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Volume 9 , Number 3, November 2024 
 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 

 

  

Arabic Listening Comprehension Test Questions for Beginner 

Level Based on Competency Standards (ACTFL) 

  
Ihwan Mahmudi, Arif Irfanudin , Moh Hendri, Muhamad Luthfi Thoyib 

Master of Arabic Language Education Study Program, Darussalam Gontor University 

 muhamadluthfithoyib92@student.pba.unida.gontor.ac.id,  

arifirfanudin94@student.pba.unida.gontor.ac.id    

 

Accepted: 
Sept 28th 2024 

Reviewed: 
Oct 18th 2024 

Published: 
Nov 30th 2024 

 

Abstract  
This study aims to explore the use of ACTFL standards in Arabic language listening comprehension tests 
at the Novice level. The ACTFL standards for the Novice level are divided into three sub-levels: Novice 
High, Novice Mid, and Novice Low. This research employs a qualitative approach through literature review, 
analyzing the "Skills Guide" by the American Council on the Teaching of Foreign Languages (ACTFL) and 
other relevant literature such as articles and books. The analysis reveals that a well-structured Arabic 
listening comprehension test for Novice learners consists of 5 questions based on ACTFL standards: 20% 
of the questions are at the Novice High level (3 questions), 50% are at the Novice Mid level (4 questions), 
and 30% are at the Novice Low level (3 questions). The findings highlight the importance of aligning 
language proficiency assessments with ACTFL standards to ensure effective learning outcomes at the 
beginner level. The implications of this research suggest that such tests can better gauge the listening 
comprehension skills of novice learners, thus improving the quality of language instruction. 
  
Keywords: Test Items, Listening Ability, Beginners, ACTFL.teacher.  

 

 By Authors 
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. 

 

Introduction 

The mastery of the Arabic language has become increasingly significant in the context of 

globalization, given its status as one of the international languages spoken by over 420 million 

people worldwide 1. Arabic is not only a liturgical language in Islam but also an essential medium 

of communication across the Middle East and North Africa, regions that wield considerable 

influence in global politics, economics, and culture 2. Given the expanding global role of Arabic, 

 
1 Carolyn S Kaplan, “Alignment of World Language Standards and Assessments: A Multiple Case Study,” Foreign 

Language Annals 49, no. 3 (2016): 502–529. 
2 Eileen W Glisan, Elvira Swender, and Eric A Surface, “Oral Proficiency Standards and Foreign Language Teacher 

Candidates: Current Findings and Future Research Directions,” Foreign Language Annals 46, no. 2 (2013): 264–

289; Muh. Barid Nizarudin Wajdi, “المناهج التعليمية للغة العربية في تطوير المفردات لغير الناطقين بها,” At-Tajdid: Jurnal 
Ilmu Tarbiyah; Vol 5 No 1 (2016): January 2016 (2016), 
http://ejournal.stitmuhpacitan.ac.id/index.php/tajdid/article/view/15. 

http://creativecommons.org/licenses/by-sa/4.0/


 
 

  
 
  

Volume 9, Number 3, November 2024| 243 

 

  

its teaching, particularly at the primary school level such as Madrasah Ibtidaiyah (MI), has gained 

prominence. The instruction of Arabic is not just about preserving cultural heritage; it is a vital 

skill that can facilitate opportunities in various international domains, including trade, diplomacy, 

and global media 3. Therefore, educational systems, particularly in regions with a significant Muslim 

population, must focus on equipping the younger generation with essential linguistic skills. 

In the context of Arabic language teaching in Madrasah Ibtidaiyah, it is crucial that the 

instruction aligns with internationally recognized competency standards, such as those set by the 

American Council on the Teaching of Foreign Languages (ACTFL) 4. The ACTFL standards 

provide a comprehensive framework for teaching Arabic that encompasses four primary language 

skills: listening, speaking, reading, and writing. Among these, listening skills are foundational 

because they influence a student’s ability to understand spoken language, which is essential for 

communication and language acquisition 5. Studies have shown that well-designed listening 

comprehension tasks improve students' understanding of essential linguistic components such as 

vocabulary, grammar, and pronunciation in Arabic 6. Thus, the role of listening in language 

education cannot be overstated, particularly in an immersive language environment. 

