Integrated Arabic Language Learning in Pesantren: Five Patterns and Their Differential Roles in Developing Kalām and Kitābah
DOI:
https://doi.org/10.31000/eb7dx419Keywords:
Integrated learning, Arabic language, productive skills, kalām and kitābah, pesantrenAbstract
Arabic language instruction is often fragmented across skills and language components, widening the gap between mastery of grammatical rules and productive language use. Integration is proposed as a bridge, yet a puzzle remains: within a single institution, one and the same language environment does not yield equal development in speaking and writing. Because integration tends to be treated as an undifferentiated category, this uneven outcome has been documented but not explained. This study addresses that gap by mapping the integration patterns operating within a single institution and analysing their differential contribution to speaking (kalām) and writing (kitābah) at the Dar al-Ukhuwwah Putri 2 pesantren (Islamic boarding school) in Malang. The study employed a qualitative approach with a case study design. Data were collected through observation, in-depth interviews, and documentation, and were analysed using the Miles and Huberman model, with credibility ensured through source and technique triangulation. The study identifies five integration patterns organised into two mutually reinforcing dimensions: a pedagogical dimension (inter-skill integration; language-component–skill integration; Arabic–Islamic-content integration) and an environmental dimension (formal–nonformal integration; language-environment integration). The patterns contribute unequally: speaking is shaped mainly through oral production and habituation within the language environment, whereas writing is shaped mainly through a graded progression from controlled to free composition and through written corrective feedback. This study not only examines integration within classroom-based instruction but also extends it to non-formal activities in the dormitory and the language environment, which operate through a single sequence: input → comprehension → language use → habituation. The findings recommend selectively strengthening the patterns according to the targeted skill.
References
Astuti, W., Setyawan, C. E., & Aji, I. M. (2020). Penerapan Biah Lughawiyah dalam Pembiasaan Maharah Kalam di Pondok Pesantren Ibnul QayyimPutra Yogyakarta. Ihtimam: Jurnal Pendidikan Bahasa Arab, 3(1), 95–120. https://doi.org/10.36668/jih.v3i1.222
Basith, A., & Setiawan, Y. (2022). Implementasi Biah Lughowiyyah Dalam Meningkatkan Maharah Kalam. TADRIS AL-ARABIYAT: Jurnal Kajian Ilmu Pendidikan Bahasa Arab, 2(1), 140–154. https://doi.org/10.30739/arabiyat.v2i1.1428
Brown, D., Liu, Q., & Norouzian, R. (2023). Effectiveness of written corrective feedback in developing L2 accuracy: A Bayesian meta-analysis. Language Teaching Research. Advance online publication. https://doi.org/10.1177/13621688221147374
Brown, H. D. (2007). Principles of Language Learning and Teaching (5th ed.). White Plains, NY: Pearson Longman.
Canale, M., & Swain, M. (1980). Theoretical bases of commuicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47. https://doi.org/10.1093/applin/I.1.1
Coombs, P. H., & Ahmed, M. (1974). Attacking Rural Poverty: How Nonformal Education Can Help. Baltimore, MD: Johns Hopkins University Press.
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge: Cambridge University Press.
Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (4th ed.). Thousand Oaks, CA: SAGE.
DeKeyser, R. (2007). Practice in a Second Language: Perspectives from Applied Linguistics and Cognitive Psychology. Cambridge: Cambridge University Press.
Effendy, A. F. (2017). Metodologi Pengajaran Bahasa Arab. Malang: Misykat.
Ellis, R. (2008). The Study of Second Language Acquisition (2nd ed.). Oxford: Oxford University Press.
Ferris, D., & Roberts, B. (2001). Error Feedback in L2 Writing Classes: How Explicit Does it Need to be? Journal of Second Language Writing, 10(3), 161–184. https://doi.org/10.1016/S1060-3743(01)00039-X
Fogarty, R. (2009). How to Integrate the Curricula (3rd ed.). Thousand Oaks, CA: Corwin Press.
Hymes, D. (1972). On Communicative Competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics (pp. 269–293). Harmondsworth: Penguin.
