Darajatuna Interdisciplinary Journal of Islamic Studies
vol 1 (1), 2025:1-20. ISSN (p) xxxx-xxxx, (e) xxxx-xxxx
https://ejournal.unsuda.ac.id/index.php/Darajatuna
DOI: https://doi.org/10.55352/Darajatuna.

Arabic Language Teaching Strategies to Strengthen Islamic Literacy In Islamic
Boarding Schools
Zakiyatul Abidah1, M. Fathor Rohman2
¹2Institut Pesantren Sunan Drajat Lamongan, Indonesia
*Corresponding author

zakiyah@insud.ac.id

Submitted: 23 March

Accepted: 25 March

Published: 30 March

Abstract
This study aims to analyze Arabic teaching strategies in strengthening Islamic literacy at
Sunan Drajat Lamongan Islamic Boarding School. As the main language in Islamic
sources such as the Qur'an, Hadith, and classical books, mastery of Arabic is the key for
students to understand Islamic teachings in depth. Therefore, effective teaching methods
are needed so that Islamic literacy can develop optimally. This study uses a descriptive
qualitative method with data collection techniques through observation, in-depth
interviews, and documentation studies. The results of the study show that the Arabic
teaching strategy at the Sunan Drajat Islamic Boarding School includes the qawā'id wa
tarjamah (rule-based translation) method, muhādatsah (active conversation), tahfiz
mufradat (vocabulary strengthening), and dirāsah al-kutub (study of classical books). In
addition, technology-based approaches are beginning to be applied through the use of
digital media in learning. The results of this study show that the strategy applied is able to
improve the ability of students to understand Islamic texts in Arabic. However, there are
still challenges in terms of variety of methods and more optimal use of technology.
Keywords: Teaching Strategy, Arabic, Islamic Literacy, Sunan Drajat Islamic Boarding
School

This is an open access article under the CC BY-SA license.
Copyright © 2025 by Author

INTRODUCTION
The Indonesian education world is trying to improve the quality of
graduates by placing literacy as the main foundation. Literacy, which is
closely intertwined with education, is a process of developing knowledge and
understanding through the enrichment of experiences and culture. The
condition of literacy in Indonesia shows an alarming trend. The massive use
of gadgets among the younger generation has contributed to a significant
decrease in reading interest. The findings of the Ministry of Education and
Culture's Language Development and Development Agency in 2021 indicate
that Indonesia is facing a literacy emergency. Good literacy is a pillar of state
progress, on the contrary, low literacy hinders the development of
civilization.
Responding to this condition, literacy program innovation is needed
to improve the literacy skills of the younger generation, as a foundation for a
quality country. The Government of Indonesia has initiated the National
Literacy Movement (GLN) since 2015. The government, through
collaboration with schools, implements the School Literacy Movement (GLS)
to improve literacy culture among students. Permendikbud Number 23 of
2015 stipulates GLS supporting activities, including the allocation of 15
minutes to read non-academic books before the start of the learning process.
This movement is also adopted in the context of pesantren as the Islamic
Boarding School Literacy Movement (GLP), which has a significant role in
fostering students' interest in reading and writing skills.
Islamic boarding schools are Islamic educational institutions that have
a long history in Indonesia, integrating dormitory facilities with the teaching
of religious sciences. The etymology of the term "pondok" refers to the
Arabic word "funduq", which means simple lodging, while "pesantren"

52

comes from the word "santri". The word "santri" has two interpretations,
namely "sastri" (literacy) from Sanskrit and "cantrik" (loyal follower of
teachers) from Javanese (Maskur & Anto, 2018). Islamic boarding schools
have had a crucial role in the conservation of Islamic scientific traditions
since their inception.
Arabic has strategic significance in the context of Muslim life.
Despite its status as a foreign language in the Indonesian context, this
language is a crucial instrument to understand religious doctrine and the
heritage of Islamic civilization that once reached the peak of global glory
(Rozak, 2018). Therefore, learning Arabic in Islamic boarding schools does
not only focus on developing linguistic skills, but also on opening students'
horizons to a wide spectrum of Islamic sciences. The success of this learning
process is greatly influenced by the application of methods and strategies that
are in accordance with the unique characteristics of the pesantren
environment.
Arabic has an essential role in Islamic scientific literacy, as it is the
main language in the Qur'an, Hadith, and various classical Islamic literature.
Good command of Arabic is the key for students in Islamic boarding schools
to understand and internalize Islamic teachings in depth. Therefore, an
effective Arabic teaching strategy is needed to strengthen Islamic literacy in
the pesantren environment (M. Qumaruzzaman, 2023). Arabic is one of the
Semitic languages that has a long history and continues to exist today. The
main factor that maintains the existence of Arabic is its position as the
language of revelation of the Qur'an (Asni Furoidah, 2020: 44). This
argument is supported by the view that the preservation of Arabic for
thousands of years is due to its function as the unparalleled language of the
word of Allah SWT. In addition, Arabic has unique linguistic characteristics,