The implementation of teaching strategies that prioritize listening comprehension, such as 

utilizing audiovisual materials and interactive exercises, is crucial for fostering effective language 

learning in Madrasah Ibtidaiyah 7(Ningtyas et al., 2021). Research from the Indonesian Ministry of 

Education and Culture highlights that students who engage with interactive and contextual 

learning methods show significant improvements in their language proficiency 8. Furthermore, 

internal school surveys corroborate these findings, revealing that students who receive regular 

practice in listening comprehension demonstrate higher academic achievement in Arabic 

compared to peers who focus more on speaking, reading, or writing 9. Consequently, to elevate 

the quality of Arabic language education in Madrasah Ibtidaiyah, there is an urgent need to adopt 

a structured, systematic approach to teaching listening skills in accordance with ACTFL standards. 

This approach not only promotes better comprehension but also prepares students for future 

academic and professional opportunities 10. 

 
3 Erwin Tschirner, “Listening and Reading Proficiency Levels of College Students,” Foreign Language Annals 49, no. 2 

(2016): 201–223; Muh Barid Nizarudin Wajdi, “Dynamic Learning for the Arabic Language,” EDUTEC: 
Journal of Education And Technology 2, no. 2 (2019): 25–31. 

4 Alyssia M Miller De Rutté, “Exploring Achievement Goal Theory, ACTFL’s 5 Cs, and the L2 Classroom: What 
Goals Do Students Set?,” Foreign Language Annals 52, no. 2 (2019): 237–254. 

5 Niamh Kelly and Jennifer Bruen, “Translation as a Pedagogical Tool in the Foreign Language Classroom: A 
Qualitative Study of Attitudes and Behaviours,” Language Teaching Research 19, no. 2 (2014): 150–168. 

6 Eneko Antón, Natalia B Soleto, and Jon A Duñabeitia, “Recycling in Babel: The Impact of Foreign Languages in 
Rule Learning,” International Journal of Environmental Research and Public Health 17, no. 11 (2020): 3784. 

7 Yeni D R Ningtyas, Kusubakti Andajani, and Gatut Susanto, “Bahan Ajar Menyimak Untuk Pelajar BIPA Tingkat 
Pemula Tinggi,” Jurnal Pendidikan Teori Penelitian Dan Pengembangan 6, no. 5 (2021): 681. 

8 Francis J Troyan, Sabrina F Sembiante, and Nicole King, “A Case for a Functional Linguistic Knowledge Base in 
World Language Teacher Education,” Foreign Language Annals 52, no. 3 (2019): 644–669. 

9 Jia-Ying Lee and Wen-Hau Fan, “ACTFL Standards and Their Implications to Taiwanese English Teacher Education 
and Professional Development,” Journal of Education and Learning 1, no. 1 (2012). 

10 Daniel R Isbell and Benjamin Kremmel, “Test Review: Current Options in at-Home Language Proficiency Tests 
for Making High-Stakes Decisions,” Language Testing 37, no. 4 (2020): 600–619. 



 
 

  
 
  

Volume 9, Number 3, November 2024| 244 

 

  

Moreover, recent studies have further emphasized the importance of integrating listening 

comprehension with a broader understanding of language learning strategies. For instance, the 

implementation of pre-listening activities such as vocabulary preteaching and content previewing 

has been shown to significantly enhance listening comprehension among Arabic-speaking learners 
11. Additionally, research on Arabic curriculum design based on ACTFL standards, such as the 

Merdeka curriculum, illustrates the need for a structured approach that incorporates both listening 

and cultural competence 12. Furthermore, the adoption of extensive listening strategies has been 

found to improve both vocabulary acquisition and overall listening comprehension in Arabic 13. 

Such findings support the notion that listening skills should be prioritized in the language 

curriculum to provide students with a solid foundation for acquiring other language competencies. 

In light of the growing importance of Arabic language proficiency in the globalized world, 

this study emphasizes the need for a focused, standards-based approach to Arabic language 

teaching. By adhering to the ACTFL framework and prioritizing listening skills, educators in 

Madrasah Ibtidaiyah can significantly enhance students' linguistic abilities and academic outcomes, 

thereby preparing them for success in a wide range of global contexts. 

