The Relationship Between Vocabulary Mastery and Arabic Speaking Skill: A Systematic Literature Review (SLR)

Hubungan Penguasaan Mufrodat dengan Kemampuan Berbicara Bahasa Arab dalam Konteks (SLR)

Abstract

Students' Arabic speaking ability remains relatively low, largely attributed to limited vocabulary (mufrodat) mastery. This condition leads to difficulties in spontaneously constructing sentences, reduced communication confidence, and an inability to use Arabic actively in daily interactions. This research explores the interconnectedness of mufrodat proficiency and Arabic speaking capabilities among students, while also categorizing the distinct variables influencing these two domains in the pedagogical setting. A qualitative descriptive library research design was implemented to anchor the study. The empirical and theoretical evidence was harvested using documentation techniques and a literature review targeting various scholarly instruments, such as books, indexed journals, and relevant preceding literature. To interpret the data, content analysis was employed by systematically reviewing, comparing, and decoding various theoretical structures and prior research conclusions. The ultimate outcomes indicate that lexical mastery serves as a critical determinant strongly linked to students' spoken Arabic performance. Students with good vocabulary mastery tend to speak more fluently, communicate with greater confidence, and construct sentences more accurately. Conversely, limited vocabulary constitutes the primary obstacle to oral communication fluency. Ultimately, this research demonstrates that proactive, communicative, and continuous lexical learning significantly advances students' Arabic speaking performance. This evidence highlights the pivotal role of shifting Arabic teaching methodologies toward an integrated model that pairs vocabulary retention with spontaneous communication exercises. Therefore, this framework functions as a reference for teachers, scholars, and syllabus designers in upgrading the quality of Arabic language pedagogy.