The integration of technology in the preservation and empowerment of the Tidung ethnic language represents

an approach aligned with contemporary technology-based education. This study outlines the use of the ADDIE

instructional design model in developing the interactive media application i-Tidung, designed to support the

preservation and learning of the Tidung language in Sabah. The application was created following the five core

strengthen their linguistic competence and cultural identity. Consequently, this interactive media application

serves as both a resource and documentation for the Tidung ethnic language in Tawau, Sabah, while

contributing to its sustainability and revitalisation

application

In the rapidly evolving digital era, internet-based learning has become a necessity within technology-driven

education. Technological advancement has introduced a paradigm shift in education, encompassing not only

formal instruction but also informal learning practices. Consequently, numerous interactive media applications

have been developed to achieve more comprehensive and relevant learning outcomes. The development of

contexts, and effectiveness evaluation. Each phase plays a significant role in ensuring that the application not

only meets learners' needs but also delivers meaningful impact. One of the most widely adopted frameworks

guiding this process is the ADDIE instructional design model introduced by Rossett in 1987. The model

comprising Analysis, Design, Development, Implementation, and Evaluation has been extensively applied in

designing technology-based instructional materials (Molenda, 2003). By employing this systematic approach,

applications can be developed with pedagogical rigour, suitable content, and efficient usability to foster interest

and proficiency among learners (Lateh, Osman & Din, 2022).

When applied to the context of endangered languages, instructional media designed with ADDIE can function

not only as a learning platform but also as a mechanism for preservation and revitalisation. By integrating

multimedia content such as audio recordings, vocabulary exercises, and cultural narratives, digital applications

heritage language, raising concerns of intergenerational language loss. Aini (2009) similarly warned that

younger generations risk losing their mother tongue entirely if no preservation measures are taken. Current

trends suggest that many Tidung youth are unfamiliar with, and uninterested in, learning their ancestral

language, a situation exacerbated by the dominance of national and global languages. One potential solution

lies in leveraging digital technology to increase interest and accessibility. Nazrul (2016) noted that technology

can play a pivotal role in attracting learners to explore and acquire a language. For endangered languages such

as Tidung, interactive digital applications not only enhance engagement but also serve as a crucial platform for

documentation and preservation. This is particularly urgent given Ethnologue's classification of Tidung as a

"shifting" language (status 7), where adult speakers still use the language. However, it is not being transmitted

to children (Nettle & Romaine, 2000).

Tidung ethnic language learning.

Efforts to preserve endangered languages such as Tidung increasingly leverage digital tools, particularly

mobile applications, guided by systematic instructional design frameworks like the ADDIE model. Recent

literature highlights the growing use of mobile apps, online dictionaries, and social media platforms to

document, teach, and sustain endangered languages in Indonesia and beyond (Sihite & Sibarani, 2024). These

tools, including Android-based dictionaries and interactive resources, have been practical in engaging

communities, increasing accessibility, and fostering cultural preservation. Their success is closely tied to

community involvement, integration into educational frameworks, and support from local stakeholders.

However, challenges remain in ensuring sustainability, addressing socio-cultural and technical barriers, and

(Shadiev, Liu & Hwang, 2020). Studies highlight the importance of designing mobile-assisted language

learning (MALL) apps tailored to the linguistic and cultural needs of endangered language communities.

Community involvement in app development is crucial for relevance and adoption, as seen in projects for

languages in Gilgit-Baltistan, Pakistan; Manarrayi, Australia; and Kamchatka, Russia (Ali, Bashir & Hussain,

2025; Richards et al., 2024; Fayzrakhmanova, 2024).

Several Malaysian studies have highlighted the use of interactive applications designed using the ADDIE

instructional model. Nazrul Muhaimin and Fadzllah (2016) developed an interactive media application based

on "Perambahan Brunei", employing ADDIE to structure content, explain cultural values, and integrate

knowledge-testing features. Similarly, the effectiveness of the interactive game Objek Tersembunyi in teaching

Malay grammar to Year Four students was found, with learners showing strong engagement and enthusiasm

(Hui & Norazah, 2021). In early childhood education, Nur Ainul Husna et al. (2022) evaluated the Mahir

In secondary and higher education, numerous applications have been developed to support diverse subjects.

