The Implementation of Chorus Repetition and Chunking Techniques to Memorize the D u’as and Q ur’anic Verses for Salat.

. The purpose of this study is to examine the memorization techniques utilized by the Muslim community in Yogyakarta. By performing the ritual, the group has been adhering to its responsibility to pray five times per day. In their preliminary research, the authors found that the majority of community members had not yet memorized the material adequately. This condition is characterized by incorrect pronunciation when reciting duas and verses from the Qur'an, as well as a lack of comprehension of the duas and verses used in salat. To make the process of learning duas and Qur'anic verses for prayer more manageable for community members, the authors designed a program in which participants practiced using chorus repetition and the tossing method. These techniques could facilitate the process of memorizing the dua and Qur'anic verses recited during Salat, making it simpler to comprehend, recall, and correctly pronounce the required content..


Introduction
Memorization is information storing process in the brain so that it may be retrieved later.This process is known as memorizing (Basri et al., 2019;Lexcellent, 2018).The freshly obtained information must first be converted into a format that is suitable for archival in the memory.Then, the information must be recalled at a later point in time.One's capacity to recall information may be improved in a variety of ways, including via the use of mnemonic devices (Khushvaktovna, 2022), chunking (Suppawittaya & Yasri, 2021), repetition, associations, and visualizations (Akpan et al., 2021;Ciaramella et al., 2020).
Firstly, mnemonic devices are methods for enhancing memory and simplifying learning (Khushvaktovna, 2022).They essentially serve as memory aides that use straightforward techniques like patterns, rhymes, associations, visual imagery, or easily remembered words.Secondly, chunking is a technique in which vast amounts of information are divided into smaller, more manageable portions (or "chunks") that are simpler to remember (Suppawittaya & Yasri, 2021).This method makes use of the capacity of their working memory.The majority of individuals can retain between 5 and 9 items in working memory at once.By chunking information, people can store a lot more information in their working memory.For example, phone numbers are chunked to facilitate memorization.A 10-digit phone number, such as 1234567890, can be challenging to recall.However, if people divide it into pieces, such as 123-456-7890, it becomes much simpler to remember.Chunking is not restricted to only numbers, however.It is also applicable to other categories of data, such as catalogues of words or assignments.
Thirdly, repetition is one of the most basic and dominant techniques for remembering information.When people are repeatedly exposed to the same information, they strengthen the neural pathways in their brains that are associated with that information, making it easier for them to readily recall it in future occasions (Uchihara et al., 2019).Fourthly, association is a powerful method for improving memory because it allows one to make connections between freshly acquired information and information that one already has or has experienced (Akpan et al., 2021).Learning by association is a method that takes use of the brain's natural tendency to draw links between freshly learned information and knowledge that has been obtained in the past.This does not only help to solidify the newly acquired information, but it also contributes to the formation of a bigger context around it.The bigger context renders the information more relevant and makes it simpler to recall.Lastly, visualization is a highly effective memory technique set up on the alteration of data into an image in the mind, which facilitates recall (Strobach & Karbach, 2016;Wenger & Shing, 2016).This strategy is especially effective since the human brain processes visual stimuli more efficiently than written or spoken information.Applying these memorization techniques lead to better memorization, and memorization is of great importance for Muslims when they want to perform salat.
Salat, also known as Salah, is one of the Five Pillars of Islam and is the Islamic ritual prayer that is obligatory for all adult Muslims.All Muslims are required to perform it.This indicates that it is an essential teaching of Islam and a core component of a Muslim's everyday routine.Through salat, Muslims actively demonstrate their dedication and faith in Allah (God).It is a way for preserving a personal and spiritual relationship with God.Muslims believe that Salat assists in purifying the psyche and refocusing the mind (Bai et al., 2012).It functions as a form of humble repentance that offers psychological tranquility (Ijaz et al., 2017).This daily prayer acts like an ongoing reminder of a Muslim's life's main objective and priorities, which are to serve and worship the Creator.The routine and discipline needed to succeed performing Salat are viewed as a means to inculcate a person with a sense of disciplinary action, on time performance, and commitment (Mahmood, 2001).In addition, when Muslims pray in congregation, everybody stands with one another shoulder to shoulder, no matter their race, social standing, or ethnicity.This promotes an atmosphere of equality and brotherhood (Farrokhian et al., 2016).Moreover, the bodily moves of Salat, which include standing, kneeling, prostrating, and sitting down, are also valuable because they entail some movement that is beneficial to a person's psychological and physical well-being[1] (Ghazal, 2018).In Islam, Salat is of paramount importance.It is a spiritually, physically based, and societal practice that strengthens a Muslim's faith and dedication to Islamic principles.
In performing salat, Muslims must memorize specific portions of the Quran and du'as (prayers).The memorization of these parts is essential to perform salat accurately.Muslims are requiered to learn and understand the meanings of what is being recited during salat to increase mindfulness and concentration in the prayer.It is also important to note that understanding the meanings of the recitations can add depth to the prayer, turning it into a mindful and contemplative practice, rather than just a rote exercise (Ijaz et al., 2017).Therefore, many Muslims also strive to learn the meanings of the Arabic recitations.Although this memorization is regarded as a form of devotion within its own and is a vital aspect of the religious practices of Muslims.For many Muslims, particularly those who do not speak Arabic as a native language, acquiring these recitations can require considerable effort and memorization (Al Shlowiy, 2022).This paper aims to investigate the memorization practices conducted by a Muslims community at Yogyakarta.The community has performed five-time daily prays as their routine obligation.On initial investigation, the authors found that most of the members of the community have not yet properly memorized.This condition is signified by the improper pronucition when uttering the du'as and Qur'anic verses and also the absence of understanding toward the du'as and Quran'ic verses used when they perform salat.To facilitate the members of community, the authors conducted a program to practice using chorus repetition and chunking method to facilitate the memorization of du'as and Qur'anic verses for salat.These techniques may improve the process of memorizing the du'a and Qur'anic verses expressed during salat, allowing it to be simpler to grasp, recall, and correctly recite these essential text.The program is focused to examine the following questions : 1.How does the practice of the chorus repetition and chunking method influence the memorization of du'as and Qur'anic verses for salat? 2. What are the weaknesses of the chorus repetition and chunking method on the memorization of du'as and Qur'anic verses for salat? 3. What are the benefits of the chorus repetition and chunking method on the memorization of du'as and Qur'anic verses for Salat? 4.

