PSYCHOLINGUISTIC ANALYSIS IN ARABIC LANGUAGE LEARNING IN MULTICULTURAL SOCIETIES: BETWEEN CULTURAL RESISTANCE AND REPRESENTATION OF RELIGIOUS IDENTITY (CASE STUDY IN LOMBOK)

Abstract

The purpose of this paper is to explore psycholinguistic analysis in Arabic language learning in a multicultural society in Lombok, West Nusa Tenggara. The method used in this paper is a qualitative method with a case study approach to investigate the interaction between Arabic language learning between cultural resistance and religious identity representation. The theory used is social interaction from Vygotsky which states the importance of interaction between individuals and their environment, especially in the context of learning and cognitive development of a person. The findings of the paper reveal that Arabic language learning in multicultural societies faces cultural challenges, dialect variation, language structure, limited resources, individual environments with diverse values, norms, and perspectives in using Arabic as well as cultural resistance and representation of religious identity. Where some Lombok community groups are resistant to cultural influences that are considered threatening to their identity, but on the other hand experience religious identity representation dominated by religious beliefs reinforced by institution such as Islamic boarding school that play a role in teaching Arabic. In psycholinguistic analysis, Arabic language learning in a multicultural society in Lombok between cultural resistance and religious identity representation plays a role because psycholinguistic analysis provides a framework for individuals in acquiring, understanding, and producing language. Psycholinguistics examines linguistic processes in the brain, mental use of language, memory work in storing and retrieving words, as well as affective factors such as motivation, anxiety, and attitudes in influencing Arabic learning in a multicultural society in Lombok