The Use of Al-'Arabiyyah Bayna Yadayk (Volume Two) in Vocabulary Instruction at Ma'had Tahfizh Al-Qur'an Al-Wahdah Al-Islamiyyah Bogor تطبيق كتاب العربية بين يديك (المجلد الثاني) في تعليم المفردات بمعهد تحفيظ القرآن الوحدة الإسلامية ببوغور
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Abstract
This study analyzes the implementation of Al-'Arabiyyah Bayna Yadayk (Volume 2) in vocabulary instruction at Ma'had Tahfizh Al-Qur'an Al-Wahdah Al-Islamiyyah Bogor. Despite the growing adoption of this textbook in Islamic boarding schools, empirical documentation of its classroom application particularly in tahfizh environments remains limited. Employing a qualitative descriptive-analytical approach, data were collected through classroom observation using a ten-indicator checklist, semi-structured interviews with the ma'had director, the Arabic teacher, and two eleventh-grade students, and institutional documentation. Findings reveal that vocabulary instruction proceeds through three structured phases: preparation, implementation, and evaluation. The teacher consistently applied seven of ten established vocabulary teaching indicators. However, several implementation gaps were identified: occasional reliance on translation contrary to the textbook's communicative approach, inconsistent use of visual media, a discernible gap between receptive comprehension and productive use of vocabulary, and insufficient Arabic language environment outside the classroom. This study concludes that while the implementation is reasonably systematic, it requires stronger alignment between institutional policy and classroom practice, along with enhanced productive evaluation strategies and a more immersive language environment.
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