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Abstract

Arabic plays an important role in Islamic education in Southern Thailand, particularly in Islamic schools where Arabic is essential for accessing Islamic religious knowledge. However, Arabic language learning at Songserm Wittaya Mulnithi School in Hat Yai, Songkhla, faces various linguistic and non-linguistic challenges that affect the learning process. This study aims to identify and analyze the linguistic and non-linguistic problems encountered in Arabic language learning and to formulate appropriate solutions. This research employed a descriptive qualitative approach. Data were collected through observation, interviews, and documentation and were analyzed descriptively to identify the major problems and their underlying factors. The findings reveal that linguistic problems involve difficulties in Arabic phonology, morphology, syntax, semantics, and the development of listening, speaking, reading, and writing skills. Non-linguistic problems include limited opportunities to use Arabic in the learning environment, inadequate learning facilities, and variations in students’ motivation, enthusiasm, and perseverance. The study finds that addressing these problems requires integrated efforts, including improving teaching strategies, strengthening students’ motivation, providing greater opportunities for Arabic language practice, and developing a more supportive learning environment. These findings indicate that effective Arabic language learning depends on both students’ linguistic competence and the broader educational context.

Keywords

Arabic Learning Linguistic Problems Non-linguistic Problems Islamic Education

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Romadhon, I. F., Islahuddin, & Jannah, Y. M. (2026). Linguistic and Non-Linguistic Problems and Their Solution to Learning Arabic at Songserm Wittaya Mulnithi School, Thailand. Indonesian Journal of Arabic Education and Learning, 2(2), 116–132. https://doi.org/10.58363/ijael.v2i2.1102
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