Isra Mi'raj dihadiri Ribuan Jamaah Santri dan Warga Buntet

Posted by Unknown  |  at  9:46 AM

Dalam rangka memperingati Isra Miraj Nabi Muhammad SAW, Dewan Khidmat Masjid (DKM) Buntet Pesantren bekerjasama dengan Ikatan Keluarga Asrama Pondok Buntet Pesantren (IKAPB) menyelenggarakan pengajian rutin ktab Qishotul Mi’raj sebuah kitab klasik karya Syeh Najmuddin Alghaythy yang membahas peristiwa-peristiwa dalam Isra Mi’raj. Acara yang bertempat di masjid Jami Buntet Pesantren ini dilangsungkan selama tiga malam berturut-turut mulai pada hari Jum’at (17/07) sampai dengan Ahad (19/07).

Ribuan santri serta warga sekitar Buntet Pesantren baik putra maupun putri tampak sangat antusias mengikuti pengajian yang diisi secara bergantian oleh kyai-kyai muda Buntet Pesantren seperti Kyai Tubagus Ahmad Rifqi Chowwas, KH. Cecep Nidzomuddin, KH. Salman Al Farisi, Ust. Ahmad Syauqi Chowwas, Ust. Nemi Mu’tashim Billah, Ust. Ammar Firman Maulana, Ust. Attabik Humaini, Ust. Muhammad Zaim.

Sebagaimana tahun-tahun sebelumnya, pelaksanaan pengajian ini diselenggarakan di dua tempat yang berbeda, untuk santri putra pengajian bertempat di Masjid jami Buntet Pesantren sedangkan santri Putri bertempat di kediaman sesepuh Pondok Buntet Pesantren ( KH. Nahduddin Royandi Abbas). Tapi, pada penyelenggaraan tahun ini, terdapat sedikit perbedaan dengan tahun-tahun sebelumnya, pada tahun ini para santri dikumpulkan di Masjid dan halaman masjid untuk menghatamkan pengajian dan mengikuti acara penutupan yang diisi oleh KH. Abdul Hamid Anas.

Dalam sambutannya, KH. Abdul Hamid Anas menyampaikan pentingnya menjaga tradisi pesantren seperti cara menulis bahasa arab melayu atau yang dikenal dengan tulisan arab Pegon untuk memberikan makna pada kitab kuning. Beliau juga menyampaikan tentang pentingnya mengikuti pengajian baik Bandungan  (mengaji secara bersama-sama) maupun sorogan (pengajian yang dilakukan dengan satu – persatu).

Warga Buntet Pesantren yang tidak mengikuti pengajian pun tidak kalah antusiasnya untuk berpartisipasi dalam acara ini dengan mengirimkan Ambeng (Nasi beserta lauk-pauk yang biasanya ditempatkan dalam nampan/baki), nasi bungkus, buah-buahan, dll sebagai konsumsi untuk para santri maupun warga yang mengikuti pengajian. Sebagai penutup acara, ditampilkan kesenian tradisional Buntet Pesantren yaitu Genjring yang dimainkan oleh warga Buntet Pesantren.

0 comments:

Ribuan Santri dan Warga Buntet Pesantren Memperingati Isra' Miraj

Posted by Unknown  |  at  9:46 AM

Dalam rangka memperingati Isra Miraj Nabi Muhammad SAW, Dewan Khidmat Masjid (DKM) Buntet Pesantren bekerjasama dengan Ikatan Keluarga Asrama Pondok Buntet Pesantren (IKAPB) menyelenggarakan pengajian rutin ktab Qishotul Mi’raj sebuah kitab klasik karya Syeh Najmuddin Alghaythy yang membahas peristiwa-peristiwa dalam Isra Mi’raj. Acara yang bertempat di masjid Jami Buntet Pesantren ini dilangsungkan selama tiga malam berturut-turut mulai pada hari Jum’at (17/07) sampai dengan Ahad (19/07).

Ribuan santri serta warga sekitar Buntet Pesantren baik putra maupun putri tampak sangat antusias mengikuti pengajian yang diisi secara bergantian oleh kyai-kyai muda Buntet Pesantren seperti Kyai Tubagus Ahmad Rifqi Chowwas, KH. Cecep Nidzomuddin, KH. Salman Al Farisi, Ust. Ahmad Syauqi Chowwas, Ust. Nemi Mu’tashim Billah, Ust. Ammar Firman Maulana, Ust. Attabik Humaini, Ust. Muhammad Zaim.

Sebagaimana tahun-tahun sebelumnya, pelaksanaan pengajian ini diselenggarakan di dua tempat yang berbeda, untuk santri putra pengajian bertempat di Masjid jami Buntet Pesantren sedangkan santri Putri bertempat di kediaman sesepuh Pondok Buntet Pesantren ( KH. Nahduddin Royandi Abbas). Tapi, pada penyelenggaraan tahun ini, terdapat sedikit perbedaan dengan tahun-tahun sebelumnya, pada tahun ini para santri dikumpulkan di Masjid dan halaman masjid untuk menghatamkan pengajian dan mengikuti acara penutupan yang diisi oleh KH. Abdul Hamid Anas.

