ARABIC VLOGS IN THE TEACHING OF MAHARAH KALAM BUILDING SELF CONFIDENCE AMONG STUDENTS ON THE ARABIC LANGUAGE PROGRAMME AT UNZAH GENGGONG

Abstract

This study was conducted due to several difficulties encountered in learning Maharah Kalam, such as limited opportunities for speaking practice, a fear of making mistakes, anxiety when speaking, and a lack of confidence amongst students when using Arabic. The use of digital media, particularly Arabic vlogs, is considered to provide a flexible and repetitive space for speaking practice that is suited to the characteristics of today’s students. This study aims to explain the steps involved in using Arabic vlogs in Maharah Kalam learning, to identify students’ experiences, and to examine the improvement in students’ confidence when speaking Arabic. This study employs a descriptive qualitative approach, with the subjects comprising students of the Arabic Language Education Programme and the lecturer responsible for the Maharah Kalam course at Zainul Hasan Genggong Islamic University. Data was collected through observation, questioning and document review, and was then analysed by reducing the data, presenting it and drawing conclusions. The validity of the data was established by comparing various sources and employing specific techniques. The research indicates that the creation of Arabic vlogs takes place in three stages pre-production, production and post-production. This process encourages students to write scripts, record and re-record, edit, publish videos, and receive feedback from others. Learning experiences indicate that students begin to feel more confident, at ease and independent after overcoming feelings of shyness and anxiety. Through vlogging, students continuously practise speaking, which ultimately helps to boost their courage and confidence in using the Arabic language.