Language is an arbitrary code system having close relationship with the ideology, because in any use of the language is ideological. According to linguists language is ideology. The relationship between language and ideology is in its language use and materializing the language in ideology. Words used and the meaning coming up from the words show someone's position in a certain social class. Language becomes a battle site for many groups and class who take great effort to instill its belief and perceiving. In addition, the relationship of language and ideology can also be seen from its use not only as a means of communication but also language as a tool to influence, change and dominate other people so that the reader or audience will receive and justify the messages, ideas, and thought delivered, even to believe and follow it. Keywords Bahasa, IdeologiPendahuluan Bahasa merupakan salah satu bagian terpenting dalam kehidupan manusia karena setiap manusia dalam berbagai aktivitas dan kehidupannya selalu berhubungan yang erat dengan bahasa. Dalam berkomunikasi dan bersosialisasi dengan lingkungan, manusia menggunakan bahasa dalam mengungkapkan totalitas pikirannya. Bagitu pula dalam berbagai aspek lain, manusia juga menggunakan bahasa. Pendek kata, tidak seorangpun dalam hidupnya yang bisa lepas dari bahasa.Menurut Mudjia Rahardjo (2002:iii) bahasa dan manusia menyatu dalam segala aktivitas kehidupan. Di mana ada manusia, di sana ada bahasa. Pun juga sebaliknya, keduanya tidak bisa dipisahkan. Bahasa tumbuh dan berkembang karena manusia. Manusia dapat berkembang karena bahasa. Bahasa pula yang membedakan manusia dari makhluk ciptaan Tuhan yang lain. Bahasa menentukan identitas atau jati diri manusia, baik secara individu maupun kelompok masyarakat.Bahasa, menurut Hidayat (2006: 263-264), adalah sine qua non, sesuatu yang mesti ada bagi kebudayaan dan manusia. Dengan bahasa, manusia mampu mengabstraksikan seluruh pengalaman empiris, rasional, dan spiritualnya secara konseptual, sistematis, dan terstruktur yang pada gilirannya dapat melewati sekat-sekat ruang dan waktu. Dengan bahasa, manusia sanggup memasuki dunia lain yang jauh lebih luas dan kompleks. Dengan bahasa, manusia dapat pula menyampaikan dan mengembangkan pemikirannya dalam aneka wujud kebudayaan. Bahkan lebih dari itu, dengan bahasa manusia dapat mempengaruhi dan mendominasi orang lain, baik dalam sikap maupun pikirannya.Kemudian, seiring dengan dinamika kehidupan manusia, bahasa telah menjadi sebuah dilematis dan mengalami perubahan makna dan fungsi yang luar biasa. Bahasa yang dahulunya hanya digunakan sebagai alat komunikasi, kini sudah bergeser pada kepentingan, dominasi, budaya, kekuasan dan lain sebagainya. Bahasa telah berubah menjadi suatu legitimasi tentang bagaimana seseorang mampu menguasai orang lain dan bagaimana orang lain bisa mengikutinya. Lebih-lebih setelah muncul wacana postmodernisme dan post-strukturalisme yang turut berperan dalam perubahan dan pergeseran fungsi bahasa tersebut.Derrida, salah seorang tokoh post-modernisme,...

This research aimed to create a prototype of the construction of learning to read Arabic with a critical literacy approach based on the SFL GBA and its implementation in learning reading skills. The systemic functional linguistics’ genre-based approach (SFL-GBA) was used to foster a critical attitude towards reading in the scope of Arabic Language Education students’ reading skills. The method used was action research, with the hope that PBA students of UIN Maulana Malik Ibrahim Malang could have critical reading competencies. The results of this study demonstrated a prototype of the construction of learning Arabic reading skills with a critical literacy approach based on the SFL GBA and the guidance of the prototype implementation in the Arabic reading skills class. After this action, students could find out the types of text, the structure, and linguistic features of the text, to later be criticized according to the data they got.

The focus of this research is to describe the management of the Arabic matriculation program at Darul Hikmah Boarding School in Bima. In learning Arabic Darul Hikmah Boarding School implements a language matriculation program where this program must be followed by students and is expected to provide benefits in the field of language and convenience for students. In this paper the research used is qualitative research where data is collected through observation, interviews and documentation. In this paper the research used is qualitative research where data is collected through observation, interviews and documentation. Then in analyzing data consists of data collection as well as data reduction and conclusion drawing.The results of the study concluded that the series of arabic matriculation program management activities carried out at Darul Hikmah Boarding School included: planning an Arabic matriculation program through the establishment of learning programs, material preparation, media use and determination of learning method approaches. (2) Organizing Arabic matriculation has prepared qualified tutors with S2 and S1 Arabic qualifications as measured by teaching tests. (3) implementation of matriculation program applying time token arends learning model by using al-Arabiyatu Baina Yadai Auladina teaching book. (4)  evaluation of Arabic matriculation program is to determine assessment standards, hold written and oral examinations, make improvements and follow-up. Thus the matriculation program using the learning time token arends model is a good program in managing the Arabic matriculation program at Darul Hikmah boarding school in Bima

The development of the Arabic language performance curriculum in this study is carried out by reconstructing the curriculum design based on ACTFL and Douglas Brown's thoughts. The development model follows the steps set by Jack C. Richard. Needs analysis is carried out by simultaneously combining objective need analysis (questionnaire and interview) with subjective need analysis (review of the ACTFL document and Douglas Brown's thoughts). The results determine that the objectives, teaching materials, learning activities of Arabic language performance learning are arranged by considering three things of necessaries, and lack. The reconstruction results show that the Arabic language performance curriculum is directed at achieving five language performance standards, namely communication, cultures, comparison, communication. And to achieve that, speaking learning activities are designed to be imitative, intensive, responsive, interactive and extensive. Meanwhile, writing skills are at the order of the level of imitative, intensive, responsive, and extensive.