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Adam Mudinillah
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INDONESIA
Journal International of Lingua and Technology
Published by Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar
ISSN : 2830487     EISSN : 2830456X     DOI : https://doi.org/10.55849/jiltech
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Journal International of Lingua and Technology is published by Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. is an international peer reviewed and open access journal in language education. The aim is to publish conceptual and research articles that explore the application of any language in teaching and the everyday experience of language in education. Its scope is international in that it welcomes articles from academics, researchers, graduate students and policy makers. All articles should be in English. The scope of journal: assessment and testing in language learning and education; technology in language learning; language learning media; applied linguistics methodologies and issues; classroom language teaching issues; all language -related learning technologies; culture and power in language education; language curriculum development and implementation; effective methods for language teaching; diversity, multiculturalism and language education; gender, language and higher education; language skills, development, and issues; language learning and identity; literacy, bilingualism and bilingual education; and teacher training, gender and equality in language education.
Arjuna Subject : Umum - Umum
Articles 102 Documents
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THE IMPACT OF GAMIFICATION ON STUDENT ENGAGEMENT AND ARABIC LANGUAGE PROFICIENCY: A CASE STUDY IN ARABIC AS A FOREIGN LANGUAGE (AFL) Siregar, Husnatul Hamidiyyah; Zahrah, Humairatuz; Omar, Rina Haji
Journal International of Lingua and Technology Vol. 5 No. 2 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiltech.v5i2.1246

Abstract

The teaching of Arabic as a Foreign Language (AFL) presents significant challenges, particularly in terms of student engagement and proficiency. Traditional instructional methods often struggle to maintain student interest, leading to suboptimal learning outcomes. Gamification, the integration of game elements into educational settings, has emerged as a potential solution to enhance both engagement and learning outcomes. This study aims to explore the impact of gamification on student engagement and Arabic language proficiency. A mixed-methods approach was employed, with 60 undergraduate students randomly assigned to either a gamified or a traditional learning group. The experimental group engaged in a gamified learning environment, incorporating points, leaderboards, and interactive tasks. Data were collected through pre- and post-tests measuring language proficiency, a student engagement questionnaire, and qualitative interviews. The results indicated that the experimental group demonstrated significantly higher improvements in language proficiency, particularly in speaking and writing, compared to the control group. Engagement levels were also notably higher in the gamified group, as evidenced by their increased participation and motivation. The findings suggest that gamification is an effective tool for enhancing student engagement and proficiency in AFL, offering an innovative approach to language learning. Further research is needed to explore the long-term effects of gamification and its applicability across different educational contexts.
TECHNOLOGY FOR INCLUSIVE ARABIC LANGUAGE EDUCATION: ADDRESSING THE NEEDS OF SPECIAL EDUCATION ARABIC LEARNERS Wahyuni; Ali, Hassan; Idris, Adam
Journal International of Lingua and Technology Vol. 5 No. 2 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiltech.v5i2.1247

Abstract

Inclusive education has gained increasing attention as a critical factor in ensuring all students, including those with special educational needs, have access to quality learning experiences. Arabic language education, in particular, presents unique challenges for special education learners due to its complex script, grammar, and phonology. Technology has been suggested as a solution to support these learners by providing tailored, adaptive learning experiences. This study investigates the role of technology in enhancing Arabic language learning for special education students. The research aims to identify how assistive technologies, such as text-to-speech tools, interactive apps, and gamified learning environments, can improve both student engagement and language proficiency. A mixed-methods approach was employed, including pre- and post-test assessments of language proficiency, a student engagement survey, and qualitative interviews with students and teachers. The findings indicate that the experimental group, which utilized technology-enhanced tools, showed significant improvements in language proficiency and higher levels of engagement compared to the control group using traditional methods. This study concludes that technology offers substantial benefits in creating more inclusive and effective Arabic language education environments for special education learners. The integration of adaptive learning technologies is essential for supporting students with disabilities and fostering their academic success.

Page 11 of 11 | Total Record : 102

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