Students' Difficulties in Understanding Classical Arabic Texts A Linguistic and Pedagogical Study of Arabic Language Edu-cation Program Students at UIN Walisongo Semarang

Abstract

This study investigates the multifaceted challenges encountered by students in the Arabic Language Education Program at UIN Walisongo Semarang when engaging with classical Arabic texts. Employing a mixed-methods approach, the research examines linguistic barriers including morphological complexity, syntactic structures, and lexical unfamiliarity, alongside pedagogical factors such as instructional methodologies and learning resources. Data were collected from 85 students through questionnaires, proficiency tests, and semi-structured interviews with seven instructors. Findings reveal that 73% of students struggle significantly with i'rab (grammatical inflection), 68% encounter difficulties with classical vocabulary, and 61% find complex sentence structures challenging. Pedagogical analysis indicates insufficient integration of contextual learning strategies and limited exposure to authentic classical texts. The study proposes a comprehensive framework combining traditional grammar instruction with communicative approaches, enhanced technological integration, and scaffolded reading strategies. Recommendations include curriculum redesign emphasizing gradual progression from simplified to authentic classical texts, teacher professional development in specialized classical Arabic pedagogy, and development of supplementary learning materials addressing specific linguistic obstacles. This research contributes to understanding classical Arabic acquisition challenges within Indonesian Islamic higher education contexts.