PENERAPAN METODE DRIIL DALAM PEMBELAJARAN MENGHAFAL KOSA KATA PADA KELAS VII MTS AL-MA’ARIF SINGOSARI MALANG

Abstract

Abstract
Learning Arabic plays an important role in Islamic education, particularly as a means of understanding the primary sources of Islamic teaching such as the Qur'an and Hadith. Mastery of vocabulary (mufradat) is a fundamental element supporting Arabic language skills, including listening, speaking, reading, and writing. The drill method is considered an effective approach for improving vocabulary memorization, as it emphasizes structured, repeated practice to help students retain vocabulary in long-term memory. Based on this background, the present study aims to describe the implementation of the drill method in teaching Arabic vocabulary memorization to seventh-grade students at MTs Ma'arif Singosari Malang, and to identify the supporting and inhibiting factors in its implementation. This study employed a descriptive qualitative approach, with data collected through interviews, observation, and documentation. The findings show that the implementation of the drill method was carried out in three stages: planning developing a teaching module and preparing media such as flashcards and educational games, implementation opening, core, and closing activities focused on introducing and repeating vocabulary, and evaluation oral and written assessment; this approach proved effective in improving students' memorization ability, pronunciation accuracy, engagement, and learning motivation. Supporting factors included student motivation and enthusiasm, the use of instructional media such as educational cards and games, and a conducive learning environment, while inhibiting factors included differences in students' abilities, limited learning time, and some students' lack of confidence in pronouncing vocabulary.
Keywords: Drill method, mufradat, memorization, Arabic language