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The Implementation of Mimicry Memorization Method for Novice Students in Learning Arabic Mufradat

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Students of junior schools that have never studied Arabic language in elementary schools get more difficulties than the students that have studied it before. They are called novice students and must learn basic things of a new language such as mufradat because they must master, memorize, understand, and use it in order to have a good grip of mufradat, translate it, and able to use it in correct phrases and sentences. This research aimed to investigate the effectiveness of using mimicry memorization method for learning mufradat in Junior High School of Muhammadiyah and to investigate the extent which students improve memorization skills after using mimicry memorization method. The research was a quantitative method with a type of experimental research techniques. The data research was collected from observation, documentation, and oral tests techniques. The population of the study included 7th grade students of Junior High School Muhammadiyah 8 Batu and the samples were 7C students as experimental class and 7D students as control class. The results of research contributed that there was an increase 0.825 (large level) point in students’ memorizing ability after using mimicry memorization method. This method was effective to use for novice students in learning mufradat. A language teacher needs to consider this method for novice students. The study provides further support for the use mimicry memorization method for novice students in mastering new vocabularies.
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Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab, 12 (2): 263-280 (2020)
DOI: 10.24042/albayan.v%vi%i.5953
© 2020 Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab
Universitas Islam Negeri Raden Intan Lampung
The Implementation of Mimicry Memorization Method for Novice
Students in Learning Arabic Mufradat
Nor Afifah1, Sunarto2, Moh. Fery Fauzi3*, Irma Anindiati4, Talqis Nurdianto5
1 Arabic Education Study Program Universitas Muhammadiyah Malang, Indonesia
2 Arabic Education Study Program Universitas Muhammadiyah Malang, Indonesia
3 Arabic Education Study Program Universitas Muhammadiyah Malang, Indonesia
4 Arabic Education Study Program Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia
5 Arabic Education Study Program Universiti Sains Islam Malaysia, Malaysia
________
Article History:
Received : February 22, 2020
Revised : March 20, 2020
Accepted : April 26, 2020
Published : December 01, 2020
_______
Keywords:
Evaluation; Learning; Repetition;
Thariqah Muhakah wa Mudhaharah
_______________________
*Correspondence Address:
mohferyfauzi@umm.ac.id
Abstract: Students of junior schools that have never studied Arabic
language in elementary schools get more difficulties than the students
that have studied it before. They are called novice students and must
learn basic things of a new language such as mufradat because they
must master, memorize, understand, and use it in order to have a good
grip of mufradat, translate it, and able to use it in correct phrases and
sentences. This research aimed to investigate the effectiveness of using
mimicry memorization method for learning mufradat in Junior High
School of Muhammadiyah and to investigate the extent which students
improve memorization skills after using mimicry memorization
method. The research was a quantitative method with a type of
experimental research techniques. The data research was collected
from observation, documentation, and oral tests techniques. The
population of the study included 7th grade students of Junior High
School Muhammadiyah 8 Batu and the samples were 7C students as
experimental class and 7D students as control class. The results of
research contributed that there was an increase 0.825 (large level)
point in students memorizing ability after using mimicry
memorization method. This method was effective to use for novice
students in learning mufradat. A language teacher needs to consider
this method for novice students. The study provides further support for
the use mimicry memorization method for novice students in
mastering new vocabularies.
Introduction
Learning mufradat is very important for novice foreign learners because mufradat
is the initial stage for learning Arabic and urgent for the four language skills namely
listening, speaking, reading and writing.1 In the fact, there are many students who get
1 Abdurochman Abdurochman, „Strategi Pembelajaran Kosakata Bahasa Arab Bagi Non Arab‟, An
Nabighoh: Jurnal Pendidikan Dan Pembelajaran Bahasa Arab, 19.1 (2017): 6383,
https://doi.org/10.32332/an-nabighoh.v19i1.758.
