THE METHOD OF SINGING IN MEMORIZING ARABIC

LESSON FOR STUDENTS OF PROGRAM EXCELLENT

CLASS PONDOK PESANTREN DAAR EL-QOLAM

(Study in Program Excellent Class Pondok Pesantren Daar el-

Qolam)

Scientific Research Paper

This scientific research paper is compiled as one of graduation requirement of
Program Excellent Class Pondok Pesantren Daar el-Qolam

Created by :

Ulfah Putri Bisba

Class: 6 IPA A/ NIS: 0910.2.21402

PROGRAM EXCELLENT CLASS

PONDOK PESANTREN DAAR EL-QOLAM

GINTUNG, JAYANTI, TANGERANG

2013 M / 1434 H
 ABSTRACT

Author: Ulfah Putri Bisba, Register Number: 0910.2.21402, Title: The Singing
Method in Memorizing Arabic Lesson for Students of Program Excellent
Class Pondok Pesantren Daar el-Qolam (Study in Program Excellent Class
Pondok Pesantren Daar el-Qolam).
Language is the main thing for people to communicate each other.
Without language, we cant live perfectly in this world. There are many
languages in this world, such as Indonesian, English, Japanese, and Arabic. Most
of Indonesia students learn those languages but Arabic language certainly found in
Islamic Schools. Its not easy to learn because Arabic language has different
characters from others. To make it easier, some teachers of Islamic Schools use
some methods while teaching. One of them is singing method. This method is
commonly used for the newbie.
The problems of this study are the factors that influence the students
memorizing in Arabic lesson, how the method of singing can influence students
memorizing in Arabic lesson, and how the usage of the method of singing towards
students memorizing in Arabic lesson. Thus problems of study were to
determine the usage of singing method in learning however in Arabic language
because usually teachers use this method in English learning.
The method used is descriptive method. Questioners are used in both
variable data collecting. The research was conducted in Program Excellent Class
by the number of samples of 77 persons of the population by the number of 259
people. The populations of this research are the first grade students of Program
Excellent Class Pondok Pesantren Daar el-Qolam. The results of data obtained
0,70 which are between 0,61 to 0,80 to interpretation is between variables X with
variables Y here is a high correlation. Furthermore, based on a significance test
results are known t count 8,57< t table 2,00 at 5% significance level, so receive
Ha and reject Ho. Then there are some correlation between between singing
method in memorizing and Arabic learning.

i
 RATIFICATION SHEET

The Method of Singing in Memorizing Arabic Lesson for

Students of Program Excellent Class Pondok Pesantren
Daar el-Qolam
( Study in Program Excellent Class Pondok Pesantren
Daar el-Qolam )
Created by :
Ulfah Putri Bisba
Class :6 IPA A/NIS :09.10.2.21402

This scientific research paper has been ratified and received as one of
graduation requirement in Program Excellent Class Pondok Pesantren
Daar el-Qolam in / /2013

Social and Humaniora Science Supervisor,

Coordinator,

Acep Tata Juanda, M. Pd Humaedi MZ, S. Ag

Known by,
The Headmaster of Daar el-Qolam Senior High School

H. Chamdan Widadi, S. Ag

ii
 STATEMENT SHEET

I declare that the scientific research paper that I arrange as the

graduation requirement of Program Excellent Class Pondok Pesantren
Daar el -Qolam is created by me myself.
There are some parts of this scientific research paper that I take
from another literatures which the sources are written clearly according to
the scientific writing rules and etiquettes.
If some days there are some parts in this scientific research paper
that not from me or plagiarism, Im ready to get the suitable punishment
with the policy of the guardian and the leader of Pesantren.

Gintung, . 2013

Ulfah Putri Bisba

iii
 BIOGRAPHY

The writer which has complete name Ulfah Putri Bisba

was born in Banda Aceh, 13th of August 1996. She was
the first child out of three brothers in the marriage of Mr.
Bambang Budi Santoso and Mrs. Bismillaini.

Formal educations that has been go through her life were

TK Al-Hidayah, Cikokol, Tangerang (2001-2002), SDN
Sukasari 4, Cikokol, Tangerang (2002-2008), MTs Daar
el-Qolam Islamic Boarding School, Gintung, Jayanti,
Tangerang (2008-2011), SMA Daar el-Qolam Islamic
Boarding School (2011) and Insya Allah will be graduated in 2014.

When she studied in Daar el-Qolam Islamic Boarding School, she is active in
some extracurricular, organizations, and competitions. Those are Jurnalistik
(2011-now), Saka Bhakti Husada (2010-now), Basketball Team (2011-now),
Band (2012-now), and Exact (2010-now).

Her experiences in competitions are 1st winner of Scrabble Competition in

Language Olympiad (2009), 3rd winner Blind Typing Competition in Education
Olympiad (2011), 1st winner Editing Text in IALC Competition (2012), 2nd
winner of Scrabble Competition in 5th Jamboree Language (2012), 2nd winner of
Listening to Short Story in 5th Jamboree Language (2012), 1st winner of
Describing Picture in 5th Jamboree Language (2012), 2nd winner of What Do You
Say in 5th Jamboree Language (2012), the competitor of Regional Water Rocket
Competition in Jakarta (2012), the competitor of National Water Rocket
Competition in Bandung (2012), Duta Jurnalistik 2013 (2013), Duta KAS 2013
(2013), the competitor of Physic Olympiad in KOMIPA 13 in SMAN 2
Tangerang (2013), the competitor of Physic Olympiad in SMAK Penabur Gading
Serpong, Tangerang (2013), and the competitor of Nurul Fikri Basketball
Competetion in SMP Nurul Fikri, Banten.

iv
 DEDICATIONS

My pray, my worships, my life, and my death are due to Allah, the Almighty of
this universe. The Producer of an amazing film, the Narrator of the life scripts,
the Determiner of humans life.

Peace and salutations are due to the Noble Prophet Muhammad PBUH, who has
brought the human being to the right way, the lightness.

Regards, faith, and loyalty are dedicated to my guardian angels, mom and dad.
Your unbounded love and affections are always in my heart.

Love and care are dedicated to my little fairies, my sister and my brother, Cyntia
Rizki Nayobi and Gamas Ahmad Karim. Your laugh and tears is always being
the companion of my life.

Regards and dedications are due to Pondok Pesantren Daar el-Qolam and our
mother land, Indonesia.

And for all my best friends, who has supported me to do this scientific research
paper. Especially to the little family Abstracx and Future Generation 607, your
smile and laugh are unforgettable things for me. I cant do anything without you
all.

From the deepest of my heart, I present this scientific research paper for you.

v
 MOTTO

(Al-Insyirah : 5-6)

Because the future belongs to who believe their beautiful dreams.

(Unknown)

The world is in your hand. Never allow anybody to control your world, its
yours! Never stop running to reach your future. If theres a will theres a way
and its true.

(Mom and Dad)

A research is not only according to your mind but also your heart
(Frankenweenie)

vi
 PREFACE

All praises be to Allah, the Almighty of this universe, who has given all
comforts to the writer, so she can submit this scientific research paper which titled
by The Singing Method in Memorizing Arabic Lesson for Students of Program
Excellent Class Pondok Pesantren Daar el-Qolam (Study in Program Excellent
Class Pondok Pondok Pesantren Daar el-Qolam). This scientific research paper
is compiled one of graduation requirement of Program Excellent Class Pondok
Pesantren Daar el-Qolam.

The writer realizes that she can submit this scientific research paper not
only from herself but needs motivations and contributions from others. Here, she
says very much thanking to :

1. Al-Ustadz Drs. K.H. Ahmad Syahiduddin, the guardian of Pondok

Pesantren Pesantren Daar el-Qolam which has spent his time and mind
to develop the Pesantren.
2. Al-Ustadz K.H Odhy Rosikhuddin, the leader of Program Excellent
Class Pondok Pesantren Daar el-Qolam which has fought to increase
the quality of education in Program Excellent Class Pondok Pesantren
Daar el-Qolam.
3. Al-Ustadz Acep Tata Juanda, M. Pd. Social and Humaniora Science
Coordinator, which has helped in the arrangement of scientific
research paper.
4. Al-Ustadz Humaedi MZ, S. Ag. Supervisor of scientific research paper
which has given supports and motivations to the writer so she can
submit the scientific research paper well.
5. Asatidz and Ustadzah which has taught the writer invaluable
educations.
6. All guardians of class 6 who has given the students of class 6 of Future
Generation 607 submit this scientific research paper to complete the
requirement of graduation term.

vii
7. Mom and Dad, which has prayed, supported, and motivated the writer
to finish and submit the scientific research paper well.
8. Future Generation 607, who has supported the writer to finish the
scientific research paper.
I hope this scientific research paper useful for the reader and another
research and increase the knowledge about how to learn Arabic lesson
easier.

Gintung, 2013

Ulfah Putri Bisba

viii
 TABLE OF CONTENS

ABSTRACT ............................................................................................................ i
RATIFICATION SHEET .................................................................................... ii
STATEMENT SHEET ........................................................................................ iii
BIOGRAPHY ....................................................................................................... iv
DEDICATIONS .................................................................................................... v
MOTTO ................................................................................................................ vi
PREFACE ............................................................................................................ vii
TABLE OF CONTENS ....................................................................................... ix
PICTURE LIST.................................................................................................... xi
TABLE LIST ....................................................................................................... xii
CHAPTER I PRELIMINARY ............................................................................ 1
A. Research Background ............................................................................................. 1
B. Research Problem ................................................................................................... 2
C. Restriction Problem ................................................................................................ 2
D. Research Purposes .................................................................................................. 2
E. Research Objectives ................................................................................................ 3
CHAPTER II LITERATURE VIEW ................................................................. 4
A. Singing Technique .................................................................................................. 4
B. The Brain and Memorizing Skill ............................................................................ 6
1. The Human Brain ................................................................................................ 6
2. Memorizing Skill ................................................................................................ 9
C. Arabic Lesson ....................................................................................................... 11
1. Arabic Language ............................................................................................... 11
2. The Characteristics of Arabic Language ........................................................... 12
3. The Problems in Teaching Arabic Language .................................................... 15
4. The Method of Arabic Teaching ....................................................................... 17

ix
CHAPTER III RESEARCH METHODOLOGY ............................................ 19
A. Time and Place ...................................................................................................... 19
B. Kind of Research................................................................................................... 19
C. Variables of Research ........................................................................................... 20
D. Collecting Data Technique.................................................................................... 20
E. Population and Sample.......................................................................................... 20
F. Research Procedure ............................................................................................... 20
G. Data Analysis ........................................................................................................ 20
CHAPTER IV RESULT AND DISCUSSION.................................................. 23
A. Research Result ..................................................................................................... 23
B. Hypothesis............................................................................................................. 27
Chapter V CLOSURE ........................................................................................ 31
A. Conclutions ........................................................................................................... 31
B. Suggestions ........................................................................................................... 32
BIBILIOGRAPY ................................................................................................. 33
ATTACHMENTS ............................................................................................... 35

x
 PICTURE LIST

Picture 2.1 Parts of Brain.7

Picture 2.2 Brains Hemispheres..9

Picture 4.1 Singing Method in Memorizing Variables Graphic...25

Picture 4.2 Arabic Learning Variables Graphic...26

xi
 TABLE LIST

Table 3.1 Table of Interpretation...23

Table 4.1 The Distribution Table of Singing Method in Memorizing Variable24

Table 4.2 The Distribution Table of Arabic Learning...........................................27

Table 4.3 Correlation Table of Both Variables......................................................30

xii
 CHAPTER I

PRELIMINARY

A. Research Background
Language is the way to communicate each other. Language was
introduced from years ago and it was one of worlds legacies which must
be defense. Every country has each language for their communication
each other. In Indonesia, we learn about Indonesian Language which has
been heir by the ancestors. Communicating is not depends on one
language, but we use two or more languages. Now, in many schools we
learn foreign languages such English, Japanese, or Arabic. Usually we
learn Arabic Language in Pesantren or Islamic Schools.
Arabic language is commonly used in Al-Quran and Al-Hadits.
Most of people feel very difficult to learn it. It needs a long time to
understand it and to master Arabic Language should begin from the basic
lesson as the introduction such as learning Nahwu and Shorof in order to
take us for understanding and interpreting Al-Quran and Al-Hadits.
But this understanding needs something to make easy to
understand what we learn, such lessons. Many instruments that can help
someone in understanding, one of them are music.
Albert Einstein said Without a music educating in the beginning,
nothing success in everything I do. The more people gets music
educating, their achievements in math, reading, writing, and language
appreciation will be better than others. Therefore, music is the golden key
to open the wisdoms door even young people or old.1
This method is suitable to do especially for children because they
prefer to learn in fun then seriously without any rest. Singing is one of
activity that the children like to do. Usually they prefer to sing and
memorize the lyric till they memorize and sing it without looking the lyric

1
Zhao Haide,Pengaruh Musik Terhadap Kecerdasan Anak, 08 November, 2010.
http://www.erabaru.net

1
 2

than memorize lesson that they have to memorize for exam. Here by, the
writer likes to combine the method of singing and their memorizing lesson
especially for Arabic lesson, so they can memorize their lesson easier like
memorizing the lyric of music. Therefore the writer titled this scientific
research paper by The Method of Singing in Memorizing Arabic Lesson
for Students of Program Excellent Class Pondok Pesantren Daar el-
Qolam

B. Research Problem
According to the background above, the research problems are:
1. What are the factors that influence the students memorizing in Arabic
lesson?
2. How can the method of singing influences students memorizing in
Arabic lesson?
3. How are the usages of the method of singing towards students
memorizing in Arabic lesson?

C. Restriction Problem
According to the research background, the restriction of the problems is to
know the usage of singing technique in memorizing Arabic lesson for
students of Program Excellent Class Pondok Pesantren Daar el-Qolam
especially for first grade. Because they find some difficulties in
memorizing and understanding Arabic lesson in class.

D. Research Purposes
This research is purposing for:
1. To know the factors that influence the students memorizing in Arabic
lesson.
2. To know how the music technique can influences students
understanding in Arabic lesson.
 3

3. To know the usage of music technique towards students

understanding in Arabic lesson.

E. Research Objectives
This research is useful for all relevant because:
a) To know the usage of music technique in understanding Arabic lesson.
b) To create a new method in teaching students easier.
c) To teach the method of singing of using music easier.
d) As the research contribution to other researcher, especially in
education field.
e) Increasing the knowledge of Arabic lesson.
f) Interesting the writer to learn more about Arabic lesson with music
technique and use it for other lessons.
 CHAPTER II
LITERATURE VIEW

A. Singing Technique
Singing is one of activity that children like to do. Singing is
the half of human needing and the appreciation of their emotion.
Singing can do in many ways, such as:2
1) Active singing: the students sing exactly, whether alone or together.
2) Passive singing: the students just listening the music and enjoy it
without seeing the lyrics or sing it.
With active singing students will more understand what they
listen, moreover they see the text and try to memorize it. Theyll
memorize in long term memorizing because they enjoy the song that
they memorize. But passive singing, they just enjoy the music without
knowing the text of the song. They hear it just to refresh their selves
from stress and depression.
There are 4 factors in this technique:3
1) Concentration.
2) Do in calm soul.
3) Repeating all the time.
4) Strong intention and motivation to do this technique.
Strong intention, motivation, and concentration are the main
thing to do the method. If they have, theyll understand what they
learn in long term memorizing. If they repeat that method all time,
theyll increase the capability of memorizing lessons or others.
The characteristics of singing technique will be used in
teaching method are:4

2
Siti Zulaikha, Problematika Implementasi Metode Bernyanyi Dalam Pembelajaran Bahasa Arab
Pada Anak Usia Dini Di TK Aisyiyah Bustanu lAthfal ( ABA ) Sapen Yogyakarta, Skripsi Sarjana
Pendidikan Agama Islam, (Yogyakarta: Universitas Islam Negri Sunan Kalijaga Fakulta sTarbiyah,
2009), pg. 33-34
3
Ibid.

4
 5

1) The song according to the material that will be learned by the students.
2) The melody according to the students capability of memorizing.
3) The lyric according to the level of students memorizing.
Many songs that will be used in this method, such as Naik
naik ke Puncak Gunung, Lihat Kebunku, etc. This song must be
suitable with the lesson that will be teaches and according to the
students capability of memorizing. So, the students will understand
and memorize what they learn well. The ways to use this method are:
1) Set the song with the material which will be taught. Is the song suitable
with the material or not. If it doesnt, change the song with the
suitable one.
2) Try to sing it alone before lead it to the students.
3) If it suitable, lead it in front of the students slowly. Try to use body
contact if necessary.
4) Repeat this method as usual as possible. So, the students will
memorize it in long term well.
The benefits of this method are:5
1) Helping the students to listen, memorize, integration, and producing
the language.
2) Increasing the bank of vocabularies, capability of speaking and
expression, and language smoothing.
3) Correcting the pronunciation of speaking.
4) Serving the non verbal communication.
5) Increasing the intellectual development.6
6) Giving some chances to train their social skill.

