Kamis, 12 Maret 2009

IBNU RUSYD

Nama lengkapnya adalah Abu al-Wahid muhammad ibn Ahmad ibn Rusyd, ia lahir di Cadosa pada tahun 1126 M. dan berasal dari keluarga hakim-hakim di Andalusia (Spanyol Islam), ayahnya adalah seorang hakim, demikian pula kakeknya yang terkenal sebagai seorang fikih. Latar belakang keagamaan inilah yang memberinya kesempatan untuk meraih kedudukan yang tinggi dalam studi-studi Islam. Al-Qur’an berserta penafsirannya, hadits Nabi, ilmu Fiqih, bahasa dan sastra Arab dipelajarinya secara lisan. Dia merevisi buku Malikiah, al-Muwatta yang dipelajarinya bersama ayah-nya Abu Al-Qosim dan dihafalnya. Dia juga mempelajarinya matematika, fisika, astronomi, logika filsafat dan ilmu pengobatan.
Selanjutnya, ia juga pernah menjadi dokter di istana di Cordova dan sebagai filosof ahli dalam hukum ia mempunyai pengaruh besar dikalangan istana, terutama di zaman Sultan Abu Yusuf Ya’qub Al-Mansur (1184-99 M) sebagai filosof pengaruhnya dipeperangan antara sultan Abu Yusuf dan kaum kristen, Sultan berhajat pada sokongan kaum ulama dan kaum fuqaha’. Keadaan terbalik dan Ibnu Rusyd dapat disingkirkan oleh kaum ulama dan fuqaha’. Ia dituduh membawa falsafat yang menyeleweng dari ajaran-ajaran Islam dan dengan demikian ditangkap dan diasingkan kesuatu tempat bernama Lucena didaerah Cordova. Kaum filosof mulai tidak disenangi lagi dan buku-bukunya banyak dibakar, Ibnu Rusyd sendiri kemudian dipindahkan ke Maroko dan meninggal disana dalam usia 72 th pada tahun 1198 M.
Ibnu Rusyd meninggalkan kenang-kenangan dalam ilmu Hukum Bidayah al-Mujtahid dan dalam ilmu kedokteran kitab al-kuliat selain dari karanga-karangan dalam lapangan falsafat, dalam kedua bidang tersebut akhir ini ia banyak membuat ringkasan dan komentar tentang buku-buku Aristoteles dan Cladius Galen, seorang dokter ternama di abad kedua Masehi, kelainan Ibnu Rusyd dari filosof-filosof Islam lainnya seperti al-Kindi, al-Farabi, dan ibnu sina ialah bahwa ibnu Rusyd selain seorang filosof adalah ahli Fiqih.

Filsafat dan Agama
Persesuaian antara filsafat dan agama sudah sepantasnya dianggap sebagai ciri terpenting filsafat Islam. Cara Ibn Rusyd memecahkan masalah ini benar-benar merupakan cara yang jenius sebagai seorang filosof, dia menyadari bahwa telah menjadi tugasnyalah membela para filosof dalam menangkis seranga-serangan keras dari para faqih dan teolog, terutama setelah mereka dikutuk oleh al-Ghazali dalam karyanya ketidaklogisan para filosof. Risalah Ibnu Rusyd yang berjudul : “Fash Al-Maqal Fi Bainal Hikmah Was-Syari’ah Minal Ittishal” merupakan suatu pembelaan bagi filsafat sepanjang filsafat tersebut serasi dengan agama.
Mengenai penyesuaian antara agama dan filsafat, ia menulis dua buah kitab kecil tetapi nilainya sangat besar. Al-Kasyf ‘An Manhaj Al-Adillah (metode-metode argumentasi) dan Fash Fi MA Baina Al-Hikmah. Aliran filsafat Ibnu Rusyd dapat dikatakan aliran rasionalisme, ia menguduskan dan mengagungkan akal yang dianggapnya sebagai dasar dari pengetahuan dan juga sebagai dasar dari wujud.
Filosof yang menganut faham rasionalisme harus mempercayai pertalian segala sesuatu dalam bentuk pertalian sebab dan akibat.
Keyakinan akan adanya hubungan sebab akibat itu merupakan landasan bagi sains dan merupakan landasan pula bagi filsafat rasionalisme, kemudian ia membagi semua sebab itu dalam empat macam seperti yang dikatakan oleh Aristoteles : Material, Formal, Efficient, dan Teological. Menurut dia, “Membuang semuanya ini berarti membatalkan dan menolak sains”.
Sejauh ini, agama dengan filsafat tujuan dan tindakan filsafat sama dengna tujuan dan tindakan agama, tinggal masalah keselarasan keduanya dalam metode dan permasalahan materi. Jika tradisional itu (al-manqul) ternyata bertentangan dengan rasional (al-ma’qut), maka yang tradisional harus ditafsirkan sedemikian rupa supaya selaras dengan yang rasional. Para ulama muslim pada masa lalu berusaha mengelak dari menafsirkan ayat-ayat semacam itu, sebab meraka takut akan mengacaukan pemikiran kaum awam, kaum Asyari’ah menafsirkan ayat-ayat semacam itu sebagai sesuatu yang duduk diatas singgasana, sedangkan kaum Hambaliah percaya bahwa ayat-ayat tersebut adalah “tersurat”. Sebagai filosof Ibnu Rusyd bersikap lain dari para ulama muslim itu (orang-orang Asy’ariah dan Hambaliah).
Para filosuf tidak boleh mengemukakan penafsiran esotesis mereka kepada orang awam bila tidak mau dituduh sebagai ahli bid’ah. Para teolog yang bertindak begitu, bertanggung jawab atas timbulnya berbagai madzab dalam Islam yang tuduh menuduh sebagai ahli bid’ah. Ringkasannya, filsafat ialah saudara kembar agama ; keduanya merupakan sahabat yang pada dasarnya saling mencintai.

Jalan Menuju Tuhan
Setelah menjelaskan bahwa ajaran-ajaran agama memiliki makna tersurat dan tersirat yang simbolis bagi orang awam dan yang tersembunyi bagi kaum terpelajar. Ibnu Rusyd berusaha dalam bukunya“al-Kasyf an Manhaij al-Adillah”, menemukan jalan menuju Tuhan yaitu metode-metode yang ada di dalam al-Qur’an untuk mencapai kepercayaan akan eksistensi Tuhan dan pengetahuan sifat-sifatNya, menurut makna yang tersurat itu, sebab pengetahuan pertama yang boleh dimiliki oleh setiap orang yang berakal ialah pengetahuan tentang hal-hal yang akan membuatnya yakin akan eksistensi sang pencipta.
Pembuktian tentang penciptaan itu mencakup binatang, tumbuh-tumbuhan dan angkasa pembuktian ini juga didasarkan pad dua prinsip: bahwa semua makhluk tercipta dan bahwa segala yang tercipta itu pasti mempunyai pencipta. Tuhan berfirman dalam Al-Qur’an : “Sesungguhnya yang selain Tuhan tidak akan dapat menciptakan seekor seranggapun mesti mereka semua bersatu”. Mereka yang ingin mengenal Tuhan harus mengetahui hakikat dan manfaat segala sesuatu agar bisa mencapai pengetahuan yang sebenarnya tentang penciptaan.

Jalan Menuju Pengetahuan
Jalan menuju pengetahuan adalah salah satu masalah besar yang di bahas oleh filsafat muslim, di karenakan oleh keterkaitannya dengan kemaujudan-kemaujudan yang lebih tinggi, yaitu “akal perantara” (agent intellect) yang dengan akal tersebut manusia berhubungan oleh Ibnu Rusyd akal dan ruh dibedakan dengan hati-hati dalam pemikirannya tentang proses pengetahuan.
Pengetahuan manusia tidak boleh dikacaukan dengan pengetahuan Tuhan, sebab manusia mencerap individu lewat indera dan mencerap hal-hal yang dicerapnya dan kemajemukan presepsi mengisyaratkan kemajemukan obyek. Mustahil bila pengetahuan Tuhan sama dengan pengetahuan kita, sebab pengetahuan kita merupakan akibat dari segala yang wujud sedangkan pengetahuan Tuhan merupakan sebab dari adanya segala sesuatu itu. Kedua pengetahuan tersebut itu sama sekali berbeda satu sama lain dan saling bertentangan. pengetahuan Tuhan itu kekal sedang pengetahuan itu sementara.

Jalan Menuju Ilmu
Ilmu, agama dan filsafat merupakan tiga bidang yang berbeda. Manusia didesak untuk mendapatkan cara tertentu untuk menyelaraskan aspek kultural ini yang terdapat pada masyarakat tempat tinggal, kalau tidak, maka yang kepribadiannya akan hancur. Ilmu diperlukan untuk menyejahtera-kan kehidupan semua orang dalam masyarakat berbeda.
Kemaujudan bendawi mereka bergantung dan terikat pada tingkat pengetahuan ilmiah mendasar sebagaimana dikemukakan oleh “Bergson” : “Dimasa lalu dan masa kini, kita dapati masyarakat menusia yang tidak mengenal ilmu, seni ataupun filsafat, tapi tak pernah ada suatu masyarakat pun yang tidak mengenal agama”.
Filsafat merupakan pencarian akan kebenaran, memang benar bahwa manusia merupakan hewan yang bersifat metafisik. Kebesaran para filosof terkenal seperti: Plato, Aristoteles, Ibn Sina, Ibnu Rusyd, Descrates, Imanuel Kant dan lain-lainnya terletak pada kemampuannya mereka menempatkan ketiga disiplin ini secara tepat, baik dalam lingkup pengetahuan maupun dalam aksi. Filosof muslim pertama memberikan penilaian yang tepat kepada ilmu tanpa mengurangi nilai agama dan dengan itu mereka menjadi orang-orang muslim sejati, hanya saja mereka menafsirkan agama dengan pengetahuan ilmiah dan filosof mereka sendiri.

Jalan Menuju Wujud
Dua jenis metafisik yang berbeda diterima oleh bangsa Arab yaitu metafisik tentang wujud dan metafisik tentang yang Esa, yang pertama dari Aristoteles dan yang kedua dari Plotinus.
Sebagai pengikut setia Aristoteles Ibnu Rusyd, dia mendefinisikan metafisik sebagai pengetahuan tentang wujud. Metafisik adalah bagian dari ilmu-ilmu teoritis. Ia mempelajari kemaujudan secara mutlak (bi–haq) prinsip-prinsip nonbendawi. Hal-hal fisis yang dapat dirasakan seperti kesatuan, kemajemukan, kemampuan, aktualitas dan sebagainya. Sebab-sebab segela yang ada disamping Tuhan dan wujud-wujud suci: ilmu fisika berhubungan dengan sebab-sebab dari wujud-wujud, sedangkan metafisik mempelajari sebab-sebab tertinggi dari hal-hal tertentu.
Pokok-pokok soal metafisik itu ada tiga studi mengenai :
1. Hal-hal yang dapat dirasa dan genus mereka, yaitu sepuluh kategori.
2. Prinsip-prinsip substansi, wujud-wujud tersendiri dan bagaimana mereka kesempurnaan utama dan sebab utama, dan
3. Ilmu-ilmu tertentu untuk membetul-kan cara berpikir yang menyesatkan.
Jelaslah bahwa bagian kedua dari pembagian ini adalah yang paling mendasar sifatnya dan yang kedua lainnya berkaitan dengannya. Karenanya Ibnu Rusyd memberikan ilmu yang mempelajari mengenai metafisik “Metafisik adalah ilmu yang mempelajari hubungan antara hal-hal yang ada mengenai tatanan hirarkis, sebab mereka sampai pada sebab utama”.

KONDISI UBUDIYAH MUSLIM MASA KINI

Muslim memiliki tujuan hidup untuk mempersembahkan ibadah dan seluruh karya baktinya sebagai ibadah kepada Allah swt. Karena itu embicarakan kondisi ibadah saat ini adalah urgent dan sangat strategis dalam rangka mecari jalan keluar untuk membangun kembali peradaban umat muslimin. Kondisi ibadah mahdhah ummat Islam yang paling mendasar merupakan tujuan hidupnya. Bahwa sebagian besar pribadi muslim tersebut tidak sempurna dalam melaksanakan ibadah dan dzikir ibadahnya, sehingga tidak khusyu’ , tidak adanya proses berfikir (‘aliman), memahami ( tafahhum), menghayati (tafakkur), sehingga mampu berdzikir lebih sempurna dengan bahasa hati pada Allah swt (dzikir qolbiyah ilahiah). Dengan demikianmaka Allah belum memberikan keberuntungan kepada kaum mulimin, seperti yang di janjikan-Nya dalam Q.S. al Mu’minun (23) : 1-2.
Kondisi muslim dewasa ini yang bisa khusyu’ sepertinya hanya kaum alim ulama saja(itupun sebagian), penganut Islam yang biasa-biasa (Islam KTP) sepertinya dibiarkan untuk tidak aka bisa atau tidak akan mampu mecapai tingkat khuyu’. Ini adalah penyakit budaya Nasrani yang masuk dalam budaya Islam yang melihat alim ulama sebagai suatu kelas yang memiliki wibawa yang lebih tingi kalau tidak dikatakan luar biasa. Mereka tidak menyadari bahwa Allah swt telah berjanji bahwasanya jika sebagian saja ummat Islam telah mampu dan berusaha untuk melaksanakan da mendirikan sholat dengan khusyu’ niscaya Allah telah memberikan keberuntungan. Karena kita tidak menembangkan suau metodologi yang bisa dipakai oleh setiap muslim untuk melaksanakan sholat denan khusyu’.
Shalat adalah tiang agama, dienul Islam. Karena itu shalat merupakan ibadah yang utama dan penting dalam menegakkan agama Allah. Di akhirat kelak Allah akan menanyakan terlebih dahulu tentang kualitas shalat pada diri kita. Jika dalam melaksanakan shalat saja, umat Islam tidak mengerti apa yang diucapkannya, bagaimana mungkin ia akan mencapai tingkatan khusyu’ dalam shalatnya; padahal, khuyu’nya shalat adalah syarat untuk mendapatkan keberuntungan dan kemenangan. Q.s 23: 1-2) yang atinya : “ sesungguhya beruntunglah orang-orang yang beriman, (yaitu) orang0orang yang khusyu’ dalam shalatnya”.
Para sahabat bisa mencari pengalaman dari para tetanga di mushalla sahabat sendiri. Tanyakanlah arti lafadz-lafadz tertentu dalam shalat, berapa persen dari jamaah itu yang mengerti arti suatu lafaadz, katakana misalnya : warfa’nii, wa’aafinii, attahiyyatul, iyya kana’budu dan lainsebagainya. Umumnya, lebih dari 60%, bahkan kadang-kadang lebih dari 85% para jamaah tidak tahu arti dari lafadz-lafadz dimaksud. Lalu, bagaiman seseorang berkomunikasi dengan Tuhannya, jika ia tidak tahu apa yang di ucapkan dengan lisannya? Hanya karena hafalan, sama dengan meghafal lagu berbahasa Inggris atau Cina untuk mereka yang tidak megerti bahas Inggris dan Cina. Apa yang diperoleh dari tingkat kekhusyu’an seorang yang berkomunikasi dengan tuhannya jika tidak tahu arti, tidak mengerti apalagi memahami dan menghayati lafadz yang di ucapkan dengan lisannya. Sahabat telah sangat terbiasa menghafal-hafalkannya sejak kecil, sehingga sangat sulit bagi sahabat untuk mencoba kembali mengetahui arti dan pemahamannya.
Degan kata lain, keterpurkan kehidupan dan peradaban kaum muslimin dewasa ini adalah karena muslim itu tidak melakukan ibadahnya dengan khusyu’, karena tidak mengerti, tidak memahami dan selanjutnya tidak menghayati dalam shalatya, karena hanya menghafal-hafalkannya saja, padahal shalat adalah tiang agama Islam. Tidak khusyu’ beribadh karena tidak dilakukan dengan proses dzikir yang melibatkan fikir, tafahhum, dan tafakur (menghayati, melakukan proses penyadaran batin). Asumsinya, jika mencapai tingkat khusyu’, insyaAllah, Allah akan mengaruniai cahaya-Nya, berbentuk hudan, petunjuk, ide ilham, kesempatan setiap saat, kesempatan tidak terhingga, gerak hati manusia dan lain-lain, yang membuka peluang bagi yang bersagkutan untuk : 1) merenungkan kembali prestasi ibaah ritualnya dengan kodisi keimanan/aqidah yang telah dimilikinya, sehingga terjadi penyempurnaan keimanan dan aqidah dengan lebih bercahaya; 2) terjadinya proses penghayatan dan penyadaran yang dengan hidayah dan petunjuk-Nya itu akan mengarahkan cara berfikir, bersikap dan berperilaku menurut akhlak yang lebih mulia; 3) mengembangkan nafsu, iradahnya yang sekaligus memadukan dengan pengambangan kemampuan untuk mengendalikan nafsu, dalam kerangka mengembangkan rasa takut pada Allah untuk berbuat kemungkaran.
Akhlak mulia yang Sahabat dambakan dari setiap pribadi muslim bukan saja dalam arti berbuat baik pengertian charitisme, berderma, tetapi juga dalam hal berbuat yang lebih produktif, lebih berkinerja lebih tingi dan berkualitas tidak saja di bidang ekonomi,social, politik, tetapi juga di bidang budaya, ilmu pengetahuan, dan teknologi yang paling modern sekalipun. Akhlak mulia yang demikian itulah yang memungkinkan seseorang muslim mampu berkiprah melaksanakan misinya sebagai Khalifah Allah dimuka bumi.
Jadi secara umum kualitas Iman dan Ibadah ritual kaum muslimin dapat disimpulkan sebagai berikut :
1. kondisi lemah dan mendangkalnya iman dan aqidah kaum muslimin, sehinga terdapat banyak kaum muslimin yang kurang percaya apalagi yakin bahwa segala sesuatu kenyatan di alam ini ( input, proses, output, apapun yang menyangkut dengan keberhasilan usaha dan ikhtiar seseorang dan klompok orang mutlak ditentukan oleh Allah swt. Kondisi lemahnya iman ummat Islam Indonesia antara lain karena salah asumsi : karena kita telah diangap beriman sejak lahir ( kenyataannya dilahirkan secara Islam, Muslim), asumsi yang dipegang bahwa kita telah beriman, padahal kenyatannya iman kita sangat dkal. Karena asumsi itu, tidak ada upaya untuk memperbaiki kualitas iman, kecuali menghafal enam rukun iman dan sifat 20 Allah.
2. Tidak mengerti apa yang diucapkan dalam ibadah-ibadah mahdhoh, terutama sholat sehinga tidak memahaminya, tidak mampu menghayatinya, tidak terjadi proses penyadaran batin pada diri yang beribadah, sehingga tidak memiliki dampak pada perubahan pola pikir, bersikap, berakhlak dan berperilaku.
3. Tidak berusaha dengan sungguh-sungguh, tidak terbiasa, tidak terlatih, dan tidak efektif melakukan ibadah secara khusyu’ sehingga tidak terjalin komunikasi qolbiyah illahiyah.
4. Kurang bahkan sebagian besar tidak memperhatikan pada mutu kelancaran proses dialog, bermunajat pada Allah dalam menyampaikan pesan dari seorang hamba kepada penciptanya.
5. Karena tidak terjadi dialog, tidak ada pesan yang lebih sempurna disampaikan kepada Allah, sehingga Allah tidak memberikan sesuatu ‘ keberuntungan, kemenangan’ kepada umat muslimin; terang saja, umat Islam itu sendiri tidak sadar akan nasibnya, dan tidak menyampaikan pesan dalam dialog itu, untuk perubahan nasibnya dan perubahan anak cucunya.
6. Lebih cenderung berorientasi fiqiyah, terpaku pada sah dan tidaknya rukun dan sarat, kurang mampu memperhatikan bagaimana memper- besar peluang diterimanya ibadah tersebut oleh Allah swt.(maqbul atau mabrur ibadahnya.
7. Terlalu banyak yang dipelajari dari komunias tertentu, terlalu sedikit yang dimengerti, dan karenanya terlalu sedikit pula yang di amalkan; misalnya anak-anak kelas dua atau tiga sudah di ajarkan teknis melaksanakan ibadah haji, meghafal aturan-aturan zakat bijibijian, ternak, bahan tambang dll.
8. Melaksanakan asal memenuhi kewajiban, asal sudah melakukan. Kurang disadari atau merasa sebagai kebutuhan untuk suatu kehidupan dan berprestasi.
9. Lafadz yang terkandung dan diucapkan dalam ibadah diutamakan pada hafalannya bukan pada penertian dan makna yang dimengerti, dipahami, dihayati sehingga merupakan suatu proses penyadaran batin.
10. Wirid ba’da shalat yang cukup panjang ketimbang kondisi dzikir (proses penghayatan dzikir) disetiap waktu dan tempat, dikala berdiri, duduk, dan berbaring.
11. Asal banyak ibadah sunnah kurang mementigkan kualitas komunikasi Qolbiyah Ilahiyahnya.
12. Pahala di akhirat, bukan pada ber -lomba-lomba berbuat kebajikan di dunia sebagai bekal untuk mendapatkan pahala di akherat.
13. Dakwah billisan ketimbang berimbang- nya dengan dakwah bil haal.
14. Berdasarkan tata pikir mendunia yang cenderung mengekploitasi alam dan manusia, ketimbang pada berfunsinya ajran pemeliharaan dan keseimbangan lingkugan yang diajarkan Allah.
15. Sikap fatalism: sikap berserah diri pada ketentuan nasib, kurang mementingkan semangat kerja, sehiga kurang ikhtiar utuk memperbaiki nasib dunia.

