Elevating Arabic Speaking Skills: Plotagon and Digital Comics as Catalysts for Enhanced Learning Engagement and Proficiency

Learning Arabic speaking skills that takes place at SMP Al-Hikmah 2 Cirebon is not running optimally, because it is not given enough attention. By seeing students who like visual media, the use of learning media in the form of posters can be a solution to learning problems. The purpose of this study was to determine students' speaking skills before using poster media, to determine students' speaking skills after using poster media and to determine the improvement of students' speaking skills using poster media. This research uses a quantitative approach in the form of experimental research with a one group pretest-posttest research design by conducting a pretest and posttest and then comparing scores before using poster media and after using it. Samples were taken by purposive sampling technique. Data collection techniques with observation, documentation, and tests. And data analysis using t-test. The results showed that: 1) students' speaking skills before using poster media could be seen from the pretest score which had an average of 38.86 which was considered very low. 2) students' speaking skills after using poster media can be seen from the posttest score which has an average of 67.05 which is higher than the pretest score. 3) the results of the t test show that the value of t count > t table (18.456 > 2.074) and sig. (2-tailed) < 0.05 (0.000 < 0.05). So, it can be concluded that the use of poster media is effective in improving students' Arabic speaking skills at SMP Al-Hikmah 2 Cirebon.

This study is motivated by challenges in learning Arabic speaking skills (Maharah al-Kalam), such as less interactive teaching methods, limited learning media, and low student motivation. Along with the development of technology, the utilization of digital platforms such as Canva is considered an innovative solution to improve speaking skills in Arabic. This study aims to analyze the role of Canva in the development of Maharah al-Kalam through a literature review of various previous studies. The method used is a literature review by examining various studies that discuss the effectiveness of Canva in Arabic language learning. The results showed that Canva can be an interesting and interactive learning media, helping students to enrich their vocabulary, increase their confidence, and improve their pronunciation in speaking Arabic. In addition, Canva can be applied in flipped classroom-based learning models and other technology-based approaches to strengthen students' learning experience. The contribution of this study is to provide insights into effective strategies in utilizing Canva to improve Arabic speaking skills as well as highlighting the challenges in its implementation. The implication of this study shows that the integration of Canva in Arabic language learning can be a strategic step for educators in developing technology-based learning methods that are more interactive and communicative.

The aim of this study is to describe the implementation and determine the effectiveness of flashcard media combined with a word scramble game for teaching Arabic speaking skills to 11th-grade students at Integrated Islamic Senior High School Bina Amal, Semarang. Flashcard media and the word scramble game were chosen because they are believed to stimulate students' interest in learning and improve their memory in Arabic language learning, especially speaking skills. The type and design of this study is a quantitative experimental approach, involving 24 students as the sample. Data collection techniques included tests (pre-test and post-test) and non-tests such as interviews, questionnaires, and documentation. The data analysis techniques used were the Shapiro-Wilk normality test, N-Gain scores, and hypothesis testing (T-test). The results of the study show that the word scramble game using flashcards is effective in improving Arabic speaking skills. This is evidenced by an increase in the average score from 78.08 in the pre-test to 84.25 in the post-test, with an N-gain score of 3.72, indicating a moderate level of improvement. Additionally, the Shapiro-Wilk normality test showed a normal data distribution, and the paired sample t-test resulted in a significance value of <0.05, indicating a significant effect from the intervention. This research contributes both theoretically and practically to Arabic language learning. Practically, this game can be used by teachers as a solution to increase students' interest in speaking skills. Furthermore, this study can serve as a reference for researchers who wish to explore similar methods or develop them for other language skills.

