Beyond Memorization: Integrating Archery into Arabic Vocabulary Instruction
DOI:
https://doi.org/10.32332/ijalt.v8i01.11426Keywords:
Arabic Vocabulary Learning, Archery Method, Bloom's TaxonomyAbstract
Many students struggle with Arabic vocabulary because memorization-heavy instruction feels monotonous and often neglects the cognitive, affective, and psychomotor dimensions of learning, which can undermine motivation and engagement. This study responds by integrating archery into vocabulary instruction, using Bloom’s taxonomy to examine learning across those three domains. The study involved 25 tenth graders at Daarut Tauhid High School, Bandung, using a descriptive quantitative case study design. Data were collected through questionnaires and classroom observations, then analyzed using descriptive statistics and thematic analysis. The archery-based method scored an overall feasibility of 85.4% which is categorized as “very feasible”. The reported benefits were clustered into three domains: cognitive (vocabulary understanding, retention and application), psychomotor (focus, coordination and readiness to learn) and affective (motivation, confidence and enthusiasm). The novelty of this study lies in integrating archery as a sport-based activity into Arabic vocabulary instruction and examining its educational potential across the cognitive, affective, and psychomotor domains of Bloom’s taxonomy. By extending vocabulary learning beyond conventional memorization, the study offers an alternative approach to Arabic language teaching and provides preliminary evidence of the feasibility and potential value of combining physical activity with language learning.
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