As one of the basic sciences in Arabic, the science of Nahwu (Arabic grammar) cannot be ignored because without the science of Nahwu, the Arabic language will become chaotic and the arrangement of words and sentences will be irregular. In learning Arabic, the science of Nahwu is very important. Deficiency in mastery of Nahwu knowledge will cause a deficiency in Arabic language skills which will further hinder communication.

However, the general impression among learners of the students of Arabic Language Education at the University of Muhammadiyah Malang (PBA UMM) is that science is a science that is difficult to understand. Although this method of teaching knowledge is quite widely practiced by teachers, learners still face difficulties in learning it. Understandably, each language in the world has its own level of ease and difficulty, the level of ease or difficulty of language depends on the characteristics (khashâ'ish) of the language system, both in terms of phonology, morphology and syntax and semantics [1]. For example, in English, writing and pronunciation are sometimes not the same, such as “uncle” writing is read angkel or “good” writing is read gud, but “blood” writing is read blad [2].

Therefore, it is necessary to use a pedagogic approach with suitable teaching methods and appropriate steps as well as subject matter that must be prioritized first to be taught to PBA students of the University of Muhammadiyah   Malang, so that it can make it easier for them to learn Nahwu. Nahwu learning is actually used as an intermediary that provides solutions to penetrate difficulties in language, not the end oriented in language learning.
 

So far, learning Nahwu material, both at the beginner level (marhalah ula), intermediate level (marhalah mutawassithah) to advanced level (marhalah mutaqaddimah) generally only explains a series of Nahwu (Arabic grammar) rules that are loaded with standard theories that tend to be boring. So that learners who have studied and discussed the rules of Nahwu starting from what is mubtada'-khabar, fâ'il and fi'il to tamyiz studies and others cannot be mastered applicatively.

In other words, when PBA students of the University of Muhammadiyah Malang learn Nahwu faced with the stage of giving lines as well as i'rab which they are almost unable to master the rules of Nahwu more practically and applicatively. This happens at the basic level even the advanced level. For example, the book An-Nahwu al-Wadhih by Ali Jarim et. al, who poured examples and concluded with rules (Nahwu) and also the book Jâmi' al-Durus by Musthafa al-Ghalayayni which was so difficult and rigid.

This phenomenon motivates researchers to further explore the location of difficulties in learning science which ultimately has an impact on difficulties in learning Arabic as well. If the complexities in Nahwu are real, then what solutions can we do to lead to practical Arabic learning? The author will try to trace the answer to this problem formulation by analyzing Nahwu learning difficulties, both internally and externally learning.

Problem Identification and Formulation

Based on the description of the situation analysis above, it can be identified that there are difficulties in learning Nahwu, especially among PBA students of the University of Muhammadiyah Malang. This difficulty is closely related to the tendency of science which is more focused on theoretical-philosophical problems and less strengthening in the field of practice and application so that it gives the impression of being difficult and boring.

Purpose and Benefits of Activities

This research is intended to explore the location of difficulties in Nahwu learning among PBA students of the University of Muhammadiyah Malang, both internally and externally, which has an impact on difficulties in Nahwu learning, as well as providing solutions to Nahwu learning in the pedagogic view.

Some of the researchers argue that linguistic research is two, namely normative linguistic research and empirical research. This research is more likely to use empirical language research, which uses a qualitative approach by analyzing the difficulties of PBA students of the University of Muhammadiyah Malang in learning Nahwu science material. Meanwhile, the data needed by researchers through field observations among PBA students and Nahwu lecturers as well as the necessary documentation.

Nahwu Learning

Learning is a translation of instruction which is widely used in the world of education in the United States. Learning can be interpreted as the process of setting the environment directed to change learner behavior in a positive and better direction according to the potential and differences possessed by learners.

The word “Nahwu” means rules, laws. So Nahwu are rules or rules found in composing Arabic sentences. Thus, Nahwu learning is the process of learner interaction with their environment in this case Nahwu material so that there is a change in learner behavior in understanding, understanding and mastering Nahwu to be able to communicate using good and correct ini Arabic language. 

