UPAYA PENINGKATAN KEMAMPUAN HAFALAN MUFRADAT BAHASA ARAB MELALUI METODE ASSAMSIYAH DI KELAS VII MTS BAHJATUL ULUM

Iqbal Al  Faruq; Souheil Hallit

doi:10.53515/lmtae.v1i2.9

Authors

Iqbal Al Faruq Universitas Islam KH. Achmad Muzakki Syah, Jember INDONESIA Indonesia Author
Souheil Hallit Holy Spirit University of Kaslik, Lebanon Lebanon Author

DOI:

https://doi.org/10.53515/lmtae.v1i2.9

Keywords:

Arabic vocabulary acquisition, Assamsiyah method, Classroom action research, Music-assisted learning

Abstract

Background: Vocabulary mastery remains a persistent challenge for junior secondary students learning Arabic, particularly when instruction relies on repetitive memorization with limited use of learning media. Such approaches often fail to support long-term retention and student engagement. Recent perspectives in language pedagogy suggest that audio-based and rhythmic learning media may offer alternative cognitive pathways to strengthen memory and motivation.

Aims: This study examines the effectiveness of the Assamsiyah method as a rhythmic-musical, audio-based learning media for enhancing Arabic vocabulary retention and improving students’ classroom engagement.

Methods: The research employed a classroom action research design consisting of two instructional cycles involving 25 seventh-grade students. The Assamsiyah media was implemented through structured rhythmic chanting and melodic vocal patterns without digital tools. Data were collected through pre- and post-vocabulary tests, classroom observations, and short student interviews. Quantitative data were analyzed descriptively to identify learning gains, while qualitative data were examined to capture changes in participation and learning behavior.

Result: The findings indicate a steady improvement in students’ vocabulary achievement, with mean scores increasing from 63.2 in the pre-intervention stage to 71.4 after the first cycle and 82.6 after the second cycle. The proportion of students achieving mastery rose from 24 percent to 88 percent. Observational data revealed increased attention, confidence in pronunciation, and active participation during learning activities mediated by rhythmic audio patterns.

Conclusion: The study concludes that the Assamsiyah method functions effectively as a low-tech, audio-based learning media that supports Arabic vocabulary retention and fosters an engaging learning environment. This approach offers a practical alternative for Arabic language instruction, particularly in contexts with limited technological resources.

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