scholarly journals Studi Komparasi Manajemen Pembelajaran Bahasa Arab Di Kelas XI MAN Sabdodadi Bantul Dan Kelas XI MA As Sakinah Hidayatullah Sleman

Taqdir ◽  
1970 ◽  
Vol 7 (1) ◽  
pp. 93-114
Author(s):  
Rizal Effendi Putra
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Lesson Plan ◽  
Lesson Planning ◽  
Arabic Language ◽  
Regional Office ◽  
Effective Learning ◽  
Academic Calendar ◽  
Learning Management ◽  
Management Functions

This study aims to determine the differences in learning management implemented in Arabic learning by class XI teachers at Madrasah Aliyah Negeri Sabdodadi Bantul and class XI at Madrasah Aliyah As Sakinah Hidayatullah Sleman Yogyakarta as well as the factors that support and hinder the realization of effective learning. With this research, it is hoped that it can provide input in improving the learning process for all parties, especially Madrasah Aliyah Negeri Sabdodadi Bantul and Madrasah Aliyah As Sakinah Hidayatullah Sleman Yogyakarta. The results of the study indicate: Arabic learning management can be seen from the management functions carried out by the teacher, namely: lesson planning, research results show lesson planning such as syllabus, lesson plan (RPP), daily program, semester program and annual program. on the academic calendar that has been agreed upon by the regional office (Kanwil). Meanwhile, MA As Sakinah Hidayatullah uses a curriculum that has been prepared by the madrasah, namely the kurikulum diniyah and the Arabic language learning syllabus is also compiled by the madrasah. As for each planning identity, it is only written for class XI A MA and XI B MA. Because in MA As Sakinah, especially in class XI, there are no majors.

scholarly journals ‘ANÂSHIRU TA’LÎMI AL-LUGHATI AL-ARABIYYATI FÎ AL-MARHALATI AL-MUTAWASHSHITHATI AL-TSALITS BI MUASSASATI SANTITAM AL-ISLAMIYYATI DI NAKHON SI THAMMARAT

2019 ◽  
Vol 3 (1) ◽  
pp. 34
Author(s):  
Zahriyatun Naeli Syarof
Keyword(s):  
Language Learning ◽  
Junior High School ◽  
Learning Process ◽  
Basic Education ◽  
Professional Competence ◽  
Lesson Plan ◽  
Boarding Schools ◽  
Arabic Language ◽  
Text Book ◽  
Islamic Schools

