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All Journal Al-Irfan: Journal Of Arabic Literature and Islamic Studies
Ely Mufidah
Universitas Islam Negeri Sunan Ampel Surabaya
Religion Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Other

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Improving Students’ Arabic Vocabulary Acquisition through a Flashcard-Assisted Drill Method Laura Rohmatul Azkiya; Wulan Indah Fatimatul Djamilah; Ely Mufidah
Al-Irfan : Journal of Arabic Literature and Islamic Studies Vol. 9 No. 1 (2026)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-irfan.v9i1.564

Abstract

Low students’ learning motivation and limited vocabulary (mufrodat) mastery remain persistent challenges in Arabic language learning, leading to low student engagement and overall learning outcomes. This study aims to improve students’ vocabulary mastery through the implementation of the drill method supported by flashcard media. The study employs a descriptive qualitative approach, with the researcher acting as the instructor in the Arabic language learning process involving 32 seventh-grade students. Data were collected through classroom observations, interviews, and questionnaires to obtain a comprehensive understanding of the teaching and learning process and students’ responses. The results indicate that the systematic application of the drill method combined with flashcard media enhances students’ vocabulary retention, pronunciation accuracy, and learning enthusiasm. Flashcards function as visual stimuli that support memory reinforcement, while repetitive practice through the drill method deepens students’ understanding of vocabulary. In addition, students demonstrate increased motivation, self-confidence, and active participation during classroom activities. Therefore, the integration of the drill method and flashcard media proves to be an effective and enjoyable learning strategy for improving vocabulary mastery in Arabic language learning and can serve as an alternative approach for teachers in developing vocabulary instruction.
Redefining Arabic Speaking Instruction through Visual-Based Mimicry Memorization Technique Fina Rahmah; Muhammad Nu'man; Ely Mufidah
Al-Irfan : Journal of Arabic Literature and Islamic Studies Vol. 8 No. 2 (2025)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-irfan.v8i2.557

Abstract

This study aims to describe the application of the Mimicry Memorization (Mim-Mem) method with visual media pictorial PPT in learning Arabic language theme من يوميات الأسرة (family daily activities). in class VII MTsN 2 Sidoarjo. The research used the method of classroom action research (PTK) model Kemmis and McTaggart with a qualitative approach combined with simple quantitative analysis. The research subjects totaled 32 students. Learning is carried out through several stages, starting from the introduction of vocabulary with pictures, repetitive sentence imitation exercises, simple questions and answers, to short dialogs in pairs. Visual media in the form of PPT slides helped students understand the context, while the Mim-Mem method trained them to imitate, memorize, and apply vocabulary and sentence structures. This process is proven to increase students' activeness and courage to speak Arabic in front of the class. The results showed an increase in students' speaking skills in four aspects of assessment, namely pronunciation (3.63), vocabulary accuracy (3.72), fluency (3.84), and courage (3.94), with an overall average score of 3.78. This proves that the Mim-Mem method based on visual media is effective for improving students' speaking skills in Arabic language learning
Co-Authors Fina Rahmah Laura Rohmatul Azkiya Muhammad Nu'man Wulan Indah Fatimatul Djamilah