 

 

Methods 

This study employs a qualitative research methodology with a literature review approach, 

focusing on gaining a deep understanding of the processes, concepts, and phenomena involved in 

developing Arabic listening skills. A qualitative approach is suitable as it allows for flexibility in 

exploring both the theoretical and practical aspects of Arabic language acquisition, particularly in 

the context of listening skills development. According to recent studies, understanding listening 

comprehension strategies and their impact on language learners is crucial for creating effective 

pedagogical approaches 14. The method used in this research involves a detailed review of relevant 

literature, including books, academic articles, research reports, and other publications that 

contribute to the topic of Arabic language listening skills. 

The literature review process in this study follows several stages. First, the researcher 

identifies and collects literature pertinent to the study of listening skills in Arabic language learning. 

Sources include academic books, journal articles, and reports that explore theories, methods, and 

best practices in Arabic language instruction, particularly those focused on listening 

 
11 Dukhayel Aldukhayel, “The Impact of Vocabulary Preteaching and Content Previewing on the Listening 

Comprehension of Arabic-Speaking EFL Learners,” Informing Science: The International Journal of an Emerging 
Transdiscipline 26 (2023): 23–38, http://dx.doi.org/10.28945/5076. 

12 Hasyim Asy’ari, Naifah, and Cahya Edi Setyawan, “Arabic Curriculum Design in the Merdeka Curriculum from the 
Perspective of the American Council on the Teaching of Foreign Languages (ACTFL),” Mantiqu Tayr: Journal 
of Arabic Language 4, no. 1 (2024): 213–231, http://dx.doi.org/10.25217/mantiqutayr.v4i1.4001. 

13 Rully Agung Yudhiantara and Syihabuddin Syihabuddin, “Arabic Extensive Listening and Its Language Learning 
Benefits,” Kalamuna: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban 4, no. 2 (2023): 233–247, 
http://dx.doi.org/10.52593/klm.04.2.08. 

14 Ahmed Mahmoud Suleiman Al-bazayeuh, “The Degree to Which Arabic Language Teachers Are Able to Use 
Methods for Developing Listening Comprehension Skills among Basic Stage Students in Ma’an Governorate,” 
The Arab Journal for Quality Assurance in Higher Education 17, no. 59 (2024): 21–41, 
http://dx.doi.org/10.20428/ajqahe.v17i59.2366. 



 
 

  
 
  

Volume 9, Number 3, November 2024| 245 

 

  

comprehension 15. This initial step ensures that the research is based on a broad and comprehensive 

body of work. 

Next, the quality of the sources is evaluated. The researcher assesses the credibility and 

relevance of the literature, considering factors such as the reputation of the authors, the robustness 

of the research methodology, and the applicability of the findings to the study's objectives. This 

evaluation is necessary to ensure the reliability and validity of the data gathered 16. After gathering 

relevant materials, the researcher performs an in-depth analysis to identify major themes, patterns, 

and gaps in the existing research. This analysis facilitates the synthesis of relevant information, 

enabling the construction of strong arguments based on the literature available. 

Finally, the researcher synthesizes the conclusions, which link the findings from the literature 

review to the research's objectives. The conclusions aim to inform the development of more 

effective strategies for teaching listening skills, with particular attention to improving Arabic 

listening proficiency in Madrasah Ibtidaiyah 17. This approach also aligns with recent findings that 

show how methods such as extensive listening programs can enhance both vocabulary acquisition 

and listening comprehension 18. These insights are used to propose new teaching methods for 

Arabic language learners at the elementary school level, contributing to the enhancement of 

listening comprehension skills. 

The results of this study will guide educators in creating more efficient, standards-aligned 

curricula that better support the development of listening skills in Arabic . The integration of these 

findings into curriculum design will improve the overall effectiveness of Arabic language teaching, 

particularly in foundational education settings like Madrasah Ibtidaiyah. 

 

 

Result And Discussion 

Result 

This section presents the findings from the literature review regarding the application of the 

American Council on the Teaching of Foreign Languages (ACTFL) standards for assessing Arabic 

listening skills. The review aims to understand how the ACTFL framework can be applied 

effectively in Arabic language teaching, particularly in Madrasah Ibtidaiyah. The literature analysis 

reveals insights into relevant theories, methodologies, and practices that inform the design of 

listening comprehension tests based on the ACTFL standards. 

