ARCS-Based Instructional Design for Maharah Kalam: Enhancing Basic Communicative Competence in Arabic Language Learning
DOI:
https://doi.org/10.31000/jpwmzw66Keywords:
Speaking skills, ARCS model, instructional design, communicative competence, Arabic language learningAbstract
Speaking skill is one of the essential language skills that contributes to the development of students’ communicative competence. However, students still encounter difficulties in communicating in Arabic due to limited vocabulary, lack of self-confidence, and low learning motivation. This study aimed to develop an ARCS-based (Attention, Relevance, Confidence, Satisfaction) instructional design for speaking skills and examine its validity and effectiveness in enhancing the communicative competence of seventh-grade students at Nurul Iman Modern Junior High School. The study employed a Research and Development (R&D) approach using the ADDIE model. The participants consisted of 30 seventh-grade students. Data were collected through interviews, observations, questionnaires, expert validation, and pretest–posttest assessments. The data were analyzed using descriptive statistics, N-Gain analysis, and the Paired Sample T-Test with IBM SPSS Statistics. The results indicated that the developed instructional design achieved mean expert validation scores of 3.64, 3.58, and 3.86, all of which were categorized as highly valid. The average response scores from the teacher and students were 3.63 and 3.48 respectively, reflecting very positive perceptions of the product. Furthermore, Uji T-test (t=-28.465, p< 0.05), the N-Gain score of 0.67 demonstrated a moderate improvement in students’ communicative competence. These findings suggest that the ARCS-based speaking instructional design is both valid and effective in supporting the development of students’ communicative competence. The study contributes to the integration of motivational principles and communicative competence within Arabic language instruction at the junior secondary level.
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