The aim of this study was to develop Arabic speaking skill by implementing Content Language Integrated Learning (CLIL) model at Jakarta State University. The CLIL used in the lesson emphasized the memorization of dialogues and sentence patterns as one of the main characteristics of the audiolingual method.  The research employed the mixed approach using Research and Development (R & D). The procedure of research used Borg and Gall model which has the steps; preliminary step, adevelopment step, and evaluation step.The data ware taken by observation, questionnaire, interview, documentation, and test. The research finding shows that the development of CLIL learning strategy for Arabic speaking with the material using Qur’an, Hadits, Fiqih and Tsaqofah Islamiah was an effective model for improving learning to speak Arabic. CLIL have four components that are content, cognition, communication, and culture. These are integrated with the variation of learning media.

The purpose of this study was to develop an integrated model of Arabic-speaking teaching materials with 21st-century skills and the value of local wisdom. This study used a mixed method approach, combining research and development techniques (R and D) using the Borg and Gall model. Participants were teachers (to do the peer assessment of the product / n = 3), experts (Arabic materials, curriculum / n = 2), and students (to get the needs analysis / n = 100). Data collection techniques include observations, questionnaires, tests, documents, and interviews. Data analysis uses qualitative and quantitative techniques. The results of this show that the model of teaching materials that have been developed is feasible to be applied in Arabic-speaking classes. The findings also show that the designed teaching materials have local wisdom values that can act as authentic materials. These teaching materials can not only build 21st-century skills but also build character education through the value of local wisdom. So, teaching materials that are integrated with the skills needs of the 21st century can facilitate learning objectives in producing quality graduates.

This study aimed to obtain the results of the analysis of the needs for speaking Arabic teaching materials through the basic values of local wisdom that are relevant to 21st-century skills. The research method used qualitative descriptive phenomena that occur in the field related to the need for teaching materials to speak Arabic. Participants were students and teachers of Arabic speaking courses. Data were collected through observation, documents and questionnaires. Technical analysis of data was carried out through the stages of data reduction, data presentation, and concluding. In addition, the data analysis technique used expert judgment. The findings show that teaching materials for speaking Arabic must be relevant to the cultural values of local wisdom and in harmony with the culture in Arabic so that students still have nationalist character values. So, teaching materials for speaking Arabic must present materials that can develop critical thinking patterns in the communication process, reflect the cultural values of the archipelago or local wisdom values that are in harmony with the culture in Arabic, and meet the demands of 21st-century skills so that students can compete in the era of globalization.