4
Eka Perceka, Metode Bernyanyi Dalam Meningkatkan Motivasi Belajar Bahasa Arab Siswa Kelas
VIII Mts Negeri Tempel Sleman, Skripsi Sarjana Pendidikan Agama Islam, (Yogyakarta: Universitas
Islam Negeri Sunan Kalijaga Fakultas Tarbiyah, 2008), pg .26-27
5
Ibid. pg. 27
6
Siti Zulaikha, Problematika Implementasi Metode Bernyanyi Dalam Pembelajaran Bahasa Arab
Pada Anak UsiaDini Di TK Aisyiyah Bustanu lAthfal ( ABA ) Sapen Yogyakarta, Skripsi Sarjana
Pendidikan Agama Islam, (Yogyakarta: Universitas Islam Negri Sunan Kalijaga Fakultas Tarbiyah,
2009), pg. 35
 6

This method is very useful for playgroup, elementary, and

senior high school students which still have strong memorizing so
they can memorize in another time. This method makes the
teacher easier to teach the materials that will be taught to the
students and makes them understand the materials.

B. The Brain and Memorizing Skill

1. The Human Brain
Brain is the boss of the parts of body. All orders which
ordered by the body saved in it and also the data or lesson that we
studied. Our brain is fantastic. It has one billion neurons more
than bee which has 7000 brain cells or more than the totality of
human being in this world, there are 6-7 millions cells. And every
cell has amazing skills and capacities.
If we memorize all names in the phone book and all
vocabularies in the dictionary, we cant say that our brain is full.
Because almost 1.000.000 brain cells die and just decrease 3,6%
from the whole totality when were in 100 years old. But, these
cells can increase alone according to the scientific research.7
It has many functions, such as setting the parts of body,
giving them some information, analyzing, and saving it in our
mind. Our brain products electric signals that connected with the
chemical reaction, so all the parts of body can inform the
information each other.8 Therefore, our brain can set us to think, to
move, to feel something, to see, to listen, and to smell. The weight
of babys brain is about 35-400 grams. The weight of adults brain
is about 1300-1400 grams. According to the childrens growth, the
totality of brains cells is increase than before but in stabile

7
Irman Widiatmoko, ST, CHt, NLP Pract, Memorize Everything, (Jakarta: PT. Gramedia Pustaka
Utama, 2012), pg. 2-3
8
Astri Novia, Melatih Otak Setajam Silet, (Yogyakarta: Media Pressindo, 2012), pg. 3-4
 7

improvement. In six years old, the brain is fully grows till 1300-
1400 grams.9

Picture 2.1 Parts of Brain

Our brain has three main systems, sub cortex, cerebrum, and
cerebellum. So, it divided into four important subsystems to maturation of
right hemisphere, left hemisphere, and two sensory lobos and frontal.
a) Sub Cortical System
A small sub cortical and brainstem in the bottom of brain are
focus on the movement of the nutrition in the body. It set some
functions such circulation, respiration, and digestion; to synthesize
and distribute many neurotransmitters which move the chemical
information inside and between the cells.
Sub cortical system works without our conscious. It works
when we sleep or focus in another jobs. This automatic system can
help the parents to not teach their babies how to breathe, or setting
their circulation and digestion. But we can change the automatic
setting consciously or decrease the activity for a moment, and its a
fact.

9
Astri Novia, Melatih Otak Setajam Silet, (Yogyakarta: Media Pressindo, 2012), pgl.4
 8

b) Cerebrum
This part of brain includes 80% from the mass of the whole
brain. The main function of this part is to process the interaction
with the environment, to know, control and respect the challenge
which we have to face consciously because maybe we have to face
it in different way. Our brain has to decide a character of the
challenge quickly and give the best solution to face it. Therefore, a
lot of time in youth age we use to mature the complex cells which
set the conscious character.
c) Cerebellum
This part of brain is placed in the back of our brain, plays a
central function, to coordinate planning, time, and activation of
complex motor sensor.
Then, cerebellums works through the combination of
reflexive system and reflective system. This combination has
positive and negative impacts. For example, we have two different
systems which analyze the warnings, chances, and challenge that
we have to face and decide the best resolution to resolve it :
1) The challenges which have an important needing and quick
resolution in automatic movement are processed by conceptual
problem resolving system from the cerebellum which pushed
by the pressure (especially sub cortical).
2) The challenges which have an unimportant needing are
processed slower than the important one and passing through
the reflection process which pushed by curiosity and analytic
problem resolving system (especially in cerebral part).10

10
Robert Sylwester, Memahami Perkembanga ndan Cara Kerja Otak Anak-Anak, (Jakarta: PT.
Indeks, 2012), pg. 45-49
 9

2. Memorizing Skill
Our brain has a wonderful capability that we never think. It
has one million cells more than the totality of human being in this
world or the brain cells of bee which has 7000 cells. Roger Sperry,
a scientist, carefully examines the memory capability. The result
of his research gets a Nobel Award after found the brains
hemispheres, right hemisphere and left hemisphere.

Picture 2.2 Brain's Hemispheres

This picture describes the function of each hemisphere,

especially for neo cortex which used for memorizing. The left
hemisphere has Short Term Memory (STM) but right hemisphere has
Long Term Memory (LTM). The right hemisphere is the key of the
memorizing. With using this hemisphere, we can memorize in long
term.11 For example, when we watch a film that we like best, well
memorize the plot of the story even though not the whole of the story,
maybe the face of the characters or the beauty of the panorama. And if
we meet with our old friend in some place, well just memorize the
face and after a long thinking we just find his or her name. According

11
Irman Widiatmoko, ST, CHt, NLP Pract, Memorize Everything, (Jakarta: PT. Gramedia Pustaka
Utama, 2012), pg. 5-6
 10

to the scientist identifications, the function of left hemisphere is related

to languages, counting, analyzing, and numbers. But right hemisphere
is related to the spatial capability and face knowing.12

Goldberg (2005) said that right hemisphere is set to definite the

new challenges effectively and creatively. This hemisphere
connects broadly to the challenges so it can decide many
alternative problem resolving. And left hemisphere is set to
identify the challenges which have known and activate the
responses which have expanded effectively before while facing the
challenges. This hemisphere is connected for fast and efficiently
resolving.13

With this capability of brain, we can combine between right

and left hemisphere by using it in one time. For example, we can
increase our memorizing skill especially in memorizing lesson by
singing or listening to the music. This method makes us easy to
memorize and do not need much time to do, or maybe using story
method to memorize the numbers of your account numbers, Asmaul
Husna, etc. Many tricks to increase your memorizing skill :
1) Making sport to be your needing and routines.
2) Playing music.
3) Customizing ourselves to sleep in time.
4) Setting the stress and depression.
5) Beware with the consumption of medicines.
6) Playing puzzles, action games, or any games which can
increase our memorizing skill.
7) Keep study or do some activities which can increase our
memorizing skill.
12
Robert Sylwester, Memahami Perkembangan dan Cara Kerja Otak Anak-Anak, (Jakarta: PT.
Indeks, 2012), pg. 59-60
13
Ibid.
 11

8) Consuming some food which can increase our memorizing skill

such as fish, green tea, popcorn, caffeine, tomato, and nuts.
9) Customizing breakfast every day although a piece of bread and
a glass of milk.14

And here are the tricks to make our memorizing easier :

1) Search the suitable place and time for memorizing.

2) Try to make our self relax and think that the lesson is easy to
memorize.
3) Repeat it more than once and also try to understand it deeply.

C. Arabic Lesson
1. Arabic Language
Language in English is has similar meaning with taal in
Dutch, langue in France, sparch in Germany, " "in Arabic,
and kokugo in Japanese.15 According to Longman Dictionary,
language is the kind of words that a person use or those are used
when talking or writing about a particular subject.16Language is the
way to communicate each other. Language was introduced from
thousand years ago and it was one of worlds legacy which must be
defense. Every country has each language for their communication
each other. In some schools in Indonesia, foreign language in one
of lesson subject that students should be able to master it, such as
English, Germany, Japanese, Korean, Arabic, and many else. In
common Islamic Boarding School, the student should be able
mastering English and Arabic language and both are the crown of
the school.

