Arabic Learning Strategies for Non-Pesantren Students A Case Study at Al-Irsyad Al-Islamiyyah Integrated Islamic School Bandung

Abstract

This research examines Arabic learning strategies implemented for non-pesantren students at Al-Irsyad Al-Islamiyyah Integrated Islamic School in Bandung. Using a qualitative case study approach, data were collected through observation, interviews with Arabic teachers and students, and document analysis. The findings reveal that the school employs a multi-faceted strategy combining communicative language teaching, task-based learning, and technology integration to overcome challenges faced by students without traditional Islamic boarding school backgrounds. Key strategies include contextualized vocabulary instruction, structured speaking practice, multimedia resources, and differentiated instruction based on proficiency levels. The implementation of these strategies has resulted in improved student motivation, enhanced speaking confidence, and better comprehension of Arabic texts. This study contributes to understanding effective pedagogical approaches for teaching Arabic in integrated Islamic school contexts where students lack intensive religious education back-grounds. The findings suggest that adaptive, student-centered methodologies can success-fully bridge the gap between secular educational backgrounds and Arabic language acquisi-tion.