The Use of the Structural Analytic Synthetic Method in Arabic Language Learning: Insights from Islamic Elementary Schools in Indonesia

Ahmad Syadi; suparmanto; Erli  Latifah Dayyinati; Nur Sahadah Abdan; Salsabila Khalisah

doi:10.23971/jallt.v3i1.219

Authors

Ahmad Syadi Universitas Islam Negeri Mataram
suparmanto Universitas Islam Negeri Mataram https://orcid.org/0000-0002-1719-0766
Erli Latifah Dayyinati Universitas Islam Negeri Mataram
Nur Sahadah Abdan Universitas Islam Negeri Mataram
Salsabila Khalisah Universitas Islam Negeri Mataram

DOI:

https://doi.org/10.23971/jallt.v3i1.219

Keywords:

Structural Analytic Synthetic (SAS), teaching Arabic reading and writing skills, Islamic Elementary Schools

Abstract

Arabic is an essential international language, particularly in the context of Islam and global communication. This study explores the implementation of the Structural Analytic Synthetic (SAS) method in teaching Arabic reading and writing skills at Madrasah Ibtidaiyah. Using a qualitative approach, data were collected through observation, interviews, and documentation. The findings indicate that the SAS method effectively enhances the reading and writing skills of grade II students at MI NWDI 2 Pancor. Teachers, acting as facilitators, creatively integrate the SAS method with other media, such as pictures and word cards. Despite challenges, particularly in maintaining young students' focus, the gradual application of the SAS method demonstrated positive outcomes. This study contributes significantly to the advancement of Arabic teaching methodologies in Islamic educational institutions in Indonesia.

References

Abdelhadi, R., Hameed, L., Khaled, F., & Anderson, J. (2020). Creative interactions with artworks: An engaging approach to Arabic language-and-culture learning. Innovation in Language Learning and Teaching, 14(3), 273–289. https://doi.org/10.1080/17501229.2019.1579219

Ainin, M., Ahsanuddin, M., Asrori, I., & Ibrahim, F. M. A. (2020). Designing online-based independent learning network for the development of Arabic language research methodology (ALRM) at State University of Malang, Indonesia. Journal of Education and E-Learning Research, 7(1), 7–14. https://doi.org/10.20448/journal.509.2020.71.7.14

Arifin, Z., Febriani, S. R., & Anasruddin, A. (2021). Using Bloom’s taxonomy in Arabic learning media to elevate students’ writing in the COVID-19 situation. Al-Ta’rib: Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya, 9(1). https://doi.org/10.23971/altarib.v9i1.2530

As’ad, M., Muslim, A. B., & Budiharjo, I. G. (2019). Qur’anic perspective on empowering humanistic foreign language teaching. Al-Bayan: Journal of Qur’an and Hadith Studies, 17(2), 168–194. https://doi.org/10.1163/22321969-12340074

Atashian, S., & Al-Bahri, K. (2018). Towards Arab students’ grammatical errors in academic writing & their perceptions. Arab World English Journal, 1, 140–145. https://doi.org/10.24093/awej/MEC1.10

Berbeco, S. (2018). Case method and the Arabic teacher: A practical guide. Rowman & Littlefield.

Calafato, R., & Tang, F. (2019). The status of Arabic, superdiversity, and language learning motivation among non-Arab expats in the Gulf. Lingua, 219, 24–38. https://doi.org/10.1016/j.lingua.2018.11.003

Dewi, C. (2018). Penggunaan metode SAS (Struktural Analitik Sintetik) dalam pembelajaran bahasa Indonesia menulis permulaan siswa sekolah dasar. Bahastra, 36(1), 8–13.

Golzar, J. (2020). Teacher identity formation through classroom practices in the post-method era: A systematic review. Cogent Education, 7(1), 1853304. https://doi.org/10.1080/2331186X.2020.1853304

Hamid, M. A. A. A., Sahrir, M. S., & Razali, K. A. (2021). A preference analysis and justification of Arabic written corrective feedback among instructors and undergraduates. Indonesian Journal of Applied Linguistics, 10(3), 697–706. https://doi.org/10.17509/ijal.v10i3.31756

Hamidah, H., Ahmadi, A., & Mubarak, M. R. (2020). An exploratory investigation on teaching Arabic writing through outdoor class. Arabiyat: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban, 7(2). https://doi.org/10.15408/a.v7i2.16625