Utuk itulah sahabat perlu menemukan kembali suatu bentuk, funsi, peranan, cara berfikir, sikap, perilaku, dan metodologi da’I dan dkwah Islam yang memungkikan peradaaban Islam bangkit kembali sebagaimana sahabat telah belja dari sejaarah perkembann peradabaan Islam sebelumya(masa kejayaaaan Islam). Mari kita kaji bersama lewat Forum Mahasiswa dan Santri.

KONTEMPLASI

DALAM SUJUD PANJANGKU
Dalam sujud panjangku
dikeheningan malam
kuingin menumpahkan
seluruh air mataku
Dalam sujud panjangku
di atas sajadah lusuh
kuingin malam ini
tek segera berlalu
Dalam sujud panjangku
detik-detik akhir hayatku
kuingin semua orang tahu
ajal pasti menjemputmu
By: Nuryanti

SATU DARI SERIBU

Di antara seribu bintang
ada satu yang berpijar
Di antara seribu bunga ada satu yang mekar
ada satu yang berduri
Aku ingin jadi satu yang beda
di antara yang ada
tapi sayang aku bagian dari kebanyakan
Alangkah bahagianya hamba, Tuhan
jika aku satu dari seribu
yang senantiasa suci bagi-Mu
By: Yulianti


SEPERTIGA MALAM

Hening, kelam
Gelap tak bersuara
Sunyi senyap tak bernafas
Tetesan embun menyirami bumi
Angin malam menabuh dedaunan
Dingin, dingin semakin membeku
di sepertiga malam
Bersama nyanyian burung malam
Malaikat kepakkan sayap
hingga dilangit bumi
membawa salam dan senyum Tuhan
Adakah yang memohon ampunan?
Adakah yang akan bertaubat?

Di sepertiga malam
berjuta mutiara
akan segera ditaburkan
Kawan, gapailah!
Bunuhlah mimpi
dengan hunusan do’a-do’a
berlari dari pelukan malam
sujud simpuh disisi Tuhan
Sungguh…..
sepertiga malam
penuh belaian Tuhan
By: Muchsin Ghazali

GARIS-GARIS BESAR HALUAN UMAT YANG ABADI

Allah swt telah berjanji pada diri-Nya bahwa barang siapa membaca al-Qur’an, mengikuti al-Qur’an, mengamalkan apa yang ada di dalamnya, melaksanakan perintah-perintah al-Qur’an, dan menjauhi larangan-larangan al-Qur’an, niscaya orang tersebut tidak akan tersesat di dunia di saat umat manusia lain tersesat, dan tidak akan sengsara di akhirat, di hari dikala umat manusia sengsara. Sebaliknya barang siapa berpaling dari Al-Qur’an, enggan me-nghayati makna dari al-Qur’an (tadabur), membelakangi firman-firman-Nya, enggan membaca, merenungkan, dan me-ngamalkannya, maka Allah akan membuat kehidupan dunianya sempit, menjadikan dirinya rendah, merugi, dijauhkan dari rahmat Allah, dan kelak di akhirat Allah akan menjadikannya hina, mempermalukannya di depan para makhluk, dan menghukumnya. Seperti dalam firman Allah Surat Thaha ayat 124-125.
Orang yang melupakan Al-Qur’an kehidupannya sempit yaitu ditutupnya pintu pengharapan bagi dirinya oleh allah swt; juga kesenangan kesuksesan, dan ke-bahagiaan. Betapapun kekayaan, keturunannya, betapapun tinggi kedudukannya, tetapi Allah murka pada dirinya, menjadikannya hina, seolah-olah segala macam laknat ditimpakan pada wajahnya.
Oleh karena itu allah berfirman pada umat manusia, Maka apakah mereka tidak memerhatikan Al-Qur’an? Kalau sekiranya Al-Qur’an itu bukan datang dari sisi Allah, tentulah mereka mendapatkan pertentangan yang banyak didalamnya. (an-Nisa’ :82)
Artinya, apakah mereka tidak merenungkan kitab yang agung ini? Jika kitab ini buatan manusia, niscaya disana terdapat banyak kekurangan, sisi-sisi negatif, dan pertentangan. Maka apa gerangan yang menghalangi mereka untuk merenungkan Kitab Allah Yang Maha Bijaksana?
Allah juga berfirman
Maka apakah mereka tidak memperhatikan Al-Qur’an ataukah hati mereka terkunci? (Muhammad : 24)
Mata hati mereka tertutup oleh kemaksiatan dan kejahatan sehinga tidak menyadari dan memahami Al-Qur’an. Dalam Firman Allah swt dalam surat Shad ayat 29 dikemukakan bahwa al-Qur’an adalah sebuah kitab yang diturunkan kepada umat manusia dengan penuh berkah supaya mereka memperhatikan ayat-ayatnya dan supaya mendapat pelajaran orang-orang yang mempunyai pikiran.
Oleh sebab itu Rasulullah saw membangkitkan semangat Al-Qur’an dalam jiwa para sahabat beliau, menjadikan mereka sebagai umat terbaik yang berjalan, dan sebaik-baiknya manusia yang menegakkan hukum Allah di atas bumi.
Bahkan jika salah seorang diantara mereka mendengar ayat-ayat Al-Qur’an, jiwa mereka berkobar dan menyala oleh semangat hidayah dan amar ma’ruf nahi munkar. Dalam hadits riwayat Ahmad dan Ibnu Majah diterangkan Ketika Rasulullah saw sedang hijrah beliau berpapasan dengan Abdullah bin Mas’ud ra sebelum memeluk islam. Dia masih kanak-kanak dan sedang mengembalakan kambing. Rasulullah saw meminta-nya sedikit air susu tetapi Ibnu Mas’ud mengatakan bahwa domba-dombanya sedang tidak mengeluar-kan air susu. Namun demikian seekor domba mendekat Rasulullah saw, lalu beliau mengusap putting domba itu dan mem-baca Basmallah, memohon berkah, dan membaca beberapa ayat Al-Qur’an. Ibnu Mas’ud berkata,” Ajari aku sesuatu tentang ini!” lalu beliau bersabda “Sungguh engkau adalah anak yang terpelajar.”
Ibnu Mas’ud masuk Islam, dengan demikian Islam telah menambah dirinya cahaya, kecerdasan, dan semangat. Tiada pernah sejarah mencatat agama seperti Islam. Ketika mendengar surat ar-Rahman, ia menghafalkan-nya pada kesempatan pertama. Lalu Ibnu Mas’ud berjalam menuju masjidil Haram, mendatangi patung-patung kesesatan, dan para pembesar jahiliyah seperti halnya Abu Jahal dan Abu Lahab menghalang-halanginya. Ketika Ibnu Mas’ud berdiri dan membacakan kepada mereka surat ar-Rahman mereka bersama-sama memukuli wajah mulia Ibnu Mas’ud, tetapi beliau tidak menghentikan bacaannya. Setelah selesai membaca seluruh surat, Ibnu Mas’ud jatuh pingsan.
Ibnu Mas’ud adalah orang yang kecil perawakannya, tetapi agama ini dan Al-Qur’an telah mendatangkan begitu banyak keajaiban pada dirinya. Para penulis sejarah menyebutkan bahwa jika Ibnu Mas’ud berdiri, maka sama dengan orang orang yang sedang duduk. Tetapi hanya Allah swt yang mengetahui kebahagiaan yang dirasakan dalam hatinya.
Dalam hadits riwayat Ahmad dan Ibnu Hibban dikemukakan suatu ketika ada orang-orang yang saling menertawakan ukuran betisnya yang amat kecil dan ba- dannya yang kelewat kurus. Maka Rasulullah saw berkata,” apakah kalian menertawakan kecilnya betis Ibnu Mas’ud? Demi Allah (yang jiwaku berada di tangan-Nya), sesungguhnya keduanya dalam mizan pada hari kiamat lebih berat dari gunung uhud.”
Inilah sesungguhnya makna keagungan; keagungan sebuah hati. Inilah arti kekuatan yang bersumber dari jiwa. Orang-orang yang sengsara berguguran, meskipun badan mereka besar.

Wahai yang menginginkan naungan di hari yang panas oleh matahari di hari kiamat, disaat terjadinya malapetaka di hari yang menakutkan! Bernaunglah di bawah ayat-ayat Allah swt.

Hati yang sama sekali tidak sadar akan al-Qur’an adalah hati yang sia-sia, hati yang terlaknat, hati yang terkalahkan, dan hati yang dimurkai.

Ibnu Taimiyah berkata, “Setiap hati yang tidak disinari cahaya al-Qur’an adalah hati yang terlaknat dan setiap jiwa yang tidak pernah terbit darinya cahaya agama ini adalah jiwa yang trerlaknat”. Rasulullah saw bersabda,” Sesungguhnya manusia yang dalam hatinya tidak ada sedikitpun al-Qur’an adalah laksana rumah yang hancur”(HR.Ahmad, Tirmidzi dan ad-Darimi)

Salah seorang pemuka umat islam yang mempunyai ilmu yang mendalam tentang al-Qur’an dan hidup bersama al-Qur’an adalah Ubbayy bin Ka’ab ra.
Allah menurunkan surat al-Bayyinah ayat 1. yang artinya : orang-orang kafir yakni Ahlul kitab dan orang-orang musyrik (mengatakan bahwa mereka) tidak akan meninggalkan (agamanya) sebelum datang kepada mereka bukti yang nyata; untuk Ubayy bin Ka’ab. Bahkan Rasulullah saw datang langsung kerumah Ubayy bin Ka’ab dan membacakan ayat tersebut.
Suatu ketika, Rasulullah saw menjadi imam dalam shalat. Beliau melewati sebuah ayat dari surat yang dibacanya karena lupa. Ketika salam, para sahabat bertanya, “Wahai Rasulullah, engkau melewati sebuah ayat, apakah telah di-nasakh atau engkau lupa?”
“apakah di antara kaum di sini ada ubayy bin Ka’ab?” Rasulullah bertanya.
Mereka menjawab, “Benar, ada ya Rasulullah.”
Rasulullah bertanya,” Wahai Abu Mundzir, apakah aku melupakan satu ayat?” Ubayy menjawab, Ya, benar.”
Rasul bertanya,”Apa yang menghalangimu? Mengapa engkau tidak menegur?” (HR. Ahmad)
Dalam kasus ini Rasulullah saw memberi contoh untuk menyampaikan permasalahan kepada ahlinya.

Para sahabat Rasulullah saw saat itu tidak merasa ada sesuatu yang membuat mereka sibuk sehingga melalaikan al-Qur’an. Tetapi zaman ini, kebanyakan manusia merasa uzur oleh alasan anak, Keluarga, bisnis, atau jabatan, sehingga tidak ada lagi waktu untuk membaca dan merenungkan al-Qur’an. Jika demikian halnya, mereka digolongkan tidak “hidup.”

Utsman ra adalah seorang khalifah. Meskipun sebagai khalifah, pemimpin umat, dan segala urusan umat berada di kedua tangannya, tetapi Utsman tidak merasa di sibukkan oleh urusannya sehingga malalaikan al-Qur’an.
Maka wajib bagi muslim agar tidak terhalangi oleh kesibukan dan gangguan sehingga mengesampingkan al-Qur’an. Wajib baginya untuk hidup dengan sungguh-sungguh sebagai muslim jika ia mengharap kehidupan yang sejati dan kebahagiaan dunia dan akherat.
Kita adalah umat yang kekal, tetapi kita tidak akan kekal selain dengan kitab yang agung. Kita tidak akan kekal selain dengan syariat Nabi kita saw. Jika kita mengabaikan dan meninggalkannya, niscaya kita akan musnah. Demi Allah! Lalu kita akan menjadi kurban isme-isme yang destruktif dan kita akan dikuasai umat lain.
Atas alasan demikian ini, orientalis Hongaria Goldziher mengatakan, “ Orang-orang Arab itu tidak akan mungkin ditaklukkan selama masih ada tiga hal yang dimiliki mereka –yang dimaksud mereka disini adalah umat Islam– sebab tiada ke-Araban jika terpisah dari Islam dan tiada ke-Islaman selain dia yang berserah diri pada Allah. Tiga hal ini adalah sholat jum’at, kitab yang agung yakni kitabullah, dan dua Masjid Haram yang mulia, yakni kiblat Ka’bah dan Masjid Nabawi.”
Jika tiga hal itu masih ada pada kita, insya Allah, kita akan kekal.

Sesungguhnya al-Qur’an ini merupakan garis-garis besar haluan umat yang abadi. Wahai anak cucu orang yang membawa petunjuk kepada umat manusia, wahai anak cucu manusia yang mengajarkan” La ilaha illallah”, yang membawa panji ” La ilaha illallah” itu seraya mengagungkan dan membesarkan nama Allah di barat dan di timur! Sesungguhnya umat ini adalah umat pemuka, yang memberikan kepada manusia dari al-Qur’an, tetapi tidak mengambil sesuatupun dari mereka. Umat ini mengarahkan pada manusia pada kebenaran, tetapi mereka tidak!

