<![CDATA[The process of learning and learning Arabic significantly affects students in mastering vocabulary that is obtained directly or indirectly. This study was conducted to know how descriptive and prescriptive theories apply to students' mastery of Arabic and the role of teachers in improving students' mastery of Arabic at Vinca Rosea Tahfizh International Integrated Islamic Elementary School. This descriptive qualitative research targets grade 4 students with data reduction, data display, and conclusion as data analysis. The instruments used were observation, interview, and documentation. The results show that implementing descriptive language in the morning briefing activities and prescriptive language in Arabic lessons can improve students' mastery of Arabic. Namely, students can explain the meaning of Arabic vocabulary, answer simple questions, and get report cards in Arabic lessons. Both activities support each other and encourage the practice of Arabic in the school environment. The teacher's skill in providing vocabulary and uslūb and persistence in practicing the language enables students to understand and use the language in the school environment. Therefore, the equivalence of material between the morning briefing and language lessons must be considered to help students master Arabic appropriately or correctly. ]]>
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