Innovation in Indonesian Vocabulary Learning through Interactive PowerPoint Media for Arabic-Speaking Students
Downloads
Arab students learning Indonesian often struggle to memorize new vocabulary, even though vocabulary is the foundation of language. This challenge is exacerbated by the lack of engaging learning media tailored to everyday contexts. This study aimed to improve students' vocabulary mastery by using interactive PowerPoint slides. Conducting two cycles, the Classroom Action Research (CAR) involved participants from the Indonesian Language and Literature (BIPA) class at Malang State University to assess the impact of this new medium. The instruments used included written tests, direct observation, questionnaires, and other supporting documents. The final analysis revealed significant results: the average score jumped from 56.2 in the pre-test to 78.6 in the post-test in the second cycle, and the completion rate increased from 40% to 88%. Students responded positively, reporting that interactive PowerPoint slides increased motivation and engagement during the lesson. These findings suggest that slides designed for everyday contexts may be a strategic alternative for teaching Indonesian vocabulary to non-native speakers.
Ahmadi, MR, & Hairul, NI (2019). The importance of visual elements in second language vocabulary acquisition. International Journal of Applied Linguistics, 29(3), 389–405. https://doi.org/10.1111/ijal.12267
Al-Balushi, S. M., & Al-Abdali, N. S. (2020). Learning styles preferences among Arabic-speaking students in language acquisition. International Journal of Applied Linguistics, 30(2), 245–265. https://doi.org/10.1111/ijal.12287
Alam, GN, Mahyudin, E., Affandi, RN, Dermawan, W., & Azmi, F. (2022). Internationalization of Indonesian in ASEAN: An Indonesian Diplomatic Effort. Journal of Global Dynamics, 7(01), 25–53. https://doi.org/10.36859/jdg.v7i01.1039
Alqahtani, M., & Abdullah, A. (2020). Challenges faced by Arabic speakers learning Indonesian: A sociolinguistic perspective. International Journal of Language Studies, 14(3), 78–95. https://doi.org/10.24200/ijls.vol14iss3pp78-95
Barcroft, J. (2007). Effects of word and fragment writing during L2 vocabulary learning. Foreign Language Annals, 40(4), 713–726. https://doi.org/10.1111/j.1944-9720.2007.tb02890.x
Bianchi, F., & Marenzi, I. (2019). Investigating student choices in performing online tasks: A study on learning strategies and their effect on task performance. Interactive Learning Environments, 27(5–6), 655–674. https://doi.org/10.1080/10494820.2019.1579235
Burns, A., & Westmacott, A. (2021). Action research in language education: Current practices and future directions. Language Teaching Research, 25(4), 543–564. https://doi.org/10.1177/1362168819890945
Cerezo, L., Caras, A., & Leow, R. P. (2019). The effectiveness of guided induction versus deductive instruction on the development of complex Spanish gustar structures. Studies in Second Language Acquisition, 41(4), 771–799. https://doi.org/10.1017/S0272263118000232
Chapelle, C. A., & Sauro, S. (2020). Technology and language learning: Past, present, and future. The Handbook of Technology and Second Language Teaching and Learning, 1(1), 1–18. https://doi.org/10.1002/9781118914069.ch1
Dörnyei, Z., & Csizér, K. (2021). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Applied Linguistics Review, 12(2), 289–308. https://doi.org/10.1515/applirev-2020-0086
Ellis, R., & Shintani, N. (2020). Exploring language pedagogy through second language acquisition research. Language Teaching, 53(2), 143–162. https://doi.org/10.1017/S0261444819000387
Fadilah, N., & Sari, M. (2021). Digitalization of Indonesian Language Learning for Foreign Speakers through Digital Platforms. Journal of Indonesian Language and Literature Education, 15(2), 89–102. https://doi.org/10.23887/jpbsi.v15i2.12345
Godwin-Jones, R. (2019). Emerging technologies for language learning: Mobile apps, social media, and gamification. Language Learning & Technology, 23(3), 1–17. https://doi.org/10.125/44684
Hsu, L. (2019). EFL learners' acceptance of technology-enhanced language learning: A mixed-methods study. Computer Assisted Language Learning, 32(7), 757–789. https://doi.org/10.1080/09588221.2018.1559109
Kalyuga, S., & Liu, T. C. (2015). Managing cognitive load in technology-based learning environments. Journal of Educational Technology & Society, 18(4), 1–13. https://doi.org/10.30191/ETS.201510_18(4).0001
Kemmis, S., McTaggart, R., & Nixon, R. (2020). The action research planner: Doing critical participatory action research. Educational Action Research, 28(3), 456–473. https://doi.org/10.1080/09650792.2020.1789594
