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All Journal Al-Ta'rib: Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya TSAQOFIYA : Jurnal Pendidikan Bahasa dan Sastra Arab
Gautama Veri Vetiana
Universitas Darussalam Gontor
Education Languange, Linguistic, Communication & Media

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Al-Ikhtibaar Limahaarat al-Qira'ah Fii Ta'liim al-Lughat al-'Arabiyyat Gautama Veri Vetiana; Alfy Mamduh Nuruddin
TSAQOFIYA : Jurnal Pendidikan Bahasa dan Sastra Arab Vol 3 No 1 (2021): Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Jurusan Pendidikan Bahasa Arab IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/tsaqofiya.v3i1.69

Abstract

The evaluation in learning process is an essential tool in the educational, and we couldn’t do without it. Carry out this evaluation in order to get input or update in the process and educational goals. Student learning outcomes are not limited to cognitives aspect, but also includes three aspect such cognitive, emotional and psychological which the teacher is evaluating these aspect. In the evaluation process, teachers are expected to understand the reality of learning and its results and classify the result, even evaluation tools. One such tool is a test. This test is held to evaluate the student an defind out the extent of his mastery, the extent of his progress and where he is in relation to his peers, This test has different types, its use varies according to needs and situation. Among these tests is the reading test, this test requires student proficiency in reading comprehension to answer the following questions. Therefore, have to teacher understands the steps in developing the test properly to achieve the desired goals in the evaluation process.
Exploring Students’ Motivation in Learning Arabic Speaking Skills: A McClellandian Perspective from an Islamic Boarding University Gautama Veri Vetiana; Rohmanudin Rohmanudin; Fadhilah Samhabib; Laili Mas Ulliyah Hasan; Moh. Buny Andaru Bahy; Umma Fatayati
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 14 No 1 (2026)
Publisher : Institut Agama Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v14i1.10480

Abstract

Motivation plays a crucial role in fostering learners’ success in acquiring Arabic speaking skills, particularly within immersive language environments. However, limited studies have examined Arabic speaking motivation through McClelland’s theory of needs in Islamic higher education contexts. This study aims to explore the motivational dynamics underlying students’ engagement in learning mahārah al-kalām within the matriculation program at Darussalam Gontor University. Employing a qualitative case study design, data were collected through classroom observations, semi-structured interviews, and document analysis involving matriculation students and instructors. The findings reveal that students’ motivation is shaped by three interrelated needs proposed by McClelland: achievement, affiliation, and power. Achievement needs are reflected in students’ efforts to improve speaking performance and attain academic excellence. Affiliation needs emerge through intensive social interactions in the boarding-school environment, which encourage consistent Arabic language use. Meanwhile, power needs are manifested in students’ aspirations to influence peers, lead discussions, and demonstrate communicative competence. The study further highlights the significant role of the boarding-based language environment in strengthening these motivational dimensions and sustaining speaking practice. The findings contribute to the theoretical development of motivation studies in Arabic language learning and offer practical implications for designing language-environment-based speaking programs in Islamic higher education institutions.
Co-Authors Alfy Mamduh Nuruddin Fadhilah Samhabib Laili Mas Ulliyah Hasan Moh. Buny Andaru Bahy Rohmanudin Rohmanudin Umma Fatayati