QUR’ANI: Assistive Technology Based on Android to Recite Qur’an

for the Hearing Impaired Children

Yusuf Hanafi

, Heppy Jundan Hendrawan

, Ilham Nur Hakim

Department of Arabic Literature, Faculty of Letter, Universitas Negeri Malang, Jl. Semarang 5, Malang 6514, Indonesia

Department of Non-Formal Education, Faculty of Education, Universitas Negeri Malang, Jl. Semarang 5, Malang 6514,

Indonesia

Keywords: Qur’ani, Android, Hearing Impaired, Qur’an, Children

Abstract: Reading the Al-Qur’an is an ability that must be possessed by every Muslim, including children with hearing

impairments. Conventional learning and limited assistive technologies to aid them in reading the Al-Qur’an

make it even harder for them to learn. This research is aimed to solve this problem by developing assistive

technology in the form of an Android application. The result of this research is the QUR’ANI application

composed of a menu of Arabic letters (hijaiyah), iqro parts 1-6, juz amma, evaluation, and about the

application. This application uses the Indonesian sign language system and emphasizes the visual-oral

approach as well as the application of the Maternal Reflective Method. Evaluations from experts in media,

design, and materials indicate that QUR’ANI is considered to be good. General testing with students indicate

that this application may be used for easy learning of the Al-Qur’an, but a number of dimensions of specific

practice needs to be considered in the next stage of testing.

1 INTRODUCTION

Based on Law Number 12 of Year 2012, Islamic

Religious Education (Pendidikan Agama Islam –

PAI), which includes lessons on reading the Al-

Qur’an, is a part of the National Education

Curriculum in Indonesia. PAI is a required subject for

every Muslim student, and students with hearing

impairments in special education are no exception.

Teaching children with hearing impairments is a

serious issue (Sládek, Bednárová and Miléřa, 2011).

Their inability to hear affects their difficulty in

pronouncing letters, which becomes their primary

impediment to be able to read well, let alone reciting

the Al-Qur’an fluently (Ishak, 2016). Research

conducted by (Kyle and Cain, 2015) also indicate that

the reading ability of children with hearing

impairments is lower in comparison to normal

children of the same age. This condition demands a

way of learning to read the Al-Qur’an that applies

appropriate approaches and teaching strategies for

students with hearing impairments (Ishak, 2016).

From the observation and interview carried out to

student and teacher in a number of places for special

education of hearing-impaired children indicate that

teaching strategies for reading the Al-Qur’an for

students with hearing impairments are still

conventional in nature and invariant. Similarly,

(Saari, 2012) who stated that teachers in special

education of hearing-impaired children do not

sufficiently implement varied strategies and almost in

entirety use auditory methods in teaching the Al-

Qur’an. These non-interactive strategies in

conventional teaching have caused the learning

motivation of children to remain low (Hussain et al.,

2014). In addition, conventional strategies will also

add to the learning difficulties of children with

hearing impairments (Shepherd and Alpert, 2015).

Some researches indicate that the low reading

abilities of children with hearing impairments is also

related to a low working memory (L. Hall and

Bavelier, 2010; Nunes et al., 2014; Kyle and Cain,

2015). Children with low working memory require

teaching with a repetitive method (L. Hall and

Bavelier, 2010; Nunes et al., 2014). (Stinson, 2010;

Debecv, Stjepanovič and Holzinger, 2014) explained

in their researches that technology becomes the right

solution to aid in a learning process that is appropriate

to the characteristics of hearing-impaired children. In

other researches such as (Shepherd and Alpert, 2015)

showed that introducing technology to hearing-

Hanaﬁ, Y., Hendrawan, H. and Hakim, I.

QUR’ANI: Assistive Technology Based on Android to Recite Qur’an for the Hearing Impaired Children.

