The Effectiveness of Using the Brainstorming Method in ‎Enriching Arabic Vocabulary through Telegram Application among Non-Native ‎‎Arabic Students

The Effectiveness of Using the Brainstorming Method in ‎Enriching Arabic Vocabulary through Telegram Application among Non-Native ‎‎Arabic Students

Muhammad Arif Abdul Rahman Sithiravel¹, Muhammad Sabri Sahrir^2*, Mohd Azrul Azlen Abd Hamid³, Wan Rusli Wan Ahmad²

¹Faculty of Major Language Studies, Universiti Sains Islam Malaysia

²Kulliyyah of Education, International Islamic University Malaysia

³Kuliyyah of Sustainable Tourism and Contemporary Languages, International Islamic University Malaysia

 ^*Corresponding Author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.90500055

Received: 13 April 2025; Accepted: 25 April 2025; Published: 29 May 2025

ABSTRACT

The use of technology in teaching and learning Arabic is essential to meet the needs and interests of today’s students. Therefore, proposed standards for using the brainstorming method in enriching Arabic vocabulary through the Telegram application have been developed to adapt with their perspectives. This study aimed to evaluate the effectiveness of the proposed standards for using the brainstorming method in enriching Arabic vocabulary through the Telegram ‎application. The process of standards development employed Analysis, Design, Development, Implementation, and Evaluation (ADDIE)‎ approach which involved few phases such as needs analysis, design and development phase, implementation and evaluation phase. This study adapted a survey method to evaluate the developed standards. Questionnaire instruments were distributed to 30 students studying Diploma in Arabic Language, Islamic University of Perlis (KUIPS)‎ who participated in the use of proposed standards. Data were analysed descriptively using the Statistical Package for Social Science (SPSS). The results showed that the level of student satisfaction is very high on the elements applied in the standards. In conclusion, the developed standards help students to enrich their Arabic vocabulary by using the brainstorming method through the Telegram ‎application.

Keywords: Brainstorming method, Telegram ‎application, Arabic vocabulary, ADDIE, effectiveness.

INTRODUCTION

Mastering any language requires a unique method to avoid mistakes in speaking, reading, listening and writing. In Malaysia, Arabic language education starts from elementary school to university, with vocabulary taught through a syllabus covering listening, reading, speaking, and writing. Vocabulary development involves understanding the meanings and pronunciations of words essential for communication. McCarthy (1988) asserts that no matter how proficient students are in grammar, it is useless without vocabulary. Vocabulary creates meaning in communication, and without a rich vocabulary, students struggle to understand the language and communicate with native speakers. According to Lehr, Osborn, & Hiebert (2004), vocabulary encompasses the words we use in both spoken and written communication. It is divided into two categories: receptive vocabulary, which includes words we understand through reading and listening, and productive vocabulary, which includes words we use in writing and speaking. Thus, acquiring vocabulary is crucial for all skills. Previous scholars have opened a new chapter in learning Arabic. However, mastering vocabulary remains a complex issue for the current generation. Despite attempts to modernize Arabic teaching methods, especially for vocabulary, the curriculum and textbooks still largely follow traditional approaches. While some students can memorize what they’ve learned, the key is comprehension. Understanding the material allows students to apply their knowledge correctly and consistently. Besides, Mehta (2009) emphasized that teachers should creatively design vocabulary activities and exercises to help students independently use vocabulary learning strategies. With advancing technology, academicians must adapt new methods for presenting information to students (Abdul Hamid et al., 2020). Apart from that, combining modern teaching methods with technology enhances the effectiveness of the teaching process (Jamali et al., 2015).

