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This Author published in this journals
All Journal EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English ETERNAL(english, teaching, learning, and Research Journal) Ijaz Arabi Journal of Arabic Learning Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Indonesian Journal of Islamic Education Studies (IJIES) EduBasic Journal: Jurnal Pendidikan Dasar Jurnal Scientia English Language Education Reviews Darma Diksani: Jurnal Pengabdian Ilmu Pendidikan, Sosial, dan Humaniora Metathesis: Journal of English Language, Literature, and Teaching Indonesian Journal of Islamic Education Studies (IJIES)
Atin Kurniawati
UIN Raden Mas Said Surakarta
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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CAF Dimensions As Measures Of University Students’ Writing Proficiency In Arabic As A Foreign Language Syaifullah Syaifullah; Rumpoko Setyo Jatmiko; Malia Fransisca; Ahdiyat Mahendra; Atin Kurniawati; Cahya Edi Setyawan
Ijaz Arabi Journal of Arabic Learning Vol 9, No 2 (2026): Ijaz Arabi: Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v9i2.37691

Abstract

Writing in Arabic remains a persistent challenge for non-native university learners, primarily due to the interplay between structural limitations and affective barriers—an intersection that has received limited integrative investigation. This study aims to identify and analyze the main obstacles faced by students in Arabic academic writing using the CAF (Complexity, Accuracy, Fluency) framework, as conceptualized by Barrot and Agdeppa (2021), which serves as the primary analytical lens. A descriptive-qualitative approach was employed, involving textual analysis of student writing samples and thematic analysis of responses collected through a Google Form questionnaire. The findings reveal that students struggle to construct complex syntactic structures, maintain grammatical accuracy, and sustain coherent idea development. These three dimensions are interdependent and further exacerbated by psychological factors such as fear of making mistakes and low self-confidence. The study concludes that writing difficulties are not purely linguistic but are also shaped by affective and cognitive dimensions. Theoretically, this research contributes to a deeper understanding of the interrelationship between linguistic competence and psychological readiness in academic writing. Practically, the findings offer pedagogical implications for designing more integrative writing instruction that emphasizes syntactic exploration, functional grammar internalization, and the development of metacognitive strategies.
Co-Authors Ahdiyat Mahendra Anissatusholihah Anissatusholihah Apri Salwa Sasmita Rahmawati Arief Eko Priyo Atmojo Cahya Edi Setyawan Imroatus Solikhah Irwan Rohardiyanto Irwan Rohardiyanto Malia Fransisca Mia Febriana Nico Harared Rini Anggrainingsih Rumpoko Setyo Jatmiko Sujito Sujito Syaifullah Syaifullah Teguh Budiharso Zainal 'Arifin