Teaching Arabic Language: Its Implication on the Mindset of MSU-Sulu Laboratory High School Students

Abstract

This study aimed to investigate the content, systematic approach, preventive measures on action and the implication of infusing Arabic language teaching to liberate the mindset of students from purely secularize concept of culture. It used qualitative descriptive method in the analysis and interpretation of the collected data from the Focus Group Discussion participated by nine High School Arabic teachers in Sulu. Four research questions were prepared: [1] What should be the contents of teaching Arabic Language as Perceived by the Teachers and Students? [2] What are the systematic approaches in developing teaching Arabic Language teaching? [3] What are the implications of infusing Arabic Language on the mindset of the students? [4] What are the preventive measures on action to be done by teachers to liberate the mind of students from purely secularize concept of culture? The discussion utilized a facilitator and a documentor during the process. The facilitator is in-charged to align the discussions to the statement of the problem while the documentor is quoting the opinions and ideas presented by the participants. The Focus Group Discussion was conducted in the Graduate School Building of MSU-Sulu. In the light of the light of the findings of the study, it is concluded that Arabic language teaching is dependent on the nature and experienced of the learners in Madrasa. The students lack the experienced in Madrasah education should be given lecture on the huruful hidja iyya, that is introduction of the Arabic alphabets. The use of visual aids is very helpful in teaching Arabic language. As much as possible the teacher may use advance technology in teaching the Arabic language. Visual presentation can assist student to use the senses of sight and hearing in the learning process. Audio presentation helped the student to correct pronunciation with the help of the teacher instruction. Correct tajwid can be developed from hearing Qur’an reading by the experts reading of the Arabic language. Islamic values can be learned from the history of the pious people such as anbiya, sahabah, sunni imams and the story of the khulafa-ur-rashidin. The teacher should display as model in doing the Sunnah and the fardu Ibadah. The students are good imitator of good deeds. The learning by example method is very effective to introduce variation in doing things.