Problems and New Directions for Solutions in Arabic Writing Instruction for Non-Native Arabic-Speaking Children

Abstract

The teaching of Arabic script, also referred to as the Hijaiyyah letters, still requires particular attention. This study aims to describe the typology of problems encountered in Arabic writing instruction skills to non-Arab children, both in terms of internal and external factors, as well as the solutions that can be pursued to achieve effective Arabic writing instruction for non-Arab children. This study employs a qualitative approach using an analytical descriptive method. Data were collected through documentation and a literature review. The data obtained were analyzed using a deductive method. The results of this study indicate that the teaching of Arabic letters remains subject to various problems and difficulties experienced by students, ranging from the lowest educational level, such as early childhood education, to the highest level, such as university. The problems encountered include difficulties in writing the correct forms of letters in accordance with established concepts. This is because Arabic letters are written from right to left, which differs considerably from the conventional practice of writing Latin letters, compounded by the lack of attention from institutions such as Qur'anic learning centers (TPA) to introducing the importance of writing Arabic letters properly and correctly. Several efforts can be undertaken to minimize these problems, including implementing interactive and enjoyable teaching methods; utilizing and maximizing technology and instructional media; implementing collaborative learning as well as gradual and systematic approaches; integrating cultural contexts and Arabic-speaking environments; and, equally importantly, strengthening teachers' competencies and promoting continuous professional learning.