Improving Students' Pronunciation of the Mutamathilah Letters Through TikTok

Saipolbarin Ramli, Badariah Ruslan, Mohd Azrilhisyam Rosden, Siti Rahmah Borham

Abstract


Mastering mutamathilah letters in Arabic poses significant challenges for primary school students due to their similar articulation points and phonetic properties, which often lead to pronunciation difficulties. To address this issue, Jawlah TikToq, a technology-based educational application resembling an alternative teaching aid (BBM), was developed to facilitate teaching and learning activities specifically aimed at improving students’ pronunciation of these letters. This study aimed to evaluate the usability and effectiveness of Jawlah TikToq in supporting the teaching of mutamathilah letters. The research employed the ADDIE instructional model, comprising five phases: Analysis, Design, Development, Implementation, and Evaluation. The evaluation phase focused on usability assessment, conducted through expert review. Seven Arabic education specialists participated in this process, completing the USE (Usefulness, Satisfaction, and Ease of Use) questionnaire. Data were analyzed using the Percentage Calculation Method (PCM) to measure usability across four dimensions: usefulness, ease of use, ease of learning, and satisfaction. The findings indicate that Jawlah TikToq is highly usable, effectively supporting students’ mastery of mutamathilah letters while enhancing teachers’ instructional practices. Furthermore, the application fosters student engagement, motivation, and a more interactive classroom environment. This study provides practical guidance for primary school Arabic teachers and demonstrates the potential of integrating digital tools to improve pronunciation skills in Arabic instruction, offering a model adaptable to similar educational contexts.


Keywords


Mutamathilah Letters; Pronunciation Skills; Jawlah TikTok; Primary Education; Educational Technology

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DOI: https://doi.org/10.18860/ijazarabi.v9i3.33252

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