Kita telah mendapat bukti sejarah bahwa selama kita berpegang teguh pada al-Qur’an, selama itu pula kita akan meraih kemenangan; sebaliknya selama kita meninggalkan al-Qur’an, kita akan terhina!
Pada abad ke-8 H, pengamalan al-Qur’an pernah di abaikan. Maka datanglah kelompok ar-Rafidhah membonceng kekuat-an Tartar dari Mongol dipimpin Jengis Khan. Dalam tempo delapan hari, 800.000 orang tewas terbunuh, Masjid-Masjid luluh lantah, mushaf-mushaf al-Qur’an di bakar, dan tentara Tartar membasmi anak-anak dan wanita kita! Kembalilah wahai generasi muda dan tetua umat kepada al-Qur’an, kembalilah kaum lelaki dan wanita umat ini kepada al-Qur’an! Hidupkan rumah kalian dengan al-Qur’an, bangkitkan kalbu kalian dengan al-Qur’an, dan ramaikan hati ini dengan kitab Allah! Semoga Allah swt menguatkan jiwa kita dengan ayat-ayat-Nya, mengembalikan kita kepada al-Qur’an dengan cara kembali yang baik, dan memberi petunjuk kita kejalan yang lurus.

Para ulama memberikan pen-jelasan bahwa mengabaikan al-Qur’an itu terdiri dari lima tingkatan : mengabaikan bacaan al-Qur’an, mengabaikan penghayatan al-Qur’an (tadabur), meng-abaikan pengalaman al-Qur’an, mengabaikan pencarian kesembuhan dari al-Qur’an, mengabaikan al-Qur’an sebagai sumber hukum bagi kehidupan manusia.

Pertama, mengabaikan bacaan al-Qur’an. Yakni ketika seorang enggan membaca al-Qur’an, tidak ada satu hizib-pun yang dibacanya dalam sehari, tidak menengoknya, tidak memerhatikan baris-baris tulisan al-Qur’an, dan tidak hidup bersama ayat-ayatnya. Dia adalah hamba yang tersesat, yang tunduk pada hawa nafsu, yang merasa tidak membutuhkan al-Qur’an. Bahkan diantara mereka tidak pernah menyentuh al-Qur’an selain bulan Ramadlan!

Kedua, mengabaikan peng-hayatan al-Qur’an. Yakni orang yang membaca al-Qur’an tetapi lalai, terlena, dan dipermainkan oleh pikirannya. Dia menyuarakan dengan lisannya tetapi hatinya di pasar, di sawah, di kantor, atau di sekolah. Pikiran melayang melihat manusia, mata melihat, mulut berbicara tetapi tidak mengerti atau pun tak berusaha mengerti. Dia termasuk orang yang mengabaikan penghayatan al-Qur’an. Ia hanya men-dapatkan pahala tilawah.

Ketiga, mengabaikan al-Qur’an, baik dari segi tilawah, tadabur, maupun pengalaman al-Qur’an. Manusia-manusia sepeti itu sungguh telah ditutup rapat hatinya dan mengikuti hawa nafsunya. Rasulullah saw menjadi saksi atas mereka. Jika mereka membaca al-Qur’an, ia akan menjadi hujah yang memberatkan mereka, bukan hujjah yang membela mereka. Sebab mereka tidak mengamalkan al-Qur’an, tidak shalat bersama yang lain di masjid, tidak pernah bersuci, tidak beretika seperti adab yang diajarkan al-Qur’an. Bahkan mereka menghina dan merendahkan orang-orang saleh. Golongan ini mirip orang munafik bahkan mereka adalah orang munafik.

Keempat, mengabaikan upaya mencari kesembuhan dari al-Qur’an. Sekelompok orang mengatakan bahwa merupakan lelucon jika al-Qur’an itu dibacakan kepada orang yang sedang sakit atau orang yang pingsan. Bagaimana mereka bisa sembuh dengan al-Qur’an, bagaimana mungkin al-Qur’an dijadikan obat? Perkataan mereka itu telah berlawanan dengan dalil akal maupun naql ( dalil dari kitab dan sunnah).
Dari sisi naql banyak sekali nash yang menunjukkan bahwa al-Qur’an dapat dijadikan sebagai sumber kesembuhan dan pengobatan. Berdasarkan pertimbangan akal, hal itu tidak bertentangan dengan hukum sebab akibat, yang diantaranya adalah bahwa terapi kesembuhan dengan cara menyegarkan jiwa dan membuatnya bahagia. Dalam hal ini al-Qur’an telah berbuat banyak dalam memberi kesegaran dan kebahagiaan jiwa. Oleh sebab itu rasulullah saw mencari kesembuhan dari al-Qur’an dan dengan membaca al-Qur’an. Ketika mendapat serangan sihir dari seorang yahudi, beliau membaca al-Mu’awwidzatain (surat an-Naas dan al-Falaq) dan Allah menyembuhkannya. Jika hendak tidur, Rasulullah saw mengusap badannya dan membaca do’a-do’a perlindungan.

Kelima, mengabaikan al-Qur’an dan menjadikan al-Qur’an hanya untuk dibaca-kan dalam pertemuan-pertemuan, dalam pesta, atau diatas kuburan. Namun jika al-Qur’an harus diterapkan dalam kehidupan nyata –seperti pada persoalan ekonomi, politik, pemerintahan, atau dalam bidang seni budaya– mereka berpaling dan meninggalkan al-Qur’an. Mereka mengatakan bahwa agenda-agenda kehidupan itu merupakan persoalan tersendiri dan terpisah dari al-Qur’an.
Mereka tidak memahami bahwa fungsi al-Qur’an itu adalah sebagai petunjuk umat manusia, sebagai sumber hukum bagi umat manusia; yang meliputi aspek ekonomi, militer, hubungan manusia dengan sesama, dan segala yang bertalian dengan aktifvitas kehidupan. Sebab al-Qur’an merupakan pedoman hidup, pembimbing menuju akhirat, dan pengarah bagi jiwa.
Tidak dibenarkan jika ada alasan yang merintangi kalian dari kitab Allah.
Hidupkanlah al-Qur’an dalam rumah kalian, dalam hubungan keluarga, di sekolah, dalam kendaraan dan dimanapun anda; agar dengan demikian Allah mengekalkan kedamaian dan keselamatan,
agar Allah tidak murka kepada kita sehingga Dia akan mengguncangkan hidup kita sebagai-mana Dia mengguncangkan umat lain. Dan membinasakan kita seperti umat yang telah dibinasakan oleh-Nya. Sungguh adzab Allah swt tidak akan dapat ditolak oleh orang-orang yang berbuat kejahatan.
Dan ketahuilah bahwa diantara hal-hal yang bertentangan dengan al-Qur’an adalah nyanyian-nyanyian yang memabuk-kan, yang telah menjadikan generasi kita pemalas, kehilangan jati diri, dan tersesat jalan.

Jika seseorang dari mereka menjadi dewasa dan menginjak usia 15 tahun,
maka ia menjadi terbiasa larut dalam nyanyian sehari semalam, lalai akan tugas dan masa depan dirinya, dan lebih-lebih lagi lalai pada kematian yang akan memulangkannya kepada Allah. Dia tidak menyadiri posisi dirinya dalam hidup, kemudian tak berapa lama orang menyebutnya ”Remaja yang bintangnya sedang melambung”. Tidak! Sejatinya dia tidak sedang naik tetapi malah terpuruk. Sebab sesungguhnya orang yang “di atas” adalah yang menghargai diri sendiri dengan melakukan sujud kepada Allah, yang menghidupkan “la ilaha illallah” dalam jiwanya yang menjadi mulia oleh penghambaan dirinya kepada Allah, dan yang menjaga diri dari perbuatan maksiat.

Pun sebaliknya ada beberapa hal yang membuat kita menjadi ahli al-Qur’an yaitu
Pertama, mnyibukkan diri dengan al-Qur’an. Kita ushakan kehidupan kita tidak lepas dari al-Qur’an dengan cara memberikan waktu luang untuk membacanya. Dalam sebuah hadits qudsi, Nabi saw menyatakan : “Tuhan Azza Wa Jalla berfirman : “barang siapa yang disibukkan al-Qur’an dan mengingat Aku, Aku akan memberikan kepadanya sesuatu yang lebih baik dari apa yang dipinta oleh orang-orang yang meminta (kepada-Ku).
Keutamaan firman allah (al-Qur’an) dibandingkan dengan seluruh perkataan (lain) adalah laksana keutamaan Allah disbanding dengan ciptaan-Nya”(HR. Turmudzi)
Hadits lain menyebutkan, Rasulullah saw bersabda :”Bacalah oleh kalian al-Qur’an ini, dan janganlah kalian tertipu oleh lembaran-lembaran yang tergantung ini. Sesungguhnya Allah tidak akan menyiksa hati yang sadar akan al-Qur’an (HR. al-Darimiy).
Kedua, mentadabburi isinya. Kita berusaha untuk menghyati apa yang kita baca(al-Qur’an). Sehingga kita benar-benar akan menemukan bahwa al-Qur’an itu adalah benar-benar diturunkan dari Allah swt. Karena kalau diturunkan selain dari Allah, niscaya mengandung kontradiksi dan kesalahan. Disamping itu dalam surat Muhammad ayat 24 disebutkan bahwa kita dianjurkan untuk mentadaburri al-Qur’an.
Ketiga, mengamalkan kandungan al-Qur’an. Sungguh al-Qur’an tidak akan memancarkan cahaya jika ia tidak dipublikasikan oleh para “ahlinya”, dan kalau bukan kita umat muslim siapa lagi yang akn mempublikasikan dengan cara mengaplikasikannya dalam kehidupan kita. Selain berusaha untuk mengamalkan al-Qur’an dalam kehidupan sehari-hari kita juga dituntut untuk m al-Qur’an itu kepada orang lain. Dalam hadits riwayat Bukhari dinyatakan “Bahwa sebaik-baik kalian adalah yang mempelajari dan mengajarkannya kepada orang lain.” Untuk itulah Nabi berwasiat kepada Abu Dzar al-Ghifari: “Hendaklah engkau membaca al-Qur’an, ia adalah cahayamu di dunia dan menjadikanmu disebut-sebut di atas langit” (HR. Abu Ya’la)
Hasan al-Bashri berkata :” carilah kelezatan dalam tiga hal : dalam shalat, dalam melakukan dzikir dan dalam membaca al-Qur’an. Kalian akan merasakannya, jika tidak berarti pintu hati telah tertutup.”
Utsman juga berkata : “ jika hati kalian itu bersih, niscaya ia tidak akan pernah kenyang dari perkataan Tuhan kalian” itulah potret dari ahli al-Qur’an. Karena mereka tahu bahwa itu kitab pilihan, dibawa oleh utusan pilihan (jibril), diturunkan kepada Nabi pilihan untuk dihadiahkan kepada umat pilihan.
Tidakkah kita ingin hati kita selalu disinari oleh cahaya al-Qur’an. Tidakkah kita ingin menjadi “ahli al-Qur’an” seperti mereka? Mudah-mudahan dengan memahami dan mengamalkan fungsi al-Qur’an diatas, kita dapat menjadi “ ahli al-Qur’an” :yaitu orang yang benar-benar meresapi, memahami, dan mengamalkan isi (kandungan) al-Qur’an dalam kehidupan.

Ciri – istri

carilah istri dengan ciri" sebagai berikut
Seorang gadis kecil bertanya kepada ayahnya,
Abi ceritakan padaku tentang Akhwat sejati!
Sang ayah pun menoleh sambil kemudian
Tersenyum ;


Anakku. ..

Akhwat sejati bukan dilihat dari
kecantikan paras wajahnya,
tetapi dari kecantikan hati yang ada
dibaliknya.
Akhwat sejati bukan dilihat dari bentuk
tubuhnya yang mempesona,
tetapi
dari sejauh mana dia menutup tubuhnya.

Akhwat sejati bukan dilihat dari begitu
banyaknya kebaikan yang dia berikan,
tetapi dari keikhlasan dia memberikan
kebaikan itu.

Akhwat sejati bukan dilihat dari
seberapa indah lantunan suaranya,
tetapi dari apa yang sering mulutnya
bicarakan.

Akhwat sejati bukan dilihat dari
keahliannya berbicara,
tetapi
dari bagaimana caranya berbicara.

Sang ayah diam sejenak sembari melihat
kearah putrinya.
Lantas apalagi Abi?, sahut putrinya

Ketahuilah putriku...

Akhwat sejati bukan dilihat dari
keberaniannya berpakaian,
tetapi
dari sejauh mana dia mempertahankan
kehormatannya.

Akhwat sejati bukan dilihat dari
kekhawatirannya digoda orang di jalan,
tetapi
dari kekhawatiran dirinyalah yang
mengundang orang menjadi tergoda.

Akhwat sejati bukanlah dilihat dari
seberapa banyak dan besarnya ujian yang
dia jalani,
tetapi
dari sejauh mana dia menghadapi ujian
itu dengan penuh kesabaran dan rasa syukur.


Dan ingatlah...
Akhwat sejati bukan dilihat dari sifat
supelnya bergaul,
tetapi dari sejauh mana dia bisa menjaga
kehormatannya dalam bergaul.


Setelah itu, sang anak kembali bertanya,
Siapakah yang dapat menjadi kriteria
seperti itu, Abi?

Sang ayah memberikan sebuah buku dan
berkata,
Pelajarilah Mereka!

Sang anak pun mengambil buku itu dan
terlihatlah sebuah tulisan,

ISTRI RASULULLAH

Mencintai Orang Yang Spesial

Mencintai Orang Yang Spesial...
Sangatlah menyakitkan mencintai
seseorang tetapi tidak dicintai
olehnya. Tetapi lebih indah untuk
mencintai dan tidak pernah menemukan
keberanian untuk memberitahu mereka apa
yg kamu rasakan.

Hanya perlu satu menit untuk
menghancurkan seseorang, satu jam untuk
menyukai seseorang, satu hari untuk
mencintai seseorang, tetapi membutuhkan
waktu seumur hidup untuk melupakan
seseorang.

Cinta adalah ketika kamu membawa
perasaan, kesabaran,dan roomantis dalam
suatu hubungan dan menemukan bahwa kamu
peduli dengan dia.

Hal yang menyedihkan dalam hidup adalah
ketika kamu bertemu seseorang yang
sangat berarti bagimu. hanya untuk
menemukan bahwa pada akhirnya menjadi
tidak berarti dan kamu harus
membiarkannya pergi.

Ketika pintu kebahagiaan tertutup, yang
lain terbuka, tetapi kadang-kadang kita
menatap terlalu lama pada pintu yang
telah tertutup itu sehingga kita tidak
melihat pintu lain yang telah terbuka
untuk kita.

Teman yang terbaik adalah teman dimana
kamu dapat duduk bersamanya dan merasa
terbuai, dan tidak pernah mengatakan
apa-apa dan kemudian berjalan bersama.
Perasaan itu adalah percakapan termanis
yg pernah kamu rasakan.

Benarlah bahwa kita tidak tahu apa yang
kita dapatkan sampai kita kehilangan
itu?? tetapi benar juga bahwa kita
tidak tahu apa yang hilang sampai itu
ada.

Memberikan seseorang semua cintamu
tidak pernah menjamin bahwa mereka akan
mencintai kamu juga!!! Jangan
mengharapkan cinta sebagai balasan,
tunggulah sampai itu tumbuh di dalam
hati mereka. Tetapi jika tidak,
pastikan dia tumbuh di dalam hatimu.

Ada hal yang ingin kamu dengar, tetapi
tidak akan pernah kamu dengar dari
orang yang dari mereka kamu ingin
dengar. Tetapi jangan sampai kamu
menjadi tuli walaupun kamu tidak
mendengar itu dari seseorang yang
mengatakan itu dari hatinya.

Jangan pernah berkata selamat tinggal,
jika kamu masih ingin mencoba. Jangan
menyerah selama kamu merasa masih dapat
maju. Jangan pernah berkata kamu tidak
mencintai orang itu lagi, bila kamu
tidak bisa membiarkannya pergi.

Cinta datang kepada orang yang masih
mempunyai harapan walaupun mereka telah
dikecewakan. Kepada mereka yang masih
percaya, walaupun mereka telah
dikhianati. Kepada mereka yang masih
ingin mencintai, walaupun mereka telah
disakiti sebelumnya dan kepada mereka
yang mempunyai keberanian dan keyakinan
untuk membangun kembali kepercayaan.

Jangan melihat dari wajah, itu bisa
menipu! Jangan melihat dari
kekayaan,itu bisa menghilang. Datanglah
kepada seseorang yang dapat membuatmu
tersenyum. karena sebuah senyuman dapat
membuat hari yang gelap menjadi cerah.
Berharaplah kamu dapat menemukan
seseorang yang dapat membuatmu
tersenyum.

Ada saat di dalam kehidupanmu dimana
kamu sangat merindukan seseorang, kamu
ingin mengambil mereka dari mimpimu dan
benar-benar memeluk dia. Berharaplah
bahwa kamu dapat bermimpi tentang dia,
yang berarti mimpilah apa yang kamu
impikan, pergilah kemana kamu ingin
pergi, jadilah sesuai keinginan kamu,
karena kamu hanya hidup sekali dan satu
kesempatan untuk melakukan apa yang
ingin dilakukan.

Semoga kamu mendapat cukup kebahagiaan
untuk membuat kamu bahagia,cukup cobaan
untuk membuat kamu kuat,cukup
penderitaan untuk membuat kamu menjadi
manusia yang sesungguhnya, dan cukup
harapan untuk membuat kamu bahagia.

Selalu letakkan dirimu pada posisi
orang lain. Jika kamu merasa bahwa itu
menyakitkan kamu, mungkin itu
menyakitkan orang itu juga. Kata-kata
yang ceroboh dapat mengakibatkan
perselisihan, kata-kata yang kasar bisa
membuat celaka, kata-kata yang tepat
waktu dapat mengurangi ketegangan, kata-
kata cinta dapat menyembuhkan dan
menyenangkan.

