Application of Albert Bandura’s Social Learning Theory in Kalām Instruction at Modern Islamic Boarding School Nurussalam Sidogede

Abstract

ABSTRACT

This study examines the application of Albert Bandura’s stimulus-oriented framework—particularly observational learning, vicarious reinforcement, and modeling—in the teaching of Kalām at Modern Islamic Boarding School Nurussalam Sidogede, East Ogan Komering Ulu (OKU Timur). Despite the increasing demands for communicative competence in Arabic, many pesantren-based learning environments still rely on traditional teacher-centered approaches that limit students' motivation and spontaneous verbal production. Using a qualitative case-study design, data were collected through classroom observations, semi-structured interviews with ustadz, and documentation of instructional practices. The findings reveal that the integration of Bandura’s principles strengthens students’ verbal engagement by positioning the teacher and senior students as dynamic linguistic models whose behaviors shape learners’ responses through continuous exposure and imitation. Vicarious reinforcement—in the form of praise, peer recognition, and visible participation rewards—proved effective in cultivating confidence and reducing anxiety during oral tasks. The study also highlights that structured stimulus patterns, such as repetitive modeling, dialogic scaffolding, and contextualized cues, significantly enhance students’ ability to internalize grammatical structures and produce spontaneous utterances in Arabic. These results suggest that Bandura’s social learning perspective offers a robust pedagogical foundation for Kalām instruction in modern pesantren settings, especially when aligned with local culture and the boarding school’s language environment. Implications for curriculum design and teacher professional development are also discussed.