Jika pembelajaran bentuk pertama in

Jika pembelajaran bentuk pertama ini ditinjau dari pendekatan filosofis, tentunya belum ada tujuan eksplisit yang tertulis bisa dijumpai. Orang belajar bahasa Arab semata-mata karena motif agama. Meski demikian, secara tersirat sudah ada tujuan yang jelas, yakni bahasa Arab sebagai sarana penunjang beribadatan.
Pengajaran bahasa Arab yang verbalistik ini dirasa tidak cukup, karena Al-Qur’an tidak cukup dibaca sebagai sarana peribadatan, melainkan pedoman hidup yang perlu difahami maknanya dan diamalkan ajaran-ajarannya. Maka muncullah pembelajaran bahasa Arab bentuk kedua dengan tujuan pendalaman ajaran agama Islam, yang mula-mula tumbuh berkembang di pondok pesantren. Materi pelajaran di pesantren ini meliputi fiqih, aqidah, hadis, tafsir, dan ilmu-ilmu bahasa Arab seperti nahwu, sharraf, dan balaghah dengan buku teks berbahasa Arab yang ditulis oleh para ulama dari masa lalu.
Bentuk dan lembaga pembelajaran Bahasa Arab di Indonesia sangat beragam. Mengutip dari Effendy (2009) terdapat beberapa bentuk dan lembaga Pendidikan Bahasa Arab di Indonesia, yaitu:
1. Pembelajaran Bahasa Arab yang verbalistik, yaitu pembelajaran bahasa Arab yang bertujuan untuk menguasai keterampilan membaca Al-Qur’an. Lembaga-lembaga pembelajaran model ini berupa Taman Pendidikan Al-Qur’an, masjid-masjid, musholla-musholla, dan keluarga-keluarga muslim secara privat.
2. Pembelajaran Bahasa Arab yang berkaitan erat dengan pemahaman atau pendalaman keilmuan Bahasa Arab dan agama. Lembaga pembelajaran model ini adalah pondok-pondok pesantren. Model ini menggunakan metode Qowaid wa tarjamah dalam mengajarkan Bahasa Arab dan kitab-kitab berbahasa Arab.
3. Pembelajaran Bahasa Arab secara utuh. Pembelajaran Bahasa Arab model ini bertujuan untuk mengajarkan Bahasa Arab sebagai bahasa komunikasi disamping sebagai bahasa agama. Metode pembelajaran yang digunakan adalah metode langsung (‘al-thariqah al-mubasyirah). Lembaga yang menggunakan model ini adalah pondok pesantren modern yang dipelopori oleh Mahmud Yunus di Sumatera dan Imam Zarkasyi di Pondok Pesantren Modern Gontor Ponorogo dan pondok-pondok Modern yang lain serta pondok-pondok salaf.
4. Pembelajaran dengan kurikulum yang ditentukan oleh pemerintah, yaitu di Madrasah Ibtidaiyyah, Madrasah Tsanawiyah dan Madrasah Aliyah.
5. Pembelajaran Bahasa Arab dengan tujuan keahlian dan profesionalisme. Pembelajaran model ini dilakukan di Perguruan Tinggi di Indonesia, yaitu di Perguruan Tinggi Agama Islam (PTAI), Perguruan Tinggi Umum, dan Pembelajaran Bahasa Arab untuk tujuan khusus (li al-aghradh al-khassah). Pembelajaran model ini dilakukan oleh lembaga-lembaga kursus dengan tujuan pariwisata, haji, umrah, perdagangan dan tenaga kerja.

