Arabic Verbal Gender Agreement Through the Lens of Krashen's Theory of Second Language Acquisition

Abstract

Arabic verbal gender agreement poses challenges for second-language learners due to its complexity. This study highlights the necessity for Arabic language programs to implement input at the appropriate level (i+1) and to foster a low-anxiety environment to enhance learner acquisition in line with Krashen's framework. The participants in this study were new students (level 1) with a background in public schools who were still categorized as beginner learners, totaling 29 students. Data collection was conducted through in-depth interviews with 29 participants regarding their experiences in learning and understanding gender agreement, as well as observations to see how the language acquisition process occurs. Then, the data was analyzed using phenomenological thematic analysis. The findings reveal that learners who received comprehensible input at an appropriate level (i+1) demonstrated more accurate responses, suggesting effective language acquisition. In contrast, learners exposed to overly complex input (i+2 or higher) struggled to process the material effectively. Affective factors, such as motivation and anxiety, were also found to influence learning outcomes. High anxiety negatively impacted fluency, while a supportive learning environment enhanced language acquisition. This study highlights the importance of aligning teaching strategies with Krashen's theory, particularly the principle of comprehensible input. It is recommended that Arabic language curricula incorporate materials that gradually increase in difficulty (i+1), ensuring input is both challenging and accessible to learners. This approach can facilitate more effective language acquisition and improve overall student outcomes in Arabic language instructionKesepakatan gender verbal dalam bahasa Arab menjadi tantangan besar bagi pembelajar bahasa kedua karena struktur morfologinya yang kompleks. Penelitian ini mengkaji pemerolehan kesepakatan gender verbal dalam bahasa Arab melalui perspektif Teori Pemerolehan Bahasa Kedua dari Stephen Krashen, dengan fokus pada peran input yang dapat dimengerti (comprehensible input) dan faktor afektif dalam proses pembelajaran. Penelitian ini menggunakan pendekatan kualitatif, melalui observasi, wawancara, dan analisis kesalahan untuk mengeksplorasi bagaimana pembelajar memperoleh dan memahami aturan kesepakatan gender dalam bahasa Arab. Hasil penelitian menunjukkan bahwa input yang dapat dimengerti (i+1) memainkan peran penting dalam membantu pemerolehan kesepakatan gender verbal, terutama dalam lingkungan pembelajaran yang interaktif dan imersif. Namun, tantangan muncul ketika pembelajar menghadapi input yang terlalu sulit untuk dipahami. Selain itu, faktor afektif, seperti motivasi dan kecemasan, berpengaruh signifikan terhadap keberhasilan belajar. Tingkat kecemasan yang tinggi cenderung menghambat kelancaran berbahasa, sedangkan lingkungan belajar yang mendukung dapat meningkatkan pemerolehan bahasa. Penelitian ini berkontribusi dalam pemahaman pemerolehan morfosintaksis bahasa Arab dan menekankan pentingnya strategi pengajaran yang selaras dengan teori Krashen. Dengan mengoptimalkan input dan mengurangi hambatan afektif, efektivitas pembelajaran bahasa Arab, terutama dalam pengajaran kesepakatan gender verbal, dapat ditingkatkan.