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Development of Android Game-Based Media to Enhance Students' Arabic Grammar Skills

Summary

Young pupils at Indonesian Madrasah Ibtidaiyah find Arabic grammar hard. They seldom hear the language outside class, and lessons mostly rely on lectures and memorisation. The authors built an Android educational game for fifth-grade grammar and tested whether it is fit for classroom use. They followed the Alessi & Trollip R&D model in three phases. Planning covered classroom observation, structured teacher interviews and analysis of learners and constraints. Design produced the concept, framework and flowcharts. Development ended in two test rounds. In the alpha round, experts and practitioners scored the product on 1–5 Likert questionnaires organised as grids of aspects and indicators. In the beta round, 40 pupils rated it. Mean feasibility was 91.17% from the alpha panel and 88.00% from students, both in the highest category. The authors present the game as a useful supplement, or even a main tool, for grammar teaching. However, the evidence consists of ratings, not a measured learning gain, and they call for broader and longitudinal follow-up studies.

Key points

  • Development model: Alessi & Trollip (2001), with planning, design and development phases. Alpha and beta testing both sit inside the development phase.
  • Six evaluators made up the alpha panel, with two each from media, subject content and instructional practice. Their mean feasibility score was 91.17% ("very strong").
  • The beta test involved 40 Madrasah Ibtidaiyah students, with a mean score of 88.00% ("very strong").
  • Instruments were observation sheets, structured teacher interviews and 1–5 Likert questionnaires. The research supervisor helped validate the instruments before use.
  • The media-expert rubric breaks the product into aspects such as display and program. Each aspect has concrete indicators, for example cover design, text size, button icons, audio choice and user-friendliness.

Interesting ideas

  • I1. Evaluate in two separate tiers: first role-specific expert panels (media, content, practice), then a wider pass with end users, keeping the scores apart so each viewpoint stays visible. — For Mova (learn): Mova's evaluation could report linguist-style audits of trees and frames separately from task-level scores on end-user questions, so a regression shows up in the tier where it starts.
  • I2. Break "quality" into named aspects, each with a short list of concrete indicators scored on a fixed scale, rather than using one overall impression. — For Mova (answer): School-course test results could be scored per aspect, such as correct entity, correct event order and correct justification, so weak spots in explainable answers can be traced.
  • I3. Base design on a needs analysis first: interview the people who know where learners struggle, then build to address those pain points. — For Mova (answer): Teacher-reported trouble spots in fables and word problems could guide which test items and reader skills Mova covers first.
  • I4. Have the measuring instruments themselves checked by an expert before collecting data, so that bad questions do not distort the results. — For Mova (learn): Evaluation sets and negative controls could be reviewed before use, so that flawed gold items do not get mistaken for parser or reader errors.
  • I5. Note the gap between how acceptable something seems and whether it actually works: high feasibility ratings are not the same as a demonstrated skill gain. — For Mova (learn): Mova should not count witness agreement or teacher-tier approval as success on their own, and should confirm improvements against held-out downstream accuracy.

Our summary of the paper, in our own words — not its text. The work belongs to its authors; read it at the links above.

Fields: Linguistics & languages

Cited by

1 paper of our library cites it (of the 140884 whose bibliographies we read); each has a page here.

Cite

The paper itself, not this page. BibTeX from the library's record of the work. DOI 10.23971/altarib.v13i2.9957

@inproceedings{utomo2025development,
  title = {{Development of Android Game-Based Media to Enhance Students' Arabic Grammar Skills}},
  author = {Utomo, Widodo Febri and Asrowi, Asrowi and Widyastono, Herry},
  booktitle = {Al-Ta'rib 13},
  year = {2025},
  doi = {10.23971/altarib.v13i2.9957},
  url = {https://doi.org/10.23971/altarib.v13i2.9957}
}

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