The Attitude of Santri and Ustadz Toward Multilingual Education at Pesantren. Saidna Zulfiqar Bin...
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International Journal of Language and Linguistics 2015; 3(4): 210-216 Published online June 8, 2015 (http://www.sciencepublishinggroup.com/j/ijll) doi: 10.11648/j.ijll.20150304.13 ISSN: 2330-0205 (Print); ISSN: 2330-0221 (Online) The Attitude of Santri and Ustadz Toward Multilingual Education at Pesantren Saidna Zulfiqar Bin Tahir English Education Department, University of Iqra Buru, Ambon, Indonesia Email address: [email protected] To cite this article: Saidna Zulfiqar Bin Tahir. The Attitude of Santri and Ustadz Toward Multilingual Education at Pesantren. International Journal of Language and Linguistics. Vol. 3, No. 4, 2015, pp. 210-216. doi: 10.11648/j.ijll.20150304.13 Abstract: The attitude is one of the important aspects of multilingual teaching and learning successful at Pesantren or Islamic boarding school in Indonesia. This study aimed to know the effect of attitude of Santri/students and Ustadz/teachers toward multilingual education at Pesantren in Makassar, Indonesia.This study applied quantitative approach using survey design. The population of the study is all Santri and Ustadz of Pesantren of IMMIM, Pondok Madinah, and Pesantren of Darul Arqam Muhammadiyah Gombara amount to 839 populations which consist of 788 Santries and 51 Ustadzs in academic year 20014/2015. The total samples of simple random sampling technique are 85 then accomplished to 100 samples. In collecting data, the researcher employed questionnaire using Likert Scale model. The data have been analyzed descriptively and inferentially using SPSS Ver. 17.The researcher found that there was an effect of Santri and Ustadzs’ attitude toward multilingual education at pesantren but it was not significant caused of the lack of knowledge, belief, and loyalty to the government regulation. Keywords: Attitude, Santri, Ustadz, Multilingual Education, Pesantren 1. Introduction Pesantren or Islamic boarding school is an educational institution that has its roots on the Hinduism-Islamic educational system which was founded by Ki Hajar Dewantara as the indigenous education system of Indonesia since 1062 (Yasmadi, 2002: 99; Daulay, H.P, 2009: 61; Madjid, 2013: 3; Nizar, at al., 2013: 85; Engku, at al., 2014: 107). The word ‘Pesantren’ derived from the word ‘Santri’ with preffix -pe and suffix -an means a place where a santri/student lives (Dhofier, 1984: 18; Daulay, 2009: 61; Nizar: 87; Engku, at al., 2014: 172). According to Madjid (2013: 21), there are two conceptions of the word ‘Santri’ regarding to its origin. Firstly, the word ‘Santri’ derived from Sanskrit language ‘Shastri’. It means literate or able to read and write. Therefore, Santri is a literary person because of his knowledge concerning to the Holy Scripture. Secondly, the word ‘Santri’ came from Javanese language ‘cantrik’ which means a person who go a long with a teacher wherever he goes and stays to acquire knowledge and skill from him or a person who pursues a course from a teacher. The pattern of relationship between teacher and Santri (guru-cantrik) used largely in the era of Islam so that it changed from ‘guru-cantrik’ to ‘guru-santri’. Subsequently, the word ‘guru’ changed into ‘Kiai’ or ‘Ustadz’ which means old, sacred, and holy person. An institution could be classified as pesantren when it complies with some conditions or some basic elements of pesantren, they are; Kiai/Ustadz/teacher, santri/students, mosque, pondok/dormitory, and religious teaching or teaching the Holy Scripture. Based on the views and explanation above, the researcher concludes that pesantren is an educational institution of religious teaching consists of Kiai/Ustadz, santri, mosque, and dormitory where all santri/students must stay inside of pesantren to learn the Holy Scripture and religious sciences (Dhofier, 1984: 44). Nowadays, there are 27.218 pesantrens in Indonesia including 240 pesantrens in South Sulawesi/Makassar and the number of pesantrens will increase from day to day based on its graduate who intends to build the branch or the new one. This educational institution’s learning system is modernized and developed by applying the combination of religious and general subjects, especially the subjects of two foreign languages - besides, Indonesian and local languages - those are, Arabic and English in teaching and learning process and also use them in daily communication inside of pesantren. The obligation to use the foreign languages was intended to improve the students’ knowledge in Islamic study and science through their languages skill (Depag: Direktori Pondok