14
A. Khikmah, Makana Untuk Meningkatkan Daya Ingat, 23 February, 2013.
http://www.flexmedia.co.id
15
Ulin Nuha, M.Pd.I., Metodologi Super Aktif Pembelajaran Bahasa Arab, (Yogyakarta: Diva
Press, 2012), pg. 27
16
Edinburg Gate, Harlow, Longman Active Study Dictionary 5 th Edition, (England: Pearson
Education Limited, 2010), pg. 501
 12

Arabic language has been learnt in Indonesia since Islam

spread in it or in the 13th century. Arabic language education in
years ago just for learning and understanding Islam which written
in Holy Quran and Hadits which both are written in Arabic.17
According to Al-Ghalayin, Arabic language is the sentences which
used by Arabians to express their purposes (mind and feeling).
Arabic language had given many vocabularies to another country
such Latin in Europe. In the medieval, Arabic language was the
one of the main thing of cultures, such sciences, math, and
philosophies, which causes of the European borrowed many
vocabularies from Arabic language.18Arabic language was the
main language in 22 countries and also the language of Al-Quran
and Hadits that should be learnt by the Moslems all around the
world. In the Holy Quran letter Az-Zukhruf verse 3, Allah SWT
said that He made the Holy Quran in Arabic in order to understand
it. More than 250 million people use this language because Arabic
is the second language in Islamic country and it was the permanent
language in United Nations Companion.19

2. The Characteristics of Arabic Language

Arabic language has some characteristics, those are20 :
1) It has various styles of language.
The various styles of Arabic language are social variety,
geographical variety, and ideological variety. Social variety is
the style of language which shows the social-economic speech
stratifications. With this variety, we can find the standard of

17
Ulin Nuha, M.Pd.I., Metodologi Super Aktif Pembelajaran Bahasa Arab, (Yogyakarta: Diva
Press, 2012), pg. 55
18
ibid, pg. 31-32
19
Muhammad Maki, Pengertian Bahasa Arab, 08 of August, 2011.
http://www.foranplus.com
20
Ulin Nuha, M.Pd.I., Metodologi Super Aktif Pembelajaran Bahasa Arab, (Yogyakarta: Diva
Press, 2012), pg. 43-52
 13

Arabic language (al-arabiyah al-fusha) which used by the

students, and the daily language (al-arabiyah al-amiyah)
which used for daily conversation. Geographical variety is the
style of language which causes of the differences of the
speechs zones. With this, we can know the different dialogues
between Saudi Arabia, Egypt, Syria, Morocco, and another
Arabic country. Ideological variety is the style of language
which connected with the personal characteristic of the speaker
of Arabic language. Although they come from the same
geographical zones, they have some differences in the dialogue.
2) It can be expressed in oral or written.
According to Bloomfield, one of the supporters of structural
linguistic, the main language is oral language and written
language is the descendent of oral language.
3) It has specific systems and rules.
First is systemic. It arranged from voice arrangement
subsystem (phonology), word arrangement subsystem
(morphology), syntax, and others. Second is systematical.
Arabic language has specific rules, which equip between
subsystems with their functions. Third is complete. Arabic
language has many complete vocabularies to express the
speechs characters.
4) It has arbitration.
Every language is arbitrary, even in the correlation between the
vocabularies and its references or in the grammatical sight.
5) Developing productively and creatively.
As we know, Arabic language in the age of ignorance, the age
of Islam, in the medieval, and modern era is different. In one
sight, Arabic language has amazing potential to create a new
vocabulary with isytiqaq al-kalimator derivation system. In
another sight, causes of the interaction with another language,
 14

Arabic language shows its creativity to absorb another

vocabulary from another country which is not able to use in
Arabic.
6) It has special sound system.
Since 15 centuries ago, Arabic language just has 29 alphabets
which called by Hijaiyyah. These alphabets are not suitable
with Indonesians speech, so they feel difficult to speak Arabic
in their daily activity.
7) It has special written system.
Arabic language has a special written system, even the
direction of the writing, symbols or alphabetic writing, or in its
vowels. In the direction, Arabic language begins from right to
left but another language begin from right to left. In the
symbols or alphabetic writing, one alphabet of Arabic language
can modifies itself to another shape. So, there are two
categories of text in Arabic, text which vowels in it and no
vowels in it.
8) It has changeable and productive words structural.
Arabic language is one of languages that have some stems in its
morphology. In Indonesia language, no stems in it but just has
roots and derivative. Arabic language has tashrifand isytiqaq
al-kalimat so the stems of 45% vocabularies can be detected.
9) It has Irab system.
Irabis changeable voice or vowels in the end of words which
causes of the phrase or words structural or the changes which
causes of the main verbs (al-awamil). With it, the
grammatical meaning can be detected but not in Indonesian
language.
10) Emphasizing the conformity of its parts.
In Arabic language, gender and totality of things are
discriminated such as masculine (mudzakkar), feminism
 15

(muannats), single (mufrad), means two (mutsanna), and plural

(jama). And those rules are not found in Indonesian language.
11) Rich of figure of speech.
Figure of speech is the special character which more
conspicuous in Arabic literature. Therefore, Indonesian
students need high sense of language to master an understand
it.
12) The differences between dictionary meaning (al-mana al-
mujami) and required meaning (al-mana as-siyaqi).
We always find in Arabic language the vocabularies which can
be modified in many shapes. For example, the mean of is
to hit, but it can be make a sentence, to go, to bit, to burn, to
shoot, or others in specific contents of sentences. This form is
called by musytaraklafzhy. There are some modification words
in Indonesia language but not many as in Arabic language.
3. The Problems in Teaching Arabic Language
According to the characteristics of Arabic language, many
factors which can be some difficulties for Indonesians newbie even
in linguistic sight or non-linguistic. Here are some language sight
difficulties in learning Arabic.21
1) Vocal arrangement.
Many differences between Arabic language and
Indonesian or English. For example, no P, G, and
NG in Arabics phoneme but they usually change P
to B. Not such in Indonesian or English, no vocal
alphabets (a, i, u, e, o) in Arabics phoneme and
consonant alphabets. Vocal alphabets in Arabic
, , ,
language which use harakatsuch , ,
, and
many other.

21
Dra. Neneng LM, M.Pd, PembelajaranBahasa Arab, (Jakarta:Widyaiswara Madya pada
Pusdiklat Tenaga Teknis Pendidikan dan Keagamaan, 2012).
 16

2) Vocabularies.
In Arabic grammatical (shorofand nahwu), one
vocabulary can be modified into other shape. For
example, the word . In English grammar, it means
wrote. So it can be modified again into which
means he writes, which means she writes,
which means writer, which means table, or those
vocabularies can be modified into single (mufrod),
means two (mutsanna), plurar (jama), masculine
(mudzakkar), or feminine (muannats).
But many Arabic vocabularies which used in
Indonesian such musholla, kopi (coffee), majlis, and
many other.
3) Sentence arrangement.
The important thing in sentence arrangement is Irab.
Irab uses to know how we read the Arabic text
correctly. In Arabic language, there are two kinds of
sentence, jumlahfiliyahand jumlahismiyah.
Jumlahfiliyah is the sentences which begin in verb and
continued by the noun such


.Jumlahismiyahis the sentences which begin in noun
and continued by the verb such
. Arabic
language usually uses jumlahfiliyahmore than
jumlahismiyah.
Another problem in learning Arabic language is the
concord between sentences (muthabaqahbainajumalat)
and word arrangement (mauqiiyah). For example, the
concord between mubtadaand khabar (noun and its
adjective),such or in English the classroom
is clean; the concord between naat and manut (noun
and its adjective), such
or in English the smart
 17

boy; the concord between the verb and its gender, such

( feminine gender), (masculine
gender),
( means two feminine gender),
( means two masculine gender),

(plural feminine gender), ( plural masculine
gender).
4) Written Sight.
Arabic language written is begin from left to right, not
such in Latin which the written begin from right to left.
So, in one alphabet of Arabic alphabet, it can be
modified to another shape according to its place even in
the beginning of word, middle, in the last of word, or
stand alone as one word.
In non-linguistic sight, the problem is in socio-cultural
sight. It causes of its differences with Indonesians socio-cultural.
This problem causes to the differences of sentences, statements,
and names of noun.

