Planning and Strategies for Learning Sentence Structure Arabic Language: a Systemic Literature Review

This research aims to determine the strategy for learning sentence structure Arabic language ( tarkib ) in Madrasah. The method used in this research is a qualitative approach with the type of library research, or a series of studies related to library data collection methods, or research whose research objects are explored through various library information in the form of books, encyclopedias, scientific journals, newspapers, magazines, and documents. In the discussion, several things are presented: the definition and purpose of sentence structure learning, methods, techniques, and how the sentence structure learning media itself. Several methods can be used to learn tarkib : the Qowa'id wa Tarjamah Method (grammar and translation), the question and answer method, and the drill method. The techniques of teaching tarkib are repetition, question and answer, making questions, changing tarkib , perfecting sentences, composing sentences, and matching exercises. The media that can be used are structure cubes, skid boards, and concept maps.


Introduction
learning techniques are needed so children do not rebel 12 ; 13 . To achieve the goals of the learning process in the classroom learning strategies consist of plans, rules, procedures, and methods that will be used to carry out the practice 14 . Learning techniques help students absorb information more effectively and quickly 15 ; 16 . Arabic learning methods should be determined following the language skills to be learnt, not just randomly 17 ; 18 . Within the framework of learning strategies, teachers must create a learning environment that supports the delivery of lessons and the achievement of learning objectives 19 ; 20 . The instructor has the power to organise the general learning components to maintain the functional connection of relevant learning components. To effectively achieve objectives, strategies are the selected sequence of teaching and learning activities 21 ; 22 ; 23 . Teachers need a strong knowledge of the potential outcomes of the teaching and learning process in line with the formulated learning objectives in order to work professionally 24 ; 25 . This applies both to the learning objectives formulated in writing during the learning process and the implications accompanying the ability to think critically, think creatively, and have an open attitude. Following their participation in small-scale discussions in class during learning, students 26 . 12  The teacher's efforts to use various teaching indicators, such as materials, objectives, instruments, methods, and evaluation, to influence the achievement of predetermined goals are referred to as the teacher's activities in implementing the teaching plan 27 . Thus, in essence, a teaching strategy is a teacher's real action or practice in teaching in a certain way considered more successful and efficient. In other words, teaching strategies are the basis or strategy used by educators to promote learning in the classroom. Politics or tactics must describe an orderly progression. Each element of the learning process must be connected, and the steps are systematic, which shows that the teacher's actions are systematic. The educational process is carefully planned and logistically implemented to ensure that goals are achieved 28 ; 29 . Thus, the actual activities the teacher or instructor carries out to conduct learning activities are considered more measurable, and goal-achieving constitutes teaching techniques. In other words, instructors' political tactics or classroom management strategies are their instructional approaches. These strategies must represent systematic stages of action, meaning that each learning indicator is interrelated, and the steps must be systematic, which implies that the teacher's actions are systematic. The educational process is carefully planned and logistically implemented to ensure the achievement of objectives. Students learn to memorise the applications given during tarkib learning, especially during the introduction of the rules. To understand the rules taught, students must also practice a lot. To ensure that learning is successful, teachers must be selective in their methods, approaches, or tactics. Students can quickly become bored if teachers use teaching techniques that lack creativity. Based on the above, the author will discuss the organisation and methods of teaching sentence construction (tarkib) in Madrasah. This research uses a methodology that examines research topics by utilising various library sources, including books, encyclopedias, scientific journals, newspapers, magazines, and documents, as well as research on library data collection techniques 30 . Research that investigates or critically analyses facts, theories, or discoveries in academic literature to make theoretical and methodological contributions to specific subjects is a literature review or literature research 31 . The main purpose of desk research is to find various theories, laws, assertions, principles, or ideas that can be used to examine and answer established research problems. This research methodology is descriptive analysis, which routinely breaks down the collected data before providing understanding and justification so that the reader can understand it fully 32 . A documentation approach was used in this study to collect data. The documentation approach collects information by searching or digging up information from the literature relevant to the problem formulation. To address the issues that have been raised, the information that has been obtained from many literary works is compiled into one volume. Arabic learners need to learn the structure Arabic language 33 . Tarkib is a law or regulation governing the use of Arabic to understand sentences 34 . One of the language skills seen as part of the development of Arabic language skills is the ability to speak tarkib (nahwu and sharaf) 35 . Understanding Arabic words and writing requires a strong understanding of nahwu and shorof. For students of Arabic to be able to read and translate Arabic texts, these two sciences become a fundamental foundation. In other words, learning tarkib is closely related to learning Arabic. Rahmat and Abdurrahman state that Since kalam (Arabic sentences) cannot be obtained without the science of nahwu, it is very important to study this subject first 36 . Students of Arabic must pay attention to shorof because it serves as a guide to understanding the basics of Arabic word creation 37 ; 38 . To read, understand, and translate Arabic into other languages, Arabic learners must master tarkib to understand the correct structure of word order 39 . Tarkib is a grouping of two or more predicative or non-predicative words 40 . Target position is one of the main discussion points for word placement in sentences, which makes grammatical structures regular and understandable 41 . To learn tarkib, one must master word structure and the science of nahwu, which requires paying attention to the final letter of each Arabic sentence 42 . Arabic is different from other languages because of this. Arabic writing must be understood before it can be read, not vice versa. This is because the harokat is rarely used in Arabic calligraphy, even though the dignity of the final letter is very important. Therefore, learning nahwu is essential as it supports reading and understanding Arabic novels. The organisation or construction of words into meaningful phrases is discussed in tarakib, literature. In addition, it can be concluded that learning the content of tarakib is a learning exercise that examines the structure of how sentences are constructed. When we learn tarkb, we understand the structure of proper word position, making it easier for us to read Arabic and even translate it into other languages. Many believe effective learning is learning motivated by the desire to succeed academically. Whether from the subject matter, teaching materials, media, teacher, or the students themselves, several objectives must be met for learning to be successful. The aim of learning tarakib is for students to be able to understand sentences clearly and express their understanding precisely, not just to be able to memorise a collection of sentence forms. The foundation for acquiring all kinds of language skills, including receptive active skills (listening and reading) and productive, active skills, is understanding Arabic sentence structure (speaking and writing) 43 . Therefore, it can be said that learning tarakib is mainly about understanding the meaning of certain sentences resulting from the grammatical structure of the language used by language users.

