<![CDATA[This study aims to analyze the vocabulary retention assessment system implemented in Arabic language instruction at Darussalam Gontor Modern Islamic Boarding School for Girls, with particular attention to its implementation, effectiveness, and the challenges encountered in practice. This study employed a qualitative descriptive field research design. Data were collected through classroom observations, interviews with Arabic language teachers and students, and documentation of vocabulary learning and assessment activities. The collected data were analyzed using Miles and Huberman’s interactive model, including data reduction, data display, and conclusion drawing. The findings reveal that the vocabulary retention assessment system is implemented systematically through daily vocabulary presentation, memorization activities, oral retention tests, and continuous monitoring by teachers. The assessment not only measures students’ vocabulary retention but also functions as an integral part of the learning process by encouraging discipline and supporting vocabulary acquisition. Nevertheless, several challenges were identified, including students’ tendency to memorize vocabulary mechanically without sufficient contextual understanding, differences in memorization ability, and learning boredom caused by repetitive memorization activities. The study concludes that although the existing assessment system effectively supports vocabulary mastery, it should be complemented with more contextual, communicative, and interactive assessment strategies to promote deeper vocabulary comprehension and more meaningful Arabic language learning.]]>
Copyrights © 2026
