The Effect of Arabic-Language Animated Films on Listening and Speaking Skills: A Quasi-Experimental Study of Madrasah Students

##plugins.themes.academic_pro.article.sidebar##

Published Jan 31, 2026
https://doi.org/10.62491/njpi.2026.v6i1-7
Download
PDF
Statistic
Vol. 6 No. 1 (2026)

##plugins.themes.academic_pro.article.main##

Muh. Hafizin Yusri
Universitas Islam Negeri Mataram, Indonesia
Khaerul Muttakin
Universitas Islam Negeri Sunan Kalijaga Yogyakarta, Indonesia
Muhammad Khairul Fatihin
Universitas Islam Negeri Sunan Kalijaga Yogyakarta, Indonesia

Abstract

Purpose – This study examines the effect of animated cartoons as a learning medium on students’ listening and speaking skills in Arabic language instruction.
Methods – The study employed a quasi-experimental pretest–posttest non-equivalent control group design involving eleventh-grade students at MA Darul Kamal NW Kembang Kerang. Using purposive sampling, students were assigned to an experimental group (n = 25) taught with Arabic cartoon animation films and a control group (n = 28) receiving conventional instruction. Data were collected through validated listening and speaking tests and analysed using the Mann–Whitney U test and ANCOVA, with effect sizes and 95% confidence intervals reported.
Findings – The experimental group outperformed the control group in the posttest (M = 86.20 vs. 70.96). The Mann–Whitney U test revealed a significant difference with a large effect size (p < .001; r = 0.78). This result was confirmed by ANCOVA, which showed a significant treatment effect after controlling for baseline scores (F = 32.25, p < .001; partial ?² = 0.57). Overall, animated cartoons significantly enhanced students’ listening and speaking skills, with a stronger effect on listening.
Research Implications – The findings of this study have practical implications for Arabic language learning, particularly the use of animated audiovisual media as a routine learning strategy to improve students' listening and speaking skills in a more interactive, student-centered manner.

##plugins.themes.academic_pro.article.details##

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

How to Cite
Yusri, M. H., Muttakin, K., & Fatihin, M. K. (2026). The Effect of Arabic-Language Animated Films on Listening and Speaking Skills: A Quasi-Experimental Study of Madrasah Students. Nusantara: Jurnal Pendidikan Indonesia, 6(1), 84–97. https://doi.org/10.62491/njpi.2026.v6i1-7
Crossref
Scopus
Google Scholar
Europe PMC