Sentence Structure Arabic Language Learning Method
Learning techniques are strategies for putting into practice the plans prepared to achieve the set goals as effectively as possible 44 . Learning methods can be viewed as a means by which a teacher explains the content of learning materials to students to make it easier for them to fulfil their learning objectives 45 . The following are the techniques that teachers use to teach sentence construction.

1.
Qowa'id wa Tarjamah Method (Grammar and Translation Method) The grammar-translation method is the Indonesian name for the Qowa'id wa Tarjamah approach. This approach is convenient because it was originally used in teaching Latin and Greek, two classical languages 46 . The Qowa'id wa Tarjamah method combines the qawa'id and translation methods, which are the two basic approaches. The qawa'id method is a technique that places great emphasis on memorising a set of words as well as grammatical rules or principles 47 . After that, the words are sorted according to the relevant grammar. At the same time, the translation technique concentrates on translating the first reading from the foreign language to the student's mother tongue, and vice versa. Every learning strategy has its advantages and disadvantages. The benefits of this approach can improve students' memory ability, allowing them to master it in the sense of memorisation beyond the scope of investigating grammar, its features, and the content of the reading they are studying, apart from the approach itself. This can be done in large courses and does not require student participation. Here are some of the benefits in more detail: a. learners easily remember Target grammar rules; b. Students can translate the reading material learnt and understand its elements in depth c. Students are familiar with many theoretical concepts, including features of the target language, and can distinguish them from their mother tongue. d. This strategy improves students' memory and memorisation skills. e. It can be used in large courses and does not require perfect teacher skills. The drawback of this approach is that it often faces criticism for neglecting speaking and listening skills and not improving language as a skill. Nevertheless, it is still useful depending on how strongly the learning objectives are emphasised. Below are other details: a. Instead of emphasising "language competence", this approach emphasises "language" learning. b. The other three skills-listening, speaking, and writing-are not addressed by this method, which focuses only on teaching reading skills. c. Literal translation often distorts the statement's meaning in the general context, and the translation results vary greatly depending on the student's mother tongue... d. The classical written language variety is the only one that students learn. Meanwhile, there is no spoken or written modern language. e. The vocabulary, sentence patterns and idioms students learn can be outdated or have different meanings in contemporary language. f. No room is left in children's brains for linguistic expression or discovery because they are too busy solving grammar puzzles.

2.
Question and answer method The answering and Questions method is a language learning strategy that involves exchanging questions and answers with classmates or the teacher 48 . This pattern is useful to help students learn and understand the subject matter they are studying. Both advantages and disadvantages of this approach exist. The benefits of the question-and-answer method are 49 ; 50 : a) Students participate more in class because they are not just listening, b) Students are allowed to ask questions so that the teacher knows the concepts that students have not understood, c) By using this technique, teachers may find it easier to gauge how well their students understand a given subject, d) The weakness of the question and answer method. The subject matter will change its flow even if students also bring up other topics that are still relevant to the debate and raise new issues if, during the implementation of this question-andanswer approach, they do not master the dialogue related to the subject matter.

