This article examines two significant linguistic phenomena in Arabic: Ta'kid Al-Madh Bima Yusybih Al-Dzamm and Ta'kid Al-Dzamm Bima Yusybih Al-Madh. Both are rhetorical techniques that enrich the meaning of praise and insult, by presenting conflicting nuances. Ta'kid Al-Madh Bima Yusybih Al-Dzamm describes the way praise is conveyed by inserting elements that contain insults, creating irony and complexity in the message. For example, expressions that appear positive can contain deep innuendo. In contrast, Ta'kid Al-Dzamm Bima Yusybih Al-Madh shows how insults can be framed with nuances of praise, turning criticism into something more subtle and open to acceptance. The research method used by researchers in this research is a qualitative research approach with a descriptive method approach. This research used data collection by searching in journals and books as well as previous research literature related to this research. Through analysis of linguistic structures and examples from literary works and everyday conversations, this article aims to explain the emotional and social impact of both techniques. With a deeper understanding of Ta'kid Al-Madh and Ta'kid Al-Dzamm, readers are expected to be able to appreciate the uniqueness and complexity of the Arabic language as well as the rhetorical implications that exist in everyday communication.

Writing skills (maharah al-kitabah) are the highest of the four language skills. Writing is an activity that is related to the thinking process and expression skills in written form. Maharah Kitabah or also known as applied writing has a very important role in human life. Even in educational institutions, learning a foreign language is the main aim of writing skills. In general, writing skills have unique characteristics compared to other types of skills that have an impact on teaching methods. Therefore, every educator needs to look for effective writing teaching methods to improve student achievement. The most effective is the Total Physical Response method or known as Perfect Physical Response (TPR). In the 1960s, American psychologist James Asher developed the TPR method. This research uses a qualitative method, descriptive research type. In other words, this method provides comprehension practice through the use of physical drawing techniques during foreign language teaching at the initial level. This method has the following principles: First, teaching must reduce productive skills in language learning (spoken and written). Second, delay teaching speaking before the child's understanding has developed. Third, language skills acquired through hearing transfer to other skills (speaking, reading and writing). Fourth, teaching must emphasize the meaning of form.