Arabic language learning textbooks have fulfilled the elements of the learning system. However, the textbooks for Arabic language learning are considered inadequate to meet students' needs and contemporary social changes. This article describes the analysis of al-mahārah al-kalām material in the Madrasah Aliyah (MA) class XII Arabic language textbook published by the Indonesian Ministry of Religion based on the American Council on the Teaching of Foreign Languages (ACTFL) guidelines. This research uses research procedures and qualitative methods. Based on a content analysis approach, this research seeks to reveal al-mahārah al-kalām learning materials for class XII MA students. al-Mahārah al-kalām was chosen as the object of study because Arabic speaking skills are highly important in a person's motivation to learn Arabic. The data analysis technique used in this research follows the content analysis method, which emphasizes a set of procedures for making valid inferences from text. Methodically, the analysis used in this research is qualitative content analysis in discourse analysis, semiotic analysis, and hermeneutic analysis. This research found three things, namely (1) the use of ACTFL as a basis for standardizing Arabic textbooks necessitates harmonization of textbook material, which so far has not been fully oriented towards ACTFL; (2) confirmation of the standardization of Arabic language learning based-on ACTFL has an impact on restructuring the curriculum for Arabic language learning. ACTFL standardization is also seen as an effort to increase Arabic language mastery globally and (3) redefinition of Arabic language learning using teaching materials for class XII MA students. This redefinition is possible to prepare students to enter the higher education market at a global level. This research confirms the significance of using ACTFL in preparing Arabic language learning textbooks at all levels of Islamic education. Future research can utilize ACTFL to analyze various basic Arabic language skills, especially in each Islamic education unit and Islamic boarding school education. Keywords: Analysis, Speaking skill, Textbook, ACTFL Abstrak Kehadiran buku ajar pembelajaran bahasa Arab dalam beberapa hal dianggap telah memenuhi unsur-unsur sistem pembelajaran, namun demikian buku-buku ajar yang saat ini berlaku dianggap kurang memadai lagi untuk memenuhi kebutuhan siswa dan kontemporarisasi perubahan sosial. Artikel ini mendeskripsikan tentang analisis materi al-mahārah al-kalām dalam buku ajar bahasa Arab Madrasah Aliyah (MA) kelas XII yang diterbitkan oleh Kementerian Agama RI berdasarkan pedoman American Council on The Teaching of Foreign Languages (ACTFL). Penelitian ini menggunakan prosedur dan cara kerja penelitian kualitatif. Dengan mendasarkan pada pendekatan content analysis, penelitian ini berupaya mengungkap materi-materi pembalajaran al-mahārah al-kalām untuk siswa MA kelas XII. al-Mahārah al-kalām dipilih sebagai objek kajian dengan pertimbangan bahwa keterampilan berbicara bahasa Arab memiliki posisi yang tinggi dari sudut motivasi seseorang belajar bahasa Arab. Teknik anlisis data yang digunakan penelitian ini mengikuti prosedur metode content analysis yang menekankan seperangkat prosedur untuk membuat inferensi yang valid dari teks. Secara metodis, analisis yang digunakan penelitian ini yaitu analisis isi kualitatif, berupa analisis wacana, analisis semiotik dan analisis hermeneutika. Penelitian ini menghasilkan tiga temuan, yaitu (1) penggunaan ACTFL sebagai basis standarisasi buku ajar bahasa Arab meniscayakan penyelarasan-penyelarasan materi buku ajar yang selama ini belum sepenuhnya beroirientasi pada ACTFL; (2) konfirmasi standarisasi pembelajaran bahasa Arab berbasis ACTFL berdampak pada penyusunan ulang kurikulum untuk pembelajaran bahasa Arab. Standarisasi ACTFL juga dipandang sebagai upaya peningkatan penguasaan bahasa Arab dalam konteks global; dan (3) redefinisi terhadap pembelajaran bahasa Arab yang menggunakan bahan ajar untuk siswa kelas XII MA. Redefinisi ini dimungkinkan dilakukan untuk menyiapkan peserta didik memasuki pasar perguruan tinggi pada tataran global. Hasil penelitian ini mengonfirmasi tentang signifikansi penggunaan ACTFL dalam penyusunan buku ajar pembelajaran bahasa Arab pada semua jenjang pendidikan Islam. Penelitian berikutnya dapat memanfaatkan penggunaan ACTFL sebagai basis analisis pada berbagai kemampuan dasar bahasa Arab, terutama pada setiap satuan pendidikan Islam dan pendidikan pesantren. Kata Kunci: Analisis, al-Mahārah al-Kalām, Buku Ajar, ACTFL

