Exploring Arabic Diglossia in Learning Kalām: Bridging the Gap in Daily Communication

This study analyzes Arabic diglossia in terms of variety, context, and underlying factors in the teaching of speaking skills at the Markaz Arabiyah Pare institution in Kediri, focusing on the Akbarnas class program. The subjects of this research include students, speaking skills teachers, homeroom teachers, and the head of the curriculum. Using a qualitative descriptive method, data were collected through observation, interviews, and ethnographic documentation. Data analysis was conducted through data reduction, data presentation, and conclusion. The results indicate that formal language varieties dominate in the Akbarnas class program, complemented by non-formal language varieties to enhance students' linguistic skills. This diglossia is influenced by the language use system established at the institution and the experiences of Middle Eastern graduate teachers who are familiar with various forms of the Arabic language.