A Genre-Based Approach in Teaching Arabic Writing for Higher Education Learners

Alif Cahya Setiyadi; Azmi Zarkasyi; Mochammad Firdaus; Anhar Anhar; Luthfi Muhyiddin

doi:10.22219/jiz.v8i3.39938

Authors

Alif Cahya Setiyadi Universitas Darussalam Gontor, Indonesia
Azmi Zarkasyi Universitas Darussalam Gontor, Indonesia
Mochammad Firdaus Universitas Muhammadiyah Malang, Indonesia
Anhar Anhar Universitas Darussalam Gontor, Indonesia
Luthfi Muhyiddin University of Leizpig, Germany

DOI:

https://doi.org/10.22219/jiz.v8i3.39938

Keywords:

Genre-Based Approach, Arabic Writing, Higher Education, Writing Pedagogy, Grammar Instruction

Abstract

This article explored the role of genre-based grammar instruction in addressing these challenges and enhancing university students' ability to write effectively in Arabic. This research employed True Experimental Research with Post-test Only Group Design. The results of the study show that GBA has considerable impact on improving student writing outcomes. The statistical analysis showed that the experimental group outperformed the control group in writing test scores, with a significant mean difference of 1.25 in favor of the experimental group. Levene’s test indicated no significant difference in variances between groups. The results further demonstrate that the use of the Genre Based Approach has a significant impact on improving students’ writing performance.

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