S UNDANIZATION UNDANIZATION OF OF AL AL -Q -Q UR UR’ AN AN : : A P A P ORTRAIT ORTRAIT OF OF S S UNDANESE UNDANESE -M -M OSLEM OSLEM E E FFORTS FFORTS IN IN C OMPREHENDING OMPREHENDING AND AND A A CTUALIZATION CTUALIZATION OF OF AL AL -Q -Q UR UR’ AN AN by: Dadan Rusmana Abstrak Persentuhan Sunda dengan al-Qur’an ketika terjadi proses Islamisasi, dalam artian konversi, di Tatar Sunda sekitar abad ke-13, sebuah masa ketika politik Islam di Baghdad mengalami kehancuran. Ketika bahasa Arab al- Qur’an dihadapkan kepada bahasa Sunda (sepertihalnya dengan bahasa Jawa dan Madura), bahasa Arab telah diperkuat oleh ideologi ‘diglosia’. Ideologi ini telah menempatkan bahasa Arab al- Qur’an sebagai bahasa sakral yang tidak dapat “tersentuh” atau “terpahamkan” oleh siapa pun. Oleh karena itu, untuk jangka waktu tertentu, Sunda-Muslim meyakini bahwa memahami al-Qur’an tidak dapat dilakukan secara langsung, tetapi harus bermediasikan bahasa lain. Dalam kanyataannya, mereka kemudian menggunakan bahasa Jawa atau kemudian tafsir-tafsir berbahasa Arab dalam
Sekelumit upaya orang sunda memahami dan mengaktualisasikan al-Qur'an
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AbstrakPersentuhan Sunda dengan al-Qur’an ketika terjadi proses Islamisasi, dalam artian konversi, di Tatar Sunda sekitar abad ke-13, sebuah masa ketika politik Islam di Baghdad mengalami kehancuran. Ketika bahasa Arab al-Qur’an dihadapkan kepada bahasa Sunda (sepertihalnya dengan bahasa Jawa dan Madura), bahasa Arab telah diperkuat oleh ideologi ‘diglosia’. Ideologi ini telah menempatkan bahasa Arab al-Qur’an sebagai bahasa sakral yang tidak dapat “tersentuh” atau “terpahamkan” oleh siapa pun. Oleh karena itu, untuk jangka waktu tertentu, Sunda-Muslim meyakini bahwa memahami al-Qur’an tidak dapat dilakukan secara langsung, tetapi harus bermediasikan bahasa lain. Dalam kanyataannya, mereka kemudian menggunakan bahasa Jawa atau kemudian tafsir-tafsir berbahasa Arab dalam memahami al-Qur’an. Barulah pada awal abad ke-20, Haji Hasan Mustapa memelopori untuk menerjemahkan dan menafsirkan al-Qur’an menggunakan bahasa Sunda. Sejak itu, bermucullanlah beberapa karya dalam bidang serupa yang menunjukkan “gelait” orang sunda-muslim untuk memahami ajaran
Islam dari sumber utamanya, yaitu al-Qur’an. Apa yang dilakukan oleh Hasan Mustapa dan lainnya juga pada dasarnya ditujukan untuk “mendobrak” kebiasaan sunda Muslim yang membaca al-Qur’an tanpa diikuti oleh pemaknaan, seperti terlihat pada tradisi pembacaan al-Qur’an dalam ritus-ritus yang menyebar di kalangan Muslim.
mysticism), manakib, tawhid, adab, and prayer. All
of them are 546 scripts, and there are many other
collection of scripts in other categories. They are
history (233 scripts), literature (122 scripts),
custom (15 scripts), mujarobat and primbon (66
scripts), and others (30 scripts). But if Islamic
stories are withdrawn and put into literature, the
amount of the those scripts come to decrease. Even
some stories which actually cannot be said as
Islamic are joined into the category of tasawuf, one
of which is Dewaruci, a story used to convey the
teaching of tasawuf.
Manuscripts (mushaf) of al-Qur’an are some of
Islamized-Sundanese heritage from the past. The
existence of these manuscripts among Sundanese
communities comes to be so urgent for its position
as historical evidences of the spread of Islam in
Sundanese land. Moreover, related to this essay,
the existence of the Qur’anic manuscripts in the
past can be helpful to find out the time when
Sundanese peoples began to have in touch with al-
Qur’an, especially with its physical shape.
Some manuscripts of al-Qur’an can still be
traced. They are (1) those in Balubur Garut which
are believed to exist since the age of Kian Santang
(around 1445, see Yuyus Suherman, 1995: 15), (2)
those in Cangkuang Garut which are considered to
be the heritage of Pangeran Arif Muhammad, and
(3) those in Sumedang which are said as the
heritage of Pangeran Santri, and many others.
According to what Edi S. Ekajati and Ayat Rohaedi
told, Qur’anic manuscripts in West Java is actually
so abundant, but they still cannot be collected,
especially in some areas inhabited by Muslims, in
some boarding schools, and in several places of
ziarah. Pamijahan, where the tombstone of Syeikh
Abdul Muhyi Pamijahan exist, for example, is a
place believed as having religious manuscripts,
including Qur’anic ones. So are other places such
as Cirebon, Bandung, Cianjur, Banten, Sumedang,
and Tasikmalaya. These centers of the classical
manuscripts have not hitherto been researched and
leave a lot of works to accomplish.
In the era when printing machine had not been
invented, the manuscripts of al-Qur’an were, as
commonly known, hand-written. It is not so hard to
imagine that writing al-Qur’an was a very difficult
task to do. Its accomplishment would always take
much time and were undertaken by professionals
and experts. Touching Qur’anic manuscripts
physically was rarely experienced by peoples at
that time, because, in Sundanese communities at
the age, existed an assumption that having a
manuscript of al-Qur’an was a unique prestige and
achievement, even the Qur’anic manuscript was
praised so much as highly sacred thing.
Nonetheless, Muslim preachers in the past
used various medias to introduce al-Qur’an into
Sundanese communities. They wrote short
passages of al-Qur’an and even explained verses of
al-Qur’an on Daluang (some kind of writing-media,
some kind of paper, made of wood), on weapon,
and on other tools. It is told, for example, that Kian
Santang (a figure considered as one of those who
spread Islam, the son of Prabu Siliwangi) gave
Pangeran Pancer (Cipandar) a giant manuscript of
al-Qur’an a sekin (Arabic knife) which had Arabic
words la ikraha fi ad-din sculptured on it. The
limited availability of Qur’anic manuscripts had
driven peoples at that time to master the method of
memorizing al-Qur’an as an alternative choice in
introducing and attaching the holy book into the
mind of other Sundanese-Muslims. Memorizing
passages of al-Qur’an, like those from juz ‘amma,
yasin, al-waqi’ah, and ayat kursi are taught
precisely to fulfill religious needs of rites.
4. Translation and Interpretation of al-Qur’an
Unlike the tradition of translating al-Qur’an
into Malay language which was pioneered by al-
Sinkili’s translation in seventeenth century,
translation or interpretation in Sundanese had just
begun in twentieth century. Before twentieth
century, the translation and interpretation of al-
Qur’an in regional languages are very rarely found.
This might be caused by the dominance of
Syafi’iyah thought as well as by colonial rule which,
at that period, prohibited publishing Islamic books.
In the case of Sundanese language, this situation
was exacerbated and more complicated due to a
fact that Sundanese was rarely used as written
language among the educated groups. These
educated elites preferred to write in Javanese, even
in Dutch or Malay. It was only later in nineteenth
century that the printing of Sundanese works
written in Latin scripts come to surface, and this
was supported by a counselor of the colonial
government, Karel Holle.
Yet, still at that time, Sundanese translations
of al-Qur’an had not been existed. This does not
mean that there was no Sundanese scholar well
educated in the field of Arabic language of al-
Qur’an. After centuries of cultural domination
carried forward by Javanese and Dutch
imperialists, Sundanese language was presumably
felt inappropriate to be a media of interpreting
Qur’anic language. Sundanese language, at that
period of time, was still in the position ‘L’ in the
paradigm of diglosia, and was hence regarded
inappropriate enough in expressing deep thought.
When Karel Holle told a district-head that there
were poems written in Sundanese by a head-clerk
of marital affairs, the district-head replied, ‘it is
impossible! Sundanese is not a language!’ (Zeimer,
2000: 6).
Sundanization of al-Qur’an was presumably
pioneered by Haji Hasan Mustapa, a Sundanese
man of letter as well as a master of tasawuf. He
lived from the second half of nineteenth century
until the middle of the first half of twentieth
century. Beside well-known as a great Sundanese
man of letters, even may be said as the greatest of
all, Haji Hasan Mustapa was also a prominent
religious preacher in his time. He had ever settled
in Mekah for years to learn religious knowledge as
well as to teach, even to preach in Masjid al-Haram
concerning the interpretation of al-Qur’an.
Moreover, he had for many years been a head-clerk
of marital affairs (hoofd-penghulu) in Kutaraja
(Aceh) and Bandung (West Java).
Wendy Solomon (1986: 11) juxtaposes the
greatness of Haji Hasan Mustapa in the world of
literature with that of Ranggawarsita, a well-known
Javanese poet from the royal family of Surakarta.
G.F. Pijper (1977: 91) even considered Haji Hasan
Mustapa’s magnificence in religious preaching and
thought as equal with that of Imam al-Ghazali.
As a well-known poet as well as a widely-
respected man of letters, Haji Hasan Mustapa had
written a lot of works, in the form of either poetry
and prose. The works commonly dealt with various
matters, including mysticism (tasawuf),
autobiography, and customs. Tasawuf was however
the most outstanding theme in Haji Hasan
Mustapa’s writing. He had never written a
complete interpretation of al-Qur’an, but just
interpreted some selected verses. In 1920, Haji
Hasan Mustapa chose 105 Qur’anic verses he felt
relevant with the life of Sundanese folks. He
translated the verses in the form of dangding. In
his preface, he obscurely preached:
Jeung tangtu aya nu nanyakeun: ieu pakeun iraha? Jawabna: Ti babaheula ngaula ka indung-bapa dijangjian:Jaga mah geus baleg, maneh kudu babalik pikir. Umur sabaraha nurutkeun Rosululloh dijasmanikeun cara jelema sakeun rasiah agama. Baheula ku basa Sunda akhirna ku basa Arab; jadi kaula nyundakeun Arab nguyang ka Arab, ngarabkeun Sunda tina bahasa Arab (Rosidi, 1989: 394).
Haji Hasan Mustapa took into his writings the
codes of Sundanese (Priangan) local cultures, and
this was undertaken in order that the values of al-
Qur’an and Islam can be absorbed and accepted by
Sundanese (Priangan) communities, especially
among the nobles (menak) of Priangan. One of his
efforts is clearly seen in the introduction of his
interpretation of al-Qur’an:
Kaula Haji Hasan Mustapa, tedak Sunda Pikampungan Priangan, Garut. Ayeuna netepan jangji nepungkeun pusaka ti indung-bapa jeung akhirna jimat tina Qur'an awal pusaka akhir pusaka, tepi ka ayeuna 70 taun Hijrah 1337 sarta ieu dina sisi Qur'an ku kaula digurat lebah-lebah ayat wekasan ti Qur'an nu disusuhun ku kaula ti umur 7 taun, dibaca jeung hartina Sunda, nekanan saur karuhun hatamna Qur'an ti Sunda ka Sunda deui, rasiahna kasimpen ku Toret: sindir, siloka prawira perlambang nu dibuka rasiahna ku Rasulullah salallahu alaihi wasallam, kapinding ku injil-injil babad pancakaki, ku Zabur suhuf,
dibukana ku patonah (7 titi surti budiman bijaksana Rasulullah) ku balaghah ma'ani (tarbuka rasiah eusi omongan) atawa carita rasiah dina Qur'an jeung Toret, Injil, tangtu dibuka rasiahna ku Muhammad pandeurieun Toret, Injil, nu matak katelah Rasulullah nu boga hak muka rasiah siloka prawira perlambang teori nu ti heula-heula, Rasul-Rasul nu heulaeun anjeuna (Hasan Mustapa, t.t.:1).
The words nekanan saur ka karuhun hatamna
Qur’an ti Sunda ka Sunda deui have its particular
meaning related with Sundanese (Priangan) view of
life which is tightly connected to cosmological
things and Sundanese genesis. The italic words are
also related with political issues of language amid
Sundanese communities.
Since 1920s, other Sundanese men of letters
followed Haji Hasan Mustapa’s campaign to
‘Sundanize Arabic’ and ‘Arabicized Sundanese.’ In
1926, D.K. Ardiwinata insisted that Sundanese had
to be used in all schools of religion in Pasundan. In
other words, he asserted that Arabic had not to be
left as the only learned-language in schools.
Sundanese, in this situation, had to come forward
to accompany Arabic. The pedagogy of boarding
school was at that time rethought, and this was
influenced by the renewal movement pioneered by
reformist Islam. The reformists relied their struggle
more heavily on individually rethinking of al-Qur’an
than on using former texts and heritages of
previous generation. According to G.F. Pijper, a
counselor of colonial government, the first Friday
preach conveyed in regional languages had just
begun in 1920s. Before this period of time, all of
Friday preaches throughout Hindia were conveyed
in Arabic. In Pasundan, this change happened
slower than that did in Middle and East Java. But in
1982, seventy percents of whole mosques in West
Java had used Sundanese as the language of
preaching. Yet recently Arabic preach is seen to
have revived in Sundanese villages dominated by
the tenets of Ahlus-Sunnah wal-Jama’ah.
Another change in ‘Sundanization’ is the use of
Sundanese Qur’anic interpretation books in
boarding schools. According to several sources,
boarding schools throughout Pasundan in
nineteenth century used Javanese Qur’anic
interpretation books as mediating texts which
bridged between Arabic and the students’ mother
tongue, Sundanese. The use of Javanese Qur’anic
interpretation books is connected to the existence
of Cirebon as the first center of Islamic education
in West Java. It is obvious that the spread of Islam
from Cirebon to Sunda was carried through
Javanese dialect. The dialect was used in
memorizing Javanese Qur’anic translation books,
and was commonly called Cirebonese Javanese
dialect. During this century, most boarding schools
in Priangan (for example in Tasikmalaya and Garut)
changed their mediating language from Javanese to
Sundanese, though some others in northern Sunda
(Bogor-Karawang-Cirebon) kept using Javanese.