53

which include aspects of vocabulary, structure, and semantics. According to
Uril Bahruddin (2016), the current age of standard Arabic (fusha) is
estimated to reach 1700 years. These facts underscore the urgency for
Muslims to learn Arabic properly and correctly.
Arabic not only serves as a means of communication, but also as a
container of Islamic scientific heritage. The academic works of classical
Muslim scholars in various disciplines, such as tafsir, hadith, jurisprudence,
and Sufism, were written and disseminated in Arabic. Thus, mastery of
Arabic is the key to understanding Islamic knowledge literature. Arabic
teaching focuses on four language skills: listening (al-Istima'), speaking (alkalam), reading (al-qira'ah), and writing (al-kitabah). The approaches,
methods, and techniques of teaching Arabic are based on the assumption of
language learning, as put forward by Edward M. Anthony. These four skills,
according to Lady Farah Aziza and Ariadi Muliansyah (2020: 59), are the
foundation for various methods and models of Arabic language teaching.
Mastering these four skills will deepen the literacy of Islamic knowledge,
both in oral and written production, and provide wide benefits to the Muslim
community.
Islamic boarding schools play an important role in shaping the
character of students through the cultivation of attitudes, behaviors, and noble
morals. In addition, Islamic boarding schools are also recognized as very
effective institutions in developing foreign language skills, especially Arabic
and English. Islamic boarding schools have unique characteristics in their
education system, namely students live with ustadz, which creates a
distinctive identity of the Islamic boarding school. The integration of general
science and religion provides the potential for excellence for pesantren
education. An intensive 24-hour surveillance system is effective in

54

minimizing negative influences from the outside environment. In the
pesantren environment, students receive education about a communal
lifestyle, independence, discipline, simplicity, and most importantly, the
development of noble morals (Hafiz Azhari, 2021)
Islamic boarding schools have a distinctive approach to teaching
Arabic, different from formal educational institutions. In developing the
competence of students, pesantren combines traditional (salafiyah) and
modern (khalafiyah) methods. Arabic language learning in Islamic boarding
schools, as stated by Huda (2023), is focused on understanding the yellow
book, which requires a strong foundation in Arabic grammar (nahwu and
sharaf) to interpret Islamic texts. Some Islamic boarding schools adopt the
methods of qawā'id wa tarjamah (grammar and translation), muhādatsah (oral
communication), and dirāsah al-kutub (study of classical books). Research by
Rahman & Fadillah (2022) shows that a strong Arabic language environment
(bi'ah lughawiyah) in pesantren is a major factor in the success of Arabic
language learning.
Competent mastery of Arabic has positive implications for improving
students' Islamic literacy, as they gain direct access to primary Islamic
sources without reliance on translation. Based on the findings of Yusuf
(2023), students who have good Arabic language skills tend to show higher
analytical abilities in understanding Islamic texts, so that they are able to
develop comprehensive Islamic thought. Furthermore, research conducted by
Hasanah (2021) indicates that learning that is oriented towards understanding
textual meaning is more effective than the grammatical memorization
approach in building strong Islamic literacy.
Efforts to optimize Arabic language teaching in Islamic boarding
schools, various strategies have been developed. Research conducted by

