Academy of Education Journal

Vol. 15, No. 2, July 2024, Page: 1495-1503

ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)

1495

Muhammad Suhadi et.al (Correlation Between Arabic Vocabulary….)

Correlation Between Arabic Vocabulary Mastery and

Arabic Speaking Ability

Muhammad Suhadi

*, Fahrurozi

Universitas Islam Negeri Sumatera Utara

[email protected];

[email protected].id

dzuhadiarba@gmail.com

INFO ARTIKEL

ABSTRAK

Sejarah Artikel:

Diterima: 11 May 2024

Direvisi: 26 June 2024

Disetujui: 18 July 2024

Tersedia Daring: 27 August 2024

Di era globalisasi yang terus berkembang pesat, penguasaan bahasa asing

merupakan salah satu keterampilan penting yang dibutuhkan dalam

berbagai aspek kehidupan, baik dalam konteks pendidikan, pekerjaan,

maupun pergaulan sosial khususnya bahasa Arab, namun hal tersebut tidak

dibarengi dengan penguasaan kosakata yang baik untuk menunjang

keterampilan berbicara. Dengan demikian, tujuan penelitian ini adalah

untuk mengetahui korelasi atau hubungan antara penguasaan kosakata

bahasa Arab dengan keterampilan berbicara bahasa Arab. Metode penelitian

yang digunakan dalam penelitian ini adalah metode penelitian kuantitatif

dengan jumlah populasi kurang lebih 75 orang siswa dan sampel penelitian

sebanyak 30 orang siswa. Hasil penelitian ini menunjukkan bahwa terdapat

hubungan yang negatif dan signifikan antara Penguasaan Kosakata Bahasa

Arab dengan Keterampilan Berbicara Bahasa Arab dengan nilai sig. (2-

tailed) sebesar 0,023, karena nilai sig. (2-tailed) < 0,05 artinya terdapat

hubungan yang signifikan antara variabel X dengan variabel Y serta nilai r =

0,413 dengan nilai p < 0,05 artinya terdapat korelasi antara kedua variabel

yang artinya semakin tinggi Penguasaan Kosakata Bahasa Arab maka

semakin rendah Keterampilan Berbicara Bahasa Arab. Jadi dapat

disimpulkan bahwa penguasaan kosakata bahasa Arab mempengaruhi

kemampuan berbicara bahasa Arab.

Kata Kunci:

Bahasa Arab

Kemampuan Berbicara

Penguasaan Kosakata

ABSTRACT

Keywords:

Arabic

Speaking Ability

Vocabulary Mastery

In the era of globalization that continues to grow rapidly, mastery of foreign

languages is one of the important skills needed in various aspects of life,

both in the context of education, work, and social interaction, especially

Arabic, but this is not accompanied by good vocabulary mastery to support

speaking skills. Thus, the purpose of this study is to determine the

correlation or relationship between Arabic vocabulary mastery and Arabic

speaking skills. The research method used in this study is a quantitative

research method with a population of approximately 75 students and a

sample of 30 students. The results of this study indicate that there is a

negative and significant relationship between Arabic Vocabulary Mastery

and Arabic Speaking Skills with a sig. (2-tailed) value of 0.023, because the

sig. (2-tailed) <0.05 means that there is a significant relationship between

variable X and variable Y and the r value = 0.413 with a p value <0.05 that

there is a correlation between the two variables, which means that the

higher the Arabic Vocabulary Mastery, the lower the Arabic Speaking Skills.

So it can be concluded that Arabic vocabulary mastery influences Arabic

speaking ability.

This is an open access article under CC BY-SA license

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Vol. 15, No. 2, July 2024, Page: 1495-1503

ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)

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1. Introduction

In the era of globalization that continues to grow rapidly, mastery of foreign languages is

one of the important skills needed in various aspects of life, both in the context of education,

work, and social interaction (Ni’mah, 2017). Arabic, as one of the languages with profound

historical, cultural, and religious significance, has become the focus of attention of many

language education researchers and practitioners around the world. This language is not only

used in the context of Islam but also plays an important role in diplomatic, trade, and cultural

relations in various parts of the world (Abusyairy et al., 2020).