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difficulty in mastering mufradat due to various factors and students‟ backgrounds as
happened in SMP Muhammadiyah 8 Batu. There are many students in VII grade of
junior high school get difficulty in pronouncing mufradat and Arabic letters that are not
Indonesian2 and memorizing mufradat in the process of learning in junior high school of
Muhammadiyah 8 Batu. This is one of the problems which makes them difficult to learn
Arabic. To ease the students in memorizing mufradat, teacher needs appropriate method
that can increase the mastery of mufradat, whereas the mufradat is the important thing
that have to be mastered to learn Arabic3 especially for novice students. Many people
still assumed that learning Arabic is difficult4 because as foreign language, it is often a
compulsory school subject.5 It has never been easier to design and develop a vocabulary
teaching and testing.6
The main practical problems that confronts us are the mastery, memorizing,
understanding, and using vocabularies in phrases and sentences among the students of 7th
grade in junior high school of Muhammadiyah 8 Batu. These problems have attracted
more attention in the field of Arabic mufradat. Unfortunately, this approach results in
problems related to input and background of students that they studied in elementary
schools. This is a basic chicken-and-egg problem because different input and background
of students caused difference in learning outcomes of Arabic lesson. This leads to myriad
problems that majority students graduated from Islamic elementary schools have studied
Arabic lesson in their schools because Arabic lesson is one of compulsary lessons
according to Indonesia‟s instructional curriculum year 2013 called K13. The students that
graduated from public elementary schools, generally, have not studied Arabic lessons.
These problems have received substantial interest. The data of students‟ schools
background is explained in table 1.
2 Risna Rianti Sari, „The Use of Keyword and Imagery Mnemonic for Vocabularies Learning for
AFL Students‟, Izdihar: Journal of Arabic Language Teaching, Linguistics, and Literature, 1.2 (2018):
12936, https://doi.org/10.22219/izdihar.v1i2.7294.
3 Moh. Fery Fauzi, „Mawad Al-Mufradat al-‟Arabiyyah Fi al-Manahij al-Dirasiyyah ‟ala Asasy al-
Kafa‟ah Bi Indunisia: Dirasah Tahliliyyah Taqwimiyyah ‟an Tathbiq Mawad al-Mufradat Fi al-Muqarrarat
al-Madrasiyyah‟, Lisaniyat: Jurnal Studi Bahasa Arab 8, No.1 (2017): 16.
4 Arif Humaini, „Experimental Research: The Effectiveness of Card Game Learning Media in
Learning Shorof‟, Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab, 10.2 (2018): 295307,
https://doi.org/10.24042/albayan.v10i2.2996.
5 Marije Michel and others, „The Role of Working Memory in Young Second Language Learners‟
Written Performances‟, Journal of Second Language Writing, 45 (2019): 3145,
https://doi.org/10.1016/j.jslw.2019.03.002.
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Table 1. Students‟ Educational Background and Input From Elementary Schools of 7th Grades of SMP
Muhammadiyah 8 Batu
No.
Class
Quantity of Students
Graduation
MI
1
A
32
-
2
B
22
1
3
C
31
3
4
D
32
3
5
E
31
2
6
F
23
6
Total
171 (100%)
15 (8,77%)
Table 1 above is data of Students‟ Schools Background and input From
Elementary Schools. It is known that the educational background of students of SMP
Muhammadiyah 8 Batu in 7th is various. Total of students are 171 students. 156 students
graduated from public elementary schools called Sekolah Dasar (SD) and 15 students
graduated from Islamic elementary school called Madrasah Ibtidaiyah (MI). Students
that graduated from Islamic elementary have studied Arabic lesson while students that
graduated from public elementary schools have not studied Arabic lesson. It means that
156 students (91,22%) have never studied Arabic lesson in schools and only 15 students
(8.77%) have studied it. This problem underlies the students of SMP Muhammadiyah 8
Batu difficult in learning Arabic especially in mastery, memorizing, understanding, and
using vocabularies in phrases and sentences because among the majority of students learn
new language for them that they can not write and read vocabularies. In order to rectify
the problems, it needs special treatment with basic learning of Arabic language such as
mufradat, pronunciation, and memorizing. It also needs special method and model of
learning those basic skills of Arabic language.
Learning Arabic language in Indonesia mostly uses a traditional method7, that is
oral method. This learning method is conducted by presenting material through oral
explanation by a teacher to his students. In addition, based on observation made by
researchers, mufradat learning in SMP Muhammadiyah 8 Batu also does not get specific
time for mastery of mufradat. Teachers tend to ignore and directly teach the main
6 Norbert Schmitt, Paul Nation, and Benjamin Kremmel, „Moving the Field of Vocabulary
Assessment Forward: The Need for More Rigorous Test Development and Validation‟, Language
Teaching, 2019: 112, https://doi.org/10.1017/S0261444819000326.
