HALAMAN JUDUL

ANALYSIS OF ENGLISH TEACHERS' TEACHING STRATEGIES AND

STUDENTS' RESPONSES TO LANGUAGE DEVELOPMENT PROGRAMS IN
ISLAMIC BOARDING SCHOOL
(A Case Study at the Junior High School of Boarding School Muhammadiyah
DarulArqom Sawangan Depok)

By:

Shofi El Ilmi Putri Nasution

NIM: 11200140000084

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2024
APPROVAL SHEET

i
ENDORSEMENT SHEETS

ii
SURAT PERNYATAAN KARYA SENDIRI

iii
 ABSTRACT

This study aims to identify the teaching strategies used by teachers in the classroom and
students' responses to these strategies in developing a language program at the
Muhammadiyah Darul Arqam Sawangan Islamic Boarding School. This study involved 21
students divided into two groups, as well as two teachers, namely English teachers and
English Club teachers. This study uses a qualitative approach with a case study. Data
collection methods are carried out through interview instruments, observations, and Focus
Group Discussions (FGD). The results of the study show that English teachers apply the
Project-Based Learning (PjBL) method, which encourages students to create products, such
as short videos and wall magazines. Meanwhile, the English Club extracurricular activity
uses a grouping method to adjust to students' abilities, thereby increasing participation and
understanding of the material. The findings of the study indicate that PjBL not only
improves student learning outcomes compared to traditional teaching methods, but also
trains critical and collaborative thinking skills. However, not all students are actively
involved because some still have difficulty understanding teacher instructions. Other
challenges faced include time management and differences in ability within the group. The
learning environment in the Islamic boarding school contributes to students' motivation to
use English, supported by routine activities that reinforce the use of everyday language.
Feedback from students showed that the teaching strategies implemented greatly helped
them understand the material, increased their self-confidence, and facilitated active
participation in learning activities. Despite some obstacles, students' positive perceptions of
the teaching strategies showed their effectiveness in developing language programs in
Islamic boarding schools. This study recommends the need for innovation in teaching
strategies to better meet students' needs and increase their involvement in English learning.

Keywords: Teaching Strategy, PjBL, Islamic Boarding School, English Language

Learning

iv
 ABSTRAK

Penelitian ini bertujuan untuk mengidentifikasi strategi pengajaran yang digunakan oleh
guru di kelas serta respons siswa terhadap strategi tersebut dalam pengembangan program
bahasa di Pondok Pesantren Muhammadiyah Darul Arqam Sawangan. Penelitian ini
melibatkan 21 siswa yang dibagi menjadi dua kelompok, serta dua guru, yaitu guru bahasa
Inggris dan guru English Club. Penelitian ini menggunakan pendekatan kualitatif dengan
studi kasus. Metode pengumpulan data dilakukan melalui instrumen wawancara, observasi,
dan Focus Group Discussion (FGD). Hasil studi menunjukkan bahwa guru bahasa Inggris
menerapkan metode Project-Based Learning (PjBL), yang mendorong siswa untuk
menciptakan produk, seperti video pendek dan majalah dinding. Sementara itu, kegiatan
ekstrakurikuler English Club menggunakan metode pengelompokan untuk menyesuaikan
dengan kemampuan siswa, sehingga meningkatkan partisipasi dan pemahaman materi.
Temuan penelitian menunjukkan bahwa PjBL tidak hanya meningkatkan hasil belajar siswa
dibandingkan dengan metode pengajaran tradisional, tetapi juga melatih keterampilan
berpikir kritis dan kolaboratif. Meskipun demikian, tidak semua siswa terlibat aktif karena
beberapa masih kesulitan memahami instruksi guru. Tantangan lain yang dihadapi meliputi
manajemen waktu dan perbedaan kemampuan dalam kelompok. Lingkungan belajar di
pesantren berkontribusi pada motivasi siswa untuk menggunakan bahasa Inggris, didukung
oleh kegiatan rutin yang memperkuat penggunaan bahasa sehari-hari. Umpan balik dari
siswa menunjukkan bahwa strategi pengajaran yang diterapkan sangat membantu mereka
memahami materi, meningkatkan kepercayaan diri, dan memfasilitasi partisipasi aktif
dalam kegiatan belajar. Meskipun terdapat beberapa kendala, persepsi positif siswa terhadap
strategi pengajaran menunjukkan efektivitasnya dalam pengembangan program bahasa di
pesantren. Penelitian ini merekomendasikan perlunya inovasi dalam strategi pengajaran
agar dapat lebih memenuhi kebutuhan siswa dan meningkatkan keterlibatan mereka dalam
pembelajaran bahasa Inggris.

