Arabic Learning Orientation in Ma'had and Islamic Boarding Schools, and its Relevance to the Need for Human Resources with Language Skills in the Globalization Era

Abstract

The problem and the aim of the study: The demand for human resources with language skills in the globalization era is very high. This is because many companies require active and passive language skills as the main criteria for workforce recruitment. In Indonesia, Arabic teaching institutions are categorized into two forms, namely those that teach with communication skills orientation (ma'had) and those with an orientation to understand the concept as an Islamic knowledge source (Islamic boarding schools). This difference causes varied output skills of each institution. Therefore, it is necessary to analyze which output is more relevant to the skills needed in this globalization era. Methods: This study was designed with a quantitative approach. The data source was ma'had and Islamic boarding school graduates who continued their studies at the Islamic Faculty of West Sumatra, Muhammadiyah University with a total of 43 students. Furthermore, data were obtained through tests that included four language skills, and then analyzed using ME as well as T test. Results: It was found that ma'had and Islamic boarding school graduates have advantage in language skill. This is based on data which showed that they have advantage in speaking, but weak in reading and writing. Meanwhile, the Islamic boarding school graduates have advantage in reading and writing, but the listening skills of graduates from both institutions are balanced. Conclusion: Language skills in listening and communication aspects are essential as interpreters, tour guides, consultants and other opportunities. Meanwhile, human resources with writing skills are needed in the field of manuscript translation and text analysis. Therefore, both graduates have the same opportunity in the globalization era but with different contents.

Response of Students to Arabic Learning Curriculum in Pondok Pesantren

“…In line with these data, students are of the view that Arabic taught through the curriculum is set to be accommodated in the kitab kuning curriculum. This is in line with a study by Ritonga et al that students graduated from presantren are more dominant in the grammatical aspects of Arabic (Ritonga, Widodo, et al, 2021). High knowledge of Arabic grammar is based on the dominance of learning the kitab kuning in pesantren.…”

Utilizing Technology to Improve the Quality of Learning in Indonesia: Challenges and Consequences for Arabic Teachers

“…This is different from a study by Ansyah et al confirmed the importance of maintaining the learning system with the Kaji duduak system in Islamic boarding schools, because the system has made learning patterns in Islamic boarding schools leading students able to read books well (Ansyah et al, 2020). Meanwhile, the researchers saw that the purpose of learning foreign languages and Arabic, in particular, is to help students achieve the four language skills as needed in the industrial revolution era (Albantani & Madkur, 2019;Ritonga, Widodo, et al, 2021).…”

Islamic Boarding Schools' Foreign Language Goals: A Dual-Language Sinking Model

“…Foreign language has been a crucial element in the current progressive Islamic education, especially in the Pesantren or Islamic Boarding Schools (hereinafter abbreviated as IBS) curriculum trend, and many IBS have set foreign language competency as a marketing strategy and a part of the education goals of the Islamic school institutions. It can be seen in the current empirical research on IBS, which cannot be separated from the development of language planning and policy in its language education strategy (Abdurrizal et al, 2022;Dariyanto et al, 2022;Fattah et al, 2022;Habiburrahim et al, 2022;Lestari & Pratolo, 2019;Ritonga et al, 2021;Ritonga & Nurdianto, 2022). In the case of general education in Indonesia, common foreign languages taught in Indonesia are Arabic, English, Mandarin, and French (Abduh & Rosmaladewi, 2019;Hamied & Musthafa, 2019;Kohler, 2019;Saud & Abduh, 2018;Zein, 2020).…”

“…Thus, Arabic is an important language because the Muslim Holy Book, the Qur'an, is in Arabic. However, the current movement in Islamic education in Indonesia has shown how Arabic has changed from a literature language to a communication-based language, containing an economic and strategic role in addition to its sacred role, and how the educational institution has focused on speaking acquisition (Fattah et al, 2022;Redkin & Bernikova, 2016;Ritonga et al, 2021;Ritonga & Nurdianto, 2022;Wekke, 2015).…”