THE ROLE OF ARABIC LANGUAGE TEACHERS IN BUILDING AN ARABIC READING AND WRITING ENVIRONMENT AT MADRASAH ALIAYAH NURUL ULUM MERTAK TOMBOK PRAYA CENTRAL LOMBOK

Abstract

This study aims to describe the role of Arabic language teachers in building an Arabic reading and writing environment at Madrasah Aliayah Nurul Ulum Mertak Tombok Praya Lombok Tengah. This study uses a qualitative-descriptive method with data collection methods using observation, interviews, and documentation. Data analysis uses the Miles and Huberman framework by means of data condensation, data display and data verification. The results of this study are that Arabic language teachers at MA Nurul Ulum Mertak Tombok Praya Lombok Tengah have a strategic role in building an effective Arabic reading and writing environment. In learning to read Arabic, teachers prioritize thorough preparation, structured implementation including initial, core, and final activities, and evaluations that include behavioral, written, and portfolio assessments. Teachers play an active role in providing motivation, guiding students personally, and involving them in repeated reading exercises to improve understanding and correct pronunciation. In learning to write Arabic, teachers pay special attention through lecture methods, providing examples of writing, and writing practice assignments such as verses of the Qur'an, surahs, and hadiths. Teachers also motivate students to overcome obstacles such as difficulty connecting letters or remembering hijaiyah letters. Madrasah also supports by providing additional lessons and special schedules to improve students' abilities. This integrated effort has succeeded in encouraging most students to achieve good Arabic reading and writing competencies, although there are still some students who need more attention.