PENGARUH PENGGUNAAN METODE ESAI TERHADAP PENINGKATAN KETERAMPILAN MENULIS (MAHARAH KITABAH) MAHASISWA PROGRAM STUDI PENDIDIKAN BAHASA ARAB UNIVERSITAS ISLAM MALANG

Abstract

Abstract
Writing is the most complex skill in Arabic language acquisition, yet students of the Arabic Language Education Study Program at Universitas Islam Malang still struggle to produce structured essays—particularly in vocabulary richness, sentence accuracy, and logical organization—since conventional lecture-based instruction leaves little room for process-oriented writing practice. This study examines the implementation of the essay method and its effect on students' Arabic writing skills compared to conventional instruction. Using a quantitative quasi-experimental pretest-posttest control group design, seventh-semester students of the 2023/2024 cohort served as the experimental class (n = 7) and first-semester students of the 2025/2026 cohort as the control class (n = 10). The experimental class underwent three stages—planning, drafting, and revision—while the control class received conventional instruction. Data were analyzed using descriptive statistics, Shapiro-Wilk, Levene's test, Paired Sample T-Test, and Independent Sample T-Test (SPSS 25). The experimental class's mean score rose significantly from 57.86 to 84.00 (Sig. = 0.043 < 0.05), versus a modest rise from 59.80 to 71.40 in the control class; the Independent Sample T-Test confirmed a significant difference favoring the experimental class (Sig. = 0.011 < 0.05, mean difference = 12.60). The essay method is thus significantly more effective than conventional instruction and should be integrated into the RPS, with lecturers shifting toward a facilitator role.
Keywords: essay method, Arabic writing skills, quasi-experimental; planning-drafting-revision, Arabic Language Education