The Implementation of the Cooperative Script Method to Enhance Arabic Vocabulary Mastery Among Grade XI Students at MAN Batudaa

Rukiah Tumaloto; Yuslin Kasan; Sitti Aisyah  Chalik; Syifa Nurfadhila Sawal

Authors

Rukiah Tumaloto IAIN Sultan Amai Gorontalo
Yuslin Kasan IAIN Sultan Amai Gorontalo
Sitti Aisyah Chalik Universitas Islam Negeri Alauddin Makassar
Syifa Nurfadhila Sawal IAIN Sultan Amai Gorontalo

Keywords:

Cooperative Script, Arabic vocabulary, Classroom Action Research, Language learning, Student engagement

Abstract

This study investigates the effectiveness of the Cooperative Script method in enhancing Arabic vocabulary acquisition among Grade XI students at Madrasah Aliyah Negeri (MAN) Batudaa. Vocabulary mastery is a critical component of language learning, yet many students struggle with retention and application due to the limitations of traditional teaching approaches. To address this issue, the study applied a Classroom Action Research (CAR) design using Kemmis and McTaggart’s four-phase model: planning, action, observation, and reflection. The research was conducted over two instructional cycles during the first semester of the academic year and involved 22 students selected through purposive sampling. Data were collected using pre- and post-tests, observation sheets, and documentation. Descriptive statistical methods were employed to evaluate both individual and group-level progress in vocabulary mastery. Initial findings from the pre-test revealed an average score of 56.36, with only 36.36% of students reaching the minimum mastery threshold. After the implementation of the Cooperative Script method, significant improvements were observed. Observation scores increased from 70.83% in Cycle I to 95.83% in Cycle II, accompanied by greater student participation and more effective group collaboration. The results demonstrate that the Cooperative Script method positively impacts vocabulary acquisition by fostering active learning, peer interaction, and student engagement. These findings suggest that cooperative learning strategies can serve as practical and effective pedagogical tools in Arabic language instruction, particularly in classroom settings that aim to enhance both linguistic competence and learner confidence.

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