Strategies for enhancing Arabic language skills using flashcards: Introducing animal names based on hijaiyah letters
DOI:
https://doi.org/10.12928/jprotect.v3i2.1503Keywords:
Arabic language learning, Flashcards, Vocabulary acquisition, Hijaiyah letters, Early childhood educationAbstract
This study aims to examine the effectiveness of flashcards as an instructional strategy for enhancing Arabic vocabulary acquisition among children aged 5 to 12 years. The focus is on introducing animal names categorized according to hijaiyah letters. This study employed a quantitative approach using a pre-experimental one-group pretest-posttest design. A total of 45 participants were involved in a three-week intervention using flashcards that integrated visual images, Arabic script, and phonetic transliteration. Data were collected through pretests and posttests and analyzed using a paired samples t-test. The findings revealed a significant improvement in students’ vocabulary mastery, as indicated by higher posttest scores compared to pretest results (p < 0.001) with a large effect size, demonstrating strong practical significance. In addition, observational data showed increased student engagement, confidence, and participation during the learning process. The study concludes that flashcards are an effective and accessible tool for improving basic Arabic vocabulary and supporting early language development. This instructional strategy is particularly relevant for early childhood education and learning environments with limited resources, as it offers a practical, low-cost, and engaging approach to Arabic language instruction.
References
Abdalla, M. (2025). Exploring tarbiyah in Islamic education: A critical review of the English-and Arabic-language literature. Education Sciences, 15(5), 559. https://doi.org/10.3390/educsci15050559
Agustini, R., Meilanie, R. S. M., & Pujiastuti, S. I. (2024). Enhancing critical thinking and curiosity in early childhood through inquiry-based science learning. Aulad: Journal on Early Childhood, 7(3), 734–743. https://doi.org/10.31004/aulad.v7i3.780
Al Sharif, M. A. (2025). Challenges of dubbing as a type of audiovisual translation. Al-Ostath, 30, 361–384. https://uotpa.org.ly/alostath/index.php/alostath/article/view/470
Allahyar, N., & Nazari, A. (2012). Potentiality of Vygotsky’s sociocultural theory in exploring the role of teacher perceptions, expectations and interaction strategies. Working Papers in Language Pedagogy, 6, 79–92. https://doi.org/10.61425/wplp.2012.06.79.92
Almelhes, S. (2024). Enhancing Arabic language acquisition: Effective strategies for addressing non-native learners’ challenges. Education Sciences, 14(10), 1116. https://doi.org/10.3390/educsci14101116
Al-Musawi, M. J. (2015). The medieval Islamic republic of letters: Arabic knowledge construction. University of Notre Dame Pess.
Atouf, N., & Issa, E. (2025). Enhancing word recognition skills in English (FL) and Arabic (L1) through transfer effect: An intervention study. Frontiers in Psychology, 16, 1564043. https://doi.org/10.3389/fpsyg.2025.1564043
Bi, Y. (2021). Dual coding of knowledge in the human brain. Trends in Cognitive Sciences, 25(10), 883–895. https://doi.org/10.1016/j.tics.2021.07.006
Elekaei, A., Tabrizi, H. H., & Chalak, A. (2020). Evaluating learners’ vocabulary gain and retention in an e-learning context using vocabulary podcasting tasks: A case study. Turkish Online Journal of Distance Education, 1(2), 190–203. https://doi.org/10.17718/tojde.728162
Fadhila, E., & Fadilaturrahmah, F. (2025). Enhancing young learners’ vocabulary through flashcards and multimedia-based instruction. TOFEDU: The Future of Education Journal, 4(8), 4697–4704. https://doi.org/10.61445/tofedu.v4i8.1196
Fauziyyah, E., & Sari, S. R. (2025). The efficacy of hijaiyah letter picture media in early Arabic language acquisition. LinguaScopes: International Journal of Language Education, 2(1), 24–35. https://synergizejournal.org/index.php/LS/article/view/176
