Implementation of Music-Based Teaching Materials to Improve the Arabic Language Skills of Madrasah Ibtidaiyah Students
Keywords:
Arabic Language Learning, Music Based Teaching Materials, Student EngagementAbstract
This study investigates the implementation of music based teaching materials to enhance Arabic language skills among students at Madrasah Ibtidaiyah. The research responds to challenges commonly faced in Arabic instruction, including low vocabulary retention, limited speaking confidence, and reduced motivation caused by conventional, theory heavy teaching methods. Using a qualitative case study approach, the study explores how music can function as a pedagogical tool to support listening, speaking, and vocabulary development. Data were collected through classroom observations, in depth interviews with teachers, students, and school leadership, as well as document analysis. Findings reveal that music increases student engagement, improves linguistic recall, and reduces psychological barriers such as anxiety when speaking. Teachers reported that rhythmic and melodic elements help students remember grammar structures, while students expressed greater enjoyment and participation during lessons using songs. Observations confirmed enhanced pronunciation accuracy and contextual language use in classes where music was integrated strategically.
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