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IJ-ATL (International Journal of Arabic Teaching and Learning)
Published by Universitas Nurul Jadid
ISSN : 25494813     EISSN : 2549368X     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
IJ-ATL (International Journal of Arabic Teaching and Learning) is international journal of arabic teaching and learning. This journal is published by the departement of arabic language education of Islamic Faculty, Nurul Jadid University, Probolinggo, East Java, Indonesia. Editors welcome scholars, researchers and practitioners of Arabic teaching and learning around the world to submit scholarly articles to be published through this journal. All articles will be reviewed by experts before accepted for publication. This journal encompasses original research articles and review articles, including: a) arabic teaching and learning strategies, b) technology and media of arabic teaching and learning, c) arabic linguistic, d) arabic history, e) arabic islamic culture, f) modern standard arabic, g) contemporary educational of arabic issues.
Arjuna Subject : -
Articles 151 Documents
 12   13   14   15   16 
Overcoming Difficulties in Memorizing Arabic Vocabulary Through Direct Methods and Teaching Aids Ana Sofia; Najma Azzahra
JURNAL IJ-ATL Vol 10, No 1 (2026): Arabic Teaching and Learning
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijatl.v10i1.14550

Abstract

Vocabulary memorization remains a significant challenge in Arabic language learning because students often struggle to retain and use newly learned words effectively. This study aimed to investigate how the implementation of direct methods and teaching aids could overcome students’ difficulties in memorizing Arabic vocabulary. The study employed a qualitative descriptive design involving one Arabic language teacher and 20 students in an intensive Arabic learning class. Data were collected through classroom observations, semi-structured interviews, and documentation and analyzed using data condensation, data reduction, data display, and conclusion drawing. The findings revealed that the direct method improved vocabulary retention through contextual language exposure, while teaching aids increased students’ engagement and comprehension through visual and concrete representations. The integration of both strategies reduced students’ dependence on translation, increased confidence in using Arabic vocabulary, and facilitated meaningful vocabulary acquisition. The novelty of this study lies in combining direct methods and teaching aids within a unified instructional framework. These findings suggest that Arabic language teachers should integrate communicative and visual learning strategies to improve vocabulary mastery.

Page 16 of 16 | Total Record : 151

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