Memory Optimization in Arabic Language Learning
A Literature Review
Keywords:
Arabic Language Learning, Memory, Teaching strategiesAbstract
Learning Arabic for non-Arabic speakers faces complex linguistic, cognitive, and affective challenges, particularly related to working memory limitations, cognitive load, and difficulties in retaining vocabulary and linguistic rules. Differences in the phonological, morphological, syntactic, and writing systems of Arabic often complicate the process of encoding and storing information in long-term memory. Therefore, learning strategies that optimize memory function and strengthen learners' memory are needed. This study aims to examine the role of mnemonic method and multisensory approach in strengthening memory in Arabic language learning. The method used is a narrative review of scientific articles from 2020 to 2025 obtained through Google Scholar and ResearchGate. The results show that mnemonic techniques—such as rhymes, acronyms, keywords, and chunking—are effective in helping to encode, store, and recall Arabic language information, especially vocabulary and grammar. In addition, a multisensory approach involving visual, auditory, and kinesthetic components has been proven to enrich the information encoding process, increase learning motivation, and strengthen material retention. The integration of mnemonic method and multisensory learning contributes significantly to creating Arabic language learning that is more effective, engaging, and adaptive to the memory mechanisms of learners.
References
Afiah, S., & Musyafa’ah, L. (2024). Penerapan Metode Total Physical Respon dalam Pembelajaran Bahasa Arab. KOLEKTIF: Jurnal Pendidikan, Pengajaran, Dan Pembelajaran, 1(1), 50–58. https://doi.org/10.70078/kolektif.v1i1.14
Amila Sholiha, & Asa Ismia Bunga Aisyahrani. (2023). The Use of Mnemonic Method and Its Implications for Arabic Learning. Studi Arab, 14(1), 29–42. https://doi.org/10.35891/sa.v14i1.3751
Auliya Ainul Jannah, I., Erlina, E., & Ghazi, F. (2025). Implementation of Multisensory Strategies in Arabic Language Learning for Students with Phonological Disorders: A Literature Review. Kalamuna: Jurnal Pendidikan Bahasa Arab Dan Kebahasaaraban, 6(2), 243–259. https://doi.org/10.52593/klm.06.2.03
Cahyono, E. A., Sutomo, & Hartono, A. (2019). LITERATUR REVIEW ; PANDUAN PENULISAN DAN PENYUSUNAN. Jurnal Keperawatan, 12(2), 1–6.
Dzulfirda, S., & Syafi’i. (2025). Visual Memory and Vocabulary Growth: The Use of Flashcards in Arabic Language Learning. AL-IRFAN: Journal of Arabic Literature and Islamic Studies, 8(2), 509–526. https://doi.org/10.58223/al-irfan.v8i2.556
Faridah, S. N., & Fajar, A. (2022). Peningkatan Hafalan Mufradat Bahasa Arab dengan Metode Bernyanyi pada Santri di Pondok Pesantren Fajrul Islam Karang Hegar Subang. Satwika: Jurnal Pengabdian Kepada Masyarakat, 2(1), 29–40.
Ferdinand, I., & Yasry, F. A. (2023). Implementation Of The Keyword Mnemonic Method And Its Effectiveness To Improve Arabic Vocabulary Mastery. Tadris Al-’Arabiyyah: Jurnal Pendidikan Bahasa Arab Dan Kebahasaaraban, 2(1), 16–29. https://doi.org/10.15575/ta.v2i1.22966
Firdaus, S., & Hafidah, S. (2020). Mnemonik: Solusi Kreatif untuk Meningkatkan Kemampuan Menghafal Kosa Kata Bahasa Arab Siswi Madrasah Aliyah Nurul Jadid. Palapa:Jurnal Studi Keislaman Dan Ilmu Pendidikan, 8(1), 81–96. https://doi.org/10.36088/palapa.v8i1.700
Hanifansyah, N. (2025). Mnemonic dan Muscle Memory dalam Inovasi Pembelajaran Marfologi Bahasa Arab (Sharaf) sebagai INSTING. TADRIS AL-ARABIYAT Jurnal Kajian Ilmu Pendidikan Bahasa Arab, 5(1), 105–126. https://doi.org/10.29240/jba.v8i2.8934
Irawan, K., Agustina, N., Zulhannan, Z., Ghazi, F., & Hijriyah, U. (2025). Karakteristik Bahasa Arab dan Relevansinya dalam Konteks Pendidikan Bahasa Asing. Naskhi: Jurnal Kajian Pendidikan Dan Bahasa Arab, 7(2), 207–214. https://doi.org/10.47435/naskhi.v7i1.3862
Komariah, N. S., Zainuri, S. M., & Muinuddin. (2025). Strategi Pembelajaran Berbasis Teori Memori Untuk Peningkatan Kognitif Siswa. CONS-EDU Islamic Guidance and Counseling Journal, 5(1), 118–130. https://doi.org/10.51192/cons.v5i1.1228
Lina, L., Luthfi, T., Fajar, A., Munir, D. R., & Raihan, U. (2025). Pendampingan Pembelajaran Kosakata Bahasa Arab Melalui Metode Interaktif bagi Anak-Anak di Desa Wanayasa. Sivitas: Jurnal Pengabdian Dan Pemberdayaan Masyarakat, 5(2), 103–110.
