<![CDATA[Arabic diglossia, the duality between formal literary Arabic (Fusha) and colloquial dialects (Amiyah), introduces intricate communicative challenges at Sekolah Indonesia Makkah (SIM). This study aims to investigate the social realities of Arabic diglossia, examine linguistic adaptation strategies, and analyze socio-cultural factors driving Amiyah's dominance. Utilizing a phenomenological sociolinguistic approach, this study examined 2 (two) Indonesian student interns teaching at SIM. Data were collected through 30-45 minute in-depth interviews, yielding 14 key thematic quotes—and documentation. Findings reveal a pervasive dominance of Amiyah in daily interactions and formal instruction, where even native teachers resort to colloquial forms. Students displayed significant barriers in acquiring Fusha vocabulary (e.g., prioritizing "wein" over "aina"). Interns experienced profound language shock due to the stark misalignment between theoretical Fusha and colloquial realities, adapting through strategic code-switching and code-mixing. Consequently, Arabic as a Foreign Language (AFL) pedagogy must integrate communicative competence alongside classical grammar to prepare learners for real-world interactions.]]>
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