IMPLEMENTASI PEMBELAJARAN MAHARAH KALAM BERBASIS PESANTREN DI MTS ASSALAM BANTUR MALANG

Ali Syiham, Nur Hasan, Siti Masrucha

Abstract


Abstract

This study aims to analyze the implementation, supporting factors, and inhibiting factors of Islamic boarding school (pesantren)-based mahārah al-kalām (speaking skills) learning at MTs Assalam Bantur Malang. This descriptive qualitative research was conducted during the odd semester of the 2025/2026 academic year involving eighth-grade students as subjects and key informants, including the vice principal of pesantren curriculum, Arabic language teachers, and students. Data were collected through semi-structured interviews, passive participant observation, and documentation, which were then analyzed using the interactive model of Miles, Huberman, and Saldana. The results showed that the implementation of learning was structured through three main stages: planning, implementation, and evaluation. In the planning stage, teachers integrated the national curriculum with pesantren materials adapting the book Al-Muhawarah Al-Hadītsah. The implementation stage applied the direct method (al-ṭarīqah al-mubāsyirah) through demonstration techniques, oral repetition (drilling), and paired dialogues (muhādaṡah). The evaluation stage encompassed formative and summative assessments (ikhtibār syafahī) measuring cognitive linguistic competence as well as affective aspects such as politeness and language etiquette. The main supporting factors included the establishment of a conducive language environment (bī'ah lughawiyyah), strong synergy between school leadership and pesantren caretakers, and supporting activities such as muhāḍarah. Meanwhile, inhibiting factors consisted of students' psychological obstacles such as language anxiety and shyness, the gap in initial abilities between resident and non-resident students, limited formal class time allocation, and minimal utilization of technology-based learning media. This study concludes that the integration of the pesantren curriculum can accelerate Arabic speaking skills among formal madrasah students, although it requires the enhancement of modern learning media and more adaptive language anxiety management strategies.

Keywords: Mahārah al-Kalām, Pesantren-Based Curriculum, Bī'ah Lughawiyyah, Arabic Language


 


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