Teachers' Strategies in Overcoming Difficulties in Writing Arabic for Grade VII MTsN 1 Students Makassar City

Abstract

As Arabic language educators, teachers play a strategic role in helping students overcome difficulties in writing Arabic (maharah al-kitabah), particularly among seventh-grade students at MTsN 1 Kota Makassar. Various writing difficulties arise due to limited mastery of hijaiyah letters, differences between the Arabic writing system and Indonesian, insufficient variation in teaching methods, and students’ educational backgrounds that generally lack prior exposure to Arabic. This study aims to describe teachers’ strategies in addressing difficulties in writing Arabic and to identify the contributing factors among seventh-grade students at MTsN 1 Kota Makassar. The research employs a descriptive qualitative method with a phenomenological approach, using observation, interviews with teachers and students, and documentation of teaching materials and students’ writing assessment results. The findings indicate that teachers implement dictation (imla’) strategies, gradual writing exercises from letters to sentences, intensive guidance, varied activities such as educational games, and motivational praise at the end of lessons to foster students’ interest and self-confidence. These strategies contribute to improving students’ motivation and Arabic writing skills, although additional strategies such as guided composition are still needed to make maharah al-kitabah instruction more varied and effective.