Kata kunci: Strategi Pembelajaran, PjBL, Pondok Pesantren, Pembelajaran Bahasa Inggris.

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 ACKNOWLEDGMENT
Bismillahirrahmanirrahim
In the name of Allah, the Most Gracious, the Most Merciful
All praise be to Allah who has bestowed upon us various blessings, including the
blessings of Islam, kindness, and health We also express our gratitude for what has been
bestowed upon the writer, allowing them to complete this paper titled Analysis of English
Teachers' Teaching Strategies and Students' Responses to Language Development Program
in Islamic Boarding School. We also express our gratitude for the presence of Prophet
Muhammad SAW, who has guided us from darkness to the bright present, as stated:
'Minazzulumati Ilannuur’.
The researcher also extends utmost respect and heartfelt gratitude to their advisor,
Prof Siti Nurul Azkiyah, M.Sc., Ph.D., for valuable advice, guidance, comments,
motivation, and dedication to knowledge The advisor's patience and support have greatly
assisted the researcher in completing this skripsi. Furthermore, the researcher also expresses
special gratitude to:
1. Prof. Asep Saepuddin Jahar, M.A., Ph.D., as the Dean of State Islamic University
Syarif Hidayatullah Jakarta.
2. Prof. Siti Nurul Azkiyah, M.Sc., Ph.D., as the Dean of the Faculty of Educational
Sciences of UIN Syarif Hidayatullah Jakarta.
3. Ummi Kultsum, M.Pd., Ph.D., as the head of the English Education Department
4. Prof. Siti Nurul Azkiyah, M.Sc., Ph.D., as the advisor of the researcher, thank you
for the suggestions, motivation, time, and useful knowledge, which allowed the
researcher to complete this research.
5. All the lectures of the English Education Department have dedicated much
knowledge, effort, time, and thought to the writer, thus guiding researchers until
now.
6. Drs. Hilal Ramadan Nasution, M.Ag and Ir. Agustina Nasution as a researcher
parents who has struggled to raise researchers and has always motivated researchers
to continue their research education until now, who has dedicated the entire struggle
from the beginning to the present.
7. All the researcher’s family who has given the researcher encouragement until this
skripsi is completed.
8. Abdul Majid, S.Pd.I as the headmaster of Mts Muhammadiyah Darul Arqam, have
granted permission to the researcher to conduct research in that location and have
encouraged the researcher to continue and complete this thesis.
9. all stakeholders of Mts Muhammadiyah Darul Arqam who were involved in this
research and assisted in writing to complete their research.
10. All friends and friends of the researcher who continuously send enthusiasm,
affection, motivation, and love to the researcher
11. A classmate of C in English education who has been with researchers from the
beginning until now
12. All the people who have provided motivation, love, and time to accompany the
writer until the completion of this thesis.
13. Last but not least, the researcher would like to express gratitude to herself for
believing in the researcher's hard work all this time, not giving up on composing this
thesis, and completing this skripsi.

Ciputat, 16 Agustus 2024

Shofi El Ilmi Putri Nasution

vi
 TABLE OF CONTENTS

HALAMAN JUDUL ................................................................................................................................. 1

APPROVAL SHEET ........................................................................................................................................ i

ENDORSEMENT SHEETS ............................................................................................................................. ii

SURAT PERNYATAAN KARYA SENDIRI ....................................................................................................... iii

ABSTRACT ................................................................................................................................................. iv

ABSTRAK .................................................................................................................................................... v

ACKNOWLEDGMENT................................................................................................................................. vi

TABLE OF CONTENTS................................................................................................................................ vii

CHAPTER I INTRODUCTION ....................................................................................................................... 9

