Writing skill is a conspicuous language-related skill but many regard it as the most difficult skill to be practiced due to the involvement of complex and complicated thought processes. The success or failure of a student to write is often associated with a number of factors. This study has been conducted to evaluate the level of writing skill among students of Islamic Secondary Schools, to measure the difference of writing skills between SMKA and SMAN, to identify the most dominant factor that determine the mastery of writing, and to evaluate such factors’ interaction with student achievement. 184 form-three students were chosen to participate for the purpose of this study. This study used writing efficiency level test and Attitude Questionnaire instruments that contained 25 perception items to represent the five factors studied. Application of mean scale and t-test showed that there was no significant difference in the efficiency of writing between students from both types of school. Other than that, there was no link found between the studied factors except for the teacher factor. This study found that teacher factor is the most dominant one in determining the level of students’ efficiency in writing Arabic.
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