PENGGUNAAN STRATEGI GUIDED WRITING UNTUK MENINGKATAN KEMAMPUAN MENULIS BAHASA ARAB SISWA MTs. RIYADLUSSHIBYAN LENDANGRE LOMBOK BARAT TAHUN AJARAN 2025/2026

Rawdatul, Isnaini (2026) PENGGUNAAN STRATEGI GUIDED WRITING UNTUK MENINGKATAN KEMAMPUAN MENULIS BAHASA ARAB SISWA MTs. RIYADLUSSHIBYAN LENDANGRE LOMBOK BARAT TAHUN AJARAN 2025/2026. undergraduate thesis, Universitas Muhammadiyah Mataram.

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Abstract

Arabic writing (kitābah) is a fundamental language skill that requires learners to integrate vocabulary, grammar, and text organization to communicate ideas effectively. However, many students experience difficulties in producing accurate and coherent written texts due to limited linguistic competence and insufficient instructional support. Guided Writing has been recognized as a learner-centred instructional strategy that provides structured scaffolding throughout the writing process, thereby facilitating the development of writing proficiency. This study aimed to examine the effectiveness of the Guided Writing strategy in improving the Arabic writing skills of students at MTs Riyadlusshibyan Lendangre, West Lombok. A quantitative experimental approach employing a Pre-Experimental One-Group Pretest–Posttest Design was adopted. Students’ writing performance was assessed before and after the intervention, and the data were analysed using a paired-samples t-test and N-Gain analysis. The findings indicate that the Guided Writing strategy significantly improved students’ Arabic writing proficiency, as evidenced by the paired-samples t-test results (p < 0.001). The strategy effectively supported students through systematic instructional scaffolding, including model texts, writing outlines, vocabulary (mufradāt) support, explicit instruction in naḥw and ṣarf, and continuous formative feedback during the writing process. Consequently, students demonstrated greater accuracy in sentence construction, improved grammatical competence, enhanced coherence and cohesion, and more systematic organization of ideas. The N-Gain score of 0.6371 indicates a moderate level of learning improvement, confirming the instructional effectiveness of the intervention. The study concludes that Guided Writing is an effective pedagogical approach for teaching kitābah, as it promotes meaningful, structured, and scaffolded learning experiences that substantially enhance students’ Arabic writing proficiency.

Item Type:

Thesis (undergraduate)

Contributors: