طريقة الأساس كنموذج تربوي لتحسين القدرة على قراءة النصوص العربية غير المشكولة للمتعلمين غير الناطقين

Abstract

This study aims to analyze the implementation of the Al-Asas Method in teaching non-Arab learners to read unvowelled Arabic texts at Al-Mubarok Lanbulan Sampang Islamic Boarding School, to evaluate its effectiveness in improving reading skills, and to identify the supporting and inhibiting factors in its implementation. This qualitative case study collected data through observation, interviews, and documentation, with the researcher acting as the primary instrument. Data analysis followed the Miles, Huberman, and Saldana model, including data condensation, data presentation, and drawing conclusions. The findings reveal that the Al-Asas Method facilitates faster reading of ancient texts through memorization, classical learning, structured exercises, and periodic evaluations. Supporting factors include teacher competence, structured curriculum, and creative learning media, while inhibiting factors include differences in students’ foundational abilities and difficulties in translating Arabic texts into Indonesian. Overall, the Al-Asas Method is considered effective and relevant for teaching unvowelled Arabic text reading among non-Arab learners in Islamic boarding schools.