This study aimed to analyze Arabic vocabulary mastery level of students and the process of implementing learning with the Mimicry Memorization method. This research method was quantitative research with an experimental approach. The study was conducted at Muhammadiyah Junior High School Pekalongan. Samples of this research were 25 students of class VII. Data collection methods were observation and tests. The observation method was used to get data on the process of implementing Arabic learning. The test method was aimed to students to get data on vocabulary mastery levels. Data analysis techniques used statistical tests with t test. The results showed that the Arabic learning process using the Mimicry Memorization (Mim-Mem) Method was able to overcome student learning difficulties, especially in the aspects of vocabulary mastery. The learning process became very enjoyable, students were actively involved in the learning process and students were very enthusiastic. Fun learning made students understand the lesson easily. The results of statistical analysis showed that the Mimicry Memorization (Mim-Mem) Method had a significant influence on vocabulary mastery.

ABSTRACT تساهم المدارس الداخلية الإسلامية كمخزن مرسخي الطلاب في تعليم اللغة العربية مساهمة كبيرة في غرس حب اللغة العربية. والسؤال يعني كيف كانت نسبة تعليم اللغة العربية في المناهج الدراسية في مؤسسات المدارس الداخلية الإسلامية حتى لم تكن قادرة على غرس الحب والانغانت حتى يصيل إلى الرغبة في تدريس ونشر اللغة العربية في خضم المجتمع. لأن مواد التدريس المناسبة في المناهج الدراسية التي تم تدريسها يجب أن يكون لها تأثير على المشاعر. إذا كانت النسبة مناسبة، فسيكون الطلبة على دراية باللغة العربية، ومن هذه العادة يجب أن يكون قادراً على خلق مشاعر الحب، فهم يحبون اللغة العربية بسبب "وجود المحبّة بوجود العادة". بالإضافة إلى الحب مع لغتهم العربية المثالية، لديهم أيضا الاستعداد لتعلم الغة العربية في مستوى الجامعة إذا كانت نتائج التعلم مؤهلة. من المؤكد أن الحديث عن نسبة الدروس أو الدراسات التي يتم إجراؤها في مؤسسات تعليم المدارس الداخلية الإسلامية يرتبط بإدارة المناهج. حيث سيظهر منهج مدرسة داخلية إسلامية ميله إلى إعطاء دراسة اللغة العربية. لذلك، هناك حاجة إلى دراسة أكثر عمقا لنسبة تدريس اللغة العربية في المناهج الدراسية للمدارس الداخلية الإسلامية.  Key Word: Proporsi, Pengajaran, Pesantren, dan Tipologi, Kurikulum

This study aimed to analyze the problematics of teaching Arabic students in Islamic Senior High School. The method in this research was qualitative with a case study approach. This research was conducted at Islamic Senior High School Raudlatul Hidayah Ma'arif Nahdlatul Ulama 03 Mengandungsari. Research samples were 30 students of grade XI. Data collection methods in this study were observation and interviews. Data analysis techniques used descriptive qualitative analysis. The results showed that teaching Arabic in Islamic Senior High School included two main problems: linguistic and nonlinguistic problems. Linguistic problems were problems experienced by students during the learning process, and these problems were still related to parts of the language component. Linguistic problems included three main issues that became problematic in Arabic teaching, and they were phoneme problems (ashwat), vocabulary problems (mufrodat), and grammatical problems (qowaid/ nahwu/ tarkib). At the same time, nonlinguistic problems were problems which were not part of the language element. Such as teacher taught students, lack of motivation towards students, learning media, facilities and infrastructure that were still inadequate during the Arabic learning process.

One of the Islamic boarding schools that teaches Arabic with divine and active competence is Madina Islamic Boarding School, which is located in Karya Tani Labuhan Meringgai, East Lampung. Many aspects certainly support the success of the institution that implements and develops Arabic language learning This reserch used a psycholinguistic perspective, especially language acquisition. This is because in fact the graduates of the Medina Islamic Boarding School have active Arabic language competence. It is very interesting to conduct a study to find out about the language acquisition of the students at the Islamic boarding school. This study describes; 1) Arabic language learning process, 2) Arabic language acquisition process, 3) acquisition theory relevance in a psycholinguistic perspective with the Arabic language learning process, and 4) strengths and weaknesses of the Arabic acquisition process at the Madinah Islamic Boarding School. This research is a qualitative field research. For data collection using the observation method, interview method, and documentation method. From this study, it is hoped that it will become one of the references in developing Arabic learning. From the results of the study, it can be concluded that the acquisition of foreign languages, especially Arabic, for the students of the modern Islamic boarding school Madinah, was carried out through formal and naturalistic presentations. For the factors that affect the Arabic language acquisition process, there are obstacles to the motivation of students which also affect the Arabic language environment which is less conducive. As for the age factor, the presentation of learning and the first language of the students have been conditioned and in accordance with the ideal foreign language acquisition process in a psycholinguistic perspective. The age of children to adolescents is the ideal age to carry out the process of acquiring foreign languages, presenting complete learning in a formal and naturalistic manner, as well as conditioning the first language by speaking Arabic in the first year of students studying at Islamic boarding schools.

Reading is on of the for skills tought in every foreign language teaching. It’s included to Arabic teaching in Indonesia as Muslim Language and foreign language for Indonesian. Arabic text it’s self is not interesting for students couse of the difference especially the letters and lingustics. Of course it needs the innovetions in running the teaching. For the young leaners comic is on of reading the students interested on. This writing concerns to describe about the comic as a media in teaching Arabic especially in reading. Understanding comic as a media in teaching Arabic starting from the concept of the comic, comic as a teaching media, applying teaching especially in reading Arabic text, and the benefits and the shortages of comic as teacing media. As the kind of reading, comic is very famous of the young people. Almost all of the children already have read it in their daily reading activities. Because of the interest of the children it is become a chance for the teachers to use this kind of reading to be an economical media and make the teaching more effective.