Chapter 87

Improving Arabic Writing Skills

Jawlah Lughawiyyah: An Analysis

Wan Abdul Hayyi Wan Omar, Mohd Shahrizal Nasir,

Mohd Firdaus Yahaya and Zulazhan Ab. Halim

Abstract Since the 2000s, the efforts of the various parties offering learning Arabic
whether in schools, higher education institutions, and associations related to the
eld of language are seen growing. For example, the j-QAF program was intro-
duced to improve the quality of education to produce a skilled multilingual learner.
The main problem faced by the students in mastering the language is the failure to
master the vocabulary of the Arabic language as well as motivation factor and a
negative perception toward learning Arabic. To produce good writing, precise
vocabulary selection is vital in the delivery of a clear meaning. Moreover, the use of
the ve affective senses through activities outside the classroom which are relaxed,
structured, and fun can have a positive impact on the improvement of language
acquisition. So one alternative medium that is Jawlah Lughawiyyah concept of
language activities outside the classroom that implements the seven stages of lan-
guage learning have been conducted toward non-native speakers in Sekolah
Menengah Agama Sultan Zainal Abidin dan Sekolah Menengah Agama Khairiah,
Terengganu. The main objective of this study was to identify the level of students
writing skills before and after attending Jawlah Lughawiyyah activities. A total of
30 Form Four students from each school were randomly selected and some of them
have undergone this activity. The process of data collection through pre- and
posttest was conducted on a sample and was analyzed using qualitative methods:
Wikispaces and quantitative scoring rubric, t-test. The ndings showed that there

W.A.H.W. Omar (&)
M.S. Nasir
M.F. Yahaya
Z.Ab.Halim

Faculty of Languages and Communication, Universiti of Sultan
Zainal Abidin (UniSZA), Gong Badak Campus, Terengganu, Malaysia
e-mail: wahayyi@unisza.edu.my
M.S. Nasir
e-mail: mohdshahrizal@unisza.edu.my
M.F. Yahaya
e-mail: mohdrdaus@unisza.edu.my
Z.Ab.Halim
e-mail: zulazhan@unisza.edu.my

Springer Science+Business Media Singapore 2016 971

M.A. Abdullah et al. (eds.), Regional Conference on Science,
Technology and Social Sciences (RCSTSS 2014),
DOI 10.1007/978-981-10-1458-1_87
972 W.A.H.W. Omar et al.

were signicant improvements in writing skills from 14.3 % up to 17.5 %.

Therefore, this study suggests that a Jawlah Lughawiyyah activity was practiced in
the process of teaching and learning the Arabic language, particularly involving
non-native speaking students.

Keywords Arabic
Non-native speaker
Jawlah lughawiyyah
Writing skills

1 Introduction

Mastering foreign language is a sunnah practised by the Prophet Muhammad and it

can be seen from the hadith narrated by al-Amash of Thabit ibn Ubaid al-Ansari
from Zayd ibn Thabit And indeed the prophet Muhammad had commanded me to
learn the Syriac language (Muhammad bin Isa Abu Isa al-Tirmidhi, n.d.).
Language is the code that connects the ideas shared among certain group of people
who give meaning to the sound of words, gestures, and other symbols as to enable
them to communicate with each other (Lahey 1988). Diversity in languages has
made human language become interdependent in uplifting the quality of life. Allah
created human beings with various nations and languages so that people can learn
from each other and share the goal of life. Allah SWT has mentioned in the Quran
that says: And among the signs that prove the power of Allah and His wisdom is
the creation of the heavens and the earth, and the variations in your languages and
your colors. Surely, there are signs for those who reflect. (Quran, 30: 22).
Being procient in foreign languages especially Arabic language indeed is an
added value to the individual. Arabic has been recognized by Allah SWT as a
special language to the extent it is mentioned as the language of the Quran. The
beauty of the Arabic language has made itself signicant bringing the contents of
the Quran in such a beautiful manner. Thus, various parties have sought offering
Arabic language learning either in schools, tertiary institutions, organizations, or
associations related to the eld of language. Pondok institution which is among
the earliest institution in developing learning Arabic as part of the governments
initiative to introduce the j-QAF (Jawi, Quran, Arabic, and Fardh Ain) to primary
school students in Malaysia. It is seen as recognition to the importance of
improving the quality of education that involves mastering foreign language other
than mastering the native language (Jasmi 2002).
Arabic learning environment which involves the affective senses through outside
the classroom activities consolidate some teaching techniques which is more
relaxed, structured, interesting, nice to be heard, easy to learn, modern, and fun can
have a positive impact in increasing vocabulary and language acquisition. Hence,
non-native speaking students would be able to understand the content and form
their own perspectives in learning Arabic as an interesting learning process (Ghazali
et al. 2010; Ismail et al. 2011; Muhammad et al. 2013). With sufcient vocabulary
learning and the formation of an interesting perspective, it helps students to enhance
87 Improving Arabic Writing Skills Jawlah Lughawiyyah 973