الملخص: العربية من المواد المقررة في مدارس أو معاهد إسلامية في بلد تايلاند، مثل مؤسسة سانتيتام الإسلامية بناكون سي تامارات بجنوب تايلاند. ولدى التعليم سبعة عناصر مثاليا تصنعه؛ المعلم والتلاميذ ومصدر التعليم ومنهج التعليم وطريقة التعليم ووسائل التعليم والتقويم. إن تحقيق التعليم المثالي متعلق بتحقيق عناصر التعليم بأكملها، لا سيما لتعليم اللغة العربية. فيهدف هذا البحث وصف العناصر السبعة لتعليم اللغة العربية في المرحلة المتوسطة "الثالثة" بمؤسسة سانتيتام الإسلامية بناكون سي تامارات تايلاند. المنهج المستخدم لهذا البحث هو المنهج الوصفي الكيفي. والنتائج المكتسبة من هذا البحث هي: أن (1) كفاءة معلمي اللغة العربية فيها ما زالت ناقصة، إما من ناحية استحقاق الأكاديمية أو الكفاءة الفيداغوغية من ناحية تطوير عملية التعليم وتخطيطها. وكفاءتهم المهنية جيدة، لأنهم تعلموا العربية سنوات في معاهد وخبرتهم في تعليم اللغة العربية كثيرة، وكفائتهم الشخصية والاجتماعية جيدة، (2) معظم التلاميذ قد تخرجوا في مدارس إسلامية. ولا تزال كفاءتهم للغة العربية ناقصة بشكل عام لأنهم لم يجيدوا المهارات الأساسية لتعليم العربية ، (3) مصدر التعليم الأساسي هو الكتاب المقرر، (4) منهج التعليم للعربية فيها غير واضح، (5) طريقة التعليم المستخدمة غالبا فيها طريقة المحاضرة والقواعد والترجمة والاستجواب والمناقشة، (6) قد يستخدم معلمو العربية فيها وسائل التعليم وقد لا يستخدمونها، (7) يقام التقويم للغة العربية مرتين في الفصل الدراسي، وكذلك يقام التقويم أثناء المادة أو في أخيرها والشيء الذي يقاس بشكل أفضل هو القواعد والمفردات.الكلمات المفتاحية: تعليم اللغة العربية; عناصر التعليم; تايلاند.Abstract: Arabic is one of the subjects in Islamic schools or boarding schools in the country of Thailand, such as the Santitam Islamic Foundation in Nakhon Si Thammarat Southest Thailand. Education has seven ideal components: teachers, pupils, source of education, curriculum, method, media and evaluation. The achievement of ideal education is related to the achievement of the entire educational component, especially to the teaching of Arabic. The aim of this research is to describe seven components of Arabic language learning in third grade of Islamic Junior High School of Muslim Santitham Foundation School Nakhon Si Thammarat Thailand. The methodology used for this research is qualitative descriptive. The results obtained from this research are: (1) competence of Arabic teachers at that grade is still lacking in terms of academic qualifications or pedagogical competencies in terms of the development of  learning process and lesson plan. However, professional competence is good, because they have studied Arabic in boarding schools for years. In addition, the experience of teaching their Arabic is also quite long, their personal and social competencies are good, (2) the majority of students at that level are graduates of Islamic schools. Generally, their Arabic language skills are still lacking caused of they don’t have any basic skills to learning Arabic, (3) the source of basic education is the text book, (4) the Arabic curriculum is unclear, (5) the teaching methods commonly used are lecture methods, grammar-translation, question and answer, and discussion, (6) teachers sometimes use media in learning Arabic and sometimes they do not use it, and (7) evaluation is done twice in one semester, and also evaluates in the middle or at the end of the Arabic learning process. The aspects emphasized in evaluation are grammar and vocabulary mastery, not language skills.Keywords: Arabic teaching, Teaching components, Thailand.Abstrak: Bahasa Arab adalah salah satu mata pelajaran di sekolah-sekolah Islam atau pesantren di Thailand, seperti Yayasan Muslim Santitam di Nakhon Si Thammarat, Thailand Selatan. Pendidikan memiliki tujuh komponen ideal: guru, murid, sumber belajar, kurikulum, metode, media dan evaluasi. Pencapaian pendidikan ideal terkait dengan pencapaian seluruh komponen pendidikan, terutama pengajaran bahasa Arab. Tujuan dari penelitian ini adalah untuk mendeskripsikan tujuh komponen pembelajaran bahasa Arab di kelas tiga MTs Yayasan Muslim Santitham, Nakhon Si Thammarat. Metodologi yang digunakan untuk penelitian ini adalah deskriptif kualitatif. Hasil yang diperoleh dari penelitian ini adalah: (1) kompetensi guru bahasa Arab di kelas tersebut masih kurang dalam hal kualifikasi akademik atau kompetensi pedagogis pada bagian rencana dan pengembangan proses pembelajaran. Namun, kompetensi profesional baik, karena mereka telah belajar bahasa Arab di pesantren selama bertahun-tahun. Selain itu, pengalaman mengajar bahasa Arab mereka juga cukup lama, kompetensi kepribadian dan sosial mereka baik, (2) mayoritas siswa di tingkat itu adalah lulusan sekolah Islam. Secara umum, keterampilan bahasa Arab mereka masih kurang karena mereka tidak memiliki keterampilan dasar untuk belajar bahasa Arab, (3) sumber pendidikan dasar adalah buku teks, (4) kurikulum bahasa Arab tidak jelas, (5) metode yang biasa digunakan adalah metode ceramah, terjemah-tata bahasa, tanya jawab, dan diskusi, (6) guru terkadang menggunakan media dalam belajar bahasa Arab dan terkadang mereka tidak menggunakannya, dan (7) evaluasi dilakukan dua kali dalam satu semester, dan juga mengevaluasi di tengah atau di akhir proses pembelajaran. Aspek yang ditekankan dalam evaluasi adalah penguasaan tata bahasa dan kosa kata, bukan keterampilan bahasa.Kata Kunci: Pembelajaran bahasa Arab, Komponen pembelajaran, Thailand.

