STUDI ARAB Vol. 14, No.

2, December 2023
P-ISSN: 2086-9932 pp. 103-120
E-ISSN: 2502-616X doi: [Link]

Development of Interactive Media for Listening skill and Speaking

skills Assisted by Lectora Inspire and Plotagon Story

Nilla Shefia1, Mohammad Ahsanuddin2*

Universitas Negeri Malang, Indonesia
[Link].1902316@[Link].id1, [Link]@[Link].id2*
*corresponding author

Article History: Abstract

Received: The success of learning must be connected to the role of the media,
31 October 2023 especially in language learning that requires interactive media so that
students can actively participate in the learning process. The purpose
Revised: of the interactive media development research assisted by Lectora
22 December 2023 Inspire and Plotagon Story is to support the learning of listening skill
and speaking skills for grade V students of MI Rahmat Sa'id Jombang.
Accepted: The subjects of this study were 22 students of VA MI Rahmat Sa'id.
26 December 2023 This research is a Research and Development (RnD) research using
the Borg and Gall model, which is modified into six stages. The result
of the development of this media is in the form of an android
Keywords: application that contains learning materials for listening skills and
Plotagon Story, Lectora speaking skills by taking material about al-mihnah (profession). The
Inspire, Listening Skill, results showed that this interactive media is very suitable for use
Speaking Skill. when learning, as evidenced by the average value of expert tests of
81% and user tests of 92.4%, categorized as "Very Good" media.
This shows that students are interested in using this interactive media
as a supporting medium for listening and speaking skills during
learning.

Studi Arab with CC BY-SA 4.0 license. Copyright © 2023, the author(s)

Introduction
Language is a medium used by humans to interact. In communication, skills in listening
and speaking are needed so that the message can be received correctly. Learning Arabic is essential
to learn and develop four basic skills, including listening and speaking skills as oral communication
skills1. Listening is the initial activity in learning a language while talking is the final activity in
implementing the language that has been discovered. Listening skill is listening and recording what
is heard, understanding and responding to what is heard.2 While speaking skill is a person's activity
in practicing the language that has been listened to. Listening skills must be taught early because,

1 Eufrin Efendi Lubis, “Maharah al-Istima’ wa Dhawabituha fi al-Lughah al-Arabiyah,” Thariqah Ilmiah: Jurnal ilmu-ilmu
kependidikan dan Bahasa Arab 8, no. 1 (2020): 52–66.
2 Ummatut Tashlihah, “Pengembangan Media Pembelajaran Audio Untuk Keterampilan Menyimak Siswa Kelas VIII

MTs Hidayatus Sholihin Turus Gurah Kediri,” Ethesis IAIN Kediri (2022): 2–10; Yeny Nuraeny, “Strategi Mengatasi
Kesulitan Belajar Bahasa Arab Peserta Didik Pada Mata Kuliah Istima’i,” Alashriyyah 2, no. Vol. 2 No. 1 (2016) (2016):
12.
104 | Vol. 14, No. 2, December 2023

with listening activities, students can understand Arabic through hearing and avoid mistakes3.
Speaking skill is also very important in learning Arabic; if the language can be practiced in
communication, then knowing the language will be much easier4.
Based on an interview conducted by researchers with MI Arabic teacher Rahmat Sa'id on
Saturday, June 18, 2022, at Madrasah Ibtidaiyah Rahmat Sa'id Jombang stated that the school has
provided learning support facilities such as LCD Projectors students are also allowed to bring
smartphones and laptops at school if needed in the learning process. However, Arabic learning at
the school still uses conventional media such as textbooks and blackboards. In Arabic language
learning at MI Rahmat Sa'id, teachers often read readings to students, so using the teacher's voice
alone without the help of the media still needs to be improved to attract students' attention.
Listening skill learning requires a medium to support learning to achieve learning objectives. In
addition to interviews, observations at the school found several problems, such as some of the
students still needing help with listening to vocabulary and reading read by the teacher, which
resulted in class students often losing focus and enthusiasm during learning. In addition, in class V
the students have quite a lot of vocabulary but still need help making sentences.
From the above problems, it is necessary to develop media that can support Arabic
language learning, especially in listening and speaking skills which are exciting and can provide
motivation and enthusiasm for learning in learning Arabic. Sholihatin5 expressing the use of media
can influence student learning by attracting students' attention to focus more on learning to foster
interest in learning. Many research results discuss the development of media in learning, but many
teachers still need to be convinced to use media. One of the reasons for not using media is the high
cost of using it6. Even in today's technological era, many applications and websites can be used to
learn for free.
In addition to learning methods, media is also one element that can help achieve learning
objectives. The purpose of learning media itself is a tool for teachers to make it easier to transfer
material to students in an easier way. To be able to use media, teachers should choose excellent and
suitable media according to their needs. Interactive media is needed to allow students to actively
participate in the learning process so that learning material can be adequately conveyed7. According

