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Tsaqofiya : Jurnal Pendidikan Bahasa dan Sastra Arab

Vol. x No. x Juni 20xx, x-1xx
P-ISSN : 2685-7022, E-ISSN : 2685-7103

Nahwu Science Teaching Method in Arabic Language Learning

Rizqi Misbachur Romadhon1, Muhammad Afthon Ulin Nuha2
UIN Sayyid Ali Rahmatullah Tulungagung1, UIN Sayyid Ali Rahmatullah Tulungagung2
Rizqimisbah122@mail.com, Afton@uinsatu.co.id

Abstract
This article discusses a method used in teaching nahwu science. As is known,
Arabic is a language with quite complicated grammar. In line with this, it is
necessary to master the knowledge of Arabic grammar so that the Arabic
language itself can be understood. One of the Arabic grammar things that
needs to be mastered is the science of nahwu. Nahwu science is considered by
most people to be a science that is difficult to understand. In fact, the fault
lies not in how difficult this science is to understand, but in what method is
used to learn this science. In general, there are two methods for studying this
science, namely: the deductive method ( ‫ )القياسية‬and the inductive method (
‫)االستقرائية‬. Each of these methods has its own advantages and disadvantages
which make it impossible for the author to favor or weaken one of them. The
effectiveness of using this method can be achieved when educators pay
attention to the conditions students are facing, otherwise no matter how
good the method applied will not produce maximum output. Therefore, it is
necessary for educators to know the methods of teaching nahwu science in
learning Arabic.
Keywords: Nahwu, Method, Arabic

INTRODUCTION
Arabic is a language that has close ties with the Indonesian people since the
arrival of Islam to this country. Arabic is often used to pray, worship and study
knowledge about the Islamic religion. Moreover, when they read and study the Al-
Qu'an, it is clear that Arabic is used. The influence of the Arabic language is so strong
on the Indonesian people, it is used to understand and master the teachings of the
Islamic religion, considering that Arabic is the language used in the primary texts of
Muslims, namely the Koran and hadith, as well as secondary texts such as fiqh, akhlaq
and so on and other sciences. Therefore, studying Arabic and teaching it in various
educational institutions in Indonesia continues to maintain its existence.
 As the language of the Koran and the religion of Islam, Arabic is very important
to learn, especially for Muslims themselves. Arabic is known as a language with quite
complicated grammar. This is because Arabic only has consonant letters, while for
vowel letters it does not use letters but uses Syakl (dhammah, fathah, kasrah, sukun).
Therefore, Arabic is not as easy to read as other languages, you need in-depth
grammatical knowledge to be able to read and understand Arabic. One type of
grammatical knowledge that must be mastered is nahwu knowledge. Nahwu science
is a science that discusses the position of a lafadz (Tarkib), this science cannot be
ignored because without nahwu science, Arabic will become chaotic and the order of
words and sentences will be irregular. Therefore, in studying Arabic, the knowledge
of nahwu is important to know. 1
Nahwu is not the subject of sharia knowledge, but nahwu is a tool for
understanding sharia science. It is impossible for someone to truly understand the
Shari'ah if they do not master Arabic grammar, one of which is the science of Nahwu.
As written in Nadzm Al-imrithy "‫ إذ الكالم دون ه لم يفهم‬# ‫" " النح و أولى أوال أن يعلم‬Nahwu
knowledge is the most important thing to learn, without Nahwu knowledge sentences
are difficult to understand" From this it can be seen that Nahwu science is a science
very important because it is a means of understanding other sciences. 2
There is a perspective which states that nahwu science is a science that is
somewhat difficult to understand, even though there are quite a lot of teaching
methods applied by educators for this science, but students still face difficulties in
learning it. Therefore, it is necessary to use suitable teaching methods and
appropriate steps as well as the main material that must be prioritized first to be
taught to students, so that it can make it easier for them to learn the science of
nahwu.3
Related to this, there are a number of issues that need to be discussed, namely:
What is the importance of learning the science of nahwu, especially by students who
want to communicate in Arabic?; What methods need to be used so that students can
learn nahwu knowledge easily? These are some of the important questions that will
be discussed in this article.

