Enhancing Arabic Writing Skills Through the Genre-Based Approach in Senior High School
Keywords:
Arabic Writing Skills, Genre-Based Approach, Senior High School, Menulis Bahasa Arab, Sekolah Menengah Atas
Abstract
Arabic writing skills require systematic and progressive learning with clear stages like concept building, modeling, and practice. However, previous studies have often overlooked the importance of combining structured learning models with contextual themes in improving writing proficiency. Addressing this gap, the present study is going to investigate the application of the Genre-Based Approach using the Teaching Learning Cycles Model in Arabic writing instruction. The study is based upon the theme of Travel. The target population is 32 students. A qualitative approach with a descriptive method was used, whereby data were collected through classroom observation, assignments, tests, FGD, and documentation. Data were analyzed using descriptive analysis techniques. The results show that the GBA with the TLC Model provide gradual learning, through the introduction of concepts, modeling, and practice activities in group and individual settings. It also integrated the 4C skills of 21st-century learning: critical thinking, communication, collaboration, and creativity. Students' learning mastery increased from 39.72% to 87.19% with a mean increase from 60.28 to 81.67 after the intervention. The learning process was also rated positively by observers. This study concludes that GBA with the TLC Model is effective in improving Arabic writing skills through structured, contextual, and collaborative learning experiences.
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Jan, Q., Ullah, S., Haq, B. U., & Xie, Y. (2023). Religion, politics and science education in Pakistan: Analysis of Islamisation of science textbooks in tribal districts. HTS Teologiese Studies / Theological Studies, 79(1). https://doi.org/10.4102/hts.v79i1.8151
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Latif, M. M. M. A., Alghizzi, T. M., & ... (2024). The impact of genre-based instruction on Saudi university students’ English writing performance and motivation: a mixed-method study. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2024.1387009
Link, S., Redmon, R., Shamsi, Y., & Hagan, M. (2024). Generating Genre-Based Automatic Feedback on English for Research Publication Purposes. CALICO Journal, 41(3), 319–346. https://doi.org/10.1558/cj.26273
Liu, C., & Chen, M. (2022). A genre-based approach in the secondary school English writing class: Voices from student-teachers in the teaching practicum. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.992360
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Published
2024-12-14
How to Cite
Ashari, M. Y., Huda, M. M., & Mahfudhoh, R. (2024). Enhancing Arabic Writing Skills Through the Genre-Based Approach in Senior High School. Journal of Arabic Language Teaching, 4(2), 121 - 134. https://doi.org/https://doi.org/10.35719/arkhas.v4i2.2137
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Articles
This work is licensed under a Creative Commons Attribution 4.0 International License.