Rafidah and Mimi (2019) created interactive multimedia software for sewing skills in the Living Skills

instructional goals and application features. Similarly, an interactive multimedia software, namely MiFiPK, for

teaching Fardhu Ain to students with learning disabilities, found that text and audio integration improved

accessibility and comprehension (Nor Adawiyah, 2019). Other examples include 3D Math, an Android-based

application for geometry learning (Fauziah & Shaharudin, 2020), and Modul Karangan E-BMKU, designed to

enhance essay writing skills among Tamil school students through interactive animation (Logambigai et al.,

2022). These studies collectively affirm the versatility and effectiveness of the ADDIE model in designing

interactive learning tools across disciplines.

text, and gamification enhance motivation and learning outcomes (Burova et al., 2021; Fayzrakhmanova,

2024). Apps and digital platforms are utilised for documenting endangered languages, creating speech corpora,

and supporting the learning of pronunciation and grammar (Parimi, Guliani, & Chen, 2024). AI-powered tools

and cloud-based systems further streamline documentation and teaching processes (Kareem & Rahman, 2025).

Systematic reviews and case studies from Pakistan, Russia, and Australia show that successful implementation

depends on community engagement, integration into education, and addressing technical barriers like internet

access and device availability (Ali, Bashir & Hussain, 2025; Richards et al., 2024; Fayzrakhmanova, 2024;

Burova et al., 2021). These global examples demonstrate that interactive media can successfully document,

teach, and sustain minority languages while engaging younger and tech-savvy audiences.

The literature reviewed confirms that the ADDIE model is a reliable framework for developing instructional

The methodology of this study outlines the systematic process used to collect, organise, and analyse data to

achieve the research objectives. A qualitative approach was adopted, as it enables in-depth exploration of the

linguistic and cultural elements that underpin the Tidung ethnic language. Fieldwork methods, including

observation, interviews, voice recordings, and photographic documentation, were employed to ensure that the

data collected accurately represented the natural use of the language within the community.

This study employed a qualitative, fieldwork-based research design, focusing on two Tidung-speaking

communities in Sabah: Kampung Inderasabah and Kampung Apas, both located in Tawau. These sites were

selected because they remain active settlements of the Tidung ethnic group. A total of ten informants, aged

between 55 and 80, were interviewed. All participants were permanent residents of the selected villages, in

good health, and possessed normal speech abilities, ensuring accuracy in pronunciation and data

representation.

The informants were provided with a 200-word Swadesh list consisting of basic vocabulary items commonly

Upon completion of the i-Tidung application development, an external evaluation was conducted to assess

content validity and pedagogical appropriateness. Expert reviewers and practitioners in the field were engaged

to provide feedback on the accuracy, usability, and effectiveness of the application. Based on this feedback,

revisions and improvements were incorporated to strengthen the final version of the application. This process

ensured that the i-Tidung application not only met linguistic and instructional requirements but was also

reliable for wider use among Tidung speakers.

The ADDIE instructional design model (Rossett, 1987; Molenda, 2003) was adopted as the framework for

developing the i-Tidung interactive media application. The model consists of five phases (see Figure 1). In the

revised model, the evaluation phase is central and implemented at each stage of the process.

Table 1 illustrates the application of the ADDIE instructional design model in developing the i-Tidung

interactive media application. Each phase, which is Analysis, Design, Development, Implementation, and

The data illustrate consistent similarities across dialects, particularly in phonological representation, while also

revealing key lexical variations such as tanok (Kalabakan) versus tanək (Inderasabah) and tonok (Apas) for

Next, this section presents the findings from the development and pilot testing of the i-Tidung interactive

was systematically designed and implemented following the ADDIE instructional design model to ensure that

the application not only addressed the linguistic needs of the Tidung community but also aligned with

established principles of educational technology.

Tidung speakers under 18 rarely use the language orally in their daily communication. Based on this, the oral

communication module was designed to expose learners to natural Tidung pronunciation through audio

recordings of 200 Swadesh words and conversational phrases. Clear learning objectives (ABCD model)

emphasised the recognition and reproduction of oral forms, the development phase integrated native-speaker

audio into i-Tidung, featuring replay functions. Pilot implementation showed learners gained confidence in

repeating words. Formative evaluation indicated that the audio clarity was effective, and experts confirmed

From a theoretical perspective, embedding oral communication tools within i-Tidung supports the

communicative competence framework: learners are not merely exposed to vocabulary, but encouraged to

produce it actively. This active use helps internalise pronunciation patterns and prosody. In endangered-