Lemahnya Maharah Kalam Santri sebagai Dampak Ketiadaan Guru Berkualifikasi PBA dan Dominasi Metode Teacher-Centered

(Studi Kasus Kualitatif di Pondok Pesantren Hidayatullah Tanjung Morawa)

Abstrak

This study investigates the observed association between the absence of Arabic Language Education (PBA)-qualified teachers and the dominance of teacher-centered learning methods and their descriptive-interpretive relationship with weak maharah kalam performance among students at Pondok Pesantren Hidayatullah Tanjung Morawa, Deli Serdang. Employing a qualitative descriptive approach through a single case study strategy, data were gathered using a structured observation protocol across five to six classes (approximately 60 students, MTs and MA levels), semi-structured interviews with the sole Arabic teacher, and supplementary document analysis of lesson plans and class schedules. To strengthen credibility, member checking was conducted with the teacher-informant. Observations consistently documented avoidance behaviors during Arabic speaking tasks, including prolonged silence, code-switching to Indonesian and local languages, and peer-dependence for responses. Three interrelated factors were interpretively identified: the absence of PBA-credentialed instruction resulting in a limited pedagogical repertoire; exclusive reliance on grammar-translation methodology; and consequently minimal student oral production opportunities. Drawing on Krashen’s affective filter hypothesis and communicative language teaching (CLT) theory, this study argues that teacher qualification represents a foundational determinant of pedagogical quality—not merely an administrative requirement—within the pesantren Arabic education context.