1
A Mualif, “Metodologi Pembelajaran Ilmu Nahwu dalam Pendidikan Bahasa Arab” 1, no. 1
(2019): 27.
2
Syarofuddin Yahya Al-’Imrithy, Nadzm Al-’Imrithy (Rembang: Lajnah Ta’lif wan Nasyr, n.d.), 2.
3
Ahmad Sehri, “Metode Pengajaran Nahwu Dalam Pengajaran Bahasa AraB,” HUNAFA: Jurnal
Studia Islamika 7, no. 1 (June 15, 2010): 48, https://doi.org/10.24239/jsi.v7i1.108.47-60.
METHODS
Research methods are systematic and directed methods and procedures for
observing problems to find information that can be used as a solution to the problem.
This research uses the library research method , which is a research process through
a series of methods in the form of collecting data and information obtained from
various types of materials in the world of literacy, such as books, journals, articles,
etc. which contains the results of previous research with a certain theme. The steps in
general are collecting, processing and concluding the results of information using
certain systematic methods. Of course, the final results can solve problems in the
research being carried out.
The data sources needed in this research are secondary data sources obtained
from the results of expert research in the form of articles, journals and books which
are accessed via an online application called 'Publish of Perish'. Of course, by paying
attention to the relevance and suitability of the data source to the title of the research
being conducted.

RESULTS AND DISCUSSION

Definition of Nahwu Science
Nahwu in language is ‫( الطريق ة و الجه ة‬path and direction). Meanwhile, the
definition of nahwu according to classical ulama terms is limited to discussing
problems ( ‫ اإلعراب و البناء‬i'râb and binâ'), namely determining the final line of a word
according to its position in the sentence ( ‫ ) الجملة‬which they define as follows: ‫النحو‬
‫إعراب ا و بن اء‬ ‫" قواعد يع رف به ا اح وال الكلم ات العربي ة‬Nahwu are rules that can recognize
Arabic words, both in terms of i'rab and bina'." 4
In this day and age, after the development of research and studies on linguistic
analysis, scholars tend to change and expand the understanding of the science of
nahwu, not only focusing on discussing i'rab and bina' for a word, but can also include
discussions on vocabulary networking, internal relationships. between several words,
the combination of several words in a certain series of sounds and the relationship
between the words in a sentence and the components that form an expression or
phrase.

4
hifny biek, muhammad biek diyab, and as-syaikh mushtafa thomum, Qawâ’id al-Lughah
al-‘Arabiyah (Daar Adz-dzahiry, 2017), 1.
 One thing that cannot be denied is that this new development regarding the
new understanding of nahwu science still maintains the urgency of i'rab. The reason
is that i'rab is an inseparable part in the formation of Arabic sentences, where
without i'rab, an Arabic sentence will not be perfect, its characteristic Arabic
character will be lost if the i'rab is not perfect. The tendency of a group of people to
abandon the issue of i'rab because it is sufficient to have sukûn at the end of each
word is an unacceptable tendency.
However, in order not to make things too difficult for students, the nahwu
material that will be taught must be used effectively in everyday Arabic and be
directly related to the basic function of nahwu, namely determining the end lines of
words and how to form perfect sentences. As for the in-depth matters regarding the
science of nahwu, the teaching is postponed first. Several things in learning Nahwu
science whose teaching needs to be postponed include:
 i'rab takdîrî which is in ism maksûr, ism mankûs and ism wich mudaf in yâ' al-
mutakalim;
 i'rab mahalli;
 tashghîr;
 fi'l the mabnî;
 letter zâidah;
 ta'ajjub the af'al-bih;
 asma’ af’al;
 nâ'ibal-fâ'il which consists of al-zarf and al-jâr wa al majrûr;
 jazm al-mudâri' as an answer to shyart;
 adawat al-shart who doesn't jazm;
 al-istighâthah;
 al-Nadbah.5

Aims of Teaching Nahwu Science

It can be agreed that this nahwu science lesson is not the target of learning, but
nahwu science is one of the means to help us speak and write correctly as well as
straighten and protect our tongue from mistakes, it also helps in explaining the
teachings carefully, proficiently. and smooth. Some of the objectives of teaching
nahwu science are:

5
Sehri, “Metode Pengajaran Nahwu Dalam Pengajaran Bahasa Arab,” 50.
 maintain and prevent spoken and written language from language errors, in
addition to creating fluent language habits. That is why, ancient Arab and Islamic
scholars attempted to formulate the science of nahwu in addition to preserving the
language of the Koran and the Hadith of the Prophet Muhammad;
1. Familiarize Arabic language students with always observing, thinking logically
and regularly as well as other uses that can help them to study Arabic grammar
critically;
2. Helping students to understand Arabic expressions so as to speed up
understanding of the meaning of conversation in Arabic;
3. Sharpens the brain, enlightens feelings and develops students' linguistic
treasures;
4. Providing students with the ability to use Arabic language rules in various
linguistic situations. Therefore, the most expected result from teaching nahwu
science is the students' skills in applying these rules in the styles of Arabic
expression used by Arabic language students in their lives, in addition to being
useful for understanding the classical language inherited by the scholars from
ancient time;
5. Kawaid can provide careful control to students when composing an essay. 6
Nahwu Science Teaching Method
In the reality of Nahwu learning Arabic in Indonesia there are still problems
which are considered as obstacles in understanding the substance of the Arabic
language itself, the learning that has been taking place focuses on memorizing rules
without being balanced with an optimal understanding regarding their
implementation, so that memorization is less applicable. The fact that has surfaced is
that so far Nahwu learning has only been limited to rules and information, so it is
necessary to present methods that are considered to represent the general group, so
that this group can help non-Arabic speakers learn easily and skillfully. Experts divide
them into two main groups, namely ‫( القياسية‬deductive) and ‫( اإلستقرائية‬inductive).
The process of learning Arabic - in a general framework - aims to provide
motivation, stimulus and innovation to improve and develop language skills fluently,
in terms of language acquisition (productive) and use of language (receptive), as well
as having great optimism about the language. Motivation to speak and a sense of

6
Mualif, “Metodologi Pembelajaran Ilmu Nahwu dalam Pendidikan Bahasa Arab,” 29.
optimism as well as a positive attitude towards the Arabic language are very
important, because they encourage the creation of a language atmosphere and
environment that is conducive to the development of the Arabic language. For this
reason, the capacity and insight of teachers or lecturers in learning activities must be
given great attention, at least through creative, solution, innovative and fun learning
methods as solutions that must be implemented.7
Therefore, the practice-based Arabic language learning method emphasizes
courage balanced with good cognitive insight, so that it will create complete skills.
This seems to happen in the deductive method and the inductive method, these two
methods are the main steps in the flow of understanding the rules of law.Arabic
language, especially Nahwu science. To make it easier for readers to understand,
below is a categorization table for the two methods.

Method
No Category
Deductive Inductive
1. Arabic Terms ‫القياسية‬ ‫اإلستقرائية‬
2. Delivery of material General to Specific Special to the General
3. Special characteristics Rules then Examples Example then Rule
4. Framework Analogy to Application to Analogy
Implementation
5. Target age Advanced Beginner
6. Example of a classic Syarh Matan Mulakhkhos Qowaidu
library Jurumiyyah Al-Lughah Al-Arabiyyah
7. Example of a modern Al-muyassar fi ilmi an- An-Nahwu Al-Wadhih
library Nahwi

Table 1.Nahwu Science Deductive and Inductive Method Category

Deductive Method (‫)اﻟﻘﯿﺎﺳية‬

By definition, the deductive method is Nahwu learning which focuses on

mastering Arabic grammar starting from rules to examples, from analogies to
applications, from general to specific. The strategies that are considered suitable for
applying this deductive method include rules that are concise and easy to memorize,
7
Adi Supardi, Agung Gumilar, and Rizki Abdurohman, “Pembelajaran Nahwu Dengan Metode
Deduktif Dan InduktiF” 3, no. 1 (2022): 26.
strengthening the rules through memorization with poetry or nadhoman such as Al-
fiyyah verses, as well as rules that are often repeated and then confirmed with the use
of word examples. Innovations that can be carried out using this deductive method
include the use of social media, strengthening memorization of the rules through
chanting the verses of the Nahwu rules. By implication, this deductive method is
considered to be right on target if used by adult students or those who are already
fluent in reading and speaking Arabic as a reinforcement of theory. 8
This method, which is sometimes referred to as the rule and example method,
is the oldest method applied in teaching nahwu science. Even though this method is
the oldest, it is still widely used today in various educational foundations both in
Arabia and Indonesia, especially Islamic boarding schools. In this method, teaching is
focused on presenting rules, imposing memorization of these rules on students, then
providing examples to clarify the meaning of these rules; This means that the learning
process proceeds from the general to the specific. The idea of ‫ قياسي‬was born based
on the desire for students to understand the meaning of general rules so that they
stick in their minds, that is why,
Many people challenge this method on the grounds that:
1. It seems that the main aim of this method is to memorize rules without paying
attention to developing the ability to apply them. It may be suitable for people who
specifically study Arabic but is not suitable for school children whose knowledge of
nahwu is for them to practice, not to memorize.
2. With this method, students often don't pay attention to the lessons or the teacher,
because the students' attitude is passive, even if there are students who
participate, there are not many students.
3. Contrary to teaching principles which require starting from the easy, then
gradually moving towards the difficult, from the concrete to the abstract; It is
certain that prioritizing rules over examples will create exhaustion and difficulties.
4. Students can forget the rules they have memorized because they just memorize
them, without understanding them.
5. This method is opposed by many teachers, because it will distract students'
attention, and also because it separates nahwu and language, giving the impression
that nahwu is a target, not as a means to improve language expression.

