The Effectiveness of Audiolingual Based Microlearning in Improving Daily Arabic Conversation Skills
DOI:
https://doi.org/10.15575/ta.v5i2.56148Keywords:
audiolingual, daily arabic conversation, effectiveness, ma'had al-jami'ah, microlearningAbstract
The low level of daily conversational skills among students remains a significant challenge in Arabic language instruction within Islamic boarding university (ma’had) environments. Many students tend to be passive, lack confidence in speaking Arabic, and struggle to recall and apply vocabulary in daily communication. Furthermore, conventional instruction renders language activities less interactive, often leading to student disengagement. This study aims to analyze the effectiveness of audiolingual-based microlearning in improving students' daily Arabic conversation skills within the Shobahul Lughoh (Language Morning) program at Ma’had Al-Jami’ah, Universitas Islam Negeri Maulana Malik Ibrahim Malang. Employing a quantitative approach with a quasi-experimental one-group pretest–posttest design, the study involved 809 active student participants. Data were collected using video-based oral conversation tests administered before and after the intervention. Statistical analysis was performed using descriptive statistics, the Wilcoxon signed-rank test, and N-gain score calculations. The results revealed a significant increase in the mean score from 60.66 (±SD) on the pretest to 94.42 (±SD) on the posttest (Z=-25.86, p<0.001). The average N-gain score was 0.85, categorizing the intervention as highly effective. These findings demonstrate that integrating microlearning with the audiolingual method significantly enhances students' daily Arabic conversation skills.
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