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The Effectiveness of the Deductive Approach in Teaching Jumlah
Ismiyyah and Jumlah Fi‘Liyyah Among form three Students
Abdul Hakam Hassan
1
, Mohammad Taufiq Abdul Ghani
1
, Mohd Hilmi Abdullah
2
1
Sultan Idris Education University, 35900 Tanjong Malim, Perak, Malaysia
2
Lecturer, Faculty of Languages and Communication, Universiti Pendidikan Sultan Idris, 35900
Tanjong Malim, Perak, Malaysia
DOI:
https://dx.doi.org/10.47772/IJRISS.2025.91100180
Received: 12 October 2025; Accepted: 18 October 2025; Published: 08 November 2025
ABSTRACT
This study aims to evaluate the effectiveness of the deductive approach in teaching the structures of Jumlah
Ismiyyah 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-
constructing and comprehending Arabic sentence structures. The pre-
mastery was at a low to moderate level, particularly in identifying and accurately constructing Jumlah Ismiyyah
and Jumlah 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 understanding and mastery of Arabic sentence structures. Overall, the findings indicate that
enables teachers to implement grammar instruction in a more structured and systematic manner, thereby
supporting more effective Arabic language acquisition among secondary school students.
Keywords:
effectiveness
INTRODUCTION
Arabic is an important subject in the Malaysian education system. It is integrated into both primary and
secondary education, with specialized programmes designed for academic, vocational, and religious purposes
(Nisa & Arifin, 2020). At the school level, this subject is supported by a specific Curriculum and Assessment
Standard Document developed by the Ministry of Education Malaysia, reflecting its significant standing in the
national education system. Arabic is known for its complex grammatical structure, rich vocabulary, refined
sentence organization, and a syntactic system that constructs meaning in a detailed manner. In addition, the
learning of Arabic in Malaysia emphasizes four core language skills; listening, reading, writing, and speaking as
implemented in the teaching and learning process at National Islamic Secondary School, public universities, and
private universities. Therefore, teachers must select appropriate teaching approaches to ensure mastery
can be effectively enhanced.
In grammar, one of the foundational topics that often challenges students is the structure of Jumlah Ismiyyah
(nominal sentences) and Jumlah (verbal sentences). A Jumlah Ismiyyah can be described as a sentence
that begins with a noun and is typically used to describe states -
based sentence that focuses on actions or events (Rohadi & Agustiar, 2024). Both sentence types form the basic
structure of Arabic sentences and reflect the unique features that distinguish Arabic from many other languages.
Weaknesses in understanding these structures make it difficult for students to master reading, writing, and
comprehending Arabic texts. Therefore, strong mastery of these two structures is crucial to ensure students can
learn Arabic effectively.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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Pedagogically, the teaching and learning of Arabic requires the selection of appropriate approaches to optimize
the language acquisition process. Teachers therefore play a key role in selecting suitable strategies and
approaches to ensure the delivery of content is systematic and effective. According to Shalikin (2024), the
effectiveness of Arabic language learning depends on the extent to which teachers understand the curriculum
them to diversify their instructional methods and increase active student participation in class. Thus, selecting
the right approach is essential for more effective teaching.
In Arabic language instruction, various approaches can be used, such as inductive, deductive, eclectic, and
communicative approaches. Each approach has its own characteristics and strengths. For example, the deductive
approach emphasizes explaining general concepts first before students are given specific examples, enabling
them to understand sentence structures in a systematic and organized manner. According to Fitrawan and
Setyabudi (2024), this approach helps students learn sentence structures systematically, thereby improving their
ability to construct sentences logically. The structured application of the deductive method also helps reduce
confusion during the learning of grammar (Zaeni & Hasanah, 2024). In other words, the deductive approach
functions not only as a teaching technique but also as a tool to guide students in building a strong foundation for
linguistic reasoning.
Therefore, this study was conducted to evaluate the effectiveness of the deductive approach in teaching Jumlah
Ismiyyah and Jumlah to Form Three students. The study focuses on initial level of
mastery before the intervention and the impact of using the deductive approach in improving their understanding
of sentence structures. The deductive approach was applied during teaching and learning sessions by explaining
general concepts first, followed by application exercises, while the control group used the traditional approach.
The pre-test and post-test results were analyzed to determine the effectiveness of this approach, especially in
Problem Statement
Basic grammatical errors remain one of the main weaknesses among secondary school students learning Arabic.
