$T[]DIA I$LAilIII(A
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Volume 13, Number 1,2006
DEBATED AGArN:
RESpoNSE To rHE
Iosa op RrvorcNc rHE1966
ANTI-COMMUNISM IN Posr-SoEHaRro INooNssIe Ahmad Suhelmi
Knnal eav -ORnNrEo Istatot, THs ExpEnTENCE oF pRE-CoLoNrAL INooNpsra |ajat Burhanudin
THs RnvrrRLrzATroN oF IsLAM rN St)urHEASr Asra:
Tus Casns oF DARUL Aneav AND JEMAAT TABLTcH Alexander Horstmann
ISSN 0215-0492
$TI]ilIA I$IAil{II(A
ffi
Vol. 13. no. 1.2006
EDITORIAL BOARD:
M. Quraish Shihab (UIN
laknrta)
Taufik Abdullah (LlPl lakarta) Nur A. Fadhil Lubis (IAIN Sumatra Utara)
M,C, Ricklefs (Melbourne Uniaersity )
Martin
ztan Bruinessen (Utrecht Uniaersity)
lohn R. Bowen (Washington Uniaersity, St. Louis)
M. Atho Mudzhar (IAIN Yogyakarta) M. Kamal Hasan (International Islamic Uniaersity, Kuala Lumpur)
EDITOR-IN-CHIEF A-."''-'r.li
A-re
EDITORS Saiful Mujani lamhari
lajat Burhanuddin Fu'ad labali Oman Fathurahman
ASSISTANT TO THE EDITORS Heni Nuroni
ENGLISH LANGUAGE ADVISOR Cheyne Scott
ARABIC LANGUAGE ADVISOR Masri
COVER DESIGNER S. Prinka
STUDIA ISLAMIKA (ISSN 0215-0492) is a journal published by the Center for the Study of Islam and Society (PPIM) UIN Syarif Hidayatullah, lakarta (STT DEPPEN No. L29/SK/DITIEN/PPG/S'|T/L976) and sponsored by the Australia-lndonesia lnstitute specializes in Indonesian Islamic studies in particular, and South-east Asian lslamic Studies in general, and is intended to communicate originnl researches and cunent issues on the subject. This journnl warmly zuelcomes contributions from scholars of related
6II). lt
disciplines.
AII qrticles published do not necessarily represent the aiaos of
the journ.al, or other institutions to zohich it is affrliated. They are solely the aiezus of the authors. The articles contained in this journal haue been refereed by the Board of Editors. been accredited by The Ministry of National Education, Republic of Indonesia as an academic journal (SK Dirjen Dikti No. 23a/DIKTI/2004).
STUDIA ISLAMIKA has
Muhaiban
Al-Lughah a1-' Arabiyyah fi h:IdtnisiyA: DirAsah Tahliliyyah 'an TatawwurdtihA wa Musvkilat Ta'limiha
Abstrack Arabic tenching in Indonesia started znhen Islam was intro' duced to this country in the 7th-Bth Century. At that time Arabic zuas giaen merely for religious teachings and to teach student to read the HoIy Qur'an, say prayers, and read and understand religious books also known as " the yellow books" . Those kinds of teachings were conducted in mosques, Moslem home, and religious schools. During the long period in history, Arabic teaching promoted the Arabic language into an important position in the cultural expressions of ztarious ethnic groups in Indonesia. Arabic script was once also more prominent than the Latin alphabet in the written tradition in Indonesia. Arabic teaching started to decline in the Dutch colonial period. At thnt time the Dutch goaernment tried to change the Arabic script into the Latin alphabet, and systematically decreased the role and influence of the Arsbic language. In the Dutch colonial period Arabic saw its lowest point of decline and it was only studied in the traditional religious schools in a uery limited way. A change for the better started during the 1930s, indicated, among others, by the introduction of general science into the religious schools (pesantren). Arabic was giuen through s nezu method, with a wider objec' tiue of being a means of communication. In 1970s, the gouernment started to pay more attention to the teaching of Arabic in schools by including the Arabic language into the Senior High School Curriculum of 1975. Efforts in improaing the teaching of Arsbic'were also seen in the implementation of the "Madrnsah" Curricu' 93
Studia lslamika, Vol. 13, No. I , 2006
94
Muhaiban
lum of 1976, in which it was stated that the teaching of Arabic in Madrasah should employ the Integrated System and the Audio Lingual Method.