55

Akbar (2023) suggests several approaches that have proven effective,
including: the application of the Communicative Method (CLT) that
encourages the active participation of students in Arabic conversations, a
contextual-based approach that integrates relevant Islamic texts into the
learning process, and the use of digital technology to enrich the learning
experience through applications, interactive videos, and online platforms.
Furthermore, research by Syaifuddin (2024) shows that the implementation
of blended learning strategies (a combination of face-to-face and online
learning) significantly improves students' Arabic language competence.
The Blended Learning strategy in learning Arabic in Islamic boarding
schools provides many benefits in improving students' language skills,
especially in text comprehension, conversation, and Islamic literacy. With a
combination of traditional teaching and digital technology, students can learn
more flexibly, independently, and effectively. However, its implementation
needs to be supported by adequate infrastructure and training for teaching
staff.
Sunan Drajat Lamongan Islamic Boarding School as one of the
Islamic educational institutions has a great responsibility in forming students
who not only have Arabic language skills, but also have a strong
understanding of Islamic values. To achieve this goal, Islamic boarding
schools implement various Arabic learning strategies, such as qawā'id wa
tarjamah (rule-based translation), muhādatsah (active conversation), tahfiz
mufradat (vocabulary strengthening), and dirāsah al-kutub (study of classical
books).
In addition, technological developments have also encouraged
innovation in Arabic language teaching through the use of digital media and
online learning platforms. However, in its implementation, there are

56

challenges that need to be overcome, such as the limitation of competent
teaching staff, the lack of a variety of interesting learning methods, and the
diverse motivation of students in learning Arabic. Therefore, this study aims
to identify the Arabic teaching strategies applied at the Sunan Drajat
Lamongan Islamic Boarding School, analyze its effectiveness in improving
Islamic literacy, and explore the supporting and inhibiting factors in its
implementation. With this research, it is hoped that a more optimal strategy
can be found to improve the quality of Arabic language learning in the
pesantren environment.

METHOD
This study uses a descriptive qualitative approach that aims to
describe and analyze Arabic language teaching strategies in strengthening
Islamic literacy in Sunan Drajat Lamongan Islamic Boarding School. The
qualitative approach was chosen because this research focuses on an in-depth
understanding of the phenomena that occur in the learning process, including
the methods used, the challenges faced, and their impact on students' Islamic
literacy (Moleong, L. J., 2017) This type of research is a case study, where
the Sunan Drajat Islamic Boarding School is used as the main location for the
research. The case study allowed researchers to obtain more in-depth data on
how Arabic teaching strategies are implemented and how these strategies
affect students' language skills and their understanding of Islamic literacy.
This research was carried out at the Sunan Drajat Lamongan Islamic
Boarding School, a large Islamic boarding school in East Java that has a
fairly developed Arabic language learning system. This pesantren was chosen
because it has a variety of teaching methods, including the use of the yellow
book, bi'ah lughawiyah (Arabic-speaking environment), and the use of

57

technology in learning. The research subjects consist of various parties
involved in the Arabic language learning process, namely:
1. Arabic Teacher/Teacher: To understand the teaching methods and
strategies used in improving students' Arabic language skills.
2. Students: To evaluate the effectiveness of the strategies implemented in
improving their Islamic literacy and Arabic language skills.
3. Islamic Boarding School Leaders: To obtain information about policies
and curricula applied in Arabic language learning.
The data in this study was collected using the following techniques:
1. Observation
The researcher made direct observations on the Arabic learning
process in the classroom, the interaction between teachers and students,
and the use of the Arabic language environment in Islamic boarding
schools (bi'ah lughawiyah). This observation was carried out to see how
the teaching strategy was applied in real conditions and how the students
responded to the methods used.
2. Interview
Interviews were conducted in a semi-structured manner to
teachers, students, and pesantren leaders. This interview aims to get more
in-depth

information

about

their

experiences,

challenges,

and

expectations related to learning Arabic and its relationship to Islamic
literacy.
3. Documentation
The researcher collected data from documents related to learning
policies, curriculum, and teaching materials used in Islamic boarding
schools. This documentation includes textbooks, learning notes, syllabus,
and student learning guidelines.

58

4. Literature Studies
In addition to primary data, this study also refers to various
literature related to Arabic teaching strategies and Islamic literacy. The
sources used include academic books, research journals, and relevant
results of previous studies.

