View of The Development of Arabic Language Learning Media Based on Google Site for Class VIII Students of Madrasah Tsanawiyah Negeri 2 Deli Serdang

P-ISSN 2550-0430 (Print), E-ISSN 2623-2588 (Online) Received : 28-03-2023 Accepted : 14-06-2023

Published : 30-06-2023 Doi : 10.32699/liar.v7vi1.4436

The Development of Arabic Language Learning Media Based on Google Site for Class VIII Students of Madrasah Tsanawiyah

Negeri 2 Deli Serdang

Khairunnisa¹, Akmal Walad Ahkas²

1,2Pendidikan Bahasa Arab,Fakultas Ilmu Tarbiyah & Keguruan Universitas Islam Negeri Sumatra Utara

E-mail: khairunnisaa0811@gmail.com, akmalwaladahkas@uinsu.ac.id

Abstract

The use of media affects the message received by students. One of the media that can be used in learning Arabic is Google Site-based media. In observations made at Madrasah Tsanawiyah Negeri 2 Deli Serdang, researchers found a lack of innovation in learning, especially in the use of learning media. This research aims to produce and explain a product for the development of Arabic learning media based on Google Site. The method used is a research and development method (Research and Development) using the ADDIE development model developed by Dick and Carry which consists of five stages, namely analysis, design, development, application and evaluation. The data collection instruments used were expert validation sheet questionnaires, Arabic teacher response questionnaires and student responses. The result of this study is the cumulative percentage of two validators, namely, media and material with a percentage of 88%

and 85% respectively. Then, the result of the teacher's response percentage was 97%. And student responses to Google Site learning media with a percentage result of 96%. Based on the data obtained, it can be concluded that the learning media is suitable for use in the learning process.

Keywords: Development, Learning Media, Google Sites, Arabic

A. Introduction

The use of Information Technology (IT) in learning has become a necessity in the global era to improve students’ creativity and learning outcomes (Rijal, 2020). Advances in IT have brought many positive impacts to the advancement of education and provided the world of education with offers and options to support the learning process. For example, technological developments have changed learning styles, especially in the use of language learning media (Budiyono, 2020).

The use of language learning media has become an integral part of learning and it is an integration of the learning process as a whole. The urgency of using language learning media plays an important role because it can help the students to learn a language (Kuswanto &

Radiansah, 2018). Media is one of the factors that support the success of learning in schools because it can help conveying information from teachers to students or vice versa (Darsikin, 2015). The use of learning media is one of the learning tools for teachers, for instance, to deliver learning materials, to increase student creativity and student attention in the learning process.

With the use of learning media, students are more motivated to learn, encouraged to write, speak and imagine with more enthusiasm (Tafonao, 2018).

Iⁱn theⁱ leⁱarniⁱng proceⁱss, theⁱreⁱ areⁱ stiⁱll feⁱw teⁱacheⁱrs who deⁱsiⁱgn theⁱiⁱr languageⁱ leⁱarniⁱng meⁱdiⁱa. Iⁱn fact, many of theⁱm useⁱ siⁱmpleⁱ meⁱdiⁱa and mateⁱriⁱals. Conseⁱqueⁱntly, iⁱt iⁱs leⁱss iⁱnteⁱreⁱstiⁱng for studeⁱnts duriⁱng theⁱ teⁱachiⁱng and leⁱarniⁱng proceⁱss (A^ldliⁱn, 2019). So far, Arabiⁱc languageⁱ teⁱachiⁱng iⁱs consiⁱdeⁱreⁱd boriⁱng beⁱcauseⁱ iⁱt iⁱs too formal and leⁱss variⁱeⁱd. Moreⁱoveⁱr, theⁱ meⁱthods useⁱd areⁱ also liⁱmiⁱteⁱd such as leⁱcturiⁱng and meⁱthods whiⁱch eⁱmphasiⁱzeⁱ on queⁱstiⁱoniⁱng and answeⁱriⁱng (Hiⁱda^lya^lt, 2012). Iⁱn addiⁱtiⁱon, Arabiⁱc languageⁱ also reⁱcogniⁱzeⁱs Iⁱ’rab and word changeⁱs whiⁱch areⁱ iⁱncludeⁱd iⁱn theⁱ study of Nahwu dal Shorof. Thus, studeⁱnts fiⁱnd iⁱt diⁱffiⁱcult to undeⁱrstand (A^lmiⁱnudiⁱn, 2014). Theⁱ leⁱarniⁱng reⁱsourceⁱs useⁱd by teⁱacheⁱrs also liⁱmiⁱt theⁱmseⁱlveⁱs to teixtbooks. Teiacheirs do not usei eileictroniic or Iinformatiion Teichnology-baseid leiarniing guiideiliineis as a leⁱarniⁱng tool. Thiⁱs causeⁱs leⁱarniⁱng to beⁱ monotonous. (Fiⁱrda^lusiⁱa^l eⁱt a^ll., 2020).

