Penerapan metode running dictation untuk meningkatkan penguasaan kosa kata Bahasa Arab di MI Mambaul Huda

Abstract

Mufrodat learning is crucial for student understanding. If students comprehend and grasp the meanings of mufrodat within a chapter, it is almost guaranteed that subsequent learning will become more manageable. However, in practice, many students face challenges when learning Arabic due to their incomplete mastery of mufrodat. One of the reasons for this is the suboptimal and often unengaging methods used to teach mufrodat, which can lead to student boredom and hinder their ability to grasp the meanings of mufrodat. The primary aim of this study is to investigate how the application of the running dictation method can enhance the mastery of Arabic language vocabulary among students at MI Mambaul Huda Turen, Malang. This research follows a quantitative approach and employs the pre-experimental One Group Pre-test-Post-test Design method. The selected sample consists of all students in the third-grade class, who make up the experimental group. The data collection instrument used comprises multiple-choice test sheets administered through both pre-tests and post-tests. Based on the results of the Paired Samples Test, it is evident that the two-tailed significance value is 0.000. Since 0.00 is less than 0.05, we can conclude that there exists a significant difference in average scores between pre-test learning outcomes and post-test learning outcomes when using the running dictation method to improve vocabulary mastery (mufrodat) among third-grade students at MI Mambaul Huda Turen, Malang. This research paves the way for future investigations to further develop the running dictation method in Arabic language learning, extending its utility beyond mufrodat to other linguistic skills. Keywords: Improvement of Arabic Vocabulary Mastery, Running Dictation Method