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The Attitude of Santri and Ustadz Toward Multilingual Education at Pesantren. Saidna Zulfiqar Bin Tahir
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International Journal of Language and Linguistics 2015; 3(4): 210-216 Published online June 8, 2015 (http://wwws!ien!epublishin""#oup!o$/%/i%ll) doi: 1011648/%i%ll2015030413 &''(: 2330-0205 (P#int); &''(: 2330-0221 ()nline) The Attitude of Santri and Ustadz Toward Multilingual Education at Pesantren Saidna Zulfiqar Bin Tahir *n"lish *du!+tion ,ep+#t$ent, -ni.e#sit/ o0 &1#+ 2u#u, 3$bon, &ndonesi+ Email address: s+idn+4ul0i1+#5"$+il!o$ To cite this article: '+idn+ 6ul0i1+# 2in 7+hi# 7he 3ttitude o0 Santri +nd Ustadz 7ow+#d 8ultilin"u+l *du!+tion +t Pesantren International Journal of Language and Linguistics 9ol 3, (o 4, 2015, pp 210-216 doi: 1011648/%i%ll2015030413 Abstract: 7he +ttitude is one o0 the i$po#t+nt +spe!ts o0 $ultilin"u+l te+!hin" +nd le+#nin" su!!ess0ul +t Pes+nt#en o# &sl+$i! bo+#din"s!hoolin&ndonesi+7hisstud/+i$edto:nowthee00e!to0+ttitudeo0'+nt#i/students+nd-st+d4/te+!he#stow+#d $ultilin"u+l edu!+tion +t Pes+nt#en in 8+:+ss+#, &ndonesi+7his stud/ +pplied 1u+ntit+ti.e +pp#o+!h usin" su#.e/ desi"n 7he popul+tiono0thestud/is+ll'+nt#i+nd-st+d4o0Pes+nt#eno0&88&8,Pondo:8+din+h,+ndPes+nt#eno0,+#ul3#1+$ 8uh+$$+di/+h;o$b+#++$ountto833837:2 '&A3P '3(7G& ,3( -'73,6 7*G@3,3P 8->7&>&(;-3> Petun%u:: Pilihl+h '+l+h s+tu %+w+b+n /+n" p+lin" sesu+i $enu#ut 3nd+ den"+n $e$be#i t+nd+ (P) p+d+ :olo$ %+w+b+n /+n" tel+h disedi+:+n J+w+bl+h pe#n/+t++n dib+w+h ini den"+n $en!ent+n" opsi ('') s+n"+t setu%u, (') setu%u, (GG) #+"u-#+"u, (7') tid+: setu%u, d+n ('7') s+n"+t tid+: setu%u #o&E4#5ATAA#SSS44TSSTS 1 Pe$bel+%+#+n 8ultilin"u+l di Pes+nt#en $e#up+:+n h+l /+n" positi0 untu: $enin":+t:+n :e$+$pu+n be#b+h+s+ $ultilin"u+l sisw+ d+n "u#u 2 3:ti.it+s pe$bel+%+#+n $ultilin"u+l t+np+ +d+n/+ +tu#+n /+n" :et+t d+l+$ $en"+tu# +:t0i0it+s be#h+s+ $e#up+:+n h+l ne"+ti0 b+"i pe#:e$b+n"+n be#b+h+s+ $ultilin"u+l sisw+ d+n !i.it+s Pes+nt#en l+inn/+ 3 Pe$bel+%+#+n$ultilin"u+l$e$be#i:+n$+n0++tpositi0b+"ip+#+s+nt#iuntu:$en"e$b+n":+nil$u pen"et+hu+nn/+ 4 Ae$+$pu+n be#b+h+s+ +sin" (&n""#is, 3#+b) $e#up+:+n b+"i+n d+#i :eb+n""+n s+nt#i d+n Pes+nt#en /+n" h+#us dipe#t+h+n:+n d+n ditin":+t:+n 5 2e#b+h+s+ d+e#+h +t+u be#b+h+s+ &ndonesi+ $en"+n"u :ese#ius+n p+#+ s+nt#i $enin":+t:+n :e$+$pu+n b+h+s+ +sin" 6P+#+ s+nt#i d+n "u#u dibe#i:+n :ebeb+s+n untu: be#b+h+s+ d+e#+h +t+u &ndonesi+ di lin":un"+n Pes+nt#en =3:ti0it+s be#b+h+s+ di lin":un"+n Pes+nt#en pe#lu di$onito#in", b+i: oleh "u#u $+upun p+#+ s+nt#i itu sendi#i 8 '+nt#i,"u#ud+npen"u#usPes+nt#en$e$ili:it+n""un"%+w+bd+l+$$en%+"+:ebe#l+n%ut+npe$bel+%+#+n $ultilin"u+l di Pes+nt#en in":un"+n Pes+nt#en s+n"+t tep+t untu: di%+di:+n $odel pe$bel+%+#+n $ultilin"u+l 10Pe$bel+%+#+n $ultilin"u+l $e#up+:+n :e"i+t+n /+n" $e#u"i:+n p+#+ s+nt#i 11Pe#lun/+ :ete#lib+t+n s+nt#i d+l+$ pe#en!+n++n d+n pen"elol++n pe$bel+%+#+n $ultilin"u+l Appendix 2: The "ata o! 1## $espondents% Attitude toward Multilingual Education 'ou#!e: #ese+#!h d+t+ on '+nt#i +nd -st+d4s? +ttitude tow+#d $ultilin"u+l edu!+tion +t pes+nt#en, 2015 #o 4es3ondents (Initial* item of questionnaire !ean score 1+16789:1;11total 1&>45444544443454,0< 2J>45444544543464,18 3'>433344434323=3,36 4A,43434344432383,45 533653423213134312,82 6@O54323131242302,=3 =''>44333222342322,*32333323243312,82 1341322232232=2,45 632@O341322332222=2,45 648&34132123322262,36 65JJ31132123332242,18 66>8854323323323333,00 6=EG'543234343333=3,36 688',31234334232302,=3 6>322322231223242,18 =3(&,32223222221232,0< =4>)'25343454244403,64 =52833322212442282,55 =6,33322112342262,36 ==3,222223133432=2,45 =8J22222333322262,36 =td +nd 8P; 2oo:s >td
