Kontekstualisasi Kosakata Dalam Pembelajaran Bahasa Arab terhadap Siswa Sanggar Bimbingan Kubu Gajah Malaysia

Abstract

This study aims to examine the process of vocabulary contextualization in Arabic language learning among students at Sanggar Bimbingan Kubu Gajah, Malaysia. The primary focus of the study is the implementation of a contextual approach in vocabulary instruction and its impact on students’ comprehension and mastery of the Arabic language. The research employed a descriptive qualitative method with a field study approach. Data were collected through observation, interviews, and documentation. The findings indicate that the use of real-life contexts in the learning process such as everyday situations, religious activities, and social interactions significantly assists students in understanding vocabulary meanings and enhances their Arabic language skills. This approach also encourages active student engagement in learning and enables learners to relate the acquired vocabulary to their concrete experiences. These findings are supported by the theory of Contextual Teaching and Learning (CTL) and the theory of Second Language Acquisition (SLA), both of which emphasize the importance of meaningful input and active learner involvement in language learning. Therefore, this study recommends the application of a contextual approach as an effective strategy for teaching Arabic vocabulary, particularly in non-formal educational settings such as learning centers.