<![CDATA[This study aims to analyze the teacher's contribution to fostering authentic motivation among students at SMP IT Al Khoir Medan in the Arabic Language subject through a humanistic approach, as well as to identify implementation challenges and their respective solutions. A descriptive qualitative method was employed, with data collected through observation, in-depth interviews with 7th and 8th-grade teachers and students, and documentation. Data trustworthiness was verified using source triangulation, while data analysis involved data reduction, data display, and conclusion drawing. The results reveal that the teacher's contribution manifests in establishing a safe, inclusive, and threat-free learning climate (unconditional positive regard), which significantly reduces students' language anxiety. The utilization of contextual learning strategies—such as Hiwar (dialogue), educational games, and Total Physical Response (TPR)—successfully shifts students' learning orientation from extrinsic motivation (grade-oriented) to authentic motivation (internal awareness, self-confidence, and independence). This approach proves that teaching Arabic not only sharpens language skills (maharah lughawiyyah) but also holistically shapes students' character, manners (adab), and spirituality.]]>
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