4. The Method of Arabic Teaching

There are some methods to teach Arabic lessons22, such :
1) Analytic Methodology
This method needs some vocabularies which explain the text of
the lesson that will be taught. After giving the vocabularies,
the teacher discusses the text of the lesson together with the
student so theyll understand the means of the text or lesson.
Then, give some occasion to the students to summarize the
lesson which they learnt in the last of teaching. But this
method takes a long time teaching and the teacher must be

22
Mahmud Yunus dan Muhammad Qasim Bakri, , (Daar el-Qolam
Press), pg. 6-8
 18

ready in giving vocabularies before stepping to explaining and

summarizing the text of the lesson.
2) Exampling Methodology.
This method is easier than analytic methodology because the
teacher just need to mention the summary and explain of the
text of lesson and give the suitable example to the students. So,
theyll understand what the teachers means about the lesson.
But the negative sights of this method are focusing students
understanding neither to memorize the lesson nor to understand
it and students will not confidence with their answers.
3) Speaking Methodology.
This method is more suitable for senior high school students
not for elementary or junior high school because this method
needs high focusing while teachers explanations.
 CHAPTER III
RESEARCH METHODOLOGY

A. Time and Place

1. Time of Research
The writer writes this research from January 2013 till August 2013. So,
sampling will held on 22nd 24th of July 2013 CE. The following is
the schedule of activities :

No Activities 2013
Jan Feb Mar Apr May Jun Jul Aug
Title and
1 Outline
2 Proposal
3 Chapter 1
4 Chapter 2
5 Chapter 3
Research
6 Instrument
7 Chapter 4
8 Chapter 5
9 Bibliography
Score
10 Attachments

2. Place of Research
This research takes place in Program Excellent Class Pondok
Pesantren Daar el-Qolam.

B. Kind of Research
The method used in this research is quantitative method. With this method
we know the validity of the data between music and students memorizing
in Arabic lesson.

19
 20

C. Variables of Research
There are two variables in the research :
1. Free variable : The usage of music towards students memorizing.
2. Specific variable : Students memorizing in Arabic lesson.

D. Collecting Data Technique

The data collected by spreading questioners to the populations in three
days in the research.

E. Population and Sample

The population of this research methodology is the students of first grade
in Program Excellent Class Pondok Pesantren Daar el-Qolam. And the
sample of this research methodology is 30% from the whole students. The
writer uses random sampling to know the different capacity of their
understanding.

F. Research Procedure
The procedures are :
1. Teaching the students to memorize and understand their lesson using
music technique for 2 weeks.
2. Giving the same test to the samples.
3. Giving the questioners to know the capacity of their understanding in the
lesson.
4. Arranging the data below to be completed.
5. Spreading the questioner to be answered.
6. Counting the validity of the data.

G. Data Analysis
After collecting the whole of data, the next step is to tabulate the data. The
writer will determine the different capacity of students understanding and
 21

memorizing the lessons. So, she will use the formula for spreading the
data as below :
30
259 = 77
100
With the explanation as below :
Class 1A : 37 persons
Class 1B : 37 persons
Class 1C : 38 persons
Class 1D : 35 persons
Class 1E : 37 persons
Class 1F : 38 persons
Class 1G : 37 persons
1. Creating the Result of Data
a. Arranging the data from the smallest till the biggest.
b. Determining the space between data.
c. Determining the additional of the class.
d. Determining the length of the class.
e. Creating the table of frequencies.
f. Creating the pie, column, or line charts.
2. Hypothesis Checking
a. Creating the null hypothesis (Ho) and alternative hypothesis
(H1).
a) Null Hypothesis (Ho) :
No significant influences between singing method and
students memorizing in Arabic lesson of first grade
students at Program Excellent Class Pondok Pesantren Daar
el-Qolam.
b) Alternative Hypothesis
There are significant influences between music and
students memorizing in Arabic lesson for first grade
 22

students at Program Excellent Class Pondok Pesantren Daar

el-Qolam.
b. Arranging the helping X and Y analysis table.
c. Counting the correlation of the coefficient (rcount) with Product
Moment Formula.
( )( )
=
( 2 ( )2 ) ( 2 ( )2 )
d. Counting the correlation rank (tcount) with the formula.
2
=
2
e. Checking the hypothesis from the result of the research.
f. Interpretation table of r scoring.
Coefficients Intervals Correlations Ranks

Very low
0,00 0,20

Low
0,20 0,40

Middle
0,40 0,60

High
0,60 0,80

Very High
0,80 1,00

Table 1. The Table of Interpretation Scoring

 CHAPTER IV
Result and Discussion

A. Research Result
The goal of the research result description is to describe the
distribution of the data by using descriptive statistics, like site measure and
central symptoms, such as the average of counting or the average of
measuring, and the data serving distribution with the graphics of each
variable.
There are two kinds of data descriptions according to the variables
and the problems, there are : 1) Data descriptions of singing method in
memorizing, and 2) Data descriptions of Arabic learning. The research
result of each variable will be described in the attachment and the
explanation of each variable will be explained here.
1. Data descriptions of singing method in memorizing
The data explains about the respondents answer for the
questioners about the data. The questioners were spread over 77 of
259 students of seven grade of Pondok Pesantren Daar el-Qolam
Excellent Class Program.
The questioners spread to the samples arranged by some
indicators to make the data analyzing easier. The indicators are :
the joy of singing, the capability of memorizing using singing
methode, and the application of singing method. The writer makes
10 questions for the questioners from those indicators that will be
answered by the respondents. Every items of questions have a
score for scoring at the final of data collecting. It uses Likert
Scale, so the score of every questions are : 1) very aggree, 2)
aggree, 3) doubt, 4) disaggree, 5) very disaggree.

23
 24

Based on the research result, the writer gets Mean 36,4; Median
37; Modus 37; and Deviation Standart 5,50. Known from this data
accounting, the average of the respondents say that the
implementation of singing method in memorizing is low and most
of them also say that the implementation of singing method in
memorizing is low. So, the conclusion of the implementation in
singing method of memorizing is low.
The frequecy distribution table of the implementation of
singing method in memorizing :

Interval Frequency
19 22 1
23 26 2
27 30 8
31 34 15
35 38 20
39 42 23
43 46 5
47 50 3
Total 77
Table 4.1 The Distribution Table of Singing Method in
Memorizing Variable

From the table, the implementation of singing method in

memorizing scoring in the lower class of the average is low with
26 respondents (34%). The scoring in the average class is low too
with 20 respondents (26%). Then, the scoring in the upper class of
the average is high with 31 respondents (40%). So, here can
conclude that the implementation of singing method in memorizing
scoring is high because the score of the upper class of the average
is higher than the lower class of average.
For the table above, the writer creates a histogram graphic
of the implementation of the singing method in memorizing
variable.
 25

Singing Method in Memorizing

Variable's Graphic
30

20

10

0
18,5 22,5 26,5 30,5 34,5 38,5 42,5 46,5

Picture 4.1 Singing Method in Memorizing Variables Graphic

2. Data descriptions of Arabic learning.

The data explains about the respondents answer for the
questioners about the data. The questioners were spread over 77 of
259 students of seven grade of Pondok Pesantren Daar el-Qolam
Excellent Class Program.
The questioners spread to the samples arranged by some
indicators to make the data analyzing easier. The indicators are :
the introduction of language, the preference of Arabic language,
and the application of Arabic language. The writer makes 10
questions for the questioners from those indicators that will be
answered by the respondents. Every items of questions have a
score for scoring at the final of data collecting. It uses Likert
Scale, so the score of every questions are : 1) very aggree, 2)
aggree, 3) doubt, 4) disaggree, 5) very disaggree.
Based on the research result, the writer gets Mean 39,9; Median
40; Modus 40; and Deviation Standart 3,93. Known from this data
accounting, the average of the respondents say that the
implementation of Arabic learning is low and most of them also
say that the implementation of Arabic learning is low. The
conclusion of the implementation of Arabic learning is low.
 26

The frequecy distribution table of the implementation of

singing method in memorizing :

Interval Frequency
33 34 7
35 36 10
37 38 10
39 40 20
41 42 9
43 44 9
45 46 8
47 48 4
Total 77
Table 4.2 The Distribution Table of Arabic Learning

From the table, the implementation of Arabic learning

scoring in the lower class of the average is low with 27 respondents
(35%). So, the scoring in the average class is low too with 20
respondents (26%). Then, the scoring in the upper class of the
average is high with 30 respondents (39%). So, here can conclude
that the implementation of Arabic learning scoring is high because
the score of the upper class of the average is higher than the lower
class of average.
For the table above, the writer creates a histogram graphic
of the implementation of the Arabic learning variable.