The study by Rojudin & Musonif (2022) highlights that the complexity of Arabic grammar is one of the major
challenges in learning the language, particularly due to the intricate structures of jumlah ismiyyah (nominal
to master. These
errors frequently appear in writing, sentence construction, and text comprehension when students fail to identify
One of the key issues is inability to distinguish between jumlah ismiyyah and jumlah in Arabic
texts. According to Sarif (2023), students still show confusion in differentiating between these two sentence
structures, leading to the inaccurate use of grammatical forms in their writing. This confusion contributes to
syntactic errors in essays, exercises, and examinations, especially when students fail to understand the categories
and functions of words that form a sentence. This situation ultimately affects their ability to comprehend texts
and construct accurate sentences.
Furthermore, this weakness is also influenced by the complex and highly structured nature of Arabic grammar.
Significant differences between Arabic and the students' mother tongue make it difficult for them to grasp basic
concepts, thereby hindering their mastery of sentence structure. This complexity not only contributes to various
linguistic challenges, but also causes difficulties in phonology, morphology, vocabulary, and overall text
comprehension (Lovo, 2022). Therefore, a more systematic teaching approach and focused exercises are
necessary to help students understand the differences and appropriate usage of jumlah ismiyyah and jumlah
Another prominent issue is the variety of errors that occur in sentence writing, particularly in gender agreement,
number, and basic sentence structure. Students also frequently misuse verbs as nouns or vice versa. Putra (2025)
reports that students commonly make mistakes in inflection, which refers to changes in word forms, such as
incorrect vowel markings, improper verb conjugation, or mismatched gender and number, compared to
derivational errors, which involve the incorrect formation of new words through inappropriate wazan. This
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
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demonstrates that students have not yet mastered the fundamental grammatical principles required to construct
grammatically correct Arabic sentences.
Overall, weaknesses in distinguishing and using these two basic sentence structures significantly affect
their overall proficiency in Arabic. Confusion regarding word categories, the perception that grammar is
difficult, and the use of less effective teaching approaches also contribute to this issue. Therefore, teachers need
to select more relevant, systematic, and focused teaching approaches to help students understand and apply
Arabic language skills, particularly in writing and speaking.
RESEARCH METHODOLOGY
This study employed a quantitative design in the form of a quasi-experiment to achieve the research objectives,
deductive approach in learning. The design involved two groups of Form Three students at Tan Sri Ghazali Jawi
Islamic Secondary School, namely the treatment group and the control group. The treatment group received
instruction using the deductive approach, while the control group followed learning through the traditional or
conventional method commonly used previously.
The population of the study consisted of Form Three students from the school, which is the only school in the
Gerik district, Perak, offering the Integrated Islamic Curriculum syllabus at the secondary level. The sample
consisted of 30 students, comprising 13 males and 17 females. All samples were evenly divided into two groups;
15 students in the treatment group and 15 students in the control group. The treatment group underwent
intervention sessions based on the deductive approach, while the control group studied using the conventional
approach.
The research instruments consisted of a pre-test and a post-test. The researcher developed two sets of test papers
to measure understanding and mastery of jumlah ismiyyah and jumlah Both sets had the same
mastery and to evaluate the effectiveness of the deductive approach after the intervention.
Two methods were used to analyze the data; descriptive analysis and t-tests. Descriptive analysis involved the
-test and post-test.
Subsequently, the t-test was used to identify differences in achievement between the pre-test and post-test for
both groups, as well as differences in post-test achievement between the treatment and control groups. All data
analyses were conducted using the Statistical Package for the Social Sciences (SPSS) software.
FINDINGS AND DISCUSSION
implementation of the deductive approach. The findings are presented according to group and test type to provide
a clear picture of the details of the pre-test and post-test scores for both groups
are shown in Table 1 below.
Table 1: Comparison of Pre-Test and Post-Test Scores for Treatment and Control Groups
Group
Test
Mean Score
Std. Deviation
t
df
Sig. (2-tailed)
Treatment
Pre-Test
39.47
15.734
-
-
-
Post-Test
71.33
13.270
-13.643
14
0.000
Control
Pre-Test
43.13
13.010
-
-
-
Post-Test
61.33
12.664
-6.751
14
0.000
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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Based on Table 1, both the treatment and control groups demonstrated a significant increase in their post-test
scores compared to the pre-test, indicating overall improvement in the mastery of jumlah ismiyyah and jumlah
groups.
For the treatment group, the mean score increased substantially from 39.47 to 71.33, and this improvement was
statistically significant (t = 13.643, p < 0.001). This sharp rise indicates that the deductive approach had a strong
grammar rules followed by guided practice is likely to have supported clearer conceptualisation and more
accurate application of grammatical forms. These findings are consistent with research on relative clause
instruction, which showed that students exposed to deductive instruction performed better on post-tests,
indicating enhanced retention of complex structures (Silva et al., 2024). This demonstrates that explicit, rule-
forms.
