Characteristic of Teaching Materials for Arabic Reading Skill with Inductive Approach

*Corresponding Author: Name: Himatul Istiqomah Email: himastiq@gmail.com Himmati is deliberately created as a textbook modification to recognize the Qur'an prepared for beginners. This research aimed to describe the characteristics of teaching material contained in Himmati. This research was a qualitative approach and content analysis of the perspective of Thu’aimah. It also belonged to library research with the main data source is a book, named Himmati: Modifikasi Pembelajaran Dasar Mengenali al-Qur’an from volume 1 to volume 5. The results showed that: 1) Generally, the teaching materials in Himmati were divided into 5 volumes which were presented inductively, namely the introduction of letters, words, tajweed, gharib, and verses in the Qur’an. Specifically, the teaching materials in Himmati were divided into 7 volumes which were presented with examples from the Qur'an and colored in the order of the frequency of visible light, from red to violet. The 1 volume focused on pronunciation, the 2A volume was on short vowels, long vowels, nunation (tanwin), and original sukuun, the 2B volume was on non-original sukuun and shadda, the 3A volume was on the law of nuun sukuun, nunation, germination nuun and miim, the 3B volume was on the law of miim sukuun, definite article al, and madd, the 4 volume was on the rule of exception, and the 5 volume was on the stop sign. The teaching materials in Himmati presented for beginners level.


INTRODUCTION
The Qur'an is one of the heavenly books that God Almighty revealed to the Prophet Muhammad as the guidance of the converted men. It was revealed in Arabic, so the believers use their minds to understand what is in the verses (Effendy, 2013). Before they reach an understanding of the meaning, of course, they must read the verses. Therefore, learning to read the Qur'an is very important and needed.
Even so, there are still many Muslims who have not been able to read the Qur'an well. Based on the results of previous research, there was found many students in several Islamic universities in Indonesia with low Qur'an reading skills (Alhamuddin, Hamdani, Tandika, & Adwiyah, 2018;Otaya, Anwar, & Husain, 2019). There was also found that many students in several high schools were not yet skilled in reading the Qur'an correctly and smoothly (Supriyadi & Julia, 2019).
To prepare a textbook, several things must be considered. One of them is the presentation of teaching materials (Thu'aimah, 1958). The existence of teaching materials is very important in learning activities (Anggara & Habib, 2018). The teaching material is one of the external factors that influence the motivation to learn and affect the success of the teaching and learning process (Islam, 2015;Istiqomah & Mahliatussikah, 2019). Therefore, many teachers do reorganization, replacement, and addition to develop teaching materials. A good textbook is one that has material that is suited to the learner's needs and the character values (Cloonan & Fingerest, 2020;Munif, 2018).
After the researcher reviewed the teaching materials in several textbooks for reading the Qur'an, she made some modifications in a new book entitled Himmati: Modifikasi Pembelajaran Dasar Mengenali al-Qur'an. Himmati is a textbook that aimed to help the beginner for learning to read the Qur'an (Istiqomah, 2019). In its preparation process, it was welcomed and evaluated by several teams of Arabic and the Qur'an experts, a fellow of Ashoka Foundation, a design expert, and a psychologist.
Himmati belongs to a new textbook. It is a model of the development the Qur'an learning book that presented in a comprehensive and complete manner. Through this research, the researcher aimed to describe the characteristics of teaching materials in it. She also aimed to offer it to the public as a new prototype for a textbook to read the Qur'an for beginners. So, it can be used for the Qur'an

METHOD
This research belonged to qualitative research with a qualitative approach and qualitative data. This also belonged to library research with the main data source is a book, named Himmati: Modifikasi Pembelajaran Dasar Mengenali al-Qur'an from volume 1 to volume 5. This research used the researcher herself as a research instrument or called human instrument and used documentation techniques to collect data. While the technique to analyze data that used in this research belonged to Thu'aimah's perspective. As he said in his book, analyzing the teaching materials can be done by asking some questions. How was the teaching materials in Himmati presented? What was presented in each volume? For who the teaching materials was presented? (Thu'aimah, 1958).

