The Influence of Arabic Learning Media on Students’ Arabic Vocabulary Acquisition in MTs Class 7 Ishlahudini, NTB
Keywords:
Arabic Learning Media; Vocabulary Acquisition; Arabic Vocabulary; Seventh Midle Students
Abstract
Vocabulary acquisition is fundamental to effective Arabic language learning because it supports students’ listening, speaking, reading, and writing development. This study aimed to examine the influence of Arabic learning media on seventh-grade students’ Arabic vocabulary acquisition. The study employed a quantitative quasi-experimental design involving class 7 madrasah midle student at Ishlaudini divided into an experimental class and a control class, with 15 students in each group. Data were collected through pretest–posttest vocabulary tests, classroom observation, interviews, and documentation, and were analyzed using descriptive statistics, normality testing, homogeneity testing, and an independent samples t-test. The findings showed that the experimental class improved from a pretest mean of 50.30 to a posttest mean of 87.33, while the control class improved from 53.40 to 88.06. Gain score analysis showed slightly greater improvement in the experimental class (37.03) than in the control class (34.66). This study contributes by linking learning media with vocabulary acquisition as a classroom learning process. The findings suggest that teachers should integrate interactive media to support vocabulary learning.
References
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Rabie-Ahmed, A., & Mohamed, A. (2022). Collaborative and individual vocabulary learning in the Arabic classroom: The role of engagement and task demands. Foreign Language Annals, 55(4), 1006–1024. https://doi.org/10.1111/flan.12636
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Tubagus, M., Muslim, S., & Suriani. (2020). Development of learning management system-based blended learning model using claroline in higher education. International Journal of Interactive Mobile Technologies, 14(6), 186–194. https://doi.org/10.3991/IJIM.V14I06.13399
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Yuliana, Y., Abadi, A. M., Hendrowibowo, L., & Kurdhi, N. A. (2024). Characteristics of the mobile problem based learning flipped classroom (mPBLFC) mathematics learning model: A systematic literature review. Dalam Perspektivy Nauki i Obrazovania (Vol. 68, Nomor 2, hlm. 261–277). https://doi.org/10.32744/pse.2024.2.16
Alam, M. K. (2021). A systematic qualitative case study: Questions, data collection, NVivo analysis and saturation. Qualitative Research in Organizations and Management: An International Journal, 16(1), 1–31. https://doi.org/10.1108/QROM-09-2019-1825
Al-Anzi, F. S. (2022). Improved Noise-Resilient Isolated Words Speech Recognition Using Piecewise Differentiation. Fractals, 30(8). https://doi.org/10.1142/S0218348X22402277
Aldukhayel, D. M. (2023). Impact of Vocabulary Preteaching and Content Previewing on the Listening Comprehension of Arabic-Speaking Efl Learners. Informing Science, 26, 23–38. https://doi.org/10.28945/5076
Altakhaineh, A. R. M., & Sulaiman, N. A. (2025). Teaching English Vocabulary to Arabic-Speaking EFL Learners Through Total Physical Response and Kahoot. International Journal of Technologies in Learning, 32(2), 169–182. https://doi.org/10.18848/2327-0144/CGP/v32i02/169-182
Arockia Selvi, A., & Hema, V. H. (2023). A Quasi-Experimental Study on the Effectiveness of Early Interventional Techniques on Self-Esteem Social Skills and Core Academic Achievements among School Childrenwith Specific Learning Disabilities in Selected Schools at Chennai. Salud, Ciencia y Tecnologia, 3. https://doi.org/10.56294/saludcyt2023529
Belda-Medina, J., & Kokošková, V. (2023). Integrating chatbots in education: Insights from the Chatbot-Human Interaction Satisfaction Model (CHISM). International Journal of Educational Technology in Higher Education, 20(1). https://doi.org/10.1186/s41239-023-00432-3
Bin-Hady, W. R. A., & Al-Tamimi, N. O. M. (2021). The use of technology in informal English language learning: Evidence from Yemeni undergraduate students. Learning and Teaching in Higher Education: Gulf Perspectives, 17(2), 107–120. https://doi.org/10.1108/LTHE-09-2020-0037
Damayanti, D., & Ammar, F. M. (2024). Revolutionizing Arabic Vocabulary Learning with Mimicry Memorization. Indonesian Journal of Islamic Studies, 11(4), 1–19. https://doi.org/10.21070/ijis.v11i4.1725
Dillon, A. M., & Gallagher, K. (2019). The experience of co-teaching for emergent Arabic-English literacy. Qualitative Report, 24(7), 1556–1576. https://doi.org/10.46743/2160-3715/2019.3972
Eldjoudi, O. A. (2024). Translanguaging pedagogy in the Algerian EFL classrooms: Teaching vocabulary and negotiating social justice issues. Dalam Multilingual Early Childhood Education: Modern Approaches and Research (hlm. 157–183).
