Sundanese Melogat as Pedagogical Translanguaging in Kitab Kuning Recitation
DOI:
https://doi.org/10.58905/pf9svc73Keywords:
Arabic language learning, kitab kuning, melogat, pedagogical translanguaging, pesantrenAbstract
This study aims to identify translanguaging patterns in Sundanese-melogat kitab kuning recitation and analyze their conceptual contribution to strengthening santri’s kalām and qirā’ah competencies in traditional pesantren in Tatar Sunda. This research employed a descriptive qualitative approach with a library research design using the PRISMA protocol and thematic synthesis. The data were obtained from 35 final sources selected from 312 records retrieved through Google Scholar, Scopus, DOAJ, Moraref, and ERIC. The findings show that Sundanese melogat operates through three translanguaging patterns: receptive translanguaging in the text-meaning system, productive translanguaging in santri responses, and metalinguistic translanguaging in the explanation of Arabic grammatical rules. Based on these patterns, this study constructs a three-stage pedagogical model consisting of al-tamhīd, al-‘arḍ, and al-taqyīm wa al-taṭbīq. Translanguaging in melogat contributes to kalām by reducing language anxiety, increasing willingness to communicate, and providing a safe space for oral participation. It also strengthens qirā’ah through lexical, syntactic, semantic, and metalinguistic scaffolding. This study concludes that Sundanese melogat should not be viewed merely as a traditional translation practice, but as a structured pedagogical translanguaging system that can be consciously managed, optimized, and empirically tested in pesantren-based Arabic learning.
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