Eduvest – Journal of Universal Studies

Volume X Number X, Month, Year

p- ISSN 2775-3735- e-ISSN 2775-3727

ARABIC LANGUAGE LEARNING SYNTAX IN MADRASAH

DINIYYAH TAKMILIYYAH

Asep Nuhdi
Sekolah Pascasarjana UIN Syarif Hidayatullah Jakarta
nuhdiasep@gmail.com
Maswani
Sekolah Pascasarjana UIN Syarif Hidayatullah Jakarta
maswani@uinjkt.ac.id

ABSTRACT
The development of Arabic teaching methods can be carried out by a creative and
innovative teacher who always pays attention to the principles of language teaching
and is able to collect ideas or ideas to mix from ordinary to extraordinary things. The
focus of this research is on the concept of developing language learning methods.
Arabic at Madrasah Dinoyyah Takmiliyyah is then applied in learning Arabic. This
research material was also expanded with the development of Arabic language
learning methods that had been carried out in Indonesia as a comparison between
theory and its realization in Indonesia. The research method in this research was the
type of research used, namely library research and field research. The use of this
approach is adapted to the main objectives of the research, namely to describe and
analyze the development of Arabic language learning methods and to be transformed
in Madrasah Diniyyah Takmiliyyah. The results and discussion are that if the purpose
of learning Arabic is to make students proficient in Arabic which is characterized by
mastery of the four language skills , then the methods and methods used must be
adapted to that purpose. At least to make students proficient in the four skills is to use
the syam'iyyah syafawiyyah method for listening and speaking. Also coupled with the
deliberation method. For reading skills is the qira'ah method. Meanwhile, writing skills
use imla techniques and drill/practice methods.

KEYWORDS Methods , Development of Arabic Teaching

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INTRODUCTION
Teaching is a profession that requires knowledge, skills, and precision,
demanding strategies, techniques, and patience to achieve competence and
professionalism. A learning process can become ineffective, even futile, or fail to
achieve its set goals if it lacks a solid foundation in methodology. In fact, the
application of an inappropriate method may even hinder the learning process.
Therefore, it is essential to fully and accurately understand the characteristics of a
method. To gain a better understanding of teaching methods, particularly in
Arabic language education, educators must be well-versed in methodology. In the
educational field, various methods or teaching techniques are used by educators,
with their application tailored to multiple factors such as the situation and
conditions during teaching activities, available facilities and resources, and other
elements that must align with the intended learning objectives. Educators certainly
aim to continuously improve their competencies to enhance learning quality and
create materials that are easy for students to comprehend. Furthermore, educators
hope that the learning process will go smoothly and be effective. In this context,
an educator must master teaching methods in their instruction.
The learning method is one of the approaches that educators use to
effectively convey lessons to students. This occurs through inductive interaction,
making the learning method essentially the way a teacher builds a connection with
students during the teaching process. Therefore, the learning method is one of the
tools that assists educators in creating a productive teaching and learning
environment. The term for "method" in Arabic is thariqah. In teaching, a method
represents a comprehensive plan for the orderly and systematic presentation of
material, based on a specific approach. An approach in learning can be viewed as
a guiding principle, involving various perspectives on the learning process,
generally referring to theories on how a process unfolds. These theories can
inspire, reinforce, and underpin learning methods within a certain theoretical
framework. If the approach is axiomatic, then the method is procedural, meaning
that within one approach, there can be multiple methods. Additionally, methods
may also be seen as approaches and techniques, and these three elements are
interdependent. The chosen approach will give rise to a method, and the method
will give rise to a technique. In Arabic, the term for approach is madkhal, and the
term for technique is uslub.
Etymologically, the term method comes from Greek, specifically the word
metodos, meaning way or path, and logos, meaning science. Semantically, a
method refers to knowledge that explores the ways or paths used to achieve a goal
effectively and efficiently.
A method is a comprehensive plan for systematically presenting language
material, ensuring all parts align and are based on specific approach assumptions.

