<![CDATA[Creating a language-rich environment (Bi’ah Lughawiyah) is essential in Islamic schools to foster authentic and communicative Arabic use, bridging the gap between theoretical instruction and real-life language practice. This study aims to describe how Bi’ah Lughawiyah was implemented to improve Arabic speaking skills (Maharah Kalam) among students at Muhammadiyah Plus Junior High School, Salatiga. This qualitative case study employed thematic analysis following Braun & Clarke, with data collected via observation, in-depth interviews, and document analysis. Findings show that structured Arabic language programs such as Yaum al-‘Araby, Kampung Arab, Zaawiyatu al-Lughah, and the High Achievers Program (SB) significantly enhanced students’ willingness to speak Arabic, improved their vocabulary retention, and stimulated active participation in speech activities and competitions. These practices created a rich linguistic environment that fostered daily Arabic usage across formal and informal contexts. Theoretically, this study affirms the role of language-rich environments in promoting communicative competence. Practically, the habituation model offers a replicable framework for Islamic schools to cultivate authentic Arabic-speaking ecosystems, bridging classical language acquisition strategies with contemporary pedagogical approaches.]]>
Copyrights © 2025