Franchi, V. M., Guerra, M. E. S., Novaes, B. C. A. C., Favero, M. L., & Pirana, S. (2023). Reading and comprehension: Phoniatric assessment in students with reading difficulties. Brazilian Journal of Otorhinolaryngology, 89(1), 3–13. https://doi.org/10.1016/j.bjorl.2021.05.014
Ghanad, A. (2023). An Overview of Quantitative Research Methods. International Journal of Multidisciplinary Research and Analysis, 06(08), 3794–3803. https://doi.org/10.47191/ijmra/v6-i8-52
Goroshko, O., Narli, N., Karakaya, O., & Lopez Molina, A. (2024). Exploring Linguistic Consciousness of University Students in the Wake of the Covid-19 Pandemic through Comparative Ukrainian-Turkish-Spanish Context. Psycholinguistics, 36(2), 90–120. https://doi.org/10.31470/2309-1797-2024-36-2-90-120
Haji-Othman, Y., Sheh Yusuff, M. S., & Md Hussain, M. N. (2024). Data Analysis Using Partial Least Squares Structural Equation Modeling (PLS-SEM) in Conducting Quantitative Research. International Journal of Academic Research in Business and Social Sciences, 14(10), 2380–2388. https://doi.org/10.6007/ijarbss/v14-i10/23364
Hardie, A., & Ibrahim, W. (2021). Exploring and categorising the Arabic copula and auxiliary kāna through enhanced part-of-speech tagging. Corpora, 16(3), 305–335. https://doi.org/10.3366/cor.2021.0225
İbi̇li̇, E., Ölmez, M., İbi̇li̇, A. B., Bi̇lal, F., Ci̇han, A., & Okumuş, N. (2024). Assessing the effectiveness and student perceptions of synchronous online flipped learning supported by a metaverse-based platform in medical English education: A mixed-methods study. Education and Information Technologies, 29(14), 18643–18673. https://doi.org/10.1007/s10639-024-12542-0
Kelemen, G. (2023). A reflective view to quality in early education today. Dalam Students’ well-being and teaching-learning efficiency during and post-pandemic period (hlm. 177–188).
Le Glaz, A., Haralambous, Y., Kim-Dufor, D. H., Lenca, P., Billot, R., Ryan, T. C., Marsh, J., DeVylder, J., Walter, M., Berrouiguet, S., & Lemey, C. (2021). Machine learning and natural language processing in mental health: Systematic review. Dalam Journal of Medical Internet Research (Vol. 23, Nomor 5). https://doi.org/10.2196/15708
Lee, C. (2024). How can multicultural children’s literature be utilized in the classroom to support transnational students to be border-crossers? Journal of Multilingual and Multicultural Development, 45(5), 1717–1731. https://doi.org/10.1080/01434632.2021.2020802
Makarova, O. V., Khvoshch, R. N., & Boldyreva, Y. V. (2024). Digital Resources As an Effective Means for Developing Communications Skills of a Future Doctor. Siberian Journal of Life Sciences and Agriculture, 16(1), 424–440. https://doi.org/10.12731/2658-6649-2024-16-1-1070
Muszyńska, K., Kołak, J., Haman, E., Białecka-Pikul, M., & Otwinowska, A. (2024). Metacognitive verbs do not show a cross-language gap: An investigation of metacognitive and concrete verbs in bilingual children. International Journal of Bilingualism, 28(3), 316–336. https://doi.org/10.1177/13670069221149941
Pamungkas, S. A., Panggabean, E. M., & Irvan, I. (2024). Development of HOTS and TPACK Based Learning Media on Parabola Material. Numerical: Jurnal Matematika dan Pendidikan Matematika, 8(1), 47–60. https://doi.org/10.25217/numerical.v8i1.4459
Paradis, J., Soto-Corominas, A., Chen, X., & Gottardo, A. (2020). How language environment, age, and cognitive capacity support the bilingual development of Syrian refugee children recently arrived in Canada. Applied Psycholinguistics, 41(6), 1255–1281. https://doi.org/10.1017/S014271642000017X
Prasad, K. (2021). New media, e-learning and content development: Innovative approaches to online education. Dalam Education in Europe: Perspectives, Opportunities and Challenges (hlm. 1–18).