RESULT AND DISCUSSION
This study aims to analyze Arabic teaching strategies in strengthening
Islamic literacy in Sunan Drajat Lamongan Islamic Boarding School. Arabic
has an important role in Islamic education because it is the main language in
understanding the yellow book, the Qur'an, and other Islamic literature. Thus,
the right teaching strategy can increase students' understanding of Islamic
teachings and improve their ability to speak Arabic.
Based on observations and interviews with teachers and students at the
Sunan Drajat Lamongan Islamic Boarding School, it was found that there are
several main strategies in teaching Arabic:
1. Bi'ah Lughawiyah Approach (Arabic-speaking environment) activities
carried out by the pesantren in accustoming their students to using
Arabic, namely Islamic boarding schools apply an Arabic-speaking
environment in daily life. Students are required to use Arabic in
communication in the classroom and in the dormitory. There are
activities such as Arabic conversations, speeches in Arabic, and
discussions of the yellow book in Arabic.
2. The Muhadatsah (Conversation) method is an approach to learning
Arabic that is specifically designed to train and improve students'
speaking skills through direct and interactive practice, where the teacher
acts as a facilitator who provides relevant and interesting conversation

59

topics, then encourages students to engage in active dialogue using
Arabic, so that this activity not only helps students in developing their
speaking skills spontaneously and fluently, but also significantly
broadening their vocabulary, improving their understanding of Arabic
sentence structures, and building their confidence in communicating
effectively in a variety of conversational situations.
3. The Qira'ah (Reading and Understanding Arabic Texts) method is an
approach to learning Arabic designed to train students in reading deep
and complex Islamic texts, such as the interpretation of the Qur'an, the
hadith of the Prophet Muhammad PBUH, and fiqh books, with the main
aim of strengthening their understanding of authentic Islamic sources and
improving their ability to read and interpret the yellow book. which is a
heritage of classical Islamic literature written in Arabic, so that students
are not only able to read the text fluently, but also understand the
meaning contained in it, identify the historical and cultural context, and
analyze the arguments and postulates presented, which will ultimately
enrich their Islamic knowledge comprehensively.
4. The use of the Yellow Book as a learning resource is at the core of
Arabic and Islamic language education in Islamic boarding schools,
where classical books written in Arabic are the main materials studied in
depth, helping students to understand Arabic in a rich and complex
Islamic context, and allowing them to directly access authentic Islamic
sources. In this learning process, teachers use the sorogan method, which
is an individual learning method in which students read and understand
the book in front of the teacher, and the bandongan method, which is a
collective learning method in which the teacher reads and explains the
book to a group of students, so that the students not only master Arabic

60

grammar, but also understand the meaning and context of the Islamic
texts studied. and be able to apply this knowledge in daily life.
5. The use of technology in learning in pesantren is an innovative step that
aims to increase the effectiveness and efficiency of the teaching and
learning process, where pesantren begins to integrate various
technological tools and applications, such as interactive Arabic learning
applications, digital media containing relevant learning materials, and
online platforms that provide access to interesting and informative
learning videos. so that students not only have access to wider and more
diverse learning resources, but can also learn in a more interactive and
interesting way, which will ultimately increase their motivation in
learning Arabic and Islamic sciences, as well as provide a variety of
learning methods that are more in accordance with the needs and
learning styles of each student.
6. The Tarjamah (Translation) method is an Arabic learning approach that
aims to train students in translating Arabic texts into Indonesian, with the
main focus on understanding the meaning contained in the text in depth
and accurately. Through this method, students not only learn to identify
vocabulary and sentence structure in Arabic, but also understand the
cultural and historical context behind the text, so that they can produce
translations that are not only linguistically correct, but also contextually
relevant. This method has proven to be effective in improving students'
understanding of the complex structure of the Arabic language, enriching
their vocabulary, and deepening their understanding of the meaning of
the Islamic texts they are learning.
The following are the main strategies in Arabic teaching applied at the Sunan
Drajat Lamongan Islamic Boarding School:

61

Table 1: The Main Strategies in Arabic Teaching
No.

Teaching Strategies

Description

1

Bi'ah
Lughawiyah
speaking environment)

(Arabic-

Creating an environment that
supports the use of Arabic in daily
communication

2

Muhadatsah (talk)

3

Qira'ah
(Reading
and Train students to read and
understand the yellow book and
Understanding Arabic Texts)
other Islamic literature.

4

The Use of the Yellow Book

Making the yellow book the main
material in learning Arabic.

5

Technology Utilization

Using digital media and learning
applications to support the learning
process.

6

Translation

Train students in translating Arabic
texts into Indonesian to understand
their meaning.

