تطبيق طريقة الغناء في حفظ المفردات العربية في الفصل الخامس بالمدرسة الابتدائية أم القرى

Abstract: This study aims to: (1) describe the application of the singing method in teaching Arabic vocabulary to fifth-grade students at MI Umm al-Qura; (2) analyze the effectiveness of this method in improving students’ memorization skills; (3) describe the dynamics of student interaction; and (4) identify supporting and inhibiting factors. The research method used was descriptive qualitative to produce an in-depth description of classroom learning phenomena. The research subjects included the Arabic language teacher and fifth-grade students at MI Umm al-Qura. Data were collected through direct observation, in-depth interviews, and documentation over a forty-day research period. Data analysis was conducted interactively using the Miles and Huberman model, which includes data collection, data reduction, data presentation, and drawing conclusions. The research results indicate that: (1) The singing method was implemented by integrating daily-themed vocabulary into the melodies of familiar songs accompanied by kinstiche movements, making the material easier for students to internalize. (2) This method effectively improves memorization skills, as evidenced by enhanced long-term memory retention, fluency in pronunciation (makharijul Huruf), and a significant increase in students’ self-confidence. (3) There was a transformation in interaction from a one-way pattern to a cooperative, multi-directional one, in which students began to actively participate and help one another in memorization. (4) Factors The main strengths lie in the teachers’ creativity and the students’ natural inclination toward rhythmic activities, while obstacles such as differences in learning pace and time constraints can be overcome through a personalized approach and inclusive group singing strategies.