PEMBELAJARAN BAHASA ARAB DAN DAMPAKNYA TERHADAP MOTIVASI SISWA

Abstract

Arabic learning in madrasah aliyah plays a strategic role but still faces low student motivation. This study describes Arabic learning methods at Madrasah Aliyah Mambaus Sholihin, Suci, Manyar, Gresik; analyzes their impact on students’ learning motivation; and formulates strategic recommendations. Using a qualitative descriptive approach, the subjects were three Arabic teachers, twelve grade X–XI students, and one vice principal for curriculum, selected purposively. Data were collected through observation, semi-structured interviews, and documentation, then analyzed interactively with triangulation. Findings show teachers used a combinatory method integrating traditional approaches (grammar lectures, vocabulary and text memorization) with communicative ones (question-and-answer, discussion, muhadatsah, and language games). Active, communicative, and enjoyable methods tended to enhance students’ intrinsic motivation, interest, and confidence. Memorization contributed positively for achievement-oriented students but risked reducing motivation when applied monotonously. Dominant lecture-based instruction without variation weakened intrinsic motivation. The study recommends increasing methodological variety, strengthening the communicative approach, optimizing innovative media, applying appreciation-based reinforcement, and providing systemic madrasah support through teacher training, facilities, and mandatory Arabic programs.