OBSTACLES OF STUDENTS WITH PESANTREN BACKGROUND IN TRANSLATING ARABIC TEXTS: A LINGUISTIC AND NON LINGUISTIC REVIEW

Abstract

The focus of this study is to describe the process of translation activities in Arabic language subjects and explore the problematics of students with pesantren background in translating Arabic texts into Indonesian. The subjects of this research include students with pesantren background in class Vlll of MTs Ja'al Haq, Bengkulu. The method used in this research is descriptive qualitative method with case study type. Data collection techniques were carried out using observation related to the translation process carried out by students during Arabic learning in class, documentation related to the learning flow and teacher evaluation results, as well as interviews with 4 students and 2 Arabic teachers. The data analysis technique uses the Miles and Huberman model, the data is carried out in several stages, namely data condensation, data presentation, and conclusion drawing. The results of this study highlighted several things: (1) The Arabic Learning Process in translation activities for students with pesantren background in class VIII at MTs Ja'al Haq Bengkulu City has been running according to translation procedures as evidenced by teaching it according to the hierarchical translation steps. However, there is a slight obstacle, namely the lack of translation exercises by the Arabic teacher due to the frequent absence of the teacher, causing students to lack intense learning experience. (2) Problems of Arabic Translation into Indonesian by students with Islamic boarding school background in MTs Ja'al Haq Bengkulu City are divided into two, namely linguistic problems and non-linguistic problems. a. Linguistic problems, including Lack of Mastery of Arabic Vocabulary (Mufrodat), Students do not understand well the position of Arabic sentences (al- Qowa'id), and Semantic Problems.  b. Non-linguistic problems include reluctance and boredom, different levels of translator ability, lack of initiative in the use of Arabic dictionaries in each individual student, and lack of presence of educators in the teaching-learning process.