<![CDATA[Qur’anic memorization (tahfidzul Qur’an) is commonly implemented in Islamic schools as a religious and character-building program. However, its potential as a structured environment for developing students’ verbal-linguistic abilities remains insufficiently examined, particularly at the junior secondary school level. This study investigates how a Qur’anic memorization program supports students’ verbal-linguistic development through talaqqi, tikrar, muroja’ah, and memorization recitation activities. A descriptive qualitative design was employed at SMP IT MANTAB, Siak Regency, Indonesia. Data were collected through observations, semi-structured interviews with the school principal, Qur’anic memorization teacher, Islamic Religious Education teacher, and students, as well as documentation. Data were analyzed through data reduction, data display, and conclusion drawing. The findings indicate that the memorization program functions as a structured and continuous verbal-learning environment rather than merely a religious routine. Talaqqi stimulates auditory attention, phonological accuracy, and oral reproduction; tikrar strengthens verbal retention and fluency through systematic repetition; while muroja’ah supports retrieval, text maintenance, and confidence in oral performance. Students’ verbal-linguistic development was reflected in more fluent Qur’anic recitation, stronger verbal memory, greater speaking confidence, increased classroom participation, and improved engagement with Islamic Religious Education materials. Viewed through Gardner’s Multiple Intelligences framework and Vygotskian perspectives, the findings suggest that Qur’anic memorization can simultaneously support linguistic and spiritual development. The study highlights the importance of designing tahfidz programs beyond memorization targets toward broader linguistic learning outcomes.]]>
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