7 Moh Fery Fauzi and Irma Anindiati, „Tathwir Al-Lughaz al-Raqmy Li Madah al-Tathbiq Al-
Sharfy 1 „ala al-Hatif al-Mahmul Ka al-Tadribat al-Idhafiyyah Kharij al-Fashl al-Dirasy‟, Buletin Al-Turas,
25.1 (2019): 129139, https://doi.org/10.15408/bat.v25i1.11506.
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material in the book. Based on interview with Arabic language teachers, mufradat is
considered as something that can be mastered by students without any time and special
learning. Teachers forget that novice students need special treatment.
It is a complex problem based on the abovementioned phenomenon and to
simplify it requires appropriate method in teaching and learning process. There are many
methods that teacher can use to achieve learning objectives because a teacher has a very
important task in the process of learning activities. One of methods that can be used by
teacher in order to make the activity of learning and teaching better is mimicry
memorization method especially for novice students. Based on the abovementioned
problems, a teacher is expected to be able to analyze the problems that occur in students
and the source of problem. Teachers are also required to be more professional in
choosing methods and managing the teaching and learning process. However, there are
still many teachers who use the lecture method in teaching Arabic specifically teaching
mufradat that cause no increase in students' understanding of learning Arabic.
With this phenomenon, the researchers used mimicry memorization method as a
method in learning mufradat for novice students. Mimicry means repetition and
memorization means the process of committing or learning something to memory
because the field of language teaching and learning is in dire need of replications of
vocabulary.8 This method is often called with information-drill method, because the
exercises are done not only for instructor but also for an informant native speaker (native
informant). The kind activity in this method is demonstration and exercise/drilling
grammar/sentence structure9, speech practice, and practice using vocabulary, by imitating
native speaker. In drilling, native informant acts as drilling master, he says a few
sentences and the students imitate him several times until they memorize in their
memory.10 The phenomenon whereby successful retrievals from memory contribute to
greater long-term retention than unsuccessful retrievals.11
8 Aydin Yücesan Durgunoğlu and Martha Bigelow, „Classroom-Based L2 Vocabulary Learning and
Comprehension: Replications of Lesaux, Kieffer, Faller & Kelley (2010)‟, Language Teaching, 50.3
(2017): 384394, https://doi.org/10.1017/S0261444816000239.
9 Ulin Nuha, Metodologi Super Efektif Pembelajaran Bahasa Arab (Yogyakarta: Diva Press, 2016),
216. 10 Ahmad Muhtadi Anshor, Pengajaran Bahasa Arab Media Dan Metode-Metodenya (Yogyakarta:
Sukses Offset, 2009), 7576.
11 Tatsuya Nakata and Stuart Webb, „Does Studying Vocabulary in Smaller Sets Iincrease
Learning?: The Effects of Part and Whole Learning on Second Language Vocabulary Acquisition‟, Studies
in Second Language Acquisition, 38.3 (2016): 52352, https://doi.org/10.1017/S0272263115000236.
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In term of Arabic, this method can be called with Thariqah al-Muhakah wa al-
Mudhaharah. So, this method is a learning method which more emphasis to imitate and
memorize or a process to remember everything with the strength of memory.12 In
mimicry memorization method, students impersonate what they heard from their teacher
about mufradat and also the sentence than they impersonate it repeatedly. The purpose of
this repetition is student able to pronounce mufradat and sentence fluently and correctly
because repetition training is a common method of vocabulary instruction in which
learners repeat.13 Besides that, they are easier to remember it without they realize.
Based on the researchers‟ exploration, there are several previous studies relating to
this research. Sholeh14 has conducted a research entitled Penerapan Metode Mimicry
Memorization dalam Pembelajaran Al-Kalam Bagi siswa kelas XI Madrasah Aliyah
Darul Qur'an Gunung Kidul Tahun Ajaran 2014/2015 Academic Year. This study
aimed to determine the implementation of mimicry memorization method in learning
Kalam and the level of effectiveness for XI MA Darul Qur'an Wonosari Gunungkidul
students in academic year 2014/2015. Other studies were research of Zahera15 in 2012.
This study aimed to describe the increase of students‟ motivation in the subjects of
Tahfizul Qur'an with mimicry memorization method for Short Surahs Material for 3rd
grade students of Elementary School 006 Limau Manis Kampar Regency.
Other relevant studies were conducted by 'Ain16 in 2016 with the aim to describe
qualitatively the implementation of mimicry memorization method in learning Mufradat
at MTs. Ash-Syafi'iyyah Jatibarang Brebes Regency. Ghofur et al17 conducted research
on the effect of communicative language teaching and audio-lingual method as another
name of mimicry memorization on English speaking skill across different learning styles.