their motivation and level of mastering the language skills, especially writing skills
(Hisham 2007).
Four language skills are important skills which need to be gradually learned in
enhancing other complex language skills. Listening skill is a basic and essential
skill learned by children in the early stages before reaching the ability to speak,
read, and write (Al-Madkur 1991; Hyslop and Ton 1988). However, through
continuous, systematic, and progressive exposure toward writing skills are among
the aspects that need to be addressed seriously in the process of learning the
language, but it has now become one of the effective methods of communication
(Roselan 2003; Yah et al. 2010). A student is able to produce arranged graphic
symbols through writing in a sequentially speech sentence which is formed through
the word meaning that was eventually discharged through the narration of events or
expression of feelings in writing in the form of text, notes, drafts, and printed
materials whether in long or short excerpts (Husin and Aziz 1997; Muhammad et al.
2013). The writing skill teaching and learning process is very challenging because it
is closely related with several other skills such as reading skill. Having adequate
vocabulary acquisition also affects the process of mastering writing skills involving
the ability to choose the right words and arrange in the correct order as to illustrate
the meaning expressed (Hassan 1993).
A study by Hisham (2007) has become the principal application for Jawlah
Lughawiyyah activities in the increase of levels of Arabic language skills among
non-native speaking students. Currently, Arabic learning in Malaysia only focuses
on activities in the classroom through traditional teaching approach which is more
teacher-centered. In this situation, students are given less opportunity to practice
what they have learned in their daily outside-classroom activities after learning
sessions (Azani et al. 2012; Ashinida 2012). Hence, the role of students as recip-
ients of the information need to be transformed as a diversied information seekers
through student-centered learning activities, so that more space can be provided in
exploring language skills peranan pelajar sebagai penerima maklumat perlu diubah
menjadi peneroka kepelbagaian maklumat menerusi aktiviti pembelajaran ber-
pusatkan pelajar agar ruang yang luas dapat disediakan dalam meneroka kemahiran
bahasa. The teacher should act as a facilitator in conducting teaching and learning
session (Mohd Feham and Mohd Firdaus 2011). This view is also supported by
Esah Sulaiman (2003) in Hassan and Rahman (2011), which suggests the same
approaches as described in Fig. 1.
Jawlah Lughawiyyah activities is language learning activities which is organized
into seven structured steps (Fig. 2), resulting from the combination of language-
learning techniques that have been tested for its effectiveness in improving the
Arabic language among non-native speaking students in particular involving
writing skills and vocabulary acquisition. This program combines self-learning
approach (student-centered learning), active learning, and group learning (study
group) which are jointly mobilized in implementing Jawlah Lughawiyyah activities.
The structure of the activities is based on the skills and outcomes that are aligned
974 W.A.H.W. Omar et al.

Information Information

Teacher Shifted to
Teacher/Facilitator

Student Student

Fig. 1 The changes in teachers role

Step 1: Identify students level of language

Step 2: Orientation and description of the tasks
Step 3: The collection of information relevant to the assignment (group activity)
Step 4: Sharing of information obtained from the assignment (group activity)
Step 5: Workshop/discussion of information gathered (individual activity)
Step 6: Writing essays related to accumulated information (individual activity)
Step 7: Presentation overall of Jawlah Lughawiyyah activities in Language Seminar