Drill Method
One of the teaching strategies is the drill method, which gives students tasks based on what they have learned so that they can master a certain ability 51 ; 52 . In terms of the motor and mental components of the learned content, this method emphasises students' talents or abilities. Like any other technique, the drill method provides benefits, among others: a) the development of practised behaviours and improved speed and accuracy of implementation, b) To gain knowledge through the connections formed, c) To develop of motor skills, d) To develop mental abilities. The disadvantages are: a) Inhibit students' potential and initiative, b) Leads to static adjustment to the environment, c) Frequently repeated exercises make learning monotonous and thus boring. Teachers can use this technique to address problems in their classroom, turn them into assets for information delivery, and facilitate students' assimilation of such information.

Sentence Structure Arabic Language Learning Techniques
Activities Teachers must master tarakib teaching approaches to fulfil language learning objectives, 48 V Golla, "Sapir, Edward (1884-1939 ; 55 : 1) presenting or summarising language rules (qawaid sharfiyyah and nahwiyyah), (2) giving examples containing the rules taught, and (3) helping students internalise the principles. Deductive or inductive methods can introduce rules and give example sentences. Deductive reasoning begins by outlining the norms students must understand, followed by examples. After that, students are allowed to complete activities where they have to apply the rules or formulas provided. Although the inductive method is used, the teacher provides examples first. Students use the examples provided to make inferences about language norms under the teacher's guidance after studying, evaluating, and researching them. In this study, inductive learning strategies were used to facilitate learning tarakib content. The internalisation of rules through practice or drill. There are three different types of exercises or drills: (a) mechanical exercises/drills; (b) meaningful exercises; and (c) communicative exercises. Each type can be done independently or as part of a sequence that works as a whole. This arrangement does not mean that the first type of exercise must be done within a certain period before the second type of exercise can be done, and so on. Mechanical training aims to build new linguistic habits by providing triggers to elicit appropriate responses. Mechanical exercises are combined with speaking and writing activities and can be delivered orally or in writing. A meaningful exercise has been linked to an actual context or circumstance if the mechanical exercise is entirely manipulative and the sentences uttered by the students have nothing to do with it. Communicative exercises, which are native language exercises, seek to develop student's creative abilities. Consequently, these activities should be given only when the instructor believes that the students have learnt sufficient information (in the form of vocabulary, grammatical structures, and communicative expressions) relating to specific circumstances and contexts. The techniques of teaching tarkib are as follows 56 ; 57 ; 58 in Table 1 below:  Table 1. Techniq Teaching Tarkib  No Techniques Implementation 1 Repetition By practising a particular skill repeatedly, repetition exercises are intended to improve mastery of tarkib and its application to that particular skill. In this activity, the teacher gives an example and then asks some students to repeat it. The teacher can also ask other students to repeat the tarkib that their friends have used.

Question and Answer
This exercise aims to improve understanding and the ability to ask and answer questions. They also question each student individually before asking them to answer.
3 Make a question This exercise aims to improve comprehension, questioning, and question-answering skills. In actual practice, questions are asked individually, and then answers are given.
4 Changing the tarkib This exercise is intended to improve students' ability to switch from one tarkib to another. The results of this exercise will reveal how well students understand the rules of nahwu.
5 Perfecting the sentence This exercise aims to improve your understanding of words and sentences. It does so by filling in the gaps in sentences, such as when students are asked to choose offered words or when they look up themselves to complete a missing sentence.
6 Constructing sentences This exercise will improve your ability to recognise and use words accurately. Students are asked to create perfect sentences using the vocabulary they learned as part of the task.
7 Matching exercise This activity seeks to introduce and develop specific language skills. One way to complete this task is to match the set of tarkibs on the left with those on the right. Teachers should use verbs that will be used as examples of the use of the structures being taught, and teachers should use verbs that can be possible in the classroom. The approach used to teach tarkib is similar to that used to teach mufradat. The teacher factor, which is adjusted to the level of student learning, is also very important in the effectiveness of the teaching and learning process, meaning that the teacher must be innovative and professional in teaching approaches.

Conclusion
Learners of Arabic need to learn tarkib. A rule known as tarkib governs using Arabic to aid sentence comprehension. One of the linguistic skills considered in developing Arabic language skills is tarkib (nahwu and shorof). The advantage of learning tarkb is that it allows us to understand the proper word order structure, making it easier for us to read and even translate Arabic into other languages. Learners of Arabic need to learn tarkib. A rule known as tarkib governs using Arabic to aid sentence comprehension. One of the linguistic skills considered in developing Arabic language skills is tarkib (nahwu and sharaf). The advantage of learning tarkb is that it allows us to understand the proper word order structure, making it easier for us to read and even translate Arabic into other languages.