The Effect of Applying Syllable Puzzles on Improving Arabic Reading and Writing Skills Among Students at an Islamic Junior High School

Abstract

This research investigates the influence of syllable puzzle games on enhancing Arabic language skills, specifically reading (mahārah qirā’ah) and writing (kitābah), among students at the junior secondary level (MTs). The study is motivated by the persistent difficulties encountered by learners in mastering reading and writing in Arabic, which are largely attributed to the scarcity of engaging and interactive learning media. To address this issue, a quasi-experimental design with a quantitative approach was employed. The research sample consisted of eighth-grade students who were systematically assigned to both an experimental group and a control group. Prior to the implementation of the treatment, both groups were administered pretests to measure their initial abilities in reading and writing Arabic. Subsequently, the experimental group received instruction incorporating syllable puzzle games, while the control group continued with conventional learning methods. Posttests were then conducted to evaluate the outcomes of the intervention. The findings of the statistical analysis revealed a significant distinction between the two groups, indicating that students who participated in the syllable puzzle game-based learning demonstrated greater progress in their reading and writing skills compared to those in the control group. Accordingly, the use of syllable puzzle games can be regarded as an effective, innovative, and enjoyable pedagogical tool for improving students’ proficiency in Arabic.