Learning arabic vocabulary through the C3T (smart, accurate, fast, and precise) game-based method at islamic boarding schools

Abstract

The low level of Arabic vocabulary mastery among students at Islamic boarding schools is a major challenge in Arabic language learning, particularly due to the use of monotonous teaching methods that fail to engage students actively. This study aims to describe and analyze improvements in students’ Arabic vocabulary mastery through the application of the Smart, Accurate, Fast, and Precise (C3T) game-based method at the Ash-Shiddiqi Islamic Boarding School in Jambi. This study employs the Classroom Action Research (CAR) approach, based on the model of Stephen Kemmis and Robyn McTaggart, and is conducted over two cycles. The research subjects were 25 female students in Grade VII Pi 3 AMMAN at the Ash-Shiddiqi Islamic Boarding School in Jambi. Data collection was conducted through tests, observations, and interviews, while data analysis used the classical mastery percentage technique with a minimum passing score (KKM) of 75. The results showed a significant improvement in each cycle: in Cycle I, the students’ average score reached 73.4 with a classical mastery rate of 52% (13 out of 25 students met the standard), while in Cycle II, it increased to an average of 84.6 with a mastery rate of 92% (23 out of 25 students met the standard). This study contributes by offering a competition-based game method that has been proven effective in increasing student engagement, confidence, and mastery of Arabic vocabulary in the pesantren environment, thereby serving as an alternative teaching method for Arabic language teachers.