1.1 Background of the Research ............................................................................................................... 9
1.2 Identification of the problems .............................................................................................................. 11
1.3 The focus of the research ..................................................................................................................... 11
1.4 Research Question ............................................................................................................................... 11
1.5 Research Objective ............................................................................................................................... 11
1.6 Significance of the Research ................................................................................................................ 12

CHAPTER II LITERATURE REVIEW ................................................................................................... 13

2.1 Definition of English Language Teaching .......................................................................................... 13
2.2 Definition and types of school .......................................................................................................... 17
2.3 English language teaching in Islamic boarding school ........................................................................ 19
2.4 Teaching strategies in language acquisition .................................................................................... 20
2.5 Methods of Teaching in Language Acquisition ................................................................................. 21
2.6 Role of Teacher in Language Development....................................................................................... 24
2.7 Language Development Programs in Boarding School ........................................................................ 26
2.8 Previous Related Study......................................................................................................................... 27

CHAPTER III METHODOLOGY.............................................................................................................. 31

3.1 Research Design ............................................................................................................................... 31
3.2 Participant ........................................................................................................................................ 31
3.3 Technique of Data Collection and Instrument .................................................................................... 32
3.4 Data Analysis .................................................................................................................................... 34

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ................................................................... 36

vii
 4.1 English Teachers Strategies in Language Development Program in Islamic Boarding School ......... 36
4.2 Student’s Response to the Strategies of English Language Teaching and Learning toward language
development program in Islamic Boarding school..................................................................................... 39
4.3 Discussion ......................................................................................................................................... 43

CHAPTER V CONCLUSION AND SUGGESTION ................................................................................ 48

5.1 Conclusion ............................................................................................................................................ 48
5.2 Implications.......................................................................................................................................... 48
5.3 Suggestion ........................................................................................................................................... 49

REFERENCES ....................................................................................................................................... 50

APPENDICES ............................................................................................................................................ 54
Appendix 1: Instrument of Research .......................................................................................................... 54
Appendix 2 Interview guideline for Teachers ............................................................................................ 57
Appendix 3 Transcript FGD ..................................................................................................................... 59
Appendix 4 Transcript of Teacher’s Interview ............................................................................................ 63
Transcript of English Teacher Interview ..................................................................................................... 67
Appendix 5 Photos During Research ......................................................................................................... 70
Appendix 6 LEMBAR UJI REFERENSI .......................................................................................................... 72
Appendix 7 SURAT BIMBINGAN SKRIPSI .................................................................................................... 79
Appendix 8 SURAT IZIN PENELITIAN .......................................................................................................... 80
Appendix 9 SURAT KETERANGAN PENELITIAN .......................................................................................... 81

viii
 CHAPTER I
INTRODUCTION
1.1 Background of the Research
Language learning requires complex understanding and teaching.
Language learning is a complicated process that requires a person to acquire
skills in writing, reading, listening, speaking, and communicating in that
language. In every lesson, specific strategies are used to facilitate the
learning process. According to Harahap et al., (2023) the teaching and
learning process certainly requires what iscalled encouragement or what is
usually called motivation. Motivation in the teaching and learning process
plays a very important role in supporting students' enthusiasm for learning,
in motivating students, the right strategy is needed during the learning
process.

Therefore, the strategy is also considered a plan or approach for effective

learning.According to Kusumaningsih et al., (2021) a learning strategy is
any series of operations or steps students use to facilitate the acquisition,
storage, retrieval, anduse of information. Learning strategies have a vital
role in improving communication skills in English because, with active
learning strategies, studentscan be involved independently in their learning
process. While, Melvina et al., (2020) The critical role of teaching
strategies in language learning must beaddressed. The learning process can
become more efficient and effective with theright approach. Melvina et al.,
(2020) Conclusion: Oxford's direct-type strategy includes memory
strategies, which can help students understand, store, and acquire new
Knowledge. Cognitive strategies help students process the target language,
and compensation strategies can help students use the target language
comprehensively and productively.