Dalam sambutannya, KH. Abdul Hamid Anas menyampaikan pentingnya menjaga tradisi pesantren seperti cara menulis bahasa arab melayu atau yang dikenal dengan tulisan arab Pegon untuk memberikan makna pada kitab kuning. Beliau juga menyampaikan tentang pentingnya mengikuti pengajian baik Bandungan  (mengaji secara bersama-sama) maupun sorogan (pengajian yang dilakukan dengan satu – persatu).

Warga Buntet Pesantren yang tidak mengikuti pengajian pun tidak kalah antusiasnya untuk berpartisipasi dalam acara ini dengan mengirimkan Ambeng (Nasi beserta lauk-pauk yang biasanya ditempatkan dalam nampan/baki), nasi bungkus, buah-buahan, dll sebagai konsumsi untuk para santri maupun warga yang mengikuti pengajian. Sebagai penutup acara, ditampilkan kesenian tradisional Buntet Pesantren yaitu Genjring yang dimainkan oleh warga Buntet Pesantren.

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Tabarruk itu tidak Bidah

Posted by Unknown  |  at  4:10 AM

Tabarruk adalah mashdar (asal kata) dari tabarroka, akar kata dari albarokah. Albarokah sendiri berarti: Ziyadatulkhoir al ilahy (tambahan kebaikan dari Tuhan). Lalau diartikan ke bahasa kita mungkin berarti "ngalap barokah" atau mencari keberkahan (mencari kebaikan Tuhan, red). Memang semua tahu bahwa al fail fil haqiqoh hua Allah swt (pelaku sebenarnya adalah Allah), seperti dalam alquran surat al mulk ayat satu:tabarokalladzi biyadihi almulku(maha berkah Allah swt...)

Namun dlm bhs Arab kita mengenal dua arti dari satu lafadz.Arti haqiqat dan arti majaz.Sekarang mari kita telusuri majaz.Mungkin 40% dari bhs manusia terdiri dari majaz(idiom)dan kita menganggap sbg hal yg wajar2 saja.Contoh:kyai Zaid adalah Alim.Kata alim atau pandai pada Zaid itu majaz,sbb yg alim sebenarnya adalah Allah swt dan manusia siapapun orang nya adalah BODOH sekalipun itu mujaddid.Contoh lagi:Nabi saw pemberi petunjuk kpd kita,itu juga majaz dan diakui oleh qur'an sendiri..."wa innaka latahdii ilaa shirotin mustaqiim"(sungguh engkau Muhammad adalah org yg memberi petunjuk kpd jalan lurus),tentu ayat ayat ini tdk ta'arud dg ayat "wallahu alhady ila sawaissabiil" Allah adalah pemberi petunjuk kpd jalan yg lurus.Sebab ayat pertama berma'na majaz dan yg ke dua berma'na haqiqat,pemberi petunjuk sebenarnya adalah ALLAH swt.Sekalipun kita tidak boleh menuduh orang sbg MUSYRIK lantaran ia berucap Nabi saw adalah pemberi petunjuk,sbb qur'an sendiri menyatakan demikian spt yg diatas.

DI MANAKAH BAROKAH..?

Kita tahu Allah swt maha pemberi barokah,kalau kata albarokah kita artikan alkhoirulkatsiir(kebaikan yg banyak)spt apa yg terdapat di berbagai kamus Arab,maka sudah tentu letak barokah itu terdapat di Makhluq Allah swt,sekalipun asalnya tentu dari Allah swt yg maha memberkati.Dan adanya barokah itu pada makhluq Allah swt tdk DIPUNGKIRI Alqur'an,Allah swt berfirman;Alladzi baarokna haulahu..(al isro' ayat 1)yg kami barokahi sekelilingnya.Tentu tidak MUSYRIK bukan..?Kalau ada org bermukim di Makkah atau Palestina dg tujuan tabarruk dg tanah yg diberkati Allah swt.Dalam ayat lain Allah swt berfirman: inna anzalnaahu fi lailatin mubarokah(addukhon ayat 3)kami turunkan alqur'an pada malam yg penuh barokah.Tentu sangat bodoh kalau kita menganggap bid'ah kpd orang yg tabarruk atau mencari keberkahan malam Ramadhan atu lailatulqadr dg beribadah,bermunajat,tadarus dan lain2.

Fiman Allah yg lain:....Min Syajarotin mubarokatin...(annur 35)dari pohon yg diberkahi.Maka kita tahu pohon Zaitun menjadi barokah krn Allah swt.

Alhasil ma'na barokah itu banyak,dan dapat diartikan berbeda2 sesuai maqamnya yg pantas.Lafadz barokah bagi makhluq Allah swt dalam teks2 hadits sangat banyak kita jumpai.Misalkan ada sebuah hadits Shohih masyhur: inna filghonami la barokatan(sungguh dlm kambing trdpt barokah)maka jgn sekali2 kita mengkafirkan org islam yg memelihara kambing krn mencari keberkahan usahanya (tabarruk)karena menjalankan dan percaya kpd petunjuk Nabi saw,kecuali org yg dungu saja yg beranggapan spt itu....

