The Use of ChatGPT in Enhancing Arabic Text Reading Interest among Fifth-Semester Students of the Arabic Language Education Program at Mathali'ul Falah Islamic Boarding School Institute

Indi Zahro; Agus  Syakroni; Sahal Mahfudh

doi:10.36668/dy5zgv57

Authors

Indi Zahro Institut Pesantren Mathaliul Falah, Jawa Tengah, Indonesia
Agus Syakroni Institut Pesantren Mathaliul Falah, Jawa Tengah, Indonesia
Sahal Mahfudh Institut Pesantren Mathaliul Falah, Jawa Tengah, Indonesia

DOI:

https://doi.org/10.36668/dy5zgv57

Keywords:

ChatGPT, Arabic reading interest, Arabic text

Abstract

The decline in university students' interest in reading Arabic texts has become a significant challenge in Arabic language education, particularly in higher education institutions. Many students encounter difficulties in understanding Arabic vocabulary, grammatical structures, and text content, which often leads to low reading motivation and limited engagement with Arabic learning materials. In response to these challenges, the emergence of artificial intelligence technologies, especially ChatGPT, offers new opportunities to support language learning and improve students' reading experiences. Therefore, this study aims to investigate the role of ChatGPT in enhancing the interest in reading Arabic texts among fifth-semester students of the Arabic Language Education Program (PBA) at Institut Pesantren Mathali'ul Falah (IPMAFA) during the 2025/2026 academic year. This research employed a descriptive qualitative approach. Data were collected through semi-structured interviews and documentation involving selected students who actively used ChatGPT as a learning tool. The collected data were analyzed through three stages: data reduction, data display, and conclusion drawing. The findings indicate that ChatGPT contributes positively to students' reading interest by facilitating vocabulary acquisition, providing instant explanations of difficult expressions, assisting in understanding grammatical patterns, and helping students comprehend the overall meaning of Arabic texts more effectively. Furthermore, students reported increased motivation, confidence, and enthusiasm when reading Arabic materials because they could obtain immediate assistance whenever they encountered difficulties. The accessibility and interactive nature of ChatGPT also encouraged students to engage more frequently with Arabic texts. Nevertheless, the study found that excessive dependence on ChatGPT may reduce students' efforts to develop independent and critical reading skills if not accompanied by proper instructional guidance. Therefore, ChatGPT can be considered an effective supportive learning tool for enhancing Arabic reading interest when integrated with guided reading strategies and appropriate pedagogical practices.

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