The literature indicates that the ACTFL standards provide a comprehensive framework for 

creating valid and reliable listening tests for novice-level learners. It highlights the importance of 

categorizing test items into different difficulty levels, which helps in assessing the varying levels of 

student proficiency. For instance, easy-level questions allow students to demonstrate basic 

 
15 Yudhiantara and Syihabuddin, “Arabic Extensive Listening and Its Language Learning Benefits.” 
16 Aldukhayel, “The Impact of Vocabulary Preteaching and Content Previewing on the Listening Comprehension of 

Arabic-Speaking EFL Learners.” 
17 Asy’ari, Naifah, and Setyawan, “Arabic Curriculum Design in the Merdeka Curriculum from the Perspective of the 

American Council on the Teaching of Foreign Languages (ACTFL).” 
18 Yudhiantara and Syihabuddin, “Arabic Extensive Listening and Its Language Learning Benefits”; Wajdi, “Dynamic 

Learning for the Arabic Language.” 



 
 

  
 
  

Volume 9, Number 3, November 2024| 246 

 

  

understanding, while more difficult questions reveal challenges that require more advanced 

comprehension. 

The application of ACTFL standards in Arabic language learning at Madrasah Ibtidaiyah enhances 

the quality of teaching and assessment of listening skills. Valid and reliable tests designed using 

ACTFL standards assist teachers in developing more effective instructional strategies and 

providing constructive feedback for students’ language development. 

 

Standards for Listening Comprehension 

The study explores how the ACTFL standards are utilized to assess Arabic listening skills at the 

novice level. The literature reveals that the ACTFL framework categorizes listening 

comprehension skills into various stages, particularly for beginners. These stages include tasks 

ranging from basic word recognition to constructing simple sentences. 

1. Listening Test Standards 

Based on the literature, the novice-level listening comprehension tests typically consist of questions 

divided into various levels of difficulty, as follows: 

• Easy Level (30%): These questions test basic skills such as identifying colors, objects, or 

simple vocabulary. 

• Intermediate Level (50%): These questions challenge students to form meaningful 

sentences from individual words. 

• Difficult Level (20%): These questions assess the students' ability to construct more 

complex sentences or use specific words in context. 

 

Presentation of Data from the Literature 

The literature highlights the effectiveness of dividing test questions into difficulty levels (easy, 

intermediate, and difficult) in evaluating varying student capabilities. Well-structured intermediate-

level questions (C2) effectively differentiate between different proficiency levels, while difficult-

level questions (C3) reveal significant challenges in language comprehension. These distinctions 

are critical for assessing the development of listening skills among novice learners. 

 

Table 1: Listening Skills Test Format 

 

No Type of 
Question 

Description of the Question Question Skill Level 
Criteria 

الصوت   1 آخر 
 اختبار

Example: Listen to the last sounds of 
the words I will say and identify 
whether you hear /s/ or /ş/. Write the 
sound next to the number written in 
front of you according to the sound 
you hear with the word. 

Teacher says: 

.  2رأس   .1

.  3منقوص  

. قاموس 4فحص   

The answer sheet 
after the student 
writes the answer 
will look like this: 

. ص  3. ص  2س   .1

. م 4  
النص   2 اختبار 

المسموع  
 واألسئلة

Ali reads the book in his free time. 
Listen to the following text once, then 
answer the questions written on the 

Beginner Low 
 



 
 

  
 
  

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paper. What did Ali do in his free time? 
A. Sleep B. Read books C. Eat D. Wash 

اختبار  3
الصوت  
 المسموع 

Ahmad: "Where do you live?" Ali: "I 
live in the village." Listen to the 
following text once, then answer the 
questions written on the paper. Where 
does the person live? A. In the city B. 
In the village C. In the school D. In the 
mosque 

Beginner 
Medium 

 

النص   4 اختبار 
المسموع  
 واألسئلة

Listen to this word, then answer the 
following questions: Ahmad goes to 
school every day. Listen to the text 
once, then answer the questions 
written on the paper. Where did 
Ahmad go? A. To the market B. To 
school C. To the house D. To the 
hospital 

Beginner 
Medium 

 

السؤال   5 اختبار 
 واإلجابات 

Listen to this word, then answer the 
following questions: In my bag, there is 
a book, pen, and eraser. What is in the 
bag? A. Book, pen, and eraser B. 
Notebook and shoes C. Book and cup 
D. Clock and pen 

Beginner 
Medium 

 

السؤال   6 اختبار 
 واإلجابات 

Listen to this word, then answer the 
following questions: Ahmad goes to 
school every day. Where did Ahmad 
go? A. To the market B. To school C. 
To the house D. To the hospital 

Beginner 
Medium 

 