Begitulah, kalau kita telusuri lafadz barokah dari teks2 qur'an dan hadits banyak terdapat pada "dzat"atau materi yg mempunyai keutamaan,seperti makanan,minuman,tempat,harta,anak2 sesuai yg terdapat dalam sebuah do'a yg ma'tsur:Allahumma barik fi maalihi wa aulaadihi wa umrihi (ya Allah berkatilah pada Hartanya,anak2nya dan umurnya).

Kalau kt cermati di kitab2 hadits apalagi bab al ath'imah beragam lafadz barokah dapat kt temukan baik secara eksplsit maupun implisit.Tentunya ada perbedaan yg jelas atara barokah Allah swt sang Khaliq dg barokah yg ada pada makhluqNya.Sebab barokah sang Kholiq bersifat "dzaty" ya'ni ada dg sendirinya,sedangkan pada Makhluq bersifat a'rodhy atau musta'aar(diadakan atau pinjaman).

TRADISI(sunnah)TABARRUK pada SALAFUSSHOLIH...

Tentu sebagai kaum Ahlussunnah waljama'ah kita masyarakat pesantren,tidak mau melakukan perbuatan yg dilarang ajaran Agama,maka dalam berbagai hal kita mesti menteladani al-salaf al-shalih ya'ni para Shahabat,ulama dari kalangan Tabi'ien,aimmatul Madzahib dan murid2 mereka.Supaya jangan terjebak di lingkaran "bid'ah munkaroh" atau bid'ah qobihah.

Contoh bertabarruk:

1-bertabarruk dg rambut RosuliLLAH saw:

dari utsman bin Abdillah bin Mauhib dia berkata;kelurga menyuruhku untuk mengambil wadah air ke Ummu Salamah ra,maka dia datang dg membawa semangkuk perak berisi rambut Rosulillah saw,dan adalah jika ada seseorang terkena penyakit ain atau suatu penyakit diberikannya wadah air tadi(untuk minum),kemudian aku melihat wadah tsb terdapat beberapa rambut merah(hr.al Bukhory,kitab allibas).2.Tabarruk dg keringat Nabi saw:

suatu hari Nabi saw masuk ke rumah kami dan beliau tidur siang,kemudian ibuku(umu sulem)datang dg membawa botol dan mewadahi keringatnya dg botol tsb,lalu Nabi saw terbangun dan Nabi berkata:sedang apa hai Ummu Sulem,dia menjawab;ini keringatmu mau kami campurkan dg minyak wangi.Ternyata minyak wangi tsb terwangi dr yg lainya(hr.Muslim)

bersambung....


0 comments:

Tabarruk itu tidak Bid'ah

Posted by Unknown  |  at  4:10 AM

Tabarruk adalah mashdar (asal kata) dari tabarroka, akar kata dari albarokah. Albarokah sendiri berarti: Ziyadatulkhoir al ilahy (tambahan kebaikan dari Tuhan). Lalau diartikan ke bahasa kita mungkin berarti "ngalap barokah" atau mencari keberkahan (mencari kebaikan Tuhan, red). Memang semua tahu bahwa al fail fil haqiqoh hua Allah swt (pelaku sebenarnya adalah Allah), seperti dalam alquran surat al mulk ayat satu:tabarokalladzi biyadihi almulku(maha berkah Allah swt...)

 

Namun dlm bhs Arab kita mengenal dua arti dari satu lafadz.Arti haqiqat dan arti majaz.Sekarang mari kita telusuri majaz.Mungkin 40% dari bhs manusia terdiri dari majaz(idiom)dan kita menganggap sbg hal yg wajar2 saja.Contoh:kyai Zaid adalah Alim.Kata alim atau pandai pada Zaid itu majaz,sbb yg alim sebenarnya adalah Allah swt dan manusia siapapun orang nya adalah BODOH sekalipun itu mujaddid.Contoh lagi:Nabi saw pemberi petunjuk kpd kita,itu juga majaz dan diakui oleh qur'an sendiri..."wa innaka latahdii ilaa shirotin mustaqiim"(sungguh engkau Muhammad adalah org yg memberi petunjuk kpd jalan lurus),tentu ayat ayat ini tdk ta'arud dg ayat "wallahu alhady ila sawaissabiil" Allah adalah pemberi petunjuk kpd jalan yg lurus.Sebab ayat pertama berma'na majaz dan yg ke dua berma'na haqiqat,pemberi petunjuk sebenarnya adalah ALLAH swt.Sekalipun kita tidak boleh menuduh orang sbg MUSYRIK lantaran ia berucap Nabi saw adalah pemberi petunjuk,sbb qur'an sendiri menyatakan demikian spt yg diatas.

 

DI MANAKAH BAROKAH..?