The Characteristic of Teaching Material in Himmati Generally
Thu'aimah said in his book that teaching material is a collection of educational experiences, information, and desired facts to develop the learner's competencies and to acquire diverse skills completely as found in the educational curriculum (Farid, 2018). The teaching materials can be presented with various forms, such as reading, listening, or merge of both readings and listening (Al-Ushaili, 2002). The teaching materials, especially in the postmodern era like now, also can be presented with blending between script and picture by using modern technology (Wahab, 2015).
The teaching material has its functions which so important. It prepares the basis for the lesson's contents. It makes the teaching competencies equally. It can be main information sources besides the teacher. It also makes the learners study easier (Hakim, 2019) Al-Rajihi (1995) said in his book that the characteristics of teaching materials included the selection and presentation. According to Thu'aimah's perspective, there were found three main points of discussion as findings in this research. Namely, displaying the teaching material in Himmati generally, displaying the teaching materials in Himmati specifically, and displaying the target of the teaching materials in Himmati.
Based on the preface of Himmati, generally, the teaching materials in it are divided into 5 volumes. The 1 st volume is about the introduction of letters in the Qur'an. The 2 nd volume is about the introduction of the word in the Qur'an.
The 3 rd volume is about the introduction of tajweed in the Qur'an. The 4 th volume is about the introduction of gharib in the Qur'an. The 5 th volume is about the introduction of verse in the Qur'an.

Figure 2: A cyclic gradation in Himmati
Figure 2 illustrated that the teaching materials arranged with adopting cyclic gradation (Al-Rajihi, 1995;Corder, 1973). The letters T, U, V, W, X, Y, and Z were symbols represented a point of teaching material in each volume of Himmati. The first level limited to point T. Then, it was added with point U in the second level. Afterward, points T and U added and used clearer in the next level until the peak level.

Figure 3: The teaching material presented inductively
Generally, Figure 3 illustrated that the teaching materials in Himmati were presented inductively. There was displaying several examples then followed by material description or concept explanation. As the theory that in the inductive approach, teaching begins with the presentation of several examples that contain a concept. Furthermore, learners will be guided to try to formulate, model, and or infer the basic concepts of the displaying (Effendy, 2005;Mahjoob, 2015). Some previous researches prove that this approach is considered more effective than the deductive approach in teaching (Benitez-Correa, Gonzalez-Torres, Ochoa-Cueva, & Vargas-Saritama, 2019; Mallia, 2014). Specifically, the teaching materials in Himmati were divided into 7 volumes. Figure 4 illustrated that the 1 st volume focused on the introduction of letter. There was introduced about how to pronounce Hijaiyah letters correctly one by one according to the place of exit (makharijul huruf).
Besides that, Hijaiyah letters in the first volume were presented based on special order. There was begun with a letter that easiest to pronounce it, named letter miim ‫.)م(‬ There was ended with a letter that most difficult to pronounce it, named letter Daad ‫)ض(‬ (Manshur, 1980, p. 185). While the others arranged based on the amount of their use in the Qur'an (Al-Daq, 2013). Thus, the arrangement Hijaiyah letters in Himmati is miim ,)ظ(‬ and Daad ‫.)ض(‬ According to figure 3 above, each page in this volume presented the introduction of two main letters. Each main letter repeated six times, three times written on the right side and three times on the left side. Each main letter was written with two other letters which formed one word in the Qur'an. Thus, the introduction of one letter would introduce six words in the Qur'an. The introduction of these letters also accompanied by vowels directly, with the sequence starting from the strong, the middle, then the weak vowel, namely kasra, damma, then fatha (Ryding, 2005).

