<![CDATA[Tahfidz students generally devote a substantial portion of their study time to memorizing, listening to, and reciting the Qur’an, which may limit opportunities for structured Arabic writing practice (mahārah al-kitābah). This condition motivated the present classroom action research (CAR). The imlā’ manẓūr method was selected because it involves observing a written text, concealing it, and then reproducing it from memory. This procedure provides students with opportunities to recall written forms and reproduce them in writing. This study aimed to describe the implementation of the imlā’ manẓūr method in Arabic writing instruction and analyze changes in students’ writing skills over two action cycles. The study employed the Kemmis and McTaggart model, comprising planning, action, observation, and reflection. The participants were 13 Grade XII tahfidz students at MA Al-Wasilah Polewali. Data were collected through imlā’ writing tests and observation sheets, then analyzed using descriptive quantitative and qualitative approaches. The results showed that the mean Arabic writing score increased from 76.08 in Cycle I to 89.15 in Cycle II, representing a 17.18% increase. Classical learning mastery also rose from 53.85% to 76.92%, exceeding the predetermined success criterion of at least 75%. In addition, the teacher’s implementation of the instructional process improved from 60% to 100%, while student engagement increased from 50% to 100%. Observations also indicated improvemen]]>
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