IMPLEMENTASI PEMBELAJARAN DURUSUL LUGHAH DALAM PEMBENTUKAN PEMAHAMAN TEKS ARAB PADA SANTRI MUTAWASSITHOH: STUDI DESKRIPTIF DI PONDOK PESANTREN ANSHORUSUNNAH AL-ISLAMI MANTINGAN NGAWI
DOI:
https://doi.org/10.34125/jkps.v11i5.3662Keywords:
Durusul Lughah, Pemahaman teks Arab, Pesantren , scaffolding, Simple View of ReadingAbstract
This study describes how Durusul Lughah al-'Arabiyyah (Volume 1) is implemented in teaching Arabic to Mutawassithoh-level santri at Pondok Pesantren Anshorusunnah Al-Islami, Mantingan, Ngawi, portrays the dynamics of their reading and text comprehension, and identifies the supporting and inhibiting factors. A descriptive-qualitative approach was applied through classroom observation and documentation of an internship report, covering modeling, drilling, questioning, correction, and collective review (murojaah). The subjects were nine Mutawassithoh santri observed in May 2026. Findings were categorized descriptively and interpreted through behaviorist, cognitivist, and constructivist perspectives, the Zone of Proximal Development, and the Simple View of Reading. Learning proceeds through a graded sequence of example, repetition, drilling, questioning, response, correction, and reuse, which gradually links linguistic form, vocabulary, and morphosyntax to the comprehension of unvowelized Arabic texts. Staged materials, direct interaction, and peer scaffolding support this process, whereas heterogeneous reading ability, limited vocabulary, and difficulty relating grammar to meaning constrain it. This study conceptualizes Durusul Lughah as a pedagogical process, not merely teaching material, that connects linguistic form, practice, interaction, and text comprehension.
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