The The Effectiveness of Integrating Islamic-Themed Arabic Digital Content on Students' Listening and Speaking Skills: A Quasi-Experimental Study

Muhamad Nasrulloh; Mochamad Chobir Sirad; Choiruddin; Sulaiman

doi:10.22373/y8cga625

Authors

Muhamad Nasrulloh Universitas Islam Negeri UIN Sayyid Ali Rahmatullah Tulungagung
Mochamad Chobir Sirad UIN Sayyid Ali Rahmatullah Tulungagung
Choiruddin
Sulaiman

DOI:

https://doi.org/10.22373/y8cga625

Keywords:

Learning Arabic

Abstract

Limited exposure to authentic spoken Arabic in formal instruction often leaves students with weak listening (mahārah istimāʿ) and speaking (mahārah kalām) skills, even though Arabic-language Islamic content is widely available online. This study aims to examine whether integrating such content into face-to-face instruction improves both skills. A quasi- experimental Non-Equivalent Control Group Design was used with 79 fourth-semester students of the Arabic Language Education Department at UIN Sayyid Ali Rahmatullah Tulungagung (40 experimental, 39 control). Over six meetings, the experimental class learned through listening tasks and cooperative speaking tasks built on 4 Islamic Arabic videos from YouTube, Instagram, and Telegram. The control class received conventional instruction using structured pedagogical audio. Both skills were measured with pre- and post-tests; speaking was scored with a rubric by three raters. Gains were analyzed with N-Gain, independent samples t- tests, and MANOVA. The experimental class outperformed the control class in listening (N-Gain = 0.531 vs. 0.316; t(77) = 6.150, p < .001) and speaking (0.596 vs. 0.331; t(77) = 8.971, p < .001). MANOVA showed a large combined effect (Wilks’ Λ = .350, F(2, 76) = 70.444, p < .001, partial η2 = .650), with a larger effect on kalām (partial η2 = .511) than on istimāʿ (.329). The findings suggest that structured Islamic digital content can develop listening and speaking together, and they support an input–output instructional cycle for oral skills in Islamic higher education.

References

Aldamen, H., Almashour, M., Al-Deaibes, M., & AlSharefeen, R. (2025). Testing Krashen’s input hypothesis with AI: A mixed-methods study on reading input and oral proficiency in EFL. Frontiers in Education, 10, Article 1614680. https://doi.org/10.3389/feduc.2025.1614680

Alsaiari, A. (2025). The efficacy of digital stories in enhancing listening skills within the context of an Arabic language course for sixth-grade students in Dumat Al-Jandal, Saudi Arabia. International Journal of Learning, Teaching and Educational Research. https://www.ijlter.org/index.php/ijlter/article/view/14323/0

Baity, N., Khoirunnisa, A., & Hamidah, R. A. (2024). Digital transformation in Arabic language learning: Utilizing the Learning Al-Jazeera website to enhance listening comprehension (maharah istima’). Naatiq: Journal of Arabic Education, 1(1), 59–65. https://doi.org/10.33367/naatiq.v1i2.6224

Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47.

Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. Routledge.

Dalman, M., & Plonsky, L. (2025). The effectiveness of second-language listening strategy instruction: A meta-analysis. Language Teaching Research, 29(3), 1039–1068. https://doi.org/10.1177/13621688211072981

Dizon, G. (2020). Evaluating intelligent personal assistants for L2 listening and speaking development. [Detail publikasi perlu diverifikasi]. https://scholarspace.manoa.hawaii.edu/items/c8c92ef7-c23c-4b93-aefd-b4ac9f35480d

Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.

Faiqoh, P. K., Gadoum, H., & Baity, A. N. (2025). Digital media and technology in Arabic language learning. ARKHAS: Journal of Arabic Language Teaching, 5(1), 121–132.

Habib, M. T. (2025). Classroom action research on digital interactive learning for Arabic speaking development in Islamic junior high schools. Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab. https://doi.org/10.38073/almuhawaroh.v1i1.2495

Hake, R. R. (1998). Interactive engagement versus traditional methods: A six-thousand-student survey of mechanics test data. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809

Hamidah, H., & Marsiah, M. (2020). Pembelajaran maharah al-istima’ dengan memanfaatkan media YouTube: Problematika dan solusi. Al-Ta’rib: Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab, 8(2), 147–160. https://doi.org/10.23971/altarib.v8i2.2282

Hidayah, A. R. H., Ramadan, M. R. S., Afifah, S. S., & Hidayat, W. (2025). Pengaruh media sosial dalam peningkatan maharah kalam mahasiswa semester 5 pendidikan. Jurnal Ilmiah Penelitian Mahasiswa, 3(1). https://doi.org/10.61722/jipm.v3i1.692

Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.