8
Supardi, Gumilar, and Abdurohman, 25.
 It should be emphasized that ancient Nahwu textbooks followed this method,
such as in the book alAjrû miyyah, al-Nahw al-wâ f by Abbâ s Hasan, Jâ mi' al-Durû s
al-'Arabiyyah by Al-Gulayaini, the book Qawâ 'id al- Lughah al'Arabiyyah compiled by
Hafni Beik Nasib, et al. and there are many other books that are similar to the books
above.9
Inductive Method (‫)اﻟإستقرائية‬

The inductive method by definition means Nahwu learning which is centered

on mastering example sentences rather than rules, students are given more mastery
of practical and applicable examples so they are able to practice them in everyday
conversations. Strategically, this method can be carried out by making one practical
example sentence by the teacher and then following it by the students, then after
memorizing the example, the students are expected to be able to make another
example. Innovation that can be done by training students to make simple sentences
with everyday themes such as about school, campus, love, family, friends and so on,
After writing, students are expected to be able to say it again in front of them in turn
and receive a reward for their courage. The implications of this method are
considered very suitable for beginners, for students who are just learning Arabic, they
are prioritized to be able to create examples and practice them rather than theories
or rules that are not necessarily understood.10
Proponents of this method are of the view that this kind of method is a natural
method because students, through examples, can achieve knowledge, reveal
ignorance, provide enlightenment on the unclear by getting to know the elements,
collecting vocabulary and combining things with each other. the like; This is done in
stages until we arrive at a formulation of general rules or comprehensive rules.
Supporters of this method argue that with this method students will be active,
while the teacher will only act as a director and guide. So, it is students who actively
seek to obtain the desired rule formulation after discussing, connecting and
comparing existing examples; The students are also the ones who solve the problems.
Strictly speaking, students are busy with discussion activities so there is no
opportunity to be silent or ignore the lesson. However, whatever this method is
according to the author, it cannot be separated from its weaknesses, including that
9
Sehri, “Metode Pengajaran Nahwu Dalam Pengajaran Bahasa Arab,” 52.
10
Supardi, Gumilar, and Abdurohman, “Pembelajaran Nahwu Dengan Metode Deduktif Dan
Induktif,” 25.
this method is slow and ineffective in conveying information, the examples presented
by the teacher are limited and there is a desire to immediately arrive at the
formulation of rules. But even so, Many Arab countries apply this method in schools.
In addition, there are now many books compiled according to this method, such as:
kitab al-Nahw alWâdi' written by 'Alî al-Jâ rim and Mustafâ Amîn as well as
alArabiyyah li al-Nâshi'în.11
This ‫ اسبقرائية‬method can be divided into two parts, namely: (1) the example
method, namely examples that have no connection with others, then rules; and (2)
the whole text method, namely a text that has complete meaning, examples and rules.
Example Method
Also called artificial, self-contained, scattered or truncated sample method;
this name arose because the examples were scattered and cut into pieces; pieces
taken from various sources that are not in one direction. Advantages of the example
method
Supporters of this method argue that this method provides an opportunity for
a teacher to choose examples freely, and can also help teachers and students to speed
up the learning process. They are of the view that this method is easy to use so it is
very helpful in learning the science of nahwu, where a student who really
understands the rules, his tongue will be more fluent and people who explore the
rules from the examples mentioned previously will also be able to help the teacher to
complete all core topics in the syllabus, he can also overcome problems posed by the
curriculum.
Whole Text Method
This method is often called the continuous context method, perfect text or
resafel method, because this method is the result of changes to previous teaching
methods. This method concentrates on presenting a complete text or essay taken
from reading books, literary texts, historical materials, daily newspapers or weekly
magazines or the like, preferably texts that contain events that are still warm in the
minds of students. student. The teacher's obligation in applying this method is to run
the text, then discuss how to discuss the reading topic (‫)قراءة‬, then take examples of
the text which can be used as a basis for lesson material and then continue the steps
that must be taken according to the method. ‫استقرائية‬.

