Analysis of Non-Linguistic Obstacles in Learning Arabic Speaking Skills at Khairunnas Islamic Senior High School, Surabaya

Primasti Nur Yusrin Hidayanti; Siti Alfi Aliyah; Nabila Nailil Amalia; Mirwan Akhmad Taufiq; Faris Maturedy; Mohammed Jassim Mohammed Rady

doi:10.29240/jba.v9i2.14709

Authors

Primasti Nur Yusrin Hidayanti UIN Maulana Malik Ibrahim Malang, Indonesia
Siti Alfi Aliyah Universitas Muhammadiyah Karanganyar, Indonesia
Nabila Nailil Amalia IAI Miftahul Ulum Lumajang, Indonesia
Mirwan Akhmad Taufiq UIN Sunan Ampel Surabaya, Indonesia https://orcid.org/0000-0001-6823-1380
Faris Maturedy SMP Muhammadiyah 04 Tanggul, Indonesia
Mohammed Jassim Mohammed Rady Central Technical University, Iraq

DOI:

https://doi.org/10.29240/jba.v9i2.14709

Keywords:

Arabic Language Learning, Speaking Skills, Learning Obstacles

Abstract

The learning of maharah kalam (Arabic speaking skills) at Khairunnas Islamic Senior High School, Surabaya, encountered several non-linguistic obstacles that hindered students’ speaking proficiency. This study aimed to identify and analyze these barriers and propose relevant pedagogical solutions. A descriptive qualitative approach was employed, involving one teacher and eight twelfth-grade Science students as participants. Data were collected through observation, interviews, and questionnaires, and analyzed through data reduction, data display, and verification using source triangulation. The findings revealed three categories of non-linguistic barriers: (1) psychological factors, such as low motivation and self-confidence; (2) pedagogical factors, including monotonous teaching methods and limited speaking practice; and (3) socio-academic factors, particularly the lack of a school environment that supports the active use of Arabic. The study concludes that implementing communicative teaching methods and fostering a supportive language environment are essential to improving students’ Arabic speaking skills.

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