Humanistic Approach in Arabic Learning for Aligning Strategies and Methods with Student Needs

Abstract

This study aims to analyze the humanistic approach in Arabic language learning through the alignment of strategies and methods with the learners' needs at MAN 1 Mojokerto. This research employs a qualitative approach with a case study design. Data collection was conducted through observation, interviews, and documentation with the Vice Principal of Curriculum, the Arabic language teacher, and the 10th-grade students of Subject Group 5 at MAN 1 Mojokerto. Data analysis utilized the interactive model of Miles, Huberman, and Saldaña through data collection, data reduction, data display, and conclusion drawing and verification. The results demonstrate that the teacher utilizes contextual, participatory, communicative, and collaborative strategies integrated with eclectic, communicative, silent, direct, and audio-lingual methods. The alignment of strategies and methods is performed based on the students' prior knowledge, needs, interests, activity levels, and characteristics. This is evident through gradual material delivery, material repetition, exercises, speaking practices, discussions, question-and-answer sessions, and the provision of additional guidance. The students are also provided with space to ask questions, express opinions, and participate in learning. Thus, the Arabic language learning strategies and methods demonstrate an alignment with the students' needs and characteristics from a humanistic approach perspective, despite constraints in the form of diverse prior knowledge, limited time, and a lack of active participation from some students.