[EN] Effects of Differentiated Teaching Approaches on Mastery of Writing Skills in Year 4 Arabic Language

Abstract

Differentiated Teaching is a teaching approach that takes into account the uniqueness of student profiles born from race, background, culture, language, religion, socioeconomics and experience to achieve the learning objectives in the teacher's teaching plan. The most common problems encountered in the process of learning Arabic, especially writing skills, are mistakes in writing letters, words (sentences), phrases (contents) and composing sentences. This study aims to see the effect of the Differentiated Teaching Approaches on the mastery of Arabic writing skills in Kota Belud, Sabah. This study employs a quasi-experimental quantitative research method conducted on 38 Year 4 students consisting of 20 students for the control group and 18 students for the treatment group. The data obtained from the pre-test and posttest were analyzed using the statistic non-parametric Wilcoxon signed rank test. The results of non-parametric statistical tests show that there is a significant difference for the treatment group in the pre-test and post-test. The findings of the study prove that there is a large or high treatment effect in the mastery of Year 4 Arabic writing skills against the treatment group in the post-test compared to the pre-test. Therefore, the researcher suggests that this study be a guide and empirical evidence that the Different Teaching Approach has a high impact on the level of student mastery in writing skills and proves that students can improve interaction and involvement in class better. Thus changing the perception of students towards Arabic subjects which have been considered difficult to learn. This study can convince teachers to be more creative and innovative in producing teaching aids that celebrate the diversity of students.