Figure 5: The 2 nd A volume of Himmati (orange)
Figure 5 illustrated that the 2 nd A volume introduced word section 1 in the Qur'an. It focused on the introduction of the words with short vowels, long vowels, nunation, and then with original sukuun. Nunation is Arabic tanwin (Azaz, 2019). It is a suffix "N" that follows short vowels (Mijlad & El Younoussi, 2019). It is always at the end of the word (Zaghouani et al., 2016).
The introduction of the word with short vowels was presented just in one page. Because the short vowels were presented in the previous volume. The introduction of long vowels was starting from the strong -ii-, the middle -uu-, then the weak vowel with alif Tawiila ‫)ا(‬ then alif maqSuura ‫)ى(‬ -aa-, which each type of vowel in one page.
The introduction was continued with nunation starting from kasra with nunation -in-, damma with nunation -un-, and Fatha with nunation -an-, which each type of nunation in one page. Then, the combination of all types of nunation also on one page. There were also presented some familiar words in Muslim's daily activities.
After that, there was continued with original sukuun, an absence of vowel in the middle of the word (Ryding, 2005). There was started from original sukuun on all of Hijaiyah letters, original sukuun on Qalqala letters -qaaf ‫,)ق(‬ Taa' ‫,)ط(‬  Qur'an. It focused on the introduction of the words with non-original sukuun and shadda. Non-original sukuun is an absence of vowel on the last letter of the word which paused. Shadda is phonological germination (Marzouk & Kareh, 2018). It is a sign of double consonants that it's sound repetitive (Zerrouki, Shquier, Balla, Bousbia, Sakraoui, & Boudardara, 2019).
The introduction in this volume was started from non-original sukuun on the Hijaiyah letters, non-original sukuun on taa' ta'nith ‫,)ت(‬ haa' ‫,)ه(‬ then taa' marbuTaa ‫,)ة(‬ which each type of them in one page. Then, the combination of all types of taa' ta'nith ‫,)ت(‬ haa' ‫,)ه(‬ and taa' marbuTaa ‫)ة(‬ also on one page. The introduction was continued with non-original sukuun on Qalqala letters. According to the information written by Nabhan translated by Al-Samarani ْ ‫ي‬ ), uu ( ْ َ ْ ‫و‬ ), then aa ‫ا(‬ َ)), which each type of them in one page. Then, the combination of non-original sukuun was on all three long vowels.
According to the information written by Al-Jamzuri translated by Al-Maraqi (n.d.), the poem verse said that Layyin letter is the letter yaa' ‫)ي(‬ or waaw ‫)و(‬ with original sukun that comes after fatha. The presentation of Layyin letters starting from ay (ْ َ ‫ي‬ َ) then aw (ْ َ ‫و‬ َ), which each type of them in one page. Then, the combination of non-original sukuun on both of the types. The last, there was presented non-original sukuun with fatha nunation ‫ا(‬ َ). Then, there was continued with germination (ْ َ) on each Hijaiyah letter. Tajweed is scientific about rules to read the Qur'an with ensuring pronunciation, recitation, and interpretation correctly (Taib, Yusof, Jamil, Aris, & Satari, 2016;Yousfi & Zeki, 2017). Firstly, there focused on the law of germination nuun (ْ ‫)ن‬ The teaching materials was continued with the law of nuun sukuun and nunation when one of them met the Hijaiyah letters. Both of them had five laws in the reading, namely: idhar, idgham bighunnah, idgham bilaghunnah, iqlab, and ikhfa'. Each of the reading law was presented on one page which focused on nuun sukuun, one page which focused on nunation, then one page which presented the combination of nuun sukuun and nunation. Thus, each reading law was presented on three pages. Firstly, the introduction focused on the law of miim sukuun when met the Hijaiyah letters. It had three laws in the reading, namely: ikhfa' syafawi, idgham ma'al ghunnah, and idhar syafawi. Then, it was followed by idhar syafawi harshi.
Based on the previous research, the study about gharib belonged to Arabic phonology (Mahmoud & Shaker, 2019). It was resulted by assimilation direct or indirect, regressive assimilation, progressive assimilation, assimilation of the way pronunciation, or metathesis that was influenced by the principle of power efficiency, ease theory, and balance theory (Adriana, 2017).  Figure 10 illustrated that the 5 th volume introduced verse in the Qur'an, especially the verses about morals and attitude. There was the verses about orders to behave honestly, trustworthy, delivery information, smart in whatever situation, thankfully, patiently, to give to another, prohibitions to behave arrogantly, lie, orders to honor to the parents, to behave optimistically and the prohibitions to behave pessimistically, orders to get knowledge, then to behave