Strategy for Implementing an Arabic-Speaking Environment from Stephen Krashen's Perspective at the Darul Lughah Waddirosatil Islamiyah Islamic Boarding School, Pamekasan

Moh. Nazaruddin; M. Baihaqi; Taufikur Rohman

doi:10.36668/s55jcs68

Authors

Moh. Nazaruddin Universitas Islam Negeri Sunan Ampel Surabaya, Indonesia
M. Baihaqi Universitas Islam Negeri Sunan Ampel Surabaya, Indonesia
Taufikur Rohman IAIMU Pamekasan Madura, Indonesia

DOI:

https://doi.org/10.36668/s55jcs68

Keywords:

Krashen; Arabic language environment; language acquisition; linguistic landscape; affective filter; Islamic boarding school

Abstract

The Arabic language environment (bi'ah lughawiyah) is widely regarded as a key factor in the success of Arabic learning in Islamic boarding schools (pesantren), yet the contributions of its formal and informal dimensions are seldom distinguished analytically, and the relationship between sanction-based rule enforcement and learners' affective conditions remains underexplored. This study aims to describe the strategies used to build an Arabic-speaking environment and to analyse their strengths and weaknesses at Darul Lughah Waddirosatil Islamiyah (DLWI), Palengaan, Pamekasan, using Stephen Krashen's distinction between formal and informal linguistic environments. This qualitative single case study involved involved 5 teachers and 36 students. Data were collected through observation, interviews, and documentation, analysed using the Miles, Huberman, and Saldaña model, and validated through source and technique triangulation and member checking. The findings show that the formal environment is strong, supported by a compulsory Arabic rule, graded sanctions, consistent teachers at the advanced level, and scheduled academic programs. In contrast, the informal environment remains weak: students revert to Indonesian or Madurese in casual conversation, the linguistic landscape is dominated by Indonesian, and supplementary activities are incidental. Arabic use is driven largely by sanctions, which suggests a relatively high affective filter, although this was not measured with a standardised instrument. The study identifies a paradox of discipline: a strong rule-based formal environment does not automatically generate a lively informal environment. Theoretically, Krashen's formal–informal distinction proves useful as a diagnostic framework for language environments in pesantren, shifting attention from whether programs exist to how the two dimensions interact. Practically, strengthening efforts should focus on educative sanctions, a bilingual Arabic

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