Arabic Learning Variable's Graphic

25
20
15
10
5
0
32,5 34,5 36,5 38,5 40,5 32,5 44,5 46,5

Picture 4.2 Arabic Learning Variable's Graphic

 27

B. Hypothesis
To prove the correlation between the singing method in
memorizing and Arabic learning, here are two possible hypotheses of the
correlation of both.
Ho : = 0 : No correlation between the singing method in memorizing and
Arabic learning.
Ha : 0 : There are some correlation between the singing method in
memorizing and Arabic learning.
This is the correlation table of both variable.

No X (X i X ) x2 y (Yi Y ) y2 xy
1 39 2.6 6.76 39 0.9 0.81 2.34
2 28 8.4 70.6 36 3.9 15.2 32.8
3 34 2.4 5.76 41 -1.1 1.21 -2.64
4 48 -11.6 135 34 5.9 34.8 -68.4
5 33 3.4 11.6 45 -5.1 26 -17.3
6 48 -11.6 135 38 1.9 3.61 -22
7 36 0.4 0.16 39 0.9 0.81 0.36
8 39 -2.6 6.76 45 -5.1 26 13.3
9 28 8.4 70.6 37 2.9 8.41 24.4
10 37 -0.6 0.36 44 -4.1 16.8 2.46
11 40 -3.6 13 35 4.9 24 -17.6
12 41 -4.6 21.2 35 4.9 24 -22.5
13 29 7.4 54.8 39 0.9 0.81 6.66
14 39 -2.6 6.76 40 -0.1 0.01 0.26
15 38 -1.6 2.56 45 -5.1 26 8.16
16 30 6.4 41 42 -2.1 4.41 -13.4
17 24 12.4 154 44 -4.1 16.8 -50.8
18 41 -4.6 21.2 40 -0.1 0.01 0.46
19 36 0.4 0.16 40 -0.1 0.01 -0.04
20 34 2.4 5.76 43 -3.1 9.61 -7.44
21 33 3.4 11.6 33 6.9 47.6 23.5
22 47 -10.6 112 48 -8.1 65.6 85.9
23 27 9.4 88.4 44 -4.1 16.8 -38.5
24 40 -3.6 13 44 -4.1 16.8 14.8
25 29 7.4 54.8 42 -2.1 4.41 -15.5
26 29 7.4 54.8 46 -6.1 37.2 -45.1
 28

27 34 2.4 5.76 34 5.9 34.8 14.2

28 38 -1.6 2.56 35 4.9 24 -7.84
29 38 -1.6 2.56 42 -2.1 4.41 3.36
30 31 5.4 29.2 36 3.9 15.2 21.1
31 33 3.4 11.6 42 -2.1 4.41 -7.14
32 40 -3.6 13 35 4.9 24 -17.6
33 43 -6.6 43.6 35 4.9 24 -32.3
34 34 2.4 5.76 42 -2.1 4.41 -5.04
35 35 1.4 1.96 48 -8.1 65.6 -11.3
36 19 17.4 303 40 -0.1 0.01 -1.74
37 35 1.4 1.96 40 -0.1 0.01 -0.14
38 34 2.4 5.76 44 -4.1 16.8 -9.84
39 37 -0.6 0.36 34 5.9 34.8 -3.54
40 33 3.4 11.6 43 -3.1 9.61 -10.5
41 45 -8.6 74 40 -0.1 0.01 0.86
42 26 10.4 108 33 6.9 47.6 71.8
43 40 -3.6 13 45 -5.1 26 18.4
44 31 5.4 29.2 40 -0.1 0.01 -0.54
45 45 -8.6 74 43 -3.1 9.61 26.7
46 38 -1.6 2.56 38 1.9 3.61 -3.04
47 37 -0.6 0.36 36 3.9 15.2 -2.34
48 41 -4.6 21.2 45 -5.1 26 23.5
49 42 -5.6 31.4 39 0.9 0.81 -5.04
50 39 -2.6 6.76 45 -5.1 26 13.3
51 43 -6.6 43.6 40 -0.1 0.01 0.66
52 38 -1.6 2.56 38 1.9 3.61 -3.04
53 37 -0.6 0.36 38 1.9 3.61 -1.14
54 39 -2.6 6.76 40 -0.1 0.01 0.26
55 43 -6.6 43.6 42 -2.1 4.41 13.9
56 39 -2.6 6.76 40 -0.1 0.01 0.26
57 41 -4.6 21.2 47 -7.1 50.4 32.7
58 37 -0.6 0.36 37 2.9 8.41 -1.74
59 37 -0.6 0.36 33 6.9 47.6 -4.14
60 39 -2.6 6.76 42 -2.1 4.41 5.46
61 36 0.4 0.16 45 -5.1 26 -2.04
62 37 -0.6 0.36 42 -2.1 4.41 1.26
63 40 -3.6 13 37 2.9 8.41 -10.4
64 39 -2.6 6.76 37 2.9 8.41 -7.54
65 31 5.4 29.2 40 -0.1 0.01 -0.54
 29

66 39 -2.6 6.76 43 -3.1 9.61 8.06

67 35 1.4 1.96 39 0.9 0.81 1.26
68 38 -1.6 2.56 39 0.9 0.81 -1.44
69 40 -3.6 13 39 0.9 0.81 -3.24
70 35 1.4 1.96 39 0.9 0.81 1.26
71 39 -2.6 6.76 33 6.9 47.6 -17.9
72 31 5.4 29.2 40 -0.1 0.01 -0.54
73 31 5.4 29.2 37 2.9 8.41 15.7
74 42 -5.6 31.4 35 4.9 24 -27.4
75 41 -4.6 21.2 36 3.9 15.2 -17.9
76 30 6.4 41 47 -7.1 50.4 -45.4
77 31 5.4 29.2 38 1.9 3.61 10.3
Total 2803 5 2291 3075 -2.7 1177 -85.3
(Total)2 7856809 25 9455625 7.29

Table 4.3 Correlation Table of Both Variables

From this table, we can conclude :

X = 36,4 Y = 39,9
2
( x 2 ) = 2291 ( y ) = 1177
(xy) = -85.3

Then those data inserted to the correlation formula :

n xy ( x)( y)
=
[n x 2 ( x)2 ] [ n y 2 ( y)2 ]

77(85.3) (5)(2.7)
=
[77(2290.52) (25)][77(1176.77) (7.29)]

88609.4 88609.4
= =
(176345.04)(90604) 15977566004

88609.4
= = = .
126402
 30

From this formula known that the result of the correlation of

singing method in memorizing and Arabic learning is 0,70. To prove the
significance of both variables, it must be compared with r table result. By
the significance level 5% and n = 77, r = 0,23. In the fact, r count result is
higher than r table result, so the correlation of singing method in
memorizing and Arabic learning is high and there are some significance
between them.
Next, the hypothesis is created from this formula :
r n2
t
1 r2

0,70 77 2 0,70.8,7
t = = 6,09 = 8,57
1 (0,70) 2
0,51 0,71

t count result must be compared with t table result to create the

hypothesis. By significance level 5% and dk = n-2 = 75, t table result is
2,000. If t table is smaller than t count, receive Ha and reject Ho. So, the
conclusion is there are some correlations between the singing method in
memorizing and Arabic learning.
 Chapter V
Closure

A. Conclusions
The following conclusions of the resesarch :
1. The factors that influence the students memorizing in Arabic lesson
are concentration, do in calmly soul, repeating all time, and strong
intention and motivation to do.
2. The method of singing can influences students memorizing in Arabic
lesson if the song according to the material that will be learned by the
students, the melody according to the students capability of
memorizing, and the lyric according to the level of students
memorizing.
3. The usages of the method of singing towards students memorizing in
Arabic lesson are set the song with the material which will be taught,
try to sing it alone before lead it to the students, if it suitable, lead it in
front of the students slowly use body contact if necessary, repeat this
method as usual as possible. So, the students will memorize it in long
term well.
4. The implementation of singing method in memorizing scoring is high
because the score of the upper class of the average is higher than the
lower class of average.
5. The implementation of Arabic learning scoring is high because the
score of the upper class of the average is higher than the lower class of
average.
6. There are some correlation between the method of singing in
memorizing and Arabic learning because the rcount result is in the high
class of coefficients interval table. Its 0,70 and the result is between
0,61 0,80. For the significance level 5% in the two tail test, dk = n

31
 32

2 = 75, the ttab result is 2,000. In the fact, tcount= 8,57 = 1,5 is higher
than ttab = 2,000, so receive Ha and reject Ho. Then there are some
correlation between singing method in memorizing and Arabic
learning.

