BÎ’AH LUGHAWIYYAH AS A HIDDEN CURRICULUM AND ITS INFLUENCE ON STUDENTS’ SPEAKING SKILLS IN PESANTREN AR-RAUDLATUL HASANAH

Yunus; Bahtiar Siregar; Siti Arfah Daely; Zikriya Husna Aulia Putri; Faisal Hamid

doi:10.62567/micjo.v3i1.1880

Authors

Yunus Panca Budi University Medan
Bahtiar Siregar Panca Budi University Medan
Siti Arfah Daely Panca Budi University Medan
Zikriya Husna Aulia Putri Panca Budi University Medan
Faisal Hamid Panca Budi University Medan

DOI:

https://doi.org/10.62567/micjo.v3i1.1880

Keywords:

bī’ah lughawiyyah, hidden curriculum, mahārat al-kalām, pesantren, Arabic Language

Abstract

Arabic language learning in pesantren is not conducted solely through the formal curriculum but also through habituation processes that are internalized in the students’ daily lives. Bī’ah lughawiyyah functions as a language environment that serves as a hidden curriculum at Pesantren Ar-Raudlatul Hasanah, namely an implicit curriculum that shapes language competence in a natural and sustainable manner. This study aims to analyze the role of bī’ah lughawiyyah as a hidden curriculum and its influence on the improvement of students’ speaking ability (mahārat al-kalām). This research employs a qualitative approach with a case study design. The research participants consist of students, Arabic language instructors, and pesantren administrators. Data were collected through participant observation, in-depth interviews, and documentation of language-related activities. The data were analyzed thematically through the stages of data reduction, data display, and conclusion drawing, with data validity strengthened through source and method triangulation. The findings indicate that bī’ah lughawiyyah functions as a hidden curriculum through Arabic language policies, the exemplary practices of instructors, the habituation of communication in daily pesantren life, and non-formal social reinforcement. These practices contribute positively to the enhancement of students’ kalām ability, particularly in terms of speaking confidence, fluency, and spontaneity in oral communication. The findings confirm that bī’ah lughawiyyah as a hidden curriculum plays a strategic role in Arabic language acquisition. Therefore, optimizing the language environment should be positioned as an integral component of Arabic language curriculum development in pesantren.

Downloads

Download data is not yet available.

References

Abdullah, I., Rahmi, N., & Walfajri, W. (2020). Pembentukan Lingkungan Bahasa Arab Untuk Mengembangkan Keterampilan Berbicara. Taqdir, 6(2), 71–83.

Alam, A. P., & Asyrofi, I. (2023). Analisis Metode Pembelajaran Muhadatsah Yaumiyyah dalam Upaya Meningkatkan Maharotul Kalam Santri. JIIP-Jurnal Ilmiah Ilmu Pendidikan, 6(8), 5833–5839.

Astuti, W., Setyawan, C. E., & Aji, I. M. (2020). Penerapan biah lughawiyah dalam pembiasaan maharah kalam di pondok pesantren Ibnul Qayyim putra Yogyakarta. Ihtimam: Jurnal Pendidikan Bahasa Arab, 3(1), 95–120.

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.

Creswell, John W, & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.

Creswell, J.W., & Clark, V. L. P. (2007). Designing and conducting mixed methods research. California: Sage publications.

Huda, S. (2025). Peran Biah Arabiyah dalam Meningkatakan Kecapakan Berbahasa Arab di Pondok Pesantren. Pelita: Jurnal Studi Islam Mahasiswa UII Dalwa, 2(2), 215–224.

Krashen, S. (1981). Second language acquisition. Second Language Learning, 3(7), 19–39.

Meishanti, O. P. Y., Rahmawati, R. D., & Nafingah, N. (2020). Pelatihan Berbahasa Arab Melalui Keterampilan Berbicara (Maharah al-kalam) Metode Muhadatsah menggunakan Pocket Book. Jumat Pendidikan: Jurnal Pengabdian Masyarakat, 1(1), 16–23.

Mulyadi, M. (2020). Metode qawa’id dan tarjamah dalam memahami kitab kuning. AL-LIQO: Jurnal Pendidikan Islam, 5(01), 25–42.

Nurlaila, N. (2020). Maharah Kalam dan Problematika Pembelajarannya. AL-AF’IDAH: Jurnal Pendidikan Bahasa Arab Dan Pengajarannya, 4(2), 55–65.

Pravita, R. (2021). اكتساب اللغة العربية لدى الطلاب في المدرسة مفتاح الهدى الإبتدائية الإسلامية مادييون عند كراشن: دراسة الحالة.

Rasyidin, R., & Harahap, R. M. (2023). Guru Dalam Pembelajaran Bahasa Arab: Studi Penerapan Metode Keteladanan. AT TARAKIB: Jurnal Bahasa Arab, 1(1), 35–47.

Ridlo, U. (2015). Model Pembelajaran Bahasa Arab Materi al-Qawa’id al-Nahwiyyah. Al-Ma ‘rifah: Jurnal Budaya, Bahasa, Dan Sastra Arab, 12(2), 46–57.

Shobirin, A. (2021). Korelasi antara Penguasaan Mufradat, Bi’ah Lugawiyyah, dan Mahārah al-Kalām Santri Al-Izzah Leadership School Batu: The Correlation between Arabic Vocabulary Mastery, Language Environment, and Arabic Speaking Skills Among Students of al-Izzah Leadership School Batu. Aphorisme: Journal of Arabic Language, Literature, and Education, 2(2), 50–62.

Suryani, R. M., Amir, F. R., & Balgis, L. F. (2022). Efektivitas metode audiolingual dalam peningkatan maharah Al-kalam bahasa arab. Tatsqifiy: Jurnal Pendidikan Bahasa Arab, 3(1), 47–56.

Tim Majelis Masyayikh. (2025). Dokumen Standar Mutu Pendidikan Pesantren: Ma’had Aly, Pendidikan Muadalah Muallimin, Pendidikan Diniyah Formal, Pendidikan Muadalah Salafiyah, Pendidikan NonFormal Pesantren. Majelis Masyayikh.

Zaki, M. (2023). Urgensi Bahasa Arab dalam Islam dan Dunia Internasional. Lughati: Jurnal Pendidikan Bahasa Arab, 1(01), 75–88.