 

Kita tahu Allah swt maha pemberi barokah,kalau kata albarokah kita artikan alkhoirulkatsiir(kebaikan yg banyak)spt apa yg terdapat di berbagai kamus Arab,maka sudah tentu letak barokah itu terdapat di Makhluq Allah swt,sekalipun asalnya tentu dari Allah swt yg maha memberkati.Dan adanya barokah itu pada makhluq Allah swt tdk DIPUNGKIRI Alqur'an,Allah swt berfirman;Alladzi baarokna haulahu..(al isro' ayat 1)yg kami barokahi sekelilingnya.Tentu tidak MUSYRIK bukan..?Kalau ada org bermukim di Makkah atau Palestina dg tujuan tabarruk dg tanah yg diberkati Allah swt.Dalam ayat lain Allah swt berfirman: inna anzalnaahu fi lailatin mubarokah(addukhon ayat 3)kami turunkan alqur'an pada malam yg penuh barokah.Tentu sangat bodoh kalau kita menganggap bid'ah kpd orang yg tabarruk atau mencari keberkahan malam Ramadhan atu lailatulqadr dg beribadah,bermunajat,tadarus dan lain2.

 

Fiman Allah yg lain:....Min Syajarotin mubarokatin...(annur 35)dari pohon yg diberkahi.Maka kita tahu pohon Zaitun menjadi barokah krn Allah swt.

 

Alhasil ma'na barokah itu banyak,dan dapat diartikan berbeda2 sesuai maqamnya yg pantas.Lafadz barokah bagi makhluq Allah swt dalam teks2 hadits sangat banyak kita jumpai.Misalkan ada sebuah hadits Shohih masyhur: inna filghonami la barokatan(sungguh dlm kambing trdpt barokah)maka jgn sekali2 kita mengkafirkan org islam yg memelihara kambing krn mencari keberkahan usahanya (tabarruk)karena menjalankan dan percaya kpd petunjuk Nabi saw,kecuali org yg dungu saja yg beranggapan spt itu....

 

Begitulah, kalau kita telusuri lafadz barokah dari teks2 qur'an dan hadits banyak terdapat pada "dzat"atau materi yg mempunyai keutamaan,seperti makanan,minuman,tempat,harta,anak2 sesuai yg terdapat dalam sebuah do'a yg ma'tsur:Allahumma barik fi maalihi wa aulaadihi wa umrihi (ya Allah berkatilah pada Hartanya,anak2nya dan umurnya).

 

Kalau kt cermati di kitab2 hadits apalagi bab al ath'imah beragam lafadz barokah dapat kt temukan baik secara eksplsit maupun implisit.Tentunya ada perbedaan yg jelas atara barokah Allah swt sang Khaliq dg barokah yg ada pada makhluqNya.Sebab barokah sang Kholiq bersifat "dzaty" ya'ni ada dg sendirinya,sedangkan pada Makhluq bersifat a'rodhy atau musta'aar(diadakan atau pinjaman).

 

TRADISI(sunnah)TABARRUK pada SALAFUSSHOLIH...

 

Tentu sebagai kaum Ahlussunnah waljama'ah kita masyarakat pesantren,tidak mau melakukan perbuatan yg dilarang ajaran Agama,maka dalam berbagai hal kita mesti menteladani al-salaf al-shalih ya'ni para Shahabat,ulama dari kalangan Tabi'ien,aimmatul Madzahib dan murid2 mereka.Supaya jangan terjebak di lingkaran "bid'ah munkaroh" atau bid'ah qobihah.

 

Contoh bertabarruk:

 

1-bertabarruk dg rambut RosuliLLAH saw:

 

dari utsman bin Abdillah bin Mauhib dia berkata;kelurga menyuruhku untuk mengambil wadah air ke Ummu Salamah ra,maka dia datang dg membawa semangkuk perak berisi rambut Rosulillah saw,dan adalah jika ada seseorang terkena penyakit ain atau suatu penyakit diberikannya wadah air tadi(untuk minum),kemudian aku melihat wadah tsb terdapat beberapa rambut merah(hr.al Bukhory,kitab allibas).2.Tabarruk dg keringat Nabi saw:

 

suatu hari Nabi saw masuk ke rumah kami dan beliau tidur siang,kemudian ibuku(umu sulem)datang dg membawa botol dan mewadahi keringatnya dg botol tsb,lalu Nabi saw terbangun dan Nabi berkata:sedang apa hai Ummu Sulem,dia menjawab;ini keringatmu mau kami campurkan dg minyak wangi.Ternyata minyak wangi tsb terwangi dr yg lainya(hr.Muslim)

 

3.Kejadian Ummu Aiman:

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Kyai Annas Abdul Jamil

Posted by Unknown  |  at  10:49 AM

Kyai Annas Abdul Jamil

Tulisan ini untuk mengenang beliau sehubungan haul yang diselenggarakan pada pekan lalu di pesantrennya Sidamulya dan Buntet Pesantren. peringatan Haul kyai Anas Abdul Jamil diselenggarakan. POndok Pesantren Sidamulya sebagai basis binaan pesantren beliau dan makbaroh Gajah Ngambung Buntet Pesantren ramai dikunjungi para kerabat, santri dan para  maysarakat lainnya.

Siapakah kyai Anas dan apa saja kiprah beliau dalam membangun komunitas pesantren di Buntet dan pengaruh beliau di luar buntet. Kita bisa temui tulisan berikut hasil wawancara dengan Tubagus Ahmad Rifqi Khan sesaat setelah haul berlangsung.


