Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal Journal of Arabic Education, Linguistics, and Literature Studies Al-Jawhar : Journal of Arabic Language Lisanul Arab: Journal of Arabic Learning and Teaching
Renti Yasmar
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Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Şu’ūbatu al-Kitābah al-Akādīmiyah Ladā Țulāb al-Lugah al-‘Arabiyah Renti Yasmar
JICALLS: Journal of Arabic Education, Linguistics, and Literature Studies Vol. 2 No. 1 (2024): Journal of Arabic Education, Linguistics, and Literature Studies
Publisher : KURAS Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/jicalls.v2i1.853

Abstract

This small survey examined the challenges of academic writing for Arabic language teaching students, Department of Arabic Language Teaching at Curup State Islamic University. This questionnaire aims to answer two questions: What academic writing difficulties do Arabic Language Education (PBA) students face, and what factors can cause these difficulties?. The subjects of this study were 20 Curup State Islamic University students in the program of Arabic Education. Two questionnaires were used to collect data for this study. Questionnaire 1 contains closed questions. Two people were asked to fill out similar questionnaires to support the quantitative data collected from the first questionnaire, most of which contained open-ended questions. The results showed that subjects tend to have similar difficulties in academic writing regardless of their previous educational context. The most common difficulties are related to the use of language and coherence. Other difficulties with writing are associated with own results and finding relevant topics and sources, including references and quotes. Another conclusion that can be drawn is that various factors can contribute to these difficulties. The main factors are lack of experience and prior knowledge of academic writing conventions and poor academic writing learning process for students.
Kebutuhan Model Pembelajaran Menulis Akademik Berbasis Higher Order Thinking Skills pada Mahasiswa Bahasa Arab Renti Yasmar; Fitriyana Azizah
Al-Jawhar : Journal of Arabic Language Vol 2 No 1 (2024): Al-Jawhar : Journal of Arabic Language, Volume 2 (Nomor 1), Juni 2024
Publisher : Diwan Media Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69493/ajoal.v2i1.44

Abstract

Academic writing skills are core competencies that must be mastered by students in facing the demands of the academic world. However, in the context of Arabic Language Education, special challenges arise in developing quality writing skills. This article aims to identify the need for a Higher Order Thinking Skills (HOTS)-based learning model in teaching academic writing for students of the Arabic Language Education study program. A thorough literature review was conducted to explore an understanding of the HOTS concept and learning models that have been proven effective in improving academic writing skills. This article also discusses the challenges faced by Arabic Language Education students in developing academic writing skills, as well as providing strategic recommendations for integrating HOTS into the writing learning process. Thus, this article seeks to contribute to the understanding of the importance of using learning models that encourage higher-order thinking in the teaching of academic writing to Arabic Language Education students.
The Effectiveness of Scaffolding Method in Improving Students' Arabic Essay Writing Competence Renti Yasmar; Rahadian Kurniawan
Lisanul Arab: Journal of Arabic Learning and Teaching Vol. 14 No. 2 (2025): Lisanul Arab
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/laa.v14i2.34317

Abstract

This study explores the effect of the Scaffolding Method to improve students' Arabic Essay Writing Competence. This study used an experimental strategy with a one-group pretest–posttest design in order to measure changes in performance within the same cohort. The results show that the students' writing skills have significantly improved from their initial assessment scores (68.50) to their final evaluation scores (85.75), with the latter showing a lower standard deviation, indicating greater consistency in performance. The paired samples test findings show a t-value of -8.358 with p < 0.001, which supports the difference's statistical significance. These discoveries affirm that scaffolding represents a beneficial pedagogical approach for enhancing students' essay writing skills, presenting a tangible resolution for the instruction of Arabic essay composition. Beyond statistical gains, the findings also highlight that the method helps students engage more actively in the learning process, fosters confidence in structuring ideas, and gradually reduces reliance on teacher guidance. Nevertheless, this study is limited by the small number of participants and its focus on a single program of study. Future research is recommended to involve larger and more diverse samples and to explore the effectiveness of scaffolding in various other educational contexts and text genres.
Co-Authors Fitriyana Azizah Rahadian Kurniawan