STRATEGI PEMBELAJARAN KOSAKATA BAHASA ARAB PADA SISWA MADRASAH IBTIDAIYAH

Abstract

Vocabulary mastery is a fundamental aspect of Arabic language learning in Islamic elementary schools (Madrasah Ibtidaiyah). Appropriate instructional strategies are needed to help students understand, retain, and use vocabulary accurately. This study aims to examine vocabulary teaching strategies for Madrasah Ibtidaiyah students, focusing on their characteristics, strengths, limitations, and suitability for learners. The study employs library research with a qualitative approach. Data are collected from relevant scholarly articles and analyzed descriptively through categorization, comparison, and synthesis of findings. The review identifies several strategies, including visual media, educational games, physical activities through Total Physical Response (TPR), and picture-based contextual learning. Each strategy has distinct characteristics and implementation requirements. Visual media supports word recognition and meaning association, educational games provide opportunities for practice, TPR connects vocabulary with physical actions, and contextual learning encourages the use of words in simple expressions. Strategy selection should consider learning objectives, students’ prior knowledge, instructional materials, and classroom conditions. The study concludes that varied and appropriately selected strategies can inform the design of Arabic vocabulary instruction in Islamic elementary schools. However, further empirical research is needed to compare their effectiveness using clearly defined learning outcomes.