Affiliation:
1. Assistant Professor, Faculty of Major Language Studies (FPBU), University Sains Islam Malaysia (USIM), 71800 Nilai, Bandar Baru Nilai, Negeri Sembilan
2. Assistant Professor, Islamic University Minnesota 8201 Park Ave South Bloomington, MN 55420.
Abstract
The purpose of this article is to report a quasi-experimental research on Arabic writing skills AWS for the
trainee teachers. The effect of complementary approach CA on achievements of AWS for grade one
Arabic as a Second Language students was investigated. The null hypothesis (Ho); there is no signicant difference at 0.05
between students' achievements in the experimental cluster and students' achievements in the control cluster when CA is used
to teach AWS was tested. The Randomized Solomon Four Group Design n=100 was used. Different statistical measures were
applied to analyze the data including averages, standard deviations, degrees of freedom and independent t-tests. The
ndings yielded the rejection of the null hypothesis (Ho) of no signicant difference between clusters' means when CA is used to
teach AWS for the sample in question at: 1-2 =19.04, t=5.223, df (48)=.000, α2, p <.05. The alternative hypothesis (Ha) was
accepted due to the following data abstractions: integrated reading and orthography: 1-2 =11.12, t=3.955, df (48)=.000, α2, p
<.05; integrated reading and essay writing: 1-2 =31.24, t=5.630, df (48)=.000, α2, p <.05; integrated listening and summary
writing: 1-2 =-6.461, t=-1.246, df (48)= .220, α2, p >.05 and integrated speaking and report writing: 1-2 =40.44, t=7.823, df
(48)=.000, α2, p <.05. Other than the CA strategy of integrated listening and summary writing which yielded insignicant
effects, the rest of the selected CA strategies positively inuenced AWS variables in question. These ndings can be interpreted
in a number of implications, including building integrative AWS curricula for the purpose of Arabic writing benchmarking and
standardization. They are also applicable in terms of predicting and controlling of relevant Arabic linguistic variables for
different research and practical purposes. The signicance of these ndings is also feasible with the contemporary scientic
call for the diversication of communication andragogy.
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