3 Tri Tami Gunarti, “Pengembangan Media Pembelajaran Bahasa Arab Berbasis Audio Visual Untuk Meningkatkan
Maharah Istima’ Pada Siswa-Siswi Madrasah Ibtidaiyah,” Awwaliyah: Jurnal Pendidikan Guru Madrasah Ibtidaiyah 3, no. 2
(2020): 122–129.
4 Nurazizah Amir and Nurjannah Nurjannah, “Pelatihan Dan Pendampingan Maharah Kalam Santri Dalam

Pembelajaran Bahasa Arab Di TKA/TPA,” Jumat Pendidikan: Jurnal Pengabdian Masyarakat 3, no. 2 (2022): 59–63.
5 L Sholihatin, “Pengembangan Media Pembelajaran Bahasa Arab Berbasis Aplikasi Plotagon Pada Siswa MA NU

Petung Panceng Gresik,” Prosiding Konferensi Nasional Bahasa Arab, no. 1986 (2020): 320–326.
6 Adtman A. Hasan and Umi Baroroh, “Pengembangan Media Pembelajaran Bahasa Arab Melalui Aplikasi Videoscribe

Dalam Meningkatkan Motivasi Belajar Ssiswa,” … Bahasa Arab dan Pembelajarannya 9, no. 2 (2019): 140–155.
7 Herman Dwi Sujono, Multimedia Pembelajaran Interaktif Konsep Dan Pengembangan (Yogyakarta: UNY Press, 2017).
 Vol. 14, No. 2, December 2023 | 105

to Anggriani8, audiovisual media with an attractive appearance can attract students' attention, so
they can understand the message and information conveyed, such as using cartoon animations.
One engaging cartoon animation that is easy to use is the Plotagon story.
Plotagon Story is an application that presents the creation of 3D animated films that are
easy to create, modify and edit. The Plotagon story application makes it easy for film designers
because, in this application, the author can find out the actual picture in the scene; this application
presents a variety of characters that can be selected according to needs and can be used to write
text using any language9. Thohir et al.10 The sound recording feature makes Plotagon Story suitable
for use as a medium for speaking skills. However, video alone is still considered less interactive, so
software is needed to help complete the animated video Plotagon story into an interactive one.
Software that is very suitable to help is Lectora Inspire.
Shalikhah11 Lectora Inspire is an app where you can easily create presentations, learning
materials, and assessment materials. Lectora Inspire itself was created as an e-learning development
tool12. The advantages of lectora inspire include: easy to use because it does not require
sophisticated programming languages, it can be used as media online or offline, there are features
for making and evaluating assessments, and it can export files from PowerPoint.
Sholihatin13 suggests that learning Arabic using animated video Plotagon story received a
good response. Based on the study, animated video Plotagon stories can improve students' Arabic
language learning, as seen from the increase in students' posttest average scores (8.3), which
increased from the average pre-test score (7.2). Nevertheless, this study only focused on developing
Plotagon story media for Arabic language learning, not devoted to specific skills.
Furthermore, Thohir et al. examined the use of Plotagon story media, showing that with
the help of Plotagon story in speaking skills, there was an increase in the average score of students
from before the implementation of the media, which was (71.8) to (89) after the performance of

