Internalization of Arabic Language Proficiency Through the Habituation of Daily Activities Among Students at the Pabelan Islamic Boarding School in Magelang
DOI:
https://doi.org/10.51468/jpi.v8i2.1523Keywords:
Language internalization, Arabic, Islamic boarding school, Social interaction, Language habituationAbstract
This article aims to describe the process of Arabic language internalization in the daily lives of students at the Pabelan Islamic Boarding School, focusing on the stages of transformation, transaction, and transinternalization. This study employs a qualitative, descriptive approach. Data were collected through participant observation, in-depth interviews, and documentation involving students, language coordinators, and teachers. Data analysis was conducted through the stages of data condensation, data presentation, and continuous conclusion-drawing, resulting in a comprehensive picture of the process of Arabic language use within the boarding school environment. The results indicate that the internalization of the Arabic language occurs gradually and continuously. During the transformation stage, students acquire foundational knowledge through a daily vocabulary instruction program. In the transaction stage, Arabic is used in social interactions through the repetition of vocabulary and daily conversations. As for the transinternalization stage, Arabic develops into a communication habit for students in their daily lives, supported by an active language environment and the role of language coordinators. These findings indicate that the success of Arabic language internalization is influenced by the integration of learning, language use practices, and consistent social environmental support.
References
Abidah, Z., & Rohman, M. F. (2025). Arabic Language Teaching Strategies to Strengthen Islamic Literacy In Islamic Boarding Schools. 1(1).
Atsqolani, G., & Fauji, I. (2025). PEMBENTUKAN LINGKUNGAN BAHASA ARAB DI MA DAFI PESANTREN AL QUR’AN SCIENCE SIDOARJO. 10.
Aulia, H. I. N., Citra, A. A., Irma, Annisa, R., Dina, F. S., & Mulya, N. R. (2025). Pemerolehan kosa kata bahasa Arab santri baru pondok pesantren Riyadul ‘Ulum Wadda’wah melalui interaksi sehari-hari. Wistara: Jurnal Pendidikan Dan Bahasa, 6, 19–30. https://journal.unpas.ac.id/index.php/wistara%0A
Awwaludin, M., Malik, S., & Dwi, N. (2020). Pembentukan Lingkungan Bahasa Arab dalam Meningkatkan Penguasaan Bahasa Arab pada Pesantren Bahasa Arab ( MIM LAM ). 55–64.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches.
Fathian, F., & Majid, M. N. (2024). Pembentukan Lingkungan Bahasa Arab dalam Meningkatkan Penguasaan Bahasa Arab di Pesantren Al Ishlah Tajug Indramayu. 6, 185–201.
Ghozi, M. (2023). Strategi pembelajaran dan pembiasaan bahasa arab di pondok pesantren. 6(1), 32–43.
Hamid, M., Alfa, M., Murtadho, C., & Firdaus, A. Y. (2024). Language Environment and Acquisition Dynamics of Arabic in Pesantren : Perspectives on Islamic Education and Learning Tradition. 3(2), 387–400.
Hasan. (2024). Peran Lingkungan Bahasa ( Language Environment ) dalam Penguasaan Bahasa Arab di Lembaga Pendidikan. Jurnal Studi Islam, 1(3), 216–225. https://doi.org/10.38073/pelita.v1i2.1842
Irfan, M., & Palopo, U. M. (2024). KORELASI PENGUASAAN KOSAKATA BAHASA ARAB DENGAN KEMAMPUAN BERBAHASA ARAB SISWA DI LINGKUNGAN PONDOK PESANTREN. 8, 116–133.
Islami, F., & Fadli, A. (2024). Pengaruh Lingkungan Asrama dalam Pembelajaran Bahasa Arab di Pondok Pesantren Syech Ahmad Chatib. 03(02), 145–152.
Izza, H. K. (2020). Efektivitas Pembiasaan Berbicara Bahasa Arab dan Lingkungan Bahasa Arab yang Kondusif dalam Meningkatkan Keterampilan Berbicara. 153–167.
Kartini, Karim, A., & Tahir, M. (2022). Interferensi Bahasa Arab terhadap Bahasa Indonesia dalam Percakapan Santri di Lingkungan Pesantren SMA IT Qurrota A’Yun Sigi. 4, 114–123.
Kharisma, C., & Hasan, I. (2025). Implementasi Program Hafalan Mufradat dalam Peningkatan Pemahaman Bacaan Bahasa Arab Siswa Pondok Pesantren. 8(April), 4533–4540.
