STRATEGIES FOR MASTERING VOCABULARY IN CONVERSATION FOR THIRD-YEAR SENIOR HIGH SCHOOL STUDENTS AT DARUL FALAH ISLAMIC BOARDING SCHOOL AEK SONGSONGAN

Abstract

This study aimed to analyze the implementation of the muhādatsah strategy in improving Arabic vocabulary mastery among Grade III-C students at Darul Falah Islamic Boarding School, Aek Songsongan, Asahan Regency. A descriptive qualitative approach with a case study design was employed. Data were collected through observation, interviews, and documentation and analyzed using the Miles and Huberman interactive model. The findings indicate that the muhādatsah strategy effectively enhances vocabulary mastery through contextual and continuous communication practices, enabling students to better understand, retain, and apply vocabulary in daily conversations. The effectiveness of this strategy is supported by the implementation of a bi'ah lughawiyyah (Arabic language environment), students' learning motivation, and diverse instructional strategies adopted by teachers. Conversely, students' lack of self-confidence, limited opportunities to use Arabic outside the classroom, and the suboptimal implementation of the language environment remain the major challenges. These findings demonstrate that integrating vocabulary instruction with muhādatsah not only improves speaking skills but also strengthens meaningful vocabulary acquisition. This study provides practical insights for developing more communicative and contextual Arabic language instruction in Islamic boarding schools.