8 Mitha Dwi Anggriani, “Pengembangan Media Animasi Kartun Pada Pembelajaran Tematik Untuk Siswa Kelas IV
Sekolah Dasar Negeri 114 Pekanbaru” (Universitas Islam Riau, 2021).
9 Kunti Nadiyah Salma, “Pengembangan Materi Keterampilan Menyimak Dengan Menggunakan Program Multimedia

Plotagon Story Untuk Siswa MTsN 2 Malang,” Doctoral Dissertation, Universitas Islam Negeri Maulana Malik Ibrahim, 2020;
Amrina, Adam Mudinillah, and Siti Mahmudah Indarpansa, “Pemanfaatan Aplikasi Plotagon Sebagai Media
Pembelajaran Bahasa Arab Kelas X MAN,” Ad-Dhuha: Jurnal Pendidikan Bahasa Arab dan Budaya Islam 3, no. 1 (2022):
31–43.
10 Muhammad Thohir, Kiki Cahya Muslimah, and Nihayatin Musyafa’ah, “Prelude Aplikasi Plotagon Story Untuk

Keterampilan Berbicara Pada Pembelajaran Bahasa Arab Sesuai KMA 183 Tahun 2019,” TADARUS: Jurnal Pendidikan
Islam 10, no. 1 (2021): 1–12.
11 Norma Dewi Shalikhah, “Pemanfaatan Aplikasi Lectora Inspire Sebagai Media Pembelajaran Interaktif,” Cakrawala:

Jurnal Studi Islam XI, no. 1 (2016): 101–115.

12 Adam Mudinillah, “Pemanfaatan Aplikasi Lectora Inspire Sebagai Media Pembelajaran Interaktif Pada Pelajaran

Bahasa Arab,” Jurnal Penelitian IPTEKS 4 (2019): 248–258; Irfan Haidar Ali, “Pengembangan Media Pembelajaran
Interaktif Berbantuan Lectora Inspire Dalam Mengajar Bahasa Arab Kelas IV Semester Ganjil Di Sekolah Dasar,”
Repositoriy UIN Raden Intan Lampung (2022).
13 Sholihatin, “Pengembangan Media Pembelajaran Bahasa Arab Berbasis Aplikasi Plotagon Pada Siswa MA NU

Petung Panceng Gresik.”

106 | Vol. 14, No. 2, December 2023

Plotagon story during learning. However, this study only focuses on using Plotagon story
applications to support speaking skill learning rather than on the stage of developing Plotagon story
media.
Salma et al. stated that from the post-test results, students got a score above KKM, which
is 80, after using the media. Using Plotagon stories can support Arabic language learning and
influence the understanding of listening skill material. This research focuses on the development
of Plotagon story media and its effectiveness on listening skills.
In addition, Ediyani and Munip14 suggest that Lectora Inspire is very effective in learning
material for listening skills, as seen from the increase in student learning outcomes, namely P =
0.000 < 0.05. This research focuses on developing Lectora Inspire media on listening skill learning
and measuring the effectiveness of Lectora Encourage media on listening skills.
On the other hand, Salama15 Suggests that learning media using Plotagon Story and Lectora
Inspire has valid, effective, and efficient results. The percentage level of student learning outcomes
tests falls into the effective category, which is 80%, and the practicality of media from student
response results has a score of 88.84%. However, this study examines the development of Plotagon
story, and Lectora inspire media in mathematics learning, not in Arabic language learning.
The similarity of this research with previous research is using the same application to be
developed into interactive learning media. At the same time, the difference lies in the subjects
studied, the research subjects studied, and the research design used. Based on the description
above, researchers will use the Plotagon story and Lectora Inspire applications as interactive
learning media. The purpose of this study is to develop interactive media to support listening skill
and speaking skill learning for VA MI Rahmat Sa'id class students. This study also measured the
feasibility level of interactive media to be used as media in Arabic education at MI Rahmat Sa'id.

Method
This research is a Research and Development (RnD) research and development using the
Borg and Gall 1983 procedural development model16. Borg and Gall's research model: This study
only used 6 out of 10 steps due to time and cost constraints. These steps are depicted in the
following chart.

