<![CDATA[This study aims to describe the implementation of the sorogan method at Asrama E of Pondok Pesantren Ngalah and to examine santri’s kitab-reading ability following the application of the method. This study used a qualitative approach with a descriptive field-research design. Data were collected through observation, in-depth interviews, and documentation involving ustadzah and santri of grades 3, 4, and 6 (ula level) at Asrama E, then analyzed descriptively. The implementation of sorogan was structured and scheduled four times a week after dawn prayer, comprising five mutually reinforcing aspects: learning management, communicative process, santri response, learning activity, and learning outcomes. Consistent application improved santri’s kitab-reading ability in fluency, accuracy of meaning, and mastery of Arabic grammatical rules. This study contributes to the concept of a sorogan learning ecosystem and offers evaluative input for pesantren in designing more effective kitab-reading instruction. This study offers an in-depth empirical account of how nahwu-sharaf rules are contextualized through direct correction in sorogan practice within a female santri residence, a mechanism not yet widely explored in prior research.]]>
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