<![CDATA[This study was motivated by the lack of understanding among students in Grade VIII at Madrasah Mutawasithah Al-Ūlā at the Ats-Tsaqofiy Islamic Boarding School in their Arabic language classes. As is well known, proficiency in an Islamic boarding school environment is the primary foundation for studying various other branches of knowledge, including communication skills. This study is a qualitative study with a descriptive approach using a field research design. The subjects and informants in this study are the Principal of the Madrasah, teachers of relevant subjects, and the homeroom teacher for Grade VIII at Madrasah Mutawasithah Al-Ūlā, Ats-Tsaqofiy. The data sources in this study consist of two categories: primary data (interview results) and secondary data (written documents such as journals and books). Data collection was conducted in a natural setting (under natural conditions), focusing primarily on participant observation observation), in-depth interviews, and documentation. The data analysis technique used was interactive data analysis, consisting of data reduction, data display, and drawing conclusions or verifying data (conclusion drawing/verification). The validity of the research data was ensured through data triangulation. The results of the study indicate that: (1) Teachers employ a variety of teaching strategies, including vocabulary instruction, fostering the use of Arabic in daily communication, conversation practice, a personalized approach, providing guidance and motivation, offering rewards, using games and competitions, and creating a language-rich environment or bi’ah lughawiyyah. (2) Factors that support increased motivation to learn Arabic consist of internal factors (strong intention and motivation, a love of learning, an interest in foreign languages, talent, a sincere willingness to learn, and the habit of muraja’ah) and external factors (support from teachers, teaching methods, homeroom teachers, parents, and a boarding school environment that supports the learning process). As for inhibiting factors, these include differences in students’ ability levels; the fact that some students are still unable to distinguish the pronunciation of certain Arabic letters; a tendency to easily forget vocabulary; a lack of mastery of vocabulary; difficulty understanding the rules of nahwu and ṣarf; and a lack of practice using Arabic in daily life.]]>
