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All Journal Al-Ta'lim Indonesian Journal of Arabic Education and Learning
Apri Wardana Ritonga
As-Syifa College of Qur’anic Science Subang, Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Developing an Instrument to Assess Writing Skills in Arabic as a Second Language: A Confirmatory Factor Analysis Approach Lalu Agus Pujiartha; Apri Wardana Ritonga; Ayu Desrani; Agus Supriatna
AT-TA'LIM Vol 32, No 2 (2025)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v32i2.937

Abstract

This study aims to develop an assessment instrument for Arabic writing skills as a second language using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). The instrument was developed based on the Oriondo and Antonio model, with a sample of 248 students who completed a writing test. Data were analyzed using R-Studio software for EFA, CFA, and descriptive statistics. The EFA results revealed one main factor, with eigenvalues and factor loadings above 0.6, indicating a consistent factor structure. In CFA, the four dimensions of writing skills (Ideas and Content, Structure and Organization, Style and Rhetoric, and Language and Grammar) showed excellent results, with factor loadings above 0.7 and adequate fit indices: RMSEA = 0.076, SRMR = 0.045, CFI = 0.922, and TLI = 0.906. Construct validity was reinforced with AVE = 0.669, composite reliability (rho_a) = 0.776, and Cronbach's Alpha of 0.961. Descriptive analysis showed an average writing skills score of 69.18, reflecting students' satisfactory writing ability. This study produces a valid and reliable instrument for assessing Arabic writing skills as a second language in higher education.
The Role of Arabic Situational Teaching for Spoken Arabic Proficiency: Case Study of Elementary School Students in Malang Apri Wardana Ritonga; Muhammad Yahya Abdullah; Handika Ahmad Nur Prasetyo
Indonesian Journal of Arabic Education and Learning Vol. 1 No. 1 (2025): August
Publisher : Pusat Penelitian dan Pengabdian Kepada Masyarakat

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Abstract

The problem of speaking Arabic (ESA) is often an important issue in teaching Arabic to students. The situational language teaching (SLT) approach is seen as being able to be a solution to this problem. This study aims to analyze the approach of SLT to improve the ESA skills of primary school students. This study uses a qualitative approach with a case study method at Daarul Ukhuwwah Qur’an Basic School, Malang. The research sample is 45 students and 3 teachers. Data was collected through observation, interview, and document study. Then analyzed using the theory of Miles and Huberman. The results of the study show that the SLT approach makes students involved in communicative situations that are similar to their daily lives, but in a more formal context and in accordance with ESA. Teachers can arrange situations that demand the use of formal Arabic, such as class discussions, presentations, or role-plays involving situations in school or other formal environments. The SLT approach is also a solution for improving the Arabic language skills of primary school students starting with istima’, kalam, qira’ah, and kitabah in the context of real situations in everyday life.
Co-Authors Agus Supriatna Ayu Desrani Handika Ahmad Nur Prasetyo Lalu Agus Pujiartha Muhammad Yahya Abdullah