Challenges in Learning Arabic Among Institute Students at Ar-Raayah University with Diverse Educational Backgrounds مشكلات تعلم اللغة العربية لدى طلاب المعهد بجامعة الراية لاختلاف خلفيتهم الدراسية

Abstract

Arabic is one of the most widely taught foreign languages in Indonesia, including at Ar-Raayah University, where students face various challenges in learning Arabic, both linguistically and non-linguistically. This study aims to classify students based on their educational backgrounds and identify the problems they encounter in learning Arabic. It employs a descriptive research method using a case study approach. The findings show that students at Ar-Raayah University fall into three categories based on their educational background. First, students from formal education, namely public schools that follow the national curriculum. Second, students from non-formal education, particularly religious institutions such as Islamic boarding schools (pesantren). Third, students from informal education, including those who pursue alternative education paths like the Paket C program. The challenges in learning Arabic vary depending on the students' educational backgrounds. Students with a pesantren background face linguistic difficulties such as frequent pauses while speaking, and non-linguistic issues like a lack of self-confidence. Students from public schools experience linguistic challenges such as difficulty understanding fast speech and non-linguistic problems like low motivation. Meanwhile, students from the Paket C program encounter difficulties in pronouncing specific Arabic phonemes and suffer from low internal and external motivation to learn.