Classroom Action Research on Digital Interactive Learning for Arabic Speaking Development in Islamic Junior High Schools
DOI:
https://doi.org/10.38073/almuhawaroh.v1i1.2495Keywords:
Interactive Learning Media, Arabic Speaking Proficiency, Gamification, Augmented Reality, AI-Assisted Learning, Madrasah TsanawiyahAbstract
The rapid advancement of digital technology offers new opportunities for transforming language education, yet developing Arabic speaking proficiency (Maharah Kalam) remains a significant challenge in Islamic junior high schools. This study aims to evaluate the effectiveness of interactive digital learning media in enhancing Arabic speaking skills among Grade 8 students at Madrasah Tsanawiyah Darullughah Wadda’wah (MTs Dalwa). Employing a quasi-experimental design, 30 students were purposively selected and divided equally into an experimental group and a control group. The experimental group engaged with AI-assisted pronunciation tools, gamification-based vocabulary learning applications, and augmented reality (AR) conversation simulations, while the control group received traditional textbook-based instruction and teacher-led drills. Data were collected using pre- and post-tests to assess speaking proficiency (covering fluency, pronunciation, vocabulary usage, and grammatical accuracy), complemented by classroom observations and semi-structured interviews with students and teachers. The findings revealed that the experimental group exhibited a statistically significant improvement, with a 32.5% increase in post-test scores compared to a 12.3% improvement observed in the control group. Additionally, qualitative feedback indicated that students experienced higher engagement, reduced speaking anxiety, and enhanced motivation. Despite these positive outcomes, challenges such as technical limitations and the need for structured teacher training were noted. In conclusion, the integration of interactive digital tools in Arabic language instruction can effectively enhance speaking proficiency, bridging the gap between theoretical knowledge and practical communication skills in Islamic educational settings. Further research is recommended to address implementation challenges and explore long-term retention effects.
Downloads
References
Adeoye‐Olatunde, O. A., & Olenik, N. L. (2021). Research and scholarly methods: Semi‐structured interviews. JACCP: JOURNAL OF THE AMERICAN COLLEGE OF CLINICAL PHARMACY, 4(10), 1358–1367. https://doi.org/10.1002/jac5.1441
Baharun, S., & Hanifansyah, N. (2024). Efektivitas Pembelajaran Kitab Al-Af’al Al-Yaumiyyah pada Daurah Ramadhan di Pon Pes Dalwa. Shaut Al-Arabiyah, 12(2). https://doi.org/10.24252/saa.v12i2.52825
Cohen, L., Manion, L., & Morrison, K. (2017). Research Methods in Education (8th ed.). Routledge. https://doi.org/10.4324/9781315456539
Creswell, J. W. (2021). A Concise Introduction to Mixed Methods Research. SAGE Publications, Inc.
Creswell, J. W., & Creswell, J. D. (2020). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications.
Guimarães, L. M., & Lima, R. D. S. (2021). A systematic literature review of classroom observation protocols and their adequacy for engineering education in active learning environments. European Journal of Engineering Education, 46(6), 908–930. https://doi.org/10.1080/03043797.2021.1937946
Hanifansyah, N., & Mahmudah, M. (2024). Enhancing Arabic Vocabulary Mastery Through Communicative Strategies: Evidence from Malaysia. Al-Ta’rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN, 12((2)), 263–278. https://doi.org/10.23971/altarib.v12i2.9082
Hasumi, T., & Chiu, M.-S. (2024). Technology-enhanced language learning in English language education: Performance analysis, core publications, and emerging trends. Cogent Education, 11(1), 2346044. https://doi.org/10.1080/2331186X.2024.2346044
Jääskä, E., & Aaltonen, K. (2022). Teachers’ experiences of using game-based learning methods in project management higher education. Project Leadership and Society, 3, 100041. https://doi.org/10.1016/j.plas.2022.100041
Khan, M. A., Aslam, S., Shahid, C., & Mukhtar, A. (2023). The Effectiveness of Using Communicative Language Teaching in ESL Classroom by EFL Teachers; An Exploratory Study. Review of Applied Management and Social Sciences, 6(2), 337–350. https://doi.org/10.47067/ramss.v6i2.328
Mahmudah, M. (2025). Enhancing Arabic Vocabulary with Hilyah Book. Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab, 1(1), 1–11. https://doi.org/10.38073/almuhawaroh.v1i1.2427
Mahmudah, M., & Hanifansyah, N. (2024). Implementation of the Jigsaw Learning Method for Maharah Qiro’ah Learning at MA As-Sholach, Kejeran Boyeman, Gondangwetan, Pasuruan. Lughawiyah: Journal of Arabic Education and Linguistics, Universitas Islam Negeri Mahmud Yunus Batusangkar, Indonesia, Vol 6(No 2), 165–184. http://dx.doi.org/10.31958/lughawiyah.v6i2.13456
Mahmudah, M., Nurhanifansyah, N., & Khalid, S. M. S. bin. (2024). Psycholinguistic Approaches to Enhancing Arabic Speaking Proficiency through Comic Strips. Arabiyatuna: Jurnal Bahasa Arab, 8(2), 804–826. https://doi.org/10.29240/jba.v8i2.11349
Marlina, L. & khairunnisa Hasugian. (2025). Analysis of the Difficulties Faced by Seventh Grade Students of Mts Al-Haq Margahayu in Mastering Listening (Maharah Istima’) and Speaking Skills (Maharah Kalam) in Arabic Language Learning: English. Tatsqifiy: Jurnal Pendidikan Bahasa Arab, 6(1), 51–60.
