The Meaning of Islam

BAHASA INGGRIS
(Reading Comprehension)
Disusun Oleh:
Drs. Ulin Nuha, M.Pd.
=============================================
Institut Agama Islam Negeri Kudus
(IAIN) Kudus Tahun 2021
2
Unit 1
A. Understanding A Printed Text
The following text will introduce you to the topic of Muslim

world. Before you read the text, define and explain the terms
Muslim world in your own words.
Read through the passage and find the answers to the question.
Remember, you do not have to understand every word to answer
them.
Muslim World
The term Muslim world (or Islamic world) has several

meanings. In a cultural sense it refers to the worldwide community
of Muslims, adherents of Islam. This community numbers about
1.3-1.5 billion people, roughly one-fifth of the world population.
This community is spread across many different nations and ethnic
groups connected only by religion. In a historical or geopolitical
sense the term usually refers collectively to Muslim majority
countries or countries in which Islam dominates politically.
3
The worldwide Muslim community is also known
collectively as the ummah. Islam emphasizes unity and defense of
fellow Muslims, although many divisions of Islam (see the Sunni-
Shia relations) exist. In the past both Pan-Islamism and nationalist
currents have influenced the status of the Muslim world.
Muslim scientists made significant advances in the

sciences. The mathematician Al-Khwarizmi, from whose name the
word algorithm derives, is considered to be a father of algebra
(which is named after his book, kitab al-jabr). Recent studies show
that it is very likely that the Medieval Muslim artists were aware of
advanced decagonal quasicrystal geometry (discovered half a
millennium later in 1970s and 1980s in West) and used it in
intricate decorative tilework in the architecture. Muslim
mathematicians also made several refinements to the Arabic
numerals (which originally came from India), such as the
introduction of decimal point notation.
Muslim scientists placed far greater emphasis on

experiment than had the Greeks. This led to an early scientific
method being developed in the Muslim world, where significant
progress in methodology was made, beginning with the
experiments of Ibn al-Haytham (Alhazen) on optics from circa
4
1000, in his Book of Optics. The most important development of
the scientific method was the use of experiments to distinguish
between competing scientific theories set within a generally
empirical orientation, which began among Muslim scientists. Ibn
al-Haytham is also regarded as the father of optics, especially for
his empirical proof of the intromission theory of light. Some have
also described Ibn al-Haytham as the "first scientist" for his
development of the modern scientific method. (Taken from
Wikipedia, the free encyclopedia).
Learn these vocabularies!
Worldwide
Adherents
To dominate
Refinements
Intromission
To distinguish
To regard
To consider
5
B. Comprehension
After reading the text carefully and looking up new items in

dictionaries or reference books, answer the following questions.
1. Does the term Muslim world (or Islamic world) have several
meanings?
2. What does the term Muslim world in a cultural sense refer to?
3. What does the term Muslim world in a historical or geopolitical

sense refer to?
4. What do the recent studies show?
5. What is the main sentence of paragraph 3?
6. Did Muslim scientists place far greater emphasis on experiment

than had the Greeks?
7. What was The most important development of the scientific

method?
8. Was the most important development of the scientific method

the use of experiments to distinguish between competing
scientific theories set within a generally empirical orientation?
6
9. Is Ibn al-Haytham also regarded as the father of optics?
10. What is the title of the reading above?
C. Increasing New Vocabularies
Make senences using the following phrases in your own words!
1. several meanings
2. many different nations
3. Muslim scientists
4. significant progress
5. modern scientific method
D. Language Focus
Sentence Study
Identifying the main verb, its subject, and its object. Most English
sentences have three parts; a subject, a verb, and an object or
complement. These sentences are called SVO sentences. (S:
subject, V: verb, O: object)
In order to find the three parts of an SVO sentence, first find the
verb. Sometimes the verb is one word. Sometimes there are other
words with the verbs like is, are, has, have, can, may, etc. After you
7
find the verb, look for the subject. The subject usually comes
before the verb. Last, find the object. It comes after the verb.
Example;
The term Muslim world has several meanings
S V O
Muslim scientists made significant advances
S V O
In these two sentences, each sentence has one verb, “has” in the
first sentence, and “placed” in the second sentence. The subjects
are “The term Muslim world and Muslim scientists. The objects
are “several meanings” and “significant advances”
E. Exercise
Identify the verbs, the subjects, and the objects of the following
sentences!
1. Islam emphasizes unity and defense of fellow Muslims
2. In the past both Pan-Islamism and nationalist currents have

influenced the status of the Muslim world.
3. Muslim mathematicians also made several refinements to the

Arabic numerals.
4. Some have also described Ibn al-Haytham as the "first scientist".
8
5. The students will finish their assignment to night.
6. In these two sentences, each sentence has one verb.
7. The new teaching system can overcome several teaching

problems.
8. In the past both Pan-Islamism and nationalist currents have

influenced the status of the Muslim world.
9. What people think about him may make him more creative.
10. They do not know what they exactly want.
9
UNIT 2
The following text will introduce you to the topic of The Meaning
of slam.
them.
The Meaning of Islam

Islam (Arabic: word “al Islam”) is a monotheistic
Abrahamic religion originating with the teachings of the Islamic
prophet Muhammad, a 7th century Arab religious and political
figure. The word Islam means "submission", or the total surrender
of oneself to the God (Arabic: Ilaahun, Allâh). An adherent of
Islam is known as a Muslim, meaning "one who submits [to God]".
Muslim is the participle of the same verb of which Islâm is the
infinitive. There are between 1 billion and 1.8 billion Muslims,
making Islam the second-largest religion in the world, after
Christianity.
10
Muslims believe that God revealed the Koran to
Muhammad, God's final prophet, through angel Gabriel, and
regard the Koran and the Sunnah (words and deeds of Muhammad)
as the fundamental sources of Islam. They do not regard
Muhammad as the founder of a new religion, but as the restorer of
the original monotheistic faith of Abraham, Moses, Jesus, and
other prophets. Islamic tradition holds that Jews and Christians
distorted the revelations God gave to these prophets by either
altering the text, introducing a false interpretation, or both.
Islam includes many religious practices. Adherents are
generally required to observe the Five Pillars of Islam, which are
five duties that unite Muslims into a community. In addition to the
Five Pillars, Islamic law (sharia) has developed a tradition of
rulings that touch on virtually all aspects of life and society. This
tradition encompasses everything from practical matters like
dietary laws and banking to warfare and welfare.
Almost all Muslims belong to one of two major
denominations, the Sunni (85%) and Shi'a (15%). The schism
developed in the late 7th century following disagreements over the
religious and political leadership of the Muslim community. Islam
is the predominant religion in Africa and the Middle East, as well
as in major parts of Asia. Large communities are also found in
11
China, the Balkan Peninsula in Eastern Europe and Russia. There
are also large Muslim immigrant communities in other parts of the
world, such as Western Europe. About 20% of Muslims live in
Arab countries, 30% in the Indian subcontinent and 15.6% in
Indonesia, the largest Muslim country by population.
B. Comprehension
1. What does the word Islam mean?
2. Why does Islam become the second largest religion in the
word?
3. What does a muslim believe about the prophet Muhammad?
4. What is the largest muslim country by population?
5. Why did the schism develop in the late 7th century?

originating submit reveal restore
prophet surrender angel sources
alter predominant encompass dietary
D. Language Focus
Present Tense
There are two present tenses in English.
12
1. Simple Present Tense. We use it mostly to talk about things
that are always true, and things that happen repeatedly.
Example: a. Dog eats meat.
b. My Grand Mother lives in Kudus.
c. I work every Saturday.
2. Present Progressive Tense (or present continuous). We use
it to talk about things that are happening just around the
time when we speak.
Example: a. Look! The dog is eating your shoe.
b. I’m working hard these days.
SIMPLE PRESENT: I work, she works, he doesn’t work, etc.

PRESENT PROGRESSIVE: I am working, she is working, he is
not working, etc.
E. Exercise
1. Correct (ü) or not (û)
Example: Look! It rains! …û….
a. I’m getting tired …….
b. I’m watching TV every evening …….
c. “what are you doing?”. ”I’m reading” ……..
13
d. Jack always drive too fast …….
e. John flies to New York every Monday …….
f. I do not want to see that film ……
g. Where do she works? ……..
h. Where does she works? ……..
i. Where does your sister live? ……..
2. Put the words in the correct order

Example: eats dos too your much
Your dog eats too much
a. Live I that house in
……………………………………………………….
b. Bank Ann in a works
………………………………………………………
c. Badly violin plays the very Susan
……………………………………………………….
d. Scotland those from children come
………………………………………………………..
e. Young very look you
…………………………………………………………
3. Circle the correct answers
Example: we / my friend always wear old clothes
14
You / John always wears nice clothes
a. We all / the boss thinks you’re wonderful.
b. I / Catherine want a new job.
c. Bread / books costs a lot.
d. Andy / Andy and Pete sings very well.
e. Mary / Mary and Ian like parties
15
UNIT 3
The following text will introduce you to the topic of Islamic

Science.
Before you read the text, define the terms Islamic Science in your
own words. Then compare your definitions with the ones in the
following text.
them.
Islamic Science
In the history of science, Islamic science refers to the

science developed under the Islamic civilization between the 8th
and 16th centuries, during what is known as the Islamic Golden
Age. It is also known as Arabic science since most texts during this
period were written in Arabic, the lingua franca of Islamic
civilization. Despite these names, not all scientists during this
period were Muslim or Arab, as there were a number of notable
16
non-Arab scientists (most notably Persians), as well as some non-
Muslim scientists, contributing to science in the Islamic
civilization.
There are several different views on Islamic science

among historians of science. The traditional view, as exemplified
by Bertrand Russell,[is that Islamic science, while admirable in
many technical ways, lacked the intellectual energy required for
innovation and was chiefly important as a preserver of ancient
knowledge and transmitter to medieval Europe.
The dominant view in recent times, as examplified by

Toby E. Huff,[is that Islamic science made a number of advances in
experimental science, but that it did not necessarily lead to a
Scientific Revolution. Other scholars suchas Robert Briffault,
WillDurant,[Fielding H. Garrison, Muhammad Iqbal and Hossein
Nasr argue that Muslim scientists played an important role in
laying the foundations for an experimental science with their
introduction of an early scientific method and an empirical,
experimental and quantitative approach to scientific inquiry.
Some scholars such as Abdus Salam and George Saliba[]

have referred to medieval Islamic science as a Muslim scientific
revolution,[an expression with which scholars such as Donald
17
Routledge Hill and Ahmad Y Hassan express the view that Islam
was the driving force behind the Muslim achievements, [and which
should not be confused with the early modern
During the early Muslim conquests, the Muslim Arab

forces, led primarily by Khalid ibn al-Walid, conquered the
Sassanid Persian Empire and more than half of the Byzantine
Roman Empire, establishing the Arab Empire across the Middle
East, Central Asia, and North Africa, followed by further
expansions across Pakistan, southern Italy and the Iberian
Peninsula. As a result, the Islamic governments inherited the
knowledge and skills of the ancient Middle East, of Greece, of
Persia and of India.
The art of papermaking was obtained from two Chinese

prisoners at the Battle of Talas, resulting in paper mills being built
in Samarkand and Baghdad. The Arabs improved upon the Chinese
techniques using linen rags instead of mulberry bark.
Most notable Arab scientists and Iranian scientists lived

and practiced during the Islamic Golden Age, though not all
scientists in Islamic civilization were Arab or Muslim. Some argue
that the term "Arab-Islamic" does not appreciate the rich diversity
of eastern scholars who have contributed to science in that era.
18
During the Islamic Golden Age, Muslim scholars made
significant advances in science, mathematics, medicine,
astronomy, engineering, and many other fields. During this time,
early Islamic philosophy developed and was often pivotal in
scientific debates — key figures were usually scientists and
philosophers.
The number of important and original Arabic works written

on the mathematical sciences is much larger than the combined
total of Latin and Greek works on the mathematical sciences.
(Taken from From Wikipedia, the free encyclopedia).
Science: (n) ilmu pengetahuan
Civilization: (n) warga/masyarakat
Scientists; (n) ilmuwan
Achievement: (n) pencapaian
Foundation: (n) pilar/landasan
Scholar: (n) sarjana
Inquiry: (n) penelitian
Philosophy: (n) filsafat
19
Greek: (n) orang Yunani
B. Comprehension
After reading the text carefully and looking up new items in

1. What does Islamic science refer to?

2. What is the main idea of paragraph 1?
3. Can you explain the different between Arabic science and
Islamic science?
4. Are there several different views on Islamic science among
historians of science?
5. Explain them!
6. What do Donald Routledge Hill and Ahmad Y Hassan
express?
7. Did the Islamic governments inherite the knowledge and
skills of the ancient Middle East of Greece, of Persia and of
India?
8. What was the art of papermarking obtained from?
9. When did Muslim scholars make significant advances in
science, mathematics, medicine, astronomy, engineering,
and many other fields?
20
10. What kind of man is called a muslim?
11. Is the number of important and original Arabic works
written on the mathematical sciences much larger than the
combined total of Latin and Greek works on the
mathematical sciences?
12. In what paragraph is the question of number 11written
above?
Now read the text again. Are the following statements correct or in
correct? Show the expression(s) in the text that support your
answer.
1. The Islamic Golden Age is also known as Arabic science.

2. Abdus Salam and George Saliba have the same reference.
3. The Muslim Arab forces was not led primarily by Khalid
ibn al-Walid, in conquering the Sassanid Persian Empire.
4. All scientists during the Islamic Golden Age were Muslim
or Arab.
5. There is no different view on Islamic science among
historians of science..
6. The art of papermaking was obtained from Chinese
prisoners at the Battle of Talas.
21
7. The dominant view in recent times, [is that Islamic science
did not make a number of advances in experimental
science.
8. All Muslims argue that the term "Arab-Islamic" does not
appreciate the rich diversity of eastern scholars.
9. During this time, early Islamic philosophy was often
pivotal in scientific debates.
10. The Arabic works written on the mathematical sciences are
much larger than the combined total of Latin and Greek
works on the mathematical sciences
Some of the words in the following chart are found in the text.
Complete the chart and look up a dictionary. Leave the space blank
if you cannot find the single appropriate word.
Noun Verb Adjective
different
Islam
qualify
science
22
express
Development
appreciate
contribute
quantitative
practice
Decide Pre-modifer, Head Word, and Post-modifier of the

following phrases, and than translate them into Indonesian. !
Example : every / Word / of this Book.
Pre-mod / HW / Post-mod
Artinya : setiap kata dari buku ini
1. the lingua franca of Islamic civilization.

2. a a number of notable non-Arab scientists.
3. several different views on Islamic science.
4. tThe dominant view in recent times.
5. the art of papermaking.
6. most notable Arab scientists and Iranian scientists
7. all scientists in Islamic civilization.
8. significant advances in science.
23
9. yhe number of important and original Arabic works written
on the mathematical sciences.
10. the mathematical sciences.
D. Language Focus
The following sentences are found in the text. Pay attention to the
words in italics.
There are several different views on Islamic science
… there were a number of notable non-Arab scientists as well as

some non-Muslim scientists.
- without iman there can be no Islam.
The word “there” as written on the two statements above is

usually called as introductory there. It is followed by to be. It can
also be followed by modal auxiliary verbs but they must be
equipped with the word be.
Modal auxiliary verbs, some times are called modals,. The most
common modals are listed below.
Can = bisa
Could = bisa
May = mungkin
24
Must = harusi
Shall = akan
Should = seharusnya
Will = akan
Would = akan, tentunya, kiranya.
Remember that a modal that follows introductory there must be

equipped with the word be. It can be seen as the examples below!
Examples:
- There will be a spectacular game next year.

- There should be a good strategy in implementing
the program.
- There must be clear regulations formulized by the
experts.
E. Exercise
a). Translate the following sentences into Indonesian!.
1. There are several different views on Islamic sciences.

2. There is no more confirmation about it.
3. There should be easy ways to memorize difficult words.
25
4. Do you know that there is no student in the classroom
today.
5. There were a number of notable non-Arab scientists as well
as some non-Muslim scientists, contributing to science in
the Islamic civilization
6. There can be misunderstanding in this seminar.
7. There must be clear regulations formulized by the experts
8. There are many parties in the parliament election.
9. There will be three president candidates in the president
election.
10. There should be modern farming tools to support the
farmers.
b). Express the following ideas in good English.
1. Akan ada hari yang bersejarahbagi kita.

2. Harus ada petunjk yang jelas.
3. Seharysnya ada orang yang bertanggungjawab terhadap hal
itu.
4. Ada kabar yang baik hari ini.
5. Ada banyak hal yang sangat mendasar.
26
c). Write ten sentences using introductory there in each sentence in
your own words!
UNIT 4
27
The following text will introduce you to the topic of The Holy
Book “Koran”.
them.
The Holy book “Koran”

Muslims consider the Koran to be the literal word of God;
it is the central religious text of Islam. Muslims believe that the
verses of the Koran were revealed to Muhammad by God through
the angel Gabriel on many occasions between 610 and his death on
June 8, 632. The Koran was reportedly written down by
Muhammad's companions (sahabah) while he was alive, although
the prime method of transmission was orally. It was compiled in
the time of Abu Bakr, the first caliph, and was standardized under
the administration of Uthman, the third caliph. From textual
evidence Islamic studies scholars find that the Koran of today has
not changed significantly over the years.
28
The Koran is divided into 114 suras, or chapters, which
combined, contain 6,236 āyāt, or verses. The chronologically
earlier suras, revealed at Mecca, are primarily concerned with
ethical and spiritual topics. The later Medinan suras mostly discuss
social and moral issues relevant to the Muslim community. The
Koran is more concerned with moral guidance than legal
instruction, and is considered the "sourcebook of Islamic principles
and values". Muslim jurists consult the hadith, or the written
record of Muhammad's life, to both supplement the Koran and
assist with its interpretation. The science of Koranic commentary
and exegesis is known as tafsir.
The word Koran means "recitation". When Muslims
speak in the abstract about "the Koran", they usually mean the
scripture as recited in Arabic rather than the printed work or any
translation of it. To Muslims, the Koran is perfect only as revealed
in the original Arabic; translations are necessarily deficient because
of language differences, the fallibility of translators, and the
impossibility of preserving the original's inspired style.
Translations are therefore regarded only as commentaries on the
Koran, or "interpretations of its meaning", not as the Koran itself.
B. Comprehension
29
After reading the text carefully and looking up new words in
1. Is the Koran the central religious text of Islam?
2. Do muslims believe that the verses of the Koran were revealed
to Muhammad by God through the angel Gabriel?
3. How were the verses of the Koran revealed?
4. When was the Koran compiled?
5. What does the word it (in the second line of paragraph 1) refer
to?
6. How many suras is the Koran divided?
7. What does the word “Koran” mean?

Find words having similar meaning to the following words!
1. to consider
2. occasions
3. to compile
4. recitation
5. prime
D. Language Focus
30
Past Tense
English has two “past” tenses. The simple Past Tense and the
Past Progressive.
1. We use the Simple Past for complete finished action. We
often use it in stories.
I wrote ten letters yesterday
A man walk into a police station and asked ……….
2. We use the Past Progressive to talk about actions which
were unfinished at a past time.
“What were you doing at 10.00 last night?” “I was writing
letters”
E. Exercise
1. Which is correct – A, B or both?
a. A. I lost your address. B. I lost your address.
b. A. I broke a window. B. John broke a window
c. A. The rain stopped B. The rain stopped
d. A. You never visited me in hospital
B. You never visited me in hospital
e. A. I didn’t know the answer
B. I didn’t knew the answer
f. A. Where did everybody go?
31
B. Where everybody went?
g. A. When John and his family did arrive?
B. When did John and his family did arrive?
h. A. Who said that?
B. Who did say that?
i. A. At ten o’clock last night I read?
B. At ten o’clock last night I was reading?
j. A. When I saw John, he was playing tennis.
B. When I saw John, he played tennis.
k. A. When Ann came home, John was cooking supper
B. When Ann came home, John cooked supper
2. Circle the correct form
a. I break / broke a cup yesterday.
b. Ann didn’t play / played tennis this morning.
c. Harry work / worked last Sunday.
d. I didn’t know / knew where I was.
e. I didn’t feel / felt well last night.
f. Ann come / came to see us at the weekend.
g. I didn’t see / saw Bill at the party.
h. Peter didn’t write / wrote to me for a long time.
i. The train did not arrive / arrives on time.
j. Mary didn’t like / likes / liked her teacher.
32
3. Make simple Past negative sentences
I played hockey. (football): I didn’t play football
a. We spoke Spanish together. (Arabic)
…………………………………………………………
…………………..
b. My uncle taught mathematics. (science)
…………………………………………………………
…………………..
c. Bill cooked the potatoes. (the fish)
…………………………………………………………
…………………..
d. I took my mother to the mountains. (my father)
…………………………………………………………
…………………..
e. We told our parents everything. (the police)
…………………………………………………………
…………………..
f. I wrote to my sister. (my brother)
…………………………………………………………
…………………..
g. I liked the party. (the music)
33
…………………………………………………………
…………………..
h. We knew her address. (phone number)
…………………………………………………………
…………………..
4. Write five things that you didn’t do yesterday
a. I didn’t
…………………………………………………………
…………….
b. …………………………………………………………
………………………..
c. …………………………………………………………
………………………..
d. …………………………………………………………
………………………..
e. …………………………………………………………
………………………..
5. Circle the right one, simple past or past progressive?

a. I lived / was living in France for eight years.
b. Sue lived / was living in France when her uncle died.
34
c. At 06.15, when you phoned, I had / was having a
shower.
d. We watched / were watching TV all evening.
e. Bill watched / was watching TV when Ann came in.
f. My father worked / was working hard all his life.
g. They got married while they studied / were studying at
London University.
h. Yesterday we drove / were driving from Oxford to
Edinburgh and back.
i. It was a nice evening, so she walked / was walking
home from work.
6. Write the simple past forms
a. Like: ……………
b. Bring: ………….
c. Cry: …………
d. Feel: ………….
e. Stay: ……………
f. Stop: ……………
7. Put the verbs given below (simple past or past progressive)
into the text.
Drive open pass pull run shineü
sing start turn wait
35
It was a beautiful morning. The sun was shining and birds
…………………………………….. About five thousand people
…………………………………….. in front of the Palace. At
10.00, the guards ……………………………………… the Palace
gates, and the President’s car
………………………………………….out and
………………………………………………..left into Democracy
Street. The crowds ………………………………………..to sing
the National Anthem. Then suddenly, just as the President’s car
……………………………………the Ritz Hotel, a man
…………………………………………...out in front of it and
………………………………..a gun from his pocket.
36
Unit 5
The following text will introduce you to the way the Prophet
spread education along with his efforts to spread Islam. Before
reading this text, define the term “education”, “iman”, and “ihsan”!
them.
The Education in the Days of Prophet
The prophet made some efforts to spread education. The

efforts were provided to develop the Islamic education system.
The life of the Prophet was devoted to the purification

and education of the Prophet. His every minute was devoted to the
propagation of the Islamic faith and practices through word and
deed. In the early Mecca period, he educated his own companions
and those who embraced Islam. Even when, he met non-believers,
he always performed as an educator, a benevolent teacher, very
tolerant and sympathetic.
He sent a teacher to Medina, long before his migration to

there. When he reached Medina, he took some positive steps.
These steps were made to spread education, to wipe out ignorance
37
and to provide the knowledge and wisdom which would meet all
future challengers. In twenty three years, he produced a team of
companions, each like a shinning star on the horizon of prophet
hood, a moving light of Islam.
The first Islamic center of learning was al-Suffah, It was

established as a residential center in apartment of a house
connected with a mosque of the prophet. This place was actually
meant for the new comers and people who were too poor to have
any place to live.
The subjects taught at al-Suffah were the Koran, Tajwid,

and all Islamic sciences, besides reading and writing. The teachers
of al-Suffah were the Prophet himself and those appointed by him.
The chief object of his education was to purify the hearts and
enlighten the souls. So they could raise their level of ihsan. (Taken
from English Comprehension for Islamic Studies, Book 1, IAIN
Suka Yogyakarta)
B. Comprehension
After reading the text carefully and looking up any new words in
1. Why did the prophet make some efforts to spread education?
2. What does the people in line 2 of paragraph 2 refer to?
3. What was his life devoted to?
38
4. Whom else did he educate beside his own companions?
5. Were his steps made to spread education, to wipe out ignorance

and to provide the knowledge and wisdom which would meet
all future challengers?
6. Was al-Suffah established as a residential center in apartment of

a house connected with a mosque of the prophet?
7. How did he behave when he met non-believers?
8. What was his education meant to?
9. What subjects were taught at al-Suffah?
10. What is the writer’s purpose in writing this text?
In this section you should use your dictionary to help you answer
the questions about the text.
1. Look at paragraph 1and 2, then find the words that have the
same meaning as:
a. the use of strength and energy to do something
39
b. make ready
c. making pure
d. very loving and loyal
e. something done
f. strong belief
g. persons who don’t believe Islam
h. kind and helpful
2. Look at paragraph 3 and say what words have the same meaning
as:
a. get to
b. moving from one place to another to live there
c. clean or dry something
d. the state of knowing little or nothing
3. Look at paragraph 4 and 5, then find the words that have the
same meaning as:
a. gain knowledge of or skill in
40
b. put on a firm foundation
c. person or thing to which action or feeling or thought is

directed
d. choose for a post
Decide Pre-modifier, Head Word, and Post-modifier of the

following phrases, and then translate them into Indonesian!
Example: The Islamic / system / of education Pre-

mod / HW / Post-mod
1. The life of the prophet
2. The purification and education of he people
3. The propagation of Islamic faith
4. A benevolent teacher
5. Some positive steps
6. The chief object of his education
7. A team of companions
8. The first Islamic center of learning
41
9. The subjects taught at al- Suffah
10. A moving light of Islam
D. Language Focus
Adverb of purpose
Notice the adverb of purpose
Why did Hanafi go to store ?
to + VERB EXPRESSION
Hanafi went to the store (in order) to buy some books.
For + NOUN PHRASE
Hanafi went to the store for some books
Comments :
(1) Adverbials of purpose answer the question “ Why”
(2) In order to is usually shortened to to.
(3) Use (in order) to with verb expressions; use for with noun
phrases.
42
Note :
(1) What…………….for means “why”
What did Hasan go to the store for ?
(2) Questions with why can also be answered with because and so
(that).
Why did Hasan come here ?
Because he wanted to learn English.
So that he could learn English.
E. Exercise
a) Circle the correct form of the pronoun or possessive adjective

in the following sentences.
1. Khamdun and (I/me) would rather go to the movies.
2. Everyone has to do (their/his) own research.
3. Just between you and (I/me), I don’t like this food.
4. Monday is a holiday for (we/us), teachers.
5. (Her/Hers) car does not go as fast as (our/ours)
6. (she/Her) and Imron gave the money to the boy.
43
7. (Yours/your) record is scratched and (my/mine) is too.
8. I hurt (my/mine/the) leg.
9. Hasyim bought (himself/herself/hisself) a new coat.
10. (We/ Us), girls are going camping over the weekend.
11. I go to school with (him/he) every day.
12. I see (she/her/herself) at the union every Friday.
13. She speaks to (we/us/ourselves) every morning.
14. Isn’t (she/her) a nice person.
15. (He/Him) is going to Jakarta on vacation.
16. Huda cut (hisself/herself/himself) shaving.
17. We like (our/ours) new car very much.
18. The dog bit (she/her) on the leg.
19. Ahmad (he/himself) went to the meeting.
20. You’ll stick (you/your/yourself) with the pins if you are not
careful.
b) Practice the use of to with verbs and for with nouns.

He came to get books.
44
For He came for the books.
The concert He came for the concert
Hear the concert He came to hear the concert.
Study English He come to study English
1. cash the check 11. matches

2. meet me 12. lunch
3. get some coffee 13. eat lunch
4. for 14. find a chair
5. his coat 15. for
6. all of his books 16. watch a television
7. get all of his books program.
8. tell me the news 17. pick up his radio
9. buy some matches 18. for
10. buy matches 19. an exam
20. take a rest.
45
Unit 6

Education in Indonesia, it will also introduce you to the forms of
educational institution.
them.
Islamic Education in Indonesia
Islamic education in Indonesia takes several forms. First,

is Islamic education for pre-school children. Thousands of mosque
and pre-school institutions organize Islamic education and, in
particular, teach youngsters how to read the Koran. The second, is
Islamic education or Islamic instruction for students of elementary
and secondary schools. This is carried out by specially appointed
Islamic teachers and given two hours a week. Third, is Islamic
education for students of elementary and secondary madrasah
systems. Here Islamic education and Islamic subjects constitute
46
around 25% of the total curriculum, representing subject taught.
Forth, Islamic education for student at general universities. Here
Islamic education is offered in two to four units for first year
students. Fifth, is Islamic education in Islamic universities and
colleges. This is mainly carried out in the State Institute of Islamic
Studies (IAIN) or the State College of Islamic Studies (STAIN)
and the private colleges. In this system, Islamic studies constitute a
field of specialization.
For instance, there are four departments at STAIN Kudus,

namely the Department of Islamic Education or Tarbiyah, the
Department of Theology or Ushuluddin, the Department of Islamic
Law or Syariah, and the Department of Islamic Preaching or
Da’wah.
The writer has just described very briefly how Islamic

education permeates the Indonesian national education system. He
hopes that it is clear how Indonesian national ideology of Pancasila
nurtures and meets the need of religious groups in Indonesia. By
being neither a secular nor a theocratic state, Indonesia, with its
rapid modern development, is a fertile land for religious
observance and religious harmony. (Taken from Aspiring for the
Middle Path by Dr. H. Tarmizi Taher)
47
several (adj) : beberapa
to constitute (v) : terdapat mengangkat
pre-school (n) : pra sekolah
to offer (v) : menawarkan
mosque (n) : masjid
youngster (n) : pemuda
mainly (adv) : sebagian besar
to carry out (v) : melaksanakan
private (adj) : pribadi, swasta
B. Comprehension
dictionaries or reference books, answer the following questions
1. What is main idea of the first paragraph
2. Does Islamic education in Indonesia take several forms?
48
3. What is the particular purpose of Islamic education in Indonesia
in the first form?
4. How is the second form of education perform?
5. Do Islamic education and Islamic subjects, in the third form,

constitute around 25% of the total curriculum, representing
subject taught?
6. Are there any differences between Islamic education in the

second form and that in the third form?
7. Where is Islamic education in the forth form carried out?
8. What is the difference between the forth and the fifth forms?
9. How many Departments are there at STAIN Kudus?
10. What does the writer hope in writing this text?
1. Look at paragraph 1 and find the words that have the same
meaning as:
- some but not many
49
- make preparation for
- do as required or specified
- make up amount to
- put forward to be accepted or refused
- opposite of public
2. Look at paragraph 2 and say what the words that have the same
meaning as:
- in a few words
- spread into every part of
- give or bring up
Decide Pre-modifier, Head Word, and Post-modifier of the

following phrases, and then translate them into Indonesian!
Example: The Islamic / system / of education Pre-

mod / HW / Post-mod
Artinya: system pendidikan Islam
50
1. Islamic education instruction for students of elementary and
secondary schools
2. specially appointed Islamic teachers
3. Islamic education in Islamic universities and colleges
4. Indonesian national ideology of Pancasila
5. a fertile land for religious observance and religious harmony
D. language Focus
Embedded Questions
An embedded question is one which is included in a sentence or

another question. The word order is not that of typical questions,
except for subject questions. Study the following rule!
Subj + Verb (phrase) + Quest word + Subj + Verb
Note: There must not be an auxiliary between the question word

and the subject in embedded question
51
Question : How does Islamic education permeate the Indonesian
national education?
Emb Quest: The writer has just described very briefly how Islamic
education permeates the Indonesian national
education system.
Question : Where will the meeting take place?
Emb Quest: We haven’t ascertained where the meeting take place.
I have no idea how long the interview will take place.
I’ll tell you what kind of ice cream tastes best.
The teacher asked us whose book was on is desk.
The following rule applies if the embedded question is embedded

in another question.
Aux + Subj + Verb + Quest word +Subj + Verb
- Do you know how Islamic education permeates the Indonesian

national education system?
- Do you know how often the bus to Jakarta run at night?
52
- Can you tell me how far the bus station is from our campus?
E. Exercise
Change the following sentences to make embedded questions from

the questions given before each other!
Example: Where did he go? I didn’t know where he went.
1. Whose book is it? They haven’t discovered.
2. Who will be elected president? I’m not sure.
3. How much will it cost to repair the car? The mechanic told me.
4. When will the next exam take place? Do you know
5. Where does he study English? I have no idea
6. How tall is she? Do you know
7. When will you go to perform pilgrimage? They told me
8. Why are they buying a new house? I don’t know
9. How long will the seminar last? The committee didn’t tell me
10. Where does he live? She asked me
53
Unit 7

Education being concerned with educating the whole person
them.
Islamic Education: Educating the Whole Person
The best Islamic education must encompass the two

traditional categories of knowledge, and the hierarchical
relationship between them: revealed knowledge; attained through
the religious sciences; and acquired knowledge, attained through
the rational, intellectual and philosophical sciences. In the
worldview of tawhid (Divine Unity), knowledge is holistic and
there is no compartmentalisation of knowledge into religious and
secular spheres. Both types of knowledge contribute to the
strengthening of faith, the former through a careful study of the
54
revealed Word of God and the latter through a meticulous,
systematic study of the world of man and nature.
The perfection of the Islamic revelation embraces all the

diverse aspects of the life of man and roots all of them in the Unity
and Comprehensiveness of God. As Seyyed Hossein Nasr explains,
Islamic education is concerned not only with the instruction and
training of the mind and the transmission of knowledge (ta`lim) but
also with the education of the whole being of men and women
(tarbiyah). The teacher is therefore not only a muallim, a
'transmitter of knowledge' but also a murabbi, a 'trainer of souls
and personalities'. "The Islamic educational system never divorced
the training of the mind from that of the soul." Islamic education
ideally aims to provide a milieu for the total and balanced
development of every student in every sphere of learning -
spiritual, moral, imaginative, intellectual, cultural, aesthetic,
emotional and physical - directing all these aspects towards the
attainment of a conscious relationship with God, the ultimate
purpose of man's life on earth.
Syed Muhammad Naguib al-Attas prefers to regard Islamic

education as ta'dib, a word related to adab. He defines this term in
its true sense (before its restriction and debasement of meaning to
55
"a context revolving around cultural refinement and social
etiquette") as "discipline of body, mind and soul" which enables
man to recognize and acknowledge "his proper place in the human
order" in relation to his self, his family and his community. This
order is "arranged hierarchically in degrees (darajat) of excellence
based on Koranic criteria of intelligence, knowledge and virtue
(ihsan)". In this sense, adab is "the reflection of wisdom (hikmah)"
and "the spectacle (mashhad) of justice (àdl)."
Within the dual nature of man's own self, the adab of his
lower animal soul (al-nafs al-hayawaniyyah) is to recognize and
acknowledge its subordinate position in relation to his higher
rational soul (al-nafs al-natiqah). In relation to God, mankind has
made a covenant (mithaq) and recognized and acknowledged God
as his Lord (al-Rabb). His adab in relation to his Lord is to
recognize and acknowledge that Lordship and to behave in such a
way as to be worthy of approaching nearer to Him. He is motivated
by taqwa (consciousness and awe of God) and ihsan, defined by
the Prophet as "to adore God as though you see Him, and if you do
not see Him, He nonetheless sees you." This spiritual dimension of
adab is an "Islamization" of the original meaning, 'an invitation to
a banquet', where the host would be a man of distinction and
standing and the guests would be worthy of the honour of
56
invitation by virtue of their refined character and upbringing,
expressed in their speech, conduct and manners.
Al-Attas claims that ta'dib is a superordinate concept

encompassing not only, 'instruction' (ta`lim) and the idea of
'nurturing', 'rearing', 'nourishing' or 'fostering' (tarbiyah) - i.e. the
two elements idenitified by Nasr above - but also 'knowledge'
(ìlm). Al-Attas maintains that the coining of the word tarbiyah
(which is actually not found in any of the great Arabic lexicons)
reflected the Western concept of 'education', which is derived from
Latin educare/education and connected to educere (English 'educe',
'draw out or develop from a latent or potential state'). Such
education, in al-Attas's view, is "intellectual and moral training
geared to physical and material ends pertaining to secular man in
his society and state" and cannot therefore describe Islamic
education.
The semantic field of tarbiyah also includes minerals,

plants and animals (animal husbandry, for example, could be a
form of tarbiyah), whereas education in an Islamic sense can only
apply to man, who alone of all species is endowed with 'aql. Al-
Attas also points out that the concept of 'possession' is implied by
tarbiyah in the sense that parents exercise tarbiyah on their
57
offspring and in the sense of 'borrowed possession' in the term
rabba applied to men. Only God is al-Rabb, Lord, and, as The
Prophet said, "My Lord educated (addaba) me, and so made my
education most excellent." (Taken from the Book Foundation by
JeremyHenzell-Thomas).
B. Comprehension
dictionaries or reference books, answer the following questions!
1. According to the text above, must the best Islamic education

encompass the two traditional categories of knowledge, and the
hierarchical relationship between them?
2. What is knowledge in the worldview of tawhid (Divine Unity)?
3. What does The perfection of the Islamic revelation embrace?
4. What does Hossein Nasr explain about Islamic education?
5. In relation to God, what has mankind made?
58
6. Does Al-Attas claim that ta'dib is a superordinate concept
encompassing not only, 'instruction' (ta`lim) and the idea of
'nurturing', 'rearing', 'nourishing' or 'fostering' (tarbiyah)?
7. Where is the Western concept of 'education', derived from?
8. What does the semantic field of tarbiyah also include?
9. What is the title of the text above?
10. Where is the text taken from?
11. From the view point of the writer’s name, is he an Indonesian?
You should use your dictionary. Find the meaning of the following
words or phrases and memorize them!
- to encompass
- acquired knowledge
- compartmentalization
- secular spheres
59
- perfection
- to recognize
- in relation to
- a superordinate concept
- virtue of their refined character
- to endow
- spiritual dimension
- a banquet'
D. Language Focus
Noun Clause
A noun clause is a sub-clause that functions as a noun in a

sentence. A noun clause can begin with either whether, that, and
question words, for example:
1. Al-Attas claims that ta'dib is a superordinate concept

encompassing not only, ta`lim and tarbiyah but also
knowledge.
60
Main clause: Al-Attas claims
Sub clause: that ta'dib is a superordinate concept encompassing

not only, ta`lim and tarbiyah but also
knowledge
2. Attas also points out that the concept of 'possession' is implied

by tarbiyah.
Main clause: Attas also points out
Sub clause: that the concept of 'possession' is implied by

tarbiyah.
Adverbial Clause
An Adverbial clause is a clause functioning as an adverb in a

sentence, for example:
1. Many things happen when you were away.
2. I don’t know where he lives now.
3. You’ll pass your exams if you study hard.
4. If I were you, I would help the poor.
61
E. Exercise
1. Build five sentences containing a noun clause in each sentence!
2. Build five sentences containing an adverbial clause in each

sentence!
62
Unit 8

Education still being concerned with educating the whole person.
them.
Islamic Education:
Educating the Whole Person II
Although al-Attas claims that tarbiyah is subsumed under

the over-arching concept of ta'dib, it seems to the writer important
not to marginalize tarbiyah as a fundamental principle of Islamic
education. Where al-Attas sees Western contamination in its
convergence with the Latin sense of educere ('drawing out or
developing from a latent or potential state'), this sense is central to
63
the spiritual dimension of the concept of education developed by
the Book Foundation and is elaborated ("The Spiritual Life").
There is also an inherent contradiction in including tarbiyah

within the greater explanatory power of ta'dib and yet, at the same
time, regarding it as a defective concept "tinged with modernism".
Defining Islamic education so strictly in terms of ta'dib and its
imperative to "know one's proper place" in the hierarchical order
could lead to an under-valuation of two vital aspects of education
which are enshrined in the concept of tarbiyah: its "nurturing"
function and its role in "drawing out" latent potential.
In a recent paper on the application of religious models to

educational administration , Aref Atari has shown how the
implementation of both the Christian model of Service-
Stewardship" and the Islamic "Khalifah" model "entails a radical
transformation in management, thought and practice" away from a
hierarchically organised bureaucratic Western model to a what he
calls a "caring and sharing spirit". In this climate, trust, love,
sympathy, mercy, cooperation, tolerance and altruism are at least as
important as efficiency, effectiveness, competition, professional
ambition and achievement. The outcome is an organisation which
is both "virtue-based and excellence-oriented". Shurah-based
64
management, empowering and working with others, replaces a top-
down approach which manipulates, controls and works through
others.
Al-Attas himself points out that the "qualitative emphasis

of tarbiyah is mercy (rahmah) rather than knowledge (ìlm),
whereas the emphasis of ta'dib is knowledge, rather than mercy.
We prefer to effect a balance between knowledge and mercy, so
that neither is emphasised over the other, for just as mercy without
knowledge can foster weakness, delusion, ineffectiveness and
foolishness, so knowledge without mercy can lead to egotism, self-
aggrandisement, arrogance, intolerance and high-handedness.
A holistic curriculum also aims to reconcile conventional

and stereotyped oppositions such as art and science; creativity and
rigour; analytic and synthetic styles of learning; logic and intuition;
memorisation and comprehension; collaboration and competition;
goal-directed learning and exploratory, discovery or investigative
learning; innovation and tradition; teaching methods which
facilitate learning and those which direct learning; and so on.
Guided by the need for balance, moderation, and harmony,

and the existence of complementary pairs of opposites as the
65
underlying fabric of everything in the created universe, it seeks to
avoid a vested interest in any one-sided model, paradigm, position
conceptual "package", or ephemeral fashion in educational
philosophy or methodology. Education is too important a field to
be left to the adversarial politics of competing model-builders, for
all such models are limited and conditioned human constructions.
An Islamic education system must be deeply rooted in a
metaphysics derived from the comprehensive and unifying vision
of the Koran.
It is therefore important to ensure that the sphere of

religious studies is not compartmentalised and cut off from
knowledge in the humanities and in the natural and social sciences,
which are necessary for it to be a meaningful guide in
contemporary life. It is also vital that a false and misleading
dichotomy is not set up between a type of education which
prepares students for "the life of this world" and that which
prepares students for the "Hereafter". This is a recipe for a deeply
divided mentality and a troubled soul. Concentration on religious
studies alone leads to an imbalance and an unintegrated
educational system which does not give man the knowledge and
skills necessary for engaging in meaningful activities in this life,
66
which, after all, must determine his station in the Hereafter. (Taken
from the Book Foundation by Jeremy Henzell-Thomas)
B. Comprehension
dictionaries or reference books, answer the following questions!
1. Does al-Attas claim that tarbiyah is subsumed under the over-

arching concept of ta'dib?
2. Is Tarbiyah as the fundamental principle of Islamic education?
3. What is the main idea of paragraph 1?
4. Is there an inherent contradiction in including tarbiyah within

the greater explanatory power of ta'dib?
5. What has Aref Atari show in a recent paper on the application of

religious models to educational administration?
6. What does a holistic curriculum also aim?
67
7. Must an Islamic education system must be deeply rooted in a
metaphysics derived from the comprehensive and unifying
vision of the Koran?
You should use your dictionary. Find the meaning of the following
words or phrases and memorize them!
- to subsume
- to elaborate
- an inherent contradiction
- a defective concept
- a radical transformation
- misleading dichotomy
- a meaningful guide
- a recipe
68
D. Language Focus
Nouns
Nouns are mostly words for things and people – for example
house, tree, driver, child, water, idea, lesson. Most nouns can
come after the.
English nouns can be countable (we can say to houses) or

uncountable (we can’t say two waters).
Countable nouns have plurals (houses), and we can use a/an
with them (a house, an idea). Uncountable nouns have no
plurals, and we can’t use a/an before them.
Some English Uncountable nouns are countable in some other

language (like furniture).
Adjectives and Adverbs

Adjectives are words like easy, slow, sorry, important. They
usually tell you more about people or things. They can go
before nouns, or after be, seem, look, etc.
69
Adverbs are words like easily, slowly, yesterday, here. Adverbs
tell you, for example, how, when or where something happens.
We can compare people and things with as….as, -er than,
more….. than.
Ex: Joe’s as tall as me; jane’s taller than me; she works more
carefully than me.
We can use –est or most to compare people and things with all
of their group.
Ex: Mary’s the most intelligent person in the class; john is the
oldest of his children.
E. Exercise
I. Write ten nouns you know well!
II. Do the following instruction!
1. Write the adverbs of the following words. Number a was

done for you.
a. Nice: nicely
b. Beautiful: …………………..
c. Complete: …………………..
d. Easy: …………………………
70
e. Portable: ……………………..
2. Give (ü) for correct statements or (û) for incorrect ones!)

a. She asked some difficults questions…….
b. She was wearing a green, beautiful dress…….
c. You are certainly right……
d. He speaks very well Russian……..
e. I often play tennis……
f. I’m not as tall as my sister…….
g. Can you drive slowlier, please?.......
h. I’m very interesting in politics……..
3. Circle the correct words

a. He talks very fast / fastly
b. I’m terrible / terribly sorry.
c. It looks beautiful / beautifully.
d. I drove very careful / carefully on the snow.
e. She spoke to me in perfect / perfectly English.
f. He doesn’t work very hard / hardly.
g. This the more / most expensive hotel in / of the country.
h. Ann is much older as / than / that / of her husband.
71
4. Write the comparatives
a. Old : older d. good: …………………….
b. Late: …………… e. happy:
………………………
c. Fat: …………….. f. interesting:
………………..
Adjectives go before, not after nouns.

A long journey (NOT a journey long); loud music (NOT
music loud).
Adjectives don’t change for singular and plural

A fast car fast cars (NOT fasts cars)
Before nouns, we don’t usually put and between adjectives.

A big bad wolf (NOT a big and bad wolf)
Colour adjectives usually come after others.

Beautiful red apples (NOT red beautiful apples)
5. Put in the adjectives and write the story

One day, a time ago (long fine) : one fine day, a long
72
time ago
A girl (beautiful little) :
……………………………….
In a coat (red) :
……………………………….
Was walking though a forest (dark) :
……………………………….
With a bag (big) :
……………………………….
Of apples (red wonderful) :
……………………………….
To see her grandmother (old) :
……………………………….
Under a tree (tall green) :
……………………………….
She saw a wolf (big bad) :
……………………………….
With teeth (white long) :
………………………………
6. Put the words in the correct order and continue the story.
73
‘good a little, girl morning, said :
‘good………………………
Big the bad wolf :
……………………………….
‘going you where are :
……………………………….
That with bag heavy :
……………………………….
Day this fine on?’ :
……………………………….
‘going my see to grandmother I’m old:
……………………………..
Girl the said little :
……………………………….
‘lives small she in house a :
………………………………
New the supermarket near.’ :
……………………………….
74
Daftar Pustaka
1. Ibrahim Ahmad Bawahi, Islam and Introduction.
2. Muslim Education Quarterly, Autumn Issue 1984, Vol. 2, No.

1,p.20
3. Prof. Abdul Rahman Ben Hammad, Al Qomar Islam the

Religion of Truth, p.17
4. Dr. H. Tarmizi Taher, Aspiring For The middle Path)
5. Language Center of IAIN Suka, English Comprehension for

Islamic Studies
6. Jeremy Henzell-Thomas, Tthe Book Foundation
7. Ulin Nuha & Nur Aris, Reading Comprehension, 2008
8. Ulin Nuha, Bahasa Inggris 2, 2009.
9. Wikipedia, the free encyclopedia
75

The Meaning of Islam

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

The Meaning of Islam

Uploaded by

Copyright:

Available Formats

BAHASA INGGRIS

Drs. Ulin Nuha, M.Pd.

Institut Agama Islam Negeri Kudus

(IAIN) Kudus Tahun 2021

A. Understanding A Printed Text

The following text will introduce you to the topic of Muslim

The term Muslim world (or Islamic world) has several

Muslim scientists made significant advances in the

Muslim scientists placed far greater emphasis on

Learn these vocabularies!

After reading the text carefully and looking up new items in

3. What does the term Muslim world in a historical or geopolitical

4. What do the recent studies show?

5. What is the main sentence of paragraph 3?

6. Did Muslim scientists place far greater emphasis on experiment

7. What was The most important development of the scientific

8. Was the most important development of the scientific method

10. What is the title of the reading above?

C. Increasing New Vocabularies

Make senences using the following phrases in your own words!

2. many different nations

5. modern scientific method

The term Muslim world has several meanings

Muslim scientists made significant advances

1. Islam emphasizes unity and defense of fellow Muslims

2. In the past both Pan-Islamism and nationalist currents have

3. Muslim mathematicians also made several refinements to the

4. Some have also described Ibn al-Haytham as the "first scientist".

6. In these two sentences, each sentence has one verb.

7. The new teaching system can overcome several teaching

8. In the past both Pan-Islamism and nationalist currents have

10. They do not know what they exactly want.

A. Understanding A Printed Text