Strategi Inovatif Guru dalam Menerapkan CLIL untuk Meningkatkan Pembelajaran Bahasa Arab Di Pesantren

Abstract

This study examines Arabic learning innovations through Content and Language Integrated Learning (CLIL) applied by teachers at the Darul Ukhuwah For Girl 2 Islamic Boarding School Malang. An important issue behind this research is the interest in learning Arabic which is often considered difficult and monotonous, as well as the need to increase the relevance and success of language teaching in the context of Islamic education. Therefore, this research is relevant to be discussed to explore how CLIL can be an innovative solution to overcome these challenges and achieve the goal of the boarding school in producing students who are proficient in Arabic. The research method used is a descriptive qualitative approach with data collection through in-depth interviews with teachers, classroom observations, and analysis of related documents. The purpose of this study is to comprehensively describe the teacher's experience, the learning strategies applied, and the challenges faced in the implementation of CLIL. The results showed that CLIL significantly increased teacher motivation because learning felt more meaningful and contextual. Teachers apply various strategies ranging from the preparation of an integrated syllabus, the use of varied methods, visual media, communicative approaches, scaffolding, to integrated evaluation in the classroom. However, challenges such as the heterogeneity of student understanding, difficulties in interpreting the vocabulary of interpretation, and the adaptation of teachers from outside the boarding school were also found. Overall, CLIL has been proven to be able to arouse students' interest in learning Arabic and improve their language skills naturally, supporting the achievement of Islamic boarding school educational goals.