As a Semitic language that has a distinctive grammatical structure and vocabulary, Arabic

requires a structured and comprehensive learning approach (Baso et al., 2016). Vocabulary

mastery is one of the key elements in language learning that is often the focal point in various

language teaching methods. In the context of Arabic, vocabulary includes a number of terms that

are not only different from other languages but also often have specific meanings and nuances

according to the context in which they are used (Kasmiati et al., 2022). Therefore, the ability to

master Arabic vocabulary not only affects language comprehension but also has a direct impact

on speaking ability.

Speaking is one of the key skills in language learning that is often the main indicator of

successful language mastery. The ability to speak in Arabic involves correct grammar

understanding, adequate vocabulary mastery, and the ability to communicate fluently and

effectively in a variety of situations (Hendri, 2017). In other words, a person who is able to speak

Arabic well must be able to use the right and relevant vocabulary according to the context of the

conversation. Therefore, it is important to understand the correlation between vocabulary

mastery and speaking ability in Arabic to design more effective learning strategies, so in this case

the importance of vocabulary mastery in language learning (Jabir & Diran, 2020).

Vocabulary is a fundamental element in language learning, which functions as a basic unit

in the communication process. Without adequate vocabulary mastery, a person will have

difficulty understanding and using language effectively (Nurlaila Sapitri, 2023). In the context of

Arabic, vocabulary includes a variety of categories, including nouns, verbs, adjectives, and

special terms that are often used in everyday situations. Mastery of a broad vocabulary allows

learners to understand the meaning of words and phrases in a broader context, so they can

communicate more smoothly and precisely Minatullah, 2019.

This is in line with research conducted by (Abusyairy et al., 2020) The results of the study

showed that there was a correlation in the "very strong" category between mastery of Arabic

vocabulary and Arabic speaking skills, as evidenced by the analysis of hypothesis tests with the

product moment correlation formula, which obtained a significance value of 0.000 < 0.05 and a

Pearson correlation value of 0.926 included in the category of very strong correlation. And the

average value of Arabic vocabulary mastery of students = 81 and the average value of Arabic

speaking skills of students = 80 which means the mastery of Arabic vocabulary and Arabic

speaking skills of grade XII students of SMK Muhammadiyah Loa Janan in the Good category.

Other similar research conducted by (Kasmiati et al., 2022) The results of his research show that

Sig. The t value is 0.00 < 0.05 and the t is 22.572 > t table 1.672. From the results of the above

analysis, it can be concluded that vocabulary mastery has a significant effect on Insyā's ability.

This shows that the better the mastery of the mufrodāt of the student, the better the ability to

write Insya'.

Previous research shows that there is a significant relationship between vocabulary mastery

and the ability to speak in the target language. This also applies to learning Arabic, where

mastering a wide vocabulary can enrich a person's speaking skills by increasing fluency and

accuracy in communicating.

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However, although previous research has shown a significant relationship, there are

challenges in mastering Arabic vocabulary. Arabic has unique characteristics that set it apart

from other languages. One of the main challenges in mastering Arabic vocabulary is the complex

morphological and syntactic system. The language has a root structure and patterns that allow the

formation of words from the same root. This structure is often confusing for new learners,

especially those who are unfamiliar with the Semitic morphological system Zahra, 2024). In

addition, Arabic has a wide variety of dialects that can affect vocabulary mastery. These dialects

often have different vocabulary and pronunciations than Modern Standard Arabic. Therefore,

learners must be able to navigate these vocabulary variations to become effective communicators

in a variety of contexts (Nalole, 2018).

Another challenge faced by Arabic learners is the use of vocabulary that is appropriate to

certain social and cultural situations. For example, vocabulary used in formal contexts, such as

official speeches or academic documents, may differ from vocabulary used in everyday

conversation. Therefore, it is important for learners to understand and master vocabulary relevant

to the context in which they will use the language Riska et al., 2021).

The correlation between vocabulary mastery and speaking ability has been the focus of

research in various language learning studies. In the context of Arabic, this relationship is very

important because speaking ability is often the main indicator of language learning success.

Research shows that good vocabulary mastery can improve speaking fluency and confidence in

oral communication Zulhannan, 2015).

A broad vocabulary allows learners to express their ideas more precisely and clearly. By

having an adequate vocabulary, learners can avoid miscommunication and improve their ability

to adapt to different speaking situations. In addition, a good vocabulary mastery also aids in

understanding and responding to conversations more quickly, which is an important skill in

verbal interactions Nurgiyanto, 2018).

