Presti Multi, Anwar Sanusi, Salman Jufri

IMPLEMENTATION OF TPACK IN ARABIC FOREIGN LANGUAGE LEARNING FOR LISTENING SKILLS

Introduction

Implementation of tpack in arabic foreign language learning for listening skills. Investigate TPACK implementation in Arabic foreign language listening skills. Discover challenges in tech integration, student focus, and facility limitations for 11th-grade learners.

Abstract

This study is motivated by the low level of students’ listening skills (maharah istimā‘) in Arabic language learning, despite the initial use of technology in the instructional process. The study aims to describe the implementation of the Technological Pedagogical Content Knowledge (TPACK) model in teaching listening skills and to identify the challenges encountered in its application. This research employs a qualitative approach with a descriptive design. The research subjects are eleventh-grade students of Madrasah Aliyah Laboratory, Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi. Data were collected through observation, interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing. The findings indicate that the implementation of the TPACK model has not been optimal. The use of technology is limited to the implementation stage, primarily through Arabic-language video as a supporting medium for learning, and has not been systematically integrated into the planning and evaluation stages. Furthermore, the use of technology is not consistently applied in every learning session. The challenges identified include differences in students’ basic abilities and levels of focus, as well as limitations in learning facilities, particularly audio equipment. Therefore, the implementation of TPACK in teaching listening skills requires further development to achieve a more effective integration of technology, pedagogy, and content.

Review

This study addresses a pertinent issue concerning the low listening skills in Arabic foreign language learning, despite prior technology integration efforts. Utilizing a qualitative, descriptive approach, the research effectively aims to detail the implementation of the TPACK model in teaching Arabic listening skills and to uncover the associated challenges. The investigation, conducted with eleventh-grade students at Madrasah Aliyah Laboratory, employs robust data collection methods including observation, interviews, and documentation, analyzed through a systematic process. The findings clearly indicate that the TPACK model's implementation was suboptimal, with technology use largely confined to the execution stage via Arabic video, lacking integration into planning and evaluation phases, and applied inconsistently across learning sessions. The primary strength of this research lies in its clear identification of the suboptimal TPACK implementation and its practical limitations. The finding that technology is primarily used as a supplementary tool during the "implementation stage" rather than being systematically integrated into planning and evaluation is a critical insight, revealing a common pitfall in educational technology adoption. This diagnostic finding is crucial for understanding why initial technology use may not translate into improved learning outcomes. Furthermore, the explicit articulation of challenges, such as student variations in ability and focus, alongside significant facility limitations like insufficient audio equipment, provides valuable, actionable intelligence for educators and administrators seeking to enhance language instruction in similar contexts. While offering valuable insights, the study inherently suggests avenues for future development and research. The call for "further development to achieve a more effective integration of technology, pedagogy, and content" implies a need for more comprehensive strategies, potentially including targeted teacher professional development in TPACK principles, curriculum redesign, and infrastructure investment. Future research could explore successful TPACK models in resource-constrained environments, conduct intervention studies to test improved integration strategies, or comparatively analyze different levels of technology integration across various stages of lesson delivery. Overall, this study serves as an important foundational diagnostic, pinpointing key areas for improvement in leveraging TPACK for Arabic listening skill development.

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