Theⁱ appliⁱcatiⁱon of Arabiⁱc languageⁱ leⁱarniⁱng meⁱdiⁱa iⁱs eⁱsseⁱntiⁱal beⁱcauseⁱ Arabiⁱc languageⁱ has a lot of compleⁱxiⁱty and reⁱquiⁱreⁱs hiⁱgh masteⁱry. Unfortunateⁱly, theⁱreⁱ areⁱ not many teⁱacheⁱrs nowadays who useⁱ teⁱchnology-baseⁱd iⁱnteⁱractiⁱveⁱ languageⁱ leⁱarniⁱng meⁱdiⁱa (A^lmiⁱnudiⁱn, 2014).

Baseⁱd on theⁱ iⁱnteⁱrviⁱeⁱws conducteⁱd wiⁱth theⁱ teⁱacheⁱrs at Madrasah Tsanawiⁱyah Neⁱgeⁱriⁱ 2 Deⁱliⁱ Seⁱrdang iⁱn Deⁱceⁱmbeⁱr, iⁱt was obtaiⁱneⁱd that theⁱ Arabiⁱc languageⁱ leⁱarniⁱng meⁱdiⁱa curreⁱntly useⁱd areⁱ stiⁱll conveⁱntiⁱonal such as studeⁱnts’ workbooks, also known as Leⁱmbar Keⁱrja Siⁱswa or LKS, and at theⁱ eⁱnd of theⁱ leⁱarniⁱng, theⁱ teⁱacheⁱr always reⁱliⁱeⁱs on queⁱstiⁱoniⁱng and answeⁱriⁱng as a reⁱfleⁱctiⁱon of hiⁱs or heⁱr leⁱarniⁱng. Thiⁱs causeⁱs studeⁱnts to beⁱ leⁱss iⁱnteⁱreⁱsteⁱd iⁱn leⁱarniⁱng Arabiⁱc languageⁱ beⁱcauseⁱ iⁱt iⁱs only doneⁱ iⁱn oneⁱ diⁱreⁱctiⁱon and not variⁱeⁱd. Baseⁱd on thiⁱs, iⁱnteⁱractiⁱveⁱ leⁱarniⁱng meⁱdiⁱa iⁱs neⁱeⁱdeⁱd and attracts theⁱ iⁱnteⁱreⁱst and atteⁱntiⁱon of studeⁱnts iⁱn leⁱarniⁱng Arabiⁱc so that studeⁱnts can beⁱ eⁱnthusiⁱastiⁱc wheⁱn theⁱ leⁱarniⁱng proceⁱss takeⁱs placeⁱ. Theⁱreⁱforeⁱ, thiⁱs siⁱtuatiⁱon forceⁱs teⁱacheⁱrs to useⁱ and deⁱveⁱlop iⁱnteⁱreⁱstiⁱng, creⁱatiⁱveⁱ, and iⁱnnovatiⁱveⁱ leⁱarniⁱng meⁱdiⁱa by utiⁱliⁱziⁱng teⁱchnology and must beⁱ iⁱn accordanceⁱ wiⁱth theⁱ teⁱacheⁱr’s creⁱatiⁱviⁱty iⁱn planniⁱng a leⁱsson (Sa^llsa^lbiⁱla^l & A^lsla^lm, 2022).

Baseⁱd on theⁱ probleⁱms aforeⁱmeⁱntiⁱoneⁱd, oneⁱ of theⁱ eⁱffeⁱctiⁱveⁱ and eⁱffiⁱciⁱeⁱnt leⁱarniⁱng meⁱdiⁱa iⁱnnovatiⁱons iⁱn thiⁱs diⁱgiⁱtal eⁱra iⁱs weⁱb-baseⁱd leⁱarniⁱng meⁱdiⁱa. Weⁱb-baseⁱd leⁱarniⁱng meⁱdiⁱa iⁱs part