Keturunan
Beliau bernama KH. Annas putra dari KH. Abdul Jamil bin Kyai Muta'ad dan seterusnya ke atas, yang bila dirunut, menurut silsilah dari Buntet Pesantren bersambung ke Syarif Hidayatullah.

Kyai Abdul Jamil memiliki putra yang berakhiran "AS": Kyai Abbas, Kyai Anas, Kyai Ilyas dan Kyai Akhyas. Jadi, Kyai Annas merupakan adik kandung dari Kyai Abbas.  

Tarekat
Kyai Annas Abdul Jamil adalah pembawa tarekat Tijaniah  yang langsung didapat dari Tanah Suci. Dari Buntet Pesantren Cirebon inilah kemudian menyebar ke ke daerah-daerah lainnya. Seperti dikutip dalam sebuah tulisan :

Perkembangan tarekat Tijaniyah di Cirebon mulanya berpusat di Pesantren Buntet di Desa Mertapada Kulon. Pesantren ini dipimpin oleh lima bersaudara diantaranya adalah K.H Abbas sebagai saudara tertua yang menjabat sebagai ketua Yayasan dan Sesepuh Pesantren dan KH Anas sebagai adik kandungnya.

Atas perintah KH Abbas pada 1924 , KH Anas pergi ke tanah suci untuk mengambil talqin tarekat Tijaniyah dan bermukim disana selama 3 tahun. Pada bulan Muharram 1346 H/Juli1927 M KH Anas kembali pulang ke Cirebon. Kemudian, pada bulan Rajab 1346 H/Desember 1927, atas izin KH Abbas kakaknya, KH Anas menjadi guru tarekat Tijaniyah. KH Anas-lah yang membawa, merintis dan memperkenalkan tarekat Tijaniyah di Cirebon…K.H Anas mengambil talqin dari Syaikh Alfahasyim di Madinah. K.H Abbas yang semula menganut tarekat Syattariyah setelah berkunjung ke Madinah, berpaling kepada tarekat Tijaniyah dengan mendapat talqin dari Syaikh Ali bin Abd Allah at-Thayyib yang juga mendapat talqin dari Syaikh Alfahasyim di Madinah” (dikutip dari buku Mengenal dan Memahami Tarekat-tarekat Muktabarah di Indonesia : DR Hj.Sri Mulyati et.al)


0 comments:

Kyai Annas Abdul Jamil

Posted by Unknown  |  at  10:49 AM

Kyai Annas Abdul Jamil

Tulisan ini untuk mengenang beliau sehubungan haul yang diselenggarakan pada pekan lalu di pesantrennya Sidamulya dan Buntet Pesantren. peringatan Haul kyai Anas Abdul Jamil diselenggarakan. POndok Pesantren Sidamulya sebagai basis binaan pesantren beliau dan makbaroh Gajah Ngambung Buntet Pesantren ramai dikunjungi para kerabat, santri dan para  maysarakat lainnya.

Siapakah kyai Anas dan apa saja kiprah beliau dalam membangun komunitas pesantren di Buntet dan pengaruh beliau di luar buntet. Kita bisa temui tulisan berikut hasil wawancara dengan Tubagus Ahmad Rifqi Khan sesaat setelah haul berlangsung.


Keturunan
Beliau bernama KH. Annas putra dari KH. Abdul Jamil bin Kyai Muta'ad dan seterusnya ke atas, yang bila dirunut, menurut silsilah dari Buntet Pesantren bersambung ke Syarif Hidayatullah.

Kyai Abdul Jamil memiliki putra yang berakhiran "AS": Kyai Abbas, Kyai Anas, Kyai Ilyas dan Kyai Akhyas. Jadi, Kyai Annas merupakan adik kandung dari Kyai Abbas.  

Tarekat
Kyai Annas Abdul Jamil adalah pembawa tarekat Tijaniah  yang langsung didapat dari Tanah Suci. Dari Buntet Pesantren Cirebon inilah kemudian menyebar ke ke daerah-daerah lainnya. Seperti dikutip dalam sebuah tulisan :

Perkembangan tarekat Tijaniyah di Cirebon mulanya berpusat di Pesantren Buntet di Desa Mertapada Kulon. Pesantren ini dipimpin oleh lima bersaudara diantaranya adalah K.H Abbas sebagai saudara tertua yang menjabat sebagai ketua Yayasan dan Sesepuh Pesantren dan KH Anas sebagai adik kandungnya.

