Enhancing Students' Vocabulary In Arabic Language Through The Use Of Google Classroom

Abstract

A study was conducted on Year Five pupils at various schools in the Melaka Tengah district, Melaka to determine how utilising Google Classroom affected their ability to learn Arabic vocabulary. The study's descriptive and quasi-experimental design, which included pretests and posttests, was used. This study intends to measure the achievement gap between students utilising Google Classroom (the experimental group) and students using more traditional teaching methods (control group). The samples of 120 respondents were chosen randomly from Year Five pupils at four schools in Melaka Tengah,Melaka. Based on the students' (t) distribution tables, the calculated (t) for this research = 2.630 is much greater than the critical (t) distribution value in the tables = 1.701. Therefore, the calculated (t) = 2.630 is considered a statistical evidence of rejecting the null hypothesis (there is no significance among the research variables chosen according to the following statistical criteria (df 28, a2, 0.05). The alternative hypothesis proves that there are statistically significant differences at the alpha level (α≤0.05) between the achievement scores in enhancing of Arabic Language vocabulary for the two groups; experimental and control students of the Year Five pupils of primary schools in Melaka Tengah, Melaka, as a result of using the Google Classroom. In summary, Google Classroom is a practical tool that encourages students to study Arabic in a pleasant way.
 Keywords: Google Classroom, Schools, Arabic Language Vocabulary.