of theⁱ utiⁱliⁱzatiⁱon of theⁱ iⁱnteⁱrneⁱt iⁱn eⁱducatiⁱon and iⁱt iⁱs a leⁱarniⁱng actiⁱviⁱty that utiⁱliⁱzeⁱs theⁱ World Wiⁱdeⁱ Weⁱb that can beⁱ acceⁱsseⁱd through iⁱnteⁱrneⁱt neⁱtwork (B.Uno & K.Ma^lrruf, 2016). Someⁱ of theⁱ advantageⁱs of weⁱbsiⁱteⁱ leⁱarniⁱng meⁱdiⁱa accordiⁱng to Rusman iⁱn Soliⁱhudiⁱn JH (2018) areⁱ that iⁱt can beⁱ acceⁱsseⁱd from viⁱrtually anywheⁱreⁱ and anytiⁱmeⁱ. Also, theⁱ conteⁱnt of leⁱarniⁱng meⁱdiⁱa iⁱs eⁱasiⁱeⁱr to updateⁱ, not to meⁱntiⁱon to moniⁱtor studeⁱnt progreⁱss iⁱs eⁱasiⁱeⁱr and, beⁱsiⁱdeⁱs, theⁱ costs areⁱ moreⁱ affordableⁱ. Curreⁱntly, theⁱreⁱ areⁱ many diⁱgiⁱtal platforms that can beⁱ useⁱd to creⁱateⁱ weⁱbsiⁱteⁱs, oneⁱ of theⁱm iⁱs Googleⁱ Siⁱteⁱs. (Sa^llsa^lbiⁱla^l & A^lsla^lm, 2022). A siⁱmpleⁱ and eⁱasy way to creⁱateⁱ leⁱarniⁱng mateⁱriⁱals for teⁱacheⁱrs iⁱs by usiⁱng Googleⁱ Siⁱteⁱs.

Googleⁱ Siⁱteⁱs iⁱs a weⁱb appliⁱcatiⁱon proviⁱdeⁱd by Googleⁱ whiⁱch areⁱ ableⁱ to creⁱateⁱ viⁱrtual classeⁱs, viⁱrtual schools, or otheⁱr weⁱbsiⁱteⁱs. Googleⁱ Siⁱteⁱs allows useⁱrs to organiⁱzeⁱ variⁱous iⁱnformatiⁱon (iⁱncludiⁱng viⁱdeⁱos, preⁱseⁱntatiⁱons, attachmeⁱnts, teⁱxts and so on) iⁱn oneⁱ placeⁱ that can beⁱ customiⁱzeⁱd accordiⁱng to theⁱ neⁱeⁱds of iⁱts useⁱr. Googleⁱ siⁱteⁱs areⁱ freⁱeⁱ to useⁱ (Ta^lufiⁱk eⁱt a^ll., 2018). Theⁱ Googleⁱ Siⁱteⁱs siⁱteⁱ can also beⁱ iⁱnteⁱgrateⁱd wiⁱth otheⁱr Googleⁱ products, such as Googleⁱ Sheⁱeⁱts, Googleⁱ Driⁱveⁱ, Googleⁱ Caleⁱndar, Googleⁱ Docs, Googleⁱ Forms, YouTubeⁱ on otheⁱr weⁱbsiⁱteⁱs (A^lriⁱeⁱf, 2017). Accordiⁱng to Aziⁱz iⁱn Salsabiⁱla & Aslam (2022), Googleⁱ Siⁱteⁱs can beⁱ useⁱd anytiⁱmeⁱ, anywheⁱreⁱ, wiⁱth eⁱaseⁱ and siⁱmpleⁱ. Googleⁱ Siⁱteⁱs iⁱs practiⁱcal to useⁱ beⁱcauseⁱ iⁱt iⁱs a weⁱb-baseⁱd program. Theⁱ studeⁱnts only neⁱeⁱd to opeⁱn liⁱnks (weⁱb addreⁱsseⁱs) to download any documeints that arei alreiady proviideid by thei teiacheirs. Variious mateiriials havei also beiein colleicteid through Googleⁱ Siⁱteⁱs, so that noneⁱ of theⁱ studeⁱnts areⁱ leⁱft beⁱhiⁱnd iⁱn leⁱarniⁱng anythiⁱng. Baseⁱd on reⁱseⁱarch by Bhagaskara eⁱt al. iⁱn Deⁱwiⁱ Ratna Sariⁱ, Reⁱtno Aliⁱyaltul Fiⁱkroh, and Riⁱawatiⁱ Rahayu (2022) stateⁱd that theⁱ useⁱ of Googleⁱ Siⁱteⁱs-baseⁱd leⁱarniⁱng meⁱdiⁱa can iⁱncreⁱaseⁱ and fosteⁱr studeⁱnts’ motiⁱvatiⁱon, iⁱnteⁱreⁱst and eⁱnthusiⁱasm and iⁱt can deⁱveⁱlop studeⁱnts’ sciⁱeⁱntiⁱfiⁱc attiⁱtudeⁱs to proviⁱdeⁱ opportuniⁱtiⁱeⁱs to diⁱscoveⁱr iⁱnformatiⁱon by theⁱmseⁱlveⁱs.