Fig. 2 Steps in Jawlah Lughawiyyah activities

with the learning objectives as proposed by Benjamin Blooms Taxonomy Bloom

in (1956). Bloom Taxonomy outlined three domains which include cognitive,
affective, and psychomotor. Cognitive domain is used to assess intellectual skills
through information retrieved, analysis and evaluation of information. The affective
domain is used to measure generic skills, appreciation, and use of the ve senses
that are applied through the involvement of students in the activities and discussions
in groups such as the visit, the feeling when touching the historical artifacts and so
on. Next-psychomotor domains are intended to strengthen the practical skills and
technical knowledge in the application of the results through the communication
training process, presentation, paper construction, teaching, and sharing the ndings
through audio and visual techniques (Aqilah et al. 2005).
This paper is produced involving Jawlah Lughawiyyah research program. This
study was conducted with the objectives as follows: (1) To introduce Jawlah
Lughawiyyah activities to students who studied Arabic at the secondary level and
(2) To identify students level of writing skills in Jawlah Lughawiyyah activities.

2 Methodology

This study was a eld study using quantitative approach. It was conducted at two
secondary schools, Sekolah Menengah Sultan Zainal Abidin and Sekolah
Menengah Agama Khairiah, Terengganu. The main objective of this study was to
identify the level of students writing skills before and after attending Jawlah
Lughawiyyah activities. A total of 30 Form Four students from each school were
87 Improving Arabic Writing Skills Jawlah Lughawiyyah 975

Fig. 3 The framework of the

research procedures STUDENT SELECTION

PRE TEST

JAWLAH LUGHAWIYYAH
Activities

POST TEST

DATA ANALYSIS

randomly selected, and some of them have undergone these activities. Students
were randomly selected involving two streams which are science stream and arts
stream. SMA Khairiah is an exclusive school for girl meanwhile SMASZAL is for
boy. To obtain the data, this study uses a pre- and posttest Jawlah Lughawiyyah
activities. Figure 3 illustrates the framework of the procedure.
After making the random sampling selection, all samples will occupy a pretest
for an hour to evaluate their performance in their early essays. The title of the essay
is concerned with the educational visits or rihlah ilmiyyah. After carrying out a
pretest, the sample will be participating in an educational visit to the State Museum.
The duration for the pretest and the educational visit is about a week. All measures
which begin after the selection of students to posttest are included in the execution
in Jawlah Lughawiyyah activities. The program consists of seven structured steps,
and all samples must undergo these steps. After going through all the steps in the
Jawlah Lughawiyyah activities, the sample will undergo a posttest for an hour.
Posttest questions require the sample to write an essay as similar as the pretest. The
tests are reviewed and scrutinized based on the scores achieved by each sample in
order to identify the writing skills among the samples of Jawlah Lughawiyyah. The
scoring rubric for this test was adapted from a scoring rubric of Wikispaces
(Writing for Social Education). Table 1 summarizes the scoring rubric for the
pretest and posttest. Students outcomes were analyzed through Wikispaces (Social
Writing for Education) and then analyzed by one-way ANOVA to see its signi-
cance using GraphPad Prism program.
976 W.A.H.W. Omar et al.

Table 1 Marking Rubrik for pretest and posttest

Level Description Marks (%)
5 Excellent Completes the task perfectly, all the content points are included 81100
Ideas organized effectively
Good use of linking devices
A wide range of structure and vocabulary
Language well-developed
Errors are very few, minimal and due to ambitious attempts at
complex language
Register and format appropriate
4 Very good All the content points are included 6180
Ideas organized clearly
Suitable use of linking devices
A good range of vocabulary and structures
Language accurate
Some errors due to attempts at complex language
Register and format mostly appropriate
3 Good All the content points are included 4160
Ideas organized adequately
Use of simple linking devices
An adequate range of structure and vocabulary
There are some errors but none that impede communication
A reasonable attempt at appropriate register and format
2 Average Communication of message not clear 2140
Very negative effect on the reader
Some content points required are omitted
There is irrelevant material
Structures and vocabulary are limited
Errors distract the reader and obscure communication
Register and format inconsistent or unsuccessful
1 Weak A very negative effect on the target reader 020
Irrelevance or omission of content points
Lack of organisation
Poor linking or no linking devices
Little evidence of language control
Narrow range of structure and vocabulary
Frequent errors obscure communication
No awareness of format or register