scholarly journals Online-Based Arabic Learning Management During the Covid-19 Pandemic Era: Plan, Implementation and Evaluation

2021 ◽  
Vol 9 (1) ◽  
pp. 85-98
Author(s):  
Muhyidin Yahya ◽  
Maftuhati Maftuhati ◽  
Abdul Hayyi Mustofa ◽  
Zakiyah Arifa
Keyword(s):  
Online Learning ◽  
Language Learning ◽  
Lesson Plan ◽  
Arabic Language ◽  
Plan Implementation ◽  
Innovative Learning ◽  
Learning Management ◽  
The Government ◽  
Written Test ◽  
Descriptive Method

Currently, Arabic language learning is required to be held online. In this situation, the government has forced to announce instructions for implementing online learning since March 2020. However, these instructions have made Arabic teachers experiencing difficulties in implementing online learning. Innovative learning management is highly needed to overcome these problems. Therefore, this study aims to provide an overview of the management of Arabic language learning, especially in planning, implementing, and evaluating, organized by teachers who are members of the Arabic teachers’ forum. This study used a descriptive method by adopting data analysis techniques from Miles and Huberman. The results of this study indicate that in planning, the Arabic teachers made a lesson plan which would be held online. As for implementing the lesson plan, the teachers use synchronous and asynchronous models. They also used a combination of two models, a written test presented using Google form and Quizizz media for evaluation. On the other hand, some teachers also conducted oral tests using voice recordings through WhatsApp. This research suggests that teachers can better manage the planning, implementing, and evaluating online learning in the era of the COVID-19 pandemic following the characteristics and models of online learning.

Metode dan Media Pembelajaran Bahasa Arab Berbasis Internet di Era Teknologi Informasi

1970 ◽  
Vol 14 (3) ◽  
pp. 348-445
Author(s):  
Muhandis Azzuhri
Keyword(s):  
Information Technology ◽  
Language Learning ◽  
Learning Process ◽  
Arabic Language ◽  
Learning System ◽  
Information Channel ◽  
Technology Advancement ◽  
Other Information

Information technology era necessitate changing of learning system, mainly on method and media Arabic language learning. Arabic language learning system nowadays criticized because its monotone, traditional, and not innovative compared with other language learning. This is because absolutism and lack of creativity of Arabic learning sta­keholders (lecturer, teacher, Kiai) to apply method and Arabic language learning media that appropriate with information technology advancement. internet- based Arabic language learning embarked because as most communicative learning media at information technology era because integrate internet and other information channel as tools to empower learning process to more creative, innovative, and competitive. .

The Analyses of Learning Strategies in English as a Second Language: Theoretical Classification and Measurement Test

2020 ◽  
Vol 4 (2) ◽  
pp. 118-129
Author(s):  
Asti Gumartifa ◽  
◽  
Indah Windra Dwie Agustiani
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
English Learners ◽  
English Language ◽  
Point Of View ◽  
Effective Learning ◽  
The Impact

Gaining English language learning effectively has been discussed all years long. Similarly, Learners have various troubles outcomes in the learning process. Creating a joyful and comfortable situation must be considered by learners. Thus, the implementation of effective learning strategies is certainly necessary for English learners. This descriptive study has two purposes: first, to introduce the classification and characterization of learning strategies such as; memory, cognitive, metacognitive, compensation, social, and affective strategies that are used by learners in the classroom and second, it provides some questionnaires item based on Strategy of Inventory for Language Learning (SILL) version 5.0 that can be used to examine the frequency of students’ learning strategies in the learning process. The summary of this study explains and discusses the researchers’ point of view on the impact of learning outcomes by learning strategies used. Finally, utilizing appropriate learning strategies are certainly beneficial for both teachers and learners to achieve the learning target effectively.

scholarly journals REALISASI PENGAJARAN BAHASA ARAB MELALUI MEDIA AUDIO VISUAL PADA MAHASISWA CLUB BAHASA ARAB IAIN PONTIANAK