B. Suggestions
From this research, suggestions is given to :
1. Teachers : They must teach their students in the easieast way to
make them understand and interest to what they learn.
2. Students : They must pay attention to the teacher while
studying. So they can understand and master what they learn in
long term memorizing.
3. The other scientist : To create the better research for the next
and get the better result for that research.
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Utama.

Zulaikha, S, "Problematika Impletasi Metode Bernyanyi Dalam Pembelajaran

Pada Anak Usia Dini di TK Aisyiyah Bustanul Athfal (ABA):, Skripsi Sarjana
Pendidikan Islam, (Yogyakarta: Universitas Islam Negeri Sunan Kalijaga Fakultas
Tarbiyah, 2009), pg. 33-35. t.d.
 ATTACHMENTS

Attachment 1

RESEARCH QUESTIONERS

SINGING METHOD IN MEMORIZING VARIABLE

A. HOW TO ANSWER
1) Fill the identity column clearly.
2) Read the statements correctly and check the answer in the answer box
according to your mind.

B. LIST OF STATEMENTS

No Statements VA A Do Di VDi
1 Singing is one of my hobby

2 Singing makes me relax and calm

I prefer to sing than to listen to

3
the music
I prefer to memorize by singing
4 method than to memorize by
reading method
I can memorize the song with
5 reading the text and repeating
that all days
6 Repeating continuously all day
Applying the method of singing
7 can equalize between right and
left hemisphere
The method of singing make me
8
easy to memorize the lesson

35
 36

The method of singing is suitable

9
to apply in teaching lesson
The method of singing is not
10
need a long time to learn

Notes :

VA : Very Agree

A : Agree

Do : Doubt

Di : Disagree

VDi : Very Disagree

 37

RESEARCH QUESTIONERS

ARABIC LEARNING VARIABLE

A. HOW TO ANSWER
3) Fill the identity column clearly.
4) Read the statements correctly and check the answer in the answer box
according to your mind.

B. LIST OF STATEMENTS

No Statements VA A Do Di VDi
Language lesson is the most
1 important lesson in Daar el-Qolam
Islamic Boarding School
Language lesson can improve
student's skill in reading, listening,
2
speaking, and writing foreign
languages
Language lesson can equalize
3
hemispheres activities
Language lesson is one of the lesson
4
I like most
I like Arabic language than English
5
one
Arabic language should be learned
6 because it's the language of Al-
Quran and Hadits
Arabic language is fun and easier to
7
learn than English
Arabic's vocabularies is larger than
8
English
Arabic learning is need a long time
9
to learn to understand it more
I agree if Arabic language be the
10
International language
 38

Attachment 2

THE RESULT OF RESEARCH

SINGING METHOD IN MEMORIZING VARIABLE

No Question Items
Total
Res 1 2 3 4 5 6 7 8 9 10
1 5 5 3 4 4 3 4 3 4 4 39
2 2 4 4 2 4 2 2 2 2 4 28
3 4 4 4 4 4 3 3 3 2 3 34
4 5 5 5 5 5 5 5 5 5 3 48
5 4 4 3 2 2 5 5 3 4 1 33
6 5 5 5 5 5 4 5 5 5 4 48
7 4 4 3 4 5 2 4 3 3 4 36
8 5 5 3 5 2 2 4 4 5 4 39
9 2 3 3 4 4 4 3 1 2 2 28
10 5 4 4 4 4 3 4 3 3 3 37
11 5 5 3 4 5 1 5 4 4 4 40
12 4 5 3 5 5 1 5 4 5 4 41
13 3 3 3 3 2 3 3 3 3 3 29
14 4 4 3 5 4 5 4 3 2 5 39
15 5 5 1 5 5 1 1 5 5 5 38
16 4 3 2 4 4 2 3 2 2 4 30
17 2 3 1 4 3 4 2 2 2 1 24
18 4 5 3 5 4 4 2 5 4 5 41
19 5 5 3 3 5 2 3 3 4 3 36
20 4 4 3 3 3 4 3 4 3 3 34
21 4 4 3 3 4 2 3 4 3 3 33
22 5 5 3 5 5 5 4 5 5 5 47
23 2 3 3 4 3 3 3 2 2 2 27
24 4 5 4 5 5 2 3 5 5 2 40
25 3 3 3 2 4 4 2 2 2 4 29
26 2 4 1 1 5 4 4 2 2 4 29
27 5 4 3 3 3 3 3 3 4 3 34
28 5 5 3 4 5 3 3 3 3 4 38
29 5 5 4 5 4 1 2 4 5 3 38
30 4 4 2 3 4 2 3 2 4 3 31
31 4 5 3 1 3 4 4 4 3 2 33
32 4 4 4 4 4 2 4 5 5 4 40
 39

33 5 5 3 5 5 1 4 5 5 5 43
34 4 4 3 4 3 2 3 4 4 3 34
35 5 5 5 4 4 2 0 3 4 3 35
36 1 1 1 2 3 3 3 2 1 2 19
37 4 5 3 3 2 2 4 4 4 4 35
38 4 4 3 4 3 3 3 4 4 2 34
39 5 5 3 5 5 2 3 3 3 3 37
40 2 4 2 4 5 2 5 4 1 4 33
41 5 5 5 4 5 3 5 4 4 5 45
42 2 3 2 0 5 2 3 2 4 3 26
43 3 4 2 5 5 2 5 5 5 4 40
44 3 4 2 5 2 2 4 3 2 4 31
45 5 5 3 5 5 2 5 5 5 5 45
46 4 5 2 5 4 1 5 4 4 4 38
47 4 5 3 4 5 3 3 4 2 4 37
48 5 5 3 5 5 3 4 3 3 5 41
49 5 5 3 5 4 1 5 5 4 5 42
50 4 5 2 4 4 4 4 4 4 4 39
51 5 5 3 5 5 1 5 5 5 4 43
52 3 3 3 4 4 3 4 4 5 5 38
53 5 5 3 3 4 3 4 3 3 4 37
54 4 5 3 5 4 2 5 5 4 2 39
55 5 5 4 5 4 2 3 5 5 5 43
56 5 4 3 4 4 3 5 3 4 4 39
57 5 5 4 4 4 3 3 4 5 4 41
58 4 4 4 5 3 2 4 3 4 4 37
59 4 4 3 5 4 2 3 4 4 4 37
60 4 4 3 5 5 2 3 4 5 4 39
61 5 3 1 4 5 3 4 3 4 4 36
62 5 5 3 4 4 2 3 3 4 4 37
63 4 4 4 5 2 5 5 3 3 5 40
64 4 5 2 3 5 4 3 4 5 4 39
65 3 3 3 4 3 2 4 4 2 3 31
66 3 4 2 4 4 5 5 4 4 4 39
67 4 4 3 3 4 2 4 3 4 4 35
68 5 5 3 5 5 2 4 3 2 4 38
69 4 5 2 5 3 2 5 5 4 5 40
70 4 4 3 3 4 2 4 3 4 4 35
71 4 4 3 5 4 4 3 5 4 3 39
72 2 3 2 4 4 3 4 3 3 3 31
 40

73 2 3 2 4 4 3 4 3 3 3 31
74 4 5 4 5 4 2 3 5 5 5 42
75 5 5 3 4 4 5 3 4 5 3 41
76 3 4 3 3 4 4 2 2 2 3 30
77 3 5 3 5 4 1 3 2 2 3 31
Total 2803
(Total)2 7856809
 41

