Arabic Language Environment for Islamic Boarding School Student Language Acquisition
Capturing Language Input, Interaction, and Output
Abstract
This study aims to learn more about the Arabic language environment and its relationship to input, interaction and output in student language acquisition. The approach used is a qualitative approach with a case study type. Determination of informants using purposive techniques. Data collection techniques include observation, interviews, and documentation. Data analysis using the Miles, Huberman and Saldana models, namely data condensation, data presentation, and conclusions. The results of the study show that the Arabic language environment consists of a formal Environment containing classroom learning, Mhārh al-qirāʼah, mhārh al-kitābah, al-Istimāʻ wa-al-kalām, Informal Environment containing language activities outside the classroom; ilqāʼ al-mufradāt, al-muḥādathah, al-tawʻiyah al-dīnīyah, al-khaṭṭ al-ʻarabī, muhadlarah, and maḥkamat al-lughah. Related to input, interaction, and output, the Arabic language environment is concerned with formal and informal environments. The formal environment of language input in the form of structured teacher utterances originates from dialogue and language exercises, patterned language interactions between individual teachers and groups of students and interactions between groups of teachers and groups of students, while the language output is in the form of structured student utterances according to Arabic language structure patterns. While the informal environment of language input in unstructured teacher utterances originates from natural language, the language interaction in it is patterned, the interaction between individual teachers and individual students or vice versa, while the language output is in the form of student utterances obtained naturally. It should be noted that this study is limited to the aspects of the Arabic Language Environment and Language Acquisition. The findings of this study show the importance of an Arabic language environment that can enrich language input, interaction, and output in the language acquisition process.
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References
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[28] Long, M. H. (1981). Input, Interaction, and Second-Language Acquisition. Annals of the New York Academy of Sciences, 379(1), 259–278. https://doi.org/10.1111/j.1749-6632.1981.tb42014.x
[29] Long, M. H. (2020). Optimal input for language learning: Genuine, simplified, elaborated, or modified elaborated? Language Teaching, 53(2), 169–182. https://doi.org/10.1017/S0261444819000466
[30] Mahmood, A., Kareem, N., & Hadi, A. (2023). Educational Linguistics. Polytechnic Journal of Humanities and Social Sciences, 4(2). https://doi.org/10.25156/ptjhss.v4n2y2023.pp222-235
[31] Marlius, Y., Bambang, & Wirman, M. (2021). The Efforts to Improve Students’ Arabic Speaking Skills Through Language Environment Activation: A Study of Phenomenology. Al-Ta’rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya, 9(1), 35–48. https://doi.org/10.23971/altarib.v9i1.2585
[32] Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative Data Analysis: A Methods Sourcebook (3rd ed.). New York: SAGE Publications.
[33] Mitchell, R., Myles, F., & Marsden, E. (2019). Second Language Learning Theories. New York: Routledge. https://doi.org/10.4324/9781315617046
