Innovative Classroom Management for Arabic Listening Instruction Based on Digital Transformation: A POAC Perspective of George R. Terry

Abstract

Digital transformation has influenced Arabic language education, particularly listening instruction (mahārah al-istimā’). However, digital media such as Spotify does not automatically ensure effective learning and requires appropriate classroom management. This study examines classroom management in digitally transformed Arabic listening instruction through George R. Terry’s POAC framework at SMP Muhammadiyah 06 Dau, Malang, Indonesia. This qualitative study employed a case study design. Data were collected through classroom observations, in-depth interviews, and documentation involving an Arabic language teacher using Spotify. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, with credibility established through source, technique, and time triangulation. The findings show that the teacher integrates Spotify through four interconnected practices. In planning, students are mapped according to proficiency levels, materials are differentiated for mubtadi’ and mutaqaddim learners, authentic native-speaker audio is selected, and preliminary materials are shared through WhatsApp. In organizing, mubtadi’ students are grouped into teams of five with individual vocabulary responsibilities, while mutaqaddim students receive more complex individual tasks. Spotify activities involve repeated listening, vocabulary identification, pronunciation practice, and gradual translation. In actuating, the teacher provides continuous guidance, motivational reinforcement through additional scores, and support through repeated listening, enrichment, and supplementary quizzes. In controlling, participation is monitored through interactive quizzes and multiple-choice tests, while learning loads are adjusted for struggling beginners. The findings demonstrate that Spotify facilitates flexible and repeated listening, but beginner learners still require structured organization, teacher guidance, motivation, and continuous monitoring. Thus, effective digital Arabic listening instruction depends on adaptive teacher management rather than technology alone.