References

  1. Abid, Y., Zaky, A., & Fahmi, A. K. (2023). Are Cartoon Movies Necessary for Junior High School Students to Learn Arabic Language?? International Journal of Arabic Language Teaching, 3(3), 43–52. https://doi.org/10.32332/ijalt.v6i02.9382
  2. Al Azzam, L., & Khodair, R. (2025). The Effectiveness of Animation in Enhancing Story-Writing Skills Among Fourth-Grade Female Students in Jordan. Educational Process International Journal, 15(1). https://doi.org/10.22521/edupij.2025.15.170
  3. Aldhafiri, M. D. (2020). The effectiveness of using interactive white boards in improving the Arabic listening skills of undergraduates majoring in Arabic language at Kuwaiti universities. Education and Information Technologies, 25(5), 3577–3591. https://doi.org/10.1007/s10639-020-10107-5
  4. Azzahra, N., Ramadhani, D. A., & Khalidi, A. (2025). The Use of Arabic Conversation Audio Media to Improve The Skills of Language Voices in the Darul Hikmah Girls ’ Dorm. ICPIE: International Conference on Islamic Boarding Schools and Islamic Education, 1(1), 142–152. https://jurnal.iaiannawawi.ac.id/index.php/icpie/article/view/279
  5. Clark, J. M., & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3(3), 149–210. https://doi.org/10.1007/BF01320076
  6. Derajat, F. S., Ansara, & Lawang, H. (2025). The Use of Arabic Cartoon Film Media in Improving Mah?rah al-Kal?m for Students. Journal of Digital Arabic Language Education, 1(1), 1–13. https://doi.org/https://doi.org/10.33096/0qjwdh59
  7. Fadhilah, & Rakhmawati, A. (2024). Efektivitas Penggunaan Metode Pembelajaran dalam Meningkatkan Hasil Belajar Siswa. TARBIYA ISLAMIA: Jurnal Pendidikan Dan Keislaman, 14(2), 10–18. https://doi.org/https://doi.org/10.36815/tarbiya.v14i1.3514
  8. Faruq, M., & Fauzi, F. N. (2025). Efektivitas Program Arabic Supercamp Dalam Meningkatkan Keterampilan Berbicara Bahasa Arab. Nusantara: Jurnal Pendidikan Indonesia, 5(4), 892–902. https://doi.org/https://doi.org/10.62491/njpi.2025.v5i4-5
  9. Febriani, S. R., Wicaksono, M. A., Mela, D. A., & Nursyahida, N. (2025). Effectiveness of Using Animation Media on Understanding Meaning Through the Implementation of Contextual Learning. Thariqah Ilmiah: Jurnal Ilmu-Ilmu Kependidikan & Bahasa Arab, 12(2), 292–306. https://doi.org/10.24952/thariqahilmiah.v12i2.11578
  10. Hasyim, A., & Syafei, I. (2024). Peningkatan Keterampilan Menyimak dan Berbicara dalam Pembelajaran Bahasa Arab Melalui Penggunaan Video Animasi Bahasa Arab. Mauriduna Journal Of Islamic Studies, 5(3), 947–956. https://doi.org/10.37274/mauriduna.v5i2.1299
  11. Ibadillah, F. A., Setiyadi, A. C., & Akbar, N. T. (2025). Utilization of Animated Films for Learning Everyday Vocabulary in Improving Arabic Speaking Skills. AL-AFKAR?: Journal for Islamic Studies, 8(4), 1214–1225. https://doi.org/10.31943/afkarjournal.v8i4.1748.Abstract
  12. Kawakib, B. N. (2024). Efektivitas Penerapan Media Film Kartun Berbasis Papan Tulis Interaktif untuk Meningkatkan Mah?rah al-Istim?’dan Kal?m Siswa Kelas VIII di MTsN 1 Lamongan. Al Mahara Jurnal Pendidikan Bahasa Arab, 10(2), 375–402. https://doi.org/10.14421/almahara.2024.
  13. Kontopantelis, E., Doran, T., Springate, D. A., Buchan, I., & Reeves, D. (2015). Regression based quasi-experimental approach when randomisation is not an option: interrupted time series analysis. BMJ, 350(9), 1–3. https://doi.org/10.1136/bmj.h2750
  14. Krashen, S. (1982). Principles and Practice in Second Language Acquisition. In Pergamon Press.
  15. Luo, H. (2023). Editorial: Advances in multimodal learning: pedagogies, technologies, and analytics. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1286092
  16. Mayer, R. E. (2001). Multimedia learning. In Pshycology of Learning and Motivation (Vol. 41). Academic Press.
  17. Meilizia, D. R., Yul, W., & Andrian, R. (2025). Immersive Learning through Audio-Visual Media: Reconstructing Arabic Language Teaching for the Digital Generation. Lughawiyy? t: Jurnal Pendidikan Bahasa Dan Sastra Arab, 8(2), 239–254. https://doi.org/https://doi.org/10.38073/lughawiyyat.v8i2.2586
  18. Mustofa, D. (2021). Strategi Pembelajaran Bahasa Arab?: Kemahiran Al-Kitabah ( Arabic Learning Strategy?: Writing Skills ). Loghat Arabi: Jurnal Bahasa Arab & Pendidikan Bahasa Arab, 2(2), 173–191. https://journal.iaiddipolman.ac.id/index.php/loghat/index
  19. Muzakki, A. A., Harisca, R., & Abdilah, H. I. (2025). Transformasi Pembelajaran Bahasa Aarab di Era Digital?: Antara Inovasi Teknologi dan Tantangan Penerapan. Qolamuna?: Keislaman, Pendidikan, Literasi Dan Humanior, 2(1), 37–48. https://jurnal.qolamuna.id/index.php/JQ/article/view/147
  20. Nurbaiti. (2024). Meningkatkan Keterampilan Istima’ Strategi Efektif dalam Meningkatkan Keterampilan Istima’ Mahasiswa dalam Pembelajaran Bahasa Arab. Jurnal Seumubeuet: Jurnal Pendidikan Islam, 3(1), 38–46. https://journal.ymal.or.id/index.php/yayasanmadinahjsmbt/article/view/608
  21. Orbay, K., Fernando, A. M., & Orbay, M. (2025). Short, But How Short? Analysis of Educational Research Titles. SAGE Open, 15(1), 1–18. https://doi.org/10.1177/21582440251320538
  22. Qasserras, L. (2023). Systematic Review of Communicative Language Teaching (CLT) in Language Education: A Balanced Perspective. European Journal of Education and Pedagogy, 4(6), 17–23. https://doi.org/10.24018/ejedu.2023.4.6.763
  23. Ritonga, M., Armini, A., Julhadi, J., Rambe, M. H., & Jaffar, M. N. (2023). Audiolingual Method in Arabic Learning. Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab, 15(1), 244–260. https://doi.org/10.24042/albayan.v15i1.15449
  24. Ritonga, M., Asrina, Purnamasari, S., Mudinillah, A., Bambang, & Nurbayan, Y. (2025). Digital Storytelling: Developing Twenty-First Century Skills in Arabic Language Education BT - AI-Driven: Social Media Analytics and Cybersecurity. In W. M. S. Yafooz & Y. Al-Gumaei (Eds.), AI-Driven: Social Media Analytics and Cybersecurity (pp. 219–233). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-80334-5_14
  25. Shaojie, T., Samad, A. A., & Ismail, L. (2022). Systematic literature review on audio-visual multimodal input in listening comprehension. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.980133
  26. Wahyudin, D., & Misbahul Munir. (2023). Istikhd?m Was?lah Al-F?dyu Al-Kart?n? F? Ta’l?m Al-Lughah Al-‘Arabiyyah Li Tarqiyati Mah?rah Al-Istim?’ Wa Al-Kal?m. Tadris Al-’Arabiyyah: Jurnal Pendidikan Bahasa Arab Dan Kebahasaaraban, 2(2), 181–195. https://doi.org/10.15575/ta.v2i2.29035
  27. Yolanda, S., Winarni, R., & Yulisetiani, S. (2022). The New Way Improve Learners’ Speaking Skills: Picture and Picture Learning Media Based on Articulate Storyline. Journal of Education Technology, 6(1), 173–181. https://doi.org/10.23887/jet.v6i1.41452
  28. Zainudin, U. (2024). Pendekatan Komunikatif dalam Pembelajaran Bahasa Arab dan Implementasinya untuk Meningkatakan Maharatul Kalam. HASBUNA?: Jurnal Pendidikan Islam, 4(2), 351–356. https://doi.org/10.70143/hasbuna.v4i2.309