Enhancing Student’s Memory in Arabic Vocabulary through Tikrar Method

Abstract

Language learning is closely related to vocabulary mastery. The more input vocabulary received the more words that can be said through words (al-kalaam). Today many schools have bilingual programs as the language of daily communication in the school environment but they are not yet effective. Many students cannot use the vocabulary they receive. Even though the vocabulary received is very large, they are still difficult to use in daily conversation or when facing Arabic exams, both orally and in writing. One important factor is the lack of strong memory related to the vocabulary you have. The purpose of this writing is to find out how to strengthen memory for mastering foreign language vocabulary through the Tikrar method. This study uses a qualitative approach. Data were obtained using interviews, observation, and documentation of students and teachers of Wali Songo Islamic Boarding School Ngabar. This educational institution has implemented the Tikrar method and has succeeded in increasing students' mastery of Arabic, especially their mastery of vocabulary. Data were analyzed using qualitative analysis techniques Miles, Hubberman, and Saldana. The results showed that the Tikrar method was implemented by teachers in class and senior students (students' language organization) outside the classroom. The implementation of the Tikrar method in learning in formal classes with teachers and non-formal outside the classroom can strengthen students' memory in vocabulary which is then used in daily activities. The Tikrar method can strengthen memory because in learning Arabic vocabulary the teacher and administrators of the santri language organization give Arabic vocabulary in a repeated way. Students also continuously repeat the vocabularies they get both orally and in writing. This makes the memory entered into the long-term memory so that the vocabulary students have learned will be easy to remember and use for speech and writing.