<![CDATA[This study aims to analyze the difficulties faced by twelfth-grade students in mastering Arabic in a tahfidz-based Islamic boarding school, specifically at PPTQ Ulul Albab Sukoharjo. A descriptive qualitative approach was employed, using observation and semi-structured interviews with students and teachers as data collection techniques. The findings reveal that students experience major difficulties in grammar (nahwu and sharaf), vocabulary acquisition, and language skills such as speaking (kalam) and listening (istima’). These challenges are influenced by limited learning time due to intensive memorization programs, less communicative teaching methods, diverse educational backgrounds, and the lack of a supportive Arabic language environment. Additionally, Arabic is treated as a supplementary subject, reducing its learning priority. The study highlights an imbalance between memorization and comprehension. Therefore, a more integrated curriculum and the strengthening of a language-rich environment are essential to improve the effectiveness and meaningfulness of Arabic learning.]]>
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