Thus, teaching strategies play a crucial role in ensuring successful

language learning. Effective teachers will use various techniques to create
a positivelearning environment and meet students' needs. However, many
teachers still there use boring strategies in every language lesson. The
methods used only involve actively involved lessons. According to
Noviana et al., (2023) Their language learning processes and activities
influence students' use of learning strategies in the environmental context.
Learning objectives, the context of the learning situation, and the learner's
cultural values can strongly influence the acceptability of learning
strategies. Teachers play an essential role in language learning. Therefore,
teachers must have various teaching strategies to avoid creating passive
and monotonous class activities.

Nowadays, language learning can be obtained anywhere, including Islamic

boarding schools. Currently, Islamic boarding schools are no longer just a
place to carry out religious Knowledge. However, Islamic boarding
schools have marked a paradigm shift in education, namely language

9
learning. Islamic boardingschools are not only synonymous with Islamic
educational institutions, but Islamic boarding schools have also become an
ideal environment for understanding the role of language (Azizah & Yasin,
2020).

In Indonesia, many Islamic boarding schools focus on language. Islamic

boarding schools have nicknames as nicknames of language, therefore
studying. Therefore, Islamic boarding school environments require using
English or Arabic to communicate daily. In Islamic boarding schools,
many programs can help language development, such as Muhadharah
(speech), Mufrodat (vocabulary), Muhadatsah (conversation), and
tadribulugah (language exercise). However, many students still need help
acquiring good speaking skills. According to Riza (2023), several factors
cause such events, namely lack of motivation to learn, lack of time, and
lack of skill in developing speaking skills. In Indonesia, most English
language learning still uses traditional methods, which tend to be passive.

Besides that, seeing the lack of student interest and motivation in learning
English, it is necessary to modify the learning process, one of which is
using fun learning methods or strategies so that students stay energized
while following the learning process (Journal et al.,., 2023). According to Ur
(1996), classroom activities can help students improve verbal expression
skills, an essential part of language education. Ineffective methods can
give rise to several new problems in language learning. English language
learning is often carried out using interactive and involved methods;
applying Islamic boarding school English with active teachingand learning
strategies allows students to develop practical communication skills.Thus,
language learning can expand students' language skills.

For example, Muhammadiyah Darul Arqam Sawangan of Islamic

Boarding School is one of the modern Islamic boarding schools that
applies language as a superior program. This Islamic boarding school also
provides many languages development programs, both Arabic and English,
which are daily communication tools. Apart from that, the programs
implemented are expected to be able to guide students in learning foreign
languages so that students can apply them in their daily activities to
communicate. This Islamic boarding school has five programs that help
students to be able to speak foreign languages, namely, Tadribulugoh
(language exercise), Muhadatsah (conversation), Mufrodat (Vocabulary),
Muhadhoroh (Speech), English, and Arabic club. In each program
implemented, several teachers are responsible for guiding the students so
that they can apply their abilities.

Besides that, Muhammadiyah Darul Arqam Sawangan of Islamic

Boarding School also has a language change program every two weeks,
where students mustuse a predetermined foreign language. However, this

10
 program needs to be proper;many students still need help applying foreign
languages, such as Arabic and English, in their daily conversations.
Students still mix Indonesian when speaking.The students also still need
more confidence in using English for daily conversations. Therefore, this
research will also examine students' responses to teachers' teaching
strategies in the language development program. However, boring
teaching strategies can be one of the main factors why students fail to
acquire the target language.

According to Novita and Paragae (2023) The failure of a target language

is due to weaknesses in language learning strategies and techniques. These
weaknesses are always found at every level of education. Therefore, this
research aims to analyze and discover what strategies teachers use in
learning and to discover students' responses to teachers' teaching strategies
in developing language programs in Islamic boarding schools.

1.2 Identification of the problems

Based on the background above, several issues have been identified as
follows:
1. Language teaching strategies are not able to motivate students to
learn the language.
2. Many language development programs have been implemented,
but students’ responses are still ineffective in applying the target
language daily.

1.3 The focus of the research

The focus of this research is to determine teachers' teaching and learning
strategies and to determine students' responses to teaching strategies in
developing students' language skills in language development programs,
especially English, at Islamic boarding school

1.4 Research Question

Based on the research problems previously stated, the researcher
formulated theresearch questions as follows:
1. What are strategies English language teachers use in language
development programs in Islamic boarding schools?
2. How do students respond to teaching strategies of English
language development programs in Islamic boarding schools?

