Penguatan Kosakata Bahasa Arab dan Inggris Melalui Lagu dan Permainan di TPA Desa Soka, Klaten

Almas Sefia Wulandari (Pendidikan Guru Madrasah Ibtidaiyah, Fakultas Tarbiyah, Universitas Islam Negeri Raden Mas Said Surakarta)
Fatya Dzia’ul Haq (Manajemen Zakat dan Wakaf, Fakultas Ekonomi dan Bisnis Islam, Universitas Islam Negeri Raden Mas Said Surakarta)
Ikfina Nurul Hikmah (Bahasa dan Sastra Arab, Fakultas Adab dan Bahasa, Universitas Islam Negeri Raden Mas Said Surakarta)
Yasir Aulia (Ilmu Al-Qur’an dan Tafsir, Fakultas Ushuluddin dan Dakwah, Universitas Islam Negeri Raden Mas Said Surakarta)
Luluk Ayuning Tyas (Akuntansi Syariah, Fakultas Ekonomi dan Bisnis Islam, Universitas Islam Negeri Raden Mas Said Surakarta)

Jurnal Imiah Pengabdian Pada Masyarakat (JIPM)
Vol 4 No 2 (2026): Oktober - Desember

Arabic and English are very important for children studying in religious educational settings such as the Al-Qur'an Education Center (TPA). However, the process of learning these two languages still faces obstacles because the teaching methods used lack variety, causing children to lose motivation and become less active during lessons. This community service activity aims to explain how the Fun Class program is implemented as a way to improve basic Arabic and English language skills among children at the TPA in Soka Village, as well as to demonstrate how participants responded and actively engaged during the activities. The activity was conducted by students participating in the Community Service Program (KKN) at UIN Raden Mas Said Surakarta from July 22 to August 31, 2026. The method used was a descriptive method with a qualitative approach. Data was collected through observation, documentation, and note-taking during the learning process as well as through various games conducted. The program was carried out regularly, with Arabic lessons every Monday and English lessons every Wednesday. These activities were accompanied by easy-to-understand explanations, word repetition, question-and-answer sessions, songs, pictures, and a game of matching pictures with words as a form of reinforcement and simple assessment. A total of 25 to 30 children attended ranging in age from kindergarten to sixth grade and showed great enthusiasm by actively singing, repeating words, answering questions, and following instructions; some children who were previously unfamiliar with certain words were able to pronounce and recall those words after being re-taught through songs and games. Challenges included the wide age range of participants, limited time, and a smaller number of participants during the fun games. The results of the activity indicate that Fun Class can be a more enjoyable method for TPA children to learn vocabulary, although the findings are descriptive and qualitative since no pre-tests or post-tests were administered during this activity.