Enhancing Arabic Reading Motivation through Blended Learning

Abstract

This study investigates the implementation of a Blended Learning model integrated with Extensive Reading (ER) to enhance learners’ motivation in reading Arabic at PPPA Daarul Quran Yogyakarta. Employing a Classroom Action Research design, the study involved 18 learners from diverse educational backgrounds and was conducted in two cycles consisting of planning, action, observation, and reflection stages. Data were collected through observations, interviews, and reading assessments, with the researcher acting as the primary instrument. The intervention combined face-to-face instruction with online learning via a WhatsApp group, where learners engaged with 25 varied and level-appropriate Arabic reading texts supported by visual aids. The findings reveal that the blended approach fostered active learner participation, increased interaction between learners and instructors, and created a flexible learning environment. Moreover, the use of extensive reading significantly improved learners’ motivation and engagement in reading Arabic texts. Despite minor challenges such as limited internet access, the overall results indicate that integrating Blended Learning with Extensive Reading is effective in supporting Arabic language acquisition and promoting positive learning attitudes.