 32 6 55% 33. Student 33 3 27% 34. Student 34 6 55% 35. Student 35 4 36% 36. Student 36 6 55% Total 179 - Mean 4.97 45.2% and Equivalent] written by Zakiyah Arifah & Nadia Afidati (2012) did not match the level of reading ability of students of SMA PGII (Sekolah Menengah Atas, Pendidikan Guru Islam Indonesia or Senior High School, Indonesia Muslim Teacher Education) 2 in Bandung, West Java, Indonesia, grade XI. This can be seen from the average percentage of their correct answers, reaching only 40.6%. According to A.Q.M. Sulaiman (2002), and other scholars, an Arabic textbook is considered to be in accordance with the content and language, if the percentage of students correct answers reaches 90% (Sulaiman, 2002:19; Schmitt, Jiang & Grabe, 2011; Arifah & Afidati, 2012; Al-Mohsen, 2016; and Akmaliyah & Ratnasih, 2017). Influential Factors in Readibility. As aforementioned, the level of readibility of the book entitled Al-Lughah al-Arabiyah: Bahasa © 2019 Minda Masagi Press owned by ASPENSI in Bandung, West Java, Indonesia p-ISSN 1979-7877, e-ISSN 2621-587X, and www.journals.mindamas.com/index.php/educare 33 EDUCARE: International Journal for Educational Studies, Volume 12(1), August 2019 Table 4: Frequency of Students’ Correct Answers on Passage 3 No Student Name Frequency of Correct Answers Percentage (%) Number of Omitted Words = 11 01. Student 1 14 100% 02. Student 2 6 43% 03. Student 3 0 0% 04. Student 4 5 36% 05. Student 5 5 36% 06. Student 6 5 36% 07. Student 7 0 0% 08. Student 8 5 36% 09. Student 9 5 36% 10. Student 10 0 0% 11. Student 11 5 36% 12. Student 12 6 43% 13. Student 13 6 43% 14. Student 14 5 36% 15. Student 15 6 43% 16. Student 16 5 36% 17. Student 17 0 0% 18. Student 18 5 36% 19. Student 19 0 0% 20. Student 20 0 0% 21. Student 21 14 100% 22. Student 22 6 43% 23. Student 23 3 21% 24. Student 24 3 21% 25. Student 25 5 36% 26. Student 26 3 21% 27. Student 27 0 0% 28. Student 28 0 0% 29. Student 29 0 0% 30. Student 30 5 36% 31. Student 31 5 36% 32. Student 32 5 36% 33. Student 33 5 36% 34. Student 34 6 43% 35. Student 35 5 36% 36. Student 36 5 36% Total 153 Mean 4.25 30.4% Arab untuk SMA dan Sederajat [Arabic Language for Senior High School and Equivalent] written by Zakiyah Arifah & Nadia Afidati (2012) under investigation is at a moderate level, meaning the students can still access the contents of the book, but they need some guidance and direction from the teacher/mentor. This raises questions, e.g. what factors cause this level of readibility of the textbook? Why not be at a high level as proposed by A.Q.M. Sulaiman (2002:19)? Is the content too complicated for the students? Or the quality of the printed book is not good making it difficult for the students to read and study it? Or perhaps the students’ reading ability is low? To address these questions, questionnaires were distributed to 36 respondents. The questions posed to the respondents in the questionnaire included three factors. Firstly is to do with readers, such as reading © 2019 Minda Masagi Press owned by ASPENSI in Bandung, West Java, Indonesia p-ISSN 1979-7877, e-ISSN 2621-587X, and www.journals.mindamas.com/index.php/educare 34 YAYAN NURBAYAN & IHWAN RAHMAN BAHTIAR, The Readibility of the Arabic Textbook ability, reading motivation, reading interest, and previous reading experience. Secondly are reading factors, such as material, linguistic structure, diction, and selected themes. Thirdly are layout factors, such as the size and type of front, the selection of images and graphics, as well as the quality of printed textbooks. From the questionnaire, the following results obtain: (1) Only 46% of the students are able to read Arabic texts; (2) Around 73% of the students have strong motivation to read and study the Arabic texts contained in textbooks; (3) Around 74% of the students stated that the letters used in textbooks are easy to read in terms of size and type; (4) Around 81% of the students stated that the spacing between words and sentences in the textbook is good, not too tight; (5) Around 82% of the students stated that the print quality of the letters and images is good and clear; (6) Around 69% of the students stated that the vocabulary found in the text has been