ANALISIS PENERAPAN BI’AH LUGHAWIYAH DALAM PEMBELAJARAN BAHASA ARAB DI PONDOK PESANTREN DARUN NAJAH JAKARTA

Abstract

The implementation of bi’ah lughawiyah (Arabic language environment) has become an important strategy in improving Arabic language learning in Islamic boarding schools, particularly in developing students’ communicative competence. In the context of modern Islamic education, creating an active language environment is considered essential to support natural language acquisition and strengthen students’ motivation to use Arabic in daily communication. This study aims to analyze the implementation of bi’ah lughawiyah in Arabic language learning at Pondok Pesantren Darunnajah Jakarta, including its implementation strategies, supporting and inhibiting factors, and its influence on students’ Arabic language skills. This research employed a qualitative descriptive approach. Data were collected through observations, semi-structured interviews, and documentation involving Arabic language teachers, students, and school administrators. The collected data were analyzed using data reduction, data display, and conclusion drawing techniques supported by triangulation to ensure data validity. The findings revealed that the implementation of bi’ah lughawiyah was carried out systematically through the use of Arabic in classroom learning, dormitory activities, daily conversations, speeches, muhadatsah programs, and other language-based activities. The study also found that environmental support, teacher supervision, and consistent language habituation significantly contributed to improving students’ speaking and listening skills. However, several obstacles were identified, including limited vocabulary mastery, lack of self-confidence, and the influence of the Indonesian language in daily communication. This study contributes to the development of Arabic language learning theory by emphasizing the importance of a communicative and socially supportive language environment in second language acquisition. The findings imply that Islamic educational institutions need to strengthen language immersion programs and develop more adaptive language learning strategies. Future studies are recommended to apply mixed-method approaches and involve broader research settings to obtain more comprehensive findings regarding the effectiveness of bi’ah lughawiyah in Arabic language learning.