Min al-Maʿrifah al-Naḥwiyyah ilā al-Mumārasah al-Qirāʾiyyah: Dawr Taqniyyat al-ʿArḍ al-Tawḍīḥī fī Barnāmaj ʿArḍ al-Kutub
DOI:
https://doi.org/10.32332/ijalt.v8i02.15152Keywords:
Arabic Grammar, Demonstration Technique, Islamic Boarding SchoolAbstract
Arabic grammar learning in Islamic boarding schools requires students to move beyond understanding nahwu and sharf as theoretical knowledge toward applying grammatical rules when reading unvowelled Arabic texts. This study examines how the demonstration technique connects grammatical knowledge with students’ reading practice and guided correction in the kitab demonstration program at Ma’had Daʿwat al-Khairāt, Pamekasan. A descriptive qualitative approach was employed, with data collected through observation, semi-structured interviews, and documentation. Data were analyzed through data condensation, data display, and conclusion drawing and verification. The findings show that the learning process links instructor modeling, student practice, direct reading of unvowelled texts, grammatical analysis, and guided correction. Students demonstrated qawaid application by determining vowel marks, identifying word functions, explaining the grammatical basis of their readings, and revising responses after instructor feedback. Regular qawaid practice, pre-program guidance, and a supportive pesantren environment supported the process, whereas limited practice time and differences in students' learning needs posed challenges. The study contributes an empirically grounded account of the connection between grammatical knowledge, reading practice, and guided correction within a demonstration-based activity. The findings highlight the need for sufficient practice time and structured instructor guidance while accounting for differences in students’ abilities and learning contexts.
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