THE RESULT OF RESEARCH

ARABIC LEARNING VARIABLE

No Question Items
Total
Res 1 2 3 4 5 6 7 8 9 10
1 5 5 4 3 4 5 4 3 3 3 39
2 4 5 3 2 2 4 3 4 4 5 36
3 4 5 4 3 5 5 4 3 5 3 41
4 4 4 5 3 2 5 2 3 4 2 34
5 5 5 5 5 4 5 5 5 4 2 45
6 5 5 5 5 2 5 2 3 4 2 38
7 5 4 5 5 4 3 3 3 4 3 39
8 5 5 5 5 5 4 4 3 4 5 45
9 5 5 4 3 3 4 2 3 5 3 37
10 5 5 4 5 5 5 5 4 2 4 44
11 5 5 5 4 2 3 2 2 4 3 35
12 4 4 3 3 3 4 3 3 4 4 35
13 5 5 4 4 2 4 3 3 4 5 39
14 5 5 3 2 5 5 5 3 2 5 40
15 5 5 5 4 4 4 5 3 5 5 45
16 4 5 5 4 4 4 4 4 4 4 42
17 5 5 5 4 5 4 4 4 4 4 44
18 5 5 4 5 5 3 5 0 3 5 40
19 5 5 5 5 2 5 3 3 4 3 40
20 5 5 5 4 4 4 4 4 4 4 43
21 4 4 3 3 3 3 3 3 4 3 33
22 5 5 5 4 5 5 4 5 5 5 48
23 4 5 5 5 4 5 4 4 4 4 44
24 5 5 4 5 4 4 4 5 3 5 44
25 5 5 3 4 5 4 4 4 3 5 42
26 5 5 5 5 5 5 5 5 1 5 46
27 4 3 4 4 3 4 3 3 3 3 34
28 4 4 3 4 3 4 3 4 3 3 35
 42

29 5 4 2 4 5 5 5 5 2 5 42
30 5 5 3 4 2 4 3 3 4 3 36
31 5 4 2 4 5 5 5 5 2 5 42
32 4 4 3 4 3 4 3 4 3 3 35
33 4 4 3 5 4 2 5 3 2 3 35
34 5 5 5 5 4 5 4 4 3 2 42
35 5 5 5 5 4 5 5 5 4 5 48
36 5 4 5 4 2 5 3 4 5 3 40
37 5 5 5 4 4 5 4 4 3 1 40
38 5 5 5 5 3 5 3 5 3 5 44
39 5 3 2 3 3 5 3 3 5 2 34
40 5 5 5 4 4 5 4 4 4 3 43
41 5 5 5 5 3 4 3 3 2 5 40
42 5 5 4 0 5 3 0 4 2 5 33
43 5 4 4 5 5 5 4 5 3 5 45
44 5 5 5 4 4 5 4 4 3 1 40
45 5 5 5 5 3 4 3 4 4 5 43
46 4 5 5 3 3 4 3 4 3 4 38
47 5 4 4 3 3 5 3 2 2 5 36
48 5 5 4 3 5 5 5 5 3 5 45
49 5 3 3 4 3 5 3 3 5 5 39
50 5 5 3 5 5 5 5 4 3 5 45
51 4 5 3 4 4 5 4 3 4 4 40
52 4 5 5 4 3 4 3 3 4 3 38
53 5 5 4 3 3 3 3 4 4 4 38
54 5 5 4 0 5 4 5 4 3 5 40
55 5 5 4 4 4 4 5 4 2 5 42
56 5 5 5 4 2 5 2 5 4 3 40
57 5 5 5 5 5 5 5 5 2 5 47
58 5 3 4 3 2 5 4 3 5 3 37
59 4 5 0 3 5 0 5 4 5 2 33
60 4 4 3 4 4 5 5 5 4 4 42
61 5 4 5 4 5 5 5 5 3 4 45
 43

62 5 4 3 4 5 5 5 4 3 4 42
63 5 4 3 3 3 4 4 4 4 3 37
64 4 4 3 3 5 4 4 4 2 4 37
65 5 5 4 3 4 4 3 3 4 5 40
66 5 4 5 3 4 5 3 5 4 5 43
67 5 5 5 4 3 4 3 3 4 3 39
68 4 5 3 5 5 4 5 2 3 3 39
69 5 5 4 4 5 5 4 3 0 4 39
70 5 5 4 3 3 5 3 4 3 4 39
71 4 4 3 4 3 4 3 3 2 3 33
72 4 5 4 3 4 5 4 4 3 4 40
73 4 3 4 5 2 5 3 3 5 3 37
74 3 4 3 4 3 4 4 3 3 4 35
75 4 3 4 4 4 4 4 3 3 3 36
76 5 5 5 4 5 4 5 5 4 5 47
77 5 5 4 3 2 5 3 4 4 3 38
Total 3075
(Total)2 9455625
 44

Attachment 3

THE DESCRIPTIVE STATIC OF THE RESULT OF RESEACH

SINGING METHOD IN MEMORIZING VARIABLE

1. The result of research

19 24 26 27 28 28 29 29

29 30 30 31 31 31 31 31

31 33 33 33 33 34 34 34

34 34 35 35 35 35 36 36

36 37 37 37 37 37 37 37

38 38 38 38 38 38 39 39

39 39 39 39 39 39 39 39

40 40 40 40 40 40 41 41

41 41 41 41 42 42 43 43

45 45 47 48

2. Frequency Distribution
1) Arranging the data from the smallest till the biggest with this formula:
J X max X min
J = 48 19

= 29
 45

2) Determining the length of the class.

It uses SturgessFormula : K=1+3,3.Log n (n = total of data)

K = 1+3,3 Log 77 = 7,22 = 8

J
3) Determining the space between data by this formula, C
K

29
C 3.6 4
8

4) Creating the table of frequencies.

The Distribution Table of Singing Method in Memorizing Variable

Interval Frequency
19 22 1
23 26 2
27 30 8
31 34 15
35 38 20
39 42 23
43 46 5
47 50 3
Total 77

5) Determining the mean of the data

X
Xi
n

X
Xi =
2803
= 36,4
n 77

6) Determining the median of data.

+1 77+1 78
= = = 39 = 37
2 2 2
 46

7) Determining the modus of data

The modus of the data is 39
8) Determining the standard deviation (SD) and varians (s)

= 2

2
2 ( )2
=
(1)
77 (2290,52) (25)
2 =
77 ( 77 1 )
176370,04 25
2 =
5852
176345,04
2 =
5825
2 = 30,2738

= 2
= 30,2738 = 5,10
3. Histogram

Singing Method in Memorizing Variable's Graphic

25

20

15

10

0
18,5 22,5 26,5 30,5 34,5 38,5 42,5 46,5
 47

THE DESCRIPTIVE STATIC OF THE RESULT OF RESEACH

ARABIC LEARNING VARIABLE

1. The result of research

33 33 33 33 34 34 34 35

35 35 35 35 35 36 36 36

36 37 37 37 37 37 38 38

38 38 38 39 39 39 39 39

39 39 39 40 40 40 40 40

40 40 40 40 40 40 40 41

42 42 42 42 42 42 42 42

43 43 43 43 44 44 44 44

44 45 45 45 45 45 45 45

46 47 47 48 48

2. Frequency Distribution

1) Arranging the data from the smallest till the biggest with this formula :
J X max X min
J = 48 33

= 15

2) Determining the length of the class.

It uses Sturgess Formula : K=1+3,3.Log n (n = total of data)

 48

K = 1+3,3 Log 77 = 7,22 = 8

J
3) Determining the space between data by this formula, C
K

15
C 2
8

4) Creating the table of frequencies.

The Distribution Table of Singing Method in Memorizing Variable

Interval Frequency
33 34 7
35 36 10
37 38 10
39 40 20
41 42 9
43 44 9
45 46 8
47 48 4
Total 77

5) Determining the mean of the data

X
Xi
n

X
Xi =
3075
= 39,9
n 77

6) Determining the median of data.

+1 77+1 78
= = = 39 = 37
2 2 2

7) Determining the modus of data

The modus of the data is 40
 49

8) Determining the standard deviation (SD) and varians (s)

= 2
2 ( )2
2 =
(1)
77 (1176,77) (7,29)
2 =
77 ( 77 1 )
90611,29 7,29
2 =
5852
90604
2 =
5825
2 = 15,4825

= 2
= 15,4825 = 3,93
3. Histogram

Arabic Learning Variable's Graphic

25

20

15

10

0
32,5 34,5 36,5 38,5 40,5 32,5 44,5 46,5