This study aimed to explore how YouTube digital videos could enhance students’ speaking skills and to identify the factors that influenced these improvements. Conducted as Classroom Action Research, the study involved 36 seventh-grade students at MTsN 02 Kota Bengkulu. The research employed a mixed-methods approach, gathering both quantitative data through speaking tests and qualitative data through observations, field notes, and interviews. The results revealed that key factors driving this improvement included increased student motivation and active participation in the learning process. Students reported feeling more confident in their speaking abilities, and the authentic language input provided by YouTube videos helped them improve their pronunciation, vocabulary, and fluency. The novelty of this study lay in applying YouTube as a pedagogical tool within an Indonesian junior high school context, specifically focusing on its impact on speaking skills. Furthermore, the study highlighted the importance of combining digital media with interactive classroom activities to create a more engaging and effective learning environment. This research contributed to the growing body of literature on digital media in education by offering practical insights into how YouTube videos could be successfully integrated into language teaching to foster speaking skill development among younger learners. The findings suggested that YouTube digital videos served as an effective medium for improving language proficiency, particularly in EFL (English as a Foreign Language) contexts, where authentic language exposure was often limited. Moreover, the study emphasized the crucial role of motivation and student engagement, offering valuable strategies for educators to implement in their classrooms to enhance student learning outcomes.

Mastery of Arabic speaking skills (maharah kalam) poses a significant challenge for students, particularly in the context of primary education where exposure to the language is limited. Previous research has examined the use of Quantum Learning and digital media in language learning, but few have examined the impact of the combination of the two methods, particularly in teaching Arabic speaking skills. This study aims to examine the effectiveness of Quantum Learning-based maharah kalam learning using flipbook media at MI Al-Ishlah Palembang. Using a mixed method approach, this study combines quantitative data obtained from pre-test and post-test scores with qualitative interviews and observations. The data analysis process included descriptive statistics, t-test, and thematic analysis to evaluate both the effectiveness of the method and the student experience. The results showed a significant improvement in students' speaking skills, with an average increase from 72.92 in the pre-test to 89.17 in the post-test. In addition, students reported higher levels of engagement and motivation during learning. This study concludes that the integration of Quantum Learning and flipbook media is an effective strategy in improving Arabic speaking skills and can provide a more dynamic and interesting learning environment for students.

This research aims to analyze the speech patterns of people with slurs (dysarthria) and their causes in Arabic speaking skills. The method used is naturalistic qualitative with a case study approach to people with lisp (dysarthria). Data was collected through listening-writing and recording techniques. The results of this study show that the speech patterns of people with a lisp have an influence on Arabic speaking skills. This is because the sound of the letters produced in hijaiyah letters is similar to the alphabet. Disorders experienced by lisp sufferers are generally caused by hereditary factors and short tongues.

Language is a means of communication among human beings. Such communication among non-native and/or native language users can be facilitated through language learning and teaching. Language education professionals have developed guidelines for teachers and learners to measure the linguistic performance of these two groups. One of the prestigious international frameworks established in the field of foreign language teaching and assessment is the ACTFL (American Council on the Teaching of Foreign Languages) proficiency guidelines developed by a team of foreign language education professionals. The Arabic speaking skill, along with listening, is one of the main language skills used to orally communicate with Arabic speakers. Non-native students majoring in Arabic Language and Literature learn the required vocabulary and structures/styles to speak Arabic. But many of them face challenges in applying what they have learned when speaking Arabic. The present study, in particular, attempts to find an answer to the following two questions: What is the proficiency level of undergraduate students of Kharazmi University majoring in Arabic Language and Literature based on ACTFL guidelines for assessing speaking skill? What difficulties do Arabic language majors face in learning Arabic? The statistical sample of the study consisted of 30 undergraduate senior students majoring in Arabic Language and Literature at Kharazmi University, Tehran. To determine the students’ speaking level and discover the reasons for their possible deficiencies, a field (qualitative) research was conducted while adopting a descriptive and inductive approach. The research instruments included both the test and observation. The most prominent finding of the research was that while Arabic students take a total of 12 credits under the courses of Listening and Speaking 1 to 3 as well as Language Lab 1 to 3, they do not achieve a desirable level of speaking skill. There are many reasons for this weakness among which one can point out limited hours and credits allocated to the courses on language skills. The test results in particular revealed that the students did not perform well in the speaking skill. The contributing factors were the lack of confidence in speaking Arabic, fear of making lexical mistakes while speaking, and insufficient daily use of Arabic, among others.

