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Elevenlabs Text-To-Speech and Arabic Listening Achievement in Pesantren Asep Sunarko; Muhamad Solehudin; Nurin Sakinah
An Nabighoh Jurnal Pendidikan Dan Pembelajaran Bahasa Arab Vol 28 No 1 (2026): An Nabighoh
Publisher : Universitas Islam Negeri Jurai Siwo Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/an-nabighoh.v28i1.1-20

Background: Listening comprehension remains a major challenge in Arabic language learning, particularly in non-Arabic-speaking contexts such as Indonesian pesantren. Limited exposure to authentic auditory input often hinders phoneme recognition, prosodic awareness, and comprehension of connected speech. Recent advances in artificial intelligence, especially Text-to-Speech (TTS) technology, offer new opportunities to provide consistent, high-quality auditory input that can enhance listening skill development. Research Objectives: This study aims to examine the effectiveness of the ElevenLabs Text-to-Speech technology in improving students’ Arabic listening comprehension and to explore students’ perceptions regarding the clarity, authenticity, and motivational impact of AI-generated Arabic audio. Methodology: The study employed a mixed-methods quasi-experimental pre-test–post-test design complemented with interviews and classroom observations. Sixty intermediate students from Pondok Pesantren Darullughah Wadda’wah were assigned to an experimental group and a control group. The experimental group used ElevenLabs TTS materials, while the control group used teacher-narrated audio. Quantitative data were analyzed using paired-sample t-tests and qualitative data were processed through thematic analysis. Results: The findings revealed a significant improvement in the experimental group’s listening scores, increasing from a mean of 63.2 to 82.7, while the control group showed only moderate improvement from 64.5 to 71.4. The statistical analysis indicated a significant difference (p < 0.05). Qualitative results also showed that students perceived the AI-generated voices as clearer, more authentic, and emotionally engaging, which enhanced their motivation and reduced listening anxiety. Unique Contribution: This study contributes to the emerging field of AI-assisted Arabic language education by demonstrating how human-like TTS technology can be effectively integrated into pesantren-based learning environments while maintaining both pedagogical and spiritual values. Conclusion: The study confirms that ElevenLabs TTS significantly enhances Arabic listening comprehension by providing consistent, expressive, and cognitively accessible auditory input for learners. Recommendations: Future studies are recommended to explore long-term applications of AI-based listening tools across other Arabic language skills and in broader Islamic educational contexts.

ANALISIS KELALAIAN SALAT PADA GENERASI Z DI ERA DIGITAL DALAM PERSPEKTIF QS. AL-MA’UN AYAT 4–5 Rachma Anisa Paradise; Asep Sunarko; Ahmad Zuhdi
MERDEKA : Jurnal Ilmiah Multidisiplin Vol. 3 No. 5 (2026): Juni
Publisher : PT PUBLIKASI INSPIRASI INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62017/merdeka.v3i5.7765

<span style='font-size:10.0pt; font-family:"Cam'",serif;mso-bidi-font-family:"Times New Roman";mso-bidi-theme-font: major-bidi'>Penelitian ini bertujuan untuk menganalisis makna kelalaian salat dalam QS. Al-Ma’un ayat 4–5, faktor-faktor penyebabnya pada Generasi Z di era digital, serta relevansinya dengan kehidupan generasi muda saat ini. Penelitian menggunakan metode kualitatif dengan pendekatan studi pustaka (<span style='font-size:10.0pt;font-family:"Cam'",serif;mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:major-bidi;font-style:normal'>library research<span style='font-size:10.0pt;font-family:"Cam'",serif;mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:major-bidi'>). Data diperoleh dari Al-Qur’an, kitab tafsir, buku, dan jurnal ilmiah yang relevan, kemudian dianalisis menggunakan pendekatan hermeneutika dan analisis isi. Hasil penelitian menunjukkan bahwa kelalaian salat tidak hanya berarti meninggalkan salat, tetapi juga mencakup menunda pelaksanaannya, kurang memperhatikan waktu salat, dan tidak menghadirkan kekhusyukan dalam beribadah. Faktor penyebabnya meliputi penggunaan teknologi digital yang berlebihan, kesibukan aktivitas sehari-hari, rendahnya kesadaran spiritual, pengaruh lingkungan, peran keluarga, serta lemahnya pengendalian diri. Penelitian ini juga menemukan bahwa pesan QS. Al-Ma’un ayat 4–5 tetap relevan sebagai pengingat bagi Generasi Z untuk menjaga kualitas ibadah di tengah berbagai tantangan era digital.