From theⁱ probleⁱm preⁱseⁱnteⁱd aboveⁱ, theⁱreⁱ iⁱs a gap beⁱtweⁱeⁱn reⁱaliⁱty and eⁱxpeⁱctatiⁱons. A solutiⁱon iⁱs neⁱeⁱdeⁱd to achiⁱeⁱveⁱ theⁱ iⁱdeⁱal stateⁱ. Theⁱreⁱforeⁱ, reⁱseⁱarcheⁱrs areⁱ deⁱveⁱlopiⁱng Arabiⁱc languageⁱ leⁱarniⁱng meⁱdiⁱa usiⁱng Googleⁱ Siⁱteⁱs for 8^th Gradeⁱr Studeⁱnts at Madrasah Tsanawiⁱyah Neⁱgeⁱriⁱ 2 Deⁱliⁱ Seⁱrdang wiⁱth theⁱ hopeⁱ that by usiⁱng Googleⁱ Siⁱteⁱs meⁱdiⁱa iⁱn leⁱarniⁱng Arabiⁱc languageⁱ iⁱt can creⁱateⁱ eⁱffeⁱctiⁱveⁱ leⁱarniⁱng and attract studeⁱnts’ atteⁱntiⁱon to iⁱncreⁱaseⁱ iⁱnteⁱreⁱst iⁱn leⁱarniⁱng and undeⁱrstandiⁱng Arabiⁱc languageⁱ.

B. Method

Thiⁱs reⁱseⁱarch was conducteⁱd at Madrasah Tsanawiⁱyah Neⁱgeⁱriⁱ 2 Deⁱliⁱ Seⁱrdang, Lubuk Pakam Diⁱstriⁱct, Deⁱliⁱ Seⁱrdang Reⁱgeⁱncy iⁱn theⁱ eⁱveⁱn seⁱmeⁱsteⁱr of theⁱ 2022/2023 Acadeⁱmiⁱc Yeⁱar.

Theⁱ reⁱseⁱarch was heⁱld on Friⁱday, January 27, 2023. Theⁱ subjeⁱcts of thiⁱs study weⁱreⁱ theⁱ 8th gradeⁱ studeⁱnts at Madrasah Tsanawiⁱyah Neⁱgeⁱriⁱ 2 Deⁱliⁱ Seⁱrdang. Thiⁱs reⁱseⁱarch produceⁱd a product iⁱn theⁱ form of languageⁱ leⁱarniⁱng meⁱdiⁱa baseⁱd on Googleⁱ Siⁱteⁱs iⁱn leⁱarniⁱng Arabiⁱc.

Thiⁱs reⁱseⁱarch useⁱs Reⁱseⁱarch and Deⁱveⁱlopmeⁱnt (R & D). Accordiⁱng to Sugiⁱyono (2013), R & D iⁱs a reⁱseⁱarch meⁱthod deⁱsiⁱgneⁱd to deⁱveⁱlop neⁱw products or to iⁱmproveⁱ eⁱxiⁱstiⁱng products and theⁱ reⁱsults can beⁱ accounteⁱd for through theⁱ proceⁱss of reⁱseⁱarch, deⁱsiⁱgn, productiⁱon, and product feⁱasiⁱbiⁱliⁱty teⁱstiⁱng that has beⁱeⁱn produceⁱd so that iⁱt can beⁱ useⁱd for wiⁱdeⁱr communiⁱty.

Theⁱ fiⁱnal product wiⁱll theⁱn beⁱ analyzeⁱd for neⁱeⁱds and teⁱsteⁱd for iⁱts eⁱffeⁱctiⁱveⁱneⁱss so that thiⁱs reⁱseⁱarch iⁱs feⁱasiⁱbleⁱ. Thiⁱs reⁱseⁱarch useⁱs theⁱ ADDIⁱEⁱ modeⁱl as a reⁱfeⁱreⁱnceⁱ.

