TRANSFORMASI PEMBELAJARAN BAHASA ARAB DI PESANTREN TRADISIONAL DAN MODERN

Abstract

There is a dichotomy in the teaching of Arabic at Traditional and Modern Islamic Boarding Schools (Pondok Pesantren). In Traditional Islamic Boarding Schools, the teaching of Arabic focuses on mastering Nahwu-Sharaf (grammar and morphology) as tools for studying classical Islamic texts (kitab turats). On the other hand, the teaching of Arabic in Modern Islamic Boarding Schools emphasizes the development of speaking (maharah kalam) and listening (maharah istima’) skills. This study is a field research conducted at two research sites representing the two categories: traditional and modern. The findings indicate that both types of boarding schools have adopted progressive, innovative, and adaptive measures. This has effectively bridged the gap between Traditional and Modern Boarding Schools. For instance, the transformation of Arabic teaching at Pondok Pesantren Salafiyah Parappe initially focused on mastering Nahwu-Sharaf but later incorporated a speaking- and listening-oriented approach through the mantiqah al-lughah program. Meanwhile, the direction of Arabic teaching at Pondok Pesantren Modern Islam Shahwatul Is’ad, which initially prioritized Arabic as a communication tool, has shifted to include a focus on studying classical Islamic texts. Although the progressive efforts of both types of boarding schools have not yet achieved optimal results, they align with language learning theories, namely Second Language Acquisition Theory and the Ecological Perspective on Language Learning.
Keywords: Learning Arabic Transformation, Tradisional Islamic Boarding School, Modern
Islamic Boarding School.