Meanwhile, among PBA students of the University of Muhammadiyah Malang, there is a misconception, that learning Nahwu is learning i'râb only. They feel haunted by rules so they have difficulty expressing language both spoken and written. In fact, learning Nahwu is not a goal, but as a means to master the rules of the Arabic language and gradually improve language proficiency.

Memorization of the rules in Nahwu learning is not a guarantee that a person is able to speak or write. A learner who learns a language does not necessarily speak fluently without continuous practice and without the support of a good language environment. He will experience improved language skills through various processes. After growing up, he then learned the correct language structure so that he was not wrong in language.

Some Arabic scholars agree that the inductive method (istiqrâ'iyyah) is the most suitable method for learning Nahwu. This method is proposed by giving examples and then determining the methods [3].

The previous custom in learning Nahwu was the deductive method (al-ilqâ'iyyah al-akhbâriyyah), that is, there was a Arabic rules of Nahwu followed by examples. However, experts advise against this method and use the inductive method. In this method, various examples are presented according to the life, experience and knowledge of the learner, after which the rules is determined from these examples.

For the sake of success in Nahwu learning, a teacher prepares the material and steps of the Nahwu learning method beforehand, then gives the right to each step of the existing steps, so that one stage with another stage does not stand alone. A teacher must also pay attention to the examples given in Nahwu learning, easy, clear and not contrary to the knowledge and thinking of learners so that they understand them. In this case it is preferable to choose a paragraph that collects all the examples that lead to a new rule. In order to strengthen the Arabic rules that has been learned by learners, it would be better if the teacher provides exercises, in the form of oral and then written.

Regarding the negative assumption that Nahwu material is difficult to learn, it is suspected that there are several factors, including: the way of delivering material that is less communicative or not varied, media or environments that are not supportive, and so on [4]. Therefore, according to Tammam, the main problem in learning Nahwu is the lack of continuous training (tadrîbât nahwiyyah mustamirrah), such as the practice of composing effective sentences or changing verbs sentences (fi'liyyah) into noun sentences (ismiyyah), and so on [5].

Similarly, the difficulties of most PBA students of the University of Muhammadiyah Malang in understanding the Nahwu material and being able to practice the rules functionally and practically, are expected to be resolved in several ways such as by learning Nahwu through a pedagogic approach. The learning will be carried out in the following steps:          

• Equipping learners with language rules that can keep their language from mistakes 

• Develop an intellectual education that leads them to think logically and be able to distinguish between structures (tarâkîb), expressions ('ibârât), words, and sentences

• Familiarize the learner with carefully observing examples, making comparisons, analogies, and inferences (rules) and developing a sense of language and literature (al-dzauq al-adabî), because Nahwu studies are based on lafazh analysis, expressions, language style (uslûb), and can distinguish between wrong and correct sentences

• Train learners to be able to imitate and contrast sentences, language style (uslûb), expressions and language performance (al-adâ' al-lughawî) correctly, and be able to assess performance (oral and written) that is wrong according to good and correct rules

• Develop the learner's ability to understand what is heard (speech content) and written (reading content) 

• Helping learners to be correct in reading, speaking, and writing or able to use spoken and written Arabic properly and correctly

The objectives of learning Nahwu science are to [6]:

• Prevent speech and writing from mistakes and get used to language correctly, these are all the main goals of Nahwu learning

• Familiarize learners with the power to pay attention, logical and orderly thinking, train officials in taking istinbath, laws and logical explanations. Learners are familiarized with the above things through the inductive method in Nahwu learning

• Help understand words correctly by understanding meaning accurately and quickly

• Sharpen the mind, hone feelings, increase vocabulary for learners to gain the ability to demonstrate rules in using different sentences. So the result that can be obtained from learning Nahwu is that learners are more stable in practicing their rules in sentence structures used in life and useful for understanding literature

Pedagogic Approach

Pedagogic or pedagogy according to duniadosen.com source is the science or art of being a teacher that refers to learning strategies or learning styles. Etymologically, the word pedagogy comes from ancient Greek, which means to guide the child [7]

As one of the competency requirements of a teacher, pedagogic ability has several aspects of assessment. There are seven aspects that have been formulated representing the values of pedagogic ability.