2021 ◽  
Vol 4 (1) ◽  
pp. 17
Author(s):  
Moh Yusuf Hidayat
Keyword(s):  
Language Learning ◽  
Lesson Plan ◽  
Arabic Language ◽  
Visual Media ◽  
Qualitative Approach ◽  
Learning Materials ◽  
Descriptive Data ◽  
Learning Pattern

This research aimed to determine the form of Arabic language learning realization through audio visual media on Arabic club students in IAIN Pontianak. It focused on the Arabic learning materials and whether this activity can improve the competence of Arabic club students in learning Arabic language which is expected on KKNI Arabic language for university. This research used qualitative approach using descriptive data through interview from informants in IAIN Pontianak. The result revealed that Arabic language learning realization through audio visual media on Arabic club students carried out by mentors in IAIN Pontianak is not more than the realization of learning pattern which determine on the implementation of the Arabic lesson plan and syllabus, and than the materials taught has referred to the standard of competence expected in university on KKNI Arabic language, and teaching realization can measure the competence of Arabic club students expected in university on KKNI Arabic language. Keywords: Arabic Language, Audio Visual Media, IAIN Pontianak

scholarly journals BEING MUSLIM AND MOTIVATION IN LEARNING ARABIC: AN INSIGHT FROM THREE DECADES

2017 ◽  
Vol 3 (2) ◽  
pp. 196
Author(s):  
Isral Naska
Keyword(s):  
Literature Review ◽  
Language Learning ◽  
Learning Process ◽  
Religious Identity ◽  
Student Motivation ◽  
Arabic Language ◽  
Religious Aspects ◽  
Proper Analysis

This article is a literature review on accessible three decades publicized studies about student motivation learning Arabic which was conducted in different countries and contexts. Due to the importance of Arabic in Islam as the sacred language, those research are expected to reveal the religious aspects in maintaining and shaping student motivation in learning Arabic. Unfortunately, the issue did not likely obtain adequate attention from most of the researchers. Interestingly though, review on that studies still managed to reveal that the researchers apparently mentioned the role of identity in their studies. However, it was not supported by the proper analysis which made only little can be recognized from the role of religious identity in shaping the motivation. This circumstance likely has taken place since most of the researchers did not use the poststructuralist approach which may bring them to reveal a deeper understanding of the role of identity in Arabic language learning. Furthermore, in order to obtain the more precise finding on the role of identity in maintaining student motivation, it is suggested to use the approach when addressing student motivation during Arabic learning process. Artikel ini adalah sebuah literatur review terhadap penelitian-penelitian tentang motivasi belajar Bahasa Arab sekitar 3 dekade belakangan yang dilakukan pada beberapa negara dengan konteks yang berbeda-beda. Peran Bahasa Arab sebagai bahasa yang penting dalam Islam, seharusnya mengantarkan penelitian yang ada mengungkap adanya aspek-aspek religiustitas dalam pembentukan motivasi belajar. Sayangnya, hal ini tidak mendapatkan perhatian yang cukup dari sebagian besar peneliti. Menariknya kendatipun hal tersebut terjadi, yaitu tidak tertangkapnya aspek religiusitas secara memadai, review terhadap hasil-hasil penelitian tersebut menunjukkan peran identitas religius para siswa tetap terlihat. Hanya saja hal tersebut tidak didukung oleh analisis yang memadai sehingga tidak banyak wawasan yang dapat diperoleh sekaitan dengan peran identitas religius tersebut. Hal ini terjadi karena kebanyakan peneliti tidak menggunakan pendekatan yang memungkinkan mereka mengeksplorasi peran identitas religius siswa dalam pembentukan motivasi belajar secara lebih mendalam, yaitu pendekatan post-structuralist. Dengan demikian, untuk memperoleh temuan yang lebih presisi, studi selanjutnya disarankan untuk menggunakan pendekatan post-structuralist untuk memahami peran identitas religius dalam pembentukan motivasi belajar Bahasa Arab

scholarly journals Pembelajaran Bahasa Arab di Provinsi Lampung Tahun 2016

2017 ◽  
Vol 1 (01) ◽  
pp. 1
Author(s):  
Akla Akla
Keyword(s):  
High School ◽  
Language Learning ◽  
Learning Process ◽  
Language Skills ◽  
Analysis Data ◽  
Arabic Language ◽  
Survey Study ◽  
Low Level ◽  
Medium Level ◽  
Associative Analysis

