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All Journal Lughawiyah: Journal of Arabic Education and Linguistics Lingeduca: Journal of Language and Education Studies
Amelia Amelia
Universitas Islam Negeri Mahmud Yunus Batusangkar
Education Languange, Linguistic, Communication & Media

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THE EFFECT OF VIDEO AS AN INSTRUCTIONAL MEDIA ON ARABIC PRONUNCIATION ABILITY: AN EXPERIMENTAL STUDY AT ISLAMIC JUNIOR HIGH SCHOOL (MTsS) BUKIT SILEH SOLOK / تأثير وسيلة فيديو التعليم على قدرة نطق العربية : بحث تجريبي في المدرسة الثانوية الإسلامية الأهلية بوكت سيلة سولوك Amelia Amelia; Al Anisah; Lathifah Al Husna
Lughawiyah: Journal of Arabic Education and Linguistics Vol 5, No 1 (2023)
Publisher : IAIN Batusangkar, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/lughawiyah.v5i1.9156

Abstract

The purpose of this study was to determine the effect of using video as an instructional media on students’ ability to pronounce Arabic hijaiyah letters at MTsS Bukit Sileh. This research used a quasi-experimental method and test was the instrument to collect the data. The results of the study describe that there were differences in the ability of  pronouncing Arabic hijaiyah letters between students who studied using video as an instructional media and those who studied without using video. The average of experimental class was 85.23, while the control class was 65.6. After calculating t test, the score of t0 was 4.48 and  tt was 2.08. it indicates that t0 was higher than tt (4,48 > 2,08). Therefore, H0 was rejected and Ha was accepted. It means that the use of video as an instructional video has an effect on students’ ability in pronouncing Arabic hijaiyah letters.
A Review of Integrated Curriculum Models in Language Teaching Amrina Amrina; Amelia Amelia; Tsai Nicholas
Lingeduca: Journal of Language and Education Studies Vol. 3 No. 2 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/lingeduca.v3i2.1339

Abstract

Integrated curriculum models in language education aim to combine multiple disciplines and language skills into a cohesive framework, fostering connections between language learning and real-world contexts. While these models offer a holistic approach, their implementation has raised concerns about effectiveness, teacher readiness, and challenges in cross-subject integration. This review evaluates the current literature on integrated curriculum models in language teaching, examining their impact on language proficiency and learner engagement. The study reviews empirical studies, case reports, and theoretical discussions, focusing on both qualitative and quantitative research that assesses outcomes in language classrooms. Key themes include cross-curricular integration, teacher collaboration, and the influence of cultural and contextual factors. Findings suggest that integrated curriculum models improve language proficiency by encouraging language use in diverse contexts, helping learners develop both language and critical thinking skills. However, successful implementation requires significant teacher collaboration and curriculum alignment. Teacher preparedness and institutional support are also crucial for achieving positive outcomes. In conclusion, integrated curriculum models hold great potential to enhance language education, but their success relies on effective implementation and collaboration between educators. Further research is needed to assess the long-term effects and scalability of these models in different educational settings.
Implementation of Communicative Arabic Language Skills Based on TBL (Technology- Based Learning) for Students of Mti Tanjung Barulak and Ppti Malalo Tanah Datar Devy Aiysah; Nurlaila Nurlaila; Akhyar Hanif; Kamaluddin Kamaluddin; Amelia Amelia; Nurul Aisyah
Lingeduca: Journal of Language and Education Studies Vol. 5 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/lingeduca.v5i1.3839

Abstract

The low communicative Arabic speaking skills of madrasah and Islamic boarding school students remain a major challenge due to the dominance of grammar-oriented instruction, particularly nahwu and sharaf, and the limited availability of contextual oral practice. This condition was also identified among students of MTI Tanjung Barulak and PPTI Malalo, Tanah Datar Regency, who experienced difficulties in expressing ideas orally in Arabic. This study employed a descriptive evaluative design within a community service-based research framework to implement and assess a Technology-Based Learning intervention for improving students’ communicative Arabic speaking skills. The intervention was carried out through structured mentoring, guided training, interactive conversation exercises, audio-visual learning, dialogue simulations, and simple digital content production. The program was implemented in two stages: face-to-face activities and intensive mentoring. The participants consisted of 50 students from both institutions. The findings indicated observable improvements in students’ confidence, fluency, active participation, and motivation in Arabic speaking activities. Teachers and students perceived the TBL approach as more relevant, engaging, and contextual than conventional methods because it provided students with more meaningful opportunities to practice Arabic communication. The integration of technology with communicative learning also supported the creation of a more interactive learning environment. The study concludes that TBL-based communicative Arabic learning has the potential to strengthen students’ maharah al-kalam and may serve as an alternative instructional model for similar madrasah and Islamic boarding school contexts.
Co-Authors Al Anisah Amrina Amrina Devy Aiysah Kamaluddin Kamaluddin Lathifah Al Husna Nurlaila Nurlaila Nurul Aisyah Tsai Nicholas