The Impact of Linguistic Background Differences on Arabic Language Learning among Students of the Language Preparation Program at Institut Muslim Cendekia أثر اختلاف الخلفيات اللغوية في تعلم اللغة العربية لدى طلاب قسم الإعداد اللغويبجامعة الراية (للعام الدراسي 2025–2026م)
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Abstract
This study aims to investigate the impact of linguistic background differences on Arabic language learning among students of the Language Preparation Program (Qism al-I'dâd al-Lughawî) at Institut Muslim Cendekia (formerly STIBA Ar-Raayah), Sukabumi, during the 2025–2026 academic year. As well as this, we will learn about the strategies that the Institut Muslim Cendekia uses to solve problems. The study employs a descriptive-analytical method with a quantitative approach. Data were collected through a questionnaire distributed to 45 students, designed using a five-point Likert scale to measure the influence of linguistic background on the four Arabic language skills: listening, speaking, reading, and writing. Simple linear regression analysis was conducted using MS. Excel. The results reveal a positive and significant relationship between linguistic background and Arabic language learning (R = 0.634, R² = 0.402), indicating that linguistic background accounts for approximately 40.2% of the variation in Arabic language learning outcomes. The study also identifies several strategies employed by Institut Muslim Cendekia to bridge linguistic gaps among students, including a pre-entry interview, language strengthening programs, linguistic activities, and the creation of an Arabic-immersive campus environment.
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