ARABIC LANGUAGE TEACHING FOR EIGHTH-GRADE FEMALE STUDENTS AT AL-TIBYAN ISLAMIC BOARDING SCHOOL (AN EXPLORATORY QUALITATIVE STUDY)
Abstract
Arabic language instruction within the pesantren (Islamic boarding school) environment plays a crucial role in shaping students' linguistic competence, yet its success is contingent upon the instructional processes employed. This study aims to describe the implementation of Arabic language instruction at Pondok Pesantren At-Tibyan Tanjung Morawa and to identify the school's efforts to optimize this learning process. Adopting an exploratory qualitative approach, the study involved seven eighth-grade female students and two Arabic language teachers as informants. Data were gathered through observation, interviews, documentation, and literature review, and subsequently analyzed using the Miles, Huberman, and Saldaña model. The study yielded two primary findings. First, Arabic language instruction is conducted through a combination of classroom-based learning and the implementation of a bi'ah lughawiyyah (linguistic environment) in daily life. Second, Pondok Pesantren At-Tibyan has implemented various measures to optimize Arabic language instruction, resulting in enhanced learning motivation, linguistic competence, and academic achievement among the students. These findings demonstrate that integrating formal instruction with a linguistic environment is a vital factor in ensuring the success of Arabic language learning within the pesantren setting.