Treatment procedures
The program was undertaken using procedures of pre-test, treatment, post-test, and program evaluation.Firslty, the pre-test was administered through interview and observation.When using an interview for a pre-test, the authors asked the participants to recite the du'a and Qur'anic verses for performing salat (Mann, 2016).At this moment, the authors assessed on accuracy of their memorization in terms of the correctness in pronouncing them and the understanding toward the meaning of their utterances Observation, on the other hand, involves analytically observing the participants' conducts in learning qur'anic reading text, and the authors record relevant behaviors, actions, or reactions displayed by the participants (Czasonis et al., 2022).
Secondly, at the treatment stage, the participants were exposed to the intervention of this program.The participants were treated to memorize the du'as and Qur'anic verses for salat.The du'as and Qur'anic verses for salat include Takbiratul Ihram, du,a iftitah, surah Al-Fatehah, some short surah in Quran, du'a ruku', du'a i'tidal, du'a sujud, du'a sitting between sujud, first tashahud, final tashadud, and salam (end of the salat).The short surah in Qur'an consisted of following: Surah Al-'Asr, Surah Al-Humazah, Surah Al-Fiil, Surah Quraisy, Suku Quraisy, Surah Al-Ma'unُ, Surah Al-Kausar, surah Al-Kafirunُ, Surah An-Nasr, Surah Al-Lahab, Surah Al-Ikhlas, Surah Al-Falaq, Surah Annas.The procedures for the treatment can be seen in the following figure 1 Figure 1: Treatment for memorizing the du'as and Qur'anic verses for salat The treatment began with opening section.It was started with Islamic greeting that was directly followed by presentation.The presentation explained the importance of the du'as and Qur'anic verses that would be memorized.At this moment, the authors explained

Opening
Presentati on

Reading chorusly
Closing necessary related information needed to motivate them to memorize the Arabic words and their Indonesian meaning.When they understood the presentation, the memorization started by the whole reading texts being memorized chorally several times.Afterwards, the texts of du'as and the verses were chunked into smaller phrases to ease the memorization.The chunked texts were read chorally as well for several times.Next, every participant voluntarily read and memorize the du'as and verses individually.When a participant volunteers shared the memorized material individually, the other participants practiced remembering the du'as and verses on their own.Before closing with reading the materials chorally again and end the session by making closing remarks, the authors interviewed and simultaneously observed to their memorization to supply the score for the post-test checklist.
Thirdly, the post-test was also undertaken through interviews with participants and observation.While doing the treatment, the authors observed and interviewed them to check their memorisation and give score in the checklist.Checklist for pre-test and posttest is available in After the post-test, the authors interview them for program evaluation to reveal their problems in memorizing the du'as and Qur'anic verses and expresed their perception on the benefits of the program.

