Language Anxiety and Barriers in Arabic Language Learning in Secondary Schools

Abstract

This study aims to describe the language anxiety experienced by seventh-grade students at MTs Budi Agung Medan, identify the obstacles to learning Arabic and the causes of Arabic language anxiety, and determine the efforts made to reduce such anxiety and overcome learning obstacles. The study employs a qualitative approach using a case study design. Data were collected through observation, interviews, and documentation involving seventh-grade students at MTs Budi Agung Medan. The results indicate that the forms of language anxiety include nervousness when asked to speak or read, fear of making mistakes, worry about being laughed at by peers, as well as a lack of self-confidence and halting reading. Factors contributing to Arabic language anxiety include fear of negative reactions, environmental factors, and a lack of motivation. Obstacles to Arabic language learning for Grade VII students at MTs Budi Agung Medan include internal factors such as motivation, learning enthusiasm, and limited facilities and external factors, such as communication issues, teaching methods, and the school environment. Efforts to reduce language-related anxiety involve boosting students' self-confidence, shifting their mindset, and creating an enjoyable learning atmosphere. Strategies to overcome learning barriers include fostering a positive environment and managing time effectively.