السؤال   7 اختبار 
 واإلجابات 

Listen to this word, then answer the 
following questions: Ali reads books in 
his free time. What did Ali do in his free 
time? A. Sleep B. Read books C. Eat D. 
Wash 

Beginner 
Medium 

 

كتابة  8 اختبار 
 األرقام 

Write the numbers you hear in 
numerals. Teacher says: A. Twenty-
four B. Nine thousand 

Beginner 
High 

 

كتابة  9 اختبار 
 األرقام 

Write the numbers you hear in 
numerals. Teacher says: A. Eleventh B. 
Fifty 

Beginner 
High 

 

حفظ  10 اختبار 
 المسموع 

Memorize the sentence you hear. In the 
classroom, there is a desk and a chair; 
the teacher sat on the chair. Teacher 
says: In the classroom, there is a desk 
and a chair; the teacher sat on the chair. 

Beginner 
High 

 

 

The above question format is designed to measure various aspects of students' listening 

skills in Arabic, from the most basic to more complex levels. Multiple-choice and short answer 



 
 

  
 
  

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questions help assess students' understanding of vocabulary and basic language structure. 

Rearranging words into sentences tests students' ability to form logical sentences within context. 

Translation and writing sentences based on images emphasize students' ability to connect Arabic 

with familiar objects or concepts. 

This format also includes more complex questions, such as sentence correction and 

completing conversations, designed to test students' ability to understand and correct language 

errors and use Arabic in more dynamic communication contexts. These questions are tailored to 

the students' proficiency levels, ensuring they face appropriate challenges to help them develop 

their Arabic language skills. 

 

Data Analysis and Discussion from the Literature 

1. Test Validity 

The reviewed literature emphasizes the importance of test validity, which can be assessed using 

various techniques such as Pearson correlation. Previous studies suggest that tests with high 

validity typically have correlation values above 0.70. Revisions and improvements to test items are 

made based on the literature to ensure that the questions accurately measure the intended language 

skills. 

 

2. Test Reliability 

Reliability, measured through Cronbach’s Alpha, is another key factor in test evaluation. The 

literature indicates that tests are considered reliable if the Cronbach’s Alpha value exceeds 0.80, 

ensuring that the test consistently measures students' listening comprehension abilities. 

 

3. Question Difficulty Level 

The literature further discusses the analysis of question difficulty, revealing that easy-level 

questions (C1) typically have a difficulty index of 0.20, while intermediate (C2) and difficult (C3) 

questions exhibit higher difficulty levels. The increasing difficulty indicates that more challenging 

questions expose a wider range of student abilities, helping to identify students who are struggling 

with comprehension. 

 

ACTFL Competency Standards for Test Development 

ACTFL provides a detailed guide for language test development, including listening 

comprehension. The ACTFL standards are categorized into five areas: Communication, Cultures, 

Connections, Comparisons, and Communities. For listening skills, the standards emphasize the 

ability to understand and interpret various forms of spoken communication in Arabic. 

ACTFL recommends using listening tests that align with students' proficiency levels, with formats 

ranging from multiple-choice questions to more complex tasks like constructing sentences from 

heard words. These tests are designed to measure students' understanding of vocabulary, grammar, 

and their ability to interpret spoken information. 

 

Table: Listening Test Formats 



 
 

  
 
  

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To further illustrate the ACTFL standards for listening comprehension, the following test formats 

are suggested: 

No. Type of 
Question 

Description Sample Question Difficulty 
Level 

1 Final Sound Test Listen to the final sounds of 
the words and identify them 

Teacher says:   ,فحص منقوص,  رأس, 

 قاموس 

Novice Low 

2 Listening Passage 
and Questions 

Listen to the text, then 
answer the questions 

Ali reads books in his free time. What 
did Ali do in his free time? 

Novice Low 

3 Spoken Sentence 
Test 

Listen to the sentence and 
answer questions 

Ahmad: "Where do you live?" Ali: "I 
live in the village." Where does the 
person live? 

Novice Mid 

4 Listening Passage 
and Questions 

Listen to the text, then 
answer the questions 

Ahmad goes to school every day. 
Where did Ahmad go? 

Novice Mid 

5 Answering 
Questions 

Listen to the sentence and 
answer questions 

In my bag, I have a book, pen, and 
eraser. What’s in the bag? 

Novice Mid 

6 Writing Numbers 
Test 

Write the numbers you hear Teacher says: "Twenty-four, nine 
thousand." 

