Dewi Rahma, Abdul Basit

Enhancing Focus and Concentration: Implementing Vocabulary Repetition in Arabic Language Learning

Introduction

Enhancing focus and concentration: implementing vocabulary repetition in arabic language learning. Discover how vocabulary repetition boosts focus, concentration, and memory in Arabic language learning. An effective strategy for students to maximize learning success.

Abstract

In a learning context, focus and concentration are important factors in the success of learning the Arabic language. The repetition method is one of the methods used to improve memory and understanding of vocabulary (mufrodat). This research aims to test the effectiveness of applying the vocabulary repetition method to enhance students' focus and concentration in Arabic language learning. The research uses a qualitative approach, which analyzes how vocabulary repetition can strengthen students' memory, facilitate understanding, and enhance participation and motivation in learning. The research results show that the vocabulary repetition method helps students remember for a more extended period and also improves their concentration during the learning process. Thus, this vocabulary repetition method can be an effective strategy to maximize students' focus and concentration in learning Arabic

Review

This paper addresses a highly relevant and practical topic within language pedagogy: enhancing focus and concentration in Arabic language learning through vocabulary repetition. The abstract clearly articulates a pertinent problem—the importance of attention in language acquisition—and proposes a well-established, intuitive solution in the form of vocabulary repetition. The stated aim to "test the effectiveness" of this method is straightforward and promises valuable insights for educators. The anticipated outcomes, particularly improved memory retention and concentration during learning, represent significant benefits that would genuinely assist Arabic language learners. However, the abstract presents a significant methodological inconsistency that requires clarification. While stating that the research "uses a qualitative approach" to analyze *how* repetition strengthens memory, facilitates understanding, and enhances participation, the stated aim is to "test the effectiveness" and the results claim that repetition "improves their concentration." These phrases ("test effectiveness," "improves concentration") typically imply a quantitative or mixed-methods design, involving measurable outcomes and potentially comparative analysis, which are not characteristic of a purely qualitative study. A qualitative approach would more aptly explore students' *perceptions* of how repetition impacts their focus or the *mechanisms* through which it operates, rather than making definitive claims about "improvement" or "effectiveness" without clear quantitative metrics or robust qualitative evidence from detailed observations or interviews. To strengthen the paper, the authors should clearly delineate their methodological approach. If the study is indeed qualitative, the language around "testing effectiveness" and "improves concentration" needs to be reframed to reflect qualitative inquiry, such as exploring students' experiences, perceptions, or the reported impact of repetition. Conversely, if effectiveness and improvement were indeed measured, the abstract should provide a brief indication of the data collection methods (e.g., surveys, observation scales, pre/post-tests) that would support such claims, aligning the methodology with the stated objectives and findings. Despite this, the paper touches upon an important area for language learning, and with a clearer methodological framing, it holds potential to contribute meaningfully to the field.

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