The Implementation of Mimicry Memorization Method for Novice Students in Learning Arabic Mufradat

1 Arabic Education Study Program Universitas Muhammadiyah Malang, Indonesia 2 Arabic Education Study Program Universitas Muhammadiyah Malang, Indonesia 3 Arabic Education Study Program Universitas Muhammadiyah Malang, Indonesia 4 Arabic Education Study Program Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia 5 Arabic Education Study Program Universiti Sains Islam Malaysia, Malaysia


Introduction
Learning mufradat is very important for novice foreign learners because mufradat is the initial stage for learning Arabic and urgent for the four language skills namely listening, speaking, reading and writing. 1 In the fact, there are many students who get  Batu difficult in learning Arabic especially in mastery, memorizing, understanding, and using vocabularies in phrases and sentences because among the majority of students learn new language for them that they can not write and read vocabularies. In order to rectify the problems, it needs special treatment with basic learning of Arabic language such as mufradat, pronunciation, and memorizing. It also needs special method and model of learning those basic skills of Arabic language.
Learning Arabic language in Indonesia mostly uses a traditional method 7 , that is oral method. This learning method is conducted by presenting material through oral explanation by a teacher to his students. In addition, based on observation made by researchers, mufradat learning in SMP Muhammadiyah 8 Batu also does not get specific time for mastery of mufradat. Teachers tend to ignore and directly teach the main 6 Norbert Schmitt, Paul Nation, and Benjamin Kremmel, "Moving the Field of Vocabulary material in the book. Based on interview with Arabic language teachers, mufradat is considered as something that can be mastered by students without any time and special learning. Teachers forget that novice students need special treatment.
It is a complex problem based on the abovementioned phenomenon and to simplify it requires appropriate method in teaching and learning process. There are many methods that teacher can use to achieve learning objectives because a teacher has a very important task in the process of learning activities. One of methods that can be used by teacher in order to make the activity of learning and teaching better is mimicry memorization method especially for novice students. Based on the abovementioned problems, a teacher is expected to be able to analyze the problems that occur in students and the source of problem. Teachers are also required to be more professional in choosing methods and managing the teaching and learning process. However, there are still many teachers who use the lecture method in teaching Arabic specifically teaching mufradat that cause no increase in students' understanding of learning Arabic.
With this phenomenon, the researchers used mimicry memorization method as a method in learning mufradat for novice students. Mimicry means repetition and memorization means the process of committing or learning something to memory because the field of language teaching and learning is in dire need of replications of vocabulary. 8 This method is often called with information-drill method, because the exercises are done not only for instructor but also for an informant native speaker (native informant). The kind activity in this method is demonstration and exercise/drilling grammar/sentence structure 9 , speech practice, and practice using vocabulary, by imitating native speaker. In drilling, native informant acts as drilling master, he says a few sentences and the students imitate him several times until they memorize in their memory. 10 The phenomenon whereby successful retrievals from memory contribute to greater long-term retention than unsuccessful retrievals. In term of Arabic, this method can be called with Thariqah al-Muhakah wa al-Mudhaharah. So, this method is a learning method which more emphasis to imitate and memorize or a process to remember everything with the strength of memory. 12 In mimicry memorization method, students impersonate what they heard from their teacher about mufradat and also the sentence than they impersonate it repeatedly. The purpose of this repetition is student able to pronounce mufradat and sentence fluently and correctly because repetition training is a common method of vocabulary instruction in which learners repeat. 13 Besides that, they are easier to remember it without they realize. This study aimed to describe the increase of students" motivation in the subjects of Arabic especially for memorizing mufradat is expected to be able to develop one's ability in Arabic.
The objectives of this study were partially met by developing and implementing a mimicry memorization method to learn mufradat effectively in Arabic teaching and learning process for novice students. Generally, novice students in Arabic learning for this study have never studied Arabic language so they are disable to read and write Arabic letters. The contributions made here have wide applicability. The key contribution of this work is a method solution to learn Arabic mufradat effectively for novice students because it demonstrated the feasibility and the effectiveness level of using mimicry memorization method for novice students in learning Arabic mufradat.

Method
This study was conducted in Junior High School of Muhammadiyah 8 Batu during 3 months, from January to March 2019. This study aimed to obtain data about the effectiveness of mimicry memorization method for mufradat learning. It also aimed to determine the significance improvement of students" ability in memorizing Arabic mufradat after using mimicry memorization method. The research method of this study was quantitative method. Generally, sampling techniques was carried out randomly. Data collection were conducted by using research instruments, data analysis were conducted quantitatively or by using statistical data analysis with the aim of testing the hypothesis that had been established. 27 The research design was experimental research using Nonequivalent Control Group Design which was one of Quasi Experimental Designs. In this design, there were two groups selected with certain considerations. First, it was the number of students who were almost the same and the second, examination scores of students were almost the same. The first group was given treatment (X variable) and the other groups did not receive any treatment. The pre-test results were considered if the score of experimental groups was not significantly different. 28 The students" experimental group were given treatment by using mimicry memorization method in learning. Other groups were not experimented with mimicry memorization method. 27 Sugiono Sugiono, Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif, Dan R&D) (Bandung: Alfabeta, 2015), 14. 28 Sugiono Sugiono,116. Data collection techniques that used in this study were observation, oral tests, and documentation. The data were resulted from the score of pre-test and post-test. Data analysis techniques were conducted by using normality test to find out whether the research data that used was normally distributed or not, by using Shapiro Wilk with a significance score level <0.05. If the scores were lower than 0.05, the data were not normally distributed. If the significance score was >0.05, the data was normally distributed. Then, the research data were tested using the T-test (two free samples) to test whether there were differences between the two samples. If the data were assumed normally distributed and the probability was 0.05, the hypothesis (H 0 ) was rejected. If the probability was > 0.05 then the hypothesis (H 0 ) was accepted. The effect size test was conducted to to find out the significance of the effectiveness of mimicry memorization method for student learning outcomes in mufradat learning.

