The Variety of the Presenting Methods of the Grammatical Content in the Grammar Books in Indonesia

Abdul Basith; Muhandis Azzuhri; Khoirul Basyar; Muhammad Natsir

doi:10.31000/011b1a69

Authors

Abdul Basith Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan
Muhandis Azzuhri Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan
Khoirul Basyar Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan
Muhammad Natsir Universitas Islam Nahdlatul Ulama Jepara

DOI:

https://doi.org/10.31000/011b1a69

Keywords:

Presenting methods the grammatical content, grammatical book, deductive method, inductive method

Abstract

This study aims to examine how grammatical content was presented in Indonesian grammar books between 2001 and 2018. Al-Arabiyyah li Ghair al-Arab, Metode Al Muallim, Ibtida'iy, Amtsilati, The Book of Method 33, al-Miftah lil Ulum, and Manhaji are the seven books released between 2001 and 2018 that provided the data for this study, which is based on library research. The distribution of the area and the features of the organizations that use them are taken into consideration while choosing the books. The Miles and Huberman interactive model was used by the researcher to examine the information gathered. The study's conclusions indicate that the books used three different approaches to communicate their content: modified (mu'addalah), inductive (istiqra'iyyah), and deductive (qiyasiyah). Despite the inductive method's advantages for language educators and researchers, books prefer the deductive (qiyasiyah) method. As for the variety of these methods, they include the use of sentence patterns, the mind map, the table, the Qur'anic verses, Matn Taqrib, Fath al-Qarib, and other books in examples and exercises, as well as the encouragement of students to read Arabic words, the support of vocabulary and grammar with Alfiyyah Ibn Malik and Al-Amriti, and the presentation of rules and examples in a square with colored lines on the word associated with the studied rules. This study provides an overview of the creativity and development of nahwu learning methods carried out by nahwu teachers by adapting the background and context of students and allowing other parties to carry out other developments.

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