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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Zahara Latifa
Arabic Language Education, Sultan Syarif Kasim State Islamic University, Riau
Languange, Linguistic, Communication & Media

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Management Patterns of the Arabic Language Learning Program Based on Language Week at Pondok Pesantren Muallimin Muhammadiyah Bangkinang Kota Annisa Desriana; Hakmi Wahyudi; Zahara Latifa; Hafiz Abror
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 2 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i2.10834

Abstract

This study examines the management patterns of the Arabic language learning program based on Language Week at Pondok Pesantren Muallimin Muhammadiyah Bangkinang Kota. The analysis focuses on four core management functions—planning, organizing, actuating, and controlling-evaluation—as well as the identification of supporting and inhibiting factors in program implementation. A descriptive qualitative approach with a case study design was employed. Data were collected through participatory observation, in-depth interviews with the program leadership and coordinator, and document review. Data analysis followed the interactive model of Miles and Huberman, encompassing data condensation, data display, and conclusion drawing. The findings indicate that program management has generally adopted George R. Terry’s POAC framework, yet its implementation remains uneven across all aspects. Planning has been systematically structured with an orientation toward establishing bi’ah lughawiyyah and strengthening maharah kalam. Organizing demonstrates a clear committee structure involving internationally recruited experts and student-based peer tutoring. However, at the implementation stage, the program remains in its early phase, meaning intensity and consistency have yet to be optimized. Meanwhile, the monitoring and evaluation functions have not yet operated in a structured manner and have not employed measurable assessment indicators. The primary supporting factors include strong institutional support, high student motivation, and the competence of teaching staff, whereas the inhibiting factors encompass time constraints, inconsistency in the language environment, and limited Arabic competence among some teachers. This study recommends strengthening the implementation and evaluation aspects to ensure program sustainability and effectiveness.
Co-Authors Annisa Desriana Hafiz Abror Hakmi Wahyudi