<![CDATA[Arabic has four skills necessary and mandatory to be mastered by students, and the Arabic speaking skill becomes the most prominent skill. In learning Arabic speaking skills, students need motivation from the teacher to master this skill. However, not all teachers have the ability to instill the motivation to learn. That's what makes the students feel the difficulty in learning Arabic speaking skills. One of the teacher's abilities to finish the problem is high self-efficacy. Therefore, this research is intended to teach self-efficacy and pragmatics to help the problems of learning Arabic skills. To see if teacher self-efficacy can play a role in learning Arabic speaking skills, this research was presented using descriptive qualitative methods. The data is collected by field survey on teacher self-efficacy during the learning process and listening method by listening to the teacher’s speaking during the learning process to obtain oral data. Based on research results, the majority of teachers struggle to improve their self-efficacy in terms of motivating students to learn Arabic speaking skills. Pragmatic studies can assess teachers' words in motivating the students, because that’s what can influence students' interest in learning Arabic speaking skills. The teacher improves their self-efficacy, not only through motivating students but also by improving their ability to organize the class while teaching.]]>
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