Mabruroh, H., Nurfadlilah, S., Zarkasyi, A. H., & Nufus, N. H. (2024). Implementation of Visual Auditory Kinesthetic Learning Model in Mastering Arabic Vocabulary at MTsN 5 Pandeglang. Al Mahara: Jurnal Pendidikan Bahasa Arab, 10(2), 228–243. https://doi.org/10.14421/almahara.2024.0102-02
Mahendra, G., & Nasir, A. (2025). The Effectiveness of an Assistive Memory Strategy (Mnemonic) in Enhancing Arabic Vocabulary Proficiency at the Source of Science Middle School. EL-MAQALAH: Journal of Arabic Language Teaching and Linguistics, 6(2), 12–28. https://doi.org/10.22373/maqalah.v6i2.8249
Mardhatillah, M., & Muhtadi, A. (2025). The Use of Sound Book To Enhance Students’ Arabic Vocabulary Mastery. Jurnal Eduscience, 12(4), 921–929. https://doi.org/10.36987/jes.v12i4.6924
Munir, D. R., Fajar, A., Lina, L., & Maftuhah, M. (2023). Mime Techniques of Students in Learning Arabic Vocabulary. https://scholar.google.com/scholar?cluster=7618549840714437748&hl=en&oi=scholarr
Nasrullah, R. (2025). Working Memory and Second Language Acquisition: Effects on Vocabulary, Grammar, Reading, and Writing. GEMA Online Journal of Language Studies, 25(1), 102–118. https://doi.org/10.17576/gema-2025-2501-06
Ningsih, W. P., Hamid, M. A., Rosyidi, A. W., & Hamdy, M. Z. (2024). The Designing of Teaching Materials by Using Mnemonic Music Techniques to Strengthen Vocabularies Memorizing. Arabiyatuna: Jurnal Bahasa Arab, 8(2), 753–773. https://doi.org/10.29240/jba.v8i2.8934
Nooijen, C. C. A. Van, Koning, B. B. De, Bramer, W. M., Isahakyan, A., Asoodar, M., Kok, E., Merrienboer, J. J. G. Van, & Paas, F. (2024). A Cognitive Load Theory Approach to Understanding Expert Scaffolding of Visual Problem ‑ Solving Tasks: A Scoping Review. In Educational Psychology Review (Vol. 36, Issue 1). Springer US. https://doi.org/10.1007/s10648-024-09848-3
Pradana, M. R. A. A., Rahmawati, N., & Amrullah, N. A. (2024). Keefektifan Model Pembelajaran Cooperative Learning Berbantuan Media Komik Strip Untuk Maharah Kitabah Pada Siswa Kelas VIII Mts Negeri 2 Kendal. LISANUL ARAB: Journal of Arabic Learning and Teaching, 13(1), 57–70.
Rahman, N. H., Mayasari, A., Arifudin, O., & Ningsih, I. W. (2021). Pengaruh Media Flashcard Dalam Meningkatkan Daya Ingat Siswa Pada Materi Mufrodat Bahasa Arab. Jurnal Tahsinia (Jurnal Karya Umum Dan Ilmiah), 2(2), 99–106. https://doi.org/10.57171/jt.v2i2.296
Sarıoğlu, M., & Karatepe, Ç. (2024). The Use of Mnemonics to Minimize the Interfering Effects of Teaching New Words in Semantic Sets to Learners of English as a Foreign Language. Applied Cognitive Psychology, 38(5), 1–15. https://doi.org/10.1002/acp.4251
Sulaiman, E. (2023). Membumikan Bahasa Arab Sejak Dini (Analisis Kesulitan dan Tantangan dalam Pembelajaran Bahasa Arab untuk Pemula). Edu Journal Innovation in Learning and Education, 1(2), 142–151. https://doi.org/10.55352/edu.v1i2.761
Suroiyah, E. N., Ma’arif, A. S., Wijaya, M., & Sholihah, L. (2024). Activating the Mnemonic Learning Model to Enhance Student Motivation o Enhance Student Motivation in MTs Miftahul Ulum Situbondo. Mantiqu Tayr: Journal of Arabic Language, 4(1), 91–104. https://doi.org/10.25217/mantiqutayr.v4i1.4039
Yakin, A. (2022). Problematika Pembelajaran Bahasa Arab di Indonesia dan Implikasinya terhadap Pengembangan Bahasa Arab. DIROSAT, Jurnal of Islamic Studies, 7(1), 57–67. https://doi.org/10.28944/dirosat.v7i1.699
Yudhiantara, R. A., & Syihabuddin, S. (2023). Arabic Extensive Listening and its Language Learning Benefits. Kalamuna: Jurnal Pendidikan Bahasa Arab Dan Kebahasaaraban, 4(2), 233–247. https://doi.org/10.52593/klm.04.2.08
Yulia Yuliani, S., & Sopian, A. (2025). Integration of AI-Based Text-to-Speech Technology in Arabic Listening Skills Learning. Aphorisme: Journal of Arabic Language, Literature, and Education, 6(1), 85–96. https://doi.org/10.37680/aphorisme.v6i1.7144
Yunanta, I. R. (2022). Transforming Arabic Vocabulary Learning for Beginners through Interactive Digital Media. IJ-ATL: International Journal of Arabic Teaching and Learning, 06(02), 240–252. https://doi.org/10.33650/ijatl.v6i2.2528
Zarkasi, L. (2025). Enhancing Arabic Speaking Skills through Short-Phrase Memorization in an Islamic Boarding School. Al-Muhawarah: Jurnal Pendidikan Bahasa Arab, 02(01), 70–81. https://doi.org/10.38073/almuhawaroh.v2i1.3670
Zhan, L., & Cheng, J. (2025). The relationship between multisensory stimulus-integrated foreign language learning models and students’ psychological states and language skill development-an empirical analysis using the global learning assessment database. Frontiers in Psychology, 16(August), 1–11. https://doi.org/10.3389/fpsyg.2025.1639885
Zheng, Y., & Cheng, L. (2018). How does anxiety influence language performance? From the perspectives of foreign language classroom anxiety and cognitive test anxiety. Language Testing in Asia, 8(1), 1–19. https://doi.org/10.1186/s40468-018-0065-4
