The Management of Bi'ah Lughawiyah in Forming the Habituation of Students' Maharah Kalam at Pondok Modern Darussalam Gontor Campus 4
DOI:
https://doi.org/10.59944/jipsi.v5i4.1848Keywords:
Educational Management, Bi'ah Lughawiyah, Maharah Kalam, POACE, Pondok Modern Darussalam GontorAbstract
Maharah Kalam is an essential competence in modern Islamic boarding schools. However, its achievement is often hindered by the wide gap between linguistic theory and actual practice, as well as language anxiety. This study aims to analyse the application of educational management functions, namely Planning, Organising, Actuating, Controlling, and Evaluation (POACE), in the governance of the language environment (Bi'ah Lughawiyah) and its role in shaping the habituation of students' Maharah Kalam at Pondok Modern Darussalam Gontor Campus 4. This study employs a descriptive qualitative approach with a case study design. Data were collected through participatory observation, in-depth interviews, and documentation studies involving 12 purposively selected informants, comprising two language advisory teachers (Musyrif Lughah), two central language administrators (Qismul Lughah of OPPM), three dormitory supervisors (mudabbir), and five student representatives from the "5100" cohort (the institutional nomenclature designating that specific fifth-grade student generation). The results indicate that Bi'ah Lughawiyah is not formed naturally but is engineered through structured management governance. Planning and organising are realised through hierarchical delegation of authority and comprehensive program scheduling (such as Ilqa'ul Mufrodat and Muhadatsah). The actuating function is consistently driven by the exemplary behaviour (uswah) of the administrators and the reinforcement of a visual linguistic landscape. Operational consistency is strictly guarded by controlling and evaluation mechanisms through jasus (language monitors) and Mahkamah Lughah (language court), which balance educative sanctions and proportional rewards while mitigating psychological pressure. In conclusion, institutional management governance and structured social control significantly support and facilitate the habituation of Arabic oral communication practices, effectively assisting students in transforming passive grammatical knowledge into sustainable daily speaking habits.
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