12 Bisri Mustafa and Abdul Hamid, Metode Dan Strategi Pembelajaran Bahasa Arab (Malang: UIN
Malang Press, 2012), 63.
13 Caitlin A Rice and Natasha Tokowicz, „A Review of Laboratory Studies of Adult Second
Language Vocabulary Training‟, Studies in Second Language Acquisition (2019): 132,
https://doi.org/10.1017/S0272263119000500.
14 Ismail Sholeh, „Penerapan Metode Mimicry Memorization Dalam Pembelajaran Al-Kalam Bagi
Siswa Kelas XI Madrasah Aliyah Darul Qur‟an Gunung Kidul Tahun Ajaran 2014/2015‟ (UIN Sunan
Kalijaga, 2014), 1.
15 Rifka Zahera, „Meningkatkan Motivasi Belajar Siswa Melalui Metode Mim Mem Mata Pelajaran
Tahfizul Qur‟an Materi Surat-Surat Pendek Kelas III Sekolah Dasar Negeri 006 Limau Manis Kecamatan
Kampar Kabupaten Kampar‟ (UIN Sultan Syarif Kasim Riau, 2012), 1.
16 Akhlihatul „Ain, „Penerapan Metode Mimicry Memorization dalam Pembelajaran Mufradat di
MTs Asy-Syafi‟iyyah Jatibarang Kabupaten Brebes‟ (IAIN Purwakerto, 2016), 1.
17 Abd Ghofur et al., „The Effect of Communicative Language Teaching and Audio-Lingual Method
on English Speaking Skill Across Different Learning Styles‟, KnE Social Sciences (2017): 17,
https://doi.org/10.18502/kss.v1i3.719.
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Herawati18 used mimicry memorization or audio-lingual method to improve English
speaking skill of students in English Department. Ekawati19 conducted research on the
effect of TPR and audio-lingual method in teaching English vocabulary. Bidenko and
Bespalova20 applied mimicry memorization to teach Ukranian as a foreign language.
Matamoros-González21 compared the grammar-translation, audiolingual, communicative
and natural approaches for English language teaching.
Previous studies indicate that the Mimicry memorization method can improve
learning outcomes in learning. The difference between previous research and this
research is the application of the method of mimicry memorization in Arabic learning
related to learning mufradat. The novelty of this research in particular is Mimicry
memorization which is applied to mufradat learning. Mimicry memorization method can
be applied to all foreign languages, Arabic is no exception. Arabic is one of languages
learned in Indonesia. Arabic is taught as a main subject at public schools, Islamic
boarding schools, madrasahs and at the university level because Arabic has a very
important role especially for Moslems as a language of knowledge, a language of
communication22, social adaptation23, language for many Islamic spiritual knowledges24
and books that have traditionally been an essential part25 and foundation of learning26,
such as tafsir, hadith, fiqh, tauhid. The application of mimicry memorization in learning
18 Netty Herawati, „Audio-Lingual Method as Method in Improving Speaking Ability of Second
Semester of English Department Students of UNRIKA‟, Jurnal Dimensi, 1.3 (2016): 1,
http://dx.doi.org/10.33373/dms.v5i3.
19 Anita Dewi Ekawati, „The Effect of TPR and Audio-Lingual Method in Teaching Vocabulary
Viewed from Students‟ IQ‟, Journal of ELT Research: The Academic Journal of Studies in English
Language Teaching and Learning (2017): 5565, https://doi.org/10.22236/JER_Vol2Issue1.
20 Larysa Bidenko and Ganna Bespalova, „Implementing Audio-Lingual Method to Teaching
Ukrainian as a Foreign Language at the Initial Stage‟, Advanced Education, 7, (2017): 232.
21 Jessenia A Matamoros-González and others, „English Language Teaching Approaches: A
Comparison of the Grammar-Translation, Audiolingual, Communicative, and Natural Approaches‟, Theory
and Practice in Language Studies, 7.11 (2017): 96573, http://dx.doi.org/10.17507/tpls.0711.04.
22 Ahmad Mubaligh, „Relasi Bahasa Dan Ideologi‟, Lingua: Jurnal Ilmu Bahasa dan Sastra, 5.2
(2011): 11218, http://dx.doi.org/10.18860/ling.v5i2.622.
