Arabic Language is a compulsory subject for students in National Religious Secondary School (SMKA) in Malaysia. Therefore, students need to increase Arabic vocabulary to master their language skills. This study aims to identify the level of Arabic Vocabulary Learning Strategies applied by students and to identify the level of the Arabic Vocabulary Mastery by students of National Religious Secondary School (SMKA). The study used questionnaire and a written test as an instrument of data collection. The sample of study consisted of 157 Form Four students randomly chosen from Secondary School in Malaysia. The results showed that the level of Arabic Vocabulary Learning Strategies applied by students and the level of the Arabic Vocabulary Mastery by students at Secondary School in Malaysia were at moderate level. Pedagogical implications of this study is that effective Vocabulary Learning Strategies should be exposed to the students in the learning process, so that students can use various Vocabulary Learning Strategies to enhance their Arabic Vocabulary Mastery.

Vocabulary is an important component in acquisition of a language. The use of teaching aids can improve students' mastery of vocabulary learning. This study aims to identify the use of teaching aids in the teaching and learning of Arabic Language Vocabulary at National Religious Secondary Schools and Government-aided Religious Schools from the perspective of teachers and students. This study uses a survey based on a set of questionnaire as instrument of data collection method which involves 31 teachers and 324 Form Four students who are randomly selected from secondary schools in Malaysia. The results show that the usage of teaching aids in teaching and learning of Arabic vocabulary is at a moderate level. Pedagogical implications of study show that teachers need to constantly improve the use of textbooks and dictionaries as the main teaching aids and try to enhance students' mastery of vocabulary learning by diversifying the other types of teaching aids.