Permulaan cinta adalah dengan
membiarkan orang yang kita cintai
menjadi dirinya sendiri dan tidak
membentuk mereka menjadi sesuai
keinginan kita dengan kata lain kita
mencintai bayangan kita yang ada pada
diri mereka.
Orang yang bahagia tidak perlu memiliki
yang terbaik dari segala hal. Mereka
hanya membuat segala hal yang datang
dalam hidup mereka. Kebahagiaan adalah
bohong bagi mereka yang menangis,mereka
yang terluka, mereka yang
mencari,mereka yang mencoba.

Mereka hanya bisa menghargai orang-
orang yang penting yang telah menyentuh
hidup mereka. Cinta mulai dengan
senyuman, tumbuh dengan ciuman dan
berakhir dengan air mata. Masa depan
yang cerah berdasarkan pada masa lalu
yang telah dilupakan.

Kamu tidak dapat melangkah dengan baik
dalam kehidupan kamu sampai kamu
melupakan kegagalan kamu dan rasa sakit
hati. Ketika kamu lahir, kamu menangis
dan semua orang di sekeliling kamu
tersenyum. Hiduplah dengan hidupmu,jadi
ketika kamu meninggal, kamu satu-
satunya yang tersenyum dan semua orang
di sekeliling kamu menangis.

Karena kamu begitu berharga bagi orang
di sekeliling kamu, tunjukkanlah cinta
dari hatimu dan biarkan sekeliling kamu
menyadari bahwa mereka berarti buat
kamu dan kamu berarti bagi diri mereka.

Sahabat itu Kekayaan Sebenarnya

Cukup lama waktu yang saya butuhkan untuk mengembalikan kepercayaan diri setelah keterpurukan diri yang membuat garis hitam dalam catatan sejarah hidup saya. Catatan sejarah hitam yang tidak akan pernah bisa terhapus meski banyak air sudah yang keluar dari sudut mata, meski banyak doa yang saya harap bisa meringankan beban yang teramat berat menanggung malu dan dosa masa lalu.
Saat merasa seperti sendiri, saya menjelajahi bumi mencoba menemukan seseorang yang bisa membantu. Saya datangi seorang guru untuk menceritakan semua gundah. Ia yang dengan penuh kesabaran mendengarkan hingga huruf terakhir terucap dari lidah ini. Kemudian ia menulis beberapa kalimat dalam secarik kertas. "Bawa surat ini ke Masjid, temui anak-anak muda disana" hanya itu kalimat penutupnya.
Selepas maghrib, saya pun bergegas menuju tempat yang ditunjuk. Perlahan, malu dan merasa kotor diri ini untuk memasuki masjid, dan seketika saya merasa diri ini tidaklah berharga saat melihat wajah- wajah bersih, sebagian besar wanitanya menutup kepala mereka dengan jilbab, apalah diri ini. "Mari masuk, selamat datang. Kehadiran Anda sangat kami nantikan disini" Sungguh sebaris kalimat yang sangat hangat terdengar.
Sejenak hati ini terpaku merasakan sentuhan persahabatan yang luar biasa dari tatapan, sapaan dan tangan terbuka dari semua yang berada di dalam masjid. Terlebih ketika seorang dari mereka, merangkul pundak saya, "Inilah kami, sebuah keluarga besar yang akan juga menjadi keluarga Anda." Saya seperti baru saja mendapat peluk cium dan kehangatan yang luar biasa, nyaris menandingi kasih yang selama ini saya terima dari ibu. Ada keluarga baru disini, sahabat-sahabat baru dengan senyum dan sapa cintanya.
Hari-hari sesudah itu membantu saya melupakan masa lalu, meringankan beban menanggung dosa masa lalu yang benar-benar tidak pernah bisa hilang dari kenangan. Sahabat-sahabat baru itu seolah tengah membantu saya mengangkat beban yang teramat berat meski hanya dengan senyum, tepukan di punggung atau menyediakan telinga mereka untuk tempat saya membuang sampah mulut ini. Ya, karena kadang yang saya bicarakan kepada mereka bisa jadi tak penting bagi mereka, tapi sungguh telinga mereka tetap tersedia untuk kisah-kisah tak penting saya.
***
Dimana pun saya berada, kemana pun saya pergi, satu yang terpenting untuk saya temukan, yakni sebuah kekayaan bernama sahabat. Tidak seorang pun yang paling beruntung di dunia ini melainkan ia yang memiliki sahabat. Karena sahabat ada, untuk mereka yang terluka, untuk mereka yang tengah memikul berat beban, untuk menghapus air mata yang berduka, membantu seseorang berdiri dari keterpurukan dan menyediakan sayapnya untuk terbang bersama.
Akhirnya, sampailah saya pada satu kepastian hakikat, bahwa sahabat adalah kekayaan sebenarnya. Hilang satu, miskinlah sudah. Bertambah satu, semakin beruntunglah. Terima kasih untuk semua sahabat, Anda adalah kekayaan saya sebenarnya.

Saat Cinta berpaling Darimu ( Pengalaman sejati seorang istri - Asma Nadia )

Apakah dia merasa putus asa ketika mengetahui bahwa gaji
suaminya yang masih kuliah itu hanya 200 ribu sebulan?
Apakah dia putus asa ketika mereka harus berpindah-pindah
kontrakan dari satu rumah mungil ke rumah mungil yang lain?
Apakah perempuan itu mengeluh, ketika berbulan-bulan hanya
makan tempe dan sayur, yang masing-masing dibeli seribu rupiah
di warung, ketika sang suami tak bekerja cukup lama?

Jawabannya tidak.
Perempuan berwajah manis, yang saya kenal itu sebaliknya
selalu terlihat cerah, seolah permasalahan ekonomi yang
menerpa keluarga kecil mereka, tak
berarti apa-apa.

Pun ketika kesulitan hidup terus berlanjut. Menjelang
kelahiran anak pertama mereka, suami masih belum memiliki
pekerjaan yang mapan. Tapi perempuan itu tidak putus asa.
Sedikitpun dia tak menyesali telah
menikah dengan lelaki pilihannya. Lelaki yang dia cintai
karena
kecerdasan dan kegigihannya. Lelaki yang amat dia hormati,
yang dia tahu selalu berupaya sungguh-sungguh untuk
membahagiakan, dan membuatnya merasa seperti seorang putri.

Dan kenyataan bahwa mereka tinggal di rumah kontrakan yang
nyaris mau runtuh, dengan kamar mandi jelek, dan serangga di
mana-mana yang kerap membuat menimbulkan ruam merah pada
kulitnya yang putih. Perempuan itu tidak pernah sedikitpun
mengeluh.

Lalu anak pertama lahir. Gagah, dengan alis tebal nyaris
bertaut. Dia dan suami menerima kehadiran pangeran kecil itu
dengan hati berbunga. Meski mereka
harus berhutang ke sana ke mari agar biaya kelahiran yang
melalui
prosedur caesar itu, bisa dilunasi. Sekali lagi, perempuan itu
tidak pernah mengeluh.

Hidup baginya adalah rentetan ucapan syukur kepada yang kuasa,
dari waktu ke waktu. Ketika anak kedua mereka lahir, roda
ekonomi keluarga telah jauh lebih baik. Laki-laki yang
dicintainya mendapatkan pekerjaan yang mapan. Mereka tak lagi
bingung memikirkan kebutuhan sehari-hari, makan, lalu susu buat anak-anak.

Perempuan yang saya kenal sejak lama itu, membantu suaminya
dengan bekerja paruh waktu bagi sebuah taman bermain anak-anak
yang cukup prestise. Seiring
kehidupan yang mulai membaik, perempuan itu tak lagi
mengerjakan semua sendiri. Apalagi seorang buah hati lagi
telah hadir.

Sang suami memintanya lebih konsen kepada pekerjaan paruh
waktu yang digeluti istrinya. Tahun ke empat pernikahan mereka
mulai menyewa baby sitter, ketika
itu si bungsu belum lagi berusia sepuluh bulan.


Lalu datanglah kesempatan bagi sang istri. Lembaga tempat dia
bekerja paruh waktu, menawarkan program training ke luar
negeri. Awalnya sang istri ragu, sebab dia khawatir
meninggalkan anak-anak selama dua pekan. Tetapi lelaki yang
dicintainya memberikan support dan mendorongnya untuk pergi,

"Ini pengalaman bagus buat Ibu," kata lelaki itu.
Dan ketika dia ingin membantah, lelaki itu menggelengkan
kepalanya, "Perempuan lain ingin mendapatkan pengalaman
berharga seperti ini. Ibu harus pergi. Gak apa. Ada mbak yang
menjaga anak-anak."

Dengan setengah hati perempuan berwajah manis itu meninggalkan
keluarganya. Selama dua pekan di sana dilaluinya dengan rindu
yang menyiksa, dan perasan
berat karena selalu terbayang anak-anak.

Naluri keibuannya rupanya tidak bisa dibohongi. Meskipun sang
suami selalu berkata semua baik-baik saja, perempuan itu
merasakan ada sesuatu yang terjadi. Dan perasaannya benar.

Anak bungsu mereka dirawat di rumah sakit karena demam
berdarah!
Suaminya yang takut membuatnya panik baru menjelaskan ketika
istrinya pulang ke tanah air.

"Maafkan ayah, ayah takut ibu bingung."
Perempuan itu menangis. Syukurlah kondisi putri mereka membaik
Tapi ada hal lain yang terjadi. Hal yang tak pernah diduganya,
hal yang membuat jantungnya luruh.

Suaminya jatuh cinta.
Perempuan itu sungguh tak percaya, ketika mendengarkan ibu
mertuanya menangis tersedu-sedu menjelaskan apa yang terjadi.

Dunia bahagia yang selama ini dibangunnya seakan runtuh.
Apalagi ketika mengetahu gadis cantik yang membuat suaminya
jatuh hati, adalah baby sitter yang
mereka sewa.

Mereka hanya berpegangan tangan. Tak lebih. Elak suaminya.
Tapi hati perempuan itu telanjur hancur. Harapan-harapan yang
dibangunnya seakan menguap. Suaminya berpaling. Lelaki yang
telah
membuatnya merasa seperti seorang putri, jatuh cinta lagi.
Tuhan... apa maksudmu dengan ini semua? Batin sang
istri yang terkoyak. Dengan hati hempas, dia memanggil baby
sitter mereka. Baru kali ini si perempuan memandang
lekat-lekat gadis berusia sembilan belas tahun itu.

Meskipun dari desa, wajahnya memang cantik dan ayu. Kulitnya
bersih, rambutnya yang panjang tampak begitu mengilat. Dulu
tak dikiranya
kecantikan lugu itu akan
memorakmorandakan rumah tangga mereka.

Perempuan itu duduk berhadapan dengan baby sitter yang
tertunduk salah tingkah.
"Sudah sejauh apa?'
Baby sitter itu mengelak. Tak mau berbicara lebih jauh.
"Apakah kamu menyukai Bapak?"
Baby sitter itu diam. Ragu. Lalu kepalanya pelan menggeleng.
"Saya tak keberatan jika bapak menyukaimu, dan kamu menyukai
bapak, Kalian bisa menikah!"
Saya kaget. Saya berada di sana , menemani perempuan yang telah
lama menjadi sahabat saya. Tetap saja kalimat terakhirnya
mengejutkan saya.

Si baby sitter cantik menggeleng. Lagi-lagi salah tingkah.
Saat itu suami si perempuan sedang berada di kantor, sehingga
mereka leluasa berbicara. Tidak jauh
dari mereka, mertua sahabat saya tampak menangis sesenggukan.
Sebaliknya wajah sahabat saya tampak sangat tegar.

Ketegaran itu baru runtuh ketika kami hanya berdua. Sahabat
saya
menangis. Belum pernah saya melihat air mata sebanyak itu
tumpah di wajahnya.

"Saya sedih," bisiknya, "Salahkah?"
Saya menggeleng. Kesedihan adalah teman kemanusiaan.
Tak apa.
"Ibu tadi cerita, bahkan ketika Andin sakit, Ayahnya memilih
menemani perempuan itu berobat, meski hanya flu biasa, dan
meninggalkan Andin diperiksa hanya
dengan ibu,"

Ah, lelaki begitu mudahkah larut dalam pesona?
Saya kehilangan kata-kata. Percuma mengibur, apalagi
berkata saya mengerti perasaannya. Saya tak ingin
berbasa basi yang tidak perlu.

Kehidupan berlanjut. Suami perempuan itu mengakui
kesalahannya, dan berjanji tidak akan mengulangi. Lelaki itu
memohon-mohon agar sang istri mau memaafkannya.

"Bisakah?" tanya saya suatu hari. Ketika itu tahun-tahun sudah
berlalu begitu banyak.
"Saya tidak tahu," jawab sahabat saya.
Selalu dan selalu, matanya yang cerah meredup setiap teringat
kisah itu. Barangkali memang ada beberapa luka yang tak bisa
sembuh, bahkan oleh waktu.

Enam bulan setelah kejadian itu, sahabat saya memang sempat
bercerita perasaannya setiap kali suaminya mendekati,
"Saya merasa jijik," ujarnya dengan wajah bersalah.
"Tak apa, semua perlu waktu. Lagian yang terjadi tidak
sejauh itu. Jangan menyiksa pikiran,"
"Tapi siapa yang tahu apa yang sebenarnya terjadi?"
Saya diam. Sahabat saya benar. Hanya suaminya dan si baby
sitter yang tahu segala. Mereka terkadang pergi ke luar rumah
berdua. Dulu terasa biasa saja mereka
hanya ke warung, atau apotik. Entahlah.

Ketika saya meminta izin menuliskan cerita ini, sahabat saya
mengiyakan, meski dia masih belum lagi sembuh dari kesedihan.
Memang tidak ada perceraian. Sang suami tampak
bersungguh-sungguh menjaga keutuhan
keluarga mereka. Apalagi ada anak-anak diantara keduanya.

"Dia bapak yang baik!" papar sahabat saya suatu hari.
Kehidupan memang terus berjalan. Satu peristiwa, satu hati
yang berdarah. Satu hati yang belum juga sembuh.
"Kami masih tidak bisa bersama," jelasnya.
Saya mengerti. Peristiwa itu seolah membekukan semua
kehangatan dan keceriaannya sebagai seorang istri. Sang suami
tak memaksa. Menjalani saja kehidupan apa adanya. Anak-anak
lebih penting.

Entah sampai kapan mereka bisa bertahan, saya tidak tahu. Tak
juga mau menduga-duga. Saya cukup senang akhirnya sahabat saya
bisa mendapatkan kepercayaan diri yang sempat hancur ketika
menyadari sosok perempuan yang telah merebut hati
suaminya, tak hanya lebih cantik tapi juga jauh lebih muda.
Perlahan sahabat saya mencoba melupakan apa yang terjadi.
Padahal dunia sempat terasa berhenti baginya.

Hubungan normal layaknya suami istri memang sudah patah, akan
sulit merekatkannya kembali. Tapi saya mengagumi semangatnya
mempertahankan pernikahan, dan tetap menjalaninya penuh
syukur. Perempuan itu bahkan pasrah jika karena
ketidakmampuannya sekarang, dikarenakan ulah sang suami,
mungkin justru mengakibatkan sang suami menikah di
belakangnya.

"Dulu hal itu perkara besar buat saya, tapi sekarang..."
sahabat saya itu tertawa.
Sebenarnya banyak yang ingin saya tanyakan padanya. Apakah dia
bahagia? Apakah suaminya bahagia? Kenapa tidak bercerai dan
sama-sama memulai yang baru?
Sebagian orang mungkin akan berpikir begitu. Hidup terlalu
singkat untuk larut dalam ketidakbahagiaan.

Betapapun saya menghormati komitmen keduanya. Juga perkataan
sahabat saya, yang akan selalu saya ingat, " Ada hati-hati
kecil yang harus dijaga, Asma. Setiap
mengingat mereka, maka luka-luka lain menjadi kalah penting.
Kebahagiaan saya sempat runtuh, tapi kebahagiaan ketiga anak
saya tidak. Dan saya harus
bisa menjaganya. Sekuat saya."

THE STRATEGY OF APPLYING ENGLISH AS A DIALY LANGUAGE (Case Study At Pondok Pesantren Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri)”

CHAPTER I
INTRODUCTION

In this chapter, the discussion consists of some points. They are the background of the study, the statement of the problem, the objectives of the study, the assumption of study, the significance of the study, the scope and limitation of the study, the definition of key terms. Here are all of them.

