Teachers’ Strategies in Developing Arabic Reading Skills among Language Preparation Students through Al-Qirā’ah Al-Rāshidah at Institut Muslim Cendekia استراتيجيات المدرّس في تنمية مهارة القراءة لدى طلاب الإعداد اللغوي بجامعة الراية بكتاب القراءة الراشدة

Abstract

Reading skill is a fundamental component of Arabic language learning, particularly in i’dad lughawi programs for non-native speakers. This study aims to describe and analyze teachers’ strategies in developing students’ reading skills through the use of the textbook Al-Qirā’ah al-Rāsyidah at Muslim Cendekia University. Employing a qualitative descriptive approach, this field study collected data through classroom observations, semi-structured interviews with teachers, Focus Group Discussions (FGD) with students, and document analysis. The data were analyzed using the Miles and Huberman model, including data reduction, data display, and conclusion drawing. The findings reveal that teachers apply gradual instructional strategies, such as pre-reading activities, vocabulary reinforcement, model reading, guided oral reading, questioning techniques, contextual interpretation, and value-based integration. The study also identifies several challenges, including students’ varying proficiency levels, limited vocabulary, time constraints, and inadequate instructional resources. To overcome these issues, teachers implement gradual simplification, guided repetition, varied learning activities, and individualized support. These findings suggest that flexible and structured strategies significantly contribute to improving students’ reading comprehension in beginner-level Arabic learning contexts.