1.5 Research Objective

This study aims to identify the teaching strategies used by teachers in the
classroom and students' responses to these strategies in the development
of language programs at the Muhammadiyah Darul Arqam Sawangan
Islamic Boarding School.

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1.6 Significance of the Research
1. Theoretical
We are dedicating our thoughts and Knowledge to the language
development program implemented at the Muhammadiyah Darul
Arqam Islamic boarding school. Knowing the teacher's
language teaching strategies to develop students' language skills
can be a reference source for how effective the language
development program in this Islamic boarding school is. This
research can also be used as a reference for other Islamic boarding
schools to develop adequate language development programs.
2. Practice
The researchers hope that the findings of this research can help
carry out language development programs in Islamic boarding
schools, motivating students to learn the language. The researchers
also hope that teachers will improve their abilities in teaching
language so that students can develop their abilities and apply
language in everyday conversations.
3. Social
The researcher hopes this research can positively impact and give
feedback to the surrounding community and the Islamic boarding
school.With this language development program, the community
can assess how good this school is at developing language and
evaluate the effectivenessof the language development program
that the Islamic boarding school has. Researchers also hope that
the community can be motivated by the language development
program implemented in Islamic boarding schools so that the
community can apply it in their daily activities.

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 CHAPTER II
LITERATURE REVIEW

2.1 Definition of English Language Teaching

English language teaching is the process of teaching and learning English
to people who are not native speakers. English language teaching involves
various methods, techniques, strategies, and approaches to teach skills.
English languageteaching (ELT) involves student-centered learning, so
students must be actively engaged. English language teaching (ELT) aims
to help students communicate effectively in English to interact and
communicate in everyday life.

English Language Teaching (ELT) as a foreign language differs from

teaching English as afirst language as it relates to training individuals,
such as Indonesian students, whose primary language is not English.
(Endah, et al.,, 2023). Teaching English requires a strategy to implement
its delivery and application quickly. English teaching focuses on more
than just schools after everything have developed; English teaching can
be done anywhere. Many learning processes can help students gain
Knowledge based on student learning styles, such as T.V., audio, video,
music, and others. This learning style is a traditional approach in education
because the teacher explains the material using the teacher's voice,
listening to music, using books, audio, etc., and accommodating
kinesthetic learning such as using illustrations, animations, videos, or
photos to help students memorize material quickly, accommodating
learning by reading, writing using a dictionary, reading stories, writing
essays, or guessing words (Tanjung & Ashadi, 2019).

Teaching English in language development contains four skills that must

be known: reading, writing, speaking, and listening. These skills must be
taught to students to help them develop their abilities in English. However,
before students depend on their language skills, they must master
vocabulary in the language; therefore, teaching vocabulary is very
important. According to Arwila (2022) vocabulary knowledge is
essential in gaining proficiency in a foreign language, such as
communicating effectively and mastering vocabulary in connecting
students learning speaking, listening, reading, and writing. Therefore,
students must master many words and master their use correctly. Wilkins
in ThornBury states that many things can be conveyed with grammar, and
everything can be conveyed with vocabulary.

English language teaching has four domains: speaking, listening, reading,

and writing. These domains have different learning styles and teaching
strategies according to the needs of teachers and students in the class.
English teaching mustinclude these four abilities.

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a) English Language Teaching in Speaking
Teaching speaking in English is a challenge in teaching a foreign
language. Speaking is the output where someone is said to be
successful in learninga foreign language. Teaching speaking refers
to a teaching process involving various methods and strategies to
help students improve their ability to speak and communicate
orally. The goal in every foreign language teaching, especially
English, is for students to master vocabulary,grammar, intonation,
and other skills needed to speak fluently and confidently. Teaching
speaking usually uses conversation practice, roles, group
discussions, and audio or visual materials to improve students'
speaking skills.

In teaching speaking, students must be able to master vocabulary

first; according to Arwila (2022), teaching vocabulary in junior
high school isnot an easy thing because the average student is a
teenager, so teaching must be done with the right strategy,
including (1) finding words. - problematic words in textbooks, (2)
picture or object strategy, (3) pantomime or gesture strategy, (