IMPROVING STUDENTS’ ARABIC COMPOSITION PERFORMANCE USING THE LISTING TECHNIQUE
Keywords:
Arabic Composition, Listing Technique, Educational ProgramAbstract
Several students experienced difficulties in generating ideas, constructing sentences, and developing coherent paragraphs, as reflected in the low initial average score of 56.36. This finding indicates that their Arabic writing skills were still limited and that they tended to rely on memorization rather than meaningful expression. This study aimed to examine the improvement of Arabic writing (Inshā’) skills among fifth-grade students at Rida Allah Boarding School, Perlabian Luar, through the implementation of the Listing Technique. The study employed an action-oriented approach in which students participated in structured listing activities conducted across two phases. The results demonstrated a consistent improvement in students’ writing performance. The average scores increased to 68.18 and 68.64 in the first phase, and subsequently to 77.27 and 84.18 in the second phase. Meanwhile, the proportion of students who achieved an adequate level of writing performance increased from 36% to 73%. These findings indicate that the Listing Technique can effectively support students in generating ideas, organizing them into coherent paragraphs, and using vocabulary appropriately. Therefore, the technique provides a practical approach to facilitating the development of Arabic writing skills, particularly for learners who initially experience difficulties in expressing and organizing their ideas.
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