A. The Background of the Study
Nowadays, mastering English is very important for every people in every nation, especially in studying science and technology. As a developing country, Indonesia needs some kinds of information to develop and improve this country. Since most of Scientifics and technological books using English in their explanations, we have to read and should be understand the meaning of the reading texts.
English is not only important in reading or writing, but speaking skill also very important in English because speaking skill needed in communication. Mastering English in communication is very important in globalization era, because English is one of the languages that use as an international language. It means that English is language that used in every condition, every situation, and everyone. English is also the language that usually used in education, in economic, in relationship etc.
From that real phenomenon, nowadays, there are many institutions in Indonesia want to try to help the students in studying, not only English in reading and writing, but also in speaking or communication. For example schools, courses, modern Moslem boarding house etc.
To solve this problem, educational institutions have important rule. For example, some of educational institutions in Indonesia try to apply English as daily language. They want to make their students common in English especially English in communication. They want to prepare their students to face globalization era that make the English as one of tools to communicate one each other.
One of educational institutions in Indonesia that apply English as daily language is Pondok Pesantren Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri. This institution is the branch of Pondok Pesantren DAARUSSALAM Gontor Ponorogo. This institution apply some languages as daily language not only English. This institution also applies Indonesian and Arabic language as daily languages.
Pondok Pesantren Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri is the institution that makes English and Arabic as compulsory language inside the institution. English and Arabic in this institution thought from the beginning level until the end or the last level of the students. It means that English and Arabic thought in every class or level.
The vision and mission of Pondok Pesantren Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri is “Gontor is the organization of forming of cadres that train to the students to be able to do something for himself and also to do something for the society or ask to the society to do something better”. The value inside it are : social, sacrificing, and sincerely. In any level, they must be able to be a motivator in the society but still in the manner of Islamic mission because the best people is the people that most useful in the society.
The students in Pondok Pesantren Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri are given occasion in applying English and Arabic immediately after got the course. So, it can help the students to improve their ability in English and also in Arabic both in theory and practice.
This institution wants to make the students able to use the international language fluently especially in English and Arabic language. He wants to prepare the students in facing the modern and globalization era. So, it hoped every students that graduate from this institution have abilities in international language and also ready to face globalization and modern world.
This is very interesting to discussed to know how the strategy and also the problems in applying English as daily language by Pondok pesantren Modern Gontor III “DAARUL MA’RIFAAT” Gurah, Kediri. It hoped to be reference for the other institution that has wishing in applying English as a daily language too.
Based on the condition above and to get a clear description about the strategy and also the problems that faced by Pondok Pesantren Modern Gontor III Gurah Kediri, so the researcher takes the following title “THE STRATEGY OF APPLYING ENGLISH AS A DAILY LANGUAGE (Case Study At Pondok Pesantren Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri)”.

B. Problems of The Study
In stating the problem of the study, the writer formulates it into questions as follows:
1. What are the strategies of Pondok Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri in applying English as a daily language ?
2. What are the problems faced by Pondok Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri in applying English as a daily language ?

C. Objectives of The Study
Based on the problems that are stated in the previous point, the writer stated that there are two objectives which underlies the research work, they are :
a. To know the strategies of Pondok Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri in applying English as a daily language
b. To know the problems that faced by Pondok Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri in applying English as a daily language.

D. Significances of the Study
This study hoped to be useful in two sides; they are theoretical and practical side. For theoretical significance, this study is supposed to develop the knowledge about the strategy of institutions in applying English as a daily language.
For practical significance, the findings of this study are expected to provide information about the strategy of institutions in applying English as a daily language of Pondok Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri. The findings are also expected to provide information about the problems that faced by Pondok Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri in applying English as a daily language. So it is hoped to contribute ideas, feedback and information to this institution, and for all institution in general, such as for the State College for Islamic Studies (STAIN) Kediri, other Moslem boarding house, or the other institution that also wants to apply English as a daily language too.

E. Scope and Limitation of the Study
To make this research not too broad and also not too narrow for the researcher, it needs scope and limitation to limits the discussion.
The research is just focused on the strategies and also the problems faced by Pondok Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri in applying English as a daily language.
There are also three limitations in this research, they are :
1. The research is done for all components in Pondok Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri. Such as the leader, the teacher and also the students.
2. The research is done just limited at Pondok Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri.
3. The research is also done just during one semester in this semester.

F. Definition of Key Terms.
1. Strategy means the way done by Pondok Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri in applying English as a daily language.
2. Pondok Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri is one of the modern Islamic colleges in Kediri that apply English as one of the daily languages. It is also constitute the branch of Pondok Modern Gontor Ponorogo.
3. English means one of languages that used by Pondok Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri as a daily language. In the specific meaning, English in this research means English language as a communication language.
4. Daily language means the language that used by the students of Pondok Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri in everyday or daily communication.




CHAPTER II
REVIEW OF RELATED LITERATURE

The study focuses on the discussion about the strategy of applying English as a daily language and also the problem faced in applying English as a daily language. So, the chapter consists of the following sections : the principles of language, learning strategy and teaching strategy, and strategy development.
A. The Principles of Language
In this part, the writer divided into two parts, they are spoken and written language and language acquisition. Thus all will be describe in the following part.
1. Spoken and written language
A fundamental distinction has to be made between speech and writing as aspects of language. This view is based on an appreciation of the nature and possible range of grammatical differences deriving from the respective conditions for the production and reception of language.
There are some main features of speech, they are
a. Speech as conversation implies a speaker – listener situation, with alternating roles. Features involved, therefore, are the physical situation and the presence of an observed listener.
b. Normal (informal) conversation requires the spontaneous application of language habits.
c. The signaling devices available to the speaker, apart from word and sentence structure, are gesture, stress and intonation.
d. The physical situation and the prompting of question permit and evoke laconic utterances, e.g. Fine picture ! Rain! The postman ! Yes! No! Of course ! On Monday ! If I can !.
e. The speaker is prone to anomalies of usage which are either peculiar to speech or more characteristic of that medium. There is, first, the interpolation of non-lexical sounds, such as ah ! oh ! uh! um! ‘m’! and the non communicative phrases : Mind you …, well now …, Now then …, Just a moment…, Let me see now …, I mean to say …, As I was saying… besides superfluous repetitions, all used in lieu of pauses to allow the speaker more time to formulate his thoughts. Then there are such prevalent deviations from assumed norms as changes of word order (e.g. Object-Subject-Verb for Subject-Verb-Object), breaches of concord, misuse of ellipsis, and, under stress of emotion, disjointed or even in coherent utterances.
There are also some main features of writing, they are :
a. While the writer-reader relationship corresponds to that of speaker-listener as producer and receiver of language, there is no equal social correspondence. In a speech situation there are two or more participants with interchanging roles, but even in letter writing or in the novelist’s recording of an interior monologue the process is virtually one-sided.
b. Writing lacks the direct signaling devices of speech, namely, the physical situation as a factor of meaning, and gesture, stress, intonation. Punctuation as a signaling device cannot compare for effectiveness with the implications of speech modulation. Of the view signs it offers for all purposes, only the full stop and the question mark may be presumed to indicate grammatical distinctions. In consequence, the writer must rely more on structural devices and contextual clues.
c. For language production, an important feature of writing is the adequate time afforded for reflection. However spontaneous the application of language habits here too, the writing situation, in contrast to that of speech, permits attention to formal structure.
Nevertheless speech and writing are not fully on a par. It is unquestionably assumed now that a living language is basically speech. This assumption derives from appreciation of the social and dynamic aspects of language.
2. Language Acquisition
If we consider the child’s acquisition of language between the ages of about twelve months of five years, the first thing we might obverse is quantity of language involved is enormous. The child may well be in contact with language for most of his waking hours. The contact will take different forms. Some of it will be language directed at the child by other people, particularly parents. A strong effort will be made to ensure that this language is meaningful to the child. This may be done by demonstrating relevant objects and actions in the surroundings, by an intuitive attempt at simplification of the language, or, in the latter stages, by actual explanations.
There are some other significant factors about the language that the child is exposed to. In the first place it is, of course spoken language, secondly, what the child hears is also linguistically isolation and repetition of a single sentence structure that is characteristic of much language teaching. The child acquires his language without having it predigested for him in this way. Adults do often make the attempt to simplify their language for the benefit of the child, but what they produce remains structurally varied and it is sometimes suggested, even makes think more complicated for the child, one observation that has been made is that the child may play language games with him self which involve repeating the same type of sentence perhaps with minimal alterations, and that this does resemble some productive exercise in language teaching.
A somewhat self-evident point is that the child learns whatever language he is exposed to. Most children are in contact with one language only and, of course, they become monolinguals. It should not be forgotten, however, that where children are brought up in simultaneously, thought with some retardation when compared with monolingual children. There is an initial merging of the two languages, but subsequently they are separated and remain functionally quite distinct.
More interesting perhaps then the language to which the child is exposed is his reaction to it. We have already seen that when he is adequately exposed to language he will produce language himself. In part, what he produces is an imitation of what he has heard and this is a process which adult often try to stimulate, but, contrary to what has generally been thought, a good deal of his language production is not imitative at all. Not only does he have the ability to take words and phrases that he has heard and use them in new combinations; he also actually produces pieces of language that he could not have heard from the other people in his environment.
The feedback that is provided by other people does more than simply inform the child whether or not his massage is correctly formed. It also demonstrates to him that his language has an effect on the behavior of others. Rather that being at the mercy of the environment to some extent, through language, he can bring the environment under his own control. It would be fairly meaningless to say that this motivates him to learn the language. What it does mean is that he is becoming aware of regulatory function of language. Through language, he learns his need can be met. At first the need will be material, but latter they may include the need for information, advice, permission and so on.
Meaning focused activity involves learners in making sense of various pieces of language in the course of understanding the information provided, interpreting the teacher’s questions or instruction, working out a solution, or mentally following an exchange between the teacher and fellow learner. Each peace of language embodies some meaning-content as well as some elements of language structure: indeed, it embodies meaning content partly as a result of being linguistically structured. In their efforts to cope with a task, learners thus receive a form of intensive exposure to entities which represent a matching of meaning and structure. Task based teaching operates with the concept that, while the conscious mind is working out some of the meaning-content, a subconscious part of the mind perceives, abstracts, or acquires (or re-creates, as a cognitive structure) some of linguistic structuring embodied in those entities, as a step in the development of an internal system of rules. The intensive exposure caused by an effort to workout meaning content is thus a condition which is favorable to the subconscious abstraction-or cognitive formation-of language structure.
The way of looking at the process of acquisition does not imply that acquisition of any element of language structure is necessarily an instant. It may take several instances of intensive exposure to different samples of language before any abstraction is made, or cognitive structure formed and particular instances may or may not lead to any such result. The cognitive structures formed may at first be faint, or incomplete, or in accurate becoming better defined with further exposure, or with the formation of some other structures which have a bearing on them. Also different learners in a class may, in the course of the same classroom activity, be occupied with different pieces of language, thus abstracting different structures, or with the same piece of language with the different result. Language learning perceived in this way cannot be specifically predicted or controlled by language teaching can only hope to increase the probability of such learning.
Perhaps, the primary difficulty for most people can be captured in terms of a distinction between acquisition and learning. The term “acquisition” when used of language refers to the gradual development of ability in a language by using it naturally in communicative situations. The term “learning”, however, applies to a conscious process of accumulating knowledge of the vocabulary and grammar of a language. Activities associated with learning have traditionally been used in language teaching in schools and tend. When successful, to result in knowledge about the language studied. Activities associated with acquisition are those experienced by the young child and analogously, by those who “pick up” another language from long period spent in social interaction (daily use of language) in another country. Those whose L2 experience is primarily a learning one tend not to develop the proficiency of those who have had an acquiring experience.

B. Learning Strategy And Teaching Strategy
To make the discussion about learning and teaching strategy more clearly, so in this part, the writer divided into two points, they are language learning strategy and teaching language strategy.
1. Language learning strategy
Learner strategies include any sets of operations, steps, plans, routines used by the learner to facilitate the obtaining, storage, retrieval and use information. That is what the learners do to learn and do to regulate their learning. In addition, to better understand how learner strategies come to be used, it is essential that we account for a learner’s knowledge about language and his/her beliefs about the language learning process (that I, what he/ she knows) because this knowledge can form the basis for selecting and activating one strategy over another.
Much of research on learner strategies has concentrated on identifying what (self-defined) good language learners report they do to learn a second or foreign language or, in some cases, are observed doing while learning a second or foreign language.
Aaron Carton in his study noted that learners vary in their propensity to make inferences and in their ability to make valid, rational, and reasonable inference s. cartoon also recognized that tolerance of the risk (which we have called a background variable) would vary with ability to make good inferences. In a second article, carton provides a detailed discussion of inferencing as a strategy used by second language learners. He divides inferencing into three kinds of cues:
a. Intra lingual cues in which the cues are supplied by the target language used when a student already has some knowledge of the target language.
b. Inter lingual cues which are brought to bear on loans between languages, cognates and regularities of phonological transformations from one language to another.
c. Extra lingual cues in which the learner uses what he / she knows about the real word to predict what is said in foreign communication.
Carton argues for the student perception of “probabilistic contingent relations” since he suggests that it provides for improved selection of appropriate linguistic units in production and for improved interpretations of these units in comprehension. For Carton, language learning is a kind of problem solving which the students can bring to bear his/her prior experience and knowledge to processing of language.
Following leads from Carton and learning theory, in 1971. Rubin initiated research which focused on the strategies of successful learners. Her assumption was that, once identified, such strategies could made available to less successful learners. The research describe in her paper (1975) included the following variables ; learner psychological characteristics (risk-taking, tolerance for ambiguity and vagueness, willingness to appear foolish), learner communication strategies (use of circumlocution and gestures), learner social strategies (seeking out opportunities to use language) and learner cognitive strategies (guessing/ inferencing; practicing; attending to form by analyzing, categorizing and synthesizing; and monitoring) exhibited by and used by self defined good language learners. Rubin 1981 report of subsequent research classifies strategies in terms of process that may contribute directly to learning ( i.e. clarification/ verification, monitoring, memorization, guessing/ inductive inferencing, deductive reasoning and practice) and those may contribute indirectly to learning (i.e. creating opportunity to practice and use of production tricks).
Research conducted by Naiman also focused on personality traits cognitive styles and strategies that were critical to successful language learning the initial frame of reference for their analysis of the strategies was Stern’s (1975) list of ten strategies necessary to attain second language competence. This list was modified by the statements and views of the interviewees in the Naiman et. al. study to form a list of five general strategies and related techniques. According to the list, good language learners
a. Actively involve themselves in the language learning process by identifying and seeking preferred learning environments and exploring them,
b. Develop an awareness of language as a system,
c. Develop an awareness of language as a means of communication and interaction,
d. Accept and cope with the affective demands of language learning (L2)
e. Extend and revise L2 system by inferencing and monitoring
At about the same time, Wesche completed her dissertation on the learning behaviors of successful adult language students in the Canadian Civil Service. Wesche found these students used many of the same strategies listed by Rubin and Stern. Her findings, summarized in a 1979 article, brought to light the following :
a. There was a greater variety and quantity of learning behaviors pursued by those who improved most rapidly, and
b. Many of the observed learning behaviors occurred together. Wesche’s hypothesis that “it may be complexes of them rather than specific ones which characterize different kinds of learners” n worthy of further research.
In her study of five Chicano students who were learning English, Wong-Fillmore (1976) identified social strategies used by successful language learners. Further Wong-Fillmore found that by using a few well chosen formulas, learners could continue to participate in activities which provided context for the learning of new material. Wong Fillmore notes that staying in the conversation had an important connection to learning because the new material became learnable and memorable by virtue of being embedded in current, interest holding activities. The author provides strong evidence of the link between strategies which contribute indirectly to learning (social strategies and communication strategies) and learning strategies (inferencing through what is known and storage through associations and context).
Bialystok reports on research which showed the effect of the use of two function strategies – infrencing and functional practicing- and two formal strategies – monitoring and formal practicing. According to Bialystok, the focus of functional practicing strategies is language use. On the other hand, formal practicing strategies focus on language form. Bialystok uses the term “monitoring” in the more narrow sense where the focus is on the form (but not up on the intention of the communication). Results indicated that the use of all four strategies had positive effects on achievement in certain kinds of test, and that only the functional strategies significantly modified performance for all tasks.
Tarone studied the communication strategies of second language learners. In her 1977 and 1981 papers, she identified several communication strategies which learners use to remain in a conversation (e.g. word coinage, mime, circumlocution, appeal for assistance, approximation, silence or hesitation, questioning repeat, approximating the speaker’s massage and explicit indication of comprehension).
Hosenfeld reports on the reading strategies of successful and unsuccessful second language learners obtained by using the “think aloud” type of introspection. Hosenfeld found that successful readers use some form of contextual guessing – based on the process of inductive reasoning. In addition, Hosenfeld reported on a metacognitive strategy in which the student evaluates thinking by assessing the appropriateness of the logic of a guess. In her 1979 article, Hosenfeld reports on one of the first attempts to train learners in the use of strategies, in this case, efficient reading strategies.
Hossenfield hints at what has become an important part of meta-cognition, namely, a student’s “mini-theory of second language” (see Wenden, this volume, for an elaboration of beliefs about language learning). Hosenfeld calls for research about students assumptions, how they develop, how they are influenced by teachers and textbooks and how they operate.
In their studies Cohen and Aphek focused primarily on the strategies students used in the learning of vocabulary and the role of mnemonic associations in the retention of vocabulary over time . They found that in most instances students tried to memorize words. However, Cohen and Aphek also identified eleven categories of associations utilized by students.
They concluded tentative that the use of such strategies facilitated the retention of vocabulary over time. The author also pointed toward some strategies which prevented learning :
a. Poor memory techniques.
b. Poor inductive inferencing strategies, and
c. Poor deductive reasoning.
Wenden has added an important new dimensions in understanding of learners strategies namely the importance of metacognitive knowledge in second language learning. He identified five areas of metacognitive knowledge : a). The language, b). The student proficiency, c). Outcome of students learning endeavors, d). The student’s role in the language learning process, and e). How best to approach the task of language learning.
a. Types of learning strategy
Rubin makes the functional distinction between those strategies, which contribute directly to language learning, and those strategies, which contribute indirectly to language learning. He identified six main cognitive strategies that appear to contribute directly to learning and two strategies that contribute indirectly to learning.
O’Malley and Chamot on the other hand, classified language learning strategies into three main categories based on processing types. The three categories are metacognitive, cognitive and socioaffective strategies. Metacognitive strategies are strategies that involve planning for learning, thinking about the learning process as it is taking place, and evaluating learning after an activity is completed. Cognitive strategies are limited to more specific learning tasks and involve more direct manipulation of the learning material itself. Socio/ affective strategies concern social mediating activities and interacting with others.
The strategy categorization of O’Malley and Chamot differs from that of Rubin. However, some of Rubin’s strategies, such as clarification and practice, are incorporated into the O’Malley and Chamot classification.
Oxford’s classification has been regarded as the most complete and comprehensive to date. In addition to its comprehensiveness, the Oxford classification also presents a further refinement in that it is linked to communicative competence. According to Oxford, “language learning strategies are tools for active, self directed involvement, which are essential for developing communicative competence”.
A general distinction in Oxford’s classification is that between direct and indirect strategies. What Oxford means by direct and indirect strategies is not very similar to Rubin. Rubin deals with the direct or indirect effect of strategies to learning, while Oxford deals with the direct and indirect involvement of the target language.
The first strategy group, indirect strategies, deals with the language itself in a variety of specific tasks and situations. They comprise memory strategies for remembering and retrieving new information, cognitive strategies for understanding and producing the language, and compensation strategies for using the language despite knowledge gaps.
The second strategy group, indirect strategies, deals with the general management of learning and is made up of three types of strategies: metacognitive strategies for coordinating the learning process; affective strategies for regulating emotions; and social strategies for learning with others. Each of these strategies are developed into several individual strategies .
b. Types of language learning strategy
Following Rubin, 1981 that there are three kinds of strategies which have been identified which contribute directly or indirectly to language learning; learning strategies, communication strategies, and social strategies.
Learning strategies are strategies which contribute to the development of the language system which the learner constructs and affect learning directly. Very recently, students of learning strategies have come to recognize two major kinds of learning strategies : metacognitive and cognitive strategies.


