Bi'ah Lughawiyah Implementation Strategies at Three Kudus Islamic Boarding Schools: Rusydi Ahmad Thu'aimah's Perspective
Authors
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Amprina Rosyada
Universitas Islam Negeri Sunan Kudus
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Muflihah Muflihah
Universitas Islam Negeri Sunan Kudus
DOI:
https://doi.org/10.36312/jolls.v6i3.4936Keywords:
Bi’ah lughawiyyah, Islamic boarding school, Thu’aimah perspectiveAbstract
Bi'ah lughawiyah plays a crucial role in mastering maharah kalam by providing continuous opportunities for authentic communication in Arabic, thereby fostering students' confidence and fluency. This study aims to analyze the strategies for implementing a bi'ah lughawiyah to develop speaking skills based on the perspective of Rusydi Ahmad Thu'aimah at three Islamic boarding schools in Kudus, Central Java. Data for this qualitative field study were collected through observation, interviews, and document analysis involving school leaders, Arabic teachers, and students. Data analysis was conducted through the stages of data reduction, data presentation, and conclusion drawing. The results indicate that the implementation aligns with Thu'aimah's perspective, establishing Arabic as the language of daily communication through structured speaking practice, speeches, text writing, and oral presentations. New students are granted an adaptation period before the system is fully implemented. The learning process is supported by active language management, standardized teaching materials, continuous assessment via a disciplinary system with iqab or ta'zir, and an integrated approach linking the skills of kalam, istima', qira'ah, and kitabah. The study concludes that a bi'ah lughawiyah effectively enhances students' speaking abilities and provides a practical model for strengthening Arabic language learning in Islamic boarding schools.
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