<![CDATA[Qur’anic memorization requires attention to both accurate recitation and understanding, yet the role of vocabulary comprehension within daily tahfidz instruction needs contextual explanation. This study examines that role, the obstacles encountered, and the strategies implemented at Pondok Pesantren Al-Munawwir Sangatta Selatan. A qualitative case study involved the pesantren leader, tahfidz teachers, and students selected purposively. Data were collected through observation, in-depth interviews, and documentation, and analyzed through data condensation, data display, and conclusion drawing. Source and technique triangulation supported credibility. The findings indicate that vocabulary comprehension was perceived to help students connect verses, retrieve forgotten passages, and engage more meaningfully in memorization and murajaah. Implementation faced differences in initial Arabic proficiency, learning pace, limited instructional time, and limited use of varied media. Teachers responded by explaining selected vocabulary before memorization, providing individual guidance, integrating meaning into murajaah, and offering motivational support. These findings suggest that vocabulary comprehension can provide semantic cues that complement oral repetition and teacher correction. However, the case study does not establish causal effects or quantify long-term retention gains. Vocabulary instruction should therefore be integrated gradually with accurate recitation, repeated retrieval, and guidance adapted to students’ prior knowledge.]]>
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