[34] Muradi, A. (2018). Pemerolehan Bahasa Dalam Perspektif Psikolinguistik Dan Alquran. Jurnal Tarbiyah : Jurnal Ilmiah Kependidikan, 7(2), 145–162. https://doi.org/10.18592/tarbiyah.v7i2.2245
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[37] Nazir, F. B. (2018). Stimulus-Response Theory: A Case Study in the Teaching and Learning of Malay Language Among Year 1 Pupils. The Journal of Social Sciences Research, 4(10), 153–157. https://doi.org/10.32861/journal.7.2018.410.153.157
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[42] Ritonga, M., Nurdianto, T., & Rahmawati. (2021). Strategies for improving Arabic language ability through language Environment: Phenomenology studies in Islamic boarding schools. Journal of Language and Linguistic Studies, 18(1). https://www.jlls.org/index.php/jlls/article/view/3390, 497-510
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[44] Sadoughi, M., & Hejazi, S. Y. (2024). How can L2 motivational self system enhance willingness to communicate? The contribution of foreign language enjoyment and anxiety. Current Psychology, 43(3), 2173–2185. https://doi.org/10.1007/s12144-023-04479-3
[45] Setiyadi, A., Hidayah, N., Wahyudi, M., & Maha, M. (2023). Bī’ah Lughawiyah Programs in Arabic Language Learning to Improve Student’s Arabic Speaking Skills. Ta’lim Al-’Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban, 7(1), 29–46. https://doi.org/10.15575/jpba.v7i1.24173
[46] Sokip, S. (2019). Kontribusi Teori Behavioristik Dalam Pembelajaran. Ta’allum: Jurnal Pendidikan Islam, 7(1). https://doi.org/10.21274/taalum.2019.7.1.175-190
[47] Wajdi, M. B. N., Arifin, S., Haris, A., & Hady, M. S. (2023). Integrating Dialectics of Quality Trilogy for Education Development in Islamic Boarding Schools. Al-Tanzim: Jurnal Manajemen Pendidikan Islam, 7(2), 351–363. https://doi.org/10.33650/al-tanzim.v7i2.3820
[48] Warnis, Triana, H. W., Kustati, M., Remiswal, & Nelmawarni. (2019). Arabic Language as the Icon of Islamic Higher Education: A Study of the Implementation of Arabic Intensive Program. Tarbiya: Journal of Education in Muslim Society, 6(1), 103–116. https://doi.org/10.15408/tjems.v6i1.10910
[49] Wulandari, D., & Noor, A. (2020). Foreign Language Learning, Environment, and their Influence on Moslem Teenage Learners’ Identity. E3S Web of Conferences, 202, 07043. https://doi.org/10.1051/e3sconf/202020207043
[50] Yul, W., Rofingah, U., Andrian, R., Muhlasin, M., & Rozanie, J. F. (2023). Unlocking The Secret to Arabic Fluency: Exploring The Critical Role of Language Environment in Maximizing Arabic-Speaking Outcomes. Arabi : Journal of Arabic Studies, 8(1), 1–10. https://doi.org/10.24865/ajas.v8i1.584
[51] Zarkasyi, H. F. (2020). Imam Zarkasyi’s Modernization of Pesantren in Indonesia (A Case Study of Darussalam Gontor). QIJIS (Qudus International Journal of Islamic Studies), 8(1), 161–200. https://doi.org/10.21043/qijis.v8i1.5760
[39] Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health, 42(5), 533–544. https://doi.org/10.1007/s10488-013-0528-y
[40] Qotrunnada, Z., & Hendra, F. (2024). Pemanfaatan Lingkungan Sebagai Sumber Belajar Dalam Meningkatkan Mahāratul Kalām Pada Pelajaran Bahasa Arab Kelas 1 Mts Hidayatunnajah. Berajah Journal, 4(1), 7–14. https://doi.org/10.47353/bj.v4i1.276
[41] Rahmawati, S., Abunawas, K., & Yusuf, M. (2022). Peran bi’ah lughawiyyah dalam menunjang pembelajaran bahasa arab di pondok pesantren Darul Huffadh Tuju-Tuju kab.Bone. Inspiratif Pendidikan, 11(1), 123–140. https://doi.org/10.24252/ip.v11i1.29670
[42] Ritonga, M., Nurdianto, T., & Rahmawati. (2021). Strategies for improving Arabic language ability through language Environment: Phenomenology studies in Islamic boarding schools. Journal of Language and Linguistic Studies, 18(1). https://www.jlls.org/index.php/jlls/article/view/3390, 497-510
[43] Šaban, I., & Schmidt, J. R. (2021). Stimulus and response conflict from a second language: Stroop interference in weakly-bilingual and recently-trained languages. Acta Psychologica, 218, 103360. https://doi.org/10.1016/j.actpsy.2021.103360
[44] Sadoughi, M., & Hejazi, S. Y. (2024). How can L2 motivational self system enhance willingness to communicate? The contribution of foreign language enjoyment and anxiety. Current Psychology, 43(3), 2173–2185. https://doi.org/10.1007/s12144-023-04479-3
[45] Setiyadi, A., Hidayah, N., Wahyudi, M., & Maha, M. (2023). Bī’ah Lughawiyah Programs in Arabic Language Learning to Improve Student’s Arabic Speaking Skills. Ta’lim Al-’Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban, 7(1), 29–46. https://doi.org/10.15575/jpba.v7i1.24173
[46] Sokip, S. (2019). Kontribusi Teori Behavioristik Dalam Pembelajaran. Ta’allum: Jurnal Pendidikan Islam, 7(1). https://doi.org/10.21274/taalum.2019.7.1.175-190
[47] Wajdi, M. B. N., Arifin, S., Haris, A., & Hady, M. S. (2023). Integrating Dialectics of Quality Trilogy for Education Development in Islamic Boarding Schools. Al-Tanzim: Jurnal Manajemen Pendidikan Islam, 7(2), 351–363. https://doi.org/10.33650/al-tanzim.v7i2.3820
[48] Warnis, Triana, H. W., Kustati, M., Remiswal, & Nelmawarni. (2019). Arabic Language as the Icon of Islamic Higher Education: A Study of the Implementation of Arabic Intensive Program. Tarbiya: Journal of Education in Muslim Society, 6(1), 103–116. https://doi.org/10.15408/tjems.v6i1.10910
[49] Wulandari, D., & Noor, A. (2020). Foreign Language Learning, Environment, and their Influence on Moslem Teenage Learners’ Identity. E3S Web of Conferences, 202, 07043. https://doi.org/10.1051/e3sconf/202020207043
[50] Yul, W., Rofingah, U., Andrian, R., Muhlasin, M., & Rozanie, J. F. (2023). Unlocking The Secret to Arabic Fluency: Exploring The Critical Role of Language Environment in Maximizing Arabic-Speaking Outcomes. Arabi : Journal of Arabic Studies, 8(1), 1–10. https://doi.org/10.24865/ajas.v8i1.584
[51] Zarkasyi, H. F. (2020). Imam Zarkasyi’s Modernization of Pesantren in Indonesia (A Case Study of Darussalam Gontor). QIJIS (Qudus International Journal of Islamic Studies), 8(1), 161–200. https://doi.org/10.21043/qijis.v8i1.5760
[51] Zarkasyi, H. F. (2020). Imam Zarkasyi’s Modernization of Pesantren in Indonesia (A Case Study of Darussalam Gontor). QIJIS (Qudus International Journal of Islamic Studies), 8(1), 161–200. https://doi.org/10.21043/qijis.v8i1.5760
[2] Almelhes, S., & Alsaiari, H. (2024). A Conceptual Framework for Teaching Arabic as a Second Language. Theory and Practice in Language Studies, 14(7), 2110–2118. https://doi.org/10.17507/tpls.1407.18
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[49] Wulandari, D., & Noor, A. (2020). Foreign Language Learning, Environment, and their Influence on Moslem Teenage Learners’ Identity. E3S Web of Conferences, 202, 07043. https://doi.org/10.1051/e3sconf/202020207043
[50] Yul, W., Rofingah, U., Andrian, R., Muhlasin, M., & Rozanie, J. F. (2023). Unlocking The Secret to Arabic Fluency: Exploring The Critical Role of Language Environment in Maximizing Arabic-Speaking Outcomes. Arabi : Journal of Arabic Studies, 8(1), 1–10. https://doi.org/10.24865/ajas.v8i1.584
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[25] Kuswoyo, Wiranto, & Arif, A. (2021). Penerapan Biâ€TMah Lughawiyah sebagai penunjang Kebahasaan di MI An Najihah Babussalam Mojorejo Kebonsari Madiun. El-Wasathiya: Jurnal Studi Agama, 9(2). https://doi.org/10.35888/el-wasathiya.v9i2.5045
[26] Liu, X. (2022). The Relation of Input, Interaction, and Output in SLA. Proceedings of the 2022 7th International Conference on Social Sciences and Economic Development (ICSSED 2022), 474–479. https://doi.org/10.2991/aebmr.k.220405.078
[27] Loewen, S., & Sato, M. (2018). Interaction and instructed second language acquisition. Language Teaching, 51(3), 285–329. https://doi.org/10.1017/S0261444818000125
[28] Long, M. H. (1981). Input, Interaction, and Second-Language Acquisition. Annals of the New York Academy of Sciences, 379(1), 259–278. https://doi.org/10.1111/j.1749-6632.1981.tb42014.x
[29] Long, M. H. (2020). Optimal input for language learning: Genuine, simplified, elaborated, or modified elaborated? Language Teaching, 53(2), 169–182. https://doi.org/10.1017/S0261444819000466
[30] Mahmood, A., Kareem, N., & Hadi, A. (2023). Educational Linguistics. Polytechnic Journal of Humanities and Social Sciences, 4(2). https://doi.org/10.25156/ptjhss.v4n2y2023.pp222-235
[31] Marlius, Y., Bambang, & Wirman, M. (2021). The Efforts to Improve Students’ Arabic Speaking Skills Through Language Environment Activation: A Study of Phenomenology. Al-Ta’rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya, 9(1), 35–48. https://doi.org/10.23971/altarib.v9i1.2585
[32] Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative Data Analysis: A Methods Sourcebook (3rd ed.). New York: SAGE Publications.
[33] Mitchell, R., Myles, F., & Marsden, E. (2019). Second Language Learning Theories. New York: Routledge. https://doi.org/10.4324/9781315617046
[34] Muradi, A. (2018). Pemerolehan Bahasa Dalam Perspektif Psikolinguistik Dan Alquran. Jurnal Tarbiyah : Jurnal Ilmiah Kependidikan, 7(2), 145–162. https://doi.org/10.18592/tarbiyah.v7i2.2245
[35] Murris, K., Haynes, J., & Kohan, W. (2018). Literacies, Literature and Learning: Reading Classrooms Differently. New York: Routledge.
[36] Nazeer, I., Sonam, S., & Sadia, D. (2023). The Impact of Computer-Assisted Language Learning on Second Language Acquisition. Russian Law Journal, 11(4), 27–38. https://www.russianlawjournal.org/index.php/journal/article/view/2313
[37] Nazir, F. B. (2018). Stimulus-Response Theory: A Case Study in the Teaching and Learning of Malay Language Among Year 1 Pupils. The Journal of Social Sciences Research, 4(10), 153–157. https://doi.org/10.32861/journal.7.2018.410.153.157
[38] Oakley, M. J., Kormos, J., & McCray, G. (2022). The implementation of an intensive second language reading intervention program for Arabic L1 learners of English as a foreign language. Instructed Second Language Acquisition, 6(1), 3–28. https://doi.org/10.1558/isla.18885
[39] Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health, 42(5), 533–544. https://doi.org/10.1007/s10488-013-0528-y
[40] Qotrunnada, Z., & Hendra, F. (2024). Pemanfaatan Lingkungan Sebagai Sumber Belajar Dalam Meningkatkan Mahāratul Kalām Pada Pelajaran Bahasa Arab Kelas 1 Mts Hidayatunnajah. Berajah Journal, 4(1), 7–14. https://doi.org/10.47353/bj.v4i1.276
[41] Rahmawati, S., Abunawas, K., & Yusuf, M. (2022). Peran bi’ah lughawiyyah dalam menunjang pembelajaran bahasa arab di pondok pesantren Darul Huffadh Tuju-Tuju kab.Bone. Inspiratif Pendidikan, 11(1), 123–140. https://doi.org/10.24252/ip.v11i1.29670
[42] Ritonga, M., Nurdianto, T., & Rahmawati. (2021). Strategies for improving Arabic language ability through language Environment: Phenomenology studies in Islamic boarding schools. Journal of Language and Linguistic Studies, 18(1). https://www.jlls.org/index.php/jlls/article/view/3390, 497-510
[43] Šaban, I., & Schmidt, J. R. (2021). Stimulus and response conflict from a second language: Stroop interference in weakly-bilingual and recently-trained languages. Acta Psychologica, 218, 103360. https://doi.org/10.1016/j.actpsy.2021.103360
[44] Sadoughi, M., & Hejazi, S. Y. (2024). How can L2 motivational self system enhance willingness to communicate? The contribution of foreign language enjoyment and anxiety. Current Psychology, 43(3), 2173–2185. https://doi.org/10.1007/s12144-023-04479-3
[45] Setiyadi, A., Hidayah, N., Wahyudi, M., & Maha, M. (2023). Bī’ah Lughawiyah Programs in Arabic Language Learning to Improve Student’s Arabic Speaking Skills. Ta’lim Al-’Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban, 7(1), 29–46. https://doi.org/10.15575/jpba.v7i1.24173
[46] Sokip, S. (2019). Kontribusi Teori Behavioristik Dalam Pembelajaran. Ta’allum: Jurnal Pendidikan Islam, 7(1). https://doi.org/10.21274/taalum.2019.7.1.175-190
[47] Wajdi, M. B. N., Arifin, S., Haris, A., & Hady, M. S. (2023). Integrating Dialectics of Quality Trilogy for Education Development in Islamic Boarding Schools. Al-Tanzim: Jurnal Manajemen Pendidikan Islam, 7(2), 351–363. https://doi.org/10.33650/al-tanzim.v7i2.3820
[48] Warnis, Triana, H. W., Kustati, M., Remiswal, & Nelmawarni. (2019). Arabic Language as the Icon of Islamic Higher Education: A Study of the Implementation of Arabic Intensive Program. Tarbiya: Journal of Education in Muslim Society, 6(1), 103–116. https://doi.org/10.15408/tjems.v6i1.10910
[49] Wulandari, D., & Noor, A. (2020). Foreign Language Learning, Environment, and their Influence on Moslem Teenage Learners’ Identity. E3S Web of Conferences, 202, 07043. https://doi.org/10.1051/e3sconf/202020207043
[50] Yul, W., Rofingah, U., Andrian, R., Muhlasin, M., & Rozanie, J. F. (2023). Unlocking The Secret to Arabic Fluency: Exploring The Critical Role of Language Environment in Maximizing Arabic-Speaking Outcomes. Arabi : Journal of Arabic Studies, 8(1), 1–10. https://doi.org/10.24865/ajas.v8i1.584
[51] Zarkasyi, H. F. (2020). Imam Zarkasyi’s Modernization of Pesantren in Indonesia (A Case Study of Darussalam Gontor). QIJIS (Qudus International Journal of Islamic Studies), 8(1), 161–200. https://doi.org/10.21043/qijis.v8i1.5760
[39] Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health, 42(5), 533–544. https://doi.org/10.1007/s10488-013-0528-y
[40] Qotrunnada, Z., & Hendra, F. (2024). Pemanfaatan Lingkungan Sebagai Sumber Belajar Dalam Meningkatkan Mahāratul Kalām Pada Pelajaran Bahasa Arab Kelas 1 Mts Hidayatunnajah. Berajah Journal, 4(1), 7–14. https://doi.org/10.47353/bj.v4i1.276
[41] Rahmawati, S., Abunawas, K., & Yusuf, M. (2022). Peran bi’ah lughawiyyah dalam menunjang pembelajaran bahasa arab di pondok pesantren Darul Huffadh Tuju-Tuju kab.Bone. Inspiratif Pendidikan, 11(1), 123–140. https://doi.org/10.24252/ip.v11i1.29670
