The implementation of English and Arabic practices at an Islamic bilingual boarding school
Downloads
The study aims to identify challenges teachers and students face in this process at an Islamic bilingual middle boarding school in Aceh, Indonesia. The participants included 27 boarding school students, one English teacher, and one Arabic teacher. The collected data underwent analysis using the interactive analysis model, which involves data reduction, display, and verification. The analysis focuses on specific activities within five categories: (1) mufradat (vocabulary), (2) controlling language use, (3) muhadasah (conversational activities), (4) competition, and (5) cooperation. The findings revealed that not all specified activities were consistently carried out, with each category featuring three implemented activities: daily vocabulary memorization, language festivals, and the application of punishments. The interviews brought forth challenges such as teachers' language proficiency limitations, students' low motivation, and a tendency to use the Indonesian language when unsupervised. These insights provide valuable guidance for similar boarding institutions that implement comparable language programs.
Abrar, M., Mukminin, A., Habibi, A., Asyrafi, F., & Marzulina, L. (2018). "If our English isn't a language, what is it?" Indonesian EFL student teachers' challenges in speaking English. The Qualitative Report, 23(1), 129-145.
Achmad, D., & Yusuf, Y. Q. (2016). Exploring the motivational factors for learning English in Aceh. Dirasat, Human and Social Sciences, 43(5). 2223-2234.
Adnan, M. I., Aliamin, & Mulyany, R. (2023). Accountability of traditional Islamic boarding school in Aceh. Jurnal Ilmiah Ekonomi Islam, 9(2), 1885-1890.
As Sabiq, A. H., Purnama, Y., & Mulyadi, D. (2018). Pedagogical-culture implementation in English classroom of Islamic boarding school. Proceedings of 2nd Workshop on Language, Literature and Society for Education (Wol2SED 2018) (pp. 1-7). European Alliance for Innovation. http://dx.doi.org/10.4108/eai.21-12-2018.2282773
Azis, Z., & Anwar, K. (2016). Kurikulum terpadu: Model pembinaan karakter pada sekolah Islam fullday [Integrated curriculum: Character building model in full day Islamic school]. Indonesian Journal of Educational Research, 1(2), 81-90.
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Sage.
Das, S. W. H, Halik, A., & Amaluddin, A. (2016). Paradigm of Islamic education in the future: The integration of Islamic boarding school and favorite school. Information Management and Business Review, 8(4), 24-32.
Denzin, N. K., & Lincoln, Y. S. (2004). Handbook of qualitative research. Sage.
Erdiana, N., Daud, B., Sari, D. F., & Dwitami, S. K. (2020). A study of anxiety experienced by EFL students in speaking performance. Studies in English Language and Education, 7(2), 334-346. https://doi.org/10.24815/siele.v7i2.16768
Fattah, M., Setiawan, A., Abusyairi, K., Rusdi, Sayuri, & Anhar, M. (2022). Quality of Arabic learning in traditional Islamic boarding schools and modern Islamic boarding schools. Italienisch, 12(2), 505–517.
Habibi, A., Mukminin, A., Najwan, J., Sofwan, M., Haswindy, S., Marzulina, L., Sirozi, M., & Harto, K. (2018). Investigating EFL classroom management in Pesantren: A case study. The Qualitative Report, 23(9), 2105-2122.
Habiburrahim, M., Auni, L., Hafidhah, H., & Trisnawati, I. K. (2022). Integrating English subject materials into Islamic boarding school curriculum context: Insights from Aceh, Indonesia. Studies in English Language and Education, 9(2), 667-684. https://doi.org/10.24815/siele.v9i2.23279
Hadijah, S. (2014). Investigating the problems of English of speaking of the students of Islamic boarding school program at STAIN Samarinda. Dinamika Ilmu,14(2), 240-247.
Humaida, I. A. I. (2012). Research on motivation to learn English among college students in Sudan. English Language Teaching, 5(8), 49-56.
Husniyah, A. (2019). Investigating demotivational factors in Indonesian EFL classrooms: The case of Madrasa students. Studies in English Language and Education, 6(1), 44-60. https://doi.org/10.24815/siele.v6i1.12210
Iftanti, E., Imelda, I., & Yunita, W. (2023). Uncovering EFL learners' demotivation towards English online learning during the COVID-19 pandemic in Indonesia. Studies in English Language and Education, 10(1), 96-116. https://doi.org/10.24815/siele.v10i1.25401
Mahbubah, L., Biahmada, A. M. M., & Mauludiyah, L. (2019). Learning Arabic translation at Islamic boarding school in Madura. Izdihar: Journal of Arabic Language Teaching, Linguistics, and Literature, 2(3), 231-242.
Masduqi, H., & Subiyanto, A. (2020). Bilingual education in Indonesia: A call for its reimplementation in the national context. ScienceOpen. https://dx.doi.org/10.14293/S2199-1006.1.SOR-.PPX4N9X.v1
Masruddin, M., & Pratiwi, H. (2016). Students' perception and their attitude towards English teachers' personality. Langkawi Journal of the Association for Arabic and English, 2(2), 202-218.
Mastuhu, M. (1999). Empowering the Islamic education system. Logos Publishing.
Muluk, S., Habiburrahim, H., Zulfikar, T., Orrell, J., & Mujiburrahman, M. (2019). Developing generic skills at an Islamic higher education institution curriculum in Aceh, Indonesia. Higher Education, Skills and Work-Based Learning, 9(3), 445-455. https://doi.org/10.1108/HESWBL-06-2018-0064
Mukminin, A., Masbirorotni, M., Noprival, N., Sutarno, S., Arif, N., & Maimunah, M. (2015). Speaking anxiety among senior high school students and policy recommendations. Journal of Education and Learning (EduLearn), 9(3), 217-225.
Omodan, B. I., & Tsotetsi, C. T. (2018). Student-teacher relationships as a panacea for students' academic performance in Nigeria secondary schools: An attachment perspective. Journal of Social Studies Education Research, 9(4), 82-101.
Puasa, K., Asrifan, A., & Chen, Y. (2017). Classroom talk in bilingual class interaction. Research in Pedagogy, 7(1), 106"121. https://doi.org/10.17810/2015.53
Qaddumi, H. A., Smith, M., Alawneh, Y., Shawamreh, N., Bakeer, A., & Itemizeh, M. (2023). Palestinian undergraduate learners' foreign language classroom anxiety in online environments. Studies in English Language and Education, 10(3), 1358-1378. https://doi.org/10.24815/siele.v10i3.30031
Rahman, D., & Sahayu, W. (2020). How do foreign language teachers motivate students in language learning? Studies in English Language and Education, 7(1), 181-193. https://doi.org/10.24815/siele.v7i1.15586
Sidin, S. A. (2021). The application of reward and punishment in teaching adolescents. Advances in Social Science, Education and Humanities Research, 539, 251-255.
Silviyanti, T. M., Fitriani, S. S., & Wahdini, M. (2020). Communication strategies used by Islamic boarding school EFL students in small group discussion. International Journal of Language Studies, 14(4), 79-92.
Silviyanti, T. M., Waluyo, B., & Alya, A. R. (2023). Pedagogical strategies for increasing students' English use in bilingual education: A linguistic ethnography case study. International Journal of Language Studies, 17(2), 99-122.
Tahir, S. Z. B. (2017). Multilingual teaching and learning at pesantren schools in Indonesia. Asian EFL Journal, 98, 74-94.
Yusuf, Y. Q., Inayah, N., & Mutiarani, M. (2020). Teachers' reinforcement: Building students' motivation to learn English. International Journal of Language Studies, 14(4), 105-128
Yusuf, Y. Q., Nailufar, Y., Harun, R. N. S. R., & Usman, B. (2020). University students' motivation in learning Arabic and English as foreign languages in Aceh. Langkawi: Journal of the Association for Arabic and English, 6(2), 87-99. http://dx.doi.org/10.31332/lkw.v0i0.1981
Zuhairati, U., Muslem, A., & Fitrisia, D. (2022). An analysis of English language used in daily communication by students of Dayah or Islamic boarding school. English Education Journal, 13(1), 56-77.
Zurqoni, R., H., Rahmatullah, S., Djidu, H., & Apino, E. (2020). Has Arabic language learning been successfully implemented? International Journal of Instruction, 13(4), 715- 730. https://doi.org/10.29333/iji.2020.13444a
Jurnal Cakrawala Pendidikan, Jurnal Ilmiah Pendidikan, with ISSN: 0216-1370, is published by the Institute of Education Development and Quality Assurance (LPPMP UNY). Cakrawala Pendidikan has been recently has been re-accredited by Indonesian Ministry of Education and Culture decision Number 51/E/KPT/2017 which is valid for five years since enacted on 4 December 2017.