This research aims to reveal the data of Arabic language learning in Lampung. This research is focused on teachers professionality, Arabic learning process, and  students’ Arabic language skills that consist of istima’, kalam, qira’ah, and kitabah. This research refers to a survey study by collecting information from sample through questionnaire. The objectives of this research not only examine the map of teachers professionality, Arabic learning process, and students’ Arabic language skills but also find out the interaction between learning process and students’ Arabic skills. The samples of this research were 49 Arabic teachers and 382 students of Islamic Senior High School around Lampung. From the results of analysis data, it can be concluded that teachers professionality belongs to medium level, Arabic learning process belongs to medium level, students’ Arabic language skills belong to low level. The results of associative analysis showed that there is a significant influence between learning process and students’ Arabic language skills; therefore, it can be regarded that un-maximal learning process and environment have an impact towards the students low-level Arabic language skills.

scholarly journals Analisis Faktor Kesulitan Belajar Bahasa Arab pada Siswa Tunanetra di MAN 2 Sleman

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Labo Efflamengo ◽  
Syamsuddin Asyrofi
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Learning Process ◽  
Learning Difficulties ◽  
Arabic Language ◽  
Sentence Structure ◽  
Learning Methods ◽  
Teacher Understanding ◽  
New Knowledge ◽  
Blind Students

This study aims to determine the difficulty factors experienced by blind students in learning Arabic and the efforts that must be made to address these difficulties in MAN 2 Sleman Yogyakarta. The existence of this research is expected to be able to provide additional new knowledge to all parties involved in learning Arabic. The results showed that the learning process of Arabic blind students in MAN 2 Sleman Yogyakarta, in general, was the same as learning in madrasas in general. The factors of Arabic language learning difficulties experienced by blind students in MAN 2 Sleman, namely, First: Linguistic difficulties include sound (phonological), meaning (semantic), sentence structure (syntax), and difficulty in writing Arabic using braille letters. Second: Non-Linguistic Difficulties: Lack of motivation, lack of teacher understanding of braille, lack of innovation in learning methods, and difficulties due to minimal facilities. Efforts are being made to overcome these difficulties, namely, Madrasas: providing facilities, such as books or dictionaries based on braille, braille printers. Teachers: innovating learning methods to make it more interesting for students to learn blind. Blind students: more communicative to the teacher and adaptive to the learning environment in the classroom. Abstrak Penelitian ini bertujuan untuk mengetahui faktor kesulitan yang dialami siswa tunanetra dalam belajar bahasa Arab  dan upaya yang harus dilakukan untuk mengtasi kesulitan-kesulitan tersebut di MAN 2 Sleman Yogyakarta. Dengan adanya penelitian ini diharapkan dapat memberikan tambahan pengetahuan baru kepada semua pihak yang berkecimbung dalam pembelajaran bahasa Arab. Hasil penelitian  menunjukan bahwa proses pembelajaran bahasa Arab siswa tunanetra di MAN 2 Sleman Yogyakarta secara umum sama seperti pembelajaran di madrasah pada umumnya. Adapun faktor kesulitan belajar bahasa Arab  yang dialami siswa tunanetra di MAN 2 Sleman yaitu, Pertama: Kesulitan Linguistik mencakup tata bunyi (fonologi), arti (semantik), tata kalimat (sintaksis), dan kesulitan dalam menulis Arab menggunakan huruf braille. Kedua: Kesulitan Non-Linguistik : Kurangnya motivasi, kurangnya pemahaman guru tentang huruf braille , kurangnya inovasi dalam metode pembelajaran, dan kesulitan karena fasilitas yang masih minim. Upaya yang dilakukan untuk mengatasi kesulitan-kesulitan tersebut yaitu, Pihak madrasah: menyediakan fasilitas, seperti buku atau kamus berbasis braille, printer braille. Guru: melakukan inovasi metode pembelajaran agar lebih menarik minat belajar siswa tunanetra. Siswa tunanetra: lebih komunikatif kepada guru dan adaptif terhadap lingkungan pembelajaran di kelas. Kata Kunci: Analisis Faktor Kesulitan, Belajar Bahasa Arab, Tunanetra

scholarly journals PENDEKATAN SISTEM PEMBELAJARAN BAHASA ARAB DI MADRASAH MU’ALLIMIN MUHAMMADIYAH YOGYAKARTA

2018 ◽  
Vol 16 (2) ◽  
Author(s):  
Toni Pransiska ◽  
Aly Aulia
Keyword(s):  
Comparative Study ◽  
Language Learning ◽  
Learning Process ◽  
Quantitative Methods ◽  
Arabic Language ◽  
Learning Goals ◽  
Text Book ◽  
Direct Practice ◽  
Qualitative And Quantitative Methods ◽  
And Training