The control group also showed significant improvement from pre-test (M = 43.13) to post-test (M = 61.33), with
p < 0.001, suggesting that conventional instruction remains effective to a certain extent. However, the smaller
gain compared to the treatment group reflects the commonly noted limitations of traditional, teacher-centred
grammar teaching. Previous studies emphasize that traditional methods tend to prioritize memorization of
vocabulary and grammatical rules, ultimately leading to superficial learning and disengagement, while failing to
communicative competence (Yassin et al., 2024). This indicates that while conventional methods can support
learning, they may not foster deep understanding or the ability to apply grammatical knowledge effectively.
When comparing the overall trends, the greater improvement in the treatment group suggests that the deductive
consistent with study nkaya (2023), which emphasizes that explicit grammar instruction is highly beneficial
for non-native speakers, as it reduces confusion and enhances clarity in syntactic differentiation. This approach
provides structured guidance, which can lead to more effective language acquisition.
Overall, the findings demonstrate that although both conventional and deductive methods can facilitate learning,
the deductive method produces more substantial and durable gains. This underscores its value as an effective
pedagogical strategy for teaching key Arabic grammatical structures, particularly in contexts where learners face
difficulties in distinguishing and applying jumlah ismiyyah and jumlah provide a clear
rationale for educators to consider structured, rule-based instruction when designing grammar-focused curricula,
ensuring that students achieve both accuracy and comprehension in their language development.
PRACTICAL IMPLICATIONS
The findings of this study have several practical implications for Arabic language teaching, particularly in
enhancing mastery of jumlah ismiyyah and jumlah Teachers can adopt a structured deductive
approach in their lesson planning, which involves explicit explanation of grammatical rules followed by guided
practice. A sample lesson plan based on this approach is presented in Table 2 below.
Table 2: Sample Lesson Plan Using Deductive Approach
Lesson Stage
Teacher Activities
Student Activities / Exercises
Introduction
(510 min)
Present the rule of jumlah ismiyyah or
common errors.
Listen, take notes, ask clarifying
questions.
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Modeling
(10 min)
Provide examples of correct sentences,
highlight nouns and verbs, demonstrate
sentence analysis.
Identify nouns and verbs in teacher
examples, discuss differences between
correct and incorrect structures.
Guided Practice
(15 min)
Supervise students as they complete
exercises, provide immediate feedback,
correct errors.
Complete given exercises, compare
answers with peers, participate in
discussions on corrections.
Independent Practice
(10 min)
Assign additional sentences for
individual practice to reinforce
understanding.
Complete exercises independently,
create original sentences demonstrating
correct jumlah ismiyyah and jumlah
Reflection and
Feedback (5 min)
Discuss common mistakes and strategies
for correct sentence construction.
Reflect on learning, note strategies to
avoid errors, ask questions for
clarification.
Example Exercises:
1. Identify jumlah ismiyyah and jumlah in given sentences.
2. Correct grammatically incorrect sentences using the rules taught.
3. Write three original sentences demonstrating proper usage of jumlah ismiyyah and jumlah
CONCLUSION
This study found that initial mastery of jumlah ismiyyah and jumlah was at a low-to-moderate
level before any intervention was implemented. Students faced difficulties in understanding the basic concepts
of Arabic sentence structure and often made errors in constructing grammatically correct sentences. Confusion
in distinguishing between nouns and verbs, as well as a lack of structured practice, were the main factors
contributing to this weakness. These findings are consistent with previous studies, which emphasize that students
often struggle with writing skills and in-depth understanding of Arabic grammar.
understanding and skills. This approach helps students comprehend the roles of nouns and verbs in sentence
construction before practicing through exercises, thereby building a logical and structured foundation of thought.
Compared to traditional methods, the deductive approach not only strengthens conceptual mastery but also
motivates students to be more active and engaged in the learning process.
Overall, this study demonstrates that the deductive approach has a significant pedagogical impact on Arabic
language teaching. It enables teachers to convey grammatical concepts more clearly and systematically, while
students can develop a deeper and more effective understanding. This approach can serve as an alternative
teaching model to enhance the quality of Arabic language learning in secondary schools, particularly in
mastering complex topics such as jumlah ismiyyah and jumlah while also improving sentence writing
and analytical skills effectively.
One limitation of this study is that it was conducted only in secondary schools in Malaysia and focused solely
on the Malaysian curriculum, without reference to other educational contexts. Therefore, the findings may not
be generalizable to other countries, age groups, or higher education settings. Future research could expand the
scope by including a more diverse population, testing the approach in universities or different cultural contexts,
and examining its long-
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