DOI: 10.5220/0008407600470056

In Proceedings of the 2nd International Conference on Learning Innovation (ICLI 2018), pages 47-56

ISBN: 978-989-758-391-9

impaired children makes them more interested and

active in learning.

In contrast with this solution, observations that the

researcher conducted indicate that assistive

technologies being used in teaching the Al-Qur’an in

special education for children with hearing

impairments are still insufficient. The lack of

technological support in schools for hearing-impaired

children in the learning of the Al-Qur’an is another

very unfortunate fact (Ghadim et al., 2013). This

finding is reinforced by (Hussain et al., 2014) who

stated that teaching materials and learning aids in the

field of Islamic studies for children with hearing

impairments are still very much limited. As such, this

research was conducted to provide a solution in the

form of developing assistive technology for hearing-

impaired children to be able to learn to read the Al-

Qur’an.

Research on appropriate assistive technologies for

hearing-impaired children had been done by (Kim et

al., 2017) showed that the majority of respondents in

their research suggests that assistive technologies

based on ICT and specifically mobile devices be

developed. These results were also used as their basis

in developing mobile applications specifically for

people with hearing impairments. Another

consideration why mobile applications need to be

developed is because this kind of technology can very

easily be used anytime and anywhere. This

technology can also provide a learning resource that

is appropriate and has been proven to be effective in

aiding the learning process of children with hearing

impairments (G. Ng’ethe, H. Blake and Glaser,

2015).

Research conducted by (Çuhadar and Odaba,

2009) indicate that mobile technologies are very

helpful in aiding children with hearing impairments

because these provide knowledge in a spoken manner

and a better learning experience. In addition, it has

also been reported that people with hearing

impairments can utilize and require mobile phones as

is the case with normal people (Nathan, Hussain and

Hashim, 2016; Singleton et al., 2018). Based on this

explanation, it can be concluded that mobile

applications are appropriate assistive technologies to

be developed for hearing-impaired children (Yue and

Zin, 2013; Cumming and Draper Rodríguez, 2017).

Many mobile applications specifically for people

with hearing impairments have actually been

developed, but special applications for learning the

Al-Qur’an are still quite limited. Thus far, mobile

applications for learning the Al-Qur’an specifically

for children with hearing impairments have only been

developed by (Hussain et al., 2014) as the application

mFakih on the Android platform, while a version for

the iPad had previously been developed by (’Aziah,

Jomhari and Zubi, 2012) as the application iFakih.

Both of these applications utilize the FAKIH method

which was developed by (’Aziah, Jomhari and Zubi,

2012); this method emphasizes the utilization of a

system of numbers and colors in teaching the Arabic

alphabet to hearing-impaired children.

The mFakih and iFakih applications have the

potential to be made into alternative solutions to solve

the problem of limited assistive technologies in the

learning of the Al-Qur’an by hearing-impaired

children in Indonesia. The two applications were

developed using English and Malay as the languages

of instruction, making them less fitting to be used in

special education for children with hearing

impairments in Indonesia. The use of foreign

languages becomes a more serious obstacle because

it makes children unable to interact with the assistive

technology. Because of this, the development of a

similar mobile application with Indonesian as the

language of instruction needs to be done. The

development of a mobile application with the

Indonesian Sign Language (Sistem Bahasa Isyarat

Indonesia – SIBI) has actually been conducted by

(Iqbal, Supriyati and Listyorini, 2017); the

application contains features for learning sign

language and providing sign language translations of

written texts, but is not specifically designed to aid in

learning to read the Al-Qur’an. Thus, the

development of QUR’ANI as an assistive technology

in the form of a mobile application that uses SIBI

becomes very important in increasing the interests of

children with hearing impairments to learn to read the

Al-Qur’an in special education in Indonesia.

QUR’ANI on the Android platform will provide a

different learning experience compared to

conventional learning. Learning which utilizes

Android-based mobile applications will encourage

and motivate children with hearing impairments to

learn, as has been reported by (Yue and Zin, 2013).

