Psycholinguistic Based Learning Model: Cognitive and Affective Approaches in Teaching Arabic as a Foreign Language

Abstract

This study formulates and analyzes a psycholinguistic-based Arabic language learning model that integrates cognitive and affective approaches in the Indonesian context. The background is a low mastery of grammar, vocabulary, and verbal communication competence due to the dominance of memorization methods and lack of attention to motivation, attitudes, and learning experiences. The method used is library research on journals, theory books, and cutting-edge research articles. Content and descriptive analysis is used to synthesize psycholinguistic principles (information processing, memory, schema, and meaning formation) with affective factors (motivation, attitude, emotion, and self-confidence). Results show that cognitive affective integration results in holistic learning that improves language processing and retention while encouraging engagement, communication courage, and learning diligence. Effective strategies include project-based learning, simulation, self-exploration, and structured reflection, with holistic assessments that balance cognitive, affective, and psychomotor indicators. The main challenges are the need for teacher training, the development of contextual and Islamic teaching materials, and periodic curriculum reviews. The conclusion emphasizes that the integrated psycholinguistic model is relevant and has the potential to improve linguistic competence and positive attitudes towards the Arabic language. Follow-up research recommendations include longitudinal studies and analysis of the influence of the cultural-school context on the effectiveness of the model.