Thus, the purpose of this study is to find out the correlation or relationship between

mastery of Arabic vocabulary and Arabic Literacy Ability. Therefore, the researcher is

interested in conducting a study entitled "Correlation Between Mastery of Arabic Vocabulary

and Arabic Speaking Ability".

2. Method

The type of research used in this study is correlational quantitative research. Correlational

quantitative research is research that examines the relationship between variables or more,

independent (independent variables) and dependent variables (bound variables). Data processed

by statistical analysis or in the form of numbers (Sugiyono, 2021)

The research conducted by the researcher is carried out in Madrasah and the time of this

research is carried out from January to May 2024. In this case, the population that is the focus of

this study is students with a population of approximately 75 students. In the sampling of this

study, the formula used is the slovin formula, which is as follows:

Information:

n = Number of samples

N = Number of Population

d = Precession (10%)

From the formula above, the calculation results are as follows:

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Vol. 15, No. 2, July 2024, Page: 1495-1503

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Muhammad Suhadi et.al (Correlation Between Arabic Vocabulary….)

= 30 Respondents

Based on the formula above, the sample value is 30 students.

The sampling technique in this study uses simple random sampling, which is taking

sample members from the population randomly without paying attention to the strata in the

population. The data collection technique used in this study uses several steps, namely using

observation, tests and documentation. The data analysis techniques used in this study used

instrument tests and hypothesis tests.

3. Result and Discussion

Data Presentation

In this study, the researcher focuses on the mastery of Arabic vocabulary on the ability to

speak Arabic, whether the extent of mastery of Arabic vocabulary on the ability to speak Arabic

students, the process of mastering vocabulary, the teacher here writes vocabulary on the

blackboard and the students rewrite and memorize the vocabulary.

The researcher uses tests, observations, and documentation in the data collection method

from this study, therefore the data obtained are:

Correlation of Arabic Vocabulary Mastery to Madrasah Students' Arabic Speaking Ability.

This study uses two variables, namely the independent variable and the bound variable. The

independent variables in this study are in the form of mastery of Arabic vocabulary, and the

bound variable is in the form of Arabic speaking ability. There are several objectives for learning

Arabic vocabulary and speaking skills.

Among the main objectives of learning Arabic vocabulary are as follows: Introducing new

vocabulary to students, both through reading materials. Train students or students to be able to

pronounce the mufradāt properly and correctly because good and correct pronunciation leads to

the proficiency of speaking and reading properly and correctly. Understanding the meaning of

vocabulary, both denotatively or lexically (stand-alone) and when used in the context of a

particular sentence (connotative and grammatical meaning). Being able to appreciate and

function the mufradāt in oral expression (speaking) and writing (composing) according to the

correct context (Achoita & Susanti, 2020).

And among the main objectives of the ability to speak Arabic are as follows: In order to be

able to pronounce Arabic expressions. In order to be able to pronounce different expressions or

those that resemble them. In order to be able to pronounce phrases that are read long and those

that are read short. Able to express their heart's desires by using sentence arrangements that are

in accordance with nahwu (grammar). Be able to express what comes to mind by using the

correct rules in sentence formation in Arabic. Able to think about Arabic and express it

appropriately in any situation and condition Faizah, 2017).

Data Analysis

Analysis of Instrument Test Results

The testing of this test instrument is carried out to see whether the question meets the criteria

for a good question or not to be used as a research instrument. The test instrument used by the

researcher in this study has two types of analysis, namely validity and reliability tests.

Validity Test

The Validity Test on this instrument was carried out using excel and spss.25 for windows.

The benchmark used to interpret the degree of validity of an instrument, namely by comparing

the calculation with the Product Moment table In such a way that if at a significance level of 5%

the calculation > the table then the problem is valid, but if the calculation > the table then the

problem is invalid. A good limit for measuring validity is 0.361 by looking at the "rtable" with a

significant value of 5%.

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Validity Test of Vocabulary Mastery Test

In the test, the researcher asked several observation sheets and several criteria that must be

looked at, starting from pronunciation which has a score of 0-10, a minimum score of 0 and a

maximum score of 10 and so on to word variation, the research respondents totaled 30 students.

The following are the results of the validity test of the vocabulary user test.

Table 1. Results of the Validity Test of the Vocabulary Mastery Test

Count

R Table

Decision-

making criteria

Result

0,482

0,361

R Calculates >

R Table then

the question is

valid and if R

Calculates < R

Table the

question is

invalid

Valid

0,495

Valid

0,495

Valid

0,486

Valid

0,521

Valid

0,488

Valid

0,644

Valid

0,653

Valid

0,536

Valid

0,448

Valid

From the 10 test items, it can be known that all test items can be tested on students as

questions to test their mastery of Arabic vocabulary.