Train students' speaking skills
through dialogue and conversation
in Arabic

The implementation of innovative and comprehensive Arabic learning
strategies

in

Islamic

boarding

schools,

such

as

the

Muhadatsah

(Conversation) method, Qira'ah (Reading and Understanding Arabic Texts),
Tarjamah (Translation), the use of the Yellow Book as the main learning
resource, and the use of digital technology, has had a significant positive
impact on the development of students in various aspects. First, these
strategies effectively improve students' understanding of the Yellow Book
and other Islamic texts. With the Qira'ah and Tarjamah methods, students are
not only able to read Arabic texts fluently, but also understand the meanings
contained in them in depth, identify historical and cultural contexts, and
analyze the arguments and postulates presented. This allows them to directly

62

access authentic Islamic sources without relying on translation, making their
understanding of Islamic teachings more comprehensive and accurate.
Second, the application of the Muhadatsah method and the use of digital
technology have significantly improved the Arabic language skills of
students. Through the practice of direct and interactive conversations,
students become more confident in speaking Arabic spontaneously and
fluently. They also broaden their vocabulary, improve their understanding of
Arabic sentence structure, and build their confidence in communicating
effectively in a variety of conversational situations. In addition, the use of
Arabic language learning applications, interactive videos, and online
platforms has enriched the learning experience of students, making learning
Arabic more interesting and interactive.
Third, with the improvement of students' Arabic language skills, their
understanding of the Qur'an and hadith has become deeper. They are able to
read and understand Arabic texts directly, so that they can interpret the
teachings of Islam more accurately and comprehensively. This allows them to
develop critical and analytical Islamic thought, as well as apply Islamic
teachings in their daily lives better.
Fourth, the use of interactive methods and the use of digital technology
has significantly increased students' interest in learning Arabic. Learning
Arabic, which was previously considered difficult and boring, has now
become more interesting and fun. Students become more motivated to learn
Arabic because they can learn in a more interactive way and in accordance
with their learning style. This has a positive impact on improving students'
learning achievement and their participation in Arabic learning activities at
Islamic boarding schools.

63

Overall, the implementation of innovative and comprehensive Arabic
language learning strategies in Islamic boarding schools has had a significant
positive impact on the development of students in various aspects. Students
not only master Arabic well, but also understand Islamic teachings deeply
and comprehensively. This equips them with the knowledge and skills needed
to become a generation of young Muslims who are intelligent, virtuous, and
contribute positively to society.
Based on the results of in-depth research, it was revealed that the
implementation of innovative and targeted Arabic teaching strategies at the
Sunan Drajat Lamongan Islamic Boarding School, especially through the
bi'ah lughawiyah method that creates a conducive Arabic language
environment and the use of the Yellow Book as the main learning resource,
has had a significant positive impact on improving the Arabic language skills
and Islamic literacy of students. This is evident from the ability of students to
understand complex Islamic texts and communicate in Arabic effectively.
However, to achieve more optimal learning effectiveness, several
challenges

need

to

be

overcome

through

a

series

of

planned

recommendations. First, intensive training is needed for teacher to improve
their competence in adopting Arabic teaching methods that are more
innovative and relevant to the times, as well as utilizing technology as an
interactive and interesting learning medium. Second, the motivation of
students needs to be increased through giving awards to those who actively
use Arabic in their daily lives and organizing challenging competitions, such
as speeches, debates, and writing scientific papers in Arabic Thus, it is hoped
that students will not only master Arabic linguistically, but also have a deep
understanding of Islamic teachings and be able to apply them in daily life.

64

CONCLUSION
This research firmly shows that the Arabic teaching strategy applied
at the Sunan Drajat Lamongan Islamic Boarding School has made a
significant contribution in improving the Islamic literacy of students. The use
of

environment-based

methods

(bi'ah

lughawiyah),

conversation

(muhadatsah), the use of the Yellow Book, and the integration of digital
technology have been proven to be effective in supporting the Arabic
language learning process. However, this study also identifies several
obstacles that need to be overcome to optimize teaching effectiveness. The
limitation of competent teaching staff, the low interest of students in using
Arabic in their daily lives, and limited access to digital resources are the main
challenges that need to be overcome immediately.
Therefore, this study recommends several strategic steps to improve
the quality of Arabic language teaching in Islamic boarding schools. First,
intensive training is needed for ustaz to improve their competence in adopting
innovative teaching methods that are relevant to the times. Second, the
motivation of students needs to be increased through the awarding of awards
and the organization of challenging competitions. Third, Islamic boarding
schools need to increase access to digital resources to enrich the learning
experience of students. By implementing these recommendations, it is hoped
that pesantren can create a more conducive and effective Arabic learning
environment, so that students can master Arabic well and have a deep
understanding of Islamic teachings..

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