Atas perintah KH Abbas pada 1924 , KH Anas pergi ke tanah suci untuk mengambil talqin tarekat Tijaniyah dan bermukim disana selama 3 tahun. Pada bulan Muharram 1346 H/Juli1927 M KH Anas kembali pulang ke Cirebon. Kemudian, pada bulan Rajab 1346 H/Desember 1927, atas izin KH Abbas kakaknya, KH Anas menjadi guru tarekat Tijaniyah. KH Anas-lah yang membawa, merintis dan memperkenalkan tarekat Tijaniyah di Cirebon…K.H Anas mengambil talqin dari Syaikh Alfahasyim di Madinah. K.H Abbas yang semula menganut tarekat Syattariyah setelah berkunjung ke Madinah, berpaling kepada tarekat Tijaniyah dengan mendapat talqin dari Syaikh Ali bin Abd Allah at-Thayyib yang juga mendapat talqin dari Syaikh Alfahasyim di Madinah” (dikutip dari buku Mengenal dan Memahami Tarekat-tarekat Muktabarah di Indonesia : DR Hj.Sri Mulyati et.al)


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What makes a good teacher?*

Posted by Unknown  |  at  12:24 PM

by: Ayyati Sa'bad



Introduction

goodSociety is changing,
learners or students are changing, and we need to adapt to these new
realities. Being an effective teacher today involves different skills
than it did in the past. The experts say that in the past the teacher
did what they called teacher-centered learning environment (Paul 2003:
137). It believes that the teacher must control what students should
learn, what they should do and their behaviors. The teacher only
imparts knowledge to students. Nowadays, the approach is changing
become learner-centred method. In learner-centred lesson, teachers use
time effectively and actively help students reach their full potential
(Paul, 2003: 25). Teachers also get the students to communicate and
become self-motivated active learners.



Learner-centred are
wonderful in many ways, but in reality we need to use teacher-centred
methods. So, as a teacher we should know our roles when we implement
teacher-centred method and when we apply another one and see good
points in both. In beginning students who are highly dependent on the
teacher, a teacher-centred or teacher-fronted classroom is appropriate.
If we use activities that give students many chances to practice
English, it is easier to use time much more efficiently in a
students-centred lesson than in a teacher-centred one. It is because
the students will be more motivated and more emotionally involved in
learning. So, what makes a good teacher?

What is teacher?

Before
we discuss further, it is better for us to know the meaning of teacher.
Dictionaries give a variety of messages about teaching. According to
the Cambridge International Dictionary of English, ‘teaching’ means ‘to
give (someone) knowledge or to instruct or train (someone)’, the
Longman Dictionary of Contemporary English says that it means to ‘show
somebody how to do something’ or to ‘change somebody ideas’, whereas
Oxford Advanced Dictionary of Current English suggests ‘cause somebody
to know or be able to do something’


There are many views about what
teachers are and different functions are ascribed to teaching, so it is
better for us to know and to examine the teacher’s role not only in
education generally, but in classroom itself.

The role of teacher


1. Facilitator.

Facilitators tend to look at learners as natural learners who will be successful (Paul, 2003: 13).
A teacher as a facilitator allows the students, with guidance and
gentle prodding to find their own pathways to success. In language
learning process, the teacher capitalizes on the principle of intrinsic
motivation by allowing learners to discover language through using it
pragmatically, rather than by telling them about language (Brown, 2001:
167-168.

2. controller

A
teacher is in charge of every moment in the classroom (Brown,
2001:167). He/She takes the roll, tell the student things, organize
drill, read aloud and in various other away exemplify the qualities of
a teacher-fronted classroom (Harmer, 2001: 5)

3. organizer

A
teacher has to perform has to perform is that of organizing students to
do various activities. This often involves giving the students
information, telling them how they are going to do the activity,
putting them into pairs to groups, and finally closing things down when
it is time to stop (Harmer, 2001: 5).

4. assessor

As
a teacher, we offer feedback and correction and grade students in
various ways (Harmer, 2001: 59). In assessing students, apart from test
and exams, we can do a number of ways, such as comments (it can be done
is and outside the class), marks and grades, report (the teacher rite
the reports on his/her students’ performance either for the students,
the school, or the parents of that students and it can be given at the
end of a term or year.) (Harmer, 2001: 101-102)

5. model

A
teacher acts as a model of language. If we want our students are good
in speaking and in performing English, be a good example for them
(Madya, 2009: JETA Conference), for example in saying of dialogue or
the reading aloud of a text. Besides from the teacher, students also
get model of language from textbook, reading materials of all sorts and
from audio and videotapes.

6. Manager

Manager of successful
corporations, for example, retain control of certain objectives of the
company keep employees pointed toward goals, engage in ongoing
evaluation and feedback, but give freedom to each person to work in
his/her own individual areas expertise. In a classroom should not be
markedly different. A teacher is the one who plans lesson, modules and
course, and who structures the larger, the longer segments of classroom
tine and setting.

7. participant

In discussion, roles play or
group discussion activities, a teacher might join in the activities not
as a teacher, but also as a participant in his own right. A teacher
takes a part in a discussion. When it goes well, students enjoy having
the teacher with them, and for the teacher, participating is often more
instantly enjoyable than acting as a resource.

8. resource

The
implication of the resource role is that the student takes the
initiative to come to us, as a teacher. We are available for advice and
counsel when the students seek it (Brown, 2001: 168).
Harmer says that when a teacher is acting a resource, he/she will want
to be helpful and available, but at the same time he/she has to resist
the urge to spoon-feed our students so that they become over-reliant on
us. Thus, instead of answering every question about what word or phrase
means, we can instead direct students to a good monolingual dictionary.
(2001: 61)

9. observer

A teacher needs to observe to alert to the
effect this/her actions are having, trying to tease out feelings and
reactions in the classroom. A teacher needs to be able to work and
observe simultaneously, listening, watching and absorbing so that he
can create the best kind of rapport between himself and his students. A
teacher needs to do an observation not only for giving feedback, but
also for watching in order to judge the success of the different
materials and activities that he takes into lesson so that he can make
changes in the future.


