THE VAK METHOD FOR QUR’ANIC VOCABULARY MEMORIZATION IN A CHILD WITH SEVERE DYSLEXIA AND DYSPRAXIA: AN EMBEDDED CASE STUDY

Wahidah Safinatunnajah Yusuf, Mohamad Zaka Al Farisi, Nalahuddin Saleh


Abstract


This study analyzes the application of the Visual, Auditory, and Kinesthetic (VAK) method to improve Quranic vocabulary memorization in a child with severe dyslexia, dyspraxia, and superior intellectual ability. The primary focus was comparing the subject’s ability to memorize concrete versus abstract nouns in Surah Al-Fīl. Employing an embedded mixed-method single-case design, data were collected using the Observe-Participate-Discuss technique. This involved participatory observation with interactive PowerPoint slides and audio recitations as learning media while directly tracking the subject's responses. The results indicate that the VAK method helps twice-exceptional children discover new ways to store and recall information. Vocabulary concreteness heavily influenced the method's effectiveness. Concrete nouns (al-fīl, hijārah, and sijjīl) were memorized more easily, achieving a "very good" rating with an N-Gain score of 0.70. Conversely, the abstract noun taḍlīl yielded an N-Gain score of 0.16, falling into the "poor" category. Imaginative kinesthetic learning emerged as the most prominent modality aiding memorization. Ultimately, integrating the VAK method enhanced cognitive processing and provided crucial affective support, boosting the subject’s self-confidence. These findings highlight the importance of multisensory, meaning-oriented instruction for Quranic learning among students with neurodevelopmental differences.

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DOI: https://doi.org/10.30743/ll.v10i1.13775

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