Implementation of the linguistic bi'ah in the habit of memorizing the kalam

Abstract

Background: The implementation of Bī’ah Lugawiyah at Islamic boarding school (Pondok Pesantren) Modern Az-Zahra Al-Gontory Gunung Tugel Banyumas is one of the processes in Arabic language learning, specifically to acquire mahārah kalām (speaking skills). Considering the diverse background of the students with varying language characteristics and dialects, the implementation requires considerable time and understanding for one to be considered proficient in Arabic. The purpose of this study is to describe the implementation of Bī’ah Lugawiyah in the habituation of Mahārah Kalām at Islamic boarding school  (Pondok Pesantren) Modern Az-Zahra Al-Gontory Gunung Tugel Banyumas. Methods: The type of research used is field research with a qualitative case study approach. Data collection techniques include observation, interviews, and documentation, while data analysis is carried out through data reduction, data presentation, and conclusion drawing. Findings: The results of this study show that the implementation of Bī’ah Lugawiyah in the habituation of Mahārah Kalām at Islamic boarding school  (Pondok Pesantren) Modern Az-Zahra Al-Gontory is carried out through several language programs, including vocabulary provision, mandatory use of Arabic for 24 hours, muḥādaṡah (conversations), muḥāḍarah (lectures), language development, mahkamatul lughoh (language court), and musāmahah (tolerance). All these programs are conducted using Arabic to habituate students to mahārah kalām. Conclusion: The factors that support the establishment of Bī’ah Lugawiyah include the existence of language programs, good cooperation, human resources (educators who are alumni of Gontor with good language skills), and a language institution capable of driving every activity. Meanwhile, the factors that hinder the establishment of Bī’ah Lugawiyah include the low enthusiasm of students in learning Arabic, low awareness among students about using Arabic, differences in student abilities, and a lack of communication among the administrators. Novelty/Originality of this article: Unlike studies that generally discuss Arabic learning in Islamic boarding schools, this article highlights the unique integration of structured language programs—such as muḥādaṡah, muḥāḍarah, and mahkamatul lughoh—as systematic efforts to habituate mahārah kalām.