Itriq, M., & Noor, M. H. M. (2025). Arabic hate speech detection using deep learning: A state-of-the-art survey of advances, challenges, and future directions (2020–2024). PeerJ Computer Science, 11, e3133. https://doi.org/10.7717/peerj-cs.3133
Jannah, I. A. A., Erlina, E., & Ghazi, F. (2025). Implementation of multisensory strategies in Arabic language learning for students with phonological disorders: A literature review. Kalamuna: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban, 6(2), 243–259. https://doi.org/10.52593/klm.06.2.03
Kamal, H. (2025). Teaching Arabic today: Challenges, strategies, and opportunities in Islamic higher education. International Journal of Learning, Teaching and Educational Research, 24(10), 644–659. https://doi.org/10.26803/ijlter.24.10.31
Khan, B., Bilal, R., & Lodhi, M. A. (2025). An experimental study on the effect of spaced repetition technique on vocabulary retention among Primary School students. Contemporary Journal of Social Science Review, 3(3), 2963–2983. https://doi.org/10.63878/cjssr.v3i3.1468
Lantolf, J. & Thorne, S. L. (2007). Sociocultural theory and second language learning. In. B. van Patten & J. Williams (eds.), Theories in Second Language Acquisition (pp. 201-224). Mahwah, NJ: Lawrence Erlbaum. https://doi.org/10.4324/9781315624747-1
Lazuardi, A. M., & Syaheed, S. M. (2025). Enhancing Arabic language proficiency through interactive learning programs. Lahjatuna: Jurnal Pendidikan Bahasa Arab, 4(2), 89–102. https://doi.org/10.38073/lahjatuna.v4i2.2584
Malgazhdarova, D. A., Kenzhetayeva, G. K., & Mirici, I. H. (2024). Application of communicative game-based learning project "Aengime" for teaching grammar EFL classrooms. Novitas-ROYAL (Research on Youth and Language), 18(2), 131–145. https://doi.org/10.5281/zenodo.13338632
Marzuq, A. B., Fajaroh, F., Budiasih, E., & Muntholib, M. (2024). The role of mobile decoder flashcards for students’ learning outcomes, Islamic values, and learning motivation. Tafkir: Interdisciplinary Journal of Islamic Education, 5(3), 376–390. https://doi.org/10.31538/tijie.v5i3.983
Mayer, R. E. (2017). Using multimedia for e‐learning. Journal of Computer Assisted Learning, 33(5), 403–423. https://doi.org/10.1111/jcal.12197
Mohamed, R. A. A. (2021). Dual coding theory and vocabulary learning: Animation and word definition integration. Annals of the Faculty of Arts, Ain Shams University, 49(6), 371–395. https://aafu.journals.ekb.eg/article_330063
Mufidah, Z. (2024). Learning Arabic vocabulary from the Quran to facilitate early Arabic speaking skills and memorizing Quran at Baiturrahman Kindergarten in Malang City. International Journal of Global Accounting, Management, Education, and Entrepreneurship, 4(2), 298–305. https://doi.org/10.48024/ijgame2.v4i2.131
Munisah, E. (2025). The effectiveness of flash cards in improving reading skills of Elementary School students. Journal for Lesson and Learning Studies, 8(1), 46–54. https://doi.org/10.23887/jlls.v8i1.90298
Mustafa, A. (2025). Historical analysis of impact of Arabic language in preservation and transmission of knowledge in the contemporary age. COEASU Erudite Journal, 7(1), 61–69. https://doi.org/10.2023/ackwed93
Oviatt, S. (2017). Theoretical foundations of multimodal interfaces and systems. In S. Oviatt, B. Schuller, P. R. Cohen, D. Sonntag, G. Potamianos, & A. Krüger (Ed.), The Handbook of Multimodal-Multisensor Interfaces: Foundations, User Modeling, and Common Modality Combinations—Volume 1 (pp. 19–50). ACM. https://doi.org/10.1145/3015783.3015786
Paldy, P., Sthevaniocy, Y. R., Baharuddin, M. R., & Yunus, R. Y. I. (2025). Creating engaging flashcard materials for young learners: A developmental study on English language teaching in primary schools. JOLLT Journal of Languages and Language Teaching, 13(1), 88–102. https://doi.org/10.33394/jollt.v13i1.13009