AbstractThis research examined  the Arabic language development and learning at Madrasah Mu’allimin Muhammadiyah, Yogyakarta. Research diagnosed the components or sub-systems in Arabic language learning, which involved students, teachers, learning goals, methods, and Arabic text books. It is intended to describe the learning process of Arabic language in perspective of system approach. This research is a mixed research of qualitative and quantitative methods. In general, the interaction of sub-systems, namely students, teacher conditions, goals, methods, and text books is collaborative and cooperative. Even though, some problems were still found in each sub-system. The interaction of sub-systems in the learning process that implemented the interdependent, cooperative and dynamic principals, worked well. In addition, it is necessary to perform educational efforts to improve teacher competencies and student quality with education and training, workshop, seminar, text-book writing, comparative study, and direct practice.  Therefore, the Arabic learning process may find an ideal format and solutive and educational steps in designing Arabic language learning that is active, conducive, creative, innovative, and fun.Abstrak Penelitian ini membahas tentang pengembangan dan pembelajaran bahasa Arab di Madrasah Mu’allimin Muhammadiyah Yogyakarta. enelitian ini mencoba mendiagnosa komponen atau sub-sub system dalam pembelajaran bahasa Arab yang meliputi siswa, guru, tujuan pembelajaran, metode, dan buku ajar bahasa Arab.Hal ini dimaksudkan untuk mendeskripsikan proses pembelajaran bahasa Arab dalam perspektif pendekatan system. Penelitian ini merupakan jenis penelitian kombinasi (mix research) antara kualitatif dan kuantitatif. Secara umum, interaksi antar sub system seperti siswa, kondisi guru, tujuan, metode, dan buku ajar saling kolaboratif dan sinergis. Meskipun masih banyak ditemukan beberapa masalah di masing-masing sub system tersebut. Interaksi antar sub system tersebut dapat berjalan dengan baik dalam proses pembelajaran dengan melaksanakan prinsipi interdependensi, sinergitas, dan dinamis. Disamping itu, perlu melakukan upaya-upaya edukatif untuk meningkatkan kompetensi guru dan kualitas siswa dengan pendidikan dan pelatihan, workshop, seminar, penulisan buku ajar, studi banding (comparative study), dan praktek langsung (direct practice). Dengan begitu, proses pembelajaran bahasa arab dapat menemukan format ideal dan langkah-langkah solutif-edukatif dalam mendesain pembelajaran bahasa Arab yang aktif, kondusif, kreatif, inovatif dan menyenangkan.

scholarly journals Optimalisasi Aplikasi Macromedia Flash 8 Dalam Pembelajaran Kosakata Bahasa Arab

Al-Lisan ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 17-33
Author(s):  
Muhammad Yusuf ◽  
Eka Dewi Rahmawati
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Design Method ◽  
Language Skills ◽  
Arabic Language ◽  
Need Analysis ◽  
Analysis Application ◽  
The Subject

Language learning in the era of industrial revolution 4.0 is also influenced by technology information development, for example, on using an application in the teaching and learning process. The application is usually using as a medium for improving language skills or language components, such as vocabulary. One application is efficient and effective in teaching the Arabic language, especially Arabic language vocabulary is a Macromedia flash 8 application. The application can be used to solve the problem which still constraint the Arabic teacher and also the students. This article aims to research the Macromedia flash 8 application in learning Arabic vocabularies. This research used a research design method with procedures, need analysis, application design, application implementation, application evaluation, and application validation. The subject of this research was Islamic junior student's grade IX. The result showed that Macromedia flash 8 application was effective in improving students’ vocabulary, especially related to Islamic fasting, Ied Al-Adha, and hobby. They were presented using text, graphics, and animation. 

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