Konsep Pembelajaran Bahasa Arab di Dayah: Antara Pendekatan Tradisional Nahwu-Sharaf dan Pendekatan Komunikatif Modern

Abstract

Arabic learning in the dayah has traditionally centered on mastering nahwu-sharaf (syntax and morphology) to read classical Islamic texts (kitab kuning), while contemporary demands encourage stronger communicative proficiency in Arabic. These two orientations are often set against each other, although they serve different needs. This article aims to analyze the characteristics of the traditional nahwu-sharaf approach and the communicative approach, to examine the strengths and limitations of each in the dayah context, and to formulate an Arabic learning concept that combines both. Using library research with a qualitative-descriptive approach and content analysis of literature on Arabic learning, language teaching, and the pesantren/dayah tradition, the study finds that the nahwu-sharaf approach is effective in building text-reading competence and preserving the dayah's scholarly tradition, but offers limited training in productive skills. The communicative approach strengthens listening and speaking but must be adapted to the dayah's primary goals. The article proposes an integrated learning concept that treats nahwu-sharaf as the foundation and extends it through kitab-themed communicative activities and a supportive language environment. It concludes that the two approaches are complementary.