Universiti Teknologi Mara Dalam Bahasa Arab, Arabic (Arabic: اللغة العربية, translit al-lughah al-‘Arabīyyah, or briefly عربي ‘Arabī) is one of Semitic languages, included in the Semitic language and Hebrew-speaking languages and Neo Aramiic languages . Arabic has more speakers than any other language in Semitic language. It is spoken by more than 280 million people  as the first language, most of whom live in the Middle East and North Africa. This language is the official language of 25 countries, and is the language of worship in Islam because it is the language used by the Qur’an. Based on its geographical spread, Arabic conversations have many variants (dialects), some of their dialects can not even understand each other. Modern Arabic has been classified as a macrobahasa with 27 sub-languages in ISO 639-3. Raw Arabic (sometimes referred to as Arabic Literature) is taught widely in schools and universities, and is used in the workplace, government, and mass media.
Attitudes towards language learning are also identified to influence the learning process. This study examines the attitude of students towards the learning of Arabic language skills at Universiti Teknologi MARA (UiTM) which encompasses two aspects, namely attitude towards language teaching and attitude towards Arabic language. The objective of the study is to explore the attitudes of students in terms of cognitive, affective and conative. This study is a qualitative study involving 21 interviews, namely 13 series of interviews with students and eight series of interviews with lecturers. Student selection is made taking into account the background factors of the Arabic language and students’ faculties.
The interview data obtained were transcribed verbatim and processed using NVIVO7 software to create relevant themes. The findings show that in terms of cognitive, all students express the importance of Arabic language although some of them are more concerned with other subjects. The perception of the students in terms of difficulty depends on the level of their previous experience. In terms of affective, all students showed positive attitudes toward Arabic, but students who did not base themselves on discomfort with class conditions mixing between basic and non-basic students. In conjunction, students demonstrate their consistency in learning and want to continue to learn them in the future. This study suggests that the teaching approach used should be in line with the background of the student’s experience. A suitable approach is important as it influences the formation of student attitudes in turn impacting on the learning performance of Arabic language skills.