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ABSTRACT تساهم المدارس الداخلية الإسلامية كمخزن مرسخي الطلاب في تعليم اللغة العربية مساهمة كبيرة في غرس حب اللغة العربية. والسؤال يعني كيف كانت نسبة تعليم اللغة العربية في المناهج الدراسية في مؤسسات المدارس الداخلية الإسلامية حتى لم تكن قادرة على غرس الحب والانغانت حتى يصيل إلى الرغبة في تدريس ونشر اللغة العربية في خضم المجتمع. لأن مواد التدريس المناسبة في المناهج الدراسية التي تم تدريسها يجب أن يكون لها تأثير على المشاعر. إذا كانت النسبة مناسبة، فسيكون الطلبة على دراية باللغة العربية، ومن هذه العادة يجب أن يكون قادراً على خلق مشاعر الحب، فهم يحبون اللغة العربية بسبب "وجود المحبّة بوجود العادة". بالإضافة إلى الحب مع لغتهم العربية المثالية، لديهم أيضا الاستعداد لتعلم الغة العربية في مستوى الجامعة إذا كانت نتائج التعلم مؤهلة. من المؤكد أن الحديث عن نسبة الدروس أو الدراسات التي يتم إجراؤها في مؤسسات تعليم المدارس الداخلية الإسلامية يرتبط بإدارة المناهج. حيث سيظهر منهج مدرسة داخلية إسلامية ميله إلى إعطاء دراسة اللغة العربية. لذلك، هناك حاجة إلى دراسة أكثر عمقا لنسبة تدريس اللغة العربية في المناهج الدراسية للمدارس الداخلية الإسلامية.  Key Word: Proporsi, Pengajaran, Pesantren, dan Tipologi, Kurikulum

This study aimed to analyze models of the Arabic language environment formation to increase the ability of language learners in Islamic Senior High School. This research method was qualitative. The research was conducted at Islamic Senior High School 1 Metro. Research respondents were 245 students of boarding Islamic Senior High School that consisted of 170 females and 73 males. The data collection method used participant observation instruments and interviews. Both of these instruments were used to get data about the models of the Arabic language environment formation to increase the language skills of students in Islamic Senior High School. Steps of Data analysis techniques were collecting data, reducing data, presenting data, and making a conclusion. The results showed that the model of the formation of the Arabic language environment consisted of the visual environment, audio environment, and the audiovisual environment. This model was able to overcome the difficulties of students in acquiring Arabic. This model of the Arabic language environment provides direct and natural Arabic mastery. Qualitative analysis results showed that the Arabic environment was able to increase students’ language skills of  Islamic Senior High School.

A language is made up of units of units of a particular sound, with the sound unit up unit formed millions and millions of words in diverse situations. Each language is a bona fide treasures of the selected sound from all possible sounds that can be spoken man, which may differ from other treasures of the sounds of language. Arabic sounds denoted by "ض" for example, is not found in other languages. The substance of the sound is also different between one language to another language, the difference is exactly what became the beginning of the sound teaching problem. Number of Arabic alphabet is not much different from the number of alphabetic languages ​​other languages, but Arabic has a long vowel sounds in addition to the applicable short vowel regularly. So also with the sound madd, syiddah and ghunnah with variations that will eventually give birth to the sound of the sound that gets the emphasis on a word (NaBr) and the tone or tune a particular song on a sentence (tanghim) according to the size of a strong and level geloranya meaning behind the words concerned. Key Words:  Language Elements, Sounds of language

This study aims to determine the integration of divine values in maharah qira'ah material in the IAIN Metro Arabic Language Education study program. This type of research is a qualitative-descriptive study, using data collection tools, observation, interviews and documentation. Researchers found that there was an integration of divine values in the maharah qira'ah material which was very helpful in building noble character and morals for students. The reading texts in this material contain some praiseworthy morals, such as faith, honesty, and trust. With the selection of the reading text theme, students not only master the maharah qira'ah but also know the divine values that exist in the qira'ah text, live it up, and implement it into social life.