Implementing the Friday Morning Stage (FMS) Program in Boosting Students' Motivation in Arabic Speaking

Abstract

Arabic language learning requires innovative strategies that can encourage students’ motivation to use Arabic in daily activities. However, some students still perceive Arabic as a difficult language due to limited opportunities for practice and the dominance of formal learning approaches. This study aims to describe the implementation of the Friday Morning Stage (FMS) program and analyze its role in fostering students’ motivation to use Arabic. This research employed a qualitative descriptive. Data were collected through observation, interviews with three language division committees as informants, and documentation. The data were analyzed using the Miles and Huberman model, including data reduction, data display, and conclusion drawing. The results indicate that FMS is implemented as an edutainment-based language program through various activities, including vocabulary learning through songs, language games, student performances, and motivational sessions. These activities create an enjoyable and interactive learning environment that encourages students’ interest, participation, and confidence in engaging with Arabic. The study concludes that FMS contributes to developing positive perceptions and motivation toward Arabic learning by integrating educational and entertaining activities into a non-formal language program.