[42] Ritonga, M., Nurdianto, T., & Rahmawati. (2021). Strategies for improving Arabic language ability through language Environment: Phenomenology studies in Islamic boarding schools. Journal of Language and Linguistic Studies, 18(1). https://www.jlls.org/index.php/jlls/article/view/3390, 497-510
[43] Šaban, I., & Schmidt, J. R. (2021). Stimulus and response conflict from a second language: Stroop interference in weakly-bilingual and recently-trained languages. Acta Psychologica, 218, 103360. https://doi.org/10.1016/j.actpsy.2021.103360
[44] Sadoughi, M., & Hejazi, S. Y. (2024). How can L2 motivational self system enhance willingness to communicate? The contribution of foreign language enjoyment and anxiety. Current Psychology, 43(3), 2173–2185. https://doi.org/10.1007/s12144-023-04479-3
[45] Setiyadi, A., Hidayah, N., Wahyudi, M., & Maha, M. (2023). Bī’ah Lughawiyah Programs in Arabic Language Learning to Improve Student’s Arabic Speaking Skills. Ta’lim Al-’Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban, 7(1), 29–46. https://doi.org/10.15575/jpba.v7i1.24173
[46] Sokip, S. (2019). Kontribusi Teori Behavioristik Dalam Pembelajaran. Ta’allum: Jurnal Pendidikan Islam, 7(1). https://doi.org/10.21274/taalum.2019.7.1.175-190
[47] Wajdi, M. B. N., Arifin, S., Haris, A., & Hady, M. S. (2023). Integrating Dialectics of Quality Trilogy for Education Development in Islamic Boarding Schools. Al-Tanzim: Jurnal Manajemen Pendidikan Islam, 7(2), 351–363. https://doi.org/10.33650/al-tanzim.v7i2.3820
[48] Warnis, Triana, H. W., Kustati, M., Remiswal, & Nelmawarni. (2019). Arabic Language as the Icon of Islamic Higher Education: A Study of the Implementation of Arabic Intensive Program. Tarbiya: Journal of Education in Muslim Society, 6(1), 103–116. https://doi.org/10.15408/tjems.v6i1.10910
[49] Wulandari, D., & Noor, A. (2020). Foreign Language Learning, Environment, and their Influence on Moslem Teenage Learners’ Identity. E3S Web of Conferences, 202, 07043. https://doi.org/10.1051/e3sconf/202020207043
[50] Yul, W., Rofingah, U., Andrian, R., Muhlasin, M., & Rozanie, J. F. (2023). Unlocking The Secret to Arabic Fluency: Exploring The Critical Role of Language Environment in Maximizing Arabic-Speaking Outcomes. Arabi : Journal of Arabic Studies, 8(1), 1–10. https://doi.org/10.24865/ajas.v8i1.584
[51] Zarkasyi, H. F. (2020). Imam Zarkasyi’s Modernization of Pesantren in Indonesia (A Case Study of Darussalam Gontor). QIJIS (Qudus International Journal of Islamic Studies), 8(1), 161–200. https://doi.org/10.21043/qijis.v8i1.5760
[51] Zarkasyi, H. F. (2020). Imam Zarkasyi’s Modernization of Pesantren in Indonesia (A Case Study of Darussalam Gontor). QIJIS (Qudus International Journal of Islamic Studies), 8(1), 161–200. https://doi.org/10.21043/qijis.v8i1.5760
Published
2024-07-10
How to Cite
MUTTAQIN, Imam; BAKHEIT, Bakri Mohamed; HASANAH, Mamluatul.
Arabic Language Environment for Islamic Boarding School Student Language Acquisition.
Al-Hayat: Journal of Islamic Education, [S.l.], v. 8, n. 3, p. 891-907, july 2024.
ISSN 2599-3046.
Available at: <https://alhayat.or.id/index.php/alhayat/article/view/624>. Date accessed: 19 sep. 2024.
doi: https://doi.org/10.35723/ajie.v8i3.624.
Section
Articles
This work is licensed under a Creative Commons Attribution 4.0 International License.