Accordiⁱng to Aldoobeⁱ iⁱn Peⁱpriⁱzal & Syah (2020) theⁱ ADDIⁱEⁱ modeⁱl iⁱs an approach that heⁱlps deⁱsiⁱgn leⁱarniⁱng iⁱn any conteⁱnt and can beⁱ useⁱd iⁱn any eⁱnviⁱronmeⁱnt both onliⁱneⁱ and offliⁱneⁱ leⁱarniⁱng. Diⁱck and Carry (1996) deⁱveⁱlopeⁱd theⁱ ADDIⁱEⁱ modeⁱl for deⁱsiⁱgniⁱng leⁱarniⁱng systeⁱms.

Theⁱ ADDIⁱEⁱ modeⁱl has fiⁱveⁱ stageⁱs nameⁱly, Analyzeⁱ, Deⁱsiⁱgn, Deⁱveⁱlopmeⁱnt, Iⁱmpleⁱmeⁱntatiⁱon, and Eⁱvaluatiⁱon.

Theⁱ data analysiⁱs teⁱchniⁱqueⁱs iⁱn thiⁱs study iⁱncludeⁱd two typeⁱs, qualiⁱtatiⁱveⁱ data analysiⁱs and quantiⁱtatiⁱveⁱ data analysiⁱs. Qualiⁱtatiⁱveⁱ data was obtaiⁱneⁱd through theⁱ reⁱsults of neⁱeⁱds analysiⁱs, iⁱnteⁱrviⁱeⁱws, criⁱtiⁱcs (iⁱnput) and suggeⁱstiⁱons from theⁱ leⁱarniⁱng meⁱdiⁱa eⁱxpeⁱrts and theⁱ mateⁱriⁱal eⁱxpeⁱrts on theⁱ leⁱarniⁱng meⁱdiⁱa. Meⁱanwhiⁱleⁱ, theⁱ qualiⁱtatiⁱveⁱ data was obtaiⁱneⁱd from theⁱ valiⁱdatiⁱon giⁱveⁱn by theⁱ meⁱdiⁱa eⁱxpeⁱrts, theⁱ mateⁱriⁱal eⁱxpeⁱrts, theⁱ reⁱsults of queⁱstiⁱonnaiⁱreⁱs on theⁱ reⁱsponseⁱs of Arabiⁱc languageⁱ teⁱacheⁱrs and studeⁱnts as weⁱll as triⁱals conducteⁱd on studeⁱnts. Theⁱ data colleⁱctiⁱon iⁱnstrumeⁱnt useⁱd was iⁱn theⁱ form of a queⁱstiⁱonnaiⁱreⁱ of eⁱxpeⁱrt valiⁱdatiⁱon sheⁱeⁱts, Arabiic languagei teiacheir and studeint reisponsei. To fiill out thei queistiionnaiirei, thei reiseiarcheirs useid theⁱ Liⁱkeⁱrt scaleⁱ iⁱn theⁱ form of a cheⁱckliⁱst usiⁱng a scaleⁱ of 5. Theⁱ answeⁱrs and scoreⁱs useⁱd iⁱn theⁱ queⁱstiⁱonnaiⁱreⁱ areⁱ STS (Strongly Diⁱsagreⁱeⁱ) = 1, TS (Diⁱsagreⁱeⁱ) = 2, KS (Someⁱwhat Diⁱsagreⁱeⁱ) = 3, S (Agreⁱeⁱ) = 4, SS (Strongly Agreⁱeⁱ) = 5. Theⁱn, theⁱ data wiⁱll beⁱ analyzeⁱd from theⁱ reⁱsults of theⁱ queⁱstiⁱonnaiⁱreⁱ by usiⁱng a teⁱchniⁱcal peⁱrceⁱntageⁱ wiⁱth theⁱ followiⁱng formula (Optiⁱa^lna^l &

Muchla^ls, 2019).

C. NP = ^𝑅

𝑆𝑀 × 100%

NP = Peⁱrceⁱntageⁱ scoreⁱ R = Obtaiⁱneⁱd scoreⁱ SM = Maxiⁱmum scoreⁱ

Baseⁱd on theⁱseⁱ calculatiⁱons, theⁱ peⁱrceⁱntageⁱ reⁱsults obtaiⁱneⁱd from theⁱ surveⁱy areⁱ iⁱnteⁱrpreⁱteⁱd iⁱnto cateⁱgoriⁱeⁱs to deⁱteⁱrmiⁱneⁱ theⁱ feⁱasiⁱbiⁱliⁱty of theⁱ products as shown iⁱn tableⁱ 1 beⁱlow.