Preface S. L. Christenson, A. L. Reschly, and C. Wylie.- SECTION I: WHAT IS STUDENT ENGAGEMENT?.- Jingle, Jangle, and Conceptual Haziness: Evolution and Future Directions of the Engagement Construct A. L. Reschly and S. L. Christenson.- Developmental Dynamics of Student Engagement, Coping, and Everyday Resilience E. A. Skinner and J. R. Pitzer.- Engagement across Developmental Periods D. Mahatmya, B. J. Lohman, J. L. Matjasko, and A. Feldman Farb.- Ethnicity and Student Engagement G. E. Bingham and L. Okagaki.- Student Engagement: What is it? Why does it matter? J. D. Finn and K. Zimmer.- Section I Commentary: So What is Student Engagement Anyway: Commentary on Section I J. Eccles and M. Wang.- SECTION II: ENGAGEMENT AS LINKED TO MOTIVATIONAL VARIABLES.- A Self-Determination Theory Perspective on Student Engagement J. Reeve.- Achievement Goal Theory, Conceptualization of ability/Intelligence, and Classroom Climate E. M. Anderman and H. Patrick.- School Identification K. E. Voelkl.- Self-Efficacy as an Engaged Learner D. H. Schunk and C. A. Mullen.- A Cyclical Self-Regulatory Account of Student Engagement: Theoretical Foundations and Applications T. J. Cleary and B. J. Zimmerman.- Academic Emotions and Student Engagement R. Pekrun and L. Linnenbrink-Garcia.- Students' Interest and Engagement in Classroom Activities M. Ainley.- Section II Commentary: Motivation and Engagement: Conceptual, Operational, and Empirical Clarity A. Martin.- SECTION III: ENGAGEMENT AND CONTEXTUAL INFLUENCES.- Parental Influences on Achievement Motivation and Student Engagement J. Bempechat and D. J. Shernoff.- Families as Facilitators of Student Engagement: Toward a Home-School Partnership Model J. N. Raftery, W. S. Grolnick, and E. S. Flamm.- Teacher-Student Relationships and Engagement: Conceptualizing, Measuring, and Improving the Capacity of Classroom Interactions R. C. Pianta, B. K. Hamre, and J. P. Allen.- The Role of Peer Relationships in Student Academic and Extracurricular Engagement J. Juvonen, G. Espinoza, and C. Knifsend.- Understanding Student Engagement with a Contextual Model S. Lam, B. P. H. Wong, H. Yang, Y. Liu.- Allowing Choice and Nurturing an Inner Compass: Educational Practices Supporting Students' Need for Autonomy A. Assor.- The Engaging Nature of Teaching for Competency Development R. Hipkins.- Assessment as a Context for Student Engagement S. Nichols and H. Dawson.- Section III Commentary: Socio-Cultural Contexts, Social Competence, and Engagement at School K. Wentzel.- SECTION IV: ENGAGEMENT AND STUDENT OUTCOMES.- The Relationship between Engagement and High School Dropout R. W. Rumberger and S. Rotermund.- High School Reform and Student Engagement M. H. Davis and J. M. McPartland.- The Power of Mindsets: Nurturing Engagement, Motivation, and Resilience in Students R. Brooks, S. Brooks, and S. Goldstein.- The Relations of Adolescent Student Engagement with Troubling and High-Risk Behaviors A. Griffiths, E. Lilles, M. Furlong, and J. Sidwha.- Trajectories and Patterns of Student Engagement: Evidence from a Longitudinal Study C. Wylie and E. Hodgen.- Instructional Contexts for Engagement and Achievement in Reading J. T. Guthrie, A. Wigfield, and W. You.- A Self-regulated Learning Perspective on Student Engagement C. A. Wolters and D. J. Taylor.- Classroom Strategies to Enhance Academic Engaged Time M. Gettinger and M. J. Walter.- Deep Engagement as a Complex System: Identity, Learning Power and Authentic Enquiry R. Deakin Crick.- Section IV Commentary: Outcomes of Engagement and Engagement as an Outcome: Some consensus, divergences and unanswered questions M. Janosz.- SECTION V: MEASUREMENT ISSUES, INSTRUMENTS, AND APPROACHES.- Measuring Student Engagement: The Development of a Scale for Formative Use C. W. Darr.- Systems Consultation: Developing the Assessment-to-Intervention Link with the Student Engagement Instrument J. J. Appleton.- Finding the Humanity in the Data: Understanding, Measuring & Strengthening Student Engagement E. Yazzie-Mintz and K. McCormick.- The Measurement of Student Engagement: A Comparative Analysis of Various Methods and Student Self-Report Instruments J. A. Fredricks and W. McColskey.- Issues and Methods in the Measurement of Student Engagement: Advancing the Construct through Statistical Modeling J. Betts.- Section V Commentary: Possible New Directions in the Measurement of Student Engagement K. Samuelsen.- Epilogue S. L. Christenson, A. L. Reschly and C. Wylie.

