<![CDATA[Arabic language learning at the Madrasah Tsanawiyah level continues to face various challenges, one of which is the tendency to rely on teacher-centered instruction and conventional teaching practices. Such conditions may affect students’ motivation and influence their achievement in Arabic language skills. This study aims to examine the difference in Arabic learning outcomes between stuedents taught using the Mimicry Memorization method and those taught using a conventional method. The study employed a quantitative approach with a quasi-experimental design using a Nonequivalent Control Group Design. The population consisted of all eighth-grade students at MTs Al Washliyah Tanjung Haloban. The sample was selected using purposive cluster sampling, resulting in 15 students in the experimental group and 15 students in the control group. Data were collected through an objective written test and analyzed using an independent-samples t-test.The findings revealed a clear difference in learning achievement between the two groups. The experimental group obtained a mean post-test score of 83.33, while the control group achieved a mean score of 60.00. This difference was statistically supported by a t-value of 9.091 with a significance level (p-value) of < 0.001. These results indicate a significant difference in the Arabic learning outcomes of students taught using the Mimicry Memorization method compared with those receiving conventional instruction. Based on these findings, the Mimicry Memorization method can serve as an effective alternative for improving students’ Arabic learning outcomes. The implementation of this method provides students with opportunities to acquire and practice language materials through repeated listening and imitation, thereby helping develop more automatic language habits and responses.]]>
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