Student Perceptions of Interactive Media Use in Mahārah al-Kalām Learning A Study at Ma'had Aly As'adiyah Sengkang

Abstract

This study investigates student perceptions regarding the use of interactive media in Mahārah al-Kalām (Arabic speaking skills) instruction at Ma'had Aly As'adiyah Sengkang, South Sulawesi. Employing a mixed-methods approach, data were collected from 85 students through questionnaires, focus group discussions, and individual interviews. Findings reveal overwhelmingly positive student perceptions, with 89% of participants viewing interactive media as beneficial for developing speaking proficiency. Students particularly valued interactive applications providing immediate pronunciation feedback, video-based learning materials featuring native speakers, and collaborative digital platforms enabling peer interaction. Key perceived benefits include increased motivation and confidence, enhanced pronunciation accuracy, exposure to authentic Arabic discourse, and opportunities for autonomous practice beyond classroom hours. However, students also identified challenges including technical difficulties, initial learning curves for new applications, and concerns about overreliance on technology reducing face-to-face interaction. The study demonstrates that when thoughtfully integrated, interactive media significantly enhances student engagement and perceived learning effectiveness in Arabic speaking instruction, offering implications for curriculum design and pedagogical innovation in Islamic higher education institutions.