14 Muhammad Ediyani and Abdul Munip, “Pengembangan Materi Pembelajaran Maharah Al-Istima’ Berbasis Media
Lectora Inspire Di Madrasah Aliyah Swasta Ulumuddin Lhokseumawe Aceh,” At-Tajdid : Jurnal Ilmu Tarbiyah 6, no. 2
(2017): 197–226.
15 Fadilah Safinatu Salama, “Pengembangan Media Pembelajaran Interaktif Berbentuk Cerita Animasi Berbantuan

Lectora Inspire Dan Plotagon Pada Sub Pokok Bahasan Perbandingan Senilai Dan Berbalik Nilai,” Digital Repository
Universitas Jember, no. September 2019 (2018): 2019–2022.
16 Fredy Situmorang, “Pengembangan Media Pembelajaran E-Learning Berbasis Web Pada Mata Pelajaran

Pemeliharaan Sasis Dan Pemindah Tenaga Untuk Peningkatan Hasil Belajar Peserta Didik SMK Negeri,” Cybernetics:
Journal Educational Research and Social Studies 2, no. 3 (2021): 66–72.; Albet Maydiantoro, “Model-Model Penelitian
Pengembangan (Research and Development),” Jurnal Metode Penelitian, no. 10 (2019): 1–8.
 Vol. 14, No. 2, December 2023 | 107

Chart 1. Development Stages of Borg and Gall used

First, the preliminary survey is by observing and interviewing Arabic teachers to find out
how Arabic learning at MI Rahmat Sa'id Jombang, the curriculum and teaching materials used, and
the media used during the learning process. In addition, researchers also collect references related
to the development of interactive media. Second, research planning is done by determining research
objectives, determining the material to be used in the media, and preparing media to be developed
following the needs analysis results. Third, initial product development is by designing media and
designing media according to planning. At this stage, activities are carried out to create Android-
based media as attractive—fourth, expert testing by material and media experts. Expert validation
aims to assess how feasible the media is to be used as a learning tool. Fifth, revision of expert test
results following validator evaluation and feedback on expert validation results. Sixth, the
implementation of the final product, namely media that has been declared valid and has been
revised, can be tested in the field to determine the feasibility of media as a learning medium.

Data Collection Techniques

In this study, data were obtained from students of class VA MI Rahmat Sa'id Jombang
involving 22 students and expert validators. The types of data obtained in this study are qualitative
and quantitative data. Qualitative data in the form of observations and interviews, suggestions and
inputs from student responses, and criticisms and suggestions from material expert validators and
media experts. The quantitative data is in the form of assessment results of media and material
experts, as well as the results of student responses. Data collection techniques in this study were
observation and interviews with MI Arabic teacher Rahmat Sa'id Jombang before the research was
conducted. The instruments used are questionnaires or questionnaires for expert validation and
media user questionnaires. This study uses Rating Scale measurements on the questionnaire sheet,
which can be seen in the following table.
108 | Vol. 14, No. 2, December 2023

Table 1. Rating Scale Measurement

Classification Score
Very Good 4
Good 3
Not Good 2
Very Not Good 1
(Source: 17)

Data Analysis Techniques

Data analysis techniques in interactive media development are qualitative and quantitative.
To analyze the feasibility of the media used qualitative analysis. Data in the form of numbers from
the results of validation questionnaires and student responses will be measured using the Rating
Scale. The collected data are analyzed through quantitative descriptions presented in the percentage
distribution of categories on a defined scale 18.
Eligibility percentage (%)
∑𝑅
𝑃= X 100%
N

Information:
P : Score Percentage
∑𝑅 : Number of scores obtained
N : Maximum/ideal score
After obtaining percentage results, the next step is to determine the level of quality and
feasibility of the media produced based on the following criteria.
Table 2. Achievement Level
Achievement Level Criteria
76% - 100% Very Good
51% - 75% Good
26% - 50% Not Good
< 25% Very Not Good
(Source: 19)

The development of interactive media is declared feasible and can be used as a learning
media if it meets the qualification requirements with the suitability of the material and the feasibility

