From Silence to Courage in Language: Development of Psychological Safety Models in Arabic Language Learning in Pesantren
DOI:
https://doi.org/10.61455/sicopus.v4i03.631Keywords:
psychological safety, arabic language learning, language anxiety, education in pesantren, courageAbstract
Objective: This study aims to develop the Arabic Learning Psychological Safety Model (ALPS Model) to explain the psychological mechanisms that affect the courage of students in using Arabic. The research departs from the paradox that students can have linguistic knowledge but still choose to remain silent when speaking is perceived as a social and psychological risk. Theoretical framework: The theoretical framework integrates Foreign Language Anxiety, Fear of Negative Evaluation, Psychological Safety, Teacher Support, Peer Support, and Willingness to Communicate. Literature review: Previous studies have largely described language anxiety as an individual barrier to performance, while psychological safety is more commonly used in organizational studies and general learning. The integration of the two in learning Arabic in Islamic boarding schools, especially by considering the relationship between teachers and peers, is still limited. Methods: The research uses a Research and Development (R&D) approach based on model development. Data were obtained through the exploration of the experiences of students at all levels at the Al-Anwar Pacitan Islamic Boarding School, using questionnaires, interviews, observations, expert validation, and empirical testing of constructs. Qualitative data are analyzed thematically, while quantitative data are used to test the structure and relationships between constructs in the model. Results: The results of the study show that the silence of students does not solely represent linguistic limitations, but can be a response to anxiety and fear of negative evaluation. Teacher Support and Peer Support serve as social buffers that strengthen Psychological Safety, which further encourages Willingness to Communicate and active use of the Arabic language. Implications: These findings imply the need to transform bi'ah lughawiyah from an environment that merely demands the use of Arabic to a language environment that is psychologically safe, supportive, and academically sound. Novelty: The ALPS Model offers a new contribution by placing Psychological Safety as the psychological infrastructure of Arabic language learning, while shifting the paradigm from making students speak to making students feel safe enough to speak. This model brings together linguistic, psychological, social, and pedagogical dimensions within one framework of Islamic Education.
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