The Effectiveness of Using Mimicry Memorization Method for Mufradat Learning
After conducting data collection, data needs to be analyzed. Before analyzing data, researchers used normality test to find out whether the data was normal or not by using Shapiro Wilk. If the significance level is <0.05, the data is not normally distributed.
If the significance level is >0.05, the data is normally distributed. Then, the data was tested using t-test (Independent Sample T-Test) to find out whether the method was effective or not for mufradat learning.

Normality Test (Pre-Test)
Normality Test (Pre-test) was conducted in control group and experimental group.
The test aimed to find out whether the data that had been obtained by researchers were normally distributed or not. The test was conducted by using Shapiro Wilk and SPSS 22.
For more details, the result of research was displayed in table 2. According to table 2, the normality test of mufradat pre-test using Shapiro Wilk obtained significance score for VII grade students of C class (experimental class). The score was 0.010. The significance score at mufradat pre-test for VII grade students of D class (control class) was 0.006. The score of both of classes were higher than 0.05 and it could be interpreted that the experimental class and the control class at the mufradat pretest section were normally distributed.

Normality Test (Post-Test)
Normality Test (Post-test) was conducted in control class and experimental class.
The post-test was conducted to find out whether the data that had been obtained by  Wilk test for VII grade students of C class was .009. The significance score at post-test for VII grade students of class D (control class) was .006. It could be interpreted that the experimental class and the control class was normally distributed because the score was higher than 0.05.

Conducting T-Test
After obtaining results that control class and experimental class were normally  is 0,04. The score is less than 0,05 (0,04 < 0,05). It means that there is difference learning outcomes between the control class and the experimental class after using mimicry memorization method.
Feng and Webb 29 resulted on their research that L2 incidental vocabulary learning occured through reading, listening, and viewing, and the gain was restrained in all modes of input one week after encountering the input. However, no sigificant differences were found between the three modes in the posttest indicating that each mode of input yielded similiar amounts of vocabulary gain and retention. Feng and Webb"s result is different from this study of learning Arabic vocabulary with a treatment of mimicry memorization method. This research had significant level of vocabulary acquisition for novice students because the students were treated by repitition and sistematic method. This significance differs from previous research. This fact can be compromized with the theory cone of learning experience by Edgar Dale. 30 Experience of verbal receiving, visual receiving, receiving and participating, and doing in learning process will increase learning outcomes and purpose.

Learning Effect Size Test
Effect size test was used to find out the effectiveness level of mimicry memorization method toward students" learning outcomes. The students" score by using effect size is shown in table 5. Tabel 5 shows that the standard deviation of students" score was 19,799. The score was rounded to twenty (20). The average score of experimental class was 79,5 and control class was 63. In accordance with the formula that had been determined, it can be counted that ( Table 6 describes the category and criteria of effect size, the higher the score of Effect Size (ES), the higher effectiveness of mimicry memorization method on mufradat learning. If the range score of effect size criteria is less than 0.2, the category is small. If the range score of effect size criteria is 0.2 or more and less than 0.8, the category is average. If the range score of effect size criteria is bigger than 0.8, the category is large.  At first glance, the benefits of mimicry memorization method for Arabic mufradat learning seem considerable and can improve students" vocabulary. Learning vocabulary through simultaneous reading and listening such as mimicry memorization method, is more efficient than through reading and listening alone 37 even though vocabulary size estimates should be interpreted with great caution. 38 However, there are disadvantages to this method, which requires lengthy teacher planning time. The realities of classroom life suggest that teachers do not have time to prepare the kind of varied and extensively rich lessons necessary 39 for mimicry memorization method for Arabic mufradat learning.
The implementation of mimicry memorization method for Arabic mufradat learning is suggested to use appropriate strategies and ways for teachers in building students" motivation and mental because language development is a complex mental process. 40 Sometimes students need to be motivated when they learn Arabic mufradat, because the students of 7 th grades in junior school are from different input. Among students graduated from public elementary school and the rests graduated from Islamic elementary school. Students that graduated from public elementary school sometimes did not learn Arabic lesson, in contrary, students that graduated from Islamic elementary school learnt Arabic lesson. Based on the abovementioned process of mimicry memorization method, it is suggested to teachers to provide students opportunities to develop deep understanding of words. This process may spend 30 minutes a day teaching vocabulary. Therefore, teachers need to choose carefully which Arabic mufradat to teach 41 and to measure vocabulary acquisition. 42 37

Conclusion
The basic result of this research are generally consistent with research hypothesis that mimicry memorization method for mufradat learning in Junior High School of Muhammadiyah 8 Batu was effective to use for Arabic mufradat learning. The effectiveness of mimicry memorization method for mufradat learning was on large level and could be used for Arabic mufradat learning. This method was effective to use for novice students in learning mufradat because they get many experiences in mimicry memorization with various strategy. A language teacher needs to consider this method for novice students. Future researchs are necessary to validate the kinds of conclusions that can be drawn from this study such as developing strategy in vocabulary learning.
Further research also can be conducted to examine this methode for intermediate and advance students whether this method of mimicry memorization are still hold true for learning Arabic mufradat.