Talqis NurdiantoZainal Abidin Hajib,Zainal Abidin HajibNoor Azizi bin Ismail2024-05-282024-05-2820192022-1-251256-1998890-19YES10.21111/lisanudhad.v6i2.3195https://ejournal.unida.gontor.ac.id/index.php/lisanu/article/view/3195https://oarep.usim.edu.my/handle/123456789/4303Jurnal Lisanudhad Vol. 06 No. 02, Desember 2019Arabic is a second language for the non-native, there were several methods for learning and teaching Arabic which different from the learning and teaching methods of first language. The difficulty of understanding Arabic listening, speaking, reading, and writing is not due to the language itself. Complete it, because every language in the world is difficult in its various capacities and may return to the method used. The way letters are written in Arabic is different in Latin with written spelling rules. The writing skill is one of the language production skills, and the production skill has the most difficulty of reception skills. This research aims to reveal and translate educational standards of writing skill in Arabic for non-native speakers in light of the common European reference framework for language education focused on the two levels (A1 and A2). The researcher dives deep into the sea of the European reference framework to extract a festival of writing skill levels for beginners by descriptive analytical method. The researcher collected information on the common European reference framework for language education and analyzes the general standards in Arabic language teaching by translating levels of writing skill. Several results were presented to us with a model of educational goals table, writing skill, that facilitates curriculum development in educational institutions. The curriculum that defines the method, means, and tests used in educational activitiesotherSkill, Writing, level, framework, EuropeArticle13662