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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Agus Ikhsanudin
Institut Agama Islam Al-Zaytun Indonesia
Education Other

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INTEGRASI LINGUISTIK TERAPAN DENGAN KURIKULUM BAHASA ARAB: Perspektif Linguistik Terapan dalam Reformasi Kurikulum Bahasa Arab Agus Ikhsanudin; Asep Parida; Nurlaela; Iis Susiawati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 In Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.37406

Abstract

This paper explores the integration of applied linguistics with the Arabic language curriculum as a strategic approach to improving the quality and relevance of Arabic education in Indonesia. Arabic, as a language of religion, science, and culture, requires a curriculum that not only emphasizes grammatical mastery but also communicative competence and contextual understanding. However, Arabic instruction in many institutions remains traditional, focusing on classical grammar without connecting theory to real-life communication. Applied linguistics provides a practical and functional framework for bridging this gap by linking linguistic theory to language teaching, curriculum design, assessment, and educational technology. The study highlights four main aspects of integration: (1) the role of applied linguistics in curriculum development through needs analysis, error analysis, and contrastive studies; (2) strategies for implementation, including communicative and functional approaches, linguistic-based material development, evaluation through error analysis, and the use of digital linguistic tools; (3) examples of practical application at schools, universities, and language centers where task-based and research-based learning models are adopted; and (4) challenges and solutions such as uneven teacher competence, limited data-driven materials, resistance to innovation, and technological constraints. By synthesizing theoretical and practical perspectives, this paper argues that integrating applied linguistics can make Arabic learning more scientific, student-centered, and responsive to sociocultural contexts. It promotes a curriculum grounded in real learner needs and communicative goals, encouraging collaboration between linguists, educators, and policymakers. The integration not only strengthens linguistic competence but also fosters adaptive, interactive, and meaningful learning in the digital era. Consequently, applied linguistics serves as a vital instrument for reforming Arabic language education and developing learners who can use Arabic effectively and contextually in academic and everyday communication.
PERBANDINGAN LINGUISTIK ARAB DAN BARAT: ANALISIS KRITIS TERHADAP SAUSSURE DAN CHOMSKY: Analisis Epistemologis dan Metodologis Linguistik Arab dalam Perspektif Saussure dan Chomsky Agus Ikhsanudin; Asep Parida; Nurlaela; Iis Susiawati
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9498

Abstract

This paper presents a critical comparative analysis between classical Arabic linguistics and Western linguistic theories as proposed by Ferdinand de Saussure and Noam Chomsky. The study employs a literature-based qualitative approach to explore conceptual, methodological, and epistemological differences among the three traditions. Classical Arabic linguistics, rooted in the Islamic scholarly tradition of Fiqh al-Lughah, emphasizes the preservation of the Arabic language as the medium of divine revelation. Its system combines normative and descriptive elements through the sciences of nahwu (syntax) and sharaf (morphology), focusing on the triadic word classification of ism, fi‘l, and harf. This framework integrates linguistic, religious, and philosophical dimensions, making Arabic linguistics both rule-based and meaning-oriented. In contrast, Ferdinand de Saussure’s structuralism shifted the focus of linguistic studies from historical to synchronic analysis. His concepts of signifiant and signifié, and the distinction between langue and parole, established the foundation for modern structural linguistics and semiotics. Meanwhile, Noam Chomsky revolutionized the field with his theory of generative-transformational grammar, arguing that language ability is innate through the Language Acquisition Device (LAD). He introduced the notions of linguistic competence and performance, as well as deep and surface structures, emphasizing language as a universal cognitive faculty. The comparative analysis reveals that Arabic linguistics is normative and spiritually grounded, Saussure’s theory is structural and social, while Chomsky’s model is cognitive and universal. Each framework has distinct strengths and limitations, yet integrating their insights provides a comprehensive approach to modern Arabic language education. This synthesis combining the normative foundation of Arabic linguistics, the structural focus of Saussure, and the generative cognition of Chomsky can enhance both theoretical understanding and practical pedagogy of Arabic linguistics in contemporary contexts.
Co-Authors Asep Parida Iis Susiawati Nurlaela