https://doi.org/10.14421/almahara.2026.0121-05
Main Article Content
Abstract
This study aims to describe innovations in Arabic language learning through TikTok content assignments at Al-Azhar 14 High School in Semarang and to analyze the accuracy of qawāʿid usage in students' video products. Using a descriptive qualitative method, data were collected through observation of the assignment process and in-depth analysis of four videos produced by tenth-grade students. The results show that the TikTok platform has successfully transformed learning into an authentic performance assessment. Although the assignment initially triggered language anxiety, it encouraged students to practice repeatedly (tikrār) to achieve optimal pronunciation. Linguistic findings identified phonetic errors in sound shifts and grammatical errors in the form of inconsistencies between fiʿil and ḍamīr. The study concludes that TikTok is an effective driver of communicative language practice, with group collaboration reducing students' cognitive load through shared thinking and collective scaffolding.
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