Thorῑqotu Ta’lῑmil-Lugah Al-‘Arabiyyah Fῑ Ma’hadi Al-Iṣlāh Li Al-Banāt Lamongan

Abstract

It is well known that the teaching method is a vital element in achieving educational objectives. Therefore, teachers must select methods appropriate to their students' intellectual, psychological, and practical levels to ensure that the instruction is effective and conducive to successful learning. Teaching methodologies must also adapt to the linguistic context of the learners to cultivate their motivation for studying the Arabic language. At the Al-Ishlah Islamic Boarding School for Girls in Lamongan, the Direct Method is implemented across all religious subjects, particularly in Arabic instruction. The Direct Method as applied at this institute encompasses introducing new vocabulary, dialogue practice, structural patterns, content explanation, writing, and question-and-answer drills. This study employs a descriptive-analytical field research design. Data collection was conducted using three primary qualitative techniques: direct observation, interviews, and documentary analysis. The theoretical framework evaluates the institute's practice against the Direct Method theory of Dr. Rushdi Ahmad Thu'aimah, which posits that the primary objective of the approach is to enable students to think directly in Arabic rather than through their native language, minimizing reliance on explicit translation and formal grammar rules. While these theoretical objectives generally align with the goals of Arabic language teaching, the primary focus at the institute centers heavily on oral speaking skills. Consequently, certain instructional procedures at the institute diverge from Dr. Thu'aimah’s theoretical model—specifically regarding how Arabic grammar is presented directly within isolated expressions and sentences. Additionally, time allocation and scheduling constraints further impact the overall success rate of the adopted methodology within the institute.