3 Result and Discussion

Pretest and posttest data were analyzed based on the scoring rubric as shown in
Table 1. The main components that were taken into account during the scoring
process were the idea, vocabulary, style, grammar, and writing format. Pretest data
showed that none of the students achieved the levels of excellent and very
good. The statistics also showed that only two high school students from SMA
Khairiah achieved the level of good. Eight high school students from SMA
Khairiah and twelve students from SMASZAL achieved the level of average, and
the remaining ve high school students from SMA Khairiah and three students of
87 Improving Arabic Writing Skills Jawlah Lughawiyyah 977

Table 2 The number of students in pretest and posttest

The number of students
SMA Khairiah SMASZAL
Marks Grade Pretest Posttest Pretest Posttest
81100 Excellent
6180 Very good 7 2
4160 Good 2 7 11
2140 Average 8 1 12 1
020 Weak 5 3 1
Total 15 15 15 15

SMASZAL attained the level of weak. Other data revealed that only two students
from SMASZAL, who were able to follow, seven students from SMA Khairiah, and
eleven students from SMASZAL have shown progress to good, and only one
student from each school attained average level.
As for the posttest, the data showed that no student attained the level of ex-
cellent and only one student from SMASZAL achieved weak level, and seven
high school students from SMA Khairiah attained very good level. Meanwhile,
only two students from SMASZAL successfully scored very good level. Seven
students from SMA Khairiah and eleven students from SMASZAL have seen rising
to the achievement of good, and only one high school student from SMASZAL
and Khairiah attained the average. The increasing performance in writing skills
can be seen as only one student who scored weak in the posttest. Table 2 shows
the number of students and the level achieved by them in the pretest and posttest.
Pretest and posttest data analysis in this study found that there was an increase in
all students who have attended Jawlah Lughawiyyah activities. This can be seen in
the Table 2 as there is a signicant reduction in the number of students weak
compared to the increase in students who scored good and very good.
Signicant difference of the mark was also found through the analysis carried
out. There are signicant differences between the achievement of students from
both SMA Khairiah and SMASZAL high school students in pretest and posttest.
Figure 4 shows that there is no signicant difference between the level of lan-
guage prociency among high school students from SMASZAL and Khairiah
conducted before and after the pretest and posttest. This indicates that Jawlah
Lughawiyyah activities are suitable for all high school students regardless of
gender.
It is very unlikely the increased language skills can be strengthened without
having a good command and clear vocabulary. Mastering vocabulary is the driving
force in the construction of phrases or even understanding the idea. Vocabulary
acquisition had been analyzed through writing, and a signicant increase in
vocabulary acquisition has been found among high school students from
SMASZAL and SMA Khairiah between the achievement in the pretest and posttest.
978 W.A.H.W. Omar et al.

Fig. 4 Marks differences

between schools

4 Conclusion

Jawlah Lughawiyyah activities is an alternative medium for educators, especially

those involved in the teaching of a foreign language or a second language. These
activities are believed to assist non-native students to improve writing skills and
vocabulary of the Arabic language. Students were seen to benet the acquisition of
new vocabulary in their essay writing during Jawlah Lughawiyyah activities.
Some of the activities contained in this program such as observations using the
ve senses, group discussion, sharing of information among partners, presentation
of the results of observation, and essay writing are some complementary compo-
nents in the acquisition of new vocabulary that can be utilized in improving the
writing skills of the students.
As has been explained that the Jawlah Lughawiyyah activities is not new lan-
guage education program in total, but it is a program that combines a number of
student-centered activities. The program is organized in a structured and systematic
way, so that the evaluation to be conducted can be done effectively in identifying
the level of language skills which are verbal and written communication skills. This
study is hoped to provide more opportunities that can be explored by other
researchers especially those involved in Arabic education focusing primarily on
improving the writing skills of the non-native speaking students. The implemen-
tation of these activities for adults and working adults need to be done directly as to
t its suitability so that it can be shared by new researchers.

Acknowledgments The study of Jawlah Lughawiyyah was conducted using Universiti Sultan
Zainal Abidin (UniSZA) Grant Fund, grant code: UniSZA/12/GU (016). The researchers
acknowledge Research and Innovation Management Centre (CRIM), UniSZA on the approval of
this research.
87 Improving Arabic Writing Skills Jawlah Lughawiyyah 979

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