From Passive Learning to Digital Immersion: Enhancing Arabic Speaking Skills through Podcasts and Vlogs

Rabiatul Hadawiyah; Ansori; Abdul Hanan Haromain

doi:10.21154/7r2qv870

Authors

Rabiatul Hadawiyah Institut Agama Islam Qomarul Huda Lombok Tengah Author
Ansori Institut Agama Islam Qomarul Huda Lombok Tengah Author
Abdul Hanan Haromain Sekolah Tinggi Ilmu Syariah Darussalam Bermi, Lombok Barat Author

DOI:

https://doi.org/10.21154/7r2qv870

Keywords:

Arabic Speaking Skills, Podcasts and Vlogs, Digital Pedagogy, Second Language Acquisition

Abstract

The growing demand for Arabic communication competence in the 21st century requires innovative approaches beyond traditional pedagogy. This study aims to analyze the potential of educational podcasts and vlogs as transformative media for developing Arabic speaking skills with synthesizes second language acquisition theory with digital media practice. Employing a qualitative descriptive approach with a library research method, data were systematically collected from academic journals, case studies, and empirical reports retrieved from databases such as Scopus Preview, DOAJ, and Google Scholar. The study integrates Krashen’s Input Hypothesis and Vygotsky’s Sociocultural Theory with the practical use of podcasts and vlogs, an area rarely explored in previous research. Findings indicate that podcasts and vlogs enhance both receptive and productive skills by providing authentic input, promoting learner motivation, and fostering self-expression in interactive contexts. They also address curriculum gaps, improve digital literacy, and align with 21st-century skill demands. However, challenges such as limited infrastructure, low teacher digital literacy, and rigid curricula remain critical barriers. It is recommended that educators integrate podcasts and vlogs into project-based learning, curriculum developers adopt flexible and communicative approaches, and policymakers strengthen digital infrastructure while supporting teacher training.

Abstrak

Meningkatnya permintaan akan kompetensi komunikasi bahasa Arab di abad ke-21 membutuhkan pendekatan inovatif di luar pedagogi tradisional. Penelitian ini bertujuan menganalisis potensi podcast dan vlog edukatif sebagai media transformatif untuk mengembangkan keterampilan berbicara bahasa Arab dengan memadukan teori pemerolehan bahasa kedua dengan praktik media digital. Dengan menggunakan pendekatan deskriptif kualitatif dengan metode riset kepustakaan, data dikumpulkan secara sistematis dari jurnal akademik, studi kasus, dan laporan empiris yang diambil dari basis data seperti Scopus Preview, DOAJ, dan Google Scholar. Penelitian ini mengintegrasikan Hipotesis Input Krashen dan Teori Sosiokultural Vygotsky dengan penggunaan praktis podcast dan vlog, suatu area yang jarang dieksplorasi dalam penelitian sebelumnya. Temuan menunjukkan bahwa podcast dan vlog meningkatkan keterampilan reseptif dan produktif dengan memberikan input autentik, mendorong motivasi pembelajar, dan mendorong ekspresi diri dalam konteks interaktif. Podcast dan vlog juga mengatasi kesenjangan kurikulum, meningkatkan literasi digital, dan selaras dengan tuntutan keterampilan abad ke-21. Namun, tantangan seperti keterbatasan infrastruktur, rendahnya literasi digital guru, dan kurikulum yang kaku tetap menjadi hambatan utama. Disarankan agar para pendidik mengintegrasikan podcast dan vlog ke dalam pembelajaran berbasis proyek, pengembang kurikulum mengadopsi pendekatan yang fleksibel dan komunikatif, dan para pembuat kebijakan memperkuat infrastruktur digital sekaligus mendukung pelatihan guru.

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