Project-Based Learning Using Animation Media to Enhance Arabic Speaking Skills in Pre-Service Teachers
Indonesia Indonesia 
Jordan 
Article Sidebar
-
Arabic Speaking Skills, Creativity, Educational Technology, Project-based Learning, Video Production
Abstract
Background: Arabic language learning at the university level frequently encounters persistent challenges in cultivating authentic communicative competence due to the sustained reliance on monotonous instructional methods. Although the integration of audio-visual media has been extensively researched within applied linguistics, empirical studies exploring the independent production of animated videos by university students as a mechanism for cognitive stimulation regarding creativity and speaking proficiency remain critically limited.
Purpose: This research aims to investigate the specific empirical effects of a Project-Based Learning (PjBL) strategy, directly integrated with animated digital video production, on the concurrent development of students' creativity and their Arabic speaking skills (maharah al-kalam).
Methods: Employing a robust quasi-experimental research design, this study engaged a population of 127 university students enrolled in the Islamic Primary Education Teacher (PGMI) program. The participants were divided into an experimental cohort (n=58) subjected to the PjBL animated video intervention, and a control cohort (n=69) receiving traditional instruction. Data were rigorously collected utilizing a validated creativity assessment rubric alongside a structured speaking performance test.
Results: Independent samples t-test statistical analyses revealed that the PjBL strategy coupled with animated video production significantly enhanced student creativity, t(58)=3.42, p<0.01, d=0.88, as well as their Arabic speaking competence, t(58)=2.95, p<0.01, d=0.76. The reported Cohen’s d effect size values demonstrate that the intervention possessed a large, highly substantial, and practically significant impact on accelerating both measured dependent variables.
Conclusions: The findings provide definitive empirical evidence that actively transforming students from media consumers into independent producers of digital content is an exceptionally effective instructional strategy. This multimedia-driven PjBL approach proves to be a powerful catalyst for accelerating foreign language communicative competencies and fostering creative faculties essential in the modern digital educational era.
Full text article
References
Abdul Hami?D, M. F., Hali?M, Z. Ab., & Sahri?R, M. S. (2020). An insight on needs analysis towards the development of animated infographic module in Arabic grammar learning. Dil ve Dilbilimi Çal??malar? Dergisi, 16(3), 1387–1401. https://doi.org/10.17263/jlls.803813
Achmad, S. A. A., Gadoum, H., Bahauddin, M. H., Ma’arij, M., Tusilo M., A., & Elfadhly, Z. Z. (2025). Afraid to Talk? Exploring Arabic Speaking Anxiety among University Students. An Nabighoh, 27(2), 285–298. https://doi.org/10.32332/an-nabighoh.v27i2.285-298
Aini, Q., & Hikmah, K. (2022). The Effectiveness of Animation Learning Media in Improving Mastery of Arabic Vocabulary at Madrasah Ibtidaiyah Through Limited Face-to-Face. Indonesian Journal of Islamic Studies, 10. https://doi.org/10.21070/ijis.v10i0.1634
Alhazmi, K. (2024). The Effect of Multimedia on Vocabulary Learning and Retention. World Journal of English Language, 14(6), 390. https://doi.org/10.5430/wjel.v14n6p390
Almalahmeh, M. S. I. (2026). A Comparative Study of Student Satisfaction in Traditional Versus Digital Arabic Language Learning Environments. In I. Younes Ibrahim Yamin & S. Reyad (Eds.), AI-driven Sustainable Innovation and Sustained Competitive Advantage (Vol. 656, pp. 489–502). Springer Nature Switzerland. https://doi.org/10.1007/978-3-032-15459-0_31
Alnuzaili, E. S., & Uddin, N. (2020). Dealing with Anxiety in Foreign Language Learning Classroom. Journal of Language Teaching and Research, 11(2), 269. https://doi.org/10.17507/jltr.1102.15