Hasil (Inggris) 1:

If the first form of learning is reviewed from a philosophical approach, certainly there has been no explicit written goals can be found. People learn Arabic solely because of religious motives. However, implied there was already a clear objective, namely the Arabic language as a means of supporting beribadatan.The teaching of the Arabic language that verbalistik felt not enough, because the Qur'an is not enough read as a means of expression, but rather guidelines which need to be understood the meaning of life and practiced his teachings. Then came the second form of the Arabic language learning with the aim of deepening the teaching of the Islamic religion, which initially grow at boarding schools. The subject matter in this boarding school include the Hadith, aqidah, Fiqh, tafsir, and studies the Arabic language such as nahwu, balaghah sharraf, and with Arabic text books written by the scholars of the past.Forms and institutions of learning the Arabic language in Indonesia is very diverse. Quote from Effendy (2009) there are several forms of the Arabic language and educational institutions in Indonesia, namely:1. Learning the Arabic language are verbalistik, i.e. learning the Arabic language that aims to master the skill of reading the Qur'an. Institutions of learning this model in the form of children's Education of the Qur'an, mosques, small mosque – small mosque, and muslim families privately.2. Learning the Arabic language which is closely related to understanding or deepening scientific Arabic and religion. This model of learning institutions are boarding cottages. This model uses the method Qowaid wa tarjamah in teaching the Arabic language and Arabic language books.3. Learning the Arabic language as a whole. Learning Arabic this model aims to teach Arabic as a language of communication in addition to religious language. Learning methods used are direct methods (' al-thariqah al-mubasyirah). Agencies that use this model is a modern boarding schools that pioneered by Mahmud Yunus in Sumatra and the priest Zarkasyi Modern boarding schools at Gontor Ponorogo Modern lodges and others as well as lodges of the salaf.4. Learning with a curriculum determined by the Government, namely in Madrasa Ibtidaiyyah, Mts and Madrasah Aliyah.5. Learning the Arabic language with the goal of expertise and professionalism. This model of learning done at colleges in Indonesia, namely in Islamic religious College (PTAI), a public College, and learning Arabic language for special purposes (li al-aghradh al-khassah). This model is done by learning institutions courses with the purpose of tourism, Hajj, umrah, trade and labor.

Hasil (Inggris) 2:

If this first form of learning in terms of a philosophical approach, of course, there is no explicit written objectives can be found. People learn Arabic solely because of religious motives. Nevertheless, implied already clear objectives, namely the Arabic language as a means of supporting beribadatan.
Teaching Arabic verbalistic is found to be sufficient, because the Qur'an does not quite read as a means of worship, but a way of life that needs to be understood its meaning and practiced his teachings. Then came a second form of Arabic learning with the aim of deepening the teachings of Islam, which initially grow in boarding school. The subject matter at the school include jurisprudence, faith, traditions, interpretations, and the sciences of Arabic as nahwu, sharraf, and balaghah with books Arabic text written by the scholars of the past.
The shape and organization of learning Arabic in Indonesia is very diverse. Quoting from Effendy (2009) there are several forms and Arabic Education institutions in Indonesia, namely:
1. Learning Arabic that verbalistic, namely Arabic learning that aims to master the skills of reading the Qur'an. Learning institutions this model in the form of Taman Pendidikan Al-Quran, mosques, prayer-prayer room, and Muslim families in private.
2. Learning Arabic is closely linked to the deepening scientific understanding or Arabic and religion. This model is a learning institute Islamic boarding schools. This model uses a method Qowaid wa tarjamah in teaching Arabic and Arabic-language books.
3. Learning Arabic intact. Learning Arabic this model aims to teach Arabic as a language of communication as well as the language of religion. The learning method used is the direct method ('al-thariqah al-mubasyirah). Institutions that use this model is the modern boarding school pioneered by Yunus Mahmud in Sumatra and Imam Zarkasyi in Pondok Pesantren Modern Gontor Ponorogo and lodges another Modern and lodges Salaf.
4. Learning with the curriculum prescribed by the government, namely in Madrasah Ibtidaiyyah, MTs and Madrasah Aliyah.
5. Learning Arabic with the aim of expertise and professionalism. This model study carried out at universities in Indonesia, namely in the Islamic Religion (PTAI), Public Higher Education and learning Arabic for special purposes (li al-aghradh al-khassah). This model study conducted by institutions with the aim of course tourism, Hajj, Umrah, trade and labor.