Saat bahasa arab terasa menakutkan: mengapa mahasiswa membutuhkan metode belajar yang humanis
Abstract
Arabic is often perceived as a difficult and intimidating subject by many university students. This perception is not solely caused by the linguistic complexity of Arabic, but also by learning experiences that tend to overlook students’ emotional and psychological needs. This article aims to provide a reflective discussion on why university students need a more humanistic approach in learning Arabic. The discussion highlights the relationship between teaching approaches, classroom atmosphere, and students’ motivation and confidence in using Arabic actively. A humanistic approach is viewed as an effort to create a safe, supportive, and dialogical learning environment in which students feel comfortable making mistakes as part of the learning process. By positioning students as active subjects with diverse backgrounds and learning needs, Arabic learning can become more meaningful and enjoyable. This article is expected to serve as a reflective reference for Arabic language educators in developing teaching practices that focus not only on language mastery but also on students’ overall learning experience.
Downloads
References
Akhsan, A., & Muhammadiyah, A. (2020). Model Belajar Dan Pembelajaran Bahasa Arab Generasi Milenial. Lahjah Arabiyah: Journal of Arabic Language and Arabic Language Education, 1(2), 105-119. (n.d.).
Akil, A., Yainahu, E. S., Jangaopa, N., Al-Haddad, S. H., Hasan, U., Adam, A., & Said, S. A. (2025). Menakar Relevansi Pembelajaran Nahwu dan Sharaf dalam Konstruksi Skripsi: Perspektif Mahasiswa Semester Akhir Program Studi Pendidikan Bahasa Arab IAIN Ternate. JUANGA: Jurnal Agama dan Ilmu Pengetahuan, 82-94.
Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). Pearson Education.
Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press. https://doi.org/10.1017/CBO9780511667343
Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.
Lestari, R. J. (2022). Strategi Belajar Bahasa Arab Di Perguruan Tinggi (Teori & Praktik). Penerbit Adab.
Maslow, A. H. (1970). Motivation and personality (2nd ed.). Harper & Row.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9780511667305
Suryadi, A., & Nurhadi, N. (2020). Humanistic approach in foreign language learning: Building students’ confidence and motivation. Journal of Language Teaching and Research, 11(3), 456–462. https://doi.org/10.17507/jltr.1103.14
Wright, T. (2010). Second language teacher education: Review of recent research on practice. Language Teaching, 43(3), 259–296. https://doi.org/10.1017/S0261444810000030
Copyright (c) 2026 nur hidayatul hasanah
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work’s authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