17 Sugiyono, Metode Penelitian Kuantitatif, Kualitatif Dan R&D (Bandung: ALFABETA, 2015).
18 Umi Hijriyah et al., “Pengembangan Media Pembelajaran Bahasa Arab Berbasis Android Untuk Mahᾱrat Al Istimᾱ’
Kelas 8 Smp,” Al Mi’yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban 5, no. 2 (2022): 239.
19 Achmad Sholichul Himma Putra, “Pengembangan Media Pisang Badar (Pilih Pasangan Bangun Datar) Pada Sub

Tema Hidup Bersih Dan Sehat Di Kelas II Sekolah Dasar” 15, no. 2 (2016): 1–23.
 Vol. 14, No. 2, December 2023 | 109

of listening skills and speaking skills learning media for grade V students of MI Rahmat Sa'id
Jombang in the "very good" category.

Result and Discussion

Development of Interactive Media for Listening skills and Speaking skills
Interactive media research assisted by Lectora Inspire and Plotagon story has 6 stages,
namely: 1) preliminary survey, 2) research planning, 3) initial product development, 4)
implementation of expert tests, 5) revision of expert tests, and 6) implementation of final products.
Preliminary Survey
Interactive media development begins with a preliminary survey stage by collecting
information from literature studies and conducting field studies to identify problems that occur in
MI Rahmat Sa'id Jombang. The data obtained from the initial survey activities are as follows:
1. Literature Study
Literature studies are conducted to explore literature information in the form of material
studied at Madrasah Ibtidaiyah. This activity was carried out by analyzing Salman's Arabic
textbook for MI Class V, Author Mohammad Zainul Musthofa. This textbook contains 6
subject matters, of which each material contains four Arabic language skills.
2. Field Studies
In field research, observations and interviews were conducted. The interview was
conducted with Arabic language teaching teachers on Saturday, June 18, 2022, at 10.00 WIB
in the Madrasah Ibtidaiyah Rahmat Sa'id Jombang class. In the interview activity, several
questions were asked to the resource persons related to teaching and learning activities in class
V MI Rahmat Sa'id. The results of the interview are as follows: 1) at MI Rahmat Sa'id school
there are learning support facilities, 2) when learning has used media such as pictures, but not
often, 3) Arabic grammatical learning is often taught, 4) students are often asked to memorize
vocabulary.
In addition to interviews, observation activities were also carried out for 2 months to
identify the process of learning Arabic at MI Rahmat Sa'id. The survey results are used as a
basis for the background of this study. In addition to the problems in the background, the lack
of proficiency of VA class students in Arabic language learning resulted in some students still
experiencing errors in listening to what was read by the teacher. Arabic speaking practices that
are rarely done during Arabic learning also result in students lacking confidence and feeling
embarrassed when asked to practice conversations using Arabic. To overcome these problems,
interactive media is needed that can attract the attention of students so as not to get bored
when participating in Arabic language learning. With the times, android-based interactive
110 | Vol. 14, No. 2, December 2023

media is the right solution for the problems of VA MI class student Rahmat Sa'id Jombang to
be able to improve his listening skill and speaking skills.

Research Planning
At the research planning stage, the objectives of the research are determined. In addition, at
this stage, materials are collected to create and develop products, one of which is choosing
learning materials that will be used in interactive learning media. This media planning is carried
out in two stages, namely material planning and media content planning.
1. Material Planning
The material in this study refers to Salman's Arabic textbook for MI Class VA using
the material, namely ‫المهنة‬, because al-mihnah material will be studied in odd semesters, for
that researchers want to develop media so that it can be used as a learning medium. After
the material has been set, then the researcher formulates indicators and learning objectives
that are adjusted to the Core Competencies (IC) and Basic Competencies (KD) in the
Salman Arabic textbook for MI Class V, Author Mohammad Zainul Musthofa. The results
of the material design on the media can be seen in the following chart.
Chart 2. Material Planning

2. Media Planning
At this stage, researchers begin to collect materials for media such as supporting
images, prepare audio recordings for listening skills on media, and make animated videos.
Here's the initial design chart of the media:
 Vol. 14, No. 2, December 2023 | 111

Chart 3. Media Planning

Initial Product Development

At the initial product development stage, several activities were carried out, namely
determining the design to be used in the media, and preparing media manufacturing facilities and
infrastructure. This media contains competencies, materials, evaluations and profiles. In addition
to using these 2 applications, the Website 2 APK Builder application also used which is used to
convert HTML 5 media files into Android-based applications. The following is a presentation of
interactive media development content that can be seen in the image below.