1) Cognitive strategies
Rubin (1981) identified six general strategies which may contribute directly to language learning :
a) Clarification / Verification
It refers to those strategies which learners use to verify of clarify their understanding of the new language.
b) Guessing / inductive inferencing
It refers to strategies which use previously obtained linguistic or conceptual knowledge to derive explicit hypotheses about linguistic form, semantic meaning or speaker’s intention.
c) Deductive reasoning.
It means problem-solving strategy in which the learner looks for and uses general rules in approaching the foreign or second language.
d) Practice
It refers to strategies which contribute to the storage and retrieval of language while focusing on accuracy of usage.
e) Memorization.
It refers to strategies which contribute to the storage and retrieval of language; therefore some of the strategies, such as drill and repetition, used for practice are the same as memorization strategies.
f) Monitoring.
It refers to strategies in which the learner notices errors (both linguistic and communicative), observe how a massage is received and interpreted by the addressee, and then decides what to do about it.
2) Metacognitive learning strategies
Metacognitive strategies are used to oversee, regulate or self-direct language learning. Wenden examined how learners regulate their learning by planning, monitoring and evaluating their learning activities. In particular, Wenden focuses on what learners know about various aspect of their language learning and how this influences thei choice of strategies.
Wenden identified several planning strategies which students use. Students may assess their needs and preferences and choose what they want to learn and how they should learn language. This choice may be dependent up on the student’s beliefs of how language is to be learned. They can choose how to use resources. They may then prioritize the aspects of language that they want to learn. By choosing and prioritizing, students set their own learning goals. Finally, students may plan what their learning strategies should be and change them if they are not successful.
O’Malley et. al. provide an extended list of planning strategies ; self-management, advance preparation, advance organizers, directed attention, selective attention, and delayed production.
3) Communication strategies
From the point of view of the learning process, communication strategies are very important because they allow the learner to remain in the conversation by continual exposure to natural conversation, learners may also learn (1) through opportunities to hear more of target language, and (2) through opportunities of produce new utterances and test their knowledge. Further, with successful communication, motivation for more learning can be enhanced. It is felt that communication strategies are used when there is a difference between the learner’s knowledge and the learner’s communicative intent.
In order to remain in the conversation, learners must (1) find ways to continue producing the target language despite limitations, (2) recognize when their production has not been properly interpreted, and (3) indicate their reception of the speaker’s intentions.
A common communication strategy is to use one’s linguistic or communicative knowledge to remain in the conversation. Examples include : use of synonyms, use of cognates (whether equivalent in meaning or not), use of simple sentences, use semantic contiguity, use of gestures or mime, and use of circumlocution or paraphrase.
Learners who recognize that the addressee has not understood their production can also use strategies to clarify their intention. Rubin listed the following clarification strategies : write a word out, spell the word out, repeat utterances or use gestures. Learners also may provide a larger context for the addressee by putting the word into a larger linguistic context in order to clarify their meaning.
Another communication strategy is one where learners indicate to their interlocutor the extent to which they have followed the speaker’s utterances, for example : appeal for assistance, questioning repeat, silence/ hesitation, approximate the speaker’s massage, mime and explicit indication of comprehension.
Although it is clear that these strategies play an important role in providing the learner with an opportunity to participate in conversations with native speakers and hence attain more exposure to the target language, there is no evidence to date that communication strategies contribute directly to language learning, i.e. to the obtaining, storing, retrieving, and using of language.
4) Social strategies
Social strategies are those activities learners engage in which afford them opportunities to be exposed to and practice their knowledge. In themselves they do not contribute to learning since they merely put the student in an environment where practice is possible.
Wong-Fillmore identified two social strategies : join a group and act as if you understand what is going on, even if you don’t, and count on your friends for help. Although these strategies provide exposure to the target language, they contribute only indirectly to learning since they don’t lead directly to the obtaining, storing, retrieving and using of language.
Rubin also listed other activities which may contribute indirectly to learning, all of them under the rubric: “creates opportunity for practice”. The list includes : creates situation natives in order to verify/test/practice; initiates conversation with fellow student/teacher/native speaker; answers to self, questions to other students; spends extra time in language lab; listens to television/radio, attends movies or parties uses of advertisements, reads extra books often first in native language, then in target language ; and identifies learning preferences and selects learning situations accordingly.
c. Views of language learning.
Fourteen of the twenty-five learners made explicit statements about how best to approach language learning. Five of the statements stressed the importance of using the language, i.e. especially of speaking and listening. Four pointed to the need to learn about the language, especially grammar and vocabulary. Three others emphasized the role of personal factors.
Group I : use the language.
1) Learn the natural way.
This statement means that it is not necessary to be in a classroom to learn a second language. One simply utilizes is in the social context in which one finds oneself to fulfill the functions necessary to communication in the context.
2) Practice.
This second theme stressed the necessity of using the language as often as possible.
3) Think in your second language
This third theme emphasizes the need to focus directly on the meaning of the communication when using the language. One should not first plan the utterance in one’s native language and then translate.
4) Live and study in an environment where the target language is spoken.
For most learners this guideline meant that one should be in the country where the target language was the main or official language of communication.
5) Don’t worry about mistake
Of course most learners wanted to learn to speak accurately, but learners who made this statement believed that excessive concern about accuracy would get in the way of using the language. Never be concerned about English structure.
Group 2 : Learn about the language
1) Learn grammar and vocabulary.
Learners who made this statement considered grammar and vocabulary fundamental to successful learning for they are the building blocks of English
2) Take a formal course
Learners had different reasons for recommending the taking of formal course. For some it is the best way because it is systematic.
3) Learn from mistake.
This view on mistakes is different from the view presented in the previous category in that it emphasizes the importance of feed back as a way to learn, i.e. mistakes brought to one’s attention should be reflected on so that they may be avoided in the future.
4) Be mentally active.
This statement stressed the need for deliberate, conscious effort on the part of the learner.
Group 3 : Personal factors are important.
1) The emotional aspect is important
It is understood that feelings have a strong influence on language learning and that they must be taken into account.
2) Self Concept
It can also facilitate or inhibit learning
3) Aptitude for learning
It is a third personal factor considered necessary for learning.
d. Language and knowledge in the contemporary situation
Today most curriculum practices, like most discussions about learning in schools, are posited on a assumed separation on knowledge and skills and equal yon an assumed “instrumental” or “expressive” function of language in the acquisition of knowledge and in the development of desired mental, emotional and social skills.
The deleterious effects of continuing tendency to separate language and content or knowledge may be seen at all levels of education, including tertiary. However, they are particularly marked in the earliest years of schooling. It is there that literacy is first established, and it is there too that in many subtle ways children are initiated into the process of formal education. We will shortly examine one teaching/learning episode involving 25 children in year 2, their third year of schooling, with a view to considering how the traditional assumptions about the language and knowledge fundamentally determine the course the activity takes, and hence the language the children use. We will argue that where the teacher works with a view that considerations of language skills may be divorced from considerations of content or knowledge, then neither the skills developed nor the content dealt with may be said to be of a useful or rewarding kind. Significant language skills, we will suggest, can be developed only in contexts the need is to grapple with significant meanings, and hence to construct significant knowledge.
To put the point another way, we may say that each of the different subjects taught in schools, particularly in the upper primary and secondary years, represents away of exploring some aspects of experience and of asking questions about it. Each takes shape in characteristic linguistic patterns as we suggested earlier, it is because of the presence of such characteristic language pattern that we recognize the particular subject in question, whether it be social science, mathematics, English language arts, or school science. To learn a school subject is to learn how to deal with experience in a particular way. it is to learn to operate as a social scientist, a mathematician, a natural scientist, or as a writer of literature, as example, where each of these involves learning to adopt the appropriate behaviour, including the particular language behaviour. An area of knowledge or a subject is thus away of knowing about some aspects of experience. The natural scientist, for example, explores phenomena of the natural world, be they the life cycle of butterfly, how electricity is made, or how the principles of gravity operate.
Typically, much school practice, especially that of the kind we will examine in our selected teaching episode, doses not view knowledge in these terms at all. On the contrary, an attitude seems to prevail that “knowledge” or “content” is some kind of “product” waiting to be passed on to the children at appropriate times in their school careers.
e. Communication practice.
The most effective communication practice is that which is built up around the people, places, and things with which the students are familiar. As far as possible, it should take into account their age level, individual interests, hobbies, the work they do or the other subjects they stud, the locality in which they live, and as many other details relevant to their daily lives as possible. This, of course requires the teacher to spend a fail amount of time getting to know the students personally, so that he may guide the practice into those areas in which they would be most eager to express them selves in real life communication. It also requires each student to familiarize him self with his classmates’ background and interests in those cases where there is little opportunity for social contact outside of the classroom.
There is no doubt that all this puts a considerable burden on a teacher with a large number of classes. But if the work is systematized, the problem can certainly be solved. Even the knowledge of rather trivial facts about individual students can be used to great advantage in communication practice.
Humor and even a certain amount of teasing (provided there is no unpleasantness and the students involved can take it), should also be encouraged, as it contributes greatly to a relaxed atmosphere well suited to the give and take of natural conversation. This can sometimes be achieved by having a student imagine himself in some extra ordinary or ridiculous situation, which forms the basis for the communication practice. Even though such a situation may be far removed from ordinary live, it is word while making an exception here to the general rule of creating ’real life’ situations, because the very fact of it being so incongruous means that the patterns associated with the situation are more likely to be remembered.
Classroom objects are convenient and familiar things to talk about, and they certainly have a part to play in habituation and communication at elementary levels. However they cannot by any stretch of the imagination be called interesting objects. Also their usefulness is confined to the classroom, and since the purpose of the communication practice is precisely to escape from the classroom setting, it is not advisable to dwell to long on such items as blackboards, erasers, red pencils, blue notebooks, my textbook, your pencil box, and other classroom paraphernalia, which people simply do not talk about in real life.
It is also important to make the situations as concrete as possible. Persons, place, and things should be named rather than referred to as generic concepts.
2. Teaching of language
There are some points in this part, they are approaches to language teaching, and teaching for communication,
a. Approaches to language teaching
There are broadly two strategies for setting up the samples on which the learner is to base his own language behaviour. We can either begin with the language broken down in the component parts, which are ordered into pedagogic sequence and feed to the learner one at a time. The learner gradually builds up his store of language. New language always occurs in the context of language that is already familiar. The possible range and variety of language in actual use is only meet relatively late in language learning sequence. This is by far the most commonly adopted approach to language teaching.
b. Teaching for communication
The difficulty is that the ability to compose sentences is not the only ability we need to communicate. Communication only takes places when we make use of sentences to perform a variety of different acts of an essentially social nature. Thus we do not communicate by composing sentences, but by using sentences to make statements of different kinds, to describe, to record, to classify and so on, or to ask questions, make requests, give orders. Knowing what is involved in putting sentences together correctly is only one part of what we mean by knowing of language, and it has very little value on its own: it has to be supplemented by knowledge of what sentences count as in their normal use as second kind value. What I want to suggest is that the cotextualism of language items as represented in the approach we are considering is directed at the teaching of signification rather than value, and this is for this reason that it is inadequate for the teaching of English as communication.

C. Strategy Development
To develop the student’s ability in language specifically in English, so it needs some strategies. To know the strategy as manner as wide, so the writer divide the explanations into two parts, they are typology of strategy, the use of learning strategy and acquiring second language, and curriculum.
1. Typology of Strategy
In teaching and learning, there are three kinds of strategies; they are learning strategy communication strategy and social strategy.