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In other words, a method is a holistic way to present language systematically,

grounded in a particular approach. If the approach is axiomatic, the method
becomes procedural.
Arabic language experts define "method" as follows:
1. A comprehensive plan for the systematic presentation of language, based on a
specific approach.
2. The path taken by a teacher to convey lesson material to students.
3. A complete plan related to the orderly, non-conflicting presentation of subjects,
based on a particular approach.
4. A comprehensive program plan that is closely related to the orderly, non-
conflicting presentation of lesson material, based on a specific approach.
From these four definitions, we can conclude that "method" refers to a
systematic way or path followed to achieve a desired goal. After discussing some
commonly used approaches in language teaching, including Arabic, this section
will provide a brief overview of language teaching methods. (Rokhmatulloh, June
2017)
Stages in Developing Arabic Language Learning Methods:
1. Analysis
a. Performance Analysis
b. Needs Analysis
2. Design
a. Designing the development plan for Arabic language teaching methods
b. Designing learning tools that will support the successful execution of the
learning process
Methods for the Development of Arabic Language Learning:
1. Grammar and Translation Method
2. Direct Method
3. Aural-Oral Method
4. Communicative Method

RESEARCH METHOD

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In this research, the types of research methods used are library research
and field research. The use of these approaches is aligned with the main objective
of the study, which is to describe and analyze the development of Arabic language
teaching methods as applied in Madrasah Diniyyah Takmiliyyah. The library
research method is a type of qualitative research method where the research
location and setting are in libraries, documents, archives, and similar sources.
According to Nyoman Kutha Ratna, library research is a research method where
data collection is conducted through repositories of research results, such as
libraries. Qualitative research is based on the post-positivist philosophy and is
used to study the natural conditions of an object (as opposed to experimental
research), where the researcher serves as the key instrument. Descriptive research
is a systematic explanation of theories and research findings relevant to the
studied variables. In this qualitative approach, there is more focus on the process
rather than the outcome. Therefore, this research will focus on observing and
analyzing the concept of Arabic language teaching method development as
applied in Madrasah Diniyyah Takmiliyyah, with the expectation that the data
obtained will be more comprehensive and in-depth.

RESULT AND DISCUSSION

Madrasah Diniyyah Takmiliyyah (MDT) is a non-formal religious
educational institution that is deeply rooted in the community. It emerges from,
by, and for the community. The support, encouragement, and guidance provided
by the government towards this institution are facilitative in nature. This means
that the community still holds the authority to innovate and develop this
educational model. The government only provides general guidelines deemed
necessary for the development of Madrasah Diniyyah Takmiliyyah while
considering the unique and local strengths of each place where the institution
operates.
As part of religious education and the national education system,
Madrasah Diniyyah Takmiliyyah (MDT) serves as a key pillar in building the
nation by preparing future generations who possess religious knowledge, broad
insights, and adequate life skills, along with noble character achieved through a
deep understanding of Islamic teachings. The implementation of Government
Regulation No. 55 of 2007 on Religious Education represents the government's
commitment to working alongside the community to develop religious education.
This opens a broader path for the development and strengthening of religious
education led by the community through various programs focused on
empowerment, facilitation, and various types of support and assistance.
The implementation of Government Regulation No. 55 of 2007 on
Religious Education represents the government’s commitment to collaborating
with the community to develop religious education. This opens a wider path for

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the development and reinforcement of community-run religious education through

various programs, including empowerment, facilitation, and different forms of
support and assistance, as well as the decision of the Director General of Islamic
Education Number: 7131 of 2014 concerning the Revision of the Director General
of Islamic Education Decree No. 2347 of 2012 on the Guidelines for the
Administration of Madrasah Diniyyah Takmiliyyah.
This research focuses on Madrasah Diniyah Takmiliyah Awaliyah
(MDTA), which is a unit of non-formal Islamic religious education that provides
Islamic religious education as a supplement for elementary/Islamic elementary
school (SD/MI) level students or children of equivalent educational age. This
basic level is completed within four (4) years with a minimum of 18 study hours
per week. The implementation of MDTA aims to:
1. Provide students with basic skills so they can develop their lives as:
a) Muslims who have faith, are devout, perform good deeds, and exhibit good
morals;
b) Indonesian citizens with personality, self-confidence, and physical and
mental health.
2. Train students to have experiences, knowledge, worship skills, characteristics,
attitudes, and praiseworthy behaviors useful for their personal development.
3. Prepare students to continue Islamic religious education at the Madrasah
Diniyah Takmiliyah Wustha (MDTW) level.
The functions of MDTA are:
1. To provide Islamic religious education covering the Qur’an, Hadith, Aqidah,
Fiqh, Islamic History, Arabic, and self-development activities related to the
practice of Islamic teachings and the cultivation of good morals;
2. To meet the community's need for additional Islamic religious education,
especially for students studying at elementary/Islamic elementary school (SD/MI)
level or equivalent children who have not yet had the opportunity to attend formal
education;
3. To foster cooperative relationships with the parents of students and the
community;
4. To manage the administration and operations of non-formal religious education
and the library.
The curriculum structure is the general framework of the teaching program
provided at each level and stage of education in Madrasah Diniyah Tamiliyah,
which includes:

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1. A set of subjects offered at Madrasah Diniyah Tamiliyah along with the

frequency and time allocation per week;
2. Self-development programs and the cultivation of good morals in students. The

curriculum structure is as follows:

Problem Solving Stage 1

The primary and fundamental problem related to curriculum is

determining what teachers seek first when preparing to teach. Typically, they
search for a textbook and then ask the madrasa/school, especially the vice-
principal of curriculum, "Which Arabic language book is used here?" However,
the question should be, "Which curriculum is used by this madrasa/school?"
because the curriculum is the umbrella and reference in teaching.
Why is the curriculum the first thing to be sought when preparing to
teach? This is because the curriculum contains the orientation and objectives for
learning Arabic. If teachers do not refer to or study the curriculum, they may
revert to their previous experience in learning Arabic. Clearly, the orientation and
objectives for learning Arabic under the 2013 curriculum differ from previous
curricula. With different orientations and objectives, the materials, methods, and
ways of delivering instruction will also differ.
Problem Solving Stage 2
This second problem still relates to Arabic language teachers. What is the
issue with teachers? Why focus on them? Teachers are the primary factor in the
success of learning. The development of approaches and methods in Arabic
language teaching progresses rapidly. As part of the social sciences, Arabic
language instruction follows the evolution of sociology and technology. We must
avoid a scenario where the Arabic curriculum has changed—its orientation and
objectives have evolved—yet Arabic teachers have not adjusted to these changes.

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The solution to this problem is for Arabic teachers to update their

knowledge and experience in Arabic language instruction. How? This can be
achieved through participation in training and workshops related to approaches,
methods, strategies, and techniques in teaching Arabic.
Problem Solving Stage 3
Another issue is that some teachers find it difficult to change their teaching
style and delivery methods in teaching Arabic. A common approach involves the
teacher reading and translating while students listen and take notes on the
translation, continuing this way until the end of the lesson. Another popular
method in Arabic teaching is lecture-based and grammar-translation.
As previously explained, the objectives of learning Arabic should guide
the selection of approaches, methods, strategies, and techniques used in teaching.
If the objective of Arabic learning is to make students proficient in Arabic, as
demonstrated by mastery of the four language skills, the approach and methods
used should align with this goal. A lecture and grammar-translation method alone
will not suffice. Teachers must choose additional methods, as one method alone is
insufficient since each has its strengths and weaknesses. To compensate for one
method’s weaknesses, another method’s strengths can be utilized. To help
students gain proficiency in the four language skills, a combination of the
sam’iyyah syafawiyyah method for listening and speaking, supplemented by the
mubasyarah method, is recommended. For reading skills, the qira’ah method is
effective, while for writing skills, using the imla technique and drill/practice
method is suggested.
From this overview, it is clear that students cannot achieve the desired
learning objectives without the teacher’s precision in selecting appropriate
methods. The lecture and grammar-translation methods can be used in teaching
depending on the core theme, such as understanding Arabic grammar and
comprehending Arabic texts for intermediate and advanced levels. However, these
two methods should be complemented by other methods, such as the *qira’ah*
method for text comprehension and other suitable approaches.
Syntax in Arabic Language Learning

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PBL PJBL
Problem Based Learning Project Based Learning
1) Orinetasi Masalah 1. Pertanyaan
2) Mengorganisasikan mendasar
siswa belajar 2. Mendesain
3) Membimbing Perencanaan produk
Penyelidikan 3. Menyusun jadwal
4) Mengembangkan penyelidikan
hasilkarya 4. Monitor keaktifan
5) Menganalisis dan dan perkembangan
Mengevaluasi proses proyek
pemecahan masalah 5. Menguji hasil
6. Evaluasi pengalaman
belajar
Discovery Learning Inquiry Learing
( Memecahkan Masalah ) ( Penemuan )
1. Pemberian 1. Orientasi masalah
Rangsangan ( 2. Pengumpulan data
stimulation ) 3. Pengumpulan data
2. Problem Statement melalui eksperimen
3. Data Collection 4. Pengorganisasian
4. Pengolahan data dan formulasi
5. Pembuktian ( eksplanasi
verification ) 5. Analisis Proses
6. Menarik Kesimpulan (
generalization )

