Implementing Problem based Learning Method in Teaching

Arabic Syntax

Nur Qomari

and Khafid Roziki

Fakultas Humaniora UIN Maulana Malik Ibrahim Malang

Keywords: Problem based learning, Teaching Arabic, Syntax

Abstract:

The low ability of students to understand Arabic grammar requires the right learning method

given the limited time of the study. Problem-based learning as an alternative method used by

language and Arabic lecturers in teaching Arabic grammar especially syntax has provided a

solution for students who have difficulty. The method used in this study is qualitative, with a type

of case study research. Case study research has the characteristics of investigating phenomena in

real-life contexts and carried out on ongoing events or symptoms. The results of this study

indicate that the PBL Method is applied to understand Arabic grammar that is familiar to students

such as mubtadak, khobar, fail, Naibul fail, kaana wa akhowatuha, Inna wa akhowatuha. In

addition, in order to understand these materials students feel easy and even more varied in

finding the forms and models of Arabic language expressions that have the structure of the

mubtadak khobar, fiil fail, you are familiar with, and broken and so on, because students can

explore their own abilities through the problem given by the lecturer to be solved.

1 INTRODUCTION

Nahwu in Arabic is like a key which if someone has

held the key, he will easily open the doors of

knowledge related to Arabic such as the

interpretation of al Quran, hadith interpretation or

theology and Sufism which speak Arabic directly.

Therefore learning from the Department of Arabic

Language and Literature must be marketed and not

enough for just one semester but will continue for up

to three semesters.But in reality, not all graduates or

students of Arabic language and literature of UIN

Maulana Malik Ibrahim Malang can understand the

nahwu materials that have been taught by the

lecturers in the class. This is evident when they

tested their nahwu ability on a comprehensive

examination (the exam held before the thesis exam),

the average student was very minimal in

understanding his knowledge and could not even

identify the basic structure in the Arabic language.

Like the khobar mubtadak structure, fiil fail, kaana

wa akhowatuha, inna wa akhowatuha and other.

Even though the lecturers have applied methods that

are in accordance with the character of learning

Arabic grammar, such as the problem-based learning

method, especially on materials that can indeed be

applied with that method. However

This research will contribute to the accuracy of

the use of Arabic grammar learning methods

(Nahwu). Considering the importance of this course

for students who are engaged in Arabic language

and literature. In addition, it will also help lecturers

to evaluate learning so far.

2 LITERATURE REVIEW

Method of Problem based Learning methods are all

things contained in each teaching process, both for

teaching mathematics, art, sports, natural sciences

and so on. In other words, methods are general

systematics for the selection, preparation, and

presentation of linguistic material (Abdul Hamid:

2012: 2). Problem - based learning is a learning

approach that directs students to become

independent learners who are actively involved in

group problems. PBL leads to solving a problem in

real life that students might face using "problem-

648

Qomari, N. and Roziki, K.

Implementing Problem based Learning Method in Teaching Arabic Syntax.

DOI: 10.5220/0009913806480651

In Proceedings of the 1st International Conference on Recent Innovations (ICRI 2018), pages 648-651

ISBN: 978-989-758-458-9

solving" skills. This learning model is usually in the

form of a project to be completed by a group of

students who must work together. (Ahmad Fuad

Effendy: 2012: 213)

The steps to implement PBL-based nahwu

learning according to Effendi (2012: 214) are as

follows

1. Students are given a problem or a puzzle of

nahwu.

2. In small groups, students discuss the problem

using the knowledge they already have and do what

needs to be known. This section includes making

problem statements and making hypotheses.

3. Then students look for data about things that are

needed or information that does not yet exist.

4. Students reunite with their groups to report what

they have learned.

5. These steps will repeat several times, discuss, find

information, report to the group, discuss again until

the group gets the solution.

The final activity is the closing discussion activity,

namely if the information they learn and the process

has arrived at a solution.

Nahwu is a science which discusses an

arrangement of words and anything related to

tarakib (arrangement of words or sentences) and this

study studies the relationship between several words

in a sentence and also discusses the relationship

between several sentences in an expression. (Ratib

Qosim Asyur: 2010: 203). While the equivalent of

the word "Nahwu" is Syntax. Syntax according to

Henry Thunder Tarigan is one of the grammatical

branches that examines sentence structures, clauses,

and phrases. (Henry Guntur Tarigan: 2009: 4).In

Arabic syntactic learning, there are several

differences between groups that agree on nahwu

learning separately from language and group skills

which agree on nahwu learning which cannot be

separated from learning language skills. But in this

paper, the adviser will present opinions that agree on

nahwu learning separately from learning other

language skills. This is because it is in accordance

with the topic of discussion in this paper.

