Tarqiyat Mahārāt al-Imlā' al-'Arabī ladā al-Ṭullāb min Khilāl al-Imlā' al-Jārī: Baḥth Ijrā'ī Ṣaffī fī Ma'had al-Barakah al-Islāmī

Abstract

Writing is a complex and essential skill in Arabic language acquisition, with orthography (Imla’) serving as its fundamental pillar. However, students at Al-Barakah Islamic Boarding School encounter significant difficulties in spelling accuracy due to limited understanding of linguistic rules and conventional teaching methods. Preliminary data showed an average score of 65, falling below the minimum mastery criterion (KKM) of 70. This study aims to improve students' Arabic orthography skills through the implementation of the Running Dictation technique. The research employed Classroom Action Research (CAR) based on the Kemmis and Taggart model, consisting of four stages: planning, acting, observing, and reflecting. Data were collected through observation, interviews, documentation, and pre- and post-tests. The findings indicate that the Running Dictation technique was effectively implemented and significantly enhanced students' writing proficiency. This improvement is evidenced by the consistent rise in average scores across cycles: starting from 39.16 in the pre-cycle, increasing to 59.33 in Cycle I, 82.16 in Cycle II, and reaching 88.33 in Cycle III. The Running Dictation technique is an effective pedagogical tool for improving Arabic orthography skills in the Islamic boarding school context.