The Implementation of the Al-Al'ab Al-Lughawiyyah Method to Facilitate Arabic Vocabulary Memorization for Grade XI Female Students at MA Badridduja

Abstract

Vocabulary (mufradat) mastery serves as the primary foundation in Arabic language acquisition. However, preliminary observations in Grade XI at MA Badridduja revealed that female students struggled with vocabulary memorization, largely due to the dominance of conventional, non-interactive teaching methods. This study aims to describe the implementation of the Al-Al'ab Al-Lughawiyyah (language games) method and analyze its impact on facilitating Arabic vocabulary memorization among female students. Employing a descriptive qualitative approach, data were collected through observation, interviews, and documentation. The study was conducted across four sessions through three stages: planning, implementation, and evaluation. The method was implemented using chain word-guessing games, role-playing, and vocabulary and sentence structure activities. The results indicate that the Al-Al'ab Al-Lughawiyyah method successfully enhanced students' vocabulary memorization skills, retention capacity, learning motivation, active participation, peer collaboration, and confidence in using Arabic. In addition, the classroom atmosphere became more interactive, communicative, and engaging. These findings demonstrate that the effectiveness of the method is driven by activating student engagement, presenting vocabulary within meaningful contexts, and establishing a low-anxiety learning environment. Consequently, the Al-Al'ab Al-Lughawiyyah method can serve as an effective alternative instructional strategy to enhance Arabic vocabulary acquisition in Islamic Senior High Schools (Madrasah Aliyah).