<![CDATA[The purpose of this study is to examine how learning media is used to teach vocabulary (mufrodat) to students at Pondok Pesantren Darunnajah Jakarta, assess how it affects students' comprehension, and look into the relationship between increased media use and improved vocabulary mastery. Data were gathered through non-structured observations, unstructured interviews, and documentation using a qualitative technique and a case study design. The subjects included students, the language advisory council (LAC), and Arabic instructors. The findings showed that Pondok Pesantren Darunnajah uses non-projected visual media (vocabulary boards, flashcards) to methodically integrate learning materials into a language context (bi'ah lughawiyyah), item labeling), digital media, and audio-visual media (such as classroom projectors and loudspeakers for morning vocabulary). Students' comprehension changed from lexical translation to contextual understanding when these media were used, which led to a notable gain in vocabulary mastery (30% higher than typical textbook-based learning). Speech fluency and media contact intensity were found to be strongly positively correlated, driven by a subconscious repetition effect. Additionally, students showed very favorable cognitive and affective responses; 95% of them agreed that media increased intrinsic motivation and confidence in oral communication, decreased language fear, and made learning enjoyable (maharah kalam).]]>
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