<![CDATA[This research is based on the argument that vocabulary learning is a fundamental requirement in various aspects of second language teaching and is an essential prerequisite for language learners. It is clear that sufficient mastery of vocabulary is crucial for effective language acquisition. Therefore, its learning necessitates the application of a method that creates a learning environment facilitating intensive and interactive student engagement with vocabulary. The objective of this study is to investigate the implementation of singing as a method for vocabulary learning in Arabic language education at Al-Ghaffaar Islamic Elementary School, along with its strengths and weaknesses. This research is a field study conducted with a qualitative descriptive approach. Data collection involved observation, interviews, and documentation methods. Data analysis employed the author uses the analysis technique proposed by Miles and Huberman, namely flow model. The analysis begins with the stage of reducing the data, followed by the stage of presenting the data (data display) and then the researcher draws conclusions. The findings indicate that singing can be an effective alternative method for teaching Arabic vocabulary. This method provides an exciting, enjoyable, fun and interactive learning experience for students. The learning stages are divided into three stages, namely: pre-learning activities or initial learning activities, core learning activities and final learning activities. These three stages are carried out systematically, effectively and efficiently. According to the evaluation results, students not only memorize vocabulary quickly but also demonstrate the ability to apply Arabic vocabulary across the four language skills: listening, speaking, reading, and writing.]]>
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