Article Per Year (5 Year)
p-Index From 2020 - 2025
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All Journal JPLED LISANIA: Journal of Arabic Education and Literature
Gita Putri Ramadhani
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Religion Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Analyzing “Learn Arabic for Beginners” TikTok Content Based on the CEFR: تحليل محتوى تعليم اللغة العربية على تطبيق تيك توك في ضوء الإطار الأوربي المشترك للغات: “Learn Arabic for Beginners” أنموذجا Dita Puspita Dewi; Gita Putri Ramadhani; Asep Sopian
LISANIA: Journal of Arabic Education and Literature Vol. 9 No. 1 (2025)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/lisania.v9i1.272-300

Abstract

This study aims to evaluate the Arabic language learning content featured on the TikTok account “Learn Arabic for Beginners” about the Common European Framework of Reference for Languages (CEFR), specifically targeting A1–A2 levels for beginner learners. Additional objectives include assessing the extent to which the content aligns with linguistic competencies (vocabulary, phonology, grammar) and language activities (reception, production, interaction, and mediation) as outlined by the CEFR descriptors. The study used a content analysis method with a descriptive qualitative approach, using purposive sampling to select highly interacted videos for in-depth analysis. The findings indicate that the majority of the content complies with A1–A2 proficiency levels, particularly demonstrating clear mastery of phonological elements and basic vocabulary. The platform supports receptive and productive language activities effectively. However, the interactive and mediational components remain underdeveloped and could be improved through features such as duet videos, live sessions, and audience engagement in comments. This research contributes theoretically to digital Arabic language pedagogy aligned with CEFR standards. It offers practical insights for educators and content creators to design more structured, engaging, and level-appropriate learning materials for beginner Arabic learners.
Literature Studies: The Use of Technology as a Media for Learning Arabic in the Digital Era Gita Putri Ramadhani; Mad Ali
Journal of Practice Learning and Educational Development Vol. 5 No. 3 (2025): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v5i3.511

Abstract

The rapid advancement of digital technology today has had a significant impact on various aspects of life, including education. In the field of language learning, particularly Arabic, technology has introduced innovations that open new opportunities to enhance the quality and efficiency of the teaching and learning process. With digital technology, the integration of interactive media, online learning platforms, mobile applications, and artificial intelligence can create a more engaging, flexible, and personalized learning experience. This study aims to identify the types of technology that have been applied in Arabic language learning. A qualitative method with a literature review approach was employed in this research. The data sources were drawn from journals discussing relevant themes on the use of technology as a medium for teaching Arabic. The data were then analyzed to generate new findings. The analysis revealed 21 technology-based learning media that effectively support Arabic language learning, including Instagram, TikTok, Google Sites, Moodle, Duolingo, YouTube, Animated Films, Plotagon, Powtoon, Kahoot, Digital Comics, Quizizz, Chatbot Mondly, Canva, Adobe Animate CC, Podcasts, MixPad, Word Wall, Digital Dictionaries, BISA Nahwu Sharaf Application, and Alef Education Platform. These media contribute to enhancing students' listening, speaking, reading, and writing skills. These findings are expected to serve as strategic references for educators and educational institutions to develop more innovative and relevant Arabic language learning approaches in the digital era.
Co-Authors Asep Sopian Dita Puspita Dewi Mad Ali