Speaking Validity Test

The instrument's utility can be proven by several evidences. These evidences include content,

or known as content validity or content validity, construct, or known as construct validity, and

criteria, or known as criterion validity. In this study, what is used is the validity of speaking

ability.

In the test, the researcher made several observation sheets and several criteria that must be

looked at, starting from pronunciation which has a score of 0-20, a minimum score of 0 and a

maximum score of 20 and so on to word variation, the research respondents totaled 30 Madrasah

students The following is a rubric of assessment of speaking ability.

Table 2. Results of the Speaking Ability Validity Test

Count

R Table

Decision-making

criteria

Result

0,643

0,361

R Calculates > R

Table then the

question is valid

and if R

Calculates < R

Table the

question is

invalid

Valid

0,637

Valid

0,623

Valid

0,620

Valid

0,485

Valid

In the assessment of the test observation sheet, each item has its assessment criteria, each

item has a maximum score of 20, each item is assessed from the extent of mastery in speaking

skills. The scoring is taken from 0-20 points, if you can master everything, you will get 100

points.

And from the results of the validity test above, it can be seen that the results of the

assessment criteria for each item are valid.

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Reliability Test

The reliability test of the instrument can be tested with multiple reliability tests. Some of the

reliability tests of an instrument that can be used include test-retest, equivalent, and internal

consistency. Internal consistency itself has several different test techniques. The internal

consistency reliability test technique consists of split half, KR 20, KR 21, and Alfa Cronbach

tests. However, each test has criteria for what kind of instruments can be tested with the

technique. The test used in this study is using the Alfa Cronbach reliability test.

Tabel 3. Hasil Uji Reliabilitas Tes

In the results of the reliability test, it can be seen that from 30 samples, the cronchbact's alpha

value was obtained as much as 0.701 out of a total of 10 statements. If the Alfa Cronbach

reliability coefficient has been calculated (ri), the value is then compared with the Alfa Cronbach

reliability coefficient criterion for a reliable instrument. If it is based on the cronbach alpha value

> 0.60: reliable and if the cronbach alpha value < 0.60: not reliable, then it can be said that the

results of the above reliability test are appropriate and reliable because the value is 0.701 > 0.60.

Results of Correlation Hypothesis Test

The hypothesis testing in this study is related to the presence or absence of a significant

influence of the independent variable, namely the mastery of Arabic vocabulary, on the

dependent variable, namely the ability to speak Arabic.

In this study, the hypothesis test used is the Spearman Rank Correlation hypothesis test used

to find relationships or to test the significance of associative hypotheses if each of the variables

that are connected is ordinal, and the data sources between variables do not have to be the same.

The results of the Spearman Rank Correlation can be seen in the table below:

Table 4. Results of the Spearman Rank Correlation Test Correlations

Mastery

Vocabulary

Speaking Ability

Spearman’s rho

Vocabulary

Mastery

Correlation

Coefficient

1.000

-413

Sig. (2-tailed

.023

Speaking

Ability

Correlation

Coefficient

-.413

1.000

Sig. (2-tailed

.023

*. Correlation is significant at the 0.05 level (2-tailed).

Based on the output above, it is known that the value of sig. (2-tailed) of 0.023, because the

value of sig. (2-tailed) < of 0.05 means that there is a significant relationship between variable X

and variable Y.

From the output of SPSS, a correlation coefficient of -0.413** is obtained, meaning that

the level of correlation strength is sufficient or strong. The direction of the relationship -0.413

is negative.

Reliability Statistics

Cronbach's

Alpha N of Items

.701 10

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This study aims to find out whether the mastery of Arabic vocabulary owned by students

affects students' speaking ability. The researcher took the population for this study as all students

in madrasah Fathul Ulum which amounted to approximately 75 students while the sample

amounted to 30 students. Before taking data on the sample, the researcher first compiled research

instruments for vocabulary mastery and Arabic speaking skills. The Arabic vocabulary mastery

instrument is in the form of a test consisting of translating Arabic conversation texts, while the

ability to speak Arabic is in the form of speaking Arabic and has assessment criteria.