(Gardner, 2007; Carrió-Pastor and Mestre, 2014)

stated that motivation is the primary aspect in

learning, in particular in relation to learning to

pronounce letters and words. Results of research

conducted by (Saari, 2012) indicated that the most

significant factor that affects the mastery of students

with hearing impairments in learning the Al-Qur’an

is self-factors, and thus instilling and increasing

motivation through the facility of assistive

technology is the most appropriate method to be used.

From the observation and interview also had been

done by researcher indicated that students with

hearing impairments consider that mobile

ICLI 2018 - 2nd International Conference on Learning Innovation

applications may be developed to aid them in learning

to read the Al-Qur’an. Similar results were also found

in a research conducted by (Ibrahim, Alias and

Nordin, 2016) that students with hearing

impairments possess positive attitudes toward

technology by seeing that technologies, in particular

mobile technologies, have a very important role in

their learning. (Rekkedal, 2012) showed that the

positive attitudes of hearing-impaired children

toward assistive technologies is one of the most

important aspects for increasing their use of assistive

technologies. The positive attitudes that students

already possess as target users with their hearing

impairment is expected to aid in increasing their

motivation to actively learn to read the Al-Qur’an

using the QUR’ANI application.

2 METHOD

This research is a research and development (R&D).

The development model used in this research is the

waterfall model of (Sommerville, 2011), with the

following stages. The first stage, “Requirements

Definition”, is the stage of analysis of software needs,

which are adjusted to its users. Analysis of the needs

of the QUR’ANI application was done by looking at

the field conditions in a number of special education

institutions for hard-of-hearing children on their

methods of teaching the Al-Qur’an. Through the

process of interview and direct observations of

hearing-impaired children, a detailed picture is

obtained regarding the specifications of the system

that needs to be developed.

The second stage, “System and Software Design”,

covers the design of a prototype to allocate the needs

of the QUR’ANI application such as hardware and

software, creation of a wireframe, and design of the

QUR’ANI application using Adobe Photoshop CS 7

by forming the architecture of the system in its

entirety. Results of documentation of this stage cover

a Usage Case Diagram in Figure 1 and Class Diagram

can see in Figure 2.

The third stage, “Implementation and Unit

Testing”, is the stage of creating the application and

writing the code to create the prototype design in the

form of the Front End design of the application using

XML. After the Front End design is completed, this

is followed by writing the code for the program in

Java using the IDE (Integrated Development

Environment) of Android Studio 2.0. Testing

involves the verification that each unit of the program

fulfills the specifications.

The fourth stage, “Integration and System

Testing”, covers the union of the design and program

units for the QUR’ANI application, which is then

combined with other programs and tested as a

complete system to ensure whether or not they are

appropriate with the needs of the software. After

going through this stage, the QUR’ANI application

may be distributed to users in order to test the product.

Testing of the system is composed of two parts, which

are expert validation (by experts in design, media,

material, and religion) and user testing. The media

expert also conducts a testing technique using a black

box to test the functionality of the system (the

software engineering aspect).

Figure 1: Use case diagram of QUR’ANI.

QUR’ANI: Assistive Technology Based on Android to Recite Qur’an for the Hearing Impaired Children

Figure 2: Class diagram of QUR’ANI.

The instruments used in testing the system are

expert validation forms utilizing the Likert scale from

1-5 and student response questionnaires. Data in this

research consist of both quantitative and qualitative

data. Quantitative data were obtained from

calculating the numerical average of every

component of statements. Qualitative data were in the

form of suggestions and commentary given by the

experts and target users. Results from this testing

would be used as a basis to implement a number of

improvements for the QUR’ANI application.

The fifth stage, “Operation and Maintenance”,

covers the process of fixing errors that did not appear

in previous stages and adjusting to the needs of users.

Addition of another menu was also adjusted with the

needs of users for application development, to enable

them to more easily learn the Al-Qur’an.