Figure 1. Media Development Results

112 | Vol. 14, No. 2, December 2023

The competency menu contains Core Competencies (IC), Basic Competencies (KD),
indicators and learning objectives adjusted to Salman's Arabic textbook for MI Class V. The
material menu on this media contains 2 skills, namely Listening skills and Speaking skills. While
the evaluation menu contains 5 listening questions and 3 questions contain pictures to train
students' greetings. The following is an example of the content of listening material and speaking
material.

Figure 2. Listening Material Figure 3. Speaking Material

The listening material contains reading texts in the form of audio and video animated
conversations about al-mihnah. While the speaking material contains 14 mufradat accompanied
by pictures and video conversations about al-mihnah.

Figure 4. Listening Evaluation Question Figure 5. Speaking Evaluation Problem

The evaluation menu contains listening and speaking practice questions. The practice of
listening skill questions is 5 questions, 2 questions related to choosing the right vocabulary and 3
questions related to the information expressed in the video material listening. While the practice
questions on speaking skills amounted to 3 questions showing pictures about al-mihnah, students
were asked to guess what the profession of the picture was, and the work done. In addition,
students are also asked to have a dialogue or conversation like the one in the speaking skill video.

Expert Test
After the media has been developed, the next step is the implementation of expert tests.
Interactive media testing is carried out by assessing the media in terms of material content and
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media display. At this stage, the results of media development are tested by expert validators who
are competent in the field of media and Arabic materials. The material validator in this study is
Mrs. Dr. Laily Maziyah, [Link]., [Link]. who is a lecturer at the Faculty of Letters, State University of
Malang. The media validator is Mr Dr Moch. Wahib Dariyadi, [Link]. is also a lecturer at the Faculty
of Letters, State University of Malang. Researchers provide validation questionnaires to validators
containing 15 questions for material validators and 12 questions for media validators, to obtain
quantitative data that determines the feasibility value of media product development results. From
the results of the expert assessment, it can be used as input on media improvement.

Revision of Expert Test Results

The next stage is the revision of expert tests, carried out media evaluations according to
suggestions and criticisms from media and material experts. There are several suggestions for
improving interactive media products both in terms of appearance and also material content. The
following are revision suggestions and revision results based on the assessment of expert
validators.
1. Material Revision
Table 3. Material Expert Revision Results
No Before Revision Expert Comments After Revision
1. • The word (ْ‫) َن َعم‬ Pronunciation The • Re-recording has
sounds like (ْ‫)نَعَام‬ short length of been done for a
• The word (ْ‫) َع َم ِلي‬ words and tasydid short length on the
also sounds like in the letter ra' in words (ْ‫ )نَعَم‬and
(ْ‫) َع َما ِلي‬ the video needs (ْ‫) َع َم ِلي‬.
attention. • The word (ْ‫سة‬
• The word (ْ‫سة‬ َ ‫) ُمدَ ِ ِّر‬ َ ‫ ) ُمدَ ِ ِّر‬is
does not sound also re-recorded so
tasydid that the tasydid can
be heard more
clearly.
2. ‫هَلْ ت ُ ِحبْ َع َمالُكَ ؟‬ The use of I'rob in ‫هَلْ ت ُ ِحبْ َع َملَكَ ؟‬
‫هَلْ ت ُ ِحبِِّينَْ َع َملُ ِك؟‬ the video needs to ‫هَلْ ت ُ ِحبِِّينَْ َع َملَ ِك؟‬
be revised.
3. Make a Evaluation of (Engineer) ‫ َمنْ ه َُو؟‬-
conversational text speaking skills is (Air hostess) ‫ِي؟‬
َ ‫ َمنْ ه‬-
about al-mihnah too difficult for - Do a dialogue about al-
with a group of elementary school mihnah in pairs.
friends like the video students to make
below. Then conversational
demonstrate in front texts.
of the class.
114 | Vol. 14, No. 2, December 2023

2. Media Revision
a. Revision media attractiveness

Before Revision After Revision

Figure 6. Media Attractiveness

b. The picture on the material replaces the picture that has a watermark
Before Revision After Revision

Figure 7. The picture on the speaking material

c. The username menu is created in Arabic

Before Revision After Revision

Figure 8. Username
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d. Material menus can be made in Arabic so you can learn Arabic

Before Revision After Revision

Figure 9. Revision Material Menu

e. The menu on competencies can be given a special menu to make it clearer
Before Revision After Revision

Figure 10. Revision Competency Menu

f. The form of listening questions doesn’t have an element of listening

Before Revision After Revision

Figure 11. Form of Listening Question

116 | Vol. 14, No. 2, December 2023

Product Implementation
After the media was revised, then the media was implemented for 22 students of class VA
MI Rahmat Sa'id Jombang. The condition of the classroom during learning with interactive media
is that students focus on the media used, and take an active part during learning such as responding
to teacher questions, and practising conversations using Arabic in front of the class.
The selection of Lectora Inspire and Plotagon story media to be developed into interactive
media is based on research results20 that state that the use of Lectora Inspire and Plotagon story
can have an influence on the process of learning Arabic, such as attracting students' attention to
focus on learning material, improving learning outcomes, and providing motivation to improve
skills in listening and speaking Arabic. This study’s results align with previous research showing
that the use of interactive media Lectora Inspire and Plotagon story with audio and video can
support training in Arabic listening and improve students' speaking skills. By using learning media,
teachers no longer play a role as material presenters but can become learning facilitators21.
In addition, the use of animation in developing this media is an essential point in the
attractiveness of interactive media, especially for elementary-level student learning media. The
reason for using animation in this medium is that elementary school students are included in the
concrete operational phase; they will learn and directly connect with real life22. The media that
presents animation is one form of a solution in choosing media as a tool to help students deliver
lessons and provide motivation for students to learn. This is in line with Afifah,23 who suggests
that using animated videos when learning Arabic can attract students' attention to the material
delivered by the teacher because animation is a suitable medium for elementary-level children who
usually like colorful and fun things.

Feasibility of Interactive Media for Listening skills and Speaking skills

To determine the feasibility of interactive learning media to improve listening skills and
speaking skills, media testing was carried out by material and media experts, as well as media user
responses. Material validation in interactive learning media includes aspects of content feasibility
components and presentation components. The assessment component by media validators

20 Ediyani and Munip, “Pengembangan Materi Pembelajaran Maharah Al-Istima’ Berbasis Media Lectora Inspire Di
Madrasah Aliyah Swasta Ulumuddin Lhokseumawe Aceh”; Thohir, Muslimah, and Musyafa’ah, “Prelude Aplikasi
Plotagon Story Untuk Keterampilan Berbicara Pada Pembelajaran Bahasa Arab Sesuai KMA 183 Tahun 2019.”
21 Mahbub and Riska Khusnul, “Pengembangan Media Audio Visual Untuk Pembelajaran Maharah Istima’ Di

Madarasah Tsanawiyah Al-Amiriyah Blokagung Banyuwangi,” TADRIS AL-ARABIYAT: Jurnal Kajian Ilmu Pendidikan
Bahasa Arab 2, no. 2 (2022): 252–264.
22 Nafsiah Hafidzoh Rahman et al., “Pengaruh Media Flashcard Dalam Meningkatkan Daya,” Jurnal Tahsinia (2018):

99–106.
23 Ulfah Nur Afifah, “Media Pembelajaran Maharah Istima’ Berbasis Video Animasi Untuk Siswa Madrasah

Ibtidaiyah,” Jurnal Bahasa Arab 5, no. 2 (2021): 181–188.

