<![CDATA[This study aims to analyze the linguistic and pedagogical factors influencing the difficulties faced by seventh grade students at MTs IRA Medan in comprehending Arabic texts. The research employed a descriptive qualitative approach, with data collected through classroom observation, semi structured interviews with students and teachers, and documentation of teaching materials. Data were analyzed through data reduction, data display, and conclusion drawing following the Miles and Huberman model, with data validity maintained through source and technique triangulation. The findings reveal that students' difficulties in comprehending Arabic texts are influenced by four interrelated factors, namely limited vocabulary mastery, weak understanding of nahwu and sharaf, limited instructional media, and low learning motivation, which is further affected by minimal support from the family environment. The findings also indicate that the sentence complexity of the teaching materials has not been fully adapted to beginner level students. Linguistic and pedagogical factors in this study proved to be interconnected rather than independent, jointly forming a systemic pattern of student difficulty. This study recommends strengthening vocabulary learning strategies, diversifying instructional media, and involving parents as a collective effort to improve students' comprehension of Arabic texts.]]>
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