Rabie-Ahmed, A., & Mohamed, A. (2022). Collaborative and individual vocabulary learning in the Arabic classroom: The role of engagement and task demands. Foreign Language Annals, 55(4), 1006–1024. https://doi.org/10.1111/flan.12636
Rajas, M., Alves, P., & Muñiz, C. (2022). Creation and Dissemination of Audiovisual and Multimedia Content: Educational and Scientific Transformation in Progress. Index.comunicacion, 12(2), 13–27. https://doi.org/10.33732/ixc/12/02Creaci
Rajas-Fernández, M., Gértrudix-Barrio, M., & Baños-González, M. (2021). Knowledge in images and sounds: Informative, narrative and aesthetic analysis of the video for MOOC. Publications, 9(3). https://doi.org/10.3390/publications9030032
Salas-Pilco, S. Z., Xiao, K., & Hu, X. (2023). Correction to: Artificial Intelligence and Learning Analytics in Teacher Education. Dalam Education Sciences (Vol. 13, Nomor 9). https://doi.org/10.3390/educsci13090897
Sampige, R., Rodgers, E. G., Huang, A., & Zhu, D. (2024). Education and Misinformation: Exploring Ophthalmology Content on TikTok. Ophthalmology and Therapy, 13(1), 97–112. https://doi.org/10.1007/s40123-023-00834-6
Sung, K. (2021). Efl undergraduate and graduate learners’ views on a writing intensive online subject matter course. Journal of Asia TEFL, 18(2), 520–543. https://doi.org/10.18823/asiatefl.2021.18.2.9.520
Tian, Y., & Liu, Y. (2025). Enhancing Cognitive Agility and Performance Under Stress Through Solfeggio Ear Training: A Big Data Evaluation in Arts Education. Revista Internacional de Medicina y Ciencias de la Actividad Fisica y del Deporte, 25(99), 531–552. https://doi.org/10.15366/rimcafd2025.99.034
Tubagus, M., Muslim, S., & Suriani. (2020). Development of learning management system-based blended learning model using claroline in higher education. International Journal of Interactive Mobile Technologies, 14(6), 186–194. https://doi.org/10.3991/IJIM.V14I06.13399
Yu, M. N., Hsiung, S. Y., Hsu, Y. H., & Weng, Y. Y. (2022). Development and Validation of the General Awe Scale. Bulletin of Educational Psychology, 53(3), 643–664. https://doi.org/10.6251/BEP.202203_53(3).0006
Yuliana, Y., Abadi, A. M., Hendrowibowo, L., & Kurdhi, N. A. (2024). Characteristics of the mobile problem based learning flipped classroom (mPBLFC) mathematics learning model: A systematic literature review. Dalam Perspektivy Nauki i Obrazovania (Vol. 68, Nomor 2, hlm. 261–277). https://doi.org/10.32744/pse.2024.2.16
Published
2026-07-05
How to Cite
Mursidin, M., & Umar Manshur. (2026). The Influence of Arabic Learning Media on Students’ Arabic Vocabulary Acquisition in MTs Class 7 Ishlahudini, NTB. International Journal of Education, Vocational and Social Science , 5(03), 3877-3892. https://doi.org/10.63922/ijevss.v5i03.4817
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Email : ijevss@citakonsultindo.or.id / editor.ijevss@gmail.com
