Improving Arabic Writing Skills through the Insya’ Al-Muwajjah Method among Grade VIII Students of an Integrated Islamic Junior High School

Nurmiati Nurmiati; Magfirah Magfirah; Andi Arif Pamessangi

doi:10.58230/edutech.v3i3.99

Authors

Nurmiati Universitas Islam Negeri Palopo
Magfirah Universitas Islam Negeri Palopo
Andi Arif Pamessangi Universitas Islam Negeri Palopo

DOI:

https://doi.org/10.58230/edutech.v3i3.99

Keywords:

Insya’ Al-Muwajjah, Guided Composition, Arabic Writing Skills, Arabic Learning

Abstract

This study aims to improve the Arabic writing skills of grade VIII students through the Insya’ Al-Muwajjah (guided composition) method at Bajo Barat Integrated Islamic Junior High School, Luwu. This classroom action research, based on the Kemmis and McTaggart model, was conducted in two cycles involving eight female students. The study collected data through writing tests assessing four indicators (writing, word completion, word choice, and word arrangement) and field notes. The results showed that the mean score increased from 30.38 in the pre-cycle to 73.00 in Cycle I and 84.75 in Cycle II, with a class N-Gain of 0.78 (high). Learning mastery rose from 0% to 62.5% and finally 100%. Word arrangement showed the greatest gain but remained the weakest sub-skill. These findings indicate that guided composition, supported by model texts and structured substitution practice, effectively improves the writing skills of beginning Arabic learners.

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