Exploring ChatGPT as corrective feedback in Arabic writing: A phenomenological study of Indonesian university students’ experiences Thoriq Majid; Asep Sunarko; Lulu Alyaida
Al-Lisan: Jurnal Bahasa Vol 11 No 2 (2026): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v11i2.8181

Background: Artificial Intelligence (AI), particularly ChatGPT, has created new opportunities in language learning by providing automated written corrective feedback. However, studies examining students’ experiences in using ChatGPT as corrective feedback in Arabic writing skills instruction remain limited, particularly within the context of higher education in Indonesia. Aims: This study explores students’ experiences using ChatGPT as corrective feedback in Arabic writing instruction, identifying perceived benefits, challenges, and educational significance. Methods: This study employed a qualitative approach using a descriptive phenomenological research design. The participants were students of the Arabic Language Education Program, FITK UNSIQ Wonosobo, selected through purposive sampling. Data were collected through in-depth interviews and documentation, including students’ written assignments and screenshots of their interactions with ChatGPT. Data were analyzed using Colaizzi’s phenomenological analysis method. To ensure the trustworthiness of the findings, source triangulation, member checking, and peer debriefing were employed. Results: The findings revealed five major themes: (1) ChatGPT provides corrective feedback that is easy to understand through clear explanations; (2) it enhances students’ revision skills and learner autonomy; (3) it supports idea development and improves the quality of students’ writing; (4) it encourages students to verify the feedback due to concerns regarding its accuracy; and (5) it improves task completion efficiency by providing rapid feedback. Overall, the participants perceived ChatGPT as an effective learning companion; however, they emphasized that it cannot replace the role of lecturers in the teaching and learning process. Implications: The findings suggest ChatGPT has considerable potential as a corrective feedback tool to support Mahārah al-Kitābah instruction, particularly in developing revision skills and learner autonomy.

Understanding TikTok Use by Arabic Language Education Students for Informal Learning: A Phenomenological Uses and Gratifications Study Ahmad Maulana Faiz Al-Ghifari Kamal; Asep Sunarko; Nurul Azizah; Ahmad Hikam
Al-Muyassar: Journal of Arabic Education Vol 5 No 3 (2026): Al-Muyassar: Journal of Arabic Education
Publisher : Prodi Pendidikan Bahasa Arab, Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/b3nem257

This study examines how Arabic Language Education students experience TikTok as an informal learning ecology and how these experiences satisfy cognitive, affective, personal-integrative, and social-integrative needs. Using an interpretive phenomenological design, the study involved twelve Arabic Language Education students at Universitas Sains Al-Qur'an (UNSIQ) Jawa Tengah di Wonosobo and drew on semi-structured interviews conducted in July 2026. Reflexive thematic analysis was used to construct patterns of shared meaning, while Uses and Gratifications (U&G) served as a sensitizing theoretical lens rather than a fixed coding framework. Findings reveal two interconnected modes of use: intentional searches driven by assignments, microteaching, vocabulary, pronunciation, and difficult course content, and serendipitous exposure through the For You Page. All twelve participants reported academic use, enjoyment, increased confidence, perceived oral-language benefits, support for recall or understanding, and distraction or time loss; eleven described sharing or collaboration, ten emphasized concise delivery and verification practices, and seven reported limited engagement with colloquial Arabic. The study's novelty is an algorithmic microlearning cycle linking learning triggers, platform affordances, gratifications, perceived outcomes, follow-up actions, and constraining conditions. Theoretically, the model extends U&G by showing that gratification is recursively co-produced by user agency and algorithmic recommendation and does not automatically become learning. Practically, the findings support guided curation, credibility checking, dialect labeling, purposeful reuse, and attention-regulation activities in Arabic teacher education. Keywords: TikTok; informal learning; Arabic language education; uses and gratifications; phenomenology; microlearning

Exploring ChatGPT as corrective feedback in Arabic writing: A phenomenological study of Indonesian university students’ experiences Thoriq Majid; Asep Sunarko; Lulu Alyaida
Al-Lisan: Jurnal Bahasa Vol 11 No 2 (2026): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v11i2.8181

Background: Artificial Intelligence (AI), particularly ChatGPT, has created new opportunities in language learning by providing automated written corrective feedback. However, studies examining students’ experiences in using ChatGPT as corrective feedback in Arabic writing skills instruction remain limited, particularly within the context of higher education in Indonesia. Aims: This study explores students’ experiences using ChatGPT as corrective feedback in Arabic writing instruction, identifying perceived benefits, challenges, and educational significance. Methods: This study employed a qualitative approach using a descriptive phenomenological research design. The participants were students of the Arabic Language Education Program, FITK UNSIQ Wonosobo, selected through purposive sampling. Data were collected through in-depth interviews and documentation, including students’ written assignments and screenshots of their interactions with ChatGPT. Data were analyzed using Colaizzi’s phenomenological analysis method. To ensure the trustworthiness of the findings, source triangulation, member checking, and peer debriefing were employed. Results: The findings revealed five major themes: (1) ChatGPT provides corrective feedback that is easy to understand through clear explanations; (2) it enhances students’ revision skills and learner autonomy; (3) it supports idea development and improves the quality of students’ writing; (4) it encourages students to verify the feedback due to concerns regarding its accuracy; and (5) it improves task completion efficiency by providing rapid feedback. Overall, the participants perceived ChatGPT as an effective learning companion; however, they emphasized that it cannot replace the role of lecturers in the teaching and learning process. Implications: The findings suggest ChatGPT has considerable potential as a corrective feedback tool to support Mahārah al-Kitābah instruction, particularly in developing revision skills and learner autonomy.

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