Khoirunnisa Khoirunnisa, Zahrodin Fanani

Analysis of The Application of The Singing Method in Memorizing Vocabulary in The Arabic Language Book Volume 3 for Grade 3 at SDI Amanah Ummah in The Academic Year 2024/2025

Introduction

Analysis of the application of the singing method in memorizing vocabulary in the arabic language book volume 3 for grade 3 at sdi amanah ummah in the academic year 2024/2025. Discover how the singing method enhances Arabic vocabulary memorization for 3rd-grade elementary students. This study reveals increased enthusiasm and effectiveness in learning Mufrodat.

Abstract

This study aims to determine the effectiveness of the singing method in helping third-grade elementary students memorize mufrodat (Arabic vocabulary). The research employed a descriptive qualitative approach, focusing on an in-depth understanding of the learning process and students’ responses. The study was conducted at SDI Amanah Ummah Surakarta in the 2024/2025 academic year. Data were collected through observation, structured interviews, and documentation. The findings indicate that the implementation of the singing method, combined with children’s song rhythms, increased students’ enthusiasm and memorization ability of mufrodat. As many as 80% (27 students) were able to fluently recite all the vocabulary taught in a single session, while 13.33% still required repetition, and the remaining 6.67% encountered significant difficulties. In conclusion, the singing method is effective in Arabic language learning for improving elementary students’ vocabulary memorization, although adjustments are still needed to match students’ time management and individual characteristics. This research is expected to serve as a reference for the development of creative learning strategies at the elementary level.

Review

This manuscript presents a focused and timely investigation into the application of the singing method for Arabic vocabulary memorization among third-grade students. The research addresses a pertinent pedagogical challenge, offering a creative and engaging strategy for language acquisition at the elementary level. The clearly defined context of SDI Amanah Ummah and the specific focus on Arabic Language Book Volume 3 for the 2024/2025 academic year establish a precise scope for the study. The abstract effectively conveys the study's objective to determine the method's effectiveness, making its relevance to educators and curriculum developers immediately apparent. Employing a descriptive qualitative approach, the study utilized a suitable array of data collection methods, including observation, structured interviews, and documentation, to gain an in-depth understanding of the learning process. The findings strongly suggest the singing method, particularly when integrated with children's song rhythms, significantly enhances student enthusiasm and memorization ability. The reported quantitative data—80% of students achieving fluent recitation in a single session, with only a small minority struggling—provides compelling evidence for its immediate efficacy. While the qualitative framework provides valuable insights into the process, the strong quantitative outcome percentages lend a robust empirical dimension to the study’s conclusions regarding effectiveness. The study concludes that the singing method is an effective tool for improving elementary students' Arabic vocabulary memorization, positioning it as a valuable reference for developing creative learning strategies. However, the abstract also prudently acknowledges the need for adjustments related to students' time management and individual characteristics, suggesting an awareness of practical implementation challenges. While the descriptive qualitative approach provides rich insights into the 'how' and 'why' within its specific context, future research could benefit from exploring the long-term retention rates or employing a comparative design to benchmark the singing method against traditional approaches. Further elaboration on the nature of the "adjustments needed" and how to address the 20% of students who still faced difficulties would also enhance the practical utility of this promising intervention.

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