The Effectiveness of the Deductive Approach in Teaching Jumlah Ismiyyah and Jumlah Fi‘Liyyah Among form three Students

Abstract

This study aims to evaluate the effectiveness of the deductive approach in teaching the structures of Jumlah Ismiyyah and Jumlah Fi‘liyyah among Form Three students at Tan Sri Ghazali Jawi Islamic Secondary School, Perak, Malaysia. The study employed a quantitative quasi-experimental design involving two groups: a treatment group taught using the deductive approach and a control group taught through conventional methods. A total of 30 students participated as the research sample and were equally divided between both groups. The research instrument consisted of pre-test and post-test assessments developed to measure students’ mastery in constructing and comprehending Arabic sentence structures. The pre-test results indicated that students’ initial mastery was at a low to moderate level, particularly in identifying and accurately constructing Jumlah Ismiyyah and Jumlah Fi‘liyyah. Following the intervention, the post-test results showed a significant improvement in the treatment group compared to the control group. Independent sample t-test analysis confirmed a statistically significant difference between the two groups, demonstrating the effectiveness of the deductive approach in enhancing students’ understanding and mastery of Arabic sentence structures. Overall, the findings indicate that the deductive approach significantly improves students’ clarity of understanding, sentence construction proficiency, and application skills in the use of Jumlah Ismiyyah and Jumlah Fi‘liyyah. This approach also enables teachers to implement grammar instruction in a more structured and systematic manner, thereby supporting more effective Arabic language acquisition among secondary school students.