<![CDATA[This study It aimed to identify students’ motivation before and after the intervention, compare motivation between experimental and control classes, and examine the effectiveness of Arabic songs in supporting learning motivation. A quantitative approach with a quasi-experimental method and Non-Equivalent Control Group Design was employed. The participants were 60 Grade 8 students, divided equally into experimental and control classes. Data were collected through a 20-item learning motivation questionnaire and classroom observations. The questionnaire was developed based on Sardiman’s concept of learning motivation and Gardner’s perspective on second-language motivation. Data were analyzed using descriptive statistics, normality and homogeneity tests, and an Independent Samples t-test. The results showed that the experimental class’s mean motivation score increased from 68.2 to 82.4, while the control class increased from 67.5 to 72.1. The significance value of 0.001 (< 0.05) indicated a significant difference between the two groups. The findings were interpreted using Gardner’s motivation theory and Krashen’s Input Hypothesis, which emphasize motivational engagement and meaningful exposure to comprehensible language input.]]>
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