The Role of Teachers as Learning Designers in Enhancing Students’ Interest for Reading Arabic Texts

Abstract

This study investigates the role of Arabic language teachers as learning designers in enhancing students’ interest in reading Arabic texts among Grade XII students of Madrasah Aliyah Negeri Pacitan. Although Arabic reading competence is central to Islamic education, many students still lack motivation to engage with authentic texts. Using a qualitative descriptive approach, data were collected through observation, interviews, and document analysis to explore how teachers design learning activities that motivate students. The findings reveal that teacher-designed strategies such as contextual text selection, scaffolded reading tasks, interactive discussions, and integration of technology significantly increase students’ engagement and willingness to read Arabic. These practices also promote positive attitudes toward Arabic literacy and encourage independent learning. The study concludes that teacher agency in instructional design is a key determinant of students’ reading interest. The implications emphasize the need for professional development focused on learning design, so teachers can create motivating, student-centered reading environments that strengthen Arabic literacy in Islamic educational institutions.