Isyarat Nonverbal dalam Praktik Literasi dan Koreksi Bacaan Al-Qur'an Metode An-Nahdliyah: Studi Kasus di TPQ Al-Huda

Abstract

Qur'anic learning in non-Arabic-speaking Muslim communities requires learners to master Arabic pronunciation and vowel length. This study examines how Qur'anic reading is taught with the An-Nahdliyah method at TPQ Al-Huda Seputih Raman, Indonesia, focusing on beats used as a reading rhythm and as a corrective cue. Using a qualitative single-case design, data were collected through classroom observations and interviews with teachers and  students, and analysed thematically through the lens of literacy as a social practice and the concept of learner uptake. Learning proceeds through teacher modelling, collective imitation guided by beats, individual recitation, repetition, and copying from the board. The teacher strikes the whiteboard with a stick in classical sessions and taps the desk during individual recitation. Beats at a regular tempo guide long and short vowels, while three to four fast beats without a pause signal a reading to be repeated. Correction is staged, moving from signals ("hemz", "hayo ulangi") to learner self-repair and, when errors persist, to the teacher's oral model. The beats thus serve two functions: a reading rhythm that follows the design of the method and a corrective cue, distinguished by tempo. As a single-case study that does not measure students' reading ability, it offers a contextual account and cannot be used to assess the method's effectiveness or to generalise.