An Analysis of Vocabulary-Memorization Difficulties Among Grade X Students of SMK Muhammadiyah 1 Marga Tiga in Learning Arabic

Abstract

This study explores the challenges faced by Grade X students at SMK Muhammadiyah 1 Marga Tiga in memorizing Arabic vocabulary, a fundamental skill that underpins reading comprehension, speaking ability, and overall language acquisition. Although Arabic is included as a general subject within the school curriculum, many students enter vocational high school with limited linguistic background and minimal exposure to the language, leading to persistent learning obstacles. Using a qualitative descriptive approach, data were collected through classroom observations, semi-structured interviews, and reviews of students’ assignments. The findings indicate that students struggle to retain new vocabulary due to several interconnected factors: low intrinsic motivation, the abstract nature of the lexical items, limited opportunities for meaningful repetition, and the absence of contextualized practice. Many students rely on rote memorization techniques that fail to support long-term retention, while the learning environment itself offers little reinforcement beyond the classroom. Additional difficulties arise from the distance between Arabic phonology and the students' first language, creating confusion in both pronunciation and recall. The study concludes that memorization challenges are not merely cognitive issues but reflect broader pedagogical and environmental constraints. It is recommended that teachers incorporate multisensory learning strategies, digital flashcards, spaced-repetition systems, and task-based activities to make vocabulary learning more engaging and sustainable. Strengthening these aspects can significantly improve learners’ confidence and achievement in Arabic.