11
Sehri, “Metode Pengajaran Nahwu Dalam Pengajaran Bahasa Arab,” 53.
 The advantage of this method is that teaching nahwu will bring stability
through a language gap approach, students will feel the contact between language
and their lives, so that they love nahwu, not the other way around. Apart from that,
the integration of fluent language exposure with nahwu knowledge will strengthen
children in the language and its styles, including the way of i'rab. This method will
save teachers from the burden of asking their students to memorize what they don't
understand.
This whole text method also has weaknesses, namely: a) some teachers find it
difficult to find or create texts that can accommodate all sub-subject matter problems,
because sometimes teachers have difficulty dealing with them. As a result, sometimes
the language is damaged a lot. b) To touch all sides of the desired rules, teachers are
usually forced to create very long texts of up to one page or more. As a result, the
teacher will face two dilemmas, namely: 1) The teacher discusses the long text
perfectly, from the introduction, reading, discussing with students, explaining the
meaning to selecting the desired examples. In this case, there is not enough time to
explain the lesson. The time prepared to do training is reduced, Not to mention that
students don't have enough time to compose the correct kawaid. 2) The teacher
ignores the text and immediately selects examples, explaining and discussing them
briefly without satisfying the students. In this case, the teacher has deviated from the
ideal teaching method, namely a method that can associate adequate nahwu
discussion and satisfactory practice as well as education that requires that kawaid be
taught under the auspices of literary language texts.12
After the explanation of the methods that have been used in teaching nahwu,
and considering the small amount of research carried out to find the right method for
teaching nahwu, it is not easy for us to emphasize one particular method by
underestimating other methods. Each method has supporters and opponents, has
advantages and disadvantages. This is where intensive field research may be needed
to select or create a method that is more suitable for application. Of course, it is not
permissible to determine the effectiveness of any of these methods except through
field experiments carried out by people who have mastered Arabic language teaching
methods.