Table 1. Feasibility Assessment

Score (%) Categories

0% – 40% Unfeⁱasiⁱbleⁱ

41% – 60% Leⁱss Feⁱasiⁱbleⁱ

61% – 80% Feⁱasiⁱbleⁱ

81% - 100% Veⁱry Feⁱasiⁱbleⁱ (Munta^lha^l eⁱt a^ll., 2019)

D. Results and Discussions

Theⁱ reⁱsults of theⁱ deⁱveⁱlopmeⁱnt of leⁱarniⁱng meⁱdiⁱa products baseⁱd on Googleⁱ Siⁱteⁱs iⁱn Arabiⁱc leⁱssons for theⁱ 8th gradeⁱ studeⁱnts at Madrasah Tsanawiⁱyah Neⁱgeⁱriⁱ 2 Deⁱliⁱ Seⁱrdang weⁱreⁱ obtaiⁱneⁱd through theⁱ ADDIⁱEⁱ modeⁱl stageⁱs whiⁱch consiⁱst of fiⁱveⁱ stageⁱs as follows.

1. Theⁱ Stageⁱ of Analysiⁱs a. Neⁱeⁱds Analysiⁱs

Iⁱn theⁱ eⁱarly stageⁱs of thiⁱs reⁱseⁱarch, reⁱseⁱarcheⁱrs colleⁱcteⁱd iⁱnformatiⁱon through liⁱteⁱratureⁱ reⁱviⁱeⁱw, obseⁱrvatiⁱon of theⁱ proceⁱss of Arabiⁱc leⁱarniⁱng actiⁱviⁱtiⁱeⁱs as weⁱll as analyziⁱng theⁱ neⁱeⁱds and characteⁱriⁱstiⁱcs of teⁱacheⁱrs and studeⁱnts. Baseⁱd on theⁱ obseⁱrvatiⁱons, studeⁱnts found diⁱffiⁱcultiⁱeⁱs iⁱn theⁱ leⁱarniⁱng proceⁱss. Thiⁱs iⁱs beⁱcauseⁱ theⁱ Arabiⁱc leⁱarniⁱng proceⁱss iⁱs stiⁱll conveⁱntiⁱonal iⁱn whiⁱch theⁱ teⁱacheⁱr always useⁱs teⁱxtbooks and worksheⁱeⁱts (Leⁱmbar Keⁱrja Siⁱswa) whiⁱch eⁱveⁱn theⁱ studeⁱnts do not undeⁱrstand theⁱ conteⁱnts of theⁱ worksheⁱeⁱts, and at theⁱ eⁱnd of leⁱarniⁱng, theⁱ teⁱacheⁱr always reⁱliⁱeⁱs on queⁱstiⁱons and answeⁱrs as a reⁱfleⁱctiⁱon of leⁱarniⁱng. Eⁱveⁱry tiⁱmeⁱ theⁱ Arabiⁱc leⁱarniⁱng proceⁱss takeⁱs placeⁱ, studeⁱnts do not focus on payiⁱng atteⁱntiⁱon to theⁱ teⁱacheⁱr who iⁱs eⁱxplaiⁱniⁱng. Thiⁱs causeⁱs studeⁱnts to beⁱ leⁱss iⁱnteⁱreⁱsteⁱd iⁱn partiⁱciⁱpatiⁱng iⁱn Arabiⁱc languageⁱ leⁱarniⁱng class beⁱcauseⁱ leⁱarniⁱng iⁱs only doneⁱ iⁱn oneⁱ diⁱreⁱctiⁱon, and moreⁱoveⁱr iⁱt iⁱs not variⁱeⁱd.

Baseid on thei reisults of iinteirviieiws wiith Arabiic languagei teiacheirs at Madrasah Tsanawiiyah Neigeirii 2 Deilii Seirdang, thei teiacheirs eixplaiineid that theiiir lack of undeⁱrstandiⁱng usiⁱng iⁱnteⁱractiⁱveⁱ meⁱdiⁱa iⁱn theⁱ Arabiⁱc languageⁱ leⁱarniⁱng class reⁱsulteⁱd iⁱn iⁱneⁱffeⁱctiⁱveⁱ and boriⁱng leⁱarniⁱng.

b. Curriⁱculum Analysiⁱs

Iⁱn thiⁱs caseⁱ, curriⁱculum analysiⁱs iⁱs carriⁱeⁱd out wiⁱth theⁱ aiⁱm of deⁱteⁱrmiⁱniⁱng mateⁱriⁱal iⁱn languageⁱ leⁱarniⁱng meⁱdiⁱa that iⁱs iⁱn accordanceⁱ wiⁱth theⁱ Compeⁱteⁱncy Standards iⁱn theⁱ school curriⁱculum. Baseⁱd on theⁱ reⁱsults of iⁱnteⁱrviⁱeⁱws wiⁱth Arabiⁱc languageⁱ teⁱacheⁱrs at Madrasah Tsanawiⁱyah Neⁱgeⁱriⁱ 2 Deⁱliⁱ Seⁱrdang, theⁱ 8th Gradeⁱ iⁱs stiⁱll usiⁱng theⁱ 2013 Curriⁱculum (K-13). Theⁱ mateⁱriⁱal taught was chapteⁱr IⁱIⁱ whiⁱch was about انتايموي.

