STRATEGIES USED BY THE STUDENTS WITH WRONG MAJORS IN ARABIC EDUCATION TO ENHANCE LANGUAGE LEARNING MOTIVATION

Nabila Salsabila, Muhammad Fadli Ramadhan, Achmad Tito Rusady

Abstract


This research is motivated by the low Arabic language learning motivation experienced by students with the wrong majors in the Arabic Language Education department in Malang. This study aims to identify the types of learning strategies used by students withthe wrong majorsin Arabic Education to enhancetheir Arabic learning motivation. This study employed a mixed-methods approach, combining quantitative and qualitative research methods using a convergent parallel research design. Data was collected quantitatively through questionnaires containing 50 statements and given to 30 the wrong primary Arabic students from three universities in Malang, and qualitatively through interviews. Quantitative data analysis uses descriptive analysis, while qualitative data analysis involves data reduction, display, and conclusion. The findings of this research indicate that the most commonly used learning strategies by students are affective, metacognitive, and memory strategies. Meanwhile, the least favored learning strategy is the cognitive strategy. Additionally, the research shows that the wrong primary students of Arabic Education tend to choose indirect rather than direct strategies.

Keywords


Arabic education; learning motivation; learning strategies; students with wrong majors

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DOI: https://doi.org/10.17509/ije.v18i2.65333

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