Needs Analysis for the Design and Development of the Digital Nahw Adventure Module in Arabic Grammar Learning

Tadris Al-‘Arabiyyah

Enhancing vocational students’ English learning through a Canva-based interactive website

This study aims to design and develop Canva-based website interactive media using a Contextual Teaching and Learning (CTL) approach for teaching Procedure Text in Grade XI English learning at a vocational high school. The subjects of this study were Grade XI students of SMK Negeri 1 Talang Ubi. The media development process followed the ADDIE model combined with Tessmer’s evaluation model. Based on the needs analysis results, students experienced difficulties in understanding the structure and language features of Procedure Text and tended to show low motivation when learning was still centered on textbook use. Validation conducted by material experts, media experts and language experts indicated a very high level of validity with an average score of 92.01%. One-to-one and small group trials showed positive student responses and ease of use of the media in the learning process. Teachers’ practicality assessments indicated that the media was easy to implement and effectively supported learning activities. The pretest and posttest results showed an improvement in students’ learning outcomes with an N-gain score of 0.73, which falls into the high category, indicating that the Canva-based website interactive learning media was effective in improving students’ understanding of Procedure Text. This study recommends that Canva-based website interactive learning media be more widely utilized and serve as a reference for future development of English learning media

Investigating the Use of the Wayground Platform in Arabic Language Learning among LG242 Students at Universiti Teknologi MARA, Shah Alam

The integration of e-learning platforms has become increasingly important in twenty-first-century education. Among these platforms, Wayground has emerged as an effective tool for enhancing student engagement, motivation, and enjoyment in the learning process. Learning Arabic grammar, however, remains a challenge for students enrolled in the Bachelor of Arabic Language and Professional Communications (LG242) programme at Universiti Teknologi MARA (UiTM), Shah Alam. Therefore, this study aimed to examine the effectiveness of the Wayground platform in learning the Arabic grammar topic Al-Tawabiʿ (التوابع) among LG242 students. The study pursued two objectives: first, to determine students’ achievement in learning the al-Tawabiʿ topic through the Wayground platform, and second, to explore students’ perceptions of using Wayground for learning this topic. A quantitative descriptive research design was employed. Data were collected through a questionnaire administered to 73 second-semester students enrolled in the LG242 programme. The collected data were analysed using descriptive statistics with SPSS version 29. The findings revealed that students demonstrated improved achievement in the Al-Tawabiʿ topic when learning through the Wayground platform. In addition, students expressed positive perceptions towards the use of Wayground, indicating a high level of acceptance and preference for the platform in the learning process. These results suggest that Wayground is an effective educational tool for supporting Arabic grammar learning among students of the Bachelor of Arabic Language and Professional Communications programme. The study recommends extending the use and investigation of e-learning platforms to other areas of Arabic grammar instruction.

Challenges of Arabic Language Teachers in the Digital Era: A Case Study at Muhammadiyah 2 Senior High School

This study examines the challenges faced by Arabic language teachers in the digital era at SMA Muhammadiyah 2 Palembang. Employing a qualitative approach with a case study design, data were collected through in-depth interviews with an Arabic language teacher and analyzed using descriptive qualitative analysis. The findings reveal three primary challenges: low student motivation driven by online gaming and unregulated social media use, limited Arabic literacy particularly among students from non-pesantren backgrounds, and the demands of adaptive classroom management. In response, the teacher has implemented varied pedagogical strategies including mufrodat songs, ice-breaking activities, Canva-based visual media, interactive quizzes via Quizizz, and the Arabic Club application. The school also provides robust digital infrastructure such as Wi-Fi, Smart TVs, tablets, and the Pijar evaluation application. Notably, students' digital competencies, when strategically channeled into creative projects, can be transformed from distractions into valuable learning assets. The study concludes that technological advancement functions as a double-edged sword in Arabic language education, offering innovative opportunities while introducing new complexities that demand sustained pedagogical creativity and professional adaptation from teachers.

Development of the "Kata Zaman" Application as a Learning Media for Islamic Cultural History Based on User Responses

SKI instruction at MAN 3 Kulon Progo still tends to rely on limited teaching materials, making the learning process less engaging. This situation calls for the development of more innovative teaching materials. Based on this need, this study aims to develop an Android-based crossword puzzle application designed to be interactive and tailored to students’ characteristics, equipped with audio features, educational content, and games to support conceptual understanding. This R&D (Research and Development) study employs the 4-D (Four-D) model through four development stages: define, design, develop, and disseminate. Data were collected using expert validation sheets, as well as teacher and student response questionnaires. The results of this study indicate that the Android-based crossword puzzle application named “Kata Zaman” is categorized as highly suitable based on content expert validation results showing an 86% score and media expert validation results showing a 97% score. The pilot test results, consisting of response survey data from 1 SKI teacher and 28 10th-grade students at MAN 3 Kulon Progo, showed that 99% of the responses were categorized as “highly feasible” and 80% as “feasible,” indicating that the “Kata Zaman” application received a positive response from users. This application has the advantage of being usable offline, featuring learning materials on the Khulafaurasyidin period, as well as a crossword puzzle game with accessibility features.

Identity and Engagement in EAP Writing Classes for Multilingual Learners

 In the past, English for Academic Purposes (EAP) mainly focused on the language system and structure of school life. Recently, many scholars have been studying how writing can also serve as a tool for self-construction and identity formation in the modern era. Examine the complex relationship between identity and participation of multilingual learners in EAP writing classes in this paper. According to post-structuralist theories of identity and multi-dimensional models of student engagement, this study finds that language learners are not communication-impaired individuals but rather complex people with various cultural and academic demands that need to be managed simultaneously. Based on the analysis, authorial presence, social investment and power relations directly affect how much students are willing to participate in academic writing activities at different levels of behaviour, emotion and cognition. In addition, this paper also proposes some practical teaching strategies that promote the construction of an all-inclusive learning environment, such as translanguaging, culturally sensitive feedback, and dialogic teaching. In the end, the study believes that recognising and honouring the various identities of multilingual learners will foster a sense of belonging and drive them to learn better in higher education.