Time and site setting
The program had taken place for three months: February, March, and April.From the first week of February until the third week of March, the program was run weekly on Sunday evening for about 45 minutes to 50 minutes each meeting.Starting from March 23, to April 20, 2023, the program was conducted daily after Subuh prayer for 60 minutes each meeting.
As the participants did salat in congregation, the site was in the mosque.The chosen site was very facilitative since they had regularly attended the prayers and gathered most of the time during the time of praying.To assist the participants, the authors provided LCD projector as a learning medium to assist the participants in the process of memorizing practices to visualize the texts being memorized.
improvement in memorization after using the chorus reading and chunking procedures by analysing the data using statistical methods such as paired t-tests or Wilcoxon signed-rank tests, it means that the influence of applying the chorus reading and chunking techniques to memorize du'a and Qur'anic verses for salat is successful.In order to determine whether or not the differences significantly vary from a normal distribution, a statistical test should be used.The Kolmogorov-Smirnov test was applied to check the normality of the data.Table 3 show the normality of the data.If the p-value is greater than the significance level specified (for instance, 0.05), it is reasonable to conclude that the data are normally distributed.If the p-value is less than the significance level, the data deviate from the normal distribution significantly.Table 3 shows that both pre-test and post-test data have higher significance level (p=0.160 and p.200).these mean that both data are normally distributed.Upon finding normal data, pair sample t-test was then administered with following result.

Table 4. The result pair sample t-test
When doing a paired sample t-test, if the p-value is given as 0.000, this indicates that the observed difference between the paired samples is statistically significant at the level of significance that has been specified (p-value < 0.05).Based on the results and data, that there is a substantial difference between the two paired samples.There is evidence to imply that the two sets of paired data differ statistically and significantly.In short, the implementation of chorus reading and chunking technique has effectively increased the memorization of the du'a and Qur'anic verses for salat.
The weaknesses of the chorus repetition and chunking method on the memorization of du'as and Qur'anic verses for Salat.

Overemphasis on Rhythm and Flow.
While the chorus repetition and chunking method can be helpful for memorization, it can also lead to an emphasis on maintaining a specific rhythm and flow by giving a predictable and structured framework.This can lead to a decrease in the effectiveness of the method.
Students may, without intending to do so, lay a larger emphasis on the mechanics of recitation rather than on the content and relevance of the du'as and verses they are learning.Students may forget the underlying meanings of the phrases as they grow more focused on memorizing the exact rhythm and flow of the words rather than the words themselves.As a consequence, individuals might learn the basic form of the du'as and verses of the Qur'an, but they might not fully appreciate the profound lessons and teachings that are hidden inside them.

Language Obstacle
Arabic is the language of the Qur'an and the preponderance of duas.Due to this issue, Arabic learners who are not yet adept in the language face a formidable obstacle.The content that must be memorized becomes increasingly difficult to comprehend in terms of both its meaning and its context.Learning to recall the meaning and context of the material being memorized may make it more difficult to properly integrate and connect what has been learned.

Cultural embedded content
Du'as and verses from the Qur'an frequently include cultural references and nuanced language.Learners who come from a variety of cultural backgrounds might not be familiar with these.Learners may have difficulty in comprehending the meanings intended for them if they do not have an adequate awareness of the cultural background.In addition, the learners could have trouble understanding the significance of the information that they have to memorize.

Articulation challenges
Arabic has its own sounds and pronunciation guidelines.The sounds and grammatical norms may differ from the learners' native languages.Some students may have difficulty accurately in pronouncing Arabic words.Due to these issues, learners may require additional assistance to ensure correct pronunciation.
The benefits of the chorus repetition and chunking method on the memorization of du'as and Qur'anic verses for salat.

Enhancing memorization process
Chorus repetition and chunking entail the recitation of du'as and Qur'anic verses multiple times.This repetitive practice reinforces the process of memorization.Additionally, the practice strengthens the neural pathways associated with the content that has been memorized.Through a process known as neuroplasticity, the brain has the ability to alter and adapt.When students engage in repeated practice, such as reciting du'as and Qur'anic verses, neural pathways associated with that information are strengthened and reinforced.This neural plasticity makes retrieval and retention of the memorized material more efficient.Consistent repetition aids in more effectively committing the information to memory.

Auditory Reinforcement
Chorus repetition requires reciting the du'as and verses in unison with others.Aural reinforcement can help with memorizing by engaging many senses.Using multiple senses at once can aid in learning and memorization.Chorus repetition requires both auditory and vocal participation.When learners recite du'as and Qur'anic verses loudly with others, they do not only hear but, also actively make the sounds.This multimodal experience may result in more robust information encoding in memory.Hearing the words repeated aloud by others promotes accurate pronunciation, intonation, and rhythm, so it is improving overall memorization.

Increased Focus and Attention
When learners actively participate in the recitation of the du'as and Qur'anic verses during chorus repetition, their attention becomes anchored in the present moment.By focusing on the act of reciting, they are less likely to be preoccupied with unrelated thoughts or external distractions.This promotes a state of mindfulness and presence, allowing for a deeper connection with the memorized content.Additionally, actively engaging in the recitation requires cognitive effort and involvement.By vocalizing the words and actively participating in the rhythmic pattern of the recitation, learners keep their minds actively engaged with the memorized content.This cognitive engagement enhances concentration and reduces the likelihood of the mind wandering.

Table 1 Table 1 .
Checklist for memorization scoring in the interview and observation for pre-test and post-test

Table 3 .
The normality of the pretest and posttest data