Developing an Instrument to Assess Writing Skills in Arabic as a Second Language: A Confirmatory Factor Analysis Approach

Lalu Agus Pujiartha (Institut Muslim Cendekia Sukabumi, Indonesia)
Apri Wardana Ritonga (As-Syifa College of Qur’anic Science Subang, Indonesia)
Ayu Desrani (Department of Educational Research and Evaluation, Yogyakarta State University, Indonesia)
Agus Supriatna (As-Syifa College of Qur’anic Science Subang, Indonesia)

Al-Ta'lim
Vol 32, No 2 (2025)

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.