That zuas the beginning of the improuement and deztelopment of the teach-
ing of Arabic, both in schools and Uniaersities. Hozoeuer , Arabic teaching in lndonesia still has its problems. This srticle aims at addressing the aarious problems of teaching Arabic faced by education institutions in Indonesia, with the hope that there will emerge ideas and suggestions f'rom Arnbic teachers and enthusiasts to ouercome those problems. The problems coaer those in terms of the teachers, the students, and the teaching media. Problems which arise ftom the teachers were mostly due to the low proficiency of the teachers and the lack of teachers zaith sufficient competence in Arabic, especially in Speaking andWriting skills. Moreoaer, there is s lack of teachers with the academic competence and qualification to tesch Arsbic. Problem related to students were causedby seaeral things, such as their educational background, motiaation, and purpose in learning Arabic. Most students haae heterogeneous background, which lesds to their heterogeneity in receiaing the lessons. Students who hsue Islamic social and family background tend to haue strong Arabic foundation since they hsae been exposed to the language since early age. Those students tend to be highlymotiaated to learn Arabic. Other students do not haae sufficient background in Arabic since they come from general/public elementary schools which do not teach Arabic. Their basic skills in Arabic utere limited to reading the Holy Qur'an without the skill in writing the Arabic script. When they pursue further study, they find dfficulties in following the lessons, especinlly zuhen they hnae to be in the same class with the students who haae Arabic background. Problems with the instructional media in formal institutions were due to the scarcity of the teaching media, as well as the limited ability of the teachers in deaeloping and using the appropriate media in their teaching. Education institutions which already haae hardzuare such as computers and language laboratories generally haae the problems of finding teachers
uith
the ability both to operate the hardware and prepare the teaching materials.
Studia Islanika, Vol. 13, No. 1, 2006
Muhaiban
Arabiyyah fi Indflnisiyd: DirAsah Tal.rliliyyah 'an Tatawwur0tihd wa Musykilat Ta'limihd
Al-Lughah
a1-'
Abstraksi: Bahasa Arab masuk ke Nusantara busamnan dengan masuknya agama Islam padn abad ke 7-B Masehi, melalui pedagang Muslim Arab dan Persia. Dengan demikian bahnss Arab di Nusantara telcrhberumur 12 sbad. alsm rentang waktu itu, bahnsa Arab telah mengalami pasang-surut sesuai dengan hukum sejarah. Pada azual masttknya di Nusantara, bahasa Arab dipelajari semata-msta untuk tujuan agama dan untuk terampil membacs aIQur' an, bacaan-bacaon shalat, doa-doa, dnn untuk munahami kitab-kitab keagamtun ynng sering disebut dengan "kitab kuning". Pembelajaran sEerti itu berlangsung di masjid, mushalla, dan di rumah-rumah keluarga muslim, atau di madrasah diniyah. P embelajaran bahnsa Arsb tusebut pernah menem' patknn bahass Arab menjadi bagian penting dalam ekspresi budaya berbagai suku bangsa di Indonesia. Huruf Ar ab juga pernah menduduki peran penting melebihi huruf bttin dalam tradisi tulis di Indonesis. Pembelajaran bahnsa Arnb mengalami kemunduran padn masa pemerintahan koloninl Belsnds. Pada sant itu pemerintah Belands berupaya mrngganti huruf Arab dengan huruf Lrttin dan secara sistematis berupayn untuk mengurangi peran dan pengaruh bahnss Arab. P ada masa penjaj ahan Belsnds itu bahnsa Arab mencapai puncak kemundurannya dan hnnya dipelaiari di D
ondok p esantr en-p ondok p escrntr en tr sdisional secar s terb atos. Perubahan mulai terjadi pada tahun tigapuluhnn yang antara lain ditan' dai dengan masuknya beberapa pelajaran umum di beberapa pesantren. Pada
p
saat itu
p
embelaj ar an bahnsn Ar ab mulai berlangsung dengan pendekatan baru
dnn dengan tujuan yang lebih luas sebagai bahasa pergaulan. Padn dekade tujuhpuluhnn, pemerintah mulai memberiksn perhatian terhndnp pembelajaran bahasa Arab di sekolah dengan dicantumknnnya bahnsa Arab sebagai bahnsa Asing Pilihsn pada Kurikulum SMA Tahun 197 5. Upa' ya perbaikan pembelaj aran bahnss Arnb juga dilalakuknn oleh pemerintah dengan diberlakuknnny a Kurikulum Madr asrth T ahun 197 6 y ang mengamanat 95
Sndia Islamika, Vo|. 13, No. 1,2006
96
Muhaiban
kan diterapknnnyapendekatan Integrated System dnn metode Audio Lingual dalam pembelajnran bahasa Arab di madrasah. Sejak saat itu, pembelajaran bahnsa Arab -baik di sekolahmaupun diperguruan tinggi-berkembang seiring dengan perkembangan jamnn, terutama padn sisi metode dan pendekatan pembelajaran.