PROBLEM STATEMENT

A significant challenge student often face in learning Arabic is the lack of vocabulary acquisition. Without a strong vocabulary, students struggle to understand texts, engage in conversations, and express their thoughts effectively. This gap hinders their overall language proficiency and confidence, making it difficult to progress in their studies. Addressing this issue requires targeted strategies to enhance vocabulary learning and usage. Norhayuza (2010) confirmed that teaching Arabic and mastering its vocabulary among students is still below satisfactory levels. This is concerning because students’ ability to write, speak, read, and listen effectively in Arabic heavily depends on their vocabulary. Improving vocabulary acquisition is essential for enhancing overall language proficiency and ensuring students can fully engage with the language. The traditional, teacher-centered methodology commonly used in teaching Arabic has contributed towards this ‎problem among students (Zaini et al., 2019). Besides,‎ traditional teaching methods, which rely heavily on lectures and offer little discussion, do not engage students as effectively as technology-based methods. This lack of engagement hinders students’ interest in mastering the knowledge (Yahaya, 2013; Ismail, 2008). This approach limits student engagement and active learning, which are crucial for mastering vocabulary and improving overall language proficiency. Samah (2009) noted that teachers’ neglect and failure to choose appropriate teaching approaches contribute to the problem of Arabic language proficiency. The lack of diverse teaching and learning methods stems from teachers being comfortable with traditional techniques and reluctant to try new strategies. To address this issue, incorporating more interactive, encourage active learning and student-centered teaching methods can enhance vocabulary learning and make the process more effective. Harmer (2001) advocates for teaching methods that encourage active learning through brainstorming activities, which help students hear, understand, interpret, and integrate ideas. Additionally, AlMutairi (2015) highlighted that brainstorming is a crucial strategy for stimulating creativity and solving problems in the education field. In addition, Syar’i Sumin (2016) emphasized that teaching Arabic requires teachers to understand learning outcomes and employ new strategies. Using methods like brainstorming can make students more active and skilled in mastering the Arabic language. Furthermore, using the Telegram application to learn Arabic vocabulary can enhance student interest and improve comprehension due to its various advantages. Yusof, Johana, Ab Manan, Nor Ashikin, and Alias (2012) emphasized the importance of social media networks in education. These platforms have become effective tools for teaching and learning a second language, offering interactive and engaging ways to practice vocabulary and communication skills. Thus, proposed standards for using the brainstorming method through the Telegram application have been developed as an alternative method for the purpose of enriching Arabic ‎vocabulary.

Practicality and Adaptability of Proposed Standards

To measure the practicality and adaptability of proposed standards, the researcher reviewed competencies from previous studies related to the topic. Educational and technical standards and indicators were identified and incorporated into the questionnaire after careful observation. The questionnaire was then distributed to three experts to verify its validity and gather their feedback on the proposed standards for using the brainstorming method to enrich Arabic vocabulary through the Telegram application for non-native Arabic students at the Islamic University of Perlis. To determine the reliability coefficient of the proposed standards, the researcher used Cronbach’s alpha in SPSS. The questionnaire achieved a Cronbach’s alpha value of 0.976, confirming the reliability of the proposed standards.

Pre-Test and Post-Test

To measure actual vocabulary improvement and concrete evidence of learning outcomes, the researcher conducted pre-test and post-test. The researcher clarifies the results of the paired sample t-test, which show a probability value of 0.000, smaller than the significance level of 0.05. This indicates sufficient statistical evidence of differences between the arithmetic means of the pre-test and post-test scores, with an increase of -3.733. The t-test value is -12.812, with a degree of freedom of 29. The 95% confidence interval for the difference between the means ranges from -4.329 to -3.137. These results demonstrate statistically significant differences in the arithmetic means of the pre-test and post-tests among non-native Arabic students at the Islamic University of Perlis in their Arabic vocabulary.

Longitudinal Tracking in Learning Arabic Vocabulary Through the Brainstorming Method

In addition, longitudinal tracking in learning Arabic vocabulary through the brainstorming method could evaluate retention and long-term language proficiency. The phases of learning Arabic vocabulary through the brainstorming method involve preparation, ideation, and evaluation. In the preparation phase, the problem is clearly defined, the session’s time and platform are set, and a lecturer is introduced to maintain order and record ideas. During ideation, students freely generate ideas without criticism, focusing on quantity and using the Telegram application to share their thoughts. In the evaluation phase, ideas are reviewed, assessed for feasibility, and the best ones are selected. To strengthen learner retention and memory, activities such as memory recall games related to the topic and peer teaching through group discussions are employed. These methods enhance the effectiveness of brainstorming sessions and improve long-term retention and memory.

Research Objective

To investigate the effectiveness of using proposed standards for brainstorming method to enrich Arabic vocabulary using the Telegram application among non-native Arabic students at the Islamic University of Perlis (KUIPS).

Research Question

This study answers the following research question in detail:

How effective is the use of proposed standards for brainstorming method in enriching Arabic vocabulary through the Telegram application among non-native Arabic students at the Islamic University of Perlis (KUIPS)?

RESEARCH METHODOLOGY

In this study, the development of the proposed standards adopted the Analysis, Design, Development, Implementation, and Evaluation (ADDIE)‎ approach which ‎involved few phases such as needs analysis, design and development phase, implementation ‎and evaluation phase‎. The standards design and development process used was based on Educational and Technical Standards for Designing Mobile Learning Applications from the Perspective of Educational Technology Experts (Elmabaredy, 2021). For the evaluation of the standards, survey method was used through questionnaires. A five-point Likert scale questionnaire was developed, consisting of four constructs: respondent demographics, feedback on content and activities, feedback on multimedia elements and the Telegram application, and feedback on the impact of brainstorming method to enrich Arabic vocabulary. Meanwhile, the last part is about the findings of open-ended questions soliciting suggestions for improving the brainstorming method to enrich Arabic vocabulary through the Telegram application. The questionnaires were distributed online to 30 students studying for a Diploma in Arabic Language at the Islamic University of Perlis (KUIPS). These students, from Semester 1 and 2 of the 2023/2024 session, were involved in the use of the standards. Data were analyzed using SPSS software to determine the mean and standard deviation. with mean interpretation scores obtained from Imsa-ard (2021), as shown in Table 1:

‎Table 1. Mean interpretation scores

Source: Imsa-ard, (2021)‎

RESEARCH FINDINGS

Information of the students as referred in table 2 below:

Table 2. Respondent’s Gender

A total of 30 respondents participated in the use of the standards. According to Table 2, 10 respondents were male (33.3%) and 20 respondents were female (66.7%).