ʻAwaḍ, A. ʻA. (2000). Madākhil Taʻlīm Al-lughah al-ʻArabiyyah: Dirāsah Masḥiyyah Naqdiyyah. Makkah: Jāmiʻat Umm al-Qurā.
Jazilah, E., & Mufidah, N. (2024). Manajemen Program Arabic Culture Dalam Menciptakan Bi’ah Arabiyah Di Perguruan Tinggi Islam. Tarbiyatuna: Jurnal Pendidikan Ilmiah, 9(1), 1–18. Retrieved from https://ejournal.stitibnusina.ac.id/index.php/tarbiyatuna/article/view/189
Kasmantoni, K., Aflisia, N., & ’Atiyah, I. M. (2022). Arabic Practice in the Language Environment l Mumarasah al-Lughah al-‘Arabiyah fi Bi’ah Lughawiyyah. Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab, 14(2), 470–485. https://doi.org/10.24042/albayan.v14i2.12514
Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon Press.
Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
Long, M. H. (1991). Focus on Form: A Design Feature in Language Teaching Methodology. In K. de Bot, R. B. Ginsberg, & C. Kramsch (Eds.), Foreign language research in cross-cultural perspective (pp. 39–52). Amsterdam: John Benjamins.
Long, M. H. (1996). The Role of the Linguistic Environment in Second Language Acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413–468). San Diego, CA: Academic Press.
Lyster, R. (2007). Learning and Teaching Languages Through Content: A Counterbalanced Approach. Amsterdam: John Benjamins.
Lyster, Roy, & Ranta, L. (1997). Corrective Feedback and Learner Uptake: Negotiation of Form Incommunicative Classrooms. Studies in Second Language Acquisition, 19(1), 37–66. https://doi.org/10.1017/S0272263197001034
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative Data Analysis: A Methods Sourcebook (3rd ed.). Thousand Oaks, CA: SAGE.
Muttaqin, I., Bakheit, B. M., & Hasanah, M. (2024). Arabic language environment for Islamic boarding school student language acquisition: Capturing language input, interaction, and output. Al-Hayat: Journal of Islamic Education, 8(3), 891–907. https://doi.org/10.35723/ajie.v8i3.624
Nation, P. (2007). The Four Strands. International Journal of Innovation in Language Learning and Teaching, 1(1), 2–13. https://doi.org/10.2167/illt039.0
Nurlaila, N. (2020). Maharah Kalam dan Problematika Pembelajarannya. Al-Af’idah: Jurnal Pendidikan Bahasa Arab Dan Pengajarannya, 4(2), 55–65. https://doi.org/10.52266/al-afidah.v4i2.596
Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching (3rd ed.). Cambridge: Cambridge University Press.
Ruiz Hidalgo, D., & Ortega-Sánchez, D. (2023). CLIL (Content and Language Integrated Learning) methodological approach in the bilingual classroom: A systematic review. International Journal of Instruction, 16(3), 915–934.
Salomon, G., & Perkins, D. (1988). Teaching for Transfer. Educational Leadership, 46(1), 22–32. https://doi.org/10.12691/education-12-7-5
Schmidt, R. W. (1990). The Role of Consciousness in Second Language Learning. Applied Linguistics, 11(2), 129–158. https://doi.org/10.1093/applin/11.2.129
Skehan, P., & Skehan, P. (1998). A Cognitive Approach to language learning. Oxford: Oxford University Press.
Spolsky, B. (2004). Language Policy. Cambridge: Cambridge University Press.
Swain, M. (1985). Communicative Competence: Some Roles of Comprehensible Input and Comprehensible Output in its Development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235–253). Rowley, MA: Newbury House.
Ṭuʻaimah, R. A. (1989). Taʻlīm Al-lughah al-ʻArabiyyah Li-ghayr al-Nāṭiqīna Bihā: Manāhijuhu Wa-asālībuhu. Rabat: ISESCO.
van Lier, L. (2004). The Ecology and Semiotics of Language Learning: A Sociocultural Perspective. Dordrecht: Kluwer Academic.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
Yin, R. K. (2018). Case Study Research and Applications: Design and Methods (6th ed.). Thousand Oaks, CA: SAGE.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Lisa Khillatur Risalah, Muassomah, Zakiyah Arifa
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
