EFFECTS OF TEACHER’S SUPPORTIVE APPROACH IN TEACHING ARABIC WRITING SKILLS ON STUDENT WRITING PERFORMANCE

Abstract

Arabic writing skill is a difficult skill to master. Mastery of this skill does not only depend on talent but is also influenced by continuous practice and a supportive teacher. Hence, this study investigated the effect of a teacher's supportive approach to the writing process on students' performance. The One-Group Pretest-Posttest Design was used in this study. A total of 32 students were selected as the study sample. The teacher supported them in Arabic writing through the five steps: pre-writing, drafting, revising, editing and publishing for over ten weeks. The research instrument was a performance test consisting of two essay questions and a teaching lesson plan. Descriptive and inferential statistics analyzed data through paired-sample t-test and effect size were conducted to determine the difference in the student’s performance before and after following the teaching and learning using the five-step approach. The findings show significant differences in students’ performance in Arabic writing between the pretest and posttest for overall marks in essay writing and various aspects of essay writing such as vocabulary, grammar, language style and text organisation. This study makes it abundantly evident that the teacher’s support of students during the writing process is crucial to help them overcome essay-writing challenges and consequently improve their proficiency in all aspects of Arabic writing.