The use of Javanese Qur’anic interpretation
books in Sundanese boarding schools seems to be a
factor making the Sundanization of al-Qur’an went
Al-Qur’an
Qur’anic interpretation books
written in Arabic
Books concerning explanations of
Qur’anic interpretation
written in Arabic Translating the explanations of
interpretations in Javanese
Translating the expanations of
interpretations in
slower. Though Haji Hasan Mustapa had translated
the selected verses in 1920, complete translation of
al-Qur’an was just made in 1940s. A prominent
noble as well as a district-head of Bandung, R.A.A.
Wiranatakoesoemah V, wrote translation of Surat
al-Baqarah in the form of dangding, while Ahmad
Sanusi (the founder of Gunung Puyuh Boarding
School in Sukabumi) and K.H. Muhammad Ramli
published the complete translation of al-Qur’an.
But the Sundanese translations had not widely
been spread until 1970s. Al-Ma’arif Publisher
published Ramli’s translation of al-Qur’an entitled
Al-Kitabul-Mubin: Tafsir Basa Sunda, while CV
Diponegoro published Al-Amin al-Qur’an Tarjamah
Sunda written by K.H.Q. Saleh. Since 1970s, other
works of translation came to be published, some of
which were one written by a poet, Sayudi, and
another written by Moh. E. Hashim entitled Ayat
Suci Lenyepaneun published in 30 edition.
A somewhat distinguished Sundanese
translation of al-Qur’an was composed by R.
Hidayat Suryalaga. In 1994, Hidayat published his
translation of al-Qur’an part 1, 2, 3, and 30, and
later he translated another parts of the holy book.
His work was entitled Saritilawah Basa Sunda. Like
Haji Hasan Mustapa and R.A.A.
Wiranatakoesoemah V, Hidayat used the
composition of dangding in his translation.
Hidayat’s work of translation is so much unique
and distinct for being specially written to be
performed in tembang Sunda, a Sundanese music
art performance. Saritilawah Basa Sunda, in its
publishing, had tembang Sunda tapes enclosed in
it. The verses contained in the work were recited in
an art performance by Sundanese artists, and their
performance was broadcasted on TVRI Bandung in
the fasting month of 2000.
Zeimer (2000: 8) is, however, so much
astonished of seeing that the publishing and the art
performance of Saritilawah Basa Sunda did not
provoke a controversy. Opposed to this, in 1978,
when H.B. Jassin, a famous critic as well as a
respected author of literary works, published his
poetic translation of al-Qur’an entitled Al-Qur’an
Bacaan Mulis, the Indonesian Ministry of Religious
Affairs and MUI reacted severely against the book,
and they rejected giving permission of its
publishing unless it had been analyzed and
censored by the team of experts. Similarly, in 1992,
as Jassin wanted to publish Al-Qur’an Berwajah
Puisi, a version of al-Qur’an written in the
composition of poetry, still MUI and the Ministry of
Religious Affairs disagreed it and, consequently,
the work could not be allowed. Both governmental
institutions decided that the book might only be
distributed to limited group of readers (despite a
fact that 200 leading Muslim figures had given
their support for Jassin). Saritilawah Basa Sunda
was anyway limitedly published to prevent severe
reaction throughout the country. Hidayat, on the
other hand, when he published his work, carefully
enclosed in each edition a piece of legal written
license he had from MUI West Java, ICMI, and
Ministry of Religious Affairs.
Still according to Zeimer, one interesting
aspect is that Saritilawah Basa Sunda used the
style of tembang Sunda which was referred to the
art tradition of Priangan nobles, especially those in
Cianjur and Bandung. Tembang Sunda, pantun
Sunda, as well as Javanese macapat, are introduced
in Priangan in the age of Mataram, when Sanskrit-
Javanese language and cultures did still strongly
dominate. Though the nobles (menak) are no longer
believed as a real social class, their tradition of art
still prevails and is considered as an element of
Sundanese high cultures. Qur’anic translation
written in the style of tembang sunda was relied on
a juxtaposition between the majesty of Qur’anic
Arabic and the majesty of the disappearing nobles’
style. It seems to be that because the majestic
values of former nobles had entirely no longer
existed, the Ministry of Religious Affairs and MUI
considered Saritilawah Basa Sunda as not so much
dangerous as was H.B. Jassin’s work.
C. Sense of al-Qur’an among Muslim
Sundanese Folks
1. Comprehending Terms of Reciting al-Qur’an
Sundanese folks use to call activity of reciting
al-Qur’an by such names as maca Qur’an, maos
Qur’an, ngaos Qur’an, ngaji Qur’an, ngaderes
Qur’an, qura, qiraah, tadarus, and tilawah al-
Qur’an. Of all the terms, maca Qur’an is the one
used the most among Cileunyi communities, among
either common folks, students, and educated
preachers and priests. In the making sense of those
terms of reciting al-Qur’an, the majority of
respondents, especially the common folks, stated
that there is no difference among the terms. They
tended to assume that those terms have similar
meaning and are synonymous. The synonymy is
represented, for example, in such expressions as
aosanna mani sae and ngaosna mani sae. The
words aosan and ngaos here are understood to be
recital or recite. Another example is aos heula bilih
lepat! (recite it first, lest you wrong!)
Some Sundanese-Moslems, especially the
Muslim priests, said that there are differences of
meaning and purpose reflected by the terms. Maca
Qur’an means ‘reciting’ al-Qur’an in the general
sense. Maos is frequently assumed as euphemism
or polite utterance of the word maca, as supaya
becomes supados, or pribadi becomes pribados.
But if the word maos is regarded as bare infinitive
of mamaos, either maos or mamaos is not identical
with the word recite, because mamaos use to mean
tembang, kawih, or song. If we trace the origin of
the term, maos Qur’an can mean an activity of
reciting al-Qur’an in a lagam, in a certain arranged
tone. Maos Qur’an, in this sense, is identical with
the term qura.
The word qura is derived from Arabic qurraa
(plural of qari, means ‘reciter’) which means
‘reciters.’ This word is deviated and narrowed its
meaning when it is uttered by some of Sundanese
communities, and understood as reciting in a
certain tone and rhyme, as well as in a high quality
voice. This sense is represented in, for example,
qurokeun atuh maca Qur’an teh or si eta mah juara
qura dina MTQ taun kamari.
Some respondents argues speculatively that
the bare infinitive of maos is similar with that of
ngaos, yet both have their distinct meanings. Both
words derived from aos which means price, value,
or essence, as reflected in the meaning of pangaos
(price), pangaosna sabaraha? (how much is the
price?). According to K.H. Uus, one of kyai in
Cileunyi-Bandung, ngaos Qur’an in this sense
means an activity of reciting al-Qur’an to find
something valuable or to seek the essence of
certain verses within the holy book. In another
sense, pangaosan, as a derivation of the word
ngaos, can be understood as valuable activity or an
activity undertaken to grasp the essence of al-
Qur’an and of Islam.
The term pangaosan is also frequently made
identical with the word pangajian. The latter word
derived from ngaji which means ‘observe,’
‘recognize,’ ‘grasp,’ or ‘try to understand’
something, as represented in such utterances as
kudu bias ngaji diri (one has to be able to recognize
and grasp him or herself). The bare infinitive of
pangajian derived as well from the word aji (self-
pride, self-esteem), similar with either ajen or
pangajen diri which means self-pride or self-
esteem. The word aji can also means ‘essence,’
related with one of its derivations, ajian, which
means ‘the essence of a prayer.’ Ajian is equalized
with such terms as mantra and jangjawokan.
Equivalent with the sense of ngaos Qur’an, ngaji
Qur’an means an activity of reciting al-Qur’an in
order to find something valuable or to seek the
essence of al-Qur’an. In this context, some priests
assume the activity of reciting al-Qur’an as an
effort to find out aci ning acina al-Qur’an, means
‘the very core, the deepest essence, of al-Qur’an.’
Another term for the activity of reciting al-
Qur’an is ngaderes Qur’an, which is often used in
the context of reading, reciting, or learning al-
Qur’an. This sense is reflected in, for instance, such
expressions as ngaderes heula sorangan al-Qur’an
teh! or deres heula Qur’an teh ku sorangan ngarah
engke ari dipapatahan tinggal menerken! The term
ngaderes derived from Arabic darrasa (learn). In its
origin, ngaderes is similar with the word tadarrus.
The bare infinitive of both words is Arabic darrasa,
though the latter is absorbed from Arabic with no
change or affixation, as implied in tilawah and
qira’ah.
Such terms as tadarus, tilawah, and qira’ah al-
Qur’an are commonly used in boarding schools by
either priests or their disciples, and have their own
distinguished meaning and pragmatics. Tadarus al-
Qur’an, for example, is widely used to refer to the
reciting of al-Qur’an done in Ramadhan, though
other students of boarding schools refer the word
tadarrus to an activity of reciting al-Qur’an not only
during Ramadhan but also within any other month.
The term tilawah al-Qur’an is so familiar since it is
contained in the acronym MTQ (Musabaqah
‘Tilawah’ al-Qur’an) and STQ (Seleksi ‘Tilawah’ al-
Qur’an), so that tilawah is often made identical
with MTQ or STQ. Some students of UIN even
relate the term with praktek tilawah, one of
practicums at UIN Sunan Gunung Djati Bandung.
Qira’ah, on the other hand, emerged later as a term
referred to reciting in general, and in particular
referred to reciting al-Qur’an. Among the three
loan words, tadarrus is the most well-known to
refer to the activity of reciting al-Qur’an. Yet just
like other loan words, these three terms had been
deviated and narrowed. Tadarrus, tilawah, and
qira’ah use to frequently perceived merely as an
activity of physically reciting al-Qur’an, whereas
they actually have an emphasis on the problem of
learning, understanding, and contemplating al-
Qur’an.
b. Comprehending the Stratification of Reciting al-
Qur’an
In such terms used to refer the activity of
reciting al-Qur’an as ngaos, ngaji, and tadarrus al-
Qur’an, there exist some values higher than merely
reciting, and they are studying, understanding, and
contemplating. While the term maca Qur’an
emphasizes heavily on physical meaning, that is
articulating voice to utter the sound of letters, the
term ngaos, ngaji, and tadarrus al-Qur’an are much
in higher sense for they are related to feelings,
understanding, and contemplation on the meaning
of al-Qur’an. According to sundanese-moslems,
ngaos, ngaji, and tadarrus al-Qur’an are aimed
heavily at understanding and manifesting the whole
verses of the holy book. The ultimate goal of all is
realizing the manifestation of Qur’anic values and
the embodiment of Qur’anic rules of life. In other
words, the final end is toward taqwa, which means
imtitsalu awamirih wajtinabu nawahih (obeying
Allah by doing what He order to and abandoning
what He forbid to).
Some of Sundanese communities consider that
the activity of ngaji, ngaos, and tadarrus al-Qur’an,
in their ultimate sense, have significant values
(especially related to reward and punishment)
higher than merely undertaking maca Qur’an.
These Sundanese folks cannot agree to a fact that
most Muslims, including those in Cileunyi, are still
trapped in the narrow formal sense of maca Qur’an
as well as are not encouraged and less aware to
improve the quality of their reciting of al-Qur’an so
as not just stuck in merely doing ngaos, ngaji, or
tadarrus. Nonetheless, all respondents regarded
that most communities do merely maca Qur’an,
though such an activity will still be rewarded by
Allah on one condition: maca Qur’an must be done
for the sake of Allah only (lillahi ta’ala). The
reasons are as below.
First, the Prophet once said that when one
recites alif lam mim in a time, the reward of this
reciting will not be counted as one, but be counted
respectively one reward for alif, one for lam, and
one for mim. Reciting only one letter of al-Qur’an
which, according to the Prophet’s saying, belongs
to huruf al-Muqathah, is determined as a deed that
will be rewarded, though the verses or the letters
themselves are not understood by the reciter, let
alone if the reciter comprehends what he or she
recites.
Second, they refer to ta’rif (definition) of al-
Qur’an introduced by former Muslim priests (their
names were not mentioned) that al-Qur’an has an
attribute of mu’tabbadu bitilawatihi (reward will by
Allah be given on merely reciting al-Qur’an). Here
the sense of tilawah is understood as merely
reciting, whereas the Arabic lexicon implies a far
wider meaning than merely reciting al-Qur’an.
Tilawah would be better to be understood as ngaji,
ngaos Qur’an, or tadarrus al-Qur’an. Departing
from the narrow understanding of tilawah, these
Sundanese Muslims believe that reciting al-Qur’an
without comprehending it will anyway get
rewarded by Allah and is considered as amal saleh1
(good deed).
Third, they refer to dalil ‘aqli (logics) that
Muslims who recite al-Qur’an, though they do not
understand what it means, are much more noble
than other Muslims who never, or seldom, recite
the holy book. In this context, Sundanese proverb
1 The word ‘amal (Arabic) has been narrowed its sense in Sundanese Muslim lexicon and in Indonesian language. This term is understood as identical with ‘good deed’ or ‘amal saleh. Consequently, most Sundanese Muslims often say, ‘amal we atuh,’ ‘si et amah loba amalna,’ ‘si anu mah loba amal-amalanana,’ etc., in spite of a fact that the word amal in Arabic is divided into two kinds, ‘amal salih (good deed) and ‘amal sayyi’ah (bad deed).
saperti monyet ngagugulung kalapa absolutely
cannot be attached to the Muslims who recite
Qur’an but do not understand the meaning of what
they recite, because the reciting is surely
considered as worship to Allah, for the sake of
Allah, and will be rewarded by Allah.
In maca Qur’an, there are two kinds of reciting
which lead to the difference of reward level. First,
jahr. This means that one recites the holy book
loudly. Second, khafi. This means that one recites
al-Qur’an softly in low tones, even he or she does
not articulate his or her voice, or recites it in her
mind. Kyai Agus Badruddin said that jahr reciting is
more rewarded than khafi reciting. The reason is,
according to him, that jahr reciting constitutes
articulating letters, words, or verses, in the
determined patterns of tajwid (a set of rules of
reciting al-Qur’an). So that one can have much
more reward for his or her ‘voice’ and ‘reciting,’
while in khafi there is no reward for the ‘voice.’
Moreover, K.H. Agus Badruddin, head of
Pesantren Nailul Kiram Cileunyi-Bandung, said that
collective reciting of al-Qur’an done together by
several Muslims can be in three ways, each of
which has its own good and bad aspects. First, one
recites while the others listen and pay attention to.
This kind of reciting is commonly found in boarding
schools, as in al-Ihsan and al-Mardiyyah al-
Islamiyah, at the time of tadarrus in Ramadhan.
The good aspect of this first way is that everyone
can listen carefully to someone’s reciting and can
give a correction if the reciter is wrong. And the
bad aspect is that, in such a collective reciting,
those one who recites are always the same persons.
This is because not everyone attending the reciting
is able and eager to recite in crowd.
Second, each person recites such certain
passages as al-Ikhlas, al-Falaq, and an-Nas
together at the same time and led by someone. This
method is commonly used in hadharah, tahlilan,
tawajjuh, or tawassul, whether in tasyakur or in
death ceremony. This method allows each person to
recite the same verses together at the same time in
certain tone, speed, and rhyme. Such a kind of
reciting can guide those who have not memorized
certain passages or verses so that they can follow
the reciting. Ngagaeng is the name given to this
method. According to a Muslim priest, ngagaeng is
so effective especially for children who are taught
and asked to memorize such passages or verses in
al-Qur’an as ayat kursi, short passages in juz
‘amma, Yasin, al-Waqi’ah, and al-Mulk. Yet, in this
method, the reciting of every single reciter cannot
be controlled at all, whether or not his or her
reciting is in accordance with tajwid (a set of rules
and pattern in reciting al-Qur’an). It is also true
that this method often makes the reciters apal
cangkem (memorizing only, no understanding).
Third, everyone recites al-Qur’an. This method
is called jama’ah (done together collectively in the
same place and at the same time). Kyai Agus
Badruddin argued that this third way of collective
reciting is not better than the first and the second.
This third method is used frequently in tahlilan,
tadarrus (in the target of accomplishing reciting
the whole verses of al-Qur’an in one or more
accomplishments), death ceremony, opat bulanan,
and nujuh bulan, and other rites or ceremonies
held on a certain purpose.
According to some Muslim priests, those who
recites al-Qur’an will be rewarded if the intention
of their reciting is for the only sake of Allah (lillahi
ta’ala). The concept of lillahi ta’ala is the main key
to gain reward from Allah, as mentioned in the
Prophet’s saying innama al-a’malu bi an-niyyat
(each deed is counted by its purpose). Lillahi ta’ala
in reciting al-Qur’an means that a Muslim recites
al-Qur’an on the purpose of gaining ridha and
reward from Allah, not of expecting salutation from
human, not of seeking prizes as happening to those
who participate in MTQ, STQ, and not of struggling
to be a winner of a reciting contest.
Lillahi ta’ala is, K.H. Agus Badruddin
commented, the essence of religious sincerity.
Some Sufis said that lillahi ta’ala contains higher
values than those efforts to gain a mere reward.
Reward is, still according to him, a good
consequence of all good deeds, and is given by
Allah. Reward is often made identical with
paradise. As one recites al-Qur’an on the purpose
of reaching paradise and fearing hell, he or she has
thus no sincerity in such a doing since he or she
still seek something beside Allah. The true faith is
reflected entirely when one does something for the
sake of only Allah. As of paradise, some Muslim
priests said that the word is an equivalent for
Arabic jannah, which can physically be understood
in accordance with what al-Qur’an says about it: a
place ornamented with green fruity trees; rivers
made of milk, honey, and wine. But the paradise
can also psychologically be meant as comfort,
beauty, and peace.
Beside lillahi ta’ala, another aspect a reciter of
al-Qur’an must pay attention to is tajwid, a set of
rules and patterns in reciting al-Qur’an. According
to Irmansyah, tajwid is the formal order of reciting
al-Qur’an, including makharij al-huruf. Every
reciter of al-Qur’an, Kyai Uus explained, kudu
bener makhrajna jeung panjang-pondokna, sajabina
kudu pasehat (have to recite correctly based on
such aspects as makharij al-huruf, long-short tones,
and eloquence of articulation [fasihat al-kalam]).
Mistakes in tajwid will, said he, lead to mistakes in
meaning.
In some boarding schools, the aspects of
tajwid are so much insisted as important things
equalized with other aspects such as tawhid,
akhlak, and tafsir. Tajwid used to be taught when a
student has reached the ability of narabas (reciting
al-Qur’an). Students of boarding schools commonly
achieve the level such an ability in the age of 13-16.
One of compulsory books required as the main
reference in the teaching of tajwid is fath al-aqfal.
On the other hand, child students in TKA
(Taman Kanak-kanak [Kindergarten of al-Qur’an])
or TPA (Taman Pendidikan al-Qur’an [Educational
Playground of al-Qur’an]), use to be taught tajwid
after they can master Iqra 6 or after they reach the
ability of reciting al-Qur’an. In such a system of
education, after accomplishing the whole levels in
TPA, those kids are encouraged to enter TQA
(Taman Qira’at al-Qur’an [Playground of Reciting
al-Qur’an]) in the course of tahsin al-Qur’an. This
course has its emphasis heavily on practical
teaching of applying tajwid, not on mastering the
theory of it. This is so much different with
traditional teaching of tajwid used to be held in
boarding schools or in traditional centers of Islam
learning which have their emphasis heavily on
mastering the theory of tajwid, and not on
practicing it.
3. Religio-Magic among Sundanese Communities
It has previously been mentioned in this essay
that R.A. Kartini and Geertz sees a formalist
tendency and inability to understand the meaning
of al-Qur’an among Javanese communities (as well
as among Sundanese) when they recite the holy
book. Benedict Anderson, in this context, that
Javanese peoples’ effort in memorizing Arabic
language is ‘a sign of Javanese peoples’ defense
against Arabic cultures and of the final conquest
they have on the infiltration of this foreign
cultures.’
The conquest of Islam and Arab by Javanese cultural impulses was undertaken through embodiment of al-Qur’an into the shape of hermeneutic text book filled with paradoxes and confusing things. Arabic was maintained as the language of ‘appointment,’ especially because it was not understood. Islam prohibited the further use of Tantra and Shiva mantra. Javanese folks then reacted to this by changing al-Qur’an into a book of magic spell (Anderson, 1996: 128).
Anderson’s opinion that ‘Java’ opposed ‘the
infiltration of the foreign cultures’ by ‘changing al-
Qur’an into a book of magic spell,’ in some cases,
cannot be said as entirely true. First, he fails to see
that the obscure and mystical natures of al-Qur’an
can as well be from mystic tradition of Persia and
South India. Second, he creates fake dichotomy
between ‘legal’ Sanskrit tradition and ‘illegal’
Arabic tradition. Anderson’s view can be agreed
only when he explains that Muslims in Java
paradoxically ‘conquest’ Arabic language by
‘putting it away’ because Arabic cannot be
translated.
Similar with Anderson’s thought, it is really
true that Sundanese communities also play the role
of al-Qur’an as religio-magic strength. This means
that the holy book is functioned as a source book of
magic strength, of material richness, of power, of
magic spell to defense one’s self against evil spirits,
and as a media of communication with ghosts.
As in other Muslim areas, al-Qur’an reciting by
sundanese-Moslems is represented in various
cultural expressions of Sundanese communities.
These cultural expressions can simply be
categorized into two groups: (1) Reciting al-Qur’an
in Rites of Life Cycle and (2) Reciting al-Qur’an in
Various Traditions related with Religious
Commemoration Days. The first group consists of
(a) tradition of khatam before a marriage, (b) al-
Qur’an reciting in the opening ceremony of
marriage, (c) opat bulanan and nujuh bulan, (d)
nyukuran (ceremonial hair-cut), (e) khitanan, (f)
death ceremony. The second group includes al-
Qur’an reciting in such occasions as (a) Thursday
night, (b) Ramadhan month, (c) Muharram,
Muludan, Rajaban, Asyura, and Rebo Wekasan, (d)
al-Qur’an reciting during nadran (a rite of visiting a
grave, the main ceremony is praying near by the
tombstone) at the time of Lebaran.
Sunda’s relationship with Islam is that close
and is realized in accordance with Sundanese
peoples’ mind, combined with other existing
supporting factors. Magic spells composed in
Sundanese language constitute Sundanese
literature. Such Arabic expressions as bismillah
and astaghfirullah were added in the opening of
those magic spells. Similarly, genealogical scheme
of characters in Wawacan Sulanjana was begun
with that of prophets, from Adam to Sis. This fact
indicates that Sunda has so much intensely
absorbed Islam.
Things elaborated above are beyond the
influence of Arabic language on Sundanese which
had for so long taken place since the end of
sixteenth century. This is reflected in ancient
Sundanese language, as used in Carita
Parahyangan, within which there is no single word
derived from Arabic, except the word ‘Selam’ that
means ‘Islam.’
C. Epilogue
Sunda’s relationship with Islam is that close
and is realized in accordance with Sundanese
peoples’ mind, combined with other existing
supporting factors.
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Dadan Rusmana adalah editor pada jurnal Dialektika
Budaya dan Al-Tsaqafa milik Fakultas Adab dan
Humaniora. Kini ia aktif di Pusat Studi Lintas Budaya
(PSLB) Indonesia, Talwina Institute, Dan Semiotics
Circle Bandung. Dosen muda yang kini lagi concern
menggeluti “pergumulan” al-Qur’an dan tradisi lokal
ini, menyelesaikan program Magister di PPs Syarif
Hidayatullah IAIN Syarif Hidayatullah Jakarta pada
tahun 200 dengan tesis Al-Qur’an Dalam Pandangan
Islamolog Kontemporer: Studi Terhadap Tesis-Tesis
John Wansbrough dalam Qur’anic Studies (2000).
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