 Vol. 14, No. 2, December 2023 | 117

includes aspects of appearance, media content, media effectiveness and language. The following
are the results of material and media expert validation.
Table 4. Expert Validation Results
No Validator Persentase Category
1. Material Expert 85% Very Good
2. Media Expert 77,1% Very Good

Based on the data above, it is known that the media gets a good assessment from the
material aspect of 85%, so it is categorized as "Very Good" media. According to material experts,
interactive media development from the aspect of material in the media is "Already Good", but
still requires revision, including 1) there is some language that is not right, 2) there are errors in
writing, 3) need to be adjusted again the material used in the media with the book used as a
reference, and 4) there are errors in making indicators and learning objectives.
In addition to a good assessment of the content of the material on the media, the
assessment of the media in terms of appearance obtained "Very Good" results. According to media
experts, the media is good, but still needs to be improved, such as: 1) replacing the Picture that has
a copyright mark (watermark), 2) providing a special menu button for the menu on competence,
3) the font used is less attractive, 4) there is no need to display Arabic text on the listening material,
5) the attractiveness of the media is still lacking.
In the implementation of the product implementation, several shortcomings were found in
the media, so improvements were needed so that the media became better and suitable for use as
a means of supporting further learning. For this reason, an assessment from media users is needed
to provide value and advice to the media that has been developed. The following is a graph of
questionnaire results from VA class respondents related to interactive learning media.
Chart 4. Field test respondents' questionnaire results

Results of Student Response to Media

100% 92% 94% 94% 92%

80%

60%

40%

20%

0%
Media Display Material Language Media Usage
118 | Vol. 14, No. 2, December 2023

Based on the data on the graph, the results of students' responses to the media are shown
in percentage getting a score of 92.4% which is categorized as "Very Good" media. That is, based
on the results of the questionnaire of respondents of VA MI class students Rahmat Sa'id, interactive
learning media is suitable to be used as a learning medium, but there are still notes for
improvements in this media, such as the volume of sound in the material that needs to be hardened
again. For other responses, many students revealed that this interactive learning media is interesting
to use in Arabic language learning.
The results stated that the development of interactive learning media received an expert
validation test assessment score of 81%, which is included in the "Very Good" media category.
This aligns with Media development using the Lectora Inspire app and Plotagon Story, which
resulted in very high valid values. With the use of interactive media, it can have a positive impact
on students, as seen by the response of students who are very enthusiastic and interested in using
interactive media. Based on data obtained from student response questionnaires, using this media
is a new experience for them because it is the first time using interactive media during learning; this
is in line with research24 that the use of media with animation can provide interest and interest in
learning in students.
In the development of this interactive media, there are advantages in the media, including
(1) This interactive media is android-based, which can be accessed easily so that students can learn
with the media anywhere and anytime, (2) the use of animated videos can attract students' attention
to stay focused and motivated in learning, especially on listening skill and speaking skill, (3) With
the help of audio, images, and evaluation questions can encourage students to be more actively
involved in the learning process. In addition, the shortcomings of this interactive media are: (1) it
cannot be edited or modified, (2) it contains only one subject matter, (3) it only contains listening
and speaking skills, and (4) there are no verbs in mufradat in the media.

Conclusion
Interactive media development research using Lectora Inspire and Plotagon story is an
android-based media development developed for listening and speaking skills, containing material
about the profession. The development of this interactive media refers to the textbook used at MI
Rahmat Sa'id, namely the Salman Arabic textbook for MI Class V. This interactive media is suitable
for use in Arabic language learning in class V as evidenced by the average expert validation test
results of 81%. The development of this media also received a good response from students as

24Noviyana Sari and Putri Juli Yastri Polem, “Keterkaitan Media Animasi Plotagon Terhadap Minat Belajar Siswa
Dalam Pembelajaran PAI,” Murabby: Jurnal Pendidikan Islam 5, no. 2 (2022): 191–203; Risa Triassanti et al., “Penerapan
Media Video Animasi 3D Pada Pembelajaran Speaking Bagi Mahasiswa Prodi Pendidikan Bahasa Inggris,” Prosiding
Seminar Nasional Penelitian dan Pengabdian Masayarakat 6, no. 1 (2021): 510–516.
 Vol. 14, No. 2, December 2023 | 119

seen from the results of the student response questionnaire of 92.4%, which stated that this
interactive media was interesting in supporting the learning of listening and speaking skills. This
research was completed according to the procedure but still has the limitation of focusing on one
Arabic learning material and only up to the media feasibility test.

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