Feedback on Content and Activities‎

This section analyzes respondents’ feedback on content and activities. Table 3 presents the mean scores and standard deviations for each item.

Table 3. Feedback on Content and Activities

Table 3 presents the responses of non-native Arabic students at the Islamic University of Perlis (KUIPS) regarding their attitudes towards content and activities. The overall mean score was 4.35 with a standard deviation of 0.329, indicating strong approval of the brainstorming method used to enrich Arabic vocabulary through the Telegram application. The highest-rated items were items 6 and 7, which state that activities are implemented according to students’ needs and include audio instructions, with a mean score of 4.70 and a standard deviation of 0.535. Item 8, which mentions text format instructions, followed with a mean score of 4.63 and a standard deviation of 0.490. Item 4, highlighting that activities attract students’ interest and encourage learning, had a mean score of 4.60 and a standard deviation of 0.563. Items 1 and 5, emphasizing the simplicity and clarity of educational information and instructions, both had mean scores of 4.40, with standard deviations of 0.563 and 0.621, respectively. Item 2, noting the inclusion of clear and understandable vocabulary, had a mean score of 4.37 and a standard deviation of 0.669. Item 9, stating that activities are appropriate to students’ proficiency levels, had a mean score of 4.13 and a standard deviation of 0.507. Item 10, mentioning feedback and results after activities, had a mean score of 3.87 and a standard deviation of 0.507. The lowest-rated item was item 3, which states that the content is appropriate to the students’ level, with a mean score of 3.67 and a standard deviation of 0.661.

Feedback on Multimedia Elements and the Telegram application‎

This section analyzed various items to gather respondents’ feedback on multimedia elements and the Telegram application. Table 4 presents the mean scores and standard deviations for each item.

Table 4. Feedback on Multimedia Elements and the Telegram application

Table 4 illustrates the responses of non-native Arabic students at the Islamic University of Perlis (KUIPS) regarding their attitudes towards multimedia elements and the Telegram application. The overall mean score was 4.25 (SD = 0.308), indicating a very strong positive attitude. The highest-rated item was item 10, ‘ease of access to content at any time and place,’ with a mean of 4.63 (SD = 0.490). This was followed by item 9, ‘ease of logging in and out,’ with a mean of 4.57 (SD = 0.504), and item 8, ‘links free of technical errors,’ with a mean of 4.53 (SD = 0.507). Other notable items included item 7, ‘suitability of educational information for Android or iOS systems’ (mean = 4.47, SD = 0.507), and item 6, ‘compatibility of educational content with the Telegram application’ (mean = 4.33, SD = 0.606). Item 1, ‘presenting clear and appropriate text in terms of size and type,’ has a mean score of 4.13 (SD = 0.571). Item 3, ‘presenting information in clear and easy-to-read images,’ has a mean score of 4.07 (SD = 0.583). Item 5, ‘allowing students to take notes in text, audio, or video format through the Telegram application,’ has a mean score of 4.00 (SD = 0.695). Item 4, ‘presenting information in clear and easy-to-understand recorded videos,’ has a mean score of 4.00 (SD = 0.525). The lowest-rated item was item 2, ‘clarity and quality of recorded voices,’ with a mean of 3.80 (SD = 0.610).

Feedback on the Impact of Brainstorming Method to Enrich Arabic Vocabulary‎

This section analyzed items from respondents’ feedback on the impact of brainstorming method to enrich Arabic vocabulary‎. Table 5 showed the mean score and standard deviation of each item.