Novice 
High 

 

This format is designed to measure different aspects of students' listening abilities in 

Arabic, from basic recognition of vocabulary to more complex tasks that assess their ability to 

create sentences and engage in dynamic communication contexts. These questions are aligned with 

students' proficiency levels, ensuring that each student receives challenges that match their 

development in listening skills. 

 

Discussion 

The findings of this research indicate that the application of the American Council on the 

Teaching of Foreign Languages (ACTFL) standards in assessing Arabic listening comprehension 

skills at the novice level is both effective and beneficial for enhancing Arabic language instruction, 

particularly in Madrasah Ibtidaiyah. The literature review highlights that ACTFL provides a well-

structured framework for measuring listening skills across varying levels of difficulty, which 

supports a more comprehensive understanding of student proficiency. By categorizing test items 

into easy, intermediate, and difficult levels, the research underscores the effectiveness of this model 

in addressing the diverse abilities of students and enabling more tailored assessments. 

One of the major similarities between this research and previous studies, such as those 

conducted by Aldukhayel 19 and Yudhiantara & Syihabuddin 20, is the emphasis on using varied 

difficulty levels in listening comprehension tests to evaluate different proficiency levels among 

students. Previous research has also shown that structured and appropriately leveled listening tasks 

not only differentiate student capabilities more clearly but also help identify areas where further 

intervention may be necessary. The current study builds upon this idea by showing how the 

ACTFL framework can be effectively applied to the development of listening tests for Arabic 

language learners at the elementary school level, providing a new lens for assessing listening skills 

at a novice level. 

 
19 Aldukhayel, “The Impact of Vocabulary Preteaching and Content Previewing on the Listening Comprehension of 

Arabic-Speaking EFL Learners.” 
20 Yudhiantara and Syihabuddin, “Arabic Extensive Listening and Its Language Learning Benefits.” 



 
 

  
 
  

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Moreover, the findings of this study contribute to existing research by further confirming the 

importance of valid and reliable tests in teaching listening skills, particularly in Arabic language 

education. As highlighted in previous literature, such as the work of Sedghi et al. 21, the correlation 

between test validity and high-quality assessments is critical for ensuring that listening tasks are 

measuring the correct skills. The current study extends this argument by demonstrating that not 

only is test validity important, but the structure of the test, especially its ability to differentiate 

among various levels of student proficiency, is equally crucial for measuring listening 

comprehension effectively. 

Another important contribution of this study lies in its exploration of test reliability. While 

previous studies have discussed the use of Cronbach's Alpha to measure the reliability of tests 22, 

this research brings attention to the specific application of reliability measures to listening 

comprehension tests designed using ACTFL standards. The findings reinforce that test reliability 

is an essential factor for ensuring that assessments are consistent in measuring listening skills over 

time, which is fundamental for evaluating student progress and making informed instructional 

decisions. 

Furthermore, the study's use of detailed test formats, such as multiple-choice questions, fill-

in-the-blank tasks, and sentence construction, echoes the diverse question types suggested by 

ACTFL. These formats have been found to be effective in testing various aspects of listening 

comprehension, from basic vocabulary recognition to more complex tasks involving sentence 

formation and interpretation 23. By integrating these diverse question types, the study supports the 

claim that effective listening comprehension assessments require a balance of both simple and 

challenging tasks to assess different aspects of the language learning process. 

The findings from this study also suggest that the use of ACTFL standards in Arabic language 

teaching at Madrasah Ibtidaiyah can serve as a model for other language learning contexts. By 

aligning listening comprehension tests with ACTFL's five Cs—Communication, Cultures, 

Connections, Comparisons, and Communities—teachers can develop a holistic approach to 

language instruction that extends beyond language mechanics to include cultural and 

communicative competence. This approach reflects a growing trend in language education that 

emphasizes the importance of contextualizing language learning in real-world communication 

scenarios. 

In comparison to previous studies, such as those by Al-bazayeuh 24, which focused on the 

application of listening comprehension strategies, the current research broadens the scope by 

specifically addressing how standardized frameworks like ACTFL can structure listening tests that 

are both pedagogically sound and reliable. This distinction enriches the existing body of research 

 
21 Hamed Sedghi et al., “Analysis of the Translation of Marked and Unmarked Syntactic Structures in Mousavi 

Garmaroodi’s Translation of Jihad’s Sermon Based on Lambrekt’s Theory,” Translation Researches in the Arabic 
Language And Literature 11, no. 25 (2021): 225–283. 

