ADAPTING MULTISENSORY APPROACHES TO ARABIC VOCABULARY INSTRUCTION FOR DYSLEXIC STUDENTS: EVIDENCE FROM AN INCLUSIVE MADRASAH
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Abstract
This study aims to explore Arabic vocabulary learning strategies for dyslexic students at MTs Miftahussa’adah through the application of Mufradat Cards and Estafet Cards. Vocabulary mastery is the main foundation of Arabic language skills, but dyslexic students face significant phonological and visual barriers. This study used a descriptive qualitative approach with data collection techniques. Data were collected from one Arabic teacher and three dyslexic students through classroom observation, semi-structured interviews, and documentation over a period of 40 days. The results show that visual-kinesthetic card-based strategies can increase learning motivation, strengthen vocabulary retention, and create an inclusive classroom atmosphere without discrimination. Teachers adjusted the learning process by providing special space for dyslexic students so that they could participate equally with regular students. Supporting factors included teacher involvement and group interaction, while inhibiting factors included limited facilities and media variation. These findings are in line with multisensory learning theory, which emphasizes the integration of visual, auditory, and kinesthetic elements in language learning. This study recommends further research using a quasi-experimental design to test the long-term effectiveness of the Mufradat Card and Estafet Card strategies compared to conventional methods, as well as the integration of digital technology in Arabic language learning for dyslexic students.
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