Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal International Journal of Arabic Language Teaching IJALT
Khozainul Mustafidah
Unknown Affiliation
Religion Arts Education Other

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Mindfulness-Based Approaches to Foreign Language Anxiety in Arabic Speaking Instruction: A Case Study at Madrasah ‘Aliyah Khozainul Mustafidah; Anyes Lathifatul Insaniyah
Jurnal Internasional Pendidikan Bahasa Arab Vol 8 No 01 (2026): International Journal of Arabic Language Teaching (IJALT)
Publisher : Postgraduate of IAIN Metro Lampung Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/ijalt.v8i01.13303

Abstract

This study addresses Foreign Language Anxiety (FLA), a common issue in language learning, particularly in Arabic instruction at Madrasah Aliyah Raudlatut Tholabah Banyuwangi, where students often experience anxiety and fear of making mistakes while speaking Arabic. The purpose of this study is to explore the use of mindfulness techniques to reduce FLA and enhance language learning. Using a qualitative descriptive approach and a case study design, data were collected through observations, interviews, and documentation. The teacher applied mindfulness practices such as focused breathing, self-awareness reflection, and attention regulation exercises to help students manage anxiety. Positive feedback was provided, and reprimanding students was minimized to reduce fear during speaking activities. The results show that mindfulness significantly improved students’ confidence and participation in Arabic speaking tasks. Students who were initially anxious became more actively engaged in learning. Mindfulness not only reduces emotional tension but also strengthens the positive relationship between students and the teacher. This study highlights the novel application of mindfulness in Arabic language classrooms. It is suggested that mindfulness be integrated into language teaching practices, with further research needed to explore its long-term effects and individual differences in its effectiveness.
Co-Authors Anyes Lathifatul Insaniyah