Implementation of the Utilization of Arabic as a Lecture Language in Islamic Subjects Wahyudi Buska (a*), Ahmad Syukri (b), Kasful Anwar Us (b), Diana Rozelin (b), Yogia Prihartini, (c)
a) Faculty of Civilization and Humanities, Sulthan Thaha Saifuddin State Islamic University of Jambi
Jln. Jambi Ma. Bulian KM. 16 Ma. Jambi 36361
b) Postgraduate of Sulthan Thaha Saifuddin State Islamic University of Jambi,
Jl. Arif Rahman Hakim, Simpang IV Sipin, Telanaipura, Kota Jambi, Jambi 36361
c) Faculty of Tarbiyah and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi
Jln. Jambi Ma. Bulian KM. 16 Ma Jambi 36361
*wahyudi[at]uinjambi.ac.id
Abstract
This study aims to describe the application of Arabic as the language of instruction in Islamic subjects (Ilmu Tafsir, Ilmu Hadith, Fiqh-Ushul Fiqh, Dirasat al-Qur^an, Dirasat al-Hadith, History Of Islamic Civilization, Islamic Philosophy, etc.) at the Sulthan Thaha Saifuddin State Islamic University of Jambi. This research is qualitative research, the data was collected using observation manual, interview, documentation, and questionnaires which were analyzed in order to find out the implementation of the utilization of Arabic as a lecture language in Islamic subjects. The findings of this study are 1). Arabic as an introductory language of Islamic subjects, still cannot be applied to the maximum and only a few lecturers have started to implement it even though it is not in full. 2). Models of Islamic subjects lectures that use Arabic as the language of instruction vary greatly. 3). Constraints faced in the use of Arabic as the language of instruction in Islamic subjects can be classified into three things: (a). The constraints that come from students, the ability of Arabic students is very varied and the grouping of regular classes is not based on Arabic language skills. (b). Constraints that come from lecturers, namely there are still several lecturers of Islamic subjects who do not have the ability to speak Arabic actively, so it is difficult for him to explain the material in Arabic. (c). Limited books and literature on Islamic subjects in Arabic. (d). There has been no training to improve the skills of lecturers who teach Islamic subjects about the Arabic language. and 4). The implementation of Arabic as an introductory language of Islamic subjects has not been effective, because both the process and the results achieved relating to the material being taught, still not fulfilling the requirements of learning effectiveness that must be achieved in a learning outcome. It can be concluded that Islamic subjects originating from Islamic teachings that were born and developed in the Middle East have not been fully taught using Arabic in lectures. The mastery of Arabic as a tool to explore Islamic subjects at the Sulthan Thaha Saifuddin State Islamic University of Jambi is not optimal and needs special attention and action from stakeholders.
