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This undergraduate thesis by Handayani, Mega (2018) examines the influence of students' interest in learning Arabic on their writing skills in Arabic at MTs Nurul Hidayah, a junior high school in Lampung, Indonesia. The study involves 30 students from grade VII in the academic year 2017/2018 who are enrolled in the Arabic language program. The researcher uses a quantitative method with a questionnaire and a writing test as the instruments of data collection. The results show that there is a significant positive correlation between students' interest in learning Arabic and their writing skills in Arabic.

The researcher explains that interest in learning Arabic is a psychological factor that affects students' motivation and attitude towards the language. Interest in learning Arabic can be influenced by various factors, such as the teacher's method, the curriculum, the learning environment, and the students' background. The researcher also reviews some previous studies on the relationship between interest in learning and writing skills in various languages.

Writing skills in Arabic are one of the main competencies that students are expected to achieve in the Arabic language program. Writing skills in Arabic involve the ability to produce texts that are coherent, cohesive, grammatically correct, and appropriate for the purpose and audience. Writing skills in Arabic also require the mastery of vocabulary, spelling, punctuation, and style. The researcher argues that writing skills in Arabic are important for students to communicate their ideas and opinions effectively and to develop their critical thinking and creativity.

The researcher uses a simple random sampling technique to select 30 students from grade VII as the sample of the study. The researcher administers a questionnaire to measure the students' interest in learning Arabic and a writing test to measure their writing skills in Arabic. The questionnaire consists of 20 statements that use a Likert scale from 1 (strongly disagree) to 5 (strongly agree). The writing test asks the students to write a descriptive text about their school in Arabic. The researcher uses a scoring rubric to assess the students' writing based on four aspects: content, organization, language use, and mechanics.

The researcher analyzes the data using descriptive statistics and inferential statistics. The descriptive statistics show the mean, standard deviation, minimum, and maximum scores of the students' interest in learning Arabic and their writing skills in Arabic. The inferential statistics use the Pearson product-moment correlation coefficient to test the hypothesis that there is a significant positive correlation between the two variables. The researcher sets the significance level at 0.05.

The results of the data analysis reveal that the students have a high interest in learning Arabic with a mean score of 4.13 and a standard deviation of 0.51. The students also have a moderate writing skill in Arabic with a mean score of 3.07 and a standard deviation of 0.69. The Pearson correlation coefficient shows that there is a significant positive correlation between the students' interest in learning Arabic and their writing skills in Arabic with a value of 0.63 and a p-value of 0.000.

The researcher concludes that the hypothesis is accepted and that there is a significant positive correlation between the students' interest in learning Arabic and their writing skills in Arabic. The researcher suggests that teachers should enhance the students' interest in learning Arabic by using various strategies, such as using authentic materials, providing feedback, creating a supportive atmosphere, and relating the language to the students' needs and goals. The researcher also recommends that further studies should explore other factors that may affect the students' writing skills in Arabic, such as their reading comprehension, their metacognitive awareness, and their cultural knowledge. 061ffe29dd