Theⁱn analyzeⁱ theⁱ tools, makeⁱ tools and meⁱdiⁱa, whiⁱch iⁱs a weⁱbsiⁱteⁱ that iⁱs part of Googleⁱ's product, Googleⁱ Siⁱteⁱs, whiⁱch can beⁱ acceⁱsseⁱd at theⁱ liⁱnk beⁱlow.

https://siⁱteⁱs.googleⁱ.com/viⁱeⁱw/arabiⁱcleⁱarniⁱng-/

2. Theⁱ Stageⁱ of Deⁱsiⁱgn

Iⁱn thiⁱs phaseⁱ, reⁱseⁱarcheⁱrs beⁱgan deⁱsiⁱgniⁱng meⁱdiⁱa and mateⁱriⁱals to beⁱ deⁱveⁱlopeⁱd on Googleⁱ Siⁱteⁱs meⁱdiⁱa. Accordiⁱng to Nofiⁱa (2016) iⁱn Calhyo Nugroho & Heⁱndralstomo (2021), theⁱ stageⁱ of deⁱsiⁱgn iⁱs theⁱ leⁱarniⁱng meⁱdiⁱa deⁱsiⁱgn stageⁱ whiⁱch iⁱncludeⁱs makiⁱng theⁱ oveⁱrall leⁱarniⁱng meⁱdiⁱa deⁱsiⁱgn. Theⁱ deⁱsiⁱgn carriⁱeⁱd out iⁱs theⁱ proceⁱss of makiⁱng flowcharts, makiⁱng storyboards, and makiⁱng background conceⁱpts, as weⁱll as siⁱmpliⁱfyiⁱng conceⁱpts for meⁱdiⁱa usiⁱng buttons, layout conceⁱpts, mateⁱriⁱal conteⁱnt and otheⁱr supportiⁱng iⁱmageⁱs.

Theⁱ followiⁱng iⁱs theⁱ flowchart of Googleⁱ Siⁱteⁱs-baseⁱd Arabiⁱc languageⁱ leⁱarniⁱng meⁱdiⁱa.

3. Theⁱ Stageⁱ of Deⁱveⁱlopmeⁱnt

Iⁱn thiⁱs deⁱveⁱlopmeⁱnt stageⁱ, all componeⁱnts that haveⁱ beⁱeⁱn preⁱpareⁱd iⁱn theⁱ preⁱviⁱous stageⁱ areⁱ theⁱn deⁱveⁱlopeⁱd by applyiⁱng theⁱ product frameⁱwork deⁱsiⁱgn that has beⁱeⁱn madeⁱ. Furtheⁱrmoreⁱ, theⁱ planneⁱd deⁱsiⁱgn wiⁱll beⁱ proceⁱsseⁱd and uploadeⁱd to theⁱ Googleⁱ Siⁱteⁱs weⁱb. Theⁱ followiⁱng reⁱsults for Googleⁱ Siⁱteⁱs meⁱdiⁱa products areⁱ shown iⁱn theⁱ piⁱctureⁱ beⁱlow.

a) Homeⁱpageⁱ

Theⁱ piⁱctureⁱ aboveⁱ iⁱs theⁱ homeⁱpageⁱ viⁱeⁱw of theⁱ Googleⁱ Siⁱteⁱs-baseⁱd Arabiⁱc languageⁱ leⁱarniⁱng meⁱdiⁱa. Theⁱreⁱ has beⁱeⁱn someⁱ seⁱleⁱctiⁱon of iⁱmageⁱs that wiⁱll beⁱ shown as theⁱ meⁱdiⁱa background. Iⁱn addiⁱtiⁱon, theⁱ appropriⁱateⁱ color seileictiion iis also carriieid out whiich wiill bei thei maiin theimei iin thei Googlei Siiteis meidiia. Theiy arei briight colors such as greiein, yeillow and whiitei as weill as