Papi, M., & Hiver, P. (2025). Proactive language learning theory. Language Learning, 75(1), 295–329. https://doi.org/10.1111/lang.12644
Rahayu, Y. S., & Rostika, E. (2025). The effect of using flashcards on vocabulary mastery of elementary students. Journal of Research in English Language Teaching and Linguistics, 1(1), 86–99. https://doi.org/10.65431/jrell.v1i1.10
Riyadi, S. (2025). Islamic Education management and the future of Arabic language in Islamic Primary Education: A critical review. Al Ibtidaiyah: Jurnal Pendidikan Guru Madrasah Ibtidaiyah, 6(2), 197–217. https://doi.org/10.46773/t58y2491
Sabrina, R. (2025). Introducing Arabic letters to improve early childhood language skills. HADHANATUNA: Journal of Early Childhood Education, 1(2), 71–80. https://doi.org/10.52640/b7c11h86
Safitriani, I., Khasairi, M., Alfan, M., & Ayni, A. B. N. (2025). Exploring Arabic reading and speaking skills through picture storybooks: Study literature review. Mantiqu Tayr: Journal of Arabic Language, 5(2), 342–363. https://doi.org/10.25217/mantiqutayr.v5i2.6111
Saksittanupab, P. (2024). Enhancing vocabulary acquisition and retention: The role of spaced repetition in language learning. Journal of Modern Learning Development, 9(5), 205–215. https://so06.tci-thaijo.org/index.php/jomld/article/view/273598
Samir, H. E.-D., Haidara, N. B., & Badran, M. A. (2025). The impact of language immersion on Arabic language acquisition for speakers of other languages:“Enhancing Arabic language skills for speakers of other langugaes” Program as a model. Journal of Posthumanism, 5(3), 1373–1408. https://doi.org/10.63332/joph.v5i3.919
Sari, S., Wahidah, I. I. N., Wati, S., Fadiana, D., & Tarihoran, N. (2024). The use of flashcards and its effectiveness in ELT: A systematic review. Jurnal Salome: Multidisipliner Keilmuan, 2(4), 884–897. https://doi.org/10.58432/algebra.v4i2.1064
Schuermann, H., Avent Harris, J. R., & Lloyd‐Hazlett, J. (2018). Academic role and perceptions of gatekeeping in counselor education. Counselor Education and Supervision, 57(1), 51-65. https://doi.org/10.1002/ceas.12093
Setman, S. (2022). Teaching an Old Dog New Tricks: Intuition, Reason, and Responsibility. Revista de Humanidades de Valparaíso, (19), 85-106. https://doi.org/10.22370/rhv2022iss19pp85-106
Shadiev, R., Wu, T.-T., & Huang, Y.-M. (2020). Using image-to-text recognition technology to facilitate vocabulary acquisition in authentic contexts. ReCALL, 32(2), 195–212. https://doi.org/10.1017/S0958344020000038
Smaldino, P. E. (2020). How to build a strong theoretical foundation. Psychological Inquiry, 31(4), 297–301. https://doi.org/10.1080/1047840X.2020.1853463
Wahba, K., Taha, Z. A., & England, L. (2014). Handbook for Arabic language teaching professionals in the 21st century. Routledge.
Wang, Y., Derakhshan, A., & Zhang, L. J. (2021). Researching and practicing positive psychology in second/foreign language learning and teaching: The past, current status and future directions. Frontiers in psychology, 12, 731721. https://doi.org/10.3389/fpsyg.2021.731721
Xodabande, I., Iravi, Y., Mansouri, B., & Matinparsa, H. (2022). Teaching academic words with digital flashcards: Investigating the effectiveness of mobile-assisted vocabulary learning for university students. Frontiers in Psychology, 13, 893821. https://doi.org/10.3389/fpsyg.2022.893821
Yassin, R., Share, D. L., & Shalhoub-Awwad, Y. (2020). Learning to spell in Arabic: The impact of script-specific visual-orthographic features. Frontiers in Psychology, 11, 2059. https://doi.org/10.3389/fpsyg.2020.02059
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Asa Syifa'ul Huzni
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish in journal of Professional Teacher Education agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