Arifatin, F. W. (2023). Project-Based Learning to Enhance Students’ Creative Thinking Skill on Language Learning. Linguists?: Journal of Linguistics and Language Teaching, 9(2), 260. https://doi.org/10.29300/ling.v9i2.3854
Benlaghrissi, H., & Ouahidi, L. M. (2024). The impact of mobile-assisted project-based learning on developing EFL students’ speaking skills. Smart Learning Environments, 11(1), 18. https://doi.org/10.1186/s40561-024-00303-y
Chang, Y., Choi, J., & ?en-Akbulut, M. (2024). Undergraduate Students’ Engagement in Project-Based Learning with an Authentic Context. Education Sciences, 14(2), 168. https://doi.org/10.3390/educsci14020168
Farhansyah, F. N., Putra, N. P., & Widiawati, H. (2025). Fostering Cooperation Through Project-Based Learning: A Qualitative Investigation of Fifth-Grade Civics Education in Elementary Schools. Journal of Innovation and Research in Primary Education, 4(4), 3453–3462. https://doi.org/10.56916/jirpe.v4i4.2356
Febiola, E. V., Mukmin, M., Muhammad, K., & Yani, A. (2025). Effectiveness of Discovery Learning-Based Speaking Skills Using Animated Videos. Journal of Arabic Language Teaching, 5(2), 325–336. https://doi.org/10.35719/arkhas.v5i2.2442
Firdaus, A. Z., & Hidayah, V. (2024). Audio-Visual Media Learning in Arabic Language Acquistion. Al Mi’yar: Jurnal Ilmiah Pembelajaran Bahasa Arab Dan Kebahasaaraban, 7(2), 781. https://doi.org/10.35931/am.v7i2.3838
Fitriany, F. (2024). The Implementation of Project Based Learning Method in Building Creativity, Encouraging Learning Motivation and Improving Language Skills. BRIGHT VISION Journal of Language and Education, 4(2), 108. https://doi.org/10.30821/brightvision.v4i2.3862
González-Prida, V., Chuquin-Berrios, J. G., Moreno-Menéndez, F. M., Sandoval-Trigos, J. C., Pariona-Amaya, D., & Gómez-Bernaola, K. O. (2024). Digital Competencies as Predictors of Academic Self-Efficacy: Correlations and Implications for Educational Development. Societies, 14(11), 226. https://doi.org/10.3390/soc14110226
Hanifansyah, N. (2025). A Psycholinguistic Approach to Arabic Speaking Skills Overcoming Language Anxiety and Enhancing Fluency. ANCOLT: International Conference on Language Teaching, 2(01). https://ancolt-pekanbahasa.unkafa.ac.id/index.php/proceeding/article/view/135
Kim, Y., & Steiner, P. (2016). Quasi-Experimental Designs for Causal Inference. Educational Psychologist, 51(3–4), 395–405. https://doi.org/10.1080/00461520.2016.1207177
Lufiah, Q., Hadiyanto, & Kusmana, A. (2024). Enhancing 7th-Grade Writing Skills in Jambi City with Project-Based Learning and Animated Video Assistance. Asian Journal of Education and Social Studies, 50(1), 136–146. https://doi.org/10.9734/ajess/2024/v50i11244
Masitoh, & Aziz, M. T. (2025). Project-Based Curriculum Approach in Arabic Language Learning: Case Studies and Best Practices. Journal of Practice Learning and Educational Development, 5(1), 32–38. https://doi.org/10.58737/jpled.v5i1.323
Mohd Rahimi, N., Nasri, N., & Samihah, S. (2021). Promoting Digital Learning Environment in Arabic Language Education: The Use of Animated Video (AV) For Vocabulary Acquisition among Primary School Students. Ijaz Arabi Journal of Arabic Learning, 4(3). https://doi.org/10.18860/ijazarabi.v4i3.12941
Nagarajan, K., & Muniisvaran, K. (2025). Teaching Thirukkural to form 2 students through the Cognitive Theory of Multimedia Learning. Journal of Valartamil, 6(1), 15–20. https://doi.org/10.37134/jvt.vol6.1.3.2025
Oktarina, A. D., Hamdi, S., Wijaya, A., Zafrullah, Z., & Rashid, S. (2025). Research Trends on the Implementation of Digital Literacy in Education: A Bibliometric Analysis of the Scopus Database. Indonesian Journal on Learning and Advanced Education (IJOLAE), 481–502. https://doi.org/10.23917/ijolae.v7i3.11087
Ospankulova, E., Maxutov, S., Lathrop, R., Anuarova, L., & Balta, N. (2025). Science students’ attitudes, learning, critical thinking and engagement in project-based learning. Cogent Education, 12(1), 2445358. https://doi.org/10.1080/2331186X.2024.2445358
