Nahwu li al-qira'ah Textbook Needs Analysis Nahwu Ta'limiy Perspective
DOI:
https://doi.org/10.51614/1mtmmg14Abstract
The absence of nahwu textbooks that integrate nahwu with Arabic text reading skills causes santri's mastery of nahwu to not function optimally as an instrument in understanding Arabic-language texts. This study aims to analyze the need for developing nahwu teaching materials that are integrated with the skills of reading Arabic text from the nahwu ta'limiy perspective. This research is descriptive research with a mixed methods approach that integrates quantitative and qualitative data to analyze students' needs for nahwu textbooks integrated with Arabic text reading skills. Quantitative data was collected through needs analysis questionnaires and tests of reading ability and nahwu knowledge. Meanwhile, qualitative data was collected through interviews, learning observations, and analysis of nahwu teaching materials used. Quantitative data analysis was conducted using descriptive statistical techniques to identify trends in test and questionnaire results, while qualitative data was analyzed through data reduction, data presentation, and conclusion drawing stages. The research results show a gap between nahwu mastery and Arabic text reading ability, indicated by 37 students, with 62% scoring below 70, while only 38% achieved scores above 70. In addition, the teaching materials used are still oriented to theoretical nahwu so that they do not support the application of functional rules in reading the text of the turats book. These findings show the importance of developing nahwu teaching materials that are integrated with authentic text-based reading skills. This research contributes to the development of nahwu teaching materials that are integrated with the skills of reading the turats book through the application of pedagogic principles in material selection, gradation of presentation, and design of learning exercises. The practical implication of this research is the need for nahwu teaching materials that not only contain rules, but are also arranged pedagogically and integrated with the practice of reading authentic texts.
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