Internalizing Personal Mastery through Bī’ah Lughawiyyah and its Contribution to Arabic Language Competence

Abstract

This study examines how bī’ah lughawiyyah supports the development of personal mastery and how this process contributes to students’ Arabic language competence at Wali Songo Ngabar Islamic Boarding School, Ponorogo. Using a qualitative phenomenological approach, data were collected during 2024–2025 through observation, in-depth interviews, and documentation involving students, teachers, dormitory supervisors (mudabbir), language organization members (muharrik), and relevant language learning documents. Data were analyzed through data reduction, data display, and conclusion drawing, with source, method, and time triangulation to strengthen credibility. The findings identify three interconnected domains of bī’ah lughawiyyah. The formal domain provides structured direction through curriculum, teaching methods, and evaluation; the semi-formal domain provides repeated practice through language habituation, extracurricular activities, and language reinforcement; and the non-formal domain sustains everyday language use through language culture, organizational roles, and teacher role modeling. These domains provide contexts for the development of five aspects of personal mastery: personal vision, creative tension, structural conflict, commitment to truth, and using awareness. The process moves from repeated language experiences to awareness, adjustment, and learning habits. Personal mastery contributes to all four Arabic language skills: persistence and comprehension in listening, confidence and fluency in speaking, independence in reading, and accuracy, self-correction, and responsibility in writing. The study concludes that Arabic language competence is supported not only by the availability of a language environment but also by students’ internal development in responding to and using that environment.