The Influence of the Arabic Curriculum on Students’ Motivation and Perception in English Learning

The objective of this research is to know the influence of arabic oriented curriculum on students motivation in learning english and explore the students perception in english learning through the arabic oriented curriculum. This study uses a qualitative approach with a case study design. The subjects of this research are 10 male students of Grade 3 TMI at Al-Ghuroba Modern Islamic Boarding School. Data collection was carried out using several techniques, namely interviews, questionnaires, observation, and documentation. The data obtained in this report was analyzed using qualitative descriptive analysis, namely clearly describing the reality related to the problems analyzed based on field data, from which conclusions can ultimately be drawn. The findings show that the students generally demonstrate moderate to high motivation in learning English. They tend to enjoy activities that are interactive and meaningful, particularly vocabulary learning and game-based tasks. These activities help them feel more interested and confident, which aligns with motivational theories suggesting that learners are more engaged when learning feels enjoyable and relevant. At the same time, the study also reveals that students still face notable difficulties, especially in grammar, translation, and sentence construction, indicating the need for more guided and contextualized practice.Students’ perceptions regarding the influence of Arabic on their English learning vary from one student to another, showing that the impact of multilingual exposure is not uniform and largely depends on individual learning experiences. Despite these differences, most students recognize the usefulness of English both in classroom activities and school events, and they believe that fluency in English can positively impact their future.Overall, this research concludes that English learning at Al-Ghuroba can be strengthened by maintaining enjoyable and interactive learning strategies, while also providing clearer scaffolding for areas that students find challenging. The insights gained from this research are expected to contribute to better instructional practices and support the development of an English learning environment that is motivating, meaningful, and responsive to students’ needs.