Mastering the Characteristics of Students

Recognizing how the characteristics of students is the first step a lecturer can carry out his functions and duties. Starting with getting to know then a lecturer is required to understand how the characteristics of his students. By understanding the characteristics of students, the delivery of material will be smoother. When a lecturer manages to master the characteristics of his students, the lecturer will be able to master the class well.

Mastering Learning Theory and Educational Learning

Principles The second aspect after mastering the class is mastering learning theory and educational learning principles. The difference between a lecturer and other professions is that a lecturer is not only required to master a material, but also required to be able to teach the material to others. Learning theories and learning principles are useful for strategizing material delivery to learners. What methods are used, how is the systematics, and others.

Curriculum Development

A lecturer is required to be able to compile a syllabus and Semester Learning Plan (RPS) tailored to the needs of his students. This is also still related to the first aspect, namely mastering the characteristics of students. By knowing the characteristics of students, lecturers will better understand the needs of students who will assist in the preparation of syllabus and RPS.

Educational Learning Activities

Still related to the previous aspect of learning theory. A lecturer is expected to be able to apply learning theories that have been mastered in the classroom so as to create a learning atmosphere that is not only effective but also educational.

Development of Student Potential

In pedagogic competence, a lecturer is also expected to be able to guide the development of the potential of his students. Everyone has various potentials. These potentials will become the seeds of a superior young generation for the nation. It is unfortunate when their potentials are not properly channeled. The role of a lecturer is very large in guiding students to develop their potential.

Communication with Students

This aspect of communication with students is absolutely a must-have for a lecturer because communication is a basic aspect that supports other aspects of pedagogic ability. Establishing good communication with students is the key to doing good and effective learning.

Assessment and Evaluation

The final stage of a teaching and learning process is the assessment and evaluation process. Lecturers are expected to be able to assess the learning outcomes of their students. After the assessment is carried out, a lecturer evaluates whether teaching and learning activities have been carried out properly, whether they are in accordance with the syllabus and RPS, whether the students' abilities are in accordance with the target, and others.

The results showed that they are two factors both internally and externally which causes Nahwu learning difficulties for the PBA students of the University of Muhammadiyah Malang. Internal factors that are coming from within the individual, including the level of understanding, motivation which is the level of enthusiasm for learning Nahwu, and interest that underlies the willingness to learn Nahwu. Then external factors are factors that come from outside the individual, including student environment such as learning conditions, friends, lectures, and learning media.

1. Bloomfield, Leonard. Language. London: George Allen & Unwin, 1956, pp. 3–4.

2. Wahab, Muhbib Abdul. Pemikiran Linguistik Tammam Hassan dalam Pembelajaran Bahasa Arab. Jakarta: UIN Press and Ceqda, 2009, p. 1.

3. Ash-Shamili, Yusuf. Bahasa Arab: Metode Pembelajaran dan Aplikasinya. Beirut: Pustaka Al-‘Ashriyyah, 1998, p. 125.

4. Fatoni, Ahmad. "Peran Motivasi Belajar Bahasa Arab Terhadap Aktifitas Pembelajaran: Studi Kasus Mahasiswa PBA Universitas Muhammadiyah Malang." El-Tsaqafah, vol. 18, no. 2, 2019, p. 183.

5. Hassan, Tammam. Al-Lughah baina al-Mi‘yâriyyah wa al-Washfiyyah. Kairo: ‘Alam al-Kutub, 2000, pp. 76–77.

6. Setyawan, Cahya Edi. "Pembelajaran Qawaid Bahasa Arab." Jurnal Komunikasi dan Pendidikan Islam, vol. 4, no. 2, December 2015, pp. 83–84.

7. "7 Aspek Kompetensi Pedagogik." Dunia Dosen, www.duniadosen.com/7-aspek-kompetensi-pedagogik-b2/. Accessed 13 November 2021.