Speaking Arabic skills are language skills that must be possessed by students in order to develop foreign language skills, in this case especially Arabic. In relation to teaching Arabic, one method that can be used to improve students' speaking skills is the Conversational Method. The Conversation Method is a way of presenting Arabic learning material through conversation or dialogue, both between students and between students and teachers, as well as to add to the vocabulary of Arabic. This paper focuses on the application of the Conversational Method in learning Arabic speaking skills, the students' Arabic speaking skills as well as the inhibiting and supporting factors of the application of the Conversational Method in learning Arabic speaking skills of students. The results of this study are that the application of the conversational method in learning Arabic speaking skills for students of MIN Bendunganjati is through three stages, namely the preliminary stage, the implementation stage in the form of simple conversations between students and teachers and students and students. and the evaluation stage. In general, MIN Bendunganjati students are able to speak Arabic, this is evidenced by the activeness and enthusiasm of students in communicating Arabic in class. As for the inhibiting factors in the application of the conversational method, namely: Lack of basic Arabic skills possessed by students due to differences in their potential and abilities. While the supporting factors are: school environment, facilities/infrastructure and the role of teachers.

Interactive media is one of the essential elements in improving the quality of education. This study aims to determine the effect of the use of interactive media in Arabic language learning on the learning outcomes of class 2A students at the Nurul Ilmi Integrated Islamic Elementary School in Jambi. The approach used in this study is quantitative with a quasi-experimental design. The population in this study was the entire second grade, totalling 236 people, divided into 10 study group classes. The sample used in this study was 20 class 2A students, who were taken randomly. The data in this study were collected using test techniques (pretest and post-test) from the perspective of Arabic language learning. The data analysis used was the N-gain test and the T-test. The study results showed that the use of interactive media in Arabic language learning in class 2A of the Nurul Ilmi Integrated Islamic Elementary School positively and significantly affected learning outcomes. The increase in Arabic language learning outcomes was average in the "high" category. The results of the T-test showed that the increase in learning outcomes was significant. Thus, it is recommended that interactive multimedia-based Arabic language teaching materials be developed to support the implementation of more professional and quality Arabic language learning.