a. Learning strategy
According to Wenden and Rubin, learning strategies are any sets of operations, steps, plans and routines used by learners to facilitate the obtaining, storage, retrieval, and use of information. O’Malley and Chamot defined “learning strategies as the special thoughts or behavior that individuals use to help them comprehend, learn, or retain new information”.
All the three definitions above have grounded the study of learning strategies within the information-processing model of learning developed by Andersen. He distinguished three stages of skill-learning: (1) the cognitive stage, where the learner is involved in conscious activity resulting in declarative knowledge; (2) the associative stage, where the learner strengthens the connections among the various elements and constructs a more efficient production set; and (3) the automatic stage, where execution becomes subconscious. Andersen’s theory has raised two interpretations of the term ‘strategy’. One is that strategies only occur in the cognitive stage, when learners are conscious; and secondly, that strategies cease to be ‘strategic’ when they are performed automatically.
In relation to Andersen’s theory, Chamot and Cohen clearly stated that strategies are deliberate actions. Cohen simply defined learning strategies as “learning process which are consciously selected by the learner” and Chamot defined learning strategies as “techniques, approaches or deliberate actions that students take in order to facilitate the learning and recall of both linguistic and content area information”. A more inclusive definition is that of Oxford’s who did not distinguish whether strategies are conscious or subconscious actions. She defined language-learning strategies as “specific actions taken by the learner to make learning easier, faster, more enjoyable, more self directed, more effective, and more transferable to new situations”.
In spite of these different definitions of language learning strategy, all experts agree that language-learning strategy facilitates learning and makes learning more efficient and more effective.
1) Types of learning strategy
Rubin makes the functional distinction between those strategies, which contribute directly to language learning, and those strategies, which contribute indirectly to language learning. He identified six main cognitive strategies that appear to contribute directly to learning and two strategies that contribute indirectly to learning.
O’Malley and Chamot on the other hand, classified language learning strategies into three main categories based on processing types. The three categories are metacognitive, cognitive and socioaffective strategies. Metacognitive strategies are strategies that involve planning for learning, thinking about the learning process as it is taking place, and evaluating learning after an activity is completed. Cognitive strategies are limited to more specific learning tasks and involve more direct manipulation of the learning material itself. Socio/ affective strategies concern social mediating activities and interacting with others.
The strategy categorization of O’Malley and Chamot differs from that of Rubin. However, some of Rubin’s strategies, such as clarification and practice, are incorporated into the O’Malley and Chamot classification.
Oxford’s classification has been regarded as the most complete and comprehensive to date. In addition to its comprehensiveness, the Oxford classification also presents a further refinement in that it is linked to communicative competence. According to Oxford, “language learning strategies are tools for active, self directed involvement, which are essential for developing communicative competence”.
A general distinction in Oxford’s classification is that between direct and indirect strategies. What Oxford means by direct and indirect strategies is not very similar to Rubin. Rubin deals with the direct or indirect effect of strategies to learning, while Oxford deals with the direct and indirect involvement of the target language.
The first strategy group, indirect strategies, deals with the language itself in a variety of specific tasks and situations. They comprise memory strategies for remembering and retrieving new information, cognitive strategies for understanding and producing the language, and compensation strategies for using the language despite knowledge gaps.
The second strategy group, indirect strategies, deals with the general management of learning and is made up of three types of strategies: metacognitive strategies for coordinating the learning process; affective strategies for regulating emotions; and social strategies for learning with others. Each of these strategies are developed into several individual strategies.
2) Learning strategy and lifelong learning
One of the leading goals of the theories and research on general learner strategies is self-directed learning (Wenden & Rubin, 1987). Self- directed learning is not a new concept. Knowles explained self-directed learning in the following way: In its broadest meaning, self-directed learning describes a process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies and evaluating learning outcomes.
When a learner has achieved the stage of self-directed learning, he is said to be autonomous. Little stated that learner autonomy includes acceptance of responsibility for one’s learning. In its broader concept, autonomous learner means independence from teachers and this is the ultimate target of language learning strategies. Wenden in her conclusion about some researchers’ result on language learning strategies stated that: In effect ‘successful’ or ‘expert’ or ‘intelligent’ learners have learned how to learn. They have acquired the learning strategies, the knowledge about learning, and the attitudes that enable them to use these skills and knowledge confidently, flexibly, appropriately and independently of a teacher. Therefore, they are autonomous.
Autonomous learning should be an ultimate goal of education in this modern era. Considering the complexity and rapidity of change, individuals should be helped to develop this attitude that learning is a lifelong process and therefore our students should be equipped with the skills of autonomous learning. In other words, students should be equipped with the skills necessary to continue learning on their own when they leave a formal educational experience so that they may be able to adapt and respond to any development and changes in modernization.
For foreign language learners, language-learning strategy is an important equipment to develop autonomous learning skills in language, which can lead them to lifelong learning.
3) Learner teacher education and language learning strategies.
Research findings have revealed that more effective learners use strategies more frequently and they have a greater variety of strategies than students who were designated as less effective learners (O’Malley & Chamot, 1990). These findings imply that teachers should be able to provide their students with a good repertoire of language learning strategies and to guide them in finding and using suitable strategies.
The demand for the teacher then is not only on implementing curriculum content, but also on developing effective learners. Cohen stated that it is not enough for teachers to focus on their instructional curriculum, but rather they need to pay more attention to what their learners are doing with the curriculum and to ways to assist them in being more effective learners. In relation to this, Oxford has stated that “new teaching capacities also include identifying students’ learning strategies, and helping learners become more independent”.
This generates the idea that student teachers must master the knowledge of language learning strategies not only for their personal use, but also to enable them to teach and help their future students with these strategies. To be able to help their future students with language learning strategies, the student teachers should be prepared during their pre-service education, firstly to have knowledge about language learning strategies and to apply it for themselves, and secondly to be able to help their future students.
Obviously, if language learning strategies are to be promoted, teacher education should take into account preparing of English teachers who themselves have a good knowledge and practice of language learning strategies and who can help their future students to develop a good repertoire, good knowledge and good practice of language learning strategies.
b. Communication strategy
From the point of view of the learning process, communication strategies are very important because they allow the learner to remain in the conversation by continual exposure to natural conversation, learners may also learn (1) through opportunities to hear more of target language, and (2) through opportunities of produce new utterances and test their knowledge. Further, with successful communication, motivation for more learning can be enhanced. It is felt that communication strategies are used when there is a difference between the learner’s knowledge and the learner’s communicative intent.
In order to remain in the conversation, learners must (1) find ways to continue producing the target language despite limitations, (2) recognize when their production has not been properly interpreted, and (3) indicate their reception of the speaker’s intentions.
A common communication strategy is to use one’s linguistic or communicative knowledge to remain in the conversation. Examples include : use of synonyms, use of cognates (whether equivalent in meaning or not), use of simple sentences, use semantic contiguity, use of gestures or mime, and use of circumlocution or paraphrase.
Learners who recognize that the addressee has not understood their production can also use strategies to clarify their intention. Rubin listed the following clarification strategies : write a word out, spell the word out, repeat utterances or use gestures. Learners also may provide a larger context for the addressee by putting the word into a larger linguistic context in order to clarify their meaning.
Another communication strategy is one where learners indicate to their interlocutor the extent to which they have followed the speaker’s utterances, for example : appeal for assistance, questioning repeat, silence/ hesitation, approximate the speaker’s massage, mime and explicit indication of comprehension.
Although it is clear that these strategies play an important role in providing the learner with an opportunity to participate in conversations with native speakers and hence attain more exposure to the target language, there is no evidence to date that communication strategies contribute directly to language learning, i.e. to the obtaining, storing, retrieving, and using of language.
Some of the attempts to grapple with the conceptualization of communication strategies have emerged as more promising then others in their ability to circumscribe and explain the phenomenon. These attempts converge on a binary process model.
Corder claims that communication involves means-ends relations: linguistics means are balanced against communicative intention. When these do not correspond, Corder notes, the learner has only two options :
He can either tailor his massage to the resources he has available that is just his ends to his means. These procedures we can call massage adjustment strategies, or risk avoidance strategies. Or he can attempt to increase his resources by one means or another in order to realize his communicative intentions. These strategies we can call resource expansion strategies. These are clearly success oriented though risk running strategies.
The two options set out by Corder are the attempt to either change of modify the intended massage, or to change or modify the means of expression. These possibilities exhaust the range of options available to a speaker, and the central feature of his analysis is the need to maintain a balance between the two. As he correctly notes, moreover, this analysis of communication is just as relevant for native speaker speech as it is for the speech of second language learners.
Jacobson claims that there are two primitive language forming acts : vertical, involved with selecting, and Horizontal, involved with combining. These are described by Bruner in the following way : “the vertical axis of selection is dominated by the requirement of preserving or modifying meaning by substituting appropriate words or expressions for one another. The horizontal axis is inherent in the generative power of syntax to combine words and phrases.
c. Social Strategy
Social strategies are those activities learners engage in which afford them opportunities to be exposed to and practice their knowledge. In themselves they do not contribute to learning since they merely put the student in an environment where practice is possible.
Wong-Fillmore identified two social strategies : join a group and act as if you understand what is going on, even if you don’t, and count on your friends for help. Although these strategies provide exposure to the target language, they contribute only indirectly to learning since they don’t lead directly to the obtaining, storing, retrieving and using of language.
Rubin also listed other activities which may contribute indirectly to learning, all of them under the rubric: “creates opportunity for practice”. The list includes : creates situation natives in order to verify/test/practice; initiates conversation with fellow student/teacher/native speaker; answers to self, questions to other students; spends extra time in language lab; listens to television/radio, attends movies or parties uses of advertisements, reads extra books often first in native language, then in target language ; and identifies learning preferences and selects learning situations accordingly.
2. The use of learning strategy and acquiring second language
This study focused on determining whether or not learning strategies training influences performance on a variety of language learning tasks required in academic settings. The training was presented in natural classroom instruction rather than as individual laboratory training, which provide exposure to only a single task and strategy. The range of tasks specifically included more complicated languages activities to determine whether learning strategies training would be effective with more complex skills such as listening and speaking, the distinction between metacognitive and cognitive strategies was introduce as a means of identifying the effects including highly generalizable strategies (methacognitive) vs. strategies that were more specific to individual tasks (cognitive).
In the listening skills task, there where indications that the difficulty of the tasks and the explicitness of directions to perform the strategies may both be important determinants of subsequent performance. Students presented with a task that to difficult may find little assistance in using learning strategies either because the initial communications is to complicated or the information is so unfamiliar that learning and recent ion do not occur. Transfer of strategies to new tasks may be extremely sensitive, requiring continued prompts and structure directions until the strategies become autonomous.
In sum, for two highly important academic language skills, listening and speaking, learning strategies were shown to be effective in enhancing initial learning. Clear direction is provided to teachers interested in helping students to number of strategies which can embedded into their existing curricula, that can be taught to students with only modest extra effort, and that can improve the overall class performance. This means that the teachers need not feel that their role is limited to simply providing comprehensible input but can include a variety of learning strategies, which can be repaired with specific types of language tasks. Future research should be directed to refining the strategy training approaches, identifying effects associated with individual strategies, and determining procedures for strengthening the impact of the strategies on the students’ outcomes

3. Curriculum
In this part, the writer divide the explanation about curriculum to be three parts, they are the definition of curriculum, the function of curriculum, and the role of curriculum.
a. The definition of curriculum
There are two definitions of curriculum; they are curriculum in the significant meaning and curriculum in the wide meaning.
1) Curriculum in the significant meaning
In the significance meaning, curriculum as a course especially a specific fixed course of study, as in school or college, as one leading to a degree.
Charter V. Good also explore about the meaning of curriculum is a systematic group of course or subject required for graduation in major field of study. Robert Zais also has an idea about curriculum that curriculum is a resources of subject matters to be mastered.
2) Curriculum in the wide meaning
Curriculum in this meaning is not only a number of subject matters, but also has more wide meaning. It means, something real that happen in the process of education.
The professional has many idea about the meaning of curriculum, they are :
a) Ronald Doll tells that curriculum ………all the experiences which are offered to learners under the auspices or direction of the school.
b) William B. Ragan gives the meaning about curriculum…all the experiences of the children for which the school accepts responsibility.
c) Harold Spears limits the curriculum that the curriculum is look upon as being composed of all actual experience pupils have under school direction, writing a course of study became but small part of curriculum program.
d) Harold B. Alberty and Elsie J. Alberty define the curriculum as all of the activities that are provided for student by the school constitute.
From the explanation above, it proofs that curriculum in a wide or modern meaning including students and society life. It is like what William H. Killpatrick said that the new curriculum becomes the total living of the child so far as the school can influence it or should takes responsibility for developing it.

Some of the professional in curriculum explore about the definition of curriculum more practice, they are :
a) H. Larry Winecoff means the curriculum is generally defined as a plan developed to facilities the teaching and learning process under the direction and guidance of school, college or university and its staff members.
b) Donald F. Cay define curriculum is entire school program and all the people involved in it.
c) David Pratt tells that curriculum is an organized set of formal education and/or training intentions.
d) Hilda Taba also tells about the curriculum, that curriculum is a plan for learning, therefore, what is known about learning process and the curriculum.
Romine has a different idea about the curriculum as a new or a modern idea. Curriculum is interpreted to mean all of the organized courses, activities, and experiences which pupils have under direction of the school, whether in the classroom or not.
JF. Kerr also define the curriculum as all learning which is planned or guided by the school whether it is carried on in groups or individually inside or outside the school”.
b. The Function of Curriculum.
Curriculum also has some function. Alexander Inglish in his book Principle of Secondary Education (1918), tells that the function of curriculum are :
1) The adjustive of adaptive function.
Every individual live together with their circles, so they must be able to adapting them selves with their circles. And the circles also must be adapted with the individual condition. This is the function of curriculum as a tool of education until the individual have well adjusted character.
2) The integrating function.
In here, curriculum as something that teaches individuals integrated. So, individual as a part of society.
3) The prepaedeutic function.
Curriculum as a tool to prepare the students to continue their study for their future, both formal study and non formal study (study in the society)
4) The selective function.
It is to improve the ability in respecting differentiate. So, they gave freedom to choose what they want.
5) The diagnostic function.
Curriculum can diagnose and guide the students about them selves to improve them selves optimally.
c. The role of Curriculum
Curriculum as a education program planned systematically and bring the important rule for students education. If we analyze the character of society and culture, which the school as a social institution, so we will determine three kinds of the role of curriculum, they are :
1) Conservative role
One of the responsibilities of curriculum is transmitting and translating social legacy to the younger. So, school is the social institution that can influence and construct students’ behavior in order to appropriate with the value in the society.
2) Evaluative and critical role
In here, curriculum must be active in social control and emphasize in critical thinking element.



3) Creative role
Curriculum does creative and constructive actions in composing and arranging something new that appropriate with needs now and future in the society.

C. The View About Place Of Research
1. The identity of place of research
Name : Pondok Modern Gontor Tiga “DARUL MA’RIFAT”
Address : Desa Sumbercangkring, Gurak, Kab. Kediri
Telp. : (0354) 545115 – 546916 fax. (0354) 546917
The leader : Suharto, S.Ag
2. Geography site
According to geographic, Pondok Modern Gontor Tiga “DARUL MA’RIFAT” is in Sumber Cangkring village. It is in very conducive place, not too far and also not too near from the crowded town Kediri for about 15 Km. So this place is very good to be the place of learn or to be the place of educational institution.
The limit of Pondok Modern Gontor Tiga “DARUL MA’RIFAT” are
North : Street of Pondok
South : people’s land
East : people’s land, village street
West : people’s land
3. History
H. Ridwan is KH. Kafrawi Ridwan, MA (the chief of corporation of wakaf) he become chief of village Sumber Cangkring since colonial until liberated. Their family agreed that their land given to family foundation Ma’rifat.
The name of Ma’rifat is given by Mrs. Sulaiman that live in Mojoroto Kota Kediri. Makrifat is abbreviation by “Monumen Anak Keluarga H. Ridwan dan Fatimah”.
Their family given their land for family foundation in order to foundation Makrifat to be an Islamic education institution to educate H. Ridwan’s Family or to educate society in Sumber Cangkring. By existing that institution, so no one in his family without education
KH. Ridwan make a Pondok because in the past time, in Sumber Cangkring there are a famous Pondok. Purportedly, the students of this pondok are for about 1000 students. They are from east java (Banyuwangi), central java (Magelang, Solo) and also west java. But because there are no cadres to continue this pondok, so it is decline.
After graduated from Gontor, KH. Kafrawi Ridwan wants to realize his ideas. The first step is build the mosque. This is to follow Rasulullah SAW, before build the other buildings. From year to year although got the accreditation from Depag and also was listed in Depag for 7 years but the students not more than 30 students.
Because of the initiative of KH. Kafrawi the foundation Makrifat gave the land wakaf 6,5 hectare to pondok Modern Darussalam Gontor ponorogo in 1993, and then legitimate by religion minister in 11 December 1994. So, the name of Makrifat cange to be Pondok Modern Gontor III Darul Ma’rifat and to the branch of Pondok Modern Gontor.
The first leader is Darul Ma’rifat is Ust. Drs. K. Maruf CH, then continued by H. Ahmad Suharto, S.Ag since 14 April 1997 / 6 Dzulhijjah 1417 H
4. Vision and Mission
The vision and mission of Pondok Pesantren Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri is “Gontor is the organization of forming of cadres that train to the students to be able to do something for himself and also to do something for the society or ask to the society to do something better”. The value inside it are : social, sacrificing, and sincerely. In any level, they must be able to be a motivator in the society but still in the manner of Islamic mission because the best people is the people that most useful in the society.




CHAPTER III
RESEARCH METHOD


This chapter discuss about the method that used by the writer in doing the research. The discussions include: research design, subject of the research, research instrument, procedure of collecting data, data sources, and also data analysis.

A. Research Design.
A research design is a strategy to arrange the setting of the research in order to get the valid data that are suitable to all variable characteristics and the objectives of the research. This research is designed to obtain information concerning the current status of phenomenon and directed toward determining the nature of situation, as it exists at the time of the study. This study is conducted to describe information about the students’ difficulties in learning English. Related to the purpose, a descriptive qualitative study is adopted in this research. Ary describes:
“Descriptive research studies are designed to obtain information concerning the current status of phenomenon. They are directed toward determining the nature of a situation, as it exists at the time of the study. There is no administration or control of a treatment as it is found in experimental research. The aim is to describe, “what exists” with respect to variables or conditions in a situation”.

According to Bogdan and Taylor that quoted by Moleong in his book Metode Penelitian Kualitatif,
“Qualitative research as a procedure of research which produce descriptive data in form of written words. While according to Kirk and Miller that also quoted by Moleong, qualitative research is certain tradition in social science, which in fundamental manner based on monitoring to the human in their area self and related to those humans, inside the discussion in the terminology”.

Because of the research design that used in this study is descriptive qualitative research, specifically in case study, so, this research needs to discuss deeply. It is formulated to get information concerning to the current status phenomenon. It is not suggested that numerical measures are never used, but that other means of description are emphasized.
David Nunan in Research Methods in Language Learning state the definition about the qualitative case study from Merriam, 1988, in the same manner as below:
“…….the qualitative study case can be defined as an intensive, holistic description and analysis of a single entity, phenomenon, or social unit. Case studies are particularistic, descriptive, and heuristic and rely heavily on inductive reasoning in handling multiple data sources’ ”

According to Adelman, Jenkins, and Kemmis (1976) in David Nunan’s book state that study case should not equated with observation studies as this would rule out historical case studies, that case studies are not simply pre-experimental, and that case study is not a term for a standard methodological package.
Adelman also suggest that there are six principal advantages of adopting the case study as a method of research, they are :
1. It is “strong reality” and therefore likely to appeal to practitioners, who will be able to identify with the issues and concerns raised.
2. They claim that one can generalize from a case, either about an instance or from an instance to class.
3. It can represent a multiplicity of viewpoints and can offer support to alternative interpretations. Properly presented, case study can also provide a database of materials which may be reinterpreted by future researchers.
4. It can be put into immediate use for a variety of purposes, including staff development, within institution feedback, formative evaluation and educational policy making.
5. Case study data are usually more accessible than conventional research reports, and therefore capable of serving multiple audiences.

This study is conducted to investigate what are the strategy and problems faced by Pondok Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri in applying English as a daily language

B. The Subject of The Study
To make this research objectively and accurately, so, the researcher takes the entire members of Pondok Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri as the subject of the research. According to research’s scope and limitation, the selected subjects are the leader, the teachers and the students of Pondok Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri. The main data is taken from interview between researcher and the subject of study such as leader, teachers and students.

C. Research Instrument.
The research instruments are used to get the primary data and supporting data. In this research, the researcher plays as the main instrument. To collect the data in this study, there was the researcher himself who was being the instrument of study. To make the data more accurate, the researcher will use two instruments, they are :
1. Observation.
It means, the researcher comes to the location of the research; the researcher must be following any situations inside or outside the class but still in the area of Pondok Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri to obtain the data. This instrument done to know the application of strategy of Pondok Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri and also the problems faced in applying English as a daily language..
According to John W. Best, he defines observation as a research data gathering process, demands rigorous adherence to the spirit of scientific inquiry. He also standardized about observation, they are :
a. Observation is carefully planned, systematic and perceptive. It means that the observers know what they looking for and what is irrelevant in a situation, they are not distracted by the dramatic or the spectacular.
b. The observer is aware of the wholeness of what is observed.
c. Observers are objectives.
d. The observers separate the facts from the interpretation of the facts. It means they observe of facts and make their interpretation at a letter time.
e. Observations are checked and verified. Whenever possible, by repetition.
f. Observations are carefully and expertly recorded.
2. Interview.
Interview means oral questionnaire. Instead of write the response. The subject or interviewee gives the needed information verbally in a face-to-face relationship. This instrument done to know the strategy of Pondok Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri and also to know the problems faced in applying English as a daily language.
This instrument was done using tape recorder. The interviewer record all of interviewee’s answer from the interviewer’s question gave orally based on the problem study.