Pujiariani, A., & Cathrin, S. (2025). The Effect of Interactive Multimedia on Students’ Early Reading Skills: A Lesson from Remote Schools. Journal of Languages and Language Teaching, 13(2), 568. https://doi.org/10.33394/jollt.v13i2.13596
Rahmaniah, S., Amelia, R., & Luthfiyanti, L. (2025). Students Experiences in Building Confidence through Project-Based Learning in Video-Based Speaking Assessments. LET: Linguistics, Literature and English Teaching Journal, 15(2), 169–206. https://doi.org/10.18592/let.v15i2.16349
Ramezanali, N., & Faez, F. (2019). Vocabulary learning and retention through multimedia glossing. Language Learning & Technology, 23(2), 105–124. https://doi.org/10.64152/10125/44685
Rosalis, R., & De Oliveira, S. R. (2023). Evidence of Content Learning Through Animations Developed Based on the Cognitive Theory of Multimedia Learning. Acta Scientiae, 25(3), 26–52. https://doi.org/10.17648/acta.scientiae.6710
Sarah, S., Rizqia, A. S., Lisna, L., & Ali, M. (2024). Technology Integration in Arabic Language Skills Development in the Digital Era. Al-Fusha?: Arabic Language Education Journal, 6(2), 74–81. https://doi.org/10.62097/alfusha.v6i2.1735
Suharto, R. P., Zubaidi, Z., Maulidiyah, F., Setiawan, A. W., & Putra, D. M. (2024). The implementation of project-based learning through animated videos in reading for specialized information. Journal of Research on English and Language Learning (J-REaLL), 5(1), 75–83. https://doi.org/10.33474/j-reall.v5i1.21500
Sulistyo, T., & Lutviana, R. (2023). How Far Can I Go? Video Project-Based Learning as a Meaning-Making Process to Promote Students’ Speaking Proficiency. VELES (Voices of English Language Education Society), 7(2), 253–264. https://doi.org/10.29408/veles.v7i2.21141
Tenekedjiev, K., Panayotova, D., Daboos, M., Ivanova, S., Symes, M., Panayotov, P., & Nikolova, N. (2025). Quasi-Experimental Design for Medical Studies with the Method of the Fuzzy Pseudo-Control Group. Applied Sciences, 15(3), 1370. https://doi.org/10.3390/app15031370
Uqba, M. S. S., Hasanah, M., Faisol, F., & Ibrahim, F. M. A. (2025). Research Trends and Gaps in the Use of Animated Video Media in Arabic Learning: A Bibliometric Analysis (2014-2024). MANAZHIM, 7(1), 76–90. https://doi.org/10.36088/manazhim.v7i1.5616
Wahyuni, I., Azis, A., Afiyah, N., & Afandi, A. A. (2026). Digital Transformation of Arabic Learning Environments in Islamic Higher Education. Jurnal Pendidikan Islam, 12(1), 202–216. https://doi.org/10.15575/jpi.v12i1.54404
Widyastuti, A., Solihati, N., & Zulaiha, S. (2025). The impact of animated video scaffolding integration in task-based learning methods on reading comprehension, reading motivation, reading anxiety, and reading persistence. International Journal of Education and Practice, 13(4), 1564–1579. https://doi.org/10.18488/61.v13i4.4475
Wijaya, I. P., Yulianto, W. E., & Ginting, D. (2023). The Teaching English on TikTok: Content Analysis Based on Cognitive Theory of Multimedia Learning. Education of English as A Foreign Language, 6(2), 179–199. https://doi.org/10.21776/ub.educafl.2023.006.02.06
Xu, J. (2024). The Effectiveness of PjBL in the Acquisition of Skills in Higher Vocational Education: A Qualitative Approach. Pakistan Journal of Life and Social Sciences (PJLSS), 22(2). https://doi.org/10.57239/PJLSS-2024-22.2.001213
Xudayberdiyevna, N. M. (2024). Integrating Educational Technology for Enhancing Project-Based Learning Motivation in Students. American Journal Of Social Sciences And Humanity Research, 4(11), 156–160. https://doi.org/10.37547/ajsshr/Volume04Issue11-20
Yuan, N., Yu, Q., & Liu, W. (2025). The impact of digital literacy on learning outcomes among college students: The mediating effect of digital atmosphere, self-efficacy for digital technology and digital learning. Frontiers in Education, 10, 1641687. https://doi.org/10.3389/feduc.2025.1641687
Authors
Copyright (c) 2026 Dian Ekawati, Ahmad Arifin, Iqmal Wahyudi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