The primary purpose of this innovative research was to investigate the influence of virtual science learning applications and student engagement and performance in Anatomy and Physiology courses at Abuyog Community College. Recognizing the increasing integration of digital tools in education, this study sought to determine how such applications could enhance student learning experiences and outcomes compared to traditional methods. Several key research questions drove this study. These questions were: How do virtual learning applications impact student engagement in Anatomy and Physiology courses? What effects do these tools have on students' performance and understanding of the subject matter? How do students perceive virtual learning applications relative to conventional teaching methods? Which components of these applications correlate most strongly with improved learning outcomes? To address these questions, an experimental research design was employed, involving 30 students divided equally into control and experimental groups. The control group followed traditional learning methods, while the experimental group utilized virtual learning applications. Data collection methods included pre-tests and post-tests to measure academic performance, as well as Likert scale surveys and open-ended questions to capture student perceptions and experiences. The intervention featured the introduction of innovative interactive virtual learning tools. These tools were specifically designed to teach complex anatomical and physiological concepts through engaging, visual, and hands-on experiences. They provided unique features such as 3D models, real-time simulations, and immediate feedback mechanisms. The findings revealed that students in the experimental group showed significant improvement in both engagement and academic performance. The Likert scale results indicated that the virtual learning applications increased student motivation and active participation. Open-ended responses highlighted that student found the interactive features and visual aids particularly beneficial for understanding difficult concepts and maintaining interest. These results suggest that virtual science learning applications can be a powerful tool in enhancing student engagement and learning outcomes in Anatomy and Physiology. The study supports the integration of such digital tools into the curriculum to foster a more interactive and effective learning environment, providing practical insights for educators and curriculum developers. Future research should explore the long-term impacts of these applications and their potential in other educational contexts.

Promoting Active Learning and Student Engagement Using the Socrative Teaching App: Case Study and Analysis

This study aimed to enhance the learning outcomes of fifth-grade students in Science by implementing the Think Pair Share (TPS) model with a foundation in Mindmapping. The research was conducted at a particular elementary school and involved two cycles of instructional intervention. The study's objectives included assessing the impact of the TPS model on student learning outcomes, evaluating teacher and student engagement, and refining the instructional approach for improvement. The research employed mixed methods and quantitative and qualitative data collection techniques. Data was gathered through test scores, observation of teacher and student activities, and reflective discussions. The study found that students needed to improve their learning outcomes before implementing the TPS model due to less interactive teaching methods. However, following the introduction of the TPS model coupled with Mindmapping, there was a significant improvement in learning outcomes. The first cycle recorded an average score of 65, with 46.25% achieving the mastery standard. In contrast, the second cycle saw remarkable enhancement, with an average score of 84.42 and 88.46% of students meeting the mastery standard. Observations also indicated substantial improvements in both teacher and student engagement. The teacher's ability to foster motivation, clarify learning objectives, and deliver effective teaching improved significantly. Similarly, students displayed more active participation in learning, paying closer attention, engaging in discussions, and demonstrating better comprehension. In conclusion, implementing the TPS model integrated with Mindmapping techniques led to notable enhancements in student learning outcomes and engagement in Science education. This approach facilitated collaborative learning, boosted critical thinking, and improved classroom experience. The study underscores the efficacy of interactive teaching methodologies in elevating student achievements and offers insights for educational practitioners seeking innovative strategies to foster effective learning environments.

Traditional English teaching in China is predominantly teacher-centered, which limits student engagement and reflective learning. Transformative learning theory (TLT) advocates a student-centered approach that fosters critical reflection and active participation, potentially enhancing English listening and speaking skills. This study examines the effectiveness of a TLT-based curriculum intervention in improving Chinese college students’ English proficiency. Using a quasi-experimental design, 135 freshmen at a comprehensive university in China participated in the study. The experimental group (EG) received a 10-week TLT-based curriculum, while the control group (CG) underwent traditional instruction. Language proficiency was assessed using the Cambridge English Language Assessment’s Preliminary English Test (PET), and multivariate statistical methods were applied to analyze the effects. The results indicated that the EG significantly outperformed the CG in listening ( M = 18.088, SD = 2.092, p < .01, Cohen’s d = 1.96 vs. M = 16.865, SD = 2.288, p < .01, Cohen’s d = 1.26) and speaking ( M = 19.808, SD = 3.533, p < .01, Cohen’s d = 0.91 vs. M = 16.910, SD = 3.625, p > .05, Cohen’s d = 0.19) skills. The findings suggest that a TLT-based approach enhances student engagement, autonomy, and reflective learning, confirming its effectiveness in improving English proficiency. Integrating TLT into Chinese higher education can facilitate student-centered learning environments, offering valuable insights for curriculum development and pedagogical reforms.