10. critical pedagogy

Teachers embody in
our teaching a vision of a better and more human life. Critical
pedagogy brings with it that the learners must be free to be
themselves, to think for themselves, to behave intellectually without
coercion from a powerful elite, to cherish their beliefs and tradition
and culture without the threat of forced change.

11. agents for change

A
teacher is not merely a teacher. We are much more than that. He is an
agent for change in a world in desperate need of change from
competition to cooperation, from powerless to empowerment, from
conflict to resolution, from prejudice to understanding. Our
professional commitments drive us to help inhabitants of this planet to
communicate with each other, to negotiate the meaning of peace, of
goodwill, and of survival on this fragile globe. We must passionately
pursue these ultimate goals with the entire professional tool available
to us.


In other situations, teachers role different ways, they
can be parents, friends, confidantes (best friend), leaders, directors,
counselors and guidess (Brown, 2001: 200). In Brown (2001: 166-167)
Rebecca Oxford et al (1998)


Hence, what is the answer for the
question “what make a good teacher?”, based on interview done by Harmer
(1998: 1) the following answers are representative of the many that
were given: A teacher should make a lesson interesting, enjoy the job,
be original (doesn’t hide his personalities from the students), be
smart, be an entertainer in a positive sense. For additional, the most
important this is not so much about teachers themselves but rather
about the relationship between the teacher and the students such as
knowing student’s name, helping students rather than shouting, knowing
what they have learned, finding out what gets them involved, spending
social time together, etc.


The conclusion of “what make a good
teacher” is that good teachers care more about their students’ learning
than they do about their own teaching. (Harmer, 1998: 3)


References


Brown,
H. Douglas. 2001. Teaching by Principle: an Interactive Approach to
Language Pedagogy 2nd ed. Englewood Cliffs, N.J: Prentice Hall.

Harmer,
Jeremy. 1998. How to Teach English, an Introduction to the Practice of
English Language Teaching. England: Pearson Education Limited

Harmer,
Jeremy. 2001. The Practice of English Language Teaching, 3rd ed.
Completely Revised and Updated. England: Pearson Education Limited

Paul, David. 2003. Teaching English to Children in Asia. Hong Kong: Pearson Education Asia Limited


*presented when the writer was applying as an English instructor.

pointed out that teacher roles are often best described in the form of
metaphor: teacher as manufacturer, teacher as doctor, teacher as judge,
teacher as gardener an others.

0 comments:

What makes a good teacher?*

Posted by Unknown  |  at  12:24 PM

by: Ayyati Sa'bad



Introduction

goodSociety is changing,
learners or students are changing, and we need to adapt to these new
realities. Being an effective teacher today involves different skills
than it did in the past. The experts say that in the past the teacher
did what they called teacher-centered learning environment (Paul 2003:
137). It believes that the teacher must control what students should
learn, what they should do and their behaviors. The teacher only
imparts knowledge to students. Nowadays, the approach is changing
become learner-centred method. In learner-centred lesson, teachers use
time effectively and actively help students reach their full potential
(Paul, 2003: 25). Teachers also get the students to communicate and
become self-motivated active learners.



Learner-centred are
wonderful in many ways, but in reality we need to use teacher-centred
methods. So, as a teacher we should know our roles when we implement
teacher-centred method and when we apply another one and see good
points in both. In beginning students who are highly dependent on the
teacher, a teacher-centred or teacher-fronted classroom is appropriate.
If we use activities that give students many chances to practice
English, it is easier to use time much more efficiently in a
students-centred lesson than in a teacher-centred one. It is because
the students will be more motivated and more emotionally involved in
learning. So, what makes a good teacher?

What is teacher?

Before
we discuss further, it is better for us to know the meaning of teacher.
Dictionaries give a variety of messages about teaching. According to
the Cambridge International Dictionary of English, ‘teaching’ means ‘to
give (someone) knowledge or to instruct or train (someone)’, the
Longman Dictionary of Contemporary English says that it means to ‘show
somebody how to do something’ or to ‘change somebody ideas’, whereas
Oxford Advanced Dictionary of Current English suggests ‘cause somebody
to know or be able to do something’


There are many views about what
teachers are and different functions are ascribed to teaching, so it is
better for us to know and to examine the teacher’s role not only in
education generally, but in classroom itself.

The role of teacher


1. Facilitator.

Facilitators tend to look at learners as natural learners who will be successful (Paul, 2003: 13).
A teacher as a facilitator allows the students, with guidance and
gentle prodding to find their own pathways to success. In language
learning process, the teacher capitalizes on the principle of intrinsic
motivation by allowing learners to discover language through using it
pragmatically, rather than by telling them about language (Brown, 2001:
167-168.

