<![CDATA[This study explores the subjective experiences of teachers and students facing challenges in Arabic language learning at Grade IV B, MI Assalaam Bukit Harapan, Siak, Riau. Using a descriptive phenomenological qualitative approach with 11 purposively selected participants (10 students, 1 teacher), data were collected through semi-structured interviews, passive participatory observation, and documentation, then analyzed using Colaizzi's technique. Four major themes emerged: (1) linguistic barriers in reading, memorizing vocabulary, and writing Arabic letters; (2) less varied teaching methods due to lecture dominance and limited media; (3) student anxiety and low confidence, reflected in performance anxiety and avoidance behavior; and (4) an unsupportive environment for using Arabic outside class. These themes are systemically interrelated and examined through Vygotsky's ZPD and Krashen's Affective Filter hypothesis. The study recommends ZPD-based scaffolding, interactive instructional media, and a conducive bi'ah lughawiyyah (language environment).]]>
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