The Phenomenon of Basic Educational Backgrounds in Strengthening Reading Skills (Maharah Qiraah) within Arabic Language Instruction at MTs Darussalam Bogor

Abstract

Arabic language learning in madrasahs demands adequate initial readiness from students, particularly in Arabic text reading skills. This study aims to analyze the contribution of elementary educational backgrounds to the mastery of maharah al-qira’ah (reading skills) in Arabic language instruction among seventh-grade students at MTs Darussalam Kota Bogor. Employing a qualitative approach, data were collected through interviews and observations. The findings indicate that elementary educational backgrounds contribute to Arabic text reading abilities, primarily by shaping students' initial readiness to recognize hijaiyah letters, read, and understand basic linguistic structures. Students originating from Madrasah Ibtidaiyah, SDIT (Integrated Islamic Elementary Schools), and pesantren (Islamic boarding schools) tend to demonstrate superior initial abilities compared to those from general elementary schools. However, this contribution is not absolute, as it is influenced by other factors such as non-formal learning experiences and reading habits. Furthermore, adaptive teaching strategies encompassing differentiated instruction, direct reading practice, and supplementary programs such as tahsin (remedial reading) proved effective in addressing variations in student abilities. Consequently, the mastery of maharah al-qira’ah is the result of an interaction between elementary educational backgrounds and the instructional strategies implemented by teachers.