22 Asy’ari, Naifah, and Setyawan, “Arabic Curriculum Design in the Merdeka Curriculum from the Perspective of the 
American Council on the Teaching of Foreign Languages (ACTFL).” 

23 Yudhiantara and Syihabuddin, “Arabic Extensive Listening and Its Language Learning Benefits.” 
24 Al-bazayeuh, “The Degree to Which Arabic Language Teachers Are Able to Use Methods for Developing Listening 

Comprehension Skills among Basic Stage Students in Ma’an Governorate.” 



 
 

  
 
  

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by demonstrating how theoretical frameworks can directly inform the design of practical tools for 

language assessment. 

This research contributes to the field by providing a clearer understanding of how ACTFL 

standards can be applied to assess novice-level Arabic listening skills. It offers practical insights 

into how listening tests can be structured to align with these standards, while also validating the 

importance of valid, reliable, and appropriately challenging test formats. This study's findings 

provide valuable guidance for Arabic language educators, helping them design more effective and 

comprehensive assessments that better serve the diverse needs of their students. 

 

Conclusion 

This study has provided a comprehensive analysis of the effectiveness of listening 

comprehension tests developed using the American Council on the Teaching of Foreign 

Languages (ACTFL) standards, specifically within the context of Arabic language education at 

Madrasah Ibtidaiyah. The findings of the research demonstrate that these tests are highly effective 

in measuring students' listening skills and aligning with the expected competency levels for novice 

learners. 

1. Achievement of ACTFL Competency Standards: The tests developed in this study were 

carefully designed to adhere to the ACTFL competency standards, encompassing critical 

language skills such as listening, speaking, reading, and writing. The results indicate that 

these tests effectively assess students' abilities in Arabic and accurately reflect the 

proficiency levels expected at the novice stage. By applying the ACTFL framework, the 

study contributes to enhancing the accuracy and reliability of language assessment in 

educational settings. 

2. Implementation in the Learning Process: The study also highlights the successful 

implementation of these tests within the Arabic language teaching process at Madrasah 

Ibtidaiyah. The research shows that the tests not only provide valuable data for assessing 

student performance but also help teachers in evaluating progress and tailoring teaching 

strategies more effectively. By incorporating such tests into the curriculum, language 

instruction becomes more structured and focused, facilitating a comprehensive 

development of students' language skills. This finding underscores the importance of 

integrating standardized assessments into teaching practices to ensure continuous and 

targeted language development. 

3. Alignment with Student Needs: Another significant outcome of this research is the 

alignment of the tests with the specific needs and skill levels of students at Madrasah 

Ibtidaiyah. The test items, designed with varying difficulty levels, cater to the diverse 

abilities of the students, allowing for a more nuanced assessment of their language 

proficiency. This differentiation in difficulty ensures that students at different stages of 

learning receive accurate feedback on their progress, while also providing opportunities 

for improvement. This adaptability makes the tests a valuable tool for both evaluation and 

teaching. 



 
 

  
 
  

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4. Impact on the Learning Process: The implementation of these tests is expected to have a 

positive impact on student motivation and engagement in learning Arabic. By providing 

assessments that are both relevant and aligned with competency standards, students are 

more likely to grasp the material effectively and achieve their learning objectives. The 

research suggests that such assessments not only aid in language acquisition but also 

enhance students' confidence and interest in learning Arabic. 

 

This study emphasizes the importance of standardized tests, like those based on ACTFL 

competency standards, in improving the quality of Arabic language education at Madrasah 

Ibtidaiyah. The findings suggest that such assessments play a pivotal role in both measuring student 

performance and informing instructional decisions. 

Future research could further explore how the integration of ACTFL standards can be 

expanded to other language skills, such as speaking and writing, in elementary-level Arabic 

education. Additionally, studies investigating the long-term impact of such assessments on student 

performance and motivation could provide valuable insights into the effectiveness of this approach 

in fostering comprehensive language development. 

Overall, this research contributes to the growing body of knowledge on language assessment 

and offers a practical approach to improving language instruction in primary education. By 

continuing to refine and implement assessments based on proven frameworks like ACTFL, 

educators can ensure that students are provided with the tools and opportunities they need to 

succeed in their language learning journey. 

 

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