Application of Short Card Method in Teaching Compositions in the Intensive Education Program
AbstractIn many Islamic education contexts, teaching Arabic composition poses pedagogical challenges due to students’ limited exposure to structured writing and syntactic complexity. This study aims to examine the application and pedagogical impact of the Short Card Method as an instructional tool for improving Arabic writing skills within an intensive education program. Using a qualitative case study design, the research was conducted through class observations, student writing analysis, and interviews with learners and instructors. The data were analyzed thematically using the Miles and Huberman model to identify key patterns in learning behavior, grammatical development, and engagement dynamics. The findings demonstrate that the Short Card Method significantly enhances students' grammatical accuracy, fosters cognitive engagement, and improves coherence in written compositions. By incorporating color-coded, manipulable sentence and paragraph components, the method allows students to visualize syntactic relationships and logically organize ideas before writing. These outcomes suggest that low-tech, visual-based learning tools can effectively support Arabic writing instruction when combined with constructivist learning principles. The study contributes an innovative, student-centered approach to teaching composition that is adaptable to faith-based and resource-constrained learning environments.
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