Teacher’s Strategies for Establishing an Arabic Language Environment at Bilingual Islamic Senior High School in Bangil
DOI:
https://doi.org/10.38073/pelita.v4i2.6148Keywords:
Teacher Strategies, Arabic Language Environment, Bilingual Islamic Senior High School, Language PracticeAbstract
Arabic-speaking environments are commonly associated with Islamic boarding schools, but similar programs are increasingly being developed in non-boarding Islamic schools. These programs position Arabic as both a classroom subject and a language for communication across the school environment. This study examines teachers’ strategies for establishing an Arabic language environment at a private bilingual Islamic senior high school in Bangil, East Java. It adopts a qualitative case study approach, with data collected through interviews and observations. Data were analyzed using the Miles and Huberman model, comprising data reduction, data display, and conclusion drawing and verification. The findings indicate that the school sought to establish its language environment through planned and structured strategies involving school personnel, particularly teachers. Teachers encouraged students to speak Arabic, modeled its use in classroom interaction, provided language development activities, and supported participation in internal and external competitions. However, implementation remained uneven: Arabic was used mainly by Arabic teachers, and concerns about declining enrollment limited stronger institutional enforcement. The study highlights the importance of teacher participation, consistent institutional support, and sustained opportunities for practice in developing an Arabic language environment beyond boarding school settings.
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