Levene, H. (1960). Robust tests for equality of variances. In I. Olkin (Ed.), Contributions to probability and statistics (pp. 278–292). Stanford University Press.

Li, R. (2024). Effects of mobile-assisted language learning on foreign language learners’ speaking skill development. Language Learning & Technology, 28(1), 1–26. https://doi.org/10.64152/10125/73553

Mann, H. B., & Whitney, D. R. (1947). On a test of whether one of two random variables is stochastically larger than the other. Annals of Mathematical Statistics, 18(1), 50–60. https://doi.org/10.1214/aoms/1177730491

Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.

Mihaylova, M., Gorin, S., Reber, T. P., & Rothen, N. (2022). A meta-analysis on mobile-assisted language learning applications: Benefits and risks. Psychologica Belgica, 62(1), 252–271. https://doi.org/10.5334/pb.1146

Nguyen, V. N. H., & Huynh, T. N. (n.d.). The effects of integrating listening and speaking skills into Moodle-based activities. [Tahun dan detail publikasi perlu diverifikasi]. https://asiacall.info/proceedings/index.php/articles/article/download/23/23

Nunan, D. (1999). Second language teaching & learning. Heinle & Heinle.

OECD. (2023). Digital education outlook 2023: Towards an effective digital education ecosystem. OECD Publishing. https://doi.org/10.1787/c74f03de-en

Richards, J. C., & Schmidt, R. (2022). Dictionary of language teaching and applied linguistics (6th ed.). Routledge.

Rüschoff, B. (2009). Output-oriented language learning with digital media. In M. Thomas (Ed.), Handbook of research on Web 2.0 and second language learning (pp. 42–59). IGI Global. https://doi.org/10.4018/978-1-60566-190-2.ch003

Ryding, K. C. (2013). Teaching and learning Arabic as a foreign language: A guide for teachers. Georgetown University Press.

Sa’Diah, H., & Fahmi, A. K. (2026). Foreign language anxiety in Arabic speaking: The mediating role of cognitive interference and fear of negative evaluation. International Journal of Arabic Language Teaching, 8(1). https://doi.org/10.32332/ijalt.v8i01.12494

Salsabila, & Salam. (2025). Systematic review of YouTube’s effect on language learning [Informasi sumber perlu diverifikasi]. International Journal of Research and Innovation in Social Science. https://rsisinternational.org/journals/ijriss/articles/exploring-the-integration-of-youtube-based-learning-to-improve-arabic-learners-listening-and-speaking-skills/

Shapiro, S. S., & Wilk, M. B. (1965). An analysis of variance test for normality (complete samples). Biometrika, 52(3–4), 591–611. https://doi.org/10.1093/biomet/52.3-4.591

Sirad, M. C., & Choiruddin, C. (2025). Pendampingan program Daurah Tadribiyyah native speaker untuk meningkatkan keterampilan bahasa Arab produktif pada mahasiswa Pendidikan Bahasa Arab STAI KH. Muhammad Ali Shodiq Tulungagung. Jurnal Pengabdian Masyarakat: Pemberdayaan, Inovasi dan Perubahan, 5(1), 1–12.

Sirad, M. C., Rusyadi, R., Choiruddin, C., & Sulaiman, S. (2023). The implementation of the Utawi Iki-Iku (Pegon symbols) formula method in basic syntax courses at Islamic higher education. Arabiyatuna: Jurnal Bahasa Arab, 7(1), 299–314.

Stella. (1908). The probable error of a mean. Biometrika, 6(1), 1–25. https://doi.org/10.1093/biomet/6.1.1

Tan, X., & Zuo, X. (2024). The impact of instructional videos supported by AI-driven tutoring system on EFL listening and speaking. In A. Kashihara et al. (Eds.), Proceedings of the 32nd International Conference on Computers in Education. Asia-Pacific Society for Computers in Education. https://doi.org/10.58459/icce.2024.4806

UNESCO. (2023). Global education monitoring report 2023: Technology in education—A tool on whose terms? UNESCO. https://doi.org/10.54676/UZQV8501

Zaharuddin, A. M., Amat, F. A., Suparia, & Khamarudin, F. (2023). The correlation between foreign language anxiety and willingness to communicate among students of Arabic as a foreign language. International Journal of Academic Research in Business and Social Sciences, 13(4), 735–754. https://doi.org/10.6007/IJARBSS/v13-i4/16643