<![CDATA[Maharah kalam (speaking skills) is a crucial aspect of Arabic language learning. However, elementary school students often face difficulties due to a lack of oral practice and the absence of relevant instructional media. Although previous studies have demonstrated the effectiveness of TikTok in higher education, research on elementary-level learners remains highly limited. Theoretically, Grade VI students possess different cognitive capacities compared to university students and require more structured audiovisual modeling instruction. Therefore, this study aimed to examine the change in maharah kalam scores among Grade VI students at the Indonesian School of Makkah following digital media-supported instruction. Utilizing a pre-experimental One-Group Pretest-Posttest design, this study involved 14 students as the sample (out of a total population of 15 students, with one student excluded for not completing the full evaluation sequence). The intervention was conducted over 30 days, providing Arabic language input through short TikTok videos specifically curated by the teacher. Data were collected through oral tests before and after the intervention. The Shapiro-Wilk normality test results indicated that the data were normally distributed. A Paired Samples t-Test confirmed a statistically significant increase in the mean score from 17.14 (SD = 6.69) to 21.86 (SD = 3.48), t(13)=-3.15, p=0.008. The mean difference was 4.71 points, 95% CI [-7.94, -1.48], with a large effect size (Cohen's d = 0.84). These findings indicate that TikTok-supported instruction was associated with a statistically significant improvement in speaking scores within this sample group. This curated multimedia approach has the potential to facilitate language modeling for elementary learners, although controlled experimental research remains necessary to establish independent causal effects.]]>
Copyrights © 2026