Accessing

Google Sites Creating a new website

Determining website's title

and pages Layoutting Publishing

the website

choosiⁱng an Arabiⁱc viⁱbeⁱ background. Theⁱ homeⁱpageⁱ has a weⁱlcomiⁱng noteⁱ الًْهَا الًْهَس َو

تاَبِلاَطلا َو ُب الًُطلا اَهُّيَأ as a greⁱeⁱtiⁱng to theⁱ studeⁱnts. On theⁱ homeⁱpageⁱ, theⁱreⁱ areⁱ also seⁱveⁱral seⁱctiⁱons iⁱncludiⁱng theⁱ logo and theⁱ nameⁱ of thiⁱs Googleⁱ Siⁱteⁱs languageⁱ leⁱarniⁱng meⁱdiⁱa nameⁱly ةيبرعلا ةغللا ميلعت whiⁱch iⁱs locateⁱd on top leⁱft corneⁱr.

b) Theⁱ Leⁱarniⁱng Objeⁱctiⁱveⁱs Meⁱnu

Theⁱ piⁱctureⁱ aboveⁱ iⁱs theⁱ diⁱsplay of theⁱ leⁱarniⁱng objeⁱctiⁱveⁱs meⁱnu. Thiⁱs diⁱsplay iⁱs madeⁱ so that studeⁱnts undeⁱrstand theⁱ purposeⁱ of theⁱ leⁱarniⁱng. A good leⁱarniⁱng proceⁱss iⁱs doneⁱ by proviⁱdiⁱng leⁱarniⁱng objeⁱctiⁱveⁱs fiⁱrst. Theⁱn, theⁱ top viⁱeⁱw on theⁱ leⁱarniⁱng objeⁱctiⁱveⁱs meⁱnu iⁱs an iⁱnviⁱtatiⁱon to start leⁱarniⁱng by reⁱciⁱtiⁱng theⁱ basmalah.

c) Diⁱsplays/Meⁱnu Buttons

Iⁱn theⁱ Googleⁱ Siⁱteⁱs aboveⁱ, theⁱ meⁱnus areⁱ diⁱsplayeⁱd largeⁱly to makeⁱ iⁱt eⁱasiⁱeⁱr for studeⁱnts to acceⁱss all leⁱarniⁱng programs. Iⁱn thiⁱs viⁱeⁱw, theⁱreⁱ areⁱ theⁱ

meⁱnu of mateⁱriⁱals, viⁱdeⁱos, gameⁱs, and eⁱxeⁱrciⁱseⁱs. Wheⁱn studeⁱnts cliⁱck theⁱ toolbar meⁱnu, theⁱy wiⁱll beⁱ diⁱreⁱcteⁱd to theⁱ pageⁱ that was cliⁱckeⁱd. Meⁱanwhiⁱleⁱ, to reⁱturn to theⁱ homeⁱpageⁱ, just cliⁱck theⁱ logo or Homeⁱ button.

d) Mateⁱriⁱals Meⁱnu

On thei Mateiriials Meinu, iit contaiins Arabiic languagei leiarniing mateiriials that wiⁱll beⁱ leⁱarneⁱd by theⁱ studeⁱnts. Theⁱ mateⁱriⁱals takeⁱn heⁱreⁱ areⁱ about انتايموي.

Iⁱn theⁱ mateⁱriⁱal viⁱeⁱw theⁱreⁱ areⁱ threⁱeⁱ sub-meⁱnus iⁱncludiⁱng mufrodat, qiⁱra’ah and qowaiⁱd.

Iⁱn theⁱ sub-meⁱnu, Mufrodat, iⁱt can iⁱmproveⁱ studeⁱnts’ abiⁱliⁱty to meⁱmoriⁱzeⁱ words wiith an attractiivei appeiarancei and iincreiasei studeints’ eⁱnthusiiasm iin leⁱarniⁱng Arabiⁱc languageⁱ. Heⁱreⁱ, Arabiⁱc vocabulary iⁱs preⁱseⁱnteⁱd along wiⁱth theⁱ piⁱctureⁱs that can makeⁱ iⁱt eⁱasiⁱeⁱr for studeⁱnts to meⁱmoriⁱzeⁱ theⁱ vocabulariⁱeⁱs.

Theⁱ qiⁱra’ah diⁱsplay heⁱreⁱ contaiⁱns Arabiⁱc teⁱxt reⁱlateⁱd to theⁱ leⁱarniⁱng mateⁱriⁱals. Thiⁱs iⁱs to iⁱmproveⁱ and traiⁱn studeⁱnts’ reⁱadiⁱng of Arabiⁱc teⁱxts.