D. Procedure of Collecting Data.
In collecting data, at first, the researcher does the interview to get the data with the leader, the teachers and the students to know the strategy and also the problems faced by Pondok Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri in applying English as a daily language. Then the researcher directly follows any activities both inside or out side the class but still in the area of Pondok Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri to match the data that got from the interview and also to know the application of that strategy. After do the interview, the researcher complete the data and also make the data accurately using documentation. After that the researcher transcript the data that got from the observation and also from interview, then the researcher analyze the data.

E. Data Sources.
The data of this research is taken from any information that taken from interview of the members of Pondok Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri such as the leader, some teachers and some students. The data also taken from observation that done both inside and outside the class but still in the area of Pondok Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri

F. Data Analysis.
The data analysis in this research is descriptive way, in this research there are never used numerical measures but emphasize in description, this research is produce descriptive data in form of written words. The purpose of this research is to describe research finding elaborately.
After collecting all the data, then the data will be analyzed. Bogdan states that data analysis involves the working with the data, organizing them, breaking them into manageable units, synthesizing them, searching for patterns, discovering what is important and what is to be leaned and deciding what with tell others. The end products of research are books, papers, presentation, or plans for action. Before being analyzed, the data obtained are selected and classified based on the topics of research problems.
The data obtained through the observation and interview with some members of the institution such as the leader, the teachers and also the some students of Pondok Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri will be analyzed descriptively.



CHAPTER IV
FINDING AND DISCUSSION

In this chapter, the chapter consist of two points, they are the strategy of applying English as daily language in Pondok Pesantren Modern Gontor III “Darul Ma’rifat” Gurah Kediri and the problem faced by Pondok Pesantren Modern Gontor III “Darul Ma’rifat” Gurah Kediri in applying English as a daily language
A. The Strategy of Applying English as Daily Language in Pondok Pesantren Modern Gontor III “Darul Ma’rifat” Gurah Kediri
According to the research that done by the researcher, there are four points that will be discussed in here, they are curriculum, the general strategy, teaching strategy and learning strategy.
1. Curriculum
Mr. Suharto said, the percentage of English is very different with Arabic language English is only about 20% with all language programs in Gontor. The English materials for the students are: reading, grammar, composition and vocabularies. The time of the learning are: reading 2-3 hours of learning time, and grammar 1-2 hours of learning time.
The books is using by pondok is “Barlinge”, a book produced by English person, and this book is not for the native speakers. The content of this book is about all parts of English with a proportional grammar and structure. This book is compatible with the students, but the problems are the book sometimes used a negative example, that is not common with the pondok situation, such as: a story about secular party, free live, etc. so it needs adaptation with the culture of Pondok.
Grammar book is using English Practical Grammar, but not all topics in this book is using by Pondok. Composition book produced by their own lecture, by looking at the students’ ability in English.
Mr Agus Budiman said, Darul Ma’rifat is using bio library, all parts in pondok learn language from nature. The English curriculum in here is different with the formal school from Depag or Diknas. In pondok the English material is about grammar, reading, composition and dictation, the conversation is directly in daily life. In the class there is only four learning hours for English.
Mr Abdurrahim (director of KMI) said that Darul Makrifat have their own curriculum, but same with central gontor. This is different with Depag and Diknas curriculum. This is same with Mr. Abdurrahim (director of teaching) said that the curriculum from our self.
Mr. Reza Reading book from them self based on their class and grammar book also from them self based on their class
2. The General Strategy
There are two general strategies in applying English as a daily language of Pondok Pesantern Modern Gontor III “Daarul Makrifat” Gurah, Kediri in their learning activity.
a. Using continuing strategy (strategi berjenjang)
Based on Mr. Suharto explanation on Wednesday, 26th October, he said that to make an effective learning, we are using continuing strategy, if the students has ability from first class, will be easy to make the students learn about the material. The other explanation is to make first class be a standard in there will be basic language.
b. Make a language program in English week and Arabic week.
Based on Mr. Agus Budiman (a teacher), there are times to use the daily language, usually two weeks for English and two weeks for Arabic. If there are students broke the rule, they will get the punishment. Punishment here means educative punishment, not physically punishment such as the students are asked to memorize some vocabularies, make essay in English, etc.
This statement also supported by some peoples, Mr. Abdurrakhim (director of KMI), Mr. Abdurrakhim (director of teaching). They also said that in this Pondok there are times to use the language, there are two weeks for English and also two weeks for Arabic language as a daily language. They also agree there are punishments for the students broke the rule but not physically punishments. Just for educate the students.
Those statements also agreed by Mr. Suharto as a leader of Pondok. He also agrees that there are two weeks for English and also two weeks for Arabic in using English as a daily language with any consequences such as punishments.
It is as Wong-Fillmore found. He found that by using a few well-chosen formulas, learners could continue to participate in activities which provided context for the learning of new material. Wong Fillmore notes that staying in the conversation had an important connection to learning because the new material became learnable and memorable by virtue of being embedded in current, interest holding activities. The author provides strong evidence of the link between strategies which contribute indirectly to learning (social strategies and communication strategies) and learning strategies (inferencing through what is known and storage through associations and context).
Donn Byrne also said in his book English Teaching Perspectives that the most effective communication practice is that which is built up around the people, places, and things with which the students are familiar. As far as possible, it should take into account their age level, individual interests, hobbies, the work they do or the other subjects they stud, the locality in which they live, and as many other details relevant to their daily lives as possible. This, of course requires the teacher to spend a fail amount of time getting to know the students personally, so that he may guide the practice into those areas in which they would be most eager to express them selves in real life communication. It also requires each student to familiarize him self with his classmates’ background and interests in those cases where there is little opportunity for social contact outside of the classroom.
3. Teaching strategy
There are five teaching strategies that applied in pondok Pesantren Modern Gontor III “Darul Ma’rifat” Gurah Kediri, they are Direct method, there are classes become the motivator and controller class in language learning,, there are some days to get some vocabularies and songs, giving different material in different level of class, there are controls in applying English as a daily language
a. Direct Method
Mr. Agus Budiman said that in teaching there are using classical teaching in the classroom and out of the classroom. The strategy that used in here is direct method, it means what you see, you say. So, in teaching there is no translation.
This statement also expressed by Mr. Abdurrahim (director of KMI). He said that the teaching strategy in the class there is used direct method. It means what the students get; the students also must be use in daily activity or daily language. Beside that, there must be more discipline in order to do the rule and the vocabulary is also gave every day based on the schedule.
It is like what the Fourteen of the twenty-five learners made explicit statements about how best to approach language learning. Five of the statements stressed the importance of using the language, they are Learn the natural way, Practice, Think in your second language, live and study in an environment where the target language is spoken, don’t worry about mistake
b. There are become the motivator and controller class in language learning
Mr. Agus Budiman also said that for the Fifth class became language learning motivator and the Sixth class do the control about student language activity, although there are not all the members of sixth class is a teacher. And the teacher or ustadz must be responsible about the learning activity in pondok.
c. There are some days to get some vocabularies and songs.
He also said that In Pondok also applied that Every Tuesday and Friday after pray Subuh and taking exercise, the students get the English from English song, this is daily activity. After that the students discuss some words or sentences of that song. This statement also agreed by Mr. Abdurrahim / director of teaching).
Rubin also listed other activities which may contribute indirectly to learning, all of them under the rubric: “creates opportunity for practice”. The list includes : creates situation natives in order to verify/test/practice; initiates conversation with fellow student/teacher/native speaker; answers to self, questions to other students; spends extra time in language lab; listens to television/radio, attends movies or parties uses of advertisements, reads extra books often first in native language, then in target language ; and identifies learning preferences and selects learning situations accordingly.
d. Giving different material in different level of class.
There are differentiate between old students and new students in applying English as a daily language. For the new students, sometimes get more material about basic English language, and there is different punishment between old and new students, for old students get more punishment than new students.
Mr. Abdurrahim (director of teaching) also agreed with this statement that there are differentiate between old students and new students in applying English as a daily language and also in punishment.
Mr. Abdurrahim (director of KMI) and Mr. Suharto also correct it, because there are really different between the old students and the new students. They are different in thinking, different background of knowledge etc.


e. There are controls in applying English as a daily language.
The secretary of CLI said there are structures in language learning activity in Darul Makrifat, they are :
1) LAC (language advisory council), this is the place for the teacher/ustadz, the function are to control teaching activity and give punishment to students who break the rule.
2) CLI (central language improvement), this is the place for the students from 5 or 6 class, the function are for helping the students under them
3) Rayon, there are 7 Rayon in this pondok. They are Al-Azhar, AL-Kahfi, Al-firdaus, Arofah, Cordoba, Ummul Quro, and Syanggit. In every rayon there are language mastery. The rayon is the place for the students from slept, study, and the other activity. In that place they must be use the English and Arabic language.
LAC gives CLI English language material and CLI gives it to the Rayon. Than the material that given by CLI gives to the students by Rayon. LAC controls these activities if there is any problem
Mr. Reza (Secretary of Pondok) said that Vocabularies learning is one word one day after pray Shubuh in Tuesday and Wednesday, teacher is the language leader in rayon
For all parts of pondok must be using Arabic and English language, if do not use it, there is no tolerance. There are hard punishments to students who break the language rule. But for new students in first half semester can be use Arabic language and a little English language, but in the last year they must use both language.
Mr. Abdurrahim said that there are students language control, they are:
1) Language center
2) Management – teacher (LAC) – CLI (students) – rayon
3) There is spy in the center of students (usually from CLI), if there are students do a mistake, they will get punishment and the managerial order them to find the other students who do a mistake
He also said that the language teaching also done using three ways, they are:
1) Classroom activity
It means that the student gets the material from the teacher inside the class and then the student should be apply it in the daily live both inside and outside class.
2) Vocabularies everyday
It means the teacher gives some English vocabularies for the student everyday in English week.
3) Bio laboratory, language laboratory, English course or from magazine
Bio laboratory means all places in Pondok that to be place in applying English as a daily language such as in Rayon, in mosque, in class etc. the student not only apply English in bio laboratory and study the English in the class, but they also able to study English in language laboratory and from English course or from magazine.
4. Learning strategy
In learning, there are also two strategies, they are Giving the job for the student, Give the vocabulary and practice it in any time and any place.
a. Giving the job for the student
Mr. Abdurrahim said that Fifth class give the test material and the time is about fifteen minutes, than the teacher WALK around, if there is students hide from their job, the students ask him to take conversation in English, read or write English text and ask them to save it in their mind.
b. Give the vocabulary and practice it in any time and any place.
Jefri Adi, the student of V F class said that his way to study language are find the vocabularies from dictionary and than use it in conversation and look for new vocabularies
Rasyd hadi, the student of V F class said that he remembering the vocabularies from the teachers and used it in daily language are one of the ways to learn language.
Fajar khanani, the student of V B class said that the way to learn language is that everyday should remembering not less than 3 words and uses it in a sentence.
Setyo Widodo, said that the way to learn language is doing the conversation, remembering the vocabularies, look an article, read a magazine, newspaper, etc. it is also supported by A. Fathoni that the way to learn language is doing conversation.
Deni Firmansyah said that to improve his English he should be practice the parts of language: listening, writing, speaking (practice). This statements also agreed by Arif. He also said that to make his English better he must practice the language in class and also in rayon.

B. The problem faced by Pondok in applying English as a daily language.
In applying this program, Pondok Pesantren Modern Gontor III also face some problems, they are :
1. Because Gontor is not language center or language institution
Mr. Suharto said “Gontor is not a language center, so the language learning can not be optimal applied in Daarul Makrifat, language is only part of learning in Gontor, the function is for way in science world in order to understand about the science. Because of the percentage of English language is less than Arabic language; this make the students ability in English language is a little too.
To solve this problem, the management of Pondok try to using continuing strategy like Mr. Suharto said that the student in the first class get the basic language for the basic skill and than it will be continue for the next level.
2. There are some teachers and students not consistence in doing this rule.
Based on Mr. Agus Budiman, there are some students do not do the rule in using the language, because of forget or they exactly do that because of their own mistake. The big problem faced by the students or the teacher is about the consistence to do the rule, there is still difficult to consistent to do the rule.
To make the program run well, the management of Pondok try to make the entire members of Pondok discipline with the rule in using English language or consistent with the rule. All the entire ember of Pondok means the leader, all the teacher and also all the students of this Pondok. Pondok also gives punishment inconsistently students and teachers. But the punishment that given must be educational punishment like ask the students to arrange an English essay, make a memory about vocabulary, etc. there are no physical punishment.

3. The students still common with his mother language
Mr. Abdurrahim (Director of teaching) said that New students has difficulty in learning about the language, because they are still common in using the Indonesian language, so there must more materials for new students.
The solution that done by the management of Pondok in this problem is make one day in a week to be the day to do direct conversation between teachers and students. This conversation done every morning in Tuesday and Friday after pray subuh and exercise.
4. Students ability
Mr. Abdurahim (the director of KMI) said that there is still a lot of mistake in using the English as daily language and the student have minimum vocabularies, it make the students have difficulty in speaking the English.
To improve the student vocabulary, the management of Pondok facilitate the student in learning language using tools or learning medias like language laboratory, make multi media class and many other medias.
5. There are a little control
Mr. Reza said there are a lot of students break the language rule because a little control from the teachers. There are still exist some managerial do not use the language based on the rule, this influence the students.
To solve this problem, the management must use the language institutions like LAC, CLI, and Rayon as tools to control and manage the student’s language and also to make make the student’s language better.
6. Some students do not know the usefulness of English
Mr. Abdurrahim (director of teaching) said that the problem faced in applying English as a daily language is that the students do not understand the usefulness of language. The students that get the order as a spy usually do not speech to the teacher because of many reasons.
To solve this problem, the management also must be use the language institution like LAC, CLI and Rayon in giving comprehension about the advantages or the benefits in understanding the English.



CHAPTER V
CONCLUSION AND SUGESTION

This chapter is about conclusion of this paper. After the writer get data and analyze it in chapter IV, now in this chapter the writer tries to conclude it.

A. Conclusion
Pondok Modern Gontor 3 Darul Makrifat is one of Pondok which Is using English as daily language. The reason they do that, because the English language is an international language, beside that, there are many sciences literary is written in English. In order to make gontor do not far away with science.
There are many characteristic in their teaching – learning activity, but the primary method is direct method, what they know they say, this is one of their character. Every day Gontor’s teacher always give their students one vocabularies to remember by the students, and if there are students break the rule about language, the management will punish them with an educational punishment, such as: arranging sentence, remembering words, take conversation, etc. the pondok management do not use a physical punishment.
In Gontor there are two organizations that manage about the language, there are CLI and LAC. CLI is the place for fifth students to control the students’ language activity under them. And LAC is the place for the teacher to compose about English material and give punishment to students who break the language law.
According to the research that done by the researcher, there are four points in this research, they are curriculum, the general strategy, teaching strategy and learning strategy.
The curriculum of this institution is their own curriculum, they use their own books. In English curriculum, they more make bio laboratory as a place to make the students have ability in language.
The general strategy of pondok in applying English as a daily language are : Using continuing strategy (strategi berjenjang) and make a language program in English week an Arabic week.
And the teaching strategies applied in Pondok, they are :
1. Direct Method
2. There are become the motivator and controller class in language learning
3. There are some days to get some vocabularies and songs.
4. Giving different material in different level of class.
5. There are controls in applying English as a daily language.
There are also some learning strategies, they are giving the job for the student and giving the vocabulary and practice it in any time and any place.
There are also some problems faced by Pondok Modern Gontor III in applying English as a daily language they are :
1. Because of Gontor is not language center or language institution, so it makes teaching and learning English not maximal. But it can be solve using applying continuing strategy.
2. Some teachers and students are not consistence in doing this rule. The solve of this problems are make discipline with the rule both students and teachers. It also can be solve with the educational punishments for inconsistently students and teachers.
3. The students still common with his mother language. It can be solve with making day to do direct conversation between students and teachers.
4. Students’ ability. It is solved using learning tools or learning media such as language laboratory, makes multimedia class and many others medias.
5. Still a little control from all part. It is solved by means of language institutions in this Pondok, they are LAC, CLI, and Rayon. They must control all students’ language.
6. Some students do not know the usefulness of English. It is also solved by means of language institutions. They must give comprehension about the advantages or the benefits in understanding the English
But there are also some solution that done in solving the problems above, they are :
1. Using continuing strategy,
2. Discipline with the rule in using English language or consistence with the rule.
3. Using learning tools or learning media, like: language laboratory, make a multimedia class, others.
4. Use models in language learning.
5. There must be some punishments to inconsistently students.
6. There is a day to do direct conversation between teacher and students.
7. Language institution must think about the language not other business

B. Suggestions
Pondok Gontor as one of institution that can become models for the other educational institution. Because this Pondok is not close from modern era. It is seen when the institution not refuse the technology and other language. This pondok not only uses Arabic as a formal language, but it also uses English as a formal language too because they know the importance of both language Arabic and also English. Arabic language uses to understand the Islamic and religion science and English uses to understand the science as general.
From the conditions above, the researcher try to give the suggestion for :
1. Pondok Modern Gontor III “Darul Ma’rifat”
The program is very good but it needs increased to be more successful in the future. It needs more control by all parts of pondok from the leader until the students. It also needs consistence by all parts of pondok in doing this program in order to be better in the future.

2. The other institutions.
This pondok is very good in managerial, and also the system. So, it very compatible becomes a model if we want to apply English as a daily language although still needs repair in some aspect.


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