Digital Comics: Media Analysis in Maharah Qiro'ah Learning
DOI:
https://doi.org/10.64780/jole.v1i3.75Keywords:
Arabic literacy, Digital comics, Learning media, Maharah qirā’ah, Multimedia learning theoryAbstract
ABSTRACT:
Background: Reading skill (maharah qirā’ah) remains a crucial yet challenging aspect of Arabic language education, especially for non-native learners. Conventional methods often fail to engage students, resulting in low motivation and superficial comprehension. In the digital era, the integration of innovative and multimodal learning media is essential to enhance learning engagement and cognitive outcomes.
Aims: This study aims to explore the potential of digital comics as an effective learning medium to support maharah qirā’ah by combining visual and verbal elements. Specifically, the research investigates how digital comics can stimulate reading interest, deepen textual comprehension, and serve as an accessible tool for Arabic literacy development.
Methods: The research employed a qualitative-descriptive method through a comprehensive literature review and content analysis of existing studies. Data were drawn from academic journals, books, and multimedia learning theories, particularly Mayer’s Cognitive Theory of Multimedia Learning, to examine how dual-channel information processing can enhance reading skills.
Result: Findings demonstrate that digital comics significantly improve student engagement, comprehension of contextual vocabulary, and ability to identify key ideas in Arabic texts. The combination of illustrations and simplified dialogue fosters emotional involvement and supports the decoding of explicit and implicit meanings.
Conclusion: Digital comics offer a compelling alternative to traditional reading materials in Arabic language instruction. Their multimodal design aligns with cognitive learning principles, making them highly effective for developing reading skills among beginner and intermediate learners. Furthermore, their accessibility through digital platforms ensures flexibility in both classroom and remote settings. Despite limitations such as device dependency and narrative constraints, the integration of evaluative activities like worksheets and comprehension questions enhances their pedagogical value. Therefore, educators are encouraged to incorporate digital comics strategically as core media in maharah qirā’ah learning to foster meaningful, interactive, and sustainable literacy practices in the 21st century.
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