Implementasi Expressive Writing untuk Mengembangkan Kemampuan Insya’ Mahasantri di Ma’had Aly Nurul Jadid Paiton Probolinggo

Abstract

This research is motivated by students' low fluency and confidence in writing Arabic (insha'), which is caused by rigid learning, limited vocabulary variation, and a lack of communicative writing in insha'. The purpose of this research is to describe the implementation of expressive writing in insya' learning, examine changes in students' writing skills, identify its advantages and obstacles, and formulate pedagogical patterns based on field data. The research uses a descriptive qualitative approach, conducted at Ma'had Aly Nurul Jadid Paiton Probolinggo. Data were collected through observation, in-depth interviews, documentation, and analysis of student writing portfolios. The informants in this study were six people, including two lecturers, two students in semesters 3-4, and two students in semesters 5-6. Data analysis was carried out through the stages of data reduction, data presentation, and conclusion drawing. The results showed that expressive writing was integrated with Husnul Isgho' based learning through the exploration of ideas, writing practices, reflection, collaborative correction, and revision. The activity was not just given a new name as pedagogical expressive writing, but was arranged as a pedagogical series that connects expressive idea development with linguistic reinforcement, feedback, and revision. The pedagogical expressive writing pattern is formulated based on repeated patterns observed in interviews, writing portfolios, and academic evaluations. Its main characteristic lies in the integration of idea development, language guidance, collaborative correction, and revision in insha' learning. The research concludes that this pattern can be one pedagogical alternative for insha' learning in the context of pesantren higher education.