Lasminiar, P. (2022). Students’ attitudes in experiencing bilingual environment in Islamic boarding schools. Research and Innovation in Language Learning, 5(2), 109–121. https://jurnal.ugj.ac.id/index.php/RILL/article/view/6240%0A
Maf’udah, S., Bahruddin, U., Hasan, N., & Barry, A. (2025). Arabic Language Practice in Islamic Boarding Schools: (a Linguistic Landscape Study). 13(1), 203–219.
Mahbubah, L. (2024). PENDAMPINGAN DAN PENGUATAN KETERAMPILAN BERBAHASA ARAB SANTRI PONDOK PESANTREN DARUL LUGHAH WAD DIRASAT ISLAMIYAH PAMEKASAN. 4(1), 47–54.
Mahmudah, M., Hanifansyah, N., Solehudin, M., & Hanin, A. (2025). Daily Incremental Vocabulary Learning : The Ten Arabic Words Per Day Strategy for Language Proficiency ثحبلا صلختسم ةسسؤم في بلاطلا ىدل تادرفلما ناقتإ زيزعت في " ا ً يموي ةيبرع تادرفم رشع " s ةيجيتاترسا ةيلعاف في ةساردلا هذه ثحبت ِّ ُ ق ، طسوتلما ىوتسلما في ا بلاط 60 كراش ثيح ، ةطلتمخ ةيجهنم ةساردلا تمدختسا . ةيملاسإ ةيميلعت ةعوممج لىإ اوم س رشع نيثا ىدم ىلع تادرفملل ا ً يموي ا ميلعت تاجرد في ا ً ظوحلم ا ً نستح لخدتلا دعب امو لبق ام تارابتخا نم ةيمكلا تناايبلا ترهظأ . ةيديلقتلا ةيعوبسلأا مئاوقلا ، ةديدج ةيفرعم تاداع ن وك يمويلا راركتلا نأ جئاتنلا تزربأ امك . ةديدلجا تاملكلل طشنلا مادختسلاا ليهست في ةلا عفو ةغللا تادرفم ونح ةيبايجإ لويمو ةعتم مهيدل تروطت لب ، اهتهجاوم دنع ةرشابم تام لكلا نوركذتي بلاطلا حبصأ ثيبح ىلع ا ً يبيرتج ً لايلد مدقتو ، دعابتلما راركتلاو يجردتلا ملعتلا تيارظن عم جئاتنلا هذه ىشامتتو . ةغلل مهبح ززع امم ، ةيبرعلا . ةيملاسلإا ةيميلعتلا تاقايسلا في تادرفملل يمويلا ملعتلا ةيلاعف تادرفلما ناقتإ ، يملاسلإا ميلعتلا ، دعابتلما راركتلا ، يمويلا يجردتلا ملعتلا ، ةيبرعلا تادرفلما ملعت : ةيساسلأا تاملكلا. 05(01). https://doi.org/10.38073/lahjatuna.v5i1.3359
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Quakitative Data Analysis: A Methods Sourcebook.
Muna, Z. T., Fadhilah, F. N., & Rachmawati, A. E. (2024). Ta ’ lim al - ‘ Arabiyyah : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban EXPLORING CHALLENGES IN LEARNING ARABIC AS A SECOND. 8(1), 103–116.
Rivai, A., Lundeto, A., Rizky, M., & Putri, I. (2021). Pembiasaan Berbahasa Arab Melalui Lingkungan Berbahasa Di Pondok Pesantren Assalam Manado. 3, 19–26.
Roji, M. F., & Bella, S. (2025). Implementasi Pembelajaran Bahasa Arab di Lingkungan Markaz Arab Pesantren. 7(1), 181–193.
Samin, S. M., Akzam, I., Pebrian, R., & Fikriansyah, M. H. (2025a). Meningkatkan Efektivitas Penerapan Lingkungan Bahasa Arab Untuk Santri di Pondok Pesantren Riau. 1(3), 77–82.
Samin, S. M., Akzam, I., Pebrian, R., & Fikriansyah, M. H. (2025b). Tantangan dan Strategi Penerapan Lingkungan Bahasa Arab di Pesantren Challenges And Strategies For Implementing Arabic Language Environment In Islamic Boarding Schools. 22(1), 42–55.
Siddiq, M. (2017). Pembelajaran Bahasa Arab di Pondok Pesantren Darunnajah Jakarta (Studi Etnografi). 14(1), 53–64.