Masnun, M., Hanifansyah, N., & Khalid, S. M. S. bin. (2024). Senior Teaches Junior (STJ) Approach in Enhancing Arabic Vocabulary through Kitab Af’al: A Case Study in Malaysia. Arabi : Journal of Arabic Studies, 9(2). https://doi.org/10.24865/ajas.v9i2.851
Muhamad Solehudin, Nurhanifansyah, N., & Syaheed Kholid. (2024). The Effectiveness of using the Kitab Muhawarah in Enhancing Arabic Speaking Proficiency in Malaysia. An Nabighoh, 26(2), 251–268. https://doi.org/10.32332/an-nabighoh.v26i2.251-268
Nur Hanifansyah, Menik Mahmudah, & Sultan Abdus Syakur. (2024). MNEMONIC STORYTELLING AS A PSYCHOLINGUISTIC APPROACH TO ENHANCING ARABIC WRITING COMPETENCE. El-Jaudah : Jurnal Pendidikan Bahasa Dan Sastra Arab, 5(2), 31–52. https://doi.org/10.56874/ej.v5i2.2029
Shadiev, R., & Wang, X. (2022). A Review of Research on Technology-Supported Language Learning and 21st Century Skills. Frontiers in Psychology, 13, 897689. https://doi.org/10.3389/fpsyg.2022.897689
Shofwatul Fu’adah & Kholifatun Hasanah. (2024). The Effect of Using Audiovisual Media on Increasing Students’ Maharah Kalam in Al-Mutawassith Class. Review of Islamic Studies, 3(1). https://doi.org/10.35316/ris.v3i1.549
Solehudin, M. & Nur Hanifansyah. (2024). Arabic Public Speaking in Malaysia: Enhancing Vocabulary and Confidence through Psycholinguistics. International Journal of Arabic Language Teaching, 6(02), 143–156. https://doi.org/10.32332/ijalt.v6i02.9920
Syamsiyah, D., Farhani, C., & Alimudin, A. (2023). Strategies For Intensive Arabic Learning Maharat Al-Kalam At The Kendari State Islamic Institute. Al-Hikmah: Jurnal Agama Dan Ilmu Pengetahuan, 20(2), 126–135. https://doi.org/10.25299/al-hikmah:jaip.2023.vol20(2).11304
Tuma, F. (2021). The use of educational technology for interactive teaching in lectures. Annals of Medicine and Surgery, 62, 231–235. https://doi.org/10.1016/j.amsu.2021.01.051
Yilmaz, R. M., Topu, F. B., & Takkaç Tulgar, A. (2022). An examination of vocabulary learning and retention levels of pre-school children using augmented reality technology in English language learning. Education and Information Technologies, 27(5), 6989–7017. https://doi.org/10.1007/s10639-022-10916-w
Zhang, Q., & Yu, Z. (2022). Meta-Analysis on Investigating and Comparing the Effects on Learning Achievement and Motivation for Gamification and Game-Based Learning. Education Research International, 2022, 1–19. https://doi.org/10.1155/2022/1519880
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Moh. Tohiri Habib
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