Syntax of the Problem-Based Learning (PBL) Model

1. Explain Problem Orientation
In this stage, the teacher first provides an understanding and explanation of the
learning objectives. This is done to foster students' motivation, especially in the
learning process using Problem-Based Learning (PBL) lesson plans.
Example of learning objectives for the theme of Taaruf:

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2. Organize the Students

At this stage of the Problem-Based Learning (PBL) syntax, the teacher
organizes students into a structured learning system by assigning tasks after
determining the topic and providing explanations on the process, including
instructions on how to work on the tasks. This ensures that the outcomes align
with the desired objectives.

3. Guide the Investigation

At this stage, the teacher provides guidance to both individuals and groups
to help students find appropriate sources or references. These sources should be

relevant to the issues or problems they are currently addressing.

4. Developing the Work

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At this stage, students receive assistance from the teacher, particularly in

preparing the results of the problem-solving process. These results are then
organized into a report. The final report, which may include documentation,
recordings, and supporting theories, will later be submitted to the teacher.

5. Conducting Analysis and Evaluation

In the Problem-Based Learning model, the teacher then asks students to
reflect on and evaluate the results they have obtained. This is done from both the
process and method perspectives, and therefore it must be carried out
systematically.

Syntax of the Project-Based Learning Model

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The characteristics of project-based learning include:

1) Focused on the learners or students (student-oriented)
2) Based on projects in the learning process
3) Develops active participation from students
4) Fosters initiative and independence in students
5) Trains collaboration and responsibility for accessing and managing information
to find solutions
6) Trains critical thinking and creativity in students
7) Evaluation is carried out periodically as students reflect on their progress
8) The learning project results in a clear product or output
9) The facilitator accompanies students throughout the learning process

Syntax of the Inquiry Learning Model

Several steps in the inquiry learning process include:
1. Students propose or formulate their own questions.
2. Investigating a subject in various situations.
3. Students analyze and provide descriptions of their findings.
4. Presenting the findings either orally or in writing.
5. The evaluation process. Students reflect on the information and knowledge
gained.
Syntax of the Discovery Learning Model
Discovery learning integrates five principles in its application, including:
1. Problem-Solving
The coach, instructor, or teacher guides and motivates students to find
solutions by combining available information, which is then simplified. This step
encourages students to become more active in learning activities and enhances
their independent learning experience. Students are trained through activities like
problem-solving or investigation.
2. Learning Management Follows the Student

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Instructors must allow students to work independently or with others. In

discovery learning, students learn at their own pace. Additionally, the flexibility in
learning makes it enjoyable. Students will not feel stressed or pressured to follow
the pace of others.
3. Integrating and Connecting
Instructors must possess teaching skills. Discovery learning is a teaching
method that emphasizes how instructors can combine students' existing
knowledge with new knowledge, and give them opportunities to connect to the
real world. Students are trained to connect the information they have with new
knowledge or learning theories, enhancing their problem-solving skills and
enabling them to find solutions independently.
4. Analysis and Interpretation of Information
Discovery learning is process-oriented and based on the assumption that
learning is not just a collection of facts. The strategies in this learning model
stress that students learn to analyze and interpret the information or concepts they
acquire, rather than memorizing answers or instructional material from various
sources.
5. Failure and Feedback
Learning does not only occur when the correct answer is found. Students
can also learn from failure. Discovery learning does not focus solely on reaching
the right end result but on the new things that can be discovered during the
process. Furthermore, instructors are responsible for providing feedback on the
information gathered throughout the learning process.

CONCLUSION
A communicative learning method can develop both internal and external
abilities, which not only enhances cognitive aspects but also affects the affective
and psychomotor domains. It can influence the environment with positive and
constructive values, so the results of the learning process can be optimal and
reliable.
Thus, with a good Arabic language learning method, it will lead to good
results as well. To achieve the desired outcome optimally, in accordance with the
set goals, it means that the method in learning will affect all forms of activities
carried out by students. Therefore, the learning process determines the attitudes
and changes that occur, particularly in achieving targets and goals towards perfect
success, resulting in civilized and moral individuals.

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