2. controller

A
teacher is in charge of every moment in the classroom (Brown,
2001:167). He/She takes the roll, tell the student things, organize
drill, read aloud and in various other away exemplify the qualities of
a teacher-fronted classroom (Harmer, 2001: 5)

3. organizer

A
teacher has to perform has to perform is that of organizing students to
do various activities. This often involves giving the students
information, telling them how they are going to do the activity,
putting them into pairs to groups, and finally closing things down when
it is time to stop (Harmer, 2001: 5).

4. assessor

As
a teacher, we offer feedback and correction and grade students in
various ways (Harmer, 2001: 59). In assessing students, apart from test
and exams, we can do a number of ways, such as comments (it can be done
is and outside the class), marks and grades, report (the teacher rite
the reports on his/her students’ performance either for the students,
the school, or the parents of that students and it can be given at the
end of a term or year.) (Harmer, 2001: 101-102)

5. model

A
teacher acts as a model of language. If we want our students are good
in speaking and in performing English, be a good example for them
(Madya, 2009: JETA Conference), for example in saying of dialogue or
the reading aloud of a text. Besides from the teacher, students also
get model of language from textbook, reading materials of all sorts and
from audio and videotapes.

6. Manager

Manager of successful
corporations, for example, retain control of certain objectives of the
company keep employees pointed toward goals, engage in ongoing
evaluation and feedback, but give freedom to each person to work in
his/her own individual areas expertise. In a classroom should not be
markedly different. A teacher is the one who plans lesson, modules and
course, and who structures the larger, the longer segments of classroom
tine and setting.

7. participant

In discussion, roles play or
group discussion activities, a teacher might join in the activities not
as a teacher, but also as a participant in his own right. A teacher
takes a part in a discussion. When it goes well, students enjoy having
the teacher with them, and for the teacher, participating is often more
instantly enjoyable than acting as a resource.

8. resource

The
implication of the resource role is that the student takes the
initiative to come to us, as a teacher. We are available for advice and
counsel when the students seek it (Brown, 2001: 168).
Harmer says that when a teacher is acting a resource, he/she will want
to be helpful and available, but at the same time he/she has to resist
the urge to spoon-feed our students so that they become over-reliant on
us. Thus, instead of answering every question about what word or phrase
means, we can instead direct students to a good monolingual dictionary.
(2001: 61)

9. observer

A teacher needs to observe to alert to the
effect this/her actions are having, trying to tease out feelings and
reactions in the classroom. A teacher needs to be able to work and
observe simultaneously, listening, watching and absorbing so that he
can create the best kind of rapport between himself and his students. A
teacher needs to do an observation not only for giving feedback, but
also for watching in order to judge the success of the different
materials and activities that he takes into lesson so that he can make
changes in the future.


10. critical pedagogy

Teachers embody in
our teaching a vision of a better and more human life. Critical
pedagogy brings with it that the learners must be free to be
themselves, to think for themselves, to behave intellectually without
coercion from a powerful elite, to cherish their beliefs and tradition
and culture without the threat of forced change.

11. agents for change

A
teacher is not merely a teacher. We are much more than that. He is an
agent for change in a world in desperate need of change from
competition to cooperation, from powerless to empowerment, from
conflict to resolution, from prejudice to understanding. Our
professional commitments drive us to help inhabitants of this planet to
communicate with each other, to negotiate the meaning of peace, of
goodwill, and of survival on this fragile globe. We must passionately
pursue these ultimate goals with the entire professional tool available
to us.


In other situations, teachers role different ways, they
can be parents, friends, confidantes (best friend), leaders, directors,
counselors and guidess (Brown, 2001: 200). In Brown (2001: 166-167)
Rebecca Oxford et al (1998)


Hence, what is the answer for the
question “what make a good teacher?”, based on interview done by Harmer
(1998: 1) the following answers are representative of the many that
were given: A teacher should make a lesson interesting, enjoy the job,
be original (doesn’t hide his personalities from the students), be
smart, be an entertainer in a positive sense. For additional, the most
important this is not so much about teachers themselves but rather
about the relationship between the teacher and the students such as
knowing student’s name, helping students rather than shouting, knowing
what they have learned, finding out what gets them involved, spending
social time together, etc.


The conclusion of “what make a good
teacher” is that good teachers care more about their students’ learning
than they do about their own teaching. (Harmer, 1998: 3)


References


Brown,
H. Douglas. 2001. Teaching by Principle: an Interactive Approach to
Language Pedagogy 2nd ed. Englewood Cliffs, N.J: Prentice Hall.

Harmer,
Jeremy. 1998. How to Teach English, an Introduction to the Practice of
English Language Teaching. England: Pearson Education Limited

Harmer,
Jeremy. 2001. The Practice of English Language Teaching, 3rd ed.
Completely Revised and Updated. England: Pearson Education Limited

Paul, David. 2003. Teaching English to Children in Asia. Hong Kong: Pearson Education Asia Limited


*presented when the writer was applying as an English instructor.

pointed out that teacher roles are often best described in the form of
metaphor: teacher as manufacturer, teacher as doctor, teacher as judge,
teacher as gardener an others.

0 comments:

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