Table 5. Feedback on the Impact of Brainstorming Method to Enrich Arabic Vocabulary

Table 5 shows that the mean response of non-native Arabic students at the Islamic University of Perlis (KUIPS) towards the impact of the brainstorming method on enriching Arabic vocabulary was 4.66 (SD = 0.327), indicating a very strong positive attitude. The highest-rated item was paragraph 9, ‘brainstorming makes learning Arabic vocabulary more enjoyable,’ with a mean of 4.73 (SD = 0.450). This was followed by items 6 and 7, ‘brainstorming increases students’ focus on learning Arabic vocabulary’ and ‘brainstorming helps students learn Arabic vocabulary quickly,’ both with a mean of 4.70 (SD = 0.466). Other notable items included items 4, 5, 8, and 10, which highlighted the effectiveness of brainstorming in enhancing understanding, aiding memory, motivating students, and being more effective overall, with a mean of 4.67 (SD = 0.479). Item 1, ‘brainstorming facilitates understanding,’ had a mean of 4.63 (SD = 0.490). Item 3, ‘brainstorming increases creative thinking,’ had a mean of 4.60 (SD = 0.498), and item 2, ‘brainstorming increases Arabic vocabulary,’ had a mean of 4.57 (SD = 0.504).

The Findings of Open-ended Questions Soliciting Suggestions for Improving the Brainstorming Method to Enrich Arabic ‎Vocabulary ‎through the Telegram Application

This section analyzed the findings of open-ended questions soliciting suggestions for improving the brainstorming method to enrich ‎Arabic ‎vocabulary through the Telegram application.

Table 6. The Findings of Open-ended Questions Soliciting Suggestions for Improving the Brainstorming ‎Method to Enrich Arabic ‎Vocabulary ‎through the Telegram Application

Based on Table 6, the findings from open-ended questions on improving the brainstorming method to enrich Arabic vocabulary through the Telegram application highlight several advantages: accessibility, enhancement of vocabulary knowledge and language skills, quick learning of technology skills, and broad information access for all student levels. However, challenges include limited internet access in rural areas and the time required to understand certain vocabulary. Suggestions for improvement include wider implementation across Malaysia and the provision of more diverse and engaging learning materials.

DISCUSSION OF FINDINGS

The findings indicate that activities are tailored to students’ needs, incorporating audio and text instructions. These activities engage students, promote learning, and emphasize the simplicity and clarity of educational information and instructions. The results show that the content helps students understand Arabic vocabulary easily and clearly, while the activities are enjoyable and facilitate quick and easy memorization of Arabic vocabulary. Additionally, the activities are suitable for students’ proficiency levels. According to (Wang & Shen, 2011) and (Aldraiweesh, 2020), specific indicators for the standard of learning resources and activities should be considered during the design and development of mobile learning applications.

The highest-rated item regarding multimedia elements and the Telegram application was ‘ease of access to content at any time and place.’ This finding aligns with previous studies, such as Zengin, Arikan, and Dogan (2011), which highlight that communication applications enable users, especially students, to send information quickly and easily. Iswanto (2017) also noted that information technologies and interactive communication tools provide opportunities for students to learn Arabic and benefit from flexible learning times. Additionally, students can take notes in text, audio, or video format via the Telegram application. This result supports Shahrokni’s (2009) conclusion that multimedia aids vocabulary learning. Therefore, students believe that multimedia elements and the Telegram application help them access content and remember Arabic vocabulary quickly and easily, anytime and anywhere.

Apart from that, the impact of the brainstorming method on enriching Arabic vocabulary shows that students find learning more enjoyable. Afaque and Shabana (2021) confirmed that brainstorming is effective for language teaching, especially at the primary level, due to its ability to bridge learning gaps and enhance participation. Using the brainstorming method through the Telegram application leverages technology and student-centered learning, promoting self-learning strategies. According to Abdin Lubis, Taib, and Ismail (2019), self-learning involves students actively engaging with content to understand learning methods and knowledge. This approach helps overcome teacher centralization issues. Besides, the discussion activities further enhance understanding through lecturer-student interactions. Additionally, students agree that brainstorming increases creative thinking. Smith and Brown (2022) found that incorporating brainstorming into English as a foreign language teaching enhances students’ interest and creativity, developing essential skills for learning and life. Bahar, Munadi, and Rosnawati (2023) also confirmed that the brainstorming method improves students’ critical thinking skills.

Overall, all students who answered the questionnaire were satisfied with the aspects presented. The high mean scores for all items indicate strong agreement on the effectiveness of using the brainstorming method to enrich Arabic vocabulary through the Telegram application. Moreover, the findings from open-ended questions on enhancing the brainstorming method to enrich Arabic vocabulary through the Telegram application reveal student satisfaction, emphasizing several benefits: ease of access, improved vocabulary knowledge and language skills, rapid acquisition of technology skills, and extensive information availability for all student levels.

CONCLUSION

In conclusion, the findings showed that students were satisfied with the effectiveness of using the brainstorming method to enrich Arabic vocabulary through the Telegram application. The questionnaire analysis revealed that students’ perceptions of the content and activities, multimedia elements and Telegram application‎, and the impact of the brainstorming method in ‎enriching Arabic vocabulary were positive and met their expectations and satisfactions. Lecturers can implement these standards in the teaching and learning process anytime and anywhere due to the application’s easy access to content features.

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