Hanana NidaanKhofiiya, Zahrodin Fanani

The Implementation of The Role-Playing Learning Method in Improving Students’ Mastery of Arabic Vocabulary At Smpit Nur Hidayah Surakarta

Introduction

The implementation of the role-playing learning method in improving students’ mastery of arabic vocabulary at smpit nur hidayah surakarta. Discover how the role-playing learning method effectively boosts Arabic vocabulary mastery for 8th-grade students at SMPIT Nur Hidayah Surakarta. Classroom action research shows significant improvement.

Abstract

Some students experienced difficulties in understanding the material delivered. This was due to the teaching method used by the Arabic language teacher at SMPIT Nur Hidayah Surakarta, which relied on lectures and memorization. This learning strategy was applied continuously in every Arabic language lesson, resulting in boredom and low student motivation. This type of research is classroom action research (CAR) using the Kurt Lewin model. The research subjects were 35 eighth-grade students (class VIII A) of SMPIT Nur Hidayah Surakarta. The study consisted of two cycles, and each cycle included four stages: planning, implementation, observation, and reflection. Data collection techniques involved observation, documentation, tests, and interviews. The findings of this study show that the use of the role-playing method can improve the mastery of Arabic vocabulary (mufrodat) among class VIII A students at SMPIT Nur Hidayah. This is evidenced by an increase in vocabulary mastery, with the class average score rising from 74.8 in cycle I to 83.4 in cycle II. This indicates that students experienced an improvement of 8.6%. The improvement occurred after the researcher implemented several stages of action, namely: (1) the teacher explained the implementation technique and assigned students to play roles, (2) the teacher divided students into small groups consisting of four members, (3) each student acted out their assigned role referring to the material a‘dhā’ul jism, and (4) each group performed alternately. The advantages of this method include students showing greater enthusiasm for learning because they were directly involved in role-playing activities. They not only memorized vocabulary but also practiced it in real conversational contexts. However, the weaknesses include students’ limited vocabulary mastery; many still mispronounced words or could only use simple vocabulary. Teachers also faced challenges in maintaining a conducive classroom environment, as some students considered the activity merely a game

Review

This classroom action research addresses a pertinent issue in language education: the ineffectiveness of traditional teaching methods in fostering student engagement and vocabulary mastery. The study specifically targets the challenges faced by eighth-grade students at SMPIT Nur Hidayah Surakarta in acquiring Arabic vocabulary, where conventional lecture and memorization approaches have led to boredom and low motivation. By exploring the implementation of the role-playing learning method, the research aims to provide a practical solution to enhance students' mastery of *mufrodat* and cultivate a more dynamic and interactive learning environment. Utilizing a Classroom Action Research (CAR) design based on the Kurt Lewin model, the study involved 35 eighth-grade students and was conducted over two cycles, each comprising planning, implementation, observation, and reflection phases. Data were gathered through a combination of observation, documentation, tests, and interviews. The principal finding indicates a positive impact of the role-playing method on students' mastery of Arabic vocabulary. This is quantitatively supported by an encouraging increase in the class average score from 74.8 in Cycle I to 83.4 in Cycle II, demonstrating an 8.6% improvement. The intervention involved structured activities such as explaining techniques, assigning roles, dividing students into small groups, and engaging them in scenario-based performances, particularly focusing on vocabulary related to *a‘dhā’ul jism* (body parts). A significant strength of this method, as reported, is the heightened student enthusiasm and direct involvement, allowing them to practice vocabulary in conversational contexts rather than mere rote memorization. This active engagement is crucial for deeper learning and retention. However, the study also transparently highlights some limitations, including students' pre-existing limited vocabulary, which led to mispronunciations and reliance on simple words. Furthermore, maintaining classroom discipline proved challenging, as some students perceived the activity as merely a game. These insights suggest that while role-playing holds considerable promise for language acquisition, its effective implementation requires careful scaffolding for vocabulary development and strategies to reinforce its pedagogical purpose, rather than just entertainment. Future research could explore longer-term impacts, strategies to integrate explicit vocabulary instruction within role-playing, and methods to manage classroom dynamics effectively.

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