23 Norbert Schmitt and others, „How Much Vocabulary Is Needed to Use English? Replication of
van Zeeland & Schmitt (2012), Nation (2006) and Cobb (2007)‟, Language Teaching, 50.2 (2017): 212
26, https://doi.org/10.1017/S0261444815000075.
24 Himatul Istiqomah and Hanik Mahliatussikah, „Musykilat Al-Tarbiyyah Tuwajihuha al-Thalabah
Fi Ta‟allum al-Lughah al-Arabiyah Li Ghairi al-Nathiqin Biha‟, Jurnal Al Bayan: Jurnal Jurusan
Pendidikan Bahasa Arab, 11.2 (2019): 254280, https://doi.org/10.24042/albayan.v11i2.5257.
25 Lane Fischer and others, „A Multi-Institutional Study of the Impact of Open Textbook Adoption
on the Learning Outcomes of Post-Secondary Students‟, Journal of Computing in Higher Education, 27.3
(2015): 15972, https://doi.org/10.1007/s12528-015-9101-x.
26 Nigel A Caplan, „Learning through Language: A Response to Polio,“Keeping the Language in
Second Language Classes”‟, Journal of Second Language Writing, 46 (2019): 1,
https://doi.org/10.1016/j.jslw.2019.100677.
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Arabic especially for memorizing mufradat is expected to be able to develop one's ability
in Arabic.
The objectives of this study were partially met by developing and implementing a
mimicry memorization method to learn mufradat effectively in Arabic teaching and
learning process for novice students. Generally, novice students in Arabic learning for
this study have never studied Arabic language so they are disable to read and write
Arabic letters. The contributions made here have wide applicability. The key contribution
of this work is a method solution to learn Arabic mufradat effectively for novice students
because it demonstrated the feasibility and the effectiveness level of using mimicry
memorization method for novice students in learning Arabic mufradat.
Method
This study was conducted in Junior High School of Muhammadiyah 8 Batu
during 3 months, from January to March 2019. This study aimed to obtain data about the
effectiveness of mimicry memorization method for mufradat learning. It also aimed to
determine the significance improvement of students‟ ability in memorizing Arabic
mufradat after using mimicry memorization method. The research method of this study
was quantitative method. Generally, sampling techniques was carried out randomly. Data
collection were conducted by using research instruments, data analysis were conducted
quantitatively or by using statistical data analysis with the aim of testing the hypothesis
that had been established.27
The research design was experimental research using Nonequivalent Control
Group Design which was one of Quasi Experimental Designs. In this design, there were
two groups selected with certain considerations. First, it was the number of students who
were almost the same and the second, examination scores of students were almost the
same. The first group was given treatment (X variable) and the other groups did not
receive any treatment. The pre-test results were considered if the score of experimental
groups was not significantly different.28 The students‟ experimental group were given
treatment by using mimicry memorization method in learning. Other groups were not
experimented with mimicry memorization method.
27 Sugiono Sugiono, Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif, Dan R&D)
(Bandung: Alfabeta, 2015), 14.
28 Sugiono Sugiono, 116.
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Data collection techniques that used in this study were observation, oral tests, and
documentation. The data were resulted from the score of pre-test and post-test. Data
analysis techniques were conducted by using normality test to find out whether the
research data that used was normally distributed or not, by using Shapiro Wilk with a
significance score level <0.05. If the scores were lower than 0.05, the data were not
normally distributed. If the significance score was >0.05, the data was normally
distributed. Then, the research data were tested using the T-test (two free samples) to test
whether there were differences between the two samples. If the data were assumed
normally distributed and the probability was 0.05, the hypothesis (H0) was rejected. If the
probability was > 0.05 then the hypothesis (H0) was accepted. The effect size test was
conducted to to find out the significance of the effectiveness of mimicry memorization
method for student learning outcomes in mufradat learning.
Result and Discussion
The Effectiveness of Using Mimicry Memorization Method for Mufradat Learning
After conducting data collection, data needs to be analyzed. Before analyzing
data, researchers used normality test to find out whether the data was normal or not by
using Shapiro Wilk. If the significance level is <0.05, the data is not normally distributed.
If the significance level is >0.05, the data is normally distributed. Then, the data was
tested using t-test (Independent Sample T-Test) to find out whether the method was
effective or not for mufradat learning.
Normality Test (Pre-Test)
Normality Test (Pre-test) was conducted in control group and experimental group.
The test aimed to find out whether the data that had been obtained by researchers were
normally distributed or not. The test was conducted by using Shapiro Wilk and SPSS 22.
For more details, the result of research was displayed in table 2.