After the research instrument is prepared, the researcher first conducts a research trial to find

out whether the instrument used is valid and reliable to be used as a measuring tool. The

researcher conducted a research trial on 30 students. After being tested, the instrument was then

measured for its validity and reliability. From translating conversation texts that are declared

valid and reliable and the ability to speak with assessment criteria are all declared valid and

reliable. Then the researcher collected data on 30 predetermined samples.

In this discussion, it started from the validation test of Arabic speaking ability, the research

respondents totaled 30 people and obtained the following results by using the Product Moment

formula In this way, if at the significance level of 5% the calculation > the table, the question is

valid, but if the calculation > the table, the question is invalid. A good limit for measuring

validity is 0.05 by looking at the "rtable" with a significant value of 5% and producing the

following data, it can be seen that from the results of the validity test, it is found that the results

with a significance correlation with a value of 0.01 and a value of 0.05 are obtained. It can be

seen from the 10 statement questions that statements that have been tested for validity get

statements with valid results.

In the next test, namely reliability, the researcher obtained the results of 30 students and the

data is In the results of the reliability test, it can be seen that from 30 samples of students in the

madrasah obtained a cronchbact's alpha score of 0.701 out of a total of 10 test items, the

statement from the conclusion of the reliability coefficient statement statement that more than

0.70 can be declared moderate reliability and if it is less than 0.60, it can be declared low

reliability. The research data obtained by the researcher was 0.701, so it was declared high and

more than 0.70.

In the second test, the researcher used a correlation hypothesis test, in this test, the researcher

has taken data and must do there are several requirements in drawing conclusions. To find out

whether the independent variable has a significant influence on the dependent variable. The

meaning of significant is that the influence between variables applies to the entire population.

The hypothesis to be tested is as follows:

H0 : There is no positive relationship between Arabic vocabulary mastery and students' Arabic

speaking ability.

H1 : There is a negative relationship between Arabic vocabulary mastery and students' Arabic

speaking ability.

In this hypothesis test to determine the hypothesis using the Spearman Rank test, it is found

with a statement of decision conclusions, if the significance value is <0.05, then the data is

significant, and if the significance value is >0.05, then the data is not significant. Results sig.

obtained by 0.023, it can be stated that the data is significant.

0.023 < 0.05, then the regression model can be used to predict the influence of variable (X)

on variable (Y). From the data produced by the researcher as follows, the researcher obtained

data of 0.023, the significance level is 0.023< 0.05, then the regression model can be used to

predict the religiosity variable or in other words there is an influence of the free variable (X) on

the bound variable (Y).=, then it can be concluded as follows that 0.023 < 0.05 is less than 0.05,

then it is predicted that there is a correlation (significant) from the data of 0.023 because it is less

than 0.05.

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So it can be explained if the correlation test between the mastery of Arabic vocabulary and

the ability to speak Arabic has a negative relationship/correlation with a value (r= -413) that is

sufficient or strong enough (p=<0.05).

Based on the discussion above, this is in line with the research conducted by This is in line

with the research conducted by (Abusyairy et al., 2020) from the results of the research show that

there is a correlation in the "very strong" category between mastery of Arabic vocabulary and

Arabic speaking skills, as evidenced by the analysis of hypothesis tests with the product moment

correlation formula, The significance value of 0.000 < 0.05 and the Pearson correlation value of

0.926 are included in the category of very strong correlation. And the average value of Arabic

vocabulary mastery of students = 81 and the average value of Arabic speaking skills of students

= 80 which means the mastery of Arabic vocabulary and Arabic speaking skills of grade XII

students of SMK Muhammadiyah Loa Janan in the Good category. Another similar study

conducted by (Kasmiati et al., 2022) from the results of her research showed that Sig. The t value

was calculated 0.00 < 0.05 and t calculated 22.572 > t table 1.672. From the results of the above

analysis, it can be concluded that vocabulary mastery has a significant effect on Insyā's ability.

This shows that the better the mastery of the mufrodāt of the student, the better the ability to

write Insya'.

4. Conclusion

Based on the results of this study, it was found that there was a negative and significant

relationship between Arabic Vocabulary Mastery and Arabic Speaking Ability with a value of

0.413, with a p < value of 0.05 and can be seen from the results listed in table 4. that there is a

correlation between these two variables, which means that the higher the Mastery of Arabic

Vocabulary, the lower the Arabic Speaking Ability. So it can be concluded that the Mastery of

Arabic Vocabulary affects the ability to speak Arabic in students.

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