A (synonym)
UNIT 9 UNIT 9
| Muhsinin 94
Main Aims:
to develop students’ reading comprehension skills and strategies using an authentic reading materials related to
Islamic jurisprudence (fiqh).
Objectives
By the end of this session students will have:
practiced scanning practiced skimming
identified words related to Islamic terms (fiqh) practiced setting reading purposes
identified and practiced passive form (S+to be+V3)
Reading for Islamic Higher Education | 95 A. Get Ready to Read
1. Build background knowledge
a. What is Islamic jurisprudence (fiqh)?
________________________________________________________
________________________________________________________
b. In what way does Islamic jurisprudence differ from common laws?
________________________________________________________
________________________________________________________
c. Do you think Islamic jurisprudence (fiqh) is important?
Why?
________________________________________________________
________________________________________________________
d. Mention four most prominent Islamic scholars in Islamic jurisprudence (fiqh)!
1. ______________________________________________________
2. _____________________________________________________
3. _____________________________________________________
4. _____________________________________________________
2. Set purposes for reading a. Author’s objective
Based on the title, the writer intends to inform readers about:
________________________________________________________
________________________________________________________
________________________________________________________
b. Your reading purposes
Based on the title of the text, write down your purpose (s) of reading.
When I finish reading the text I will get information about:
| Muhsinin 96
1. _____________________________________________________
_____________________________________________________
2. _____________________________________________________
_____________________________________________________
3. Vocabulary Preview
Use the words from box A and box B to fill in the synonyms and the meaning of the words taken from the text in the following table.
No Words Synonyms Meaning
1 upheld
2 in conformity to
3 admonish
4 to be excluded
5 reaffirm
6 held on
7 mundane
8 passed down
9 acquainted
10 prescribed
B (meaning)
ditegakkan, mengikuti,
sesuai dengan, diwajibkan, dikecualikan, biasa, diwariskan, menegaskan
kembali, mengingatkan, dibiasakan
A (synonym)
in agreement with, ordered, restate, to give
advice, to support , common, follow, familiar, to be barred
from consideration,
inherit
Reading for Islamic Higher Education | 97 4. Write your Sentences
To make sure that you know and understand the list of words above, please write a sentence using each of the words. You may change the tenses. Don’t worry to make mistakes.
1. upheld
___________________________________________________________
___________________________________________________________
2. in conformity to
___________________________________________________________
___________________________________________________________
3. admonish
___________________________________________________________
___________________________________________________________
4. to be excluded
___________________________________________________________
___________________________________________________________
5. reaffirm
___________________________________________________________
___________________________________________________________
6. held on
___________________________________________________________
___________________________________________________________
7. mundane
___________________________________________________________
___________________________________________________________
8. passed down
___________________________________________________________
___________________________________________________________
9. acquainted
___________________________________________________________
___________________________________________________________
10. prescribed
___________________________________________________________
___________________________________________________________
| Muhsinin 98 B. While Reading
1. 1st Reading
Read the text for the first time as quickly as possible (scanning) and underline the word or groups of words discussed in the vocabulary preview and some Islamic terms used in the text.
2. 2nd Reading
Read the text for the second time (skimming) to find out the main idea of each paragraph.
The Importance of Islamic Jurisprudence (Fiqh) Human beings have been created by Allah to serve Him and to create an environment wherein the word of Allah is upheld. Thus every Muslim in particular must be well aware if he/she is leading his/her life in conformity to Allah’s orders and wishes. This then, shows us the importance and need for Fiqh. This is further supported by verse: 122 in Surah Al-Tawbah wherein Allah says; “It is not proper for the believers to go forth (in Jihad) all together; there should be a group from every band that goes out (in Jihad), which remains behind acquiring an understanding in matters of their religion (li yatafaqqahu), so that they are able to admonish the others on their return, so that they will guard themselves (against evil)”. This verse clearly illustrates to us that even in a noble act like Jihad, some people ought to be excluded for the sole purpose of learning and understanding their Din so that they may be in a position to warn others. These people are the Jurists (fuqaha plural of faqih-jurist).
In addition, numerous Ahadith of the Prophet reaffirm the importance of Fiqh and its position in the life of a Muslim. The Prophet Muhammad said, “When
Reading for Islamic Higher Education | 99
Allah intends good for a person, then He grants him the understanding of Din”. The word yufaqihhu is used in this Hadith which clearly refers to an insight and understanding in matters of religion.
The various laws that govern a person’s daily life were learnt by the companions from the Prophet and they held on to these during their expeditions beyond the Arabian peninsula. The Laws of Fiqh, thus in some way served as a uniting factor between different peoples because they were governed by common laws.
This being the case, we find that the Arabs prior to Islam were largely an illiterate nation but they possessed that amount of knowledge that was necessary for them to conduct their daily mundane lives like being able to navigate using the stars as well as those aspects that concerned their camels and horses.
There were certain practices and forms of worship that had been passed down to them from previous generations which changed from time to time. They were acquainted with Hajj although they performed it a different manner. They also observed fasting as Allah mentions in the Qur’an, “Fasting has been prescribed upon you as it was on those before you so that you may become pious and God-fearing”. They were acquainted with certain aspects related to marriage and divorce as is evident from the Hadith.
However, their knowledge of ethical and spiritual matters was far from sufficient to govern their daily lives;
instead it was mere remnants of the teachings of the Prophet Ibrahim and his son, the Prophet Isma‛il. With the result the word Fiqh or Fuqaha is not reported to have been used by them in the context mentioned above. Instead, it was Islam that gave it a specific meaning with reference to a particular science or discipline as explained in the technical definition.
| Muhsinin 100
Islamic Jurisprudence (Fiqh) was compiled relatively quickly when compared with the Romans. In addition, it provided guidance in religious acts of worship and in worldly matters. Conventional law governed the individuals relationship with fellow man and not his relationship with his Creator. Because Fiqh in essence is based upon revelation, obedience to it is
obedience to the Creator and acting upon it would result in reward from Allah, while neglecting it or abandoning it is a sin and could render a person liable for punishment.
(Shohayb Ahmed, 2005) 3. 3rd Reading
Read the text for the third time. This time you have to read more carefully to find out the answers to the following comprehension questions:
1. The reason for the creation of human beings is to worship Allah. This idea can be found in paragraph…
A. paragraph 1 B. paragraph 2 C. paragraph 3 D. paragraph 4
E. paragraph 5
2. Islamic jurisprudence (fiqh) is important because
A. Every Muslim should live in accordance with the orders and wishes of Allah.
B. Islamic jurisprudence (fiqh) is from the creator of human beings.
C. All Muslims should go forth in jihad altogether.
D. Every Muslim who does not follow it will get punishment form Allah.
E. Islamic jurisprudence (fiqh) means Islamic way of life.
Reading for Islamic Higher Education | 101 3. Islamic jurisprudence (fiqh) is based on …
A. revelation B. reasons
C. the teachings of the prophet D. the practices of the companions E. customs
4. The role of Islamic jurisprudence (fiqh) as a uniting factor among different people can be found in paragraph …
A. paragraph 1 B. paragraph 2 C. paragraph 3 D. paragraph 4 E. paragraph 5
5. Before the coming of Islam, people have accepted some practices of worship which include the following, except…
A. hajj B. fasting C. marriage D. divorce
E. daily prayers (sholat)
6. Obedience to Islamic jurisprudence (fiqh) will result in … A. peace and harmony in life
B. reward from other people C. reward from Allah
D. punishment from Allah E. punishment from the Creator
7. Disobedience to Islamic jurisprudence (fiqh) will lead to … A. unhappiness in life
B. disharmony in life C. reward from Allah
D. punishment from other people E. punishment from Allah
| Muhsinin 102
8. According to the author, the duty to give advice to others is the responsibility of …
A. the jurists (fuqaha) B. the prophets C. all Muslims
D. those who go for jihad E. those who do not go for jihad
9. The companions of the prophet (shahabah) learned about laws or rules of life from …
A. the jurists (fuqaha)
B. Islamic jurisprudence (fiqh) C. the prophet
D. other companions E. revelation
10. Islamic jurisprudence (fiqh) provides not only guidance in religious acts of worship but also guidance in worldly matters. This idea is explicitly mentioned in paragraph … A. paragraph 1
B. paragraph 2 C. paragraph 3 D. paragraph 4 E. paragraph 5
Reading for Islamic Higher Education | 103 C. After You Read
1. Checking Your Purposes a. Author’s objective
Look back at the author’s objective you have stated. Can you prove it? Which part of the text support your proof?
b. Your reading purposes
Check your reading purposes. Do you think you get your purposes?
2. Grammar Practice
A. The following sentence is taken from the text. Please work with your partner or groups to add more sentences which have the same constructions.
1. This is further supported by verse 122 in Surah Al-Tawbah.
2. _____________________________________________________
_____________________________________________________
3. _____________________________________________________
_____________________________________________________
4. _____________________________________________________
_____________________________________________________
5. _____________________________________________________
_____________________________________________________
B. Write other examples using your own words.
1. _____________________________________________________
_____________________________________________________
2. _____________________________________________________
_____________________________________________________
3. _____________________________________________________
_____________________________________________________
4. _____________________________________________________
_____________________________________________________
| Muhsinin 104
5. _____________________________________________________
_____________________________________________________
3. Write your reading
Please write your ideas on the following questions:
What happens if Muslims do not live in accordance with Islamic jurisprudence (fiqh)?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
What happens if Muslims live in accordance with Islamic jurisprudence (fiqh)?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Reading for Islamic Higher Education | 105 Main Aims:
to develop students’ reading comprehension skills and strategies using an authentic reading material
related to Mecca under Qurays clan.
Objectives:
By the end of this session students will have:
practiced scanning practiced skimming
identified words related to Islamic terms (Islamic history) practiced setting reading purposes
identified and practiced relative clause
UNIT 10
| Muhsinin 106 A. Get Ready to Read
1. Build background knowledge
a. Where was the Prophet Muhammad born?
________________________________________________________
________________________________________________________
b. When was he born?
________________________________________________________
________________________________________________________
c. What was the religion of the people when the Prophet Muhammad was born?
________________________________________________________
________________________________________________________
d. What was the era before the birth of the Prophet Muhammad called?
________________________________________________________
________________________________________________________
2. Set purposes for reading a. Author’s objective
Based on the title, the writer intends to inform readers about:
______________________________________________________
______________________________________________________
b. Your reading purposes
Based on the title of the text, write down your purpose (s) of reading.
When I finish reading the text I will get information about:
1. ____________________________________________________
____________________________________________________
2. ____________________________________________________
____________________________________________________
Reading for Islamic Higher Education | 107 3. Vocabulary Preview
Use the words from box A and box B to fill in the synonyms and the meaning of the words taken from the text in the following table.
No Words Synonyms Meaning
1 sedentary
2 fostered
3 radiated
4 deities
5 threatened
6 simultaneously
7 equidistance
8 shrine
9 reminiscent
10 commonalties
B (meaning)
mendorong, tidak berpindah-pindah, menyebar, mengancam,
tempat suci, Tuhan, serentak, umum, yang mengingatkan, berjarak
sama
A (synonym)get settled, encouraged, commons, intimidated, spread, Gods, memorial,
at the same time, sanctuary, the same
distance,
| Muhsinin 108
4. Write your Sentences
To make sure that you know and understand the list of words above, please write a sentence using each of the words. You may change the tenses. Don’t worry to make mistakes.
1. sedentary
________________________________________________________
________________________________________________________
2. fostered
________________________________________________________
________________________________________________________
3. radiated
___________________________________________________________
___________________________________________________________
4. deities
___________________________________________________________
___________________________________________________________
5. threatened
___________________________________________________________
___________________________________________________________
6. simultaneously
___________________________________________________________
___________________________________________________________
7. equidistance
___________________________________________________________
___________________________________________________________
8. shrine
___________________________________________________________
___________________________________________________________
9. reminiscent
___________________________________________________________
___________________________________________________________
10. commonalties
___________________________________________________________
___________________________________________________________
Reading for Islamic Higher Education | 109 B. While Reading
1. 1st Reading
Read the text for the first time as quickly as possible (scanning) and underline the word or groups of words discussed in the vocabulary preview and some Islamic terms used in the text.
2. 2nd Reading
Read the text for the second time (skimming) to find out the main idea of each paragraph.
Mecca Under the Quraysh Clans
Sometime after the year 400 CE Mecca had come under the control of a group of Arabs who were in the process of becoming sedentary; they were known as Quraysh and were led by a man remembered as Qusayy ibn Kilab (called al-Mujammi‘, “the Unifier”). During the generations before Muhammad’s birth in about 570, the several clans of the Quraysh fostered a development in Mecca that seems to have been occurring in a few other Arab towns as well. They used their trading connections and their relationships with their Bedouin cousins to make their town a regional centre whose influence radiated in many directions. They designated Mecca as a quarterly haram, a safe haven from the intertribal warfare and raiding that was endemic among the Bedouin. Thus, Mecca became an attractive site for large trade fairs that coincided with pilgrimage (Arabic: hajj) to a local shrine, the Ka‘bah. The Ka‘bah housed the deities of visitors as well as the Meccans’
supra-tribal creator and covenant-guaranteeing deity, called Allah. Most Arabs probably viewed this deity as one among many, possessing powers not specific to a particular tribe; others may have identified this figure with the God of the Jews and Christians.
| Muhsinin 110
The building activities of the Quraysh threatened one non-Arab power enough to invite direct interference: the Abyssinians are said to have invaded Mecca in the year of Muhammad’s birth. But the Byzantines and Sasanians were distracted by internal reorganization and renewed conflict;
simultaneously the Yemeni kingdoms were declining.
Furthermore, these shifts in the international balance of power may have dislocated existing tribal connections enough to make Mecca an attractive new focus for supra- tribal organization, just as Mecca’s equidistance from the major powers protected its independence and neutrality.
The Meccan link between shrine and market has a broader significance in the history of religion. It is reminiscent of changes that had taken place with the emergence of complex societies across the settled world several millennia earlier. Much of the religious life of the tribal Arabs had the characteristics of small-group, or
“primitive,” religion, including the sacralization of group- specific natural objects and phenomena and the multifarious presence of spirit beings, known among the Arabs as jinn. Where more-complex settlement patterns had developed, however, widely shared deities had already emerged, such as the “trinity” of Allah’s “daughters” known as al-Lat, Manat, and al-‘Uzza. Such qualified simplification and inclusivity, wherever they have occurred in human history, seem to have been associated with other fundamental changes— increased settlement, extension and intensification of trade, and the emergence of lingua francas and other cultural commonalties, all of which had been occurring in central Arabia for several centuries.
Michael I. Levy (ed), 2010
Reading for Islamic Higher Education | 111 3. 3rd Reading
Read the text for the third time. This time you have to read more carefully to find out the answers to the following comprehension questions:
1. When did Qusayy ibn Kilab lead Mecca?
A. In the year of 400 c.e.
B. After the birth of the Prophet Muhammad C. In the year of 570 c.e.
D. When Mecca was under the control of Quraysh.
E. Before the year of 400 c.e.
2. The clans of Quraysh make their city Mecca as a regional center by …
A. designing Mecca an interesting place to visit for traders.
B. inviting people to visit Ka’bah.
C. making use of their commercial relationship with the Bedouin.
D. by putting all deities of the visitors in the Ka’bah.
E. making the deities the most possessing power.
3. The development of Mecca as the centre of trade in the peninsula invited other surrounding power to invade. Which of the following powers have tried to invade Mecca?
A. Sasanian B. Byzantines C. Yemen D. Abysinians E. Bedouin
4. What happened to Yemeni kingdom during the development of Mecca?
A. It was in a war with Byzantines and Sasanian.
B. It was missing its power.
C. It was in its prosperity.
D. It was in war with Abysinians
E. It supported the development of Mecca.
| Muhsinin 112
5. The Meccan link between shrine and market has a broader significance in the history of religion. What is meant by shrine in this sentence?
A. The birth place of the Prophet Muhammad.
B. Ka’bah
C. The collection of deities around Ka’bah.
D. The clan of Quraysh.
E. The city of Mecca.
6. Where more-complex settlement patterns had developed, however, widely shared deities had already emerged, such as the “trinity” of Allah’s “daughters” known as al-Lat, Manat, and al-‘Uzza. This sentence implies that …
A. The visitors of Ka’bah coming from different religions.
B. The concept of trinity was in line with the belief of people of Mecca.
C. People of Mecca believed that Allah had daughters.
D. The belief in Al-Lat, Manat, and al-‘Uzza was the local form of Christianity.
E. There was an influence of Christian belief in Mecca.
7. The building activities of the Quraysh threatened one non- Arab power enough to invite direct interference. (paragraph 2) The building activities in this sentence refer to …
A. the activities to make Mecca a regional center.
B. the activities to invite people visit Ka’bah.
C. the activities to attract traders to come to Mecca.
D. the activities to rebuild the Ka’bah.
E. the activities to put deities of all tribes in the Ka’bah.
8. The good relationship that the Quraysh built with the Bedouin was effective to
A. invite pilgrimages visit Ka’bah.
B. make Mecca an attractive site for traders.
C. prevent visitors coming into Mecca.
D. prevent intertribal war and raiding.
E. invite traders to come to Mecca.
Reading for Islamic Higher Education | 113 9. The significance of Mecca in the history of religion is
mentioned in … A. paragraph 1 B. paragraph 2 C. paragraph 3 D. paragraph 1 and 2 E. paragraph 2 and 3
10. Most Arabs probably viewed this deity as one among many, possessing powers not specific to a particular tribe; others may have identified this figure with the God of the Jews and Christians. (paragraph 1) This deity refer to …
A. God of the Jews B. God of the Christian
C. one among many possessing powers D. Allah
E. one particular tribe
C. After You Read
1. Checking Your Purposes a. Author’s objective
Look back at the author’s objective you have stated. Can you prove it? Which part of the text support your proof?
b. Your reading purposes
Check your reading purposes. Do you think you get your purposes?
2. Grammar Practice
A. The following sentence is taken from the text. Please work with your partner or groups to add more sentences which have the same constructions.
1. Sometime after the year 400 CE Mecca had come under the control of a group of Arabs who were in the process of becoming sedentary.
2. ____________________________________________________
____________________________________________________
| Muhsinin 114
3. ____________________________________________________
____________________________________________________
4. ____________________________________________________
____________________________________________________
5. ____________________________________________________
____________________________________________________
B. Write other examples using your own words.
1. ____________________________________________________
____________________________________________________
2. ____________________________________________________
____________________________________________________
3. ____________________________________________________
____________________________________________________
4. ____________________________________________________
____________________________________________________
3. Write your reading
The history of Arab has dramatically changed after the Prophet Muhammad preached Islam. Write some facts comparing the conditions of the Arab people before and after the coming of Islam.
Arab people before the coming of Islam:
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Arab people after the coming of Islam:
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Reading for Islamic Higher Education | 115 Main Aims:
to develop students’ reading comprehension skills and strategies using an authentic reading material
related to wahhabism.
Objectives:
By the end of this session students will have:
practiced scanning practiced skimming
identified words related to wahhabism practiced setting reading purposes
identified and practiced reflective pronouns
UNIT 11
| Muhsinin 116 A. Get Ready to Read
1. Build background knowledge a. What is Wahhabism?
_________________________________________________________
_________________________________________________________
b. Is it an Islamic movement or a political movement?
_________________________________________________________
_________________________________________________________
c. Where was Wahhabism first established?
_________________________________________________________
_________________________________________________________
d. Can we find it in Indonesia now?
_________________________________________________________
_________________________________________________________
2. Set purposes for reading a. Author’s objective
Based on the title, the writer intends to inform readers about:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
b. Your reading purposes
Based on the title of the text, write down your purpose (s) of reading.
When I finish reading the text I will get information about:
1. ______________________________________________________
______________________________________________________
2. ______________________________________________________
______________________________________________________
Reading for Islamic Higher Education | 117 3. Vocabulary Preview
Use the words from box A and box B to fill in the synonyms and the meaning of the words taken from the text in the following table.
No Words Synonyms Meaning
1 puritan
2 allied to
3 revived
4 assured
5 opponents
6 venerating
7 affluent
8 reprehensible
9 condemn
10 expelled
B (meaning)