studied previously and is not difficult to pronounce; (7) Around 61% of the students stated that the sentence patterns used in reading text are easily recognizable; and (8) Around 80% of the students claim to be able to understand the sequence of material presentation in the textbook. From the data above, we can see that the level of readibility of the textbook entitled Al-Lughah al-Arabiyah: Bahasa Arab untuk SMA dan Sederajat [Arabic Language for Senior High School and Equivalent] written by Zakiyah Arifah & Nadia Afidati (2012) is at a moderate level, due to the students’ reading ability itself. This can be seen from several indications and arguments that reinforce the statement. Firstly, based on the questionnaires, only 46% claim to be able to read and understand Arabic texts. This is the smallest percentage compared to that of other questions. On the other hand, the results of student reading ability tests reveal that 17 out of 36 students (47.22%) were at the level of “frustration” or low reading ability; 12 out of 36 students (33.33%) were in the ability level “instructional” or moderate; and only 7 of 36 students (19.44%) were at an “independent” or high level. The students’ reading ability can be clearly seen in the figure 1. Secondly, the respondents gave a positive value to the related content and layout of the book entitled Al-Lughah al-Arabiyah: Bahasa Arab untuk SMA dan Sederajat [Arabic Language for Senior High School and Equivalent] written by Zakiyah Arifah & Nadia Afidati (2012). This can be seen from high percentages of their positive responses to questions related to the content and packaging of the textbook. In addition, the results of previous research studies by T. Murni (2015), and other scholars, concluded that in terms of content, language, and lay out, the textbook under studies is very good and in accordance with the ideal textbook criteria prescribed by BSNP (Badan Standar Nasional Pendidikan or National Body for Educational Standard) in Jakarta, Indonesia (cf Arifah & Afidati, 2012; Hanifah, 2014; Murni, 2015; MoEC RI, 2016; and Yulianto, 2019). CONCLUSION Based on the above data and discussions, the following can be concluded that the level of readibility of the textbook entitled Al-Lughah al-Arabiyah: Bahasa Arab untuk SMA dan Sederajat [Arabic Language for Senior High School and Equivalent] written Table 5: The Counted Three Tests No. Passage Mean of the Correct Answers Percentage (%) Readibility Level 01. د )َنِبيل َحمَّ ُ د م ّيِ ْسَرة السَّ ُ )أ 5.39 49% Medium 02. ة( ْعَماِلي الَيْوِميَّ َ 4.97 )أ 45.2% Medium 03. ْيف( ة ِفي الّرِ َ )الُعْطل 4.25 30.4% Low Readibility Level 14.61 40.6% Medium © 2019 Minda Masagi Press owned by ASPENSI in Bandung, West Java, Indonesia p-ISSN 1979-7877, e-ISSN 2621-587X, and www.journals.mindamas.com/index.php/educare 35 EDUCARE: International Journal for Educational Studies, Volume 12(1), August 2019 by Zakiyah Arifah & Nadia Afidati (2012), under examination, is at a medium category; meaning that this textbook can be read, understood, and learned by students, but they still need the direction and guidance from the teacher to better understand the book. This medium level of readibility can be attributed to the students’ reading ability. It can be seen from the student level of reading ability that is at a low level although the contents, systematic presentation, typography, and the language of the textbook is perceived good. Departing from the above conclusions, the researchers give some recommendations as follows: firstly, teachers and educational agencies should choose textbooks with a high level of readibility, due to their high level of ease to read and understand; secondly, a teacher is advised to conduct a readibility test before deciding to use a textbook in learning and teaching activities; and thirdly, aside from assessing the readibility of textbooks to be used, teachers need to improve students’ reading skills so that good teaching materials can be studied well by students.1 1Statement: We confirm that this article has not been published elsewhere and is not under consideration in whole or in part by another journals. 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