A Maharah Kalam Learning StrategyBased on Resolving Classroom Social Issues and Overcoming Demotivation
(Studi Kasus Kualitatif di Pondok Pesantren Hidayatullah Tanjung Morawa)
DOI:
https://doi.org/10.51590/4z01kr28Keywords:
Classroom Social Environment, Student Demotivation, Teaching Strategies, Speaking Skills, Arabic LanguageAbstract
Students’ difficulties in speaking Arabic are often significantly influenced by the classroom social environment and prevailing motivational dynamics. This study aims to identify factors related to the classroom social environment and student motivation as a basis for developing learning strategies to improve Arabic speaking skills (Maharah Kalam). Through a qualitative descriptive approach using in-depth interviews, the findings indicate that peer pressure in the form of fear of judgment, as well as the teacher’s direct confrontational correction style, have been shown to trigger acute anxiety and severe demotivation. The accumulation of these crises and pressures even overrides students’ cognitive awareness of the importance of mastering Arabic speaking skills. Based on the identification of these problems, learning strategies were reconstructed through three approaches: the application of appreciative and delayed feedback, the creation of a space for error tolerance, and the implementation of creative, collaborative project-based learning. The implications of this research call for a role for instructors who can facilitate students’ ability to speak Arabic as a part of their learning without fear or heavy mental burdens. Institutionally, the findings of this research provide a foundation for educational institutions to develop curriculum components that are sensitive to and aligned with students’ psychological needs.
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