Krashen, S., & Mason, B. (2021). The input hypothesis and its rivals: A comprehensive review. Applied Linguistics, 42(4), 567–589. https://doi.org/10.1093/applin/amab023
Kusmiatun, A. (2021). Competency-Based BIPA Curriculum Development in the Digital Era. Indonesian Journal of Linguistics, 39(2), 145–160. https://doi.org/10.26499/li.v39i2.234
Lai, C., & Zheng, D. (2018). Self-directed use of mobile devices for language learning beyond the classroom. ReCALL, 30(3), 299–318. https://doi.org/10.1017/S0958344017000258
Levy, M., & Steel, C. (2019). Language learner perspectives on the functionality and use of electronic language dictionaries. ReCALL, 31(2), 179–196. https://doi.org/10.1017/S0958344018000174
Mahdi, HS (2018). Effectiveness of mobile devices on vocabulary learning: A meta-analysis. Journal of Educational Computing Research, 56(1), 134–154. https://doi.org/10.1177/0735633117698826
Mayer, R. E., & Fiorella, L. (2021). Principles for managing essential processing in multimedia learning. Educational Psychology Review, 33(1), 169–182. https://doi.org/10.1007/s10648-020-09559-1
Montero Perez, M., Peters, E., & Desmet, P. (2014). Vocabulary learning through viewing videos: The effect of two enhancement techniques. Computer Assisted Language Learning, 27(1), 26–44. https://doi.org/10.1080/09588221.2012.702746
Nation, ISP (2021). Learning vocabulary in another language: Recent developments and future directions. Language Teaching, 54(3), 339–359. https://doi.org/10.1017/S0261444821000012
Nurhayati, E., & Widodo, S. (2022). Implementation of Technology in BIPA Learning: Challenges and Opportunities. Journal of Educational Technology, 23(1), 34–47. https://doi.org/10.21009/jtp.v23i1.456
Plass, J. L., Moreno, R., & Brünken, R. (2020). Cognitive load theory and multimedia learning: Recent advances. Computers & Education, 158(1), 103986–103999. https://doi.org/10.1016/j.compedu.2020.103986
Pujadas, G., & Muñoz, C. (2019). Extensive viewing of captioned and subtitled TV series: A study of L2 vocabulary learning by adolescents. Language Learning Journal, 47(4), 479–496. https://doi.org/10.1080/09571736.2017.1301124
Rahmawati, I. (2021). Indonesian Language Learning Approach for Foreign Speakers (BIPA) Based on Cognate Culture. Edutama Education Journal, 8(1), 67–78. https://doi.org/10.30734/jpe.v8i1.3133
Rodgers, M. P., & Webb, S. (2011). The effects of captions on EFL learners' comprehension of English-language television programs. Applied Linguistics, 32(5), 551–572. https://doi.org/10.1093/applin/amr017
Rosiyana, R. (2020). Language Teaching and Second Language Acquisition in BIPA (Indonesian for Foreign Speakers) Learning. KORPUS Scientific Journal, 4(3), 374–382. https://doi.org/10.33369/jik.v4i3.13839
Sari, L., & Handayani, T. (2020). BIPA Learning with Visual Media: A Case Study of Middle Eastern Students. Journal of Language and Literature, 8(3), 178–192. https://doi.org/10.24114/jbs.v8i3.567
Schmidt, R. (2020). Attention, awareness, and individual differences in language learning. Second Language Research, 36(4), 445–467. https://doi.org/10.1177/0267658320930961
Stockwell, G., & Hubbard, P. (2013). Some emerging principles for mobile-assisted language learning. The International Research Foundation for English Language Education, 1(1), 1–15. https://doi.org/10.36892/tirfelle.v1i1.1
Sweller, J., van Merriënboer, J. J., & Paas, F. (2019). Cognitive architecture and instructional design: 20 years later. Educational Psychology Review, 31(2), 261–292. https://doi.org/10.1007/s10648-019-09465-5
Trimansyah. (2021). Trends in Interactive Learning Media. FITRAH Journal of Educational Studies, 12(1), 13–27. https://doi.org/10.24952/fitrah.v12i1.3456
Vandergrift, L., & Baker, S. (2015). Learner variables important for success in L2 listening comprehension in French immersion classrooms. Foreign Language Annals, 48(1), 24–39. https://doi.org/10.1111/flan.12129
Wahyuningsih, S., & Pratiwi, D. (2021). The Effectiveness of Interactive PowerPoint Media in Learning Indonesian Vocabulary. Journal of Education and Learning, 28(1), 45–58. https://doi.org/10.17977/um047v28i1p45-58
Wibowo, A., & Sutrisno, B. (2021). Analysis of Indonesian Vocabulary Learning Difficulties in Arab Students. Journal of Indonesian Language Education, 9(2), 123–135. https://doi.org/10.30659/jpbi.v9i2.789
Yanguas, I. (2019). L2 vocabulary learning and teaching: The role of multimedia and interactive technologies. Systems, 87(1), 102150–102165. https://doi.org/10.1016/j.system.2019.102150
Zou, D., Huang, Y., & Xie, H. (2019). Digital game-based vocabulary learning: Where are we and where are we going? Computer Assisted Language Learning, 32(5–6), 546–570. https://doi.org/10.1080/09588221.2018.1566271
