Tamim Mulloh

Integrasi Hafalan Mufrodat Dalam Pembelajaran Bahasa Arab: Upaya Meningkatkan Literasi Teks Arab Siswa Ma Al-Ittihad Malang

Introduction

Integrasi hafalan mufrodat dalam pembelajaran bahasa arab: upaya meningkatkan literasi teks arab siswa ma al-ittihad malang. Temukan pengaruh integrasi hafalan mufrodat dengan metode mahfudzat dalam pembelajaran Bahasa Arab. Tingkatkan literasi teks Arab siswa, retensi kosakata, dan minat belajar di MA Al-Ittihad Malang.

Abstract

This study aims to examine the influence of integrating vocabulary memorization (mufrodat) through the mahfudzat method in Arabic language learning on improving students' Arabic text literacy at MA Al-Ittihad Malang. This research employs a descriptive qualitative approach with data collection techniques including observation, in-depth interviews, and documentation. The results show that the mahfudzat method has a positive impact on students' vocabulary retention, interest in learning Arabic, and understanding of text structure and meaning. Students find it easier to memorize vocabulary when it is presented in meaningful and rhythmic sentences. In addition, teachers implement various learning strategies to accommodate students' differing abilities. Challenges such as limited time and differences in memorization capacity are addressed through gradual learning and group activities. Thus, the integration of the mahfudzat method is proven to be effective in significantly improving students’ Arabic text literacy.

Review

This study critically examines the integration of *mufrodat* (vocabulary) memorization through the *mahfudzat* method in Arabic language instruction, specifically focusing on its impact on enhancing students' Arabic text literacy at MA Al-Ittihad Malang. Utilizing a descriptive qualitative approach, the research effectively identifies several positive outcomes: improved vocabulary retention, heightened student interest in learning Arabic, and a better understanding of text structure and meaning. The abstract highlights the pedagogical value of presenting vocabulary within meaningful and rhythmic sentences, making the memorization process more accessible and engaging. Furthermore, it acknowledges the adaptive strategies employed by teachers to address diverse student abilities and manage challenges such as time constraints and varying memorization capacities, suggesting a well-implemented practical approach. While the descriptive qualitative methodology, employing observation, in-depth interviews, and documentation, is appropriate for exploring the nuances of implementation and perceived benefits, the abstract's robust conclusion that the method is "effective in significantly improving students’ Arabic text literacy" could benefit from further qualitative detail. For a purely descriptive study, substantiating "significantly improving" often requires a clear articulation of how such improvement was qualitatively observed and measured across the student cohort. The abstract alludes to increased understanding of text structure and meaning, which is a strong indicator, but deeper insights into the specific qualitative changes in students' textual comprehension skills would strengthen this claim. Nevertheless, the mentioned strategies for addressing challenges demonstrate a practical and reflective application of the method within the classroom. Overall, this paper offers a valuable contribution to Arabic language pedagogy by advocating for a culturally resonant and apparently effective method for vocabulary acquisition and text literacy enhancement. The findings suggest that the *mahfudzat* method holds considerable promise for educators seeking engaging and impactful learning strategies. Future research could build upon these findings by employing a mixed-methods approach to quantitatively assess the "significant improvement" in text literacy, or by conducting comparative studies with other vocabulary acquisition methods. This would provide a more comprehensive understanding of its efficacy and generalizability across different educational contexts. The study successfully presents a compelling case for integrating traditional learning techniques to address contemporary educational goals.

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