Hamidah, H., Audina, N. A., & Mubarak, M. R. (2022). How is an Arabic lecturer’s personality competence as expected by students? An analysis of students’ perceptions in Indonesia. Arabiyatuna: Jurnal Bahasa Arab, 6(2), Article 2. https://doi.org/10.29240/jba.v6i2.5088

Letmiros, L. (2019). Arabic: Why Indonesians have to learn it? International Review of Humanities Studies, 4(2). https://doi.org/10.7454/irhs.v4i2.166

Marlius, Y., Bambang, B., & Wirman, M. (2021). The efforts to improve students’ Arabic speaking skills through language environment activation: A study of phenomenology. Al-Ta’rib: Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya, 9(1). https://doi.org/10.23971/altarib.v9i1.2585

Nasikin, M., Suparmanto, & Hidayatullah, I. (2023). Strategi pembelajaran bahasa Arab al-Ashwat dalam meningkatkan keterampilan menyimak mahasiswa jurusan pendidikan bahasa Arab Universitas Islam Negeri Mataram. Al-Mu'arrib, 3(1), 24–31.

Nasution, N. S., & Lubis, L. (2023). Urgensi pembelajaran bahasa Arab dalam pendidikan Islam. Jurnal Simki Pedagogia, 6(1), 181–191.

Putra, F. H., Kalsum, B. U., Haryati, & R. U. (2023). Strategi pembelajaran maharah kitabah di Ma'had al-Jami'ah UIN Mataram. Al-Muyassar, 2(1), 79–91.

Putriana, S. (2018). Pengaruh penerapan metode SAS (Struktural Analitik Sintetik) terhadap keterampilan membaca dan menulis siswa kelas 1 MI Sabilil Islam Madiun tahun ajaran.

Sa’idah, N. L., Mi’rotin, S., & Agustin, F. R. (2021). Estafet writing method to improve Arabic writing skills outcomes: Experimental study on Indonesian middle school students. Al-Ta’rib: Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya, 9(2). https://doi.org/10.23971/altarib.v9i2.2595

Sadulloh, U., et al. (2011). Pedagogik (Ilmu Mendidik). Bandung: Alfabeta.

Saputri, R. D., Husna, N., Sehan, M. Z., & Nurpahmiati. (2023). Inovasi dan strategi pengajaran menulis bahasa Arab di Universitas Islam Negeri Mataram. Kalimatuna, 2(1), 1–14.

Setyawan, C. E. (2020). Peran bahasa Arab dalam pendidikan Islam sebagai urgensi menghadapi revolusi industri 4.0. Lahjah Arabiyah, 1(1), 11–19.

Sugiyono. (2017). Metode penelitian kuantitatif, kualitatif, dan R&D. Bandung: Alfabeta.

Suparmanto, Abdillah, S. R., & Lestari, A. P. (2023). Strategi pembelajaran bahasa Arab dengan menggunakan model pembelajaran kooperatif Think-Pair-Share (TPS) terhadap peningkatan kemampuan membaca dan menulis bahasa Arab. Assthur, 2(2), 39–48.

Suparmanto, Ruwaida, & Haykal, F. (2021). تحليل العوامل المعسر في قراءة النصوص العربية لطلاب الفصل الحادي عشر في المدرسة العالية الاسلامية بمعهد "مفتاح الاصلاح تمبيلوك ماترام". Ihtimam, 4(2), 105–114.

Suaibah, L., & Rahman, T. (2020). Smart tree learning media—We can be based on Android for Arabic subjects. Ijaz Arabi Journal of Arabic Learning, 3(1). https://doi.org/10.18860/ijazarabi.v3i1.8215

Syahidin, R. A. (2020). Asrār al-Taghlīb fī al-Qur’ān al-Karīm: Dirāsah Balāgīyah. Al-Ta’rib: Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya, 8(2), 131–146. https://doi.org/10.23971/altarib.v8i2.1983

Wijoyo, T. (2016). Pengembangan media pembelajaran e-learning berbasis aplikasi Lectora Inspire untuk keterampilan membaca bahasa Arab siswa MTs kelas VIII. Lisanul Arab, 5(1), 5–10.

Yusuf, A. M. (2014). Metode penelitian: Kuantitatif, kualitatif, dan penelitian gabungan. Jakarta: Prenadamedia Group.