The Arabic language learning for university students in University is faced by various problems that impact the lack of language proficiency. Some problems faced by university students come from negative learning attitudes, low motivation, unhappy feelings toward the Arabic course that tends to be boring as well as a non-supportive language environment. The use of Hybrid Learning approach in Arabic language learning was done by strengthening students’ physical and mental state. This research aims to: (1) analyze the Arabic language learning by using Hybrid Learning Approach, (2) analyze lecturers' technology literacy level in deciding the success of the learning process (3) analyze the effectiveness of  Hybrid learning model on students' learning outcomes in Arabic language.This study applied the Mixed-Method Research to examine students' Arabic proficiency and learning process by using Hybrid Learning approach..The research respondents in this study are college students who take an Arabic language subject that consist of 80 students in each College. The data collection technique used in this research is a test, questionnaire, and interview. The use of Hybrid learning in Arabic language learning can improve students' positive attitude and learning motivation. Besides, this also can enhance students’ Arabic language skills. The significance of the research is to solve various problems of Arabic language learning faced by lecturers. The implementation of Hybrid learning can create an effective learning environment that can enhance Arabic language skills. This research result can be applied by Arabic language lecturers to handle various problems regarding attitude and learning motivation.

This study aims to answer the research questions (1) how does the ability of Arabic teachers in implementing and developing teaching methods and strategies, (2) how does the ability of Arabic teachers in implementing and developing learning media, (3) how does language environment in the Arabic learning, (4) how does the students’ motivation in learning Arabic (5) how does the students’ mastery level in Arabic language. This study is quantitative research with survey approach. The respondents of this research were Arabic teachers at Madrasah Ibtidaiyah, Madrasah Tsanawiyah and Madrasah Aliyah, each of them consisted of 15 teachers, and the students at each level was 100. This research found that the students’ ability of Arabic language in Madrasah is not satisfying. This fact is as the impact of Arabic teachers who have not implemented the learning process optimally. Teachers have not optimized the implementation and the development both learning methods and media. In addition, the factors which trigger the non-success of students in learning Arabic language due to the unavailability of language environment which is created by teachers and responsible Madrasah as a media in learning Arabic as a second language.

The purpose of this study is to investigate; (1) the method of using storytelling to learn Arabic vocabulary, (2) the emotional state of students when using storytelling to learn, and (3) the impact of storytelling on boosting students' Arabic vocabulary. This study uses Mixed Method Research. Students from the al-Imam Islamic boarding school Metro Kibang East Lampung, a total of 40 students, participated in the study. Observation and testing are the methods used to obtain data. The method of observation was employed to obtain data on the process of using storytelling to acquire the Arabic language vocabulary. The test was conducted to collect information regarding the level of knowledge of Arabic vocabulary before and after using the storytelling. Data was analyzed in two ways. First, qualitative analysis. Second, quantitative analysis was carried out with prerequisite tests and t-tests. The study's findings show that (1) the use of storytelling to learn Arabic stimulates teachers' creativity in developing interesting learning strategies, makes Arabic learning easier, and increases positive emotions, (2) the use of storytelling to learn Arabic has increased children's positive emotions in learning, such as creating enthusiastic and happy behavior in following a series of learning processes, and (3) the use of storytelling to learn Arabic has a significant effect on mastery of Arabic vocabulary. Learning Arabic is easier with the use of storytelling in the form of intriguing and enjoyable stories that are relevant to children's development.

This study aimed to analyze models of the Arabic language environment formation to increase the ability of language learners in Islamic Senior High School. This research method was qualitative. The research was conducted at Islamic Senior High School 1 Metro. Research respondents were 245 students of boarding Islamic Senior High School that consisted of 170 females and 73 males. The data collection method used participant observation instruments and interviews. Both of these instruments were used to get data about the models of the Arabic language environment formation to increase the language skills of students in Islamic Senior High School. Steps of Data analysis techniques were collecting data, reducing data, presenting data, and making a conclusion. The results showed that the model of the formation of the Arabic language environment consisted of the visual environment, audio environment, and the audiovisual environment. This model was able to overcome the difficulties of students in acquiring Arabic. This model of the Arabic language environment provides direct and natural Arabic mastery. Qualitative analysis results showed that the Arabic environment was able to increase students’ language skills of  Islamic Senior High School.

This study aimed to analyze the problematics of teaching Arabic students in Islamic Senior High School. The method in this research was qualitative with a case study approach. This research was conducted at Islamic Senior High School Raudlatul Hidayah Ma'arif Nahdlatul Ulama 03 Mengandungsari. Research samples were 30 students of grade XI. Data collection methods in this study were observation and interviews. Data analysis techniques used descriptive qualitative analysis. The results showed that teaching Arabic in Islamic Senior High School included two main problems: linguistic and nonlinguistic problems. Linguistic problems were problems experienced by students during the learning process, and these problems were still related to parts of the language component. Linguistic problems included three main issues that became problematic in Arabic teaching, and they were phoneme problems (ashwat), vocabulary problems (mufrodat), and grammatical problems (qowaid/ nahwu/ tarkib). At the same time, nonlinguistic problems were problems which were not part of the language element. Such as teacher taught students, lack of motivation towards students, learning media, facilities and infrastructure that were still inadequate during the Arabic learning process.