12
Mualif, “Metodologi Pembelajaran Ilmu Nahwu dalam Pendidikan Bahasa Arab,” 32.
 The application of learning methods will not work effectively and efficiently as
a medium for introducing teaching material if the application is not based on
adequate knowledge about the method itself. So the method may become an obstacle
to the teaching process, not a component that supports the achievement of goals, nor
is its application appropriate.
Therefore, it is very important to understand properly and correctly the
characteristics of a method. Mastering the rules of nahwuu and nerve is not the goal
of language learning, but is only a means of helping students to be able to develop
four Arabic language skills, namely: speaking, reading, listening and writing. 13
It should be noted that a teacher who can be considered successful here is a
teacher who is able to take advantage of the advantages of the two methods, namely a
teacher who knows when and where each method should be used and then applies it
according to his knowledge. , remembering that any rules, rules and principles will be
useless if a teacher does not know how to apply them in the field.
Nahwu Science Learning Strategy
Universally, strategy is interpreted as an outline of the direction that plays a
role in achieving predetermined targets. Educational strategy is a plan that contains a
series of planned activities to achieve certain learning goals. An educational strategy
is a plan for using procedures and utilizing energy or energy resources in education
which is prepared to achieve certain goals. Strategy in the learning context can be
interpreted as a plan that contains a series of activities created to achieve learning
goals. Strategies in the context of learning lead to more specific matters, which are
specific to education.
Educational strategy is something that needs to be paid attention to by a
teacher/lecturer in the educational process. From the definition above, it can be
informed that educational strategy is a teacher's steps in delivering/implementing
educational activities, so that learning objectives are achieved, from the beginning of
education to the end of education. There are at least 4 components of an educational
strategy, namely (1) preliminary educational activities; (2) delivery of information;
(3) student participation; (4) test/evaluation.14 Below is a description of each
component:
13
Alam Budi Kusuma, “Pendekatan Dan Metodologi Pengajaran Bahasa Arab,” Jurnal Ihtimam
1, no. 1 (June 1, 2018): 103, https://doi.org/10.36668/jih.v1i1.158.
14
Supardi, Gumilar, and Abdurohman, “Pembelajaran Nahwu Dengan Metode Deduktif Dan
Induktif,” 28.
1. Preliminary Activities
Preliminary activities in the education system play a total and significant role.
In this section, teachers are encouraged to attract students' attention to the Nahwu
lesson module they wish to provide information about. Preliminary activities must be
made interesting in order to improve students' learning performance in Nahwu
knowledge. The teacher's method of providing information on the lesson module
through examples (amtsilah) of daily life or the teacher's method of ensuring the
function of studying the subject matter will greatly influence students' learning
motivation. This matter of internal motivation is very important for students who are
not yet old, whereas intrinsic motivation is very important for students who are
older/adult because this group is more aware of the significance of the obligation to
study and uses it for them. In particular,
a. Explain the learning objectives to all students in learning activities. Therefore,
students are aware of the benefits of knowledge, skills and the benefits that will
be obtained from this discussion. In this section the instructor will open the lesson
in an interesting way and hopefully influence student participation.
b. Provide apperception, in the form of a review activity between old knowledge and
new knowledge. Give students or students a clear picture of the relevance of the
knowledge to be learned. In this section the teacher or lecturer gives an
apperception in the form of correlation of learning and material at several
meetings, the relationship between the material and the need for current material
that will be discussed together.
2. Delivery of Information
Submitting data is often considered a very important activity in the
educational process, meanwhile this part is only one item of educational strategy.
This means that if there is a preliminary activity that they like, it can stimulate
students to learn so that the activity of conveying this data becomes meaningful.
Teachers or lecturers who are able to deliver information data well, but do not carry
out preliminary activities gently will experience obstacles in subsequent educational
activities.
In this activity the teacher is also required to master the atmosphere and
conditions that are felt well. Moreover, the data provided can be digested by students
or students well. Educational module references can be tried by exploring guidebooks
and module books from the language center, so that there is interaction with the
book.
3. Student Participation
Students are the center of a teaching and learning activity. This matter is
known as CBSA (Active Student Learning Method), which means a successful
educational process if students actively carry out training directly and relevantly to
the educational goals that have been set. There are procedures related to the
participation of students and students, namely as follows:
a. Training and practice should be attempted, after students are given information
about a particular knowledge, behavior or skill. Until the next activity, it is best to
be given the opportunity to practice or practice this knowledge, behavior or skill.
This effort is attempted so that students participate actively and are responsive in
learning Arabic.
b. Feedback. After students reflect on the results of their learning, the teacher shares
feedback on their learning results. As a result of the feedback given by the teacher,
students will recognize whether the answer is a correct or incorrect activity,
whether it is correct or not correct, or whether there is something to be corrected.
This situation needs to be trained so that education is more interactive and fun
4. Test/Evaluation
A variety of universal tests used by students to determine (1) whether special
education objectives have been completed or not; and (2) whether the knowledge
and skills have been mastered or not. Carrying out tests is generally carried out at the
end of education and submitting data in the form of test application lesson modules is
also carried out after students have carried out training or practice.
In this part of the strategy, the teacher or instructor tries to carry out
reflection in the form of tests or practice questions, so that by testing questions on
students, the instructor can identify and evaluate the educational results at that time.
This test is also a form of reflection or learning process that is carried out, the entire
learning process needs to be tested or tested, so that it can be measured and there is
evaluation as a form of improvement and accountability.15

CONCLUSION

15
Supardi, Gumilar, and Abdurohman, 29.
 Arabic is a very important language to learn, especially for Muslims. Arabic has
quite complex grammar compared to other languages. Therefore, it is necessary for
students of Arabic to understand the grammar. One branch of Arabic grammatical
knowledge is Nahwu Science. Many people think that this science is a science that is
very difficult to understand, but this is not the case. There is a possibility that makes
most people think that the science of nahwu is difficult to understand, one of which is
the lack of precise methods used by educators in teaching this science.
There are generally two methods for studying nahwu, namely the deductive
method (‫ )القياس ية‬and the inductive method (‫)اإلس تقرائية‬. Each method has its own
advantages and disadvantages. The most important thing that educators must pay
attention to is how they choose the best method for the situation and conditions in
each learning process, so that the notion that nahwu is difficult to understand slowly
begins to disappear. In fact, whether understanding is difficult or easy does not
depend on the material being studied, but on the method used to understand the
material. Therefore there is an expression that reads "‫ "الطريقة أهم من المادة‬which means
"methods are more important than materials"

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n.d.
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