The role of using the guided reading method in teaching classical heritage texts to develop reading skills among fifth-level students in the Arabic Language Education Department at Ar-Rayah University (with the book Idhah al-Qawa'id al-Fiqhiyyah as a model).

Abstract

This study is motivated by students’ difficulties in reading unvowelized classical Arabic (turath) texts, particularly in comprehension, textual analysis, and understanding grammatical structures. Many students struggle to identify meanings and apply linguistic rules when reading classical texts. Therefore, this research aims to explain the implementation of the guided reading method and examine its role in improving the reading skills of fifth-level students in the Arabic Language Education Department at Ar-Rayah University. The book Idhah al-Qawa’id al-Fiqhiyyah was used as the research object. The study employs a descriptive qualitative approach. Data were collected through interviews, classroom observations, and questionnaires distributed to 32 students. The data were analyzed through data reduction, data display, and conclusion drawing to obtain accurate findings. The results show that the guided reading method was implemented systematically through three stages: pre-reading, during-reading, and post-reading activities. These stages helped students understand the text more effectively and increased their participation during learning. Questionnaire results indicate a 92.6% agreement rate regarding the implementation of the method. The study concludes that the guided reading method is effective in enhancing students’ reading skills, facilitating comprehension of classical Arabic texts, and increasing students’ motivation, confidence, and active involvement in the learning process.