Nsmun demikian, pembelajaran bahasa Arab di Indonesia juga menghadapi berbagai problematikn. Artikel ini mencoba mengungkap beberapa probIematika pembelajaran bahasa Arnb yang dihndapi oleh lembaga pendidiknn di Indonesia, dengan hnrapan aknn muncul pikiran-pikiran dari para pemerhnti bahasa Arab untukmengatasiproblematiko tersebut. Problematiknpembelajaran bahnsa Arab tersebut antars lsin menyangkut aspek guru, aspek siswa, dan asp ek
media p embelaj ar an.
Problematikn yang diakibatknn oleh guru muncul knrena lemahnya kemampuan guru dalam pembelajaran bahnsa Arnb dnn tubatasnya jumlah guru yang memiliki kemampuan berbahnsa Arab, terutsma kemampuan bubiura dan menulis. Di samping itu juga karens terbatasnya jumlah guru yang memiliki kompetensi akademis sebagai guru bahnsa Arab. Problematika yang terknit dengan siszua diakibatknn oleh beberapa hnl antara lain latar belaknng pendidikan, motiaasi, dan tujuan belajar bahsss Arab. Para siszoa umumnya memiliki latar belakang pendidiknn bahass Arab yang hitu ogin y ang ber akibat p adn hit er o ginitas kmurnpuan mer eka dnlam mengikuti pelajaran. Siswa yang berasal dari keluarga dan lingkungan yang islamis umumny a mempunyai dasar bahasa Arab yang kuat kar ena sej ak kecil merekn telah hersentuhan dengan bahsss Arab baik di keluarga mfiupun di lingkungan sekolah. Siszua seperti itu cenderung mempunyai motfuasi yang kuat untuk belajar bahnsa Arab. Sementara itu siswa yang lain tidak memiliki latnr belaknng bahnsa Arab yang cukup karena mer ekn menempuh pendidiknn dasar pada sekolah umum yang tidak mengajarknn bshasa Arab. Kemampuan dasar bahasa Arab mereka terbatsspadakemampuan membaca al-Qur'an tnnpa diiringi dengan kemampuan menulis huruf Arab. Ketika merekn melanjutkan pendidiknn pada tingkat yang lebih tinggi, merekn mengalami kesulitan dalam mrngikuti pelajaran, terutama karena merekn harus berada satu kelss dengan siszaa yang memliki latar belaknngbnhnsa Arab yang lebihbaik. Problematikn yang terknit dengan media pembelajaran bahasa Arab di lembaga-lembaga pendidiknn formal muncul antara lain karena minimnya media pembelajaran di sekolah, di samping terbatasnya kemampuan guru untuk membuat dan menggunoksn medin tersebut dnlnm pembelajaran. Lembagn pendidikan yang telah memiliki pernngkat keras seperti komputer atrru laboratorium bahnsa, umumnya menghadapi kesulitsn karena terbatnsnya jumlah tenaga pengajar yang mampu mengoperasikan dan menyiapknn pernngknt Iunaknya. St
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