Namūẓaj Takamulī Baina al-Wa’yī aṣ-Ṣorfī wa an-Nahwi at-Taṭbīqī wa al-Qirā’ah at-Turātsiyah al-Arabiyah
DOI:
https://doi.org/10.21111/lisanudhad.v13i1.58Abstract
This research aims to analyze the integrative model of morphological awareness, applied grammar, and the reading of classical Arabic texts at the Baitul Iman Islamic Boarding School (Pesantren) in Kediri. Utilizing a qualitative approach with a case study design, data were collected through interviews, observations, and document analysis, and subsequently analyzed using thematic analysis. The findings reveal that the educational model at the institute is based on an integrative sequence. It begins with developing morphological awareness through inflectional morphology (Tasrif) to expand vocabulary, transitions into applied grammar to build syntactic competence and analysis of grammatical parsing (I'rab), and ultimately applies these skills to reading classical jurisprudential (Fiqh) and theological ('Aqidah) texts to comprehend and analyze meaning. This model is further reinforced through continuous repetition and review, enabling learners to transition from a theoretical knowledge of rules to their practical application in text comprehension. The novelty of this study lies in presenting a pedagogical model that integrates morphological awareness, applied grammar, and the practice of reading classical heritage texts within a single educational framework in Islamic boarding schools.
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