BRIDGING TRADITION AND INNOVATION: STRATEGIES TO OVERCOME ARABIC LANGUAGE SKILLS STAGNATION AMONG FINAL-YEAR STUDENTS

Aufia Aisa, Muhammad Khanif, Habib Adama

Abstract


Abstract: The phenomenon of stagnation in Arabic language skills among final-year students remains a critical issue that affects the quality of graduates. This is particularly evident in Arabic Language Education programs that regard mastery of Arabic as a core academic competency. This study aims to analyze the various factors causing stagnation in Arabic language skills among final-year students and to formulate learning development strategies that bridge traditional scholarly values with the demands of modern educational innovation. This research adopts a qualitative approach with a case study method. Data were collected through in-depth interviews, classroom observations, and documentation of learning materials and students’ evaluation records. The data were analyzed descriptively through data reduction, data presentation, and conclusion drawing. The results indicate that internal factors (such as low learning motivation, lack of self-confidence, and ineffective learning habits) as well as external factors (such as monotonous teaching methods, limited supporting media, and minimal opportunities for language practice) all contribute to the stagnation of students' Arabic language skills. Based on these findings, the recommended learning strategies include the implementation of communicative approaches, the optimal use of digital technology in learning processes, and the reinforcement of traditional Arabic scholarly values through contextual, interactive, and sustainable methods. This study is expected to provide practical contributions for lecturers, program managers, and curriculum developers in designing Arabic language learning models that are adaptive, innovative, and responsive to the challenges of the times.


Keywords: Arabic Language Skills, Stagnation, Innovation Strategy, Scholarly Tradition.

Full Text:

PDF

References


Alasmari, A., & Khan, I. (2020). Exploring the challenges and barriers in the implementation of English language learning in Saudi Arabia. Arab World English Journal, 11(1), 371–385. https://doi.org/10.24093/awej/vol11no1.26

Alharbi, A. A. (2022). The Role of Motivation in Learning Arabic as a Foreign Language. International Journal of Language and Linguistics, 9(1), 12–21. https://doi.org/10.11648/j.ijll.20220901.13

Alruthaya, A., Nguyen, T.-T., & Lokuge, S. (2021). The Application of Digital Technology and the Learning Characteristics of Generation Z in Higher Education. Australasian Conference on Information Systems. https://doi.org/10.48550/arXiv.2111.05991

Alzahrani, M. (2022). Motivation and demotivation in second language learning: A case study of Saudi learners. Journal of Language and Linguistic Studies, 18(1), 152–167. https://doi.org/10.52462/jlls.191

Arifin, Z., Desrani, A., Ritonga, A.W., Ibrahim, F.M.A. (2023). Arabic Language Learning Approach Using Smart Technology in Higher Education. Izdihar: Journal of Arabic Language Teaching, Linguistics, and Literature, 6(1), 1–12. https://doi.org/10.22219/jiz.v6i1.25011

Canale, M., & Swain, M. (1980). Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing. Applied Linguistics, 1(1), 1–47.

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.

Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (4th ed.). Thousand Oaks, CA: SAGE Publications. https://doi.org/10.4135/9781506335193

Dornyei, Z. (2001). Motivation in Action: Towards A Process-Oriented Conceptualisation of Student Motivation. British Journal of Educational Psychology, 71(4), 619–633. https://doi.org/10.1348/000709900158281

Dornyei, Z., & Otto, I. (1998). Motivation in Action: A process model of L2 Motivation. Working Papers in Applied Linguistics, 4, 43–74.

Ellis, R. (2020). Task-based language teaching: Theory and practice. Cambridge University Press.

Fahrurrozi. (2019). Tradisi Keilmuan Klasik dalam Pembelajaran Bahasa Arab. Al-Makrifat, 4(2), 110–124.

Faiz, M., & Afrita, J. (2024). Tantangan dan Strategi Pemahaman Bahasa Arab bagi Generasi Z. JAPENDI, 5(4), 156–163.

Fusch, P. I., Fusch, G. E., & Ness, L. R. (2018). Denzin’s paradigm shift: Revisiting triangulation in qualitative research. Journal of Social Change, 10(1), 19–32. https://doi.org/10.5590/JOSC.2018.10.1.02

Khasanah, U. (2020). Pembelajaran Bahasa Arab Berbasis Proyek di Era Digital. Al‑Ta’rib, 8(1), 1–16.

Krashen, S. (1985). The Input Hypothesis: Issues and Implications. Longman.

Kukulska-Hulme, A., & Viberg, O. (2018). Mobile collaborative language learning: State of the art. British Journal of Educational Technology, 49(2), 207–218.

Larsen-Freeman, D. (2018). Looking ahead: Future directions in, and future research into, second language acquisition. Foreign Language Annals, 51(1), 55–72. https://doi.org/10.1111/flan.12314

Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative Data Analysis: A Methods Sourcebook (3rd ed.). Thousand Oaks, CA: SAGE Publications. https://doi.org/10.3138/cjhe.91.3.03

Moleong, L. J. (2019). Metodologi Penelitian Kualitatif (Edisi Revisi). Bandung: PT Remaja Rosdakarya.

Norlaila,, Muradi, A., Oensyar, M., Arifin, A. (2025). Students’ Difficulties in Arabic: A Study Of The Background Of Students Arabic Language Education. I Jazarab, 8(2), 25–40. https://doi.org/10.23971/ijazarab.v8i2.1015

Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1–13. https://doi.org/10.1177/1609406917733847

Nurhadi, R., & Rachmawati, N. (2023). Analisis Stagnasi Keterampilan Bahasa Arab Mahasiswa PBA. Lughawiyat, 5(1), 32–46.

Popenici, S. A. D., & Kerr, S. (2017). Exploring the impact of artificial intelligence on teaching and learning in higher education. Research and Practice in Technology Enhanced Learning, 12(1), 1–13. https://doi.org/10.1186/s41039-017-0062-8

Prensky, M. (2018). From digital natives to digital wisdom: Hopeful essays for 21st century learning. Corwin.

Ritonga, M., Mudinillah, A., Ardinal, E. , Tauhid, T., Nurdianto, T. (2024). Enhancing Arabic Language Learning via E‑Campus Platform. Jurnal Ilmiah Peuradeun, 12(2), 491–516. https://doi.org/10.26811/peuradeun.v12i2.1103

Swain, M. (1985). Communicative competence: Some roles of comprehensive input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235–253). Newbury House Publishers.

Syaifudin, M. (2022). Inovasi Pembelajaran Bahasa Arab Berbasis Teknologi. Lisania, 6(2), 78–93.

Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language Teaching, 31(2), 57–71. https://doi.org/10.1017/S0261444800012970


Refbacks

  • There are currently no refbacks.


ISSN: 2598-0653