Development of Linguistic Intelligence Through Ilqo' al-Mufrodat Activities for Students of Mubtadi'in and Mubtadi'at Modern Islamic Boarding Schools
DOI:
https://doi.org/10.59525/inestera.1385Keywords:
Linguistic Intelligence; Vocabulary Learning; Ilqo’ Al-Mufrodat; Arabic Learning; Islamic Boarding SchoolAbstract
Students living in Islamic boarding schools are required to develop foreign language competence as part of daily communication practices. However, elementary-level students often demonstrate limited motivation and confidence in using Arabic and English. This study aims to analyze the development of students’ linguistic intelligence through ilqo’ al-mufrodat (vocabulary delivery activities) implemented at Arrisalah Modern Islamic Boarding School, Ponorogo. This research employed a qualitative field research design. Data were collected through observation, interviews, and documentation involving the school principal, language supervisors, and mubtadi’in students. Data were analyzed using data reduction, data display, and conclusion drawing techniques. The findings indicate that: (1) ilqo’ al-mufrodat activities are conducted daily from Friday to Wednesday with weekly vocabulary evaluation; (2) vocabulary materials begin with basic and functional lexical items using the audiolingual method supported by picture card media; (3) formative and summative evaluation systems effectively monitor linguistic development; and (4) follow-up learning strategies are adjusted according to students’ linguistic intelligence levels. The study concludes that structured vocabulary habituation contributes significantly to improving students’ speaking confidence, vocabulary mastery, and linguistic intelligence development within an Islamic boarding school environment.
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