Table 2. Normality Test of Pre-test Score
Test
Group
Shapiro-Wilk
Statistics
Df
Sig.
Pre-test Results
VII Grade Students of C Class
.897
28
.010
VII Grade Students of D Class
.893
30
.006
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According to table 2, the normality test of mufradat pre-test using Shapiro Wilk
obtained significance score for VII grade students of C class (experimental class). The
score was 0.010. The significance score at mufradat pre-test for VII grade students of D
class (control class) was 0.006. The score of both of classes were higher than 0.05 and it
could be interpreted that the experimental class and the control class at the mufradat pre-
test section were normally distributed.
Normality Test (Post-Test)
Normality Test (Post-test) was conducted in control class and experimental class.
The post-test was conducted to find out whether the data that had been obtained by
researchers was normally distributed or not. It was conducted by using Shapiro Wilk and
SPSS 22. For more details, the result of normality test for mufradat post-test was
displayed in table 3.
Table 3. Normality Test of Post-test Score
Test
Group
Shapiro-Wilk
Statistics
Df
Sig.
Post-test Results
VII Grade Students of C Class
.896
28
.009
VII Grade Students of D Class
.893
30
.006
According to table 3, the results of normality test at the post-test using Shapiro
Wilk test for VII grade students of C class was .009. The significance score at post-test
for VII grade students of class D (control class) was .006. It could be interpreted that the
experimental class and the control class was normally distributed because the score was
higher than 0.05.
Conducting T-Test
After obtaining results that control class and experimental class were normally
distributed, then t-test was conducted. T-test was used to determine the effectiveness
level of mimicry memorization method by the assistance of SPSS 22 using Independent
Sample T-test with significance level of 0.05. The following was the formulation of
hypothesis:
H0
:
Mimicry memorization method was not effective for mufradat learning
H1
:
Mimicry memorization method was effective for mufradat learning
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The analysis technique in this study used the Independent Sample T-Test with the
help of SPSS 22. It is used to test whether there is an average difference between the two
free samples assuming the data whether normally distributed with the provisions that if
the probability <0.05 then the hypothesis (Ho) is rejected, if probability> 0.05 then the
hypothesis (Ho) is accepted.
Table 4. Independent Sample Test
Levene's Test
for Equality of
Variances
T-Test for Equality of Means
F
Sig.
t
Df
Sig. (2-
tailed)
Mean
Difference
Std. Error
Difference
95% Confidence
Interval of the
Difference
Lower
Upper
Learning
Outcomes
Equal variances
assumed
4.064
.049
3.007
56
.004
12.77381
4.24819
4.26366
21.28396
Equal variances
not assumed
3.047
50.89
7
.004
12.77381
4.19163
4.35836
21.18926
The table 4 explains the learning outcomes of the control class and experimental
class after using mimicry memorization method. In Levene‟s Test for equality of
variances, there is no difference in variant with F = 4.064 and p = 0.49. The data is not
homogen and equal because Sig: p < 0.05. It means that there is difference in variant on
learning outcomes between experimental and control class. From table 4, data is taken
from data equal variances not assumed because there data is not homogen and equal.
The result of t-test for equality of means in table 4 showed that the value of sig. (2-tailed)
is 0,04. The score is less than 0,05 (0,04 < 0,05). It means that there is difference learning
outcomes between the control class and the experimental class after using mimicry
memorization method.
Feng and Webb29 resulted on their research that L2 incidental vocabulary learning
occured through reading, listening, and viewing, and the gain was restrained in all modes
of input one week after encountering the input. However, no sigificant differences were
found between the three modes in the posttest indicating that each mode of input yielded
similiar amounts of vocabulary gain and retention. Feng and Webb‟s result is different
from this study of learning Arabic vocabulary with a treatment of mimicry memorization
method. This research had significant level of vocabulary acquisition for novice students
because the students were treated by repitition and sistematic method. This significance
29 Yanxue Feng and Stuart Webb, „Learning Vocabulary Through Reading, Listening, and Viewing:
Which Mode of Input Is Most Effective?‟, Studies in Second Language Acquisition (2019): 125,
https://doi.org/10.1017/S0272263119000494.
The Implementation of …. | Nor Afifah, Sunarto, Moh. Fery Fauzi, Irma Anindiati, Talqis Nurdianto
273 | Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab, 12 (2): 263-280 (2020)
differs from previous research. This fact can be compromized with the theory cone of
learning experience by Edgar Dale.30 Experience of verbal receiving, visual receiving,
receiving and participating, and doing in learning process will increase learning
outcomes and purpose.
Significance Level after Using Mimicry Memorization Method in Mufradat
Learning Effect Size Test
Effect size test was used to find out the effectiveness level of mimicry
memorization method toward students‟ learning outcomes. The students‟ score by using
effect size is shown in table 5.
Table 5. Effect Size of Students‟ Score
Statistics
Sd Control
N
Valid
30
Missing
0
Std. Deviation
19,799
Tabel 5 shows that the standard deviation of students‟ score was 19,799. The
score was rounded to twenty (20). The average score of experimental class was 79,5 and
control class was 63. In accordance with the formula that had been determined, it can be
counted that (79,5 63) : 20 = 0,825 (seventy nine point five minus sixty three then the
result is divided by 20 equals zero point eight two five). The score 0,825 is interpreted
based on the table of effect size criteria in table 6 in order to know the level of effect of
the research on mimicry memorization method toward students in Arabic mufradat
learning.
Table 6. Criteria of Effect Size (d)
Criteria of Effect Size
Category
d < 0,2
Small Effect
0,2 < d < 0,8
Medium Effect
d > 0,8
Large Effect
30 Moh Fery Fauzi, Miftahul Fadliah Buhun, and Agus Purwadi, „The Influence of Teams Games
Tournament (TGT) toward Students‟ Interest in Arabic Language Learning‟, Izdihar: Journal of Arabic
Language Teaching, Linguistics, and Literature, 2.2 (2019): 135148,
https://doi.org/10.22219/jiz.v2i2.9986.
The Implementation of …. | Nor Afifah, Sunarto, Moh. Fery Fauzi, Irma Anindiati, Talqis Nurdianto
Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab, 12 (2): 263-280 (2020)| 274
Table 6 describes the category and criteria of effect size, the higher the score of
Effect Size (ES), the higher effectiveness of mimicry memorization method on mufradat
learning. If the range score of effect size criteria is less than 0.2, the category is small. If
the range score of effect size criteria is 0.2 or more and less than 0.8, the category is
average. If the range score of effect size criteria is bigger than 0.8, the category is large.
Based on criteria of effect size in table 5, the results of counting could be concluded that
the point of effectiveness of mimicry memoriation method for mufradat learning in
Junior High School of Muhammadiyah 8 Batu was 0.825. According to table of effect
size criteria, the obtained score was included in the category of large effect.
This research indicated the mimicry memorization method was effective for
Arabic mufradat learning as mufaradat is fundamental to comprehending and producing
a second language.31 This method can be used and designed for training of four language
skills and competency or core academic language skills (CALS),32 they are listening,
speaking, reading, and writing because vocabulary acquisition involves learning words as
the by-product of an activity,33 tools to develop someone's language skills,34 and made
from encounters in meaning-focused input relatively small.35 There are five-step model
of Arabic mufradat learning through mimicry memorization method36, they are : 1)
encountering a new word, 2) getting a clear visual image of the word, 3) connecting the
form and the meaning, 4) consolidating the form-meaning link, and 5) using the learned
words.
31 Henriette L Arndt and Robert Woore, „Vocabulary Learning from Watching YouTube Videos and
Reading Blog Posts‟, Language Learning & Technology, 22.3 (2018): 12442,
https://doi.org/10125/44660.
32 Christopher D Barr, Paola Uccelli, and Emily Phillips Galloway, „Specifying the Academic
Language Skills That Support Text Understanding in The Middle Grades: The Design and Validation of
the Core Academic Language Skills Construct and Instrument‟, Language Learning, 69.4 (2019): 978
1021, https://doi.org/10.1111/lang.12365.
33 Niousha Pavia, Stuart Webb, and Farahnaz Faez, „Incidental Vocabulary Learning through
Listening to Songs‟, Studies in Second Language Acquisition, 41.4 (2019): 74568,
https://doi.org/10.1017/S0272263119000020.
34 Sholihah Sholihah, „Penggunaan Media Gambar Dalam Pembelajaran Mufrodat‟, Tarling:
Journal of Language Education, 1.1 (2017): 6276, https://doi.org/10.24090/tarling.v1i1.1122.
35 Stuart Webb, „Learning Vocabulary through Meaning-Focused Input: Replication of Elley (1989)
and Liu & Nation (1985)‟, Language Teaching, 49.1 (2016): 12940,
https://doi.org/10.1017/S0261444815000051.
36 Ana Pellicer-Sánchez, „Incidental L2 Vocabulary Acquisition from and While Reading: An Eye-
Tracking Study‟, Studies in Second Language Acquisition, 38.1 (2016): 97130,
https://doi.org/10.1017/S0272263115000224.
The Implementation of …. | Nor Afifah, Sunarto, Moh. Fery Fauzi, Irma Anindiati, Talqis Nurdianto
275 | Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab, 12 (2): 263-280 (2020)
At first glance, the benefits of mimicry memorization method for Arabic
mufradat learning seem considerable and can improve students‟ vocabulary. Learning
vocabulary through simultaneous reading and listening such as mimicry memorization
method, is more efficient than through reading and listening alone37 even though
vocabulary size estimates should be interpreted with great caution.38 However, there are
disadvantages to this method, which requires lengthy teacher planning time. The realities
of classroom life suggest that teachers do not have time to prepare the kind of varied and
extensively rich lessons necessary39 for mimicry memorization method for Arabic
mufradat learning.
The implementation of mimicry memorization method for Arabic mufradat
learning is suggested to use appropriate strategies and ways for teachers in building
students‟ motivation and mental because language development is a complex mental
process.40 Sometimes students need to be motivated when they learn Arabic mufradat,
because the students of 7th grades in junior school are from different input. Among
students graduated from public elementary school and the rests graduated from Islamic
elementary school. Students that graduated from public elementary school sometimes did
not learn Arabic lesson, in contrary, students that graduated from Islamic elementary
school learnt Arabic lesson. Based on the abovementioned process of mimicry
memorization method, it is suggested to teachers to provide students opportunities to
develop deep understanding of words. This process may spend 30 minutes a day teaching
vocabulary. Therefore, teachers need to choose carefully which Arabic mufradat to
teach41 and to measure vocabulary acquisition.42
37 Anna CS Chang, „Effects of Narrow Reading and Listening on L2 Vocabulary Learning: Multiple
Dimensions‟, Studies in Second Language Acquisition, 41.4 (2019): 76994,
https://doi.org/10.1017/S0272263119000032.
38 Eva Puimège and Elke Peters, „Learners‟ English Vocabulary Knowledge Prior to Formal
Instruction: The Role of Learner‐Related and Word‐Related Variables‟, Language Learning, 69.4 (2019):
94377, https://doi.org/10.1111/lang.12364.
39 Patricia A. Herman and Janice Dole, „Theory and Practice in Vocabulary Learning and
Instruction‟, The Elementary School Journal, 89.1 (2005): 4354, https://doi.org/10.1086/461561.
40 Alexandra Karousou and Theodora Nerantzaki, „Phonological Memory Training and Its Effect on
Second Language Vocabulary Development‟, 36.1 (2020): 124,
https://doi.org/10.1177/0267658319898514.
41 Patricia A. Herman and Janice Dole, 51.
The Implementation of …. | Nor Afifah, Sunarto, Moh. Fery Fauzi, Irma Anindiati, Talqis Nurdianto
Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab, 12 (2): 263-280 (2020)| 276
Conclusion
The basic result of this research are generally consistent with research hypothesis
that mimicry memorization method for mufradat learning in Junior High School of
Muhammadiyah 8 Batu was effective to use for Arabic mufradat learning. The
effectiveness of mimicry memorization method for mufradat learning was on large level
and could be used for Arabic mufradat learning. This method was effective to use for
novice students in learning mufradat because they get many experiences in mimicry
memorization with various strategy. A language teacher needs to consider this method
for novice students. Future researchs are necessary to validate the kinds of conclusions
that can be drawn from this study such as developing strategy in vocabulary learning.
Further research also can be conducted to examine this methode for intermediate and
advance students whether this method of mimicry memorization are still hold true for
learning Arabic mufradat.
Acknowledgment
The authors would like to express gratitude to Universitas Muhammadiyah
Malang especially Arabic Education Study Program, Islamic Studies Faculty for
supporting this research. This research could be done because the atmosphere of
academic is very good and support to the academy, lecturers, and students in learning and
teaching process.
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... They see no added value in switching to another tiering framework that is inconsistent with their current assessment test. There has also never been easier to design and develop an Arabic vocabulary teaching and testing (Afifah, Fauzi, Anindiati, & Nurdianto, 2020). Especially for Arabic, the most widely used standardized assessment tests are not compatible with the CEFR. ...
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