Peralihan Motivasi Ekstrinsik Ke Intrinsik Dalam Pembelajaran Bahasa Arab : Studi Kasus

Aisyah Adz Dzakiyyah; Angga Frananda

doi:10.54214/alfawaid.Vol16.Iss2.1049

DOI: https://doi.org/10.54214/alfawaid.Vol16.Iss2.1049

Aisyah Adz Dzakiyyah

Angga Frananda

Keywords: Internalization, Motivation to Use Arabic, Theory of Self-Determination, Islamic Boarding School, Autonomous Regulation

This study analyzes the process by which students' motivation to use Arabic shifts from extrinsic regulation to intrinsic regulation at Nurul Ilmi Tualang Islamic Boarding School, as well as identifying the factors driving the change. An instrumental single qualitative case study design with embedded analysis units was used. The informants consisted of seven junior and senior high school students and one Arabic language teacher, who were purposively selected based on specific criteria. Data were collected through in-depth interviews, participant observations, and documentation, and analyzed using the interactive model Miles, Huberman, and Saldaña. The findings suggest that this shift took place through three dominant, though not uniform, phases: external regulation among younger students, characterized by rule compliance and avoidance of sanctions; transitional phase, in which introspective or competency-based regulation emerges through peer role models and mastery experiences; and, among senior students, identified and autonomous regulation approaches intrinsic motivation, driven by awareness of the Arabic language as a gateway to Islamic knowledge. A single student showed no change in motivation after more than a year, consistent with motivation driven by a mismatch between the speed of teaching and learning needs, not just developmental stages suggesting that the three-phase pattern is more dominant, rather than universal. Long-term habituation in the boarding school environment plays a central role in this internalization process, with evidence in the form of a shift in Arabic language practice from one dependent on supervision to a willingness to maintain it without supervision. Boarding school managers and Arabic language teachers are encouraged to build a learning environment that meets students' needs for autonomy, competence, and interconnectedness, not just discipline.

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