Santri’s Lived Experiences in Learning to Read Classical Arabic Texts: A Phenomenological Study

Abstract

This study explores santri’s lived experiences in learning to read classical Arabic texts at Misbahul Munir As-Suhaili Islamic Boarding School through a phenomenological approach. The research aims to understand how students construct meaning and develop reading strategies within the traditional pesantren learning environment. Data were collected through in-depth interviews, participant observation, and document analysis involving selected santri with experience in studying classical texts. The findings reveal that students’ reading experiences are characterized by a strong dependence on teachers, where reading is perceived as an activity guided and validated by the ustadz. This dependence limits the development of independent metacognitive reading strategies. However, the study also identifies the emergence of adaptive strategies employed by santri, including memorizing grammatical patterns (nahwu-sharaf), engaging in peer discussions, and utilizing marginal glosses (makna gandul) as cognitive and technical supports. These strategies reflect students’ active efforts to cope with the complexity of unvowelled classical texts. From a phenomenological perspective, reading is not merely a cognitive activity but a socially and spiritually embedded practice shaped by tradition, authority, and collective learning culture. This study contributes to the understanding of reading strategies in Islamic boarding schools by highlighting the interplay between dependence, adaptation, and lived experience in language learning.