Among the reasons for groups that agree with

Nahdlat taught separately are:

1. Because Nahwu's grammar can actually help us to

uncover mistakes in order to avoid them when

speaking and writing.

2. Because actually imitating Arabic fushah from the

surrounding environment at this time did not get a

chance because the Arabic language had dominated

even at the time of Arabic language lessons.

3. Nahwu's grammar can educate students to be able

to think logically, be detailed, be strong in

judgments, and conduct research and are skilled in

concluding.4. In fact, the difficulty of understanding

the nahwu grammar is based on the characteristics of

the school curriculum, teaching methods, and exam

models. Not because of the essence of nahwu itself.

3 METHODS

The approach used in this study is a qualitative

approach, with a type of case study research. Case

study research has the characteristics of

investigating phenomena in real-life contexts and

carried out on ongoing events or symptoms and not

events or symptoms that have been completed (ex-

post facto) by emphasizing the depth of analysis in

certain specific cases. This research was conducted

at the Arabic Language and Literature Department

of Maulana Malik Ibrahim UIN Malang. He chose

the Arabic Language and Literature department of

Maliki UIN Malang as the object of research

because the BSA Department of the Humanities

Faculty of Malin Malang UIN was considered new

in Nahwu's learning process using the PBL method.

In this study, the researcher acts as the main

instrument, namely as an observer, and at the same

time as a data collector. As an observer, researchers

observe learning activities in the classroom that

apply the PBL method in the learning process. As an

interviewer, researchers interviewed students who

were taught using the PBL method in classroom

learning, BSA department chair and BSA students

and related parties to explore data and find out their

opinions related to the implementation of PBL in

Nahwu's learning BSA department Maliki UIN

Malang.

Primary data is obtained and collected directly

from informants through observations, field notes,

and interviews with students taught by Nahdlatul

Ulama using the PBL method in the class, BSA

department chairman and other relevant parties.

Secondary data, namely data collected, processed

and presented by other parties, usually in the form of

publications or journals. This study uses interview

techniques, observation, and documentation in data

collection.

4 DISCUSSION

Problem-based learning in teaching mubtadak

involves students in finding the position of

mubtadak in each sentence given by the lecturer.

With this method students can understand mubtadak

without having to memorize the definition. In

Implementing Problem based Learning Method in Teaching Arabic Syntax

649

khobar learning by using this method, students are

told to identify khobar in every word that has a

community dhummah. Of course, after they learned

about the characteristics of the lecturer explanation.

To determine the file, students are told to identify

the words dhummah that are the community that fall

after fiil. After learning fails, it is continued with

learning fail fail. In learning to fail fail, students are

introduced to the first fiq-fiil majhul. After knowing

the fiil-fiil, then students are invited to determine

whether it fails or fails.When students understand

the khobar mubtadak, to determine khobar kaana is

very easy. Because the charity is just different in the

khobar. If the khobar mubtadak is read rafa 'while

the khobar kana is read nasab. In the method of

problem-based learning in learning kaana wa

akhowatuha emphasized the changes in kana and

khoobar kaana furniture. This is because students

already know the structure of the cob. In learning at

Inna and his siblings almost the same as learning in

kaana wa akhowatuha.

While the form of student responses to the

application of the problem-based learning method is

divided into three types. 1) students feel that using

the Problem Based Learning (PBL) method is

increasingly able to understand the nahwu material

being taught, 2) students feel that there is no

incriminating thing to understand nahwu because in

this method the highlight is that the reality of

language is not just theory, 3) students feel that

independence in doing nahwu tasks is increasing

considering this method always involves students in

the learning process.

DiscussionThere is a study from E. Karabutova

about teaching communicative competence based on

the schematic structure of stories (story grammar).

The results of this study indicate that grammar

stories can help in the process of teaching

communication competencies. According to Dina

Ali Abdalla Ali in the results of his research entitled

The Effect of Communicative Approach on

Teaching Grammar to EFL Learners: A case study

of Wad Babi Secondary School, Khartoum Sudan.

Ali said that the teaching of grammar with a

communicative approach made the students'

communication skills in the real world grow and

increase. at the same time, learners can master

grammar well.

The two studies both examined grammar in

language learning, but the two studies did not

answer the issue of research on Arabic grammar

learning using the problem-based learning approach.

Therefore, the research seeks to provide new

insights into the pattern of Arabic grammar learning

methods.

5 CONCLUSION

Problem-based learning contributes a lot to students,

especially in the technique of understanding

grammar in Arabic, specifically syntax. This method

helps students to understand Arabic grammar easily,

making students no longer phobic about syntax

courses, because, with this method, the syntax of

Arabic can be learned easily. And also make

students more independent in learning the syntactic

material.

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