3 RESULTS AND DISCUSSION

The resulting product of this research is the

QUR’ANI application, which is developed to assist

hearing-impaired children in reading the Al-Qur’an

well. QUR’ANI is a mobile application on the

Android platform with multimedia components that

cover text, pictures, audio, animation, and video.

Audio, video, animation, and text are a few of the

important requirements that must be considered for a

mobile application specially designed for children

with hearing impairments (Nathan, Hussain and

Hashim, 2016). The multimedia technology in this

application is intended to be able to accommodate all

learning styles of children with hearing impairments.

(Nathan, Hussain and Hashim, 2017) in their

research discovered the fact that children with hearing

impairments tend to require applications containing

more pictures and multimedia content because it is

easier for them to adapt with technology without

being left behind. The same results were also

discovered in a research conducted by (Liu et al.,

2010) that people with hearing impairments more

often suggest video as an addition that could be

inserted into an application. This indicates that visual

orientation is very important in the design of a mobile

application specific for individuals with hearing

impairments. Results of research conducted by

(Sládek, Bednárová and Miléřa, 2011) indicated that

visual information has been proven to be more

effective compared to information received through

sound for children with hearing impairments.

However, (Knoors and Marschark, 2014) explained

that while children with hearing impairments possess

the characteristic of not very much relying on hearing,

this does not necessarily make them learners with a

visual style rather than an auditory one. Findings of

research by (Ibrahim, Alias and Nordin, 2016) also

stated that hearing-impaired children prefer visual

learning, but others also prefer learning through

ICLI 2018 - 2nd International Conference on Learning Innovation

verbal/auditory channels. This is what underlies our

intention to still include audio content in the

QUR’ANI application.

Although audio can be said to be less important in

learning carried out by children with hearing

impairments, audio content in this application is

intended to provide greater access to children with

only minor hearing impairments (who can still hear).

(Motlhabi et al., 2013; G. Ng’ethe, H. Blake and

Glaser, 2015) also explained that audio is considered

as a less important aspect, but adding audio content to

an application can provide benefits for

communication between people with hearing

impairments and those with normal hearing. Visual

and auditory content may also eliminate the

“juggling” that many hearing-impaired students

experience while learning in the classroom (Shepherd

and Alpert, 2015).

The icon of the application can be seen in Figure

3. The splash screen (Figure 4) appears when the

application is accessed and before entering the

primary screen shown in Figure 5. On the primary

screen, there are the menu items “Hijaiyah Letters”,

“Iqro Volume 1-6”, “Juz Amma”, “Evaluation”, and

“about the Application”. The contents for each of

these have unique and differing lessons that adjust to

the needs of hearing-impaired children.

For the menu item “Hijaiyah” (Arabic Letters),

the letters alif to ya’, which number to 28 in the

alphabet, is shown in Figure 6, where children will

choose one of the letters to learn, alif being one

example. The “Hijaiyah” menu is very important,

because learning of the Al-Qur’an usually begins by

learning the basics of the Arabic alphabet, or the

consonants and vowels that make up the text of the

Al-Qur'an. With this content, children will learn how

to pronounce the letters by tapping the microphone

button, which will then show the word being

pronounced can see in Figure 7. The content is also

supplemented by sounds that play and hand signs in

the form of animations that appear on the screen. This

speech-to-text system can increase the accessibility

for hearing-impaired children (Subhaashini et al.,

2015). This system also allows the possibility for

users to be able to interact with other people,

including people with normal hearing, in a

comfortable and efficient manner while using the

application (Chiu et al., 2010).

Figure 3: Icon.

Figure 4: Splash screen.

Figure 5: Primary screen.

QUR’ANI: Assistive Technology Based on Android to Recite Qur’an for the Hearing Impaired Children

Figure 6: Menu item “Hijaiyah”.

Figure 7: Menu item “Hijaiyah” is supplemented by

microphone and animation.

