Experimental Study of The Effectiveness of Gamification Module for Arabic Language in Primary School

Abstract

The teaching and learning of Arabic in primary schools was officially introduced in the Malaysian education system through the j-QAF program (Jawi, al-Quran, Arabic, and fardhu ain) beginning in 2005. Therefore, teachers need to use a centralized approach and strategy. Gamification is an alternative approach to strengthening students' knowledge, cultivating attitudes, increasing motivation as well as improving their achievement and language skills. The implementation of gamification can be through online applications, card games, board games, or even hands-on without using technology. This Gamification Modelling in Arabic Language Learning (MGdPBA) module was guided by GaML (Gamification Modelling Language) elements and applied hands-on in the classroom. The design of this study uses quasi-experimental and SPSS software for quantitative data analysis. The t-test was used to evaluate the effectiveness of MGdPBA between the control and treatment groups involving 60 students through pre-and post-tests. The results of the study showed a positive impact between the achievement of students in the treatment group and the control group. It is hoped that this study will be a motivation for teachers to use a hand on gamification in teaching and learning sessions in the classroom.

Gamification for teaching the Arabic language to non-native speakers: a systematic literature review

“…In this regard, three concepts were common in the review. Gamification refers to the integration of games into a non-gamified environment such as a classroom or other learning environment (Kotob and Ibrahim, 2019;Riwanda et al, 2021;Bin Jaafar and Yusoff, 2022;Abdelhamid et al, 2023). Game-based strategies involve integrating phone or computer-based games into the learning process (Ju and Adam, 2018;Ghani et al, 2019;Al Hejaili and Newbury, 2023).…”

“…All six studies focused on game-based Arabic language learning, but the target group and research design of the studies were different depending on the nature. They followed pre-test/post-test design (i.e., 3/15) (Kotob and Ibrahim, 2019;Ritonga et al, 2022;Abdelhamid et al, 2023), quantitative approach (i.e., 8/15) (Sahrir and Alias, 2011;Yan Mei et al, 2018;Azmi and Zakaria, 2020;Putri et al, 2021;Riwanda et al, 2021;Bin Jaafar and Yusoff, 2022;Ismath et al, 2022;Noor et al, 2023), content analysis (i.e., 1/15) (Al-Bulushi and Al-Issa, 2017), experiment (i.e., 3/15) (Kenali et al, 2019;Al Hejaili and Newbury, 2023;Mazer and Al-Ajlouni, 2023), and qualitative approach (i.e., 1/15) (Ghani et al, 2019). The details of the research design are also shown in Figure 3.…”

“…Two out of 15 focused on learners' behaviors and attitudes toward online games for learning the Arabic language (Sahrir and Alias, 2011;Kotob and Ibrahim, 2019). Others focused on learning via mobile games through quizzes (Ghani et al, 2019;Kenali et al, 2019;Ismath et al, 2022;Mazer and Al-Ajlouni, 2023), classroom games (Al-Bulushi and Al-Issa, 2017; Azmi and Zakaria, 2020;Riwanda et al, 2021;Ritonga et al, 2022;Noor et al, 2023), and online games (Yan Mei et al, 2018;Putri et al, 2021;Bin Jaafar and Yusoff, 2022;Ritonga et al, 2022).…”

“…Gamified strategies and smartphone-based games have been applied to improve learner's mastery of Arabic vocabulary. The application of the Quizizz game in Arabic language learning enabled learners to improve their vocabulary achievement and mastery significantly (Riwanda et al, 2021;Bin Jaafar and Yusoff, 2022). The game's elements and instructions are designed to match Arabic words and grammar, enabling the user to read and master the vocabulary.…”