Factors Influencing Arabic Text Reading Difficulties among Islamic Education Students

Abstract

Mastery of Arabic text reading skills remains a critical challenge in Islamic higher education. This study aims to analyze the factors that cause difficulties for students at one Islamic higher education institution in mastering Arabic text reading skills. The population consisted of 150 Islamic Education students, while the sample comprised 100 respondents selected purposively based on their enrollment in Arabic-related courses. Data were collected through a structured questionnaire instrument developed from four indicators: vocabulary mastery (mufradat), understanding of Arabic grammar (nahwu and sharaf), learning methods, and learning motivation. The data source consisted of student responses, and analysis was conducted using descriptive statistical techniques, including percentage and mean scores, supported by tools such as SPSS and Microsoft Excel for tabulation and visualization. Results indicate that the main difficulties experienced by students in reading Arabic texts stem from limited vocabulary mastery, insufficient understanding of grammatical rules, and lack of independent reading practice. In addition, motivational and environmental factors also influence students’ reading competence. The findings suggest that strengthening vocabulary acquisition, improving grammar comprehension, and increasing the intensity of independent reading practice should be prioritized in Arabic language learning to enhance students’ reading skills.