For the menu item “Iqro” (Readings), this is

divided into “part 1 to 6” in Figure 8 where children

will pick the content of one of the parts of Iqro 1-6;

each part contains approximately 30 pages in Figure

9. The Iqro content is supplemented by a system of

sounds and example signing animations. Animations

are an important aspect that must be considered in

developing an application specially designed for

children with hearing impairments (Adamo-Villani,

2007). Results of a research conducted by (Nathan,

Hussain and Hashim, 2016) showed that children

with hearing impairments need applications that are

eye-catching to them, and one of the criteria is

animation. With the presence of animation, children

will become interested to learn more actively with

this application.

For the menu item “Juz Amma” in Figures 10, its

content comprises short chapters of the Al-Qur’an

with Arabic text, translation, and transcription in

Roman script to make it easier for children to learn.

The menu item is supplemented by video learning

content integrated in the application (Figures 11). The

advantage of these videos is that they are also

supplemented with the Indonesian Sign Language,

Sistem Bahasa Isyarat Indonesia (SIBI), which has

been legalized by the Government of the Republic of

Indonesia. This use of sign language is as a learning

tool for memorizing and understanding the meaning

of the Al-Qur’an with hand signs.

Findings of a research conducted by (Ibrahim,

Alias and Nordin, 2016) showed that videos are a

learning resource that is selected by a majority of

children with hearing impairments. The use of videos

for learning has been proven to be effective for

hearing-impaired children (G. Ng’ethe, H. Blake and

Glaser, 2015). (Ahmadi, Abbasi and Bahaadinbeigy,

2015) explained that the use of learning videos

encourages hearing-impaired children to learn in an

effective manner. Another advantage of the use of

videos is that students who do not understand the

material being delivered can repeat the videos to

better understand them.

Although there are researches that suggest that

learning to read the Al-Qur’an using sign language is

hard to master by students who are hearing-impaired

(Hussain et al., 2014), this application still uses sign

language. This research follows the findings of the

research conducted by (Muhn and Juhn, 2015) that

videos of sign language in special education for

children with hearing impairments is very important.

These findings are reinforced by (Ibrahim, Alias and

Nordin, 2016) who indicated that a majority of

students with hearing impairments prefer to use sign

language in aspects of communication. Sign language

is the most natural form of communication for many

people in hearing-impaired communities. Sign

language and the oral method are the most

appropriate ways of communicating for children with

hearing impairments (Kim et al., 2017). As such, the

videos in this application utilize sign-language

translations in order to make it easy for children to

understand their contents. Understanding of sign

language is an important predictor of the

understanding of texts by children with hearing

impairments (Dockery, 2013).

ICLI 2018 - 2nd International Conference on Learning Innovation

Figure 8: Menu item “Iqro”.

Figure 9: Menu item “Iqro” each part.

Figure 10: Menu item “Juz Amma”.

Figures 11: Menu “Juz Amma” with Video.

Figure 12: Menu item “Evaluation”.

Figures 13: Result of evaluation.

QUR’ANI: Assistive Technology Based on Android to Recite Qur’an for the Hearing Impaired Children

The menu item “Evaluasi” (Evaluations) contains

2 kinds of evaluations, which are “Hijaiyah” and

“Iqro” in Figure 12; these evaluations utilize the

system of speech recognition, where the system of

sound input becomes a good oral learning tool for

hard-of-hearing people to instill habits. This content

will train children to speak, and at the end of a lesson

an evaluation will appear for the results and spoken

answers seen in Figure 13. This content facilitates the

application of the Maternal Reflective Method

(MRM) as special learning for hearing-impaired

children, which prioritizes the repetition of words.

(Ishak, 2016) explains that children with hearing

impairments always ask for the repetition of words

and have problems in speaking and so they need

access to communication in order to be able to read

the Al-Qur’an. This menu can also optimize access to

communication for them. This method has also been

proven to be able to train the speaking abilities of

children with hearing impairments in an effective

manner (Prasetyo, 2017).

