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Abstract

Penguasaan kosakata (mufradat) merupakan komponen penting dalam mempelajari bahasa Arab. Pondok Hajjah Nuriyah Shabran mewajibkan mahasiswanya untuk berbahasa Arab di lingkungan pesantren, sehingga strategi pembelajaran mufradat menjadi hal yang penting untuk dikaji. Penelitian ini bertujuan untuk mengeksplorasi strategi pembelajaran mufradat bagi mahasiswa di Pondok Hajjah Nuriyah Shabran dengan menggunakan klasifikasi strategi dari Rebecca L. Oxford. Penelitian ini menggunakan metode campuran (mixed method) dengan pendekatan deskriptif kualitatif dan kuantitatif. Data dikumpulkan melalui kuesioner yang disebarkan kepada 31 mahasiswa Pondok Hajjah Nuriyah Shabran semester 2, serta wawancara dengan dosen pengampu mata kuliah bahasa Arab dan musyrif atau pendamping mahasiswa di asrama. Hasil penelitian menunjukkan bahwa strategi yang paling banyak digunakan oleh mahasiswa adalah strategi kompensasi (58,72%), diikuti oleh strategi afektif (54,86%), kognitif (49,68%), memori (49,07%), dan sosial (46,44%). Sementara itu, strategi metakognitif merupakan strategi yang paling jarang digunakan (40,66%). Mahasiswa Pondok Hajjah Nuriyah Shabran cenderung lebih sering menggunakan strategi kompensasi, afektif, kognitif, dan memori dalam mempelajari kosakata baru, sementara strategi sosial dan metakognitif masih kurang populer di kalangan mahasiswa.


Mastery of vocabulary (mufradat) is an important component in learning Arabic. Pondok Hajjah Nuriyah Shabran requires its students to speak Arabic in the Islamic boarding school environment, so the mufradat learning strategy is an important thing to study. This research aims to explore mufradat learning strategies for students at Pondok Hajjah Nuriyah Shabran using Rebecca L. Oxford's strategy. This research uses a mixed method with a qualitative and quantitative descriptive approach. Data was collected through questionnaires distributed to 31 students of Pondok Hajjah Nuriyah Shabran semester 2, as well as interviews with lecturers who taught Arabic and musyrif courses or student companions in the dormitory. The results showed that the strategies most frequently used by students were compensatory strategies (58.72%), followed by affective strategies (54.86%), cognitive (49.68%), memory (49.07%), and social. (46.44%). Meanwhile, metacognitive strategies are the least frequently used strategies (40.66%). Students at Pondok Hajjah Nuriyah Shabran tend to use compensatory, affective, cognitive and memory strategies more often in learning new vocabulary, while social and metacognitive strategies are still less popular among students.

Keywords

Mufradat Pembelajaran Rebecca Oxford Strategi

Article Details

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