Results of expert evaluation showed an average

media score between 4.7-5.0 (Table 1), an average

design score between 4.3-4.8 (Table 2), and an

average material score between 4.5-5.0 (Table 3).

Expert evaluation showed that the QUR’ANI

application is considered to be very good in terms of

media, design, and material.

The practicality of the QUR’ANI application was

tested by 5 hearing-impaired students and 1 teacher at

the Yayasan Pendidikan Tunas Bangsa (YPTB)

Malang, where it was shown that the QUR’ANI

application could be easily used by both students and

teachers. The students appeared to be enthusiastic in

learning how to read Arabic Letters using the

QUR’ANI application. When the students and

teachers were interviewed for their opinions about the

application, in general they stated their appreciation:

“Cool… good… it makes me more spirited to learn”

(Student)

Table 1: Data of expert appraisal of media.

Criteria of

validity

Expert

Qualification

Software

engineering

4.9 5.0 Very good

Speech

Recognition

4.7 5.0 Very good

Table 2: Data of expert appraisal of design.

Criteria of

validity

Expert

Qualification

Illustration 4.6 4.7 Very good

Visual

communication

4.3 4.8 Very good

Table 3: Data of expert appraisal of material.

Criteria of validity Expert

Expert

Qualification

Instruction 4.5 4.8 Very good

Substance of

matter

5.0 5.0 Very good

“QUR’ANI is very interesting…visualization is

very important for communication with students who

possess hearing impairments…this media will also

further motivate them to learn; on the other hand, this

media provides us a solution to overcome the

limitations of other media that are used in teaching

them how to read the Al-Qur’an, and so we can

reduce the amount of conventional learning”

(Teacher)

The limitations in this research are the limited test

subjects available for testing, and that the testing had

not considered the background of the students.

(Dammeyer, Lehane and Marschark, 2017)

explained that differences in the usage of technology

by children with hearing impairments is very much

related to age, level of hearing loss, the mode of

communication between children and adults, gender,

and the level of education that the adults possess. At

this stage of testing, students were still limited in their

usage and pronunciation of the Arabic letters, without

paying attention to their fluency. Fluency is an

important aspect of teaching how to read, and this has

not been fully explored in the field of educating

students with hearing impairments. Reading fluency

contributes to the abilities of hearing-impaired

students to achieve a reading level that is equivalent

to their colleagues with normal hearing (Luckner and

Urbach, 2012).

Evaluation of the usability of the application for

children with hearing impairments is usually

conducted generally without paying attention to a

number of specific and further-detailed criteria. This

causes a number of applications that have been

developed to be unable to some portion. The

development stage of the QUR’ANI application has

reached the stage of expert evaluation and testing, but

the testing is still very much general. The next stage

to be done is conducting tests that pay attention to a

number of dimensions of application practicality for

children with hearing impairments as described by

ICLI 2018 - 2nd International Conference on Learning Innovation

(Nathan et al., 2017), which cover efficiency,

satisfaction, ease, effectiveness, and accessibility. In

addition, we would also like to pay attention to the

backgrounds of students and their level of fluency in

reading.

4 CONCLUSION

This research has succeeded in developing the

QUR’ANI application especially for children with

hearing impairments to learn to read the Al-Qur’an.

QUR’ANI emphasizes on the visual and oral aspects,

which will provide greater accessibility to hearing-

impaired children. The Maternal Reflective Method

can also be applied in this application with the

presence of speech recognition content. This

application has been validated by a number of experts

and has been tested out on students; in general, the

results showed that this application can be used to

teach how to read the Al-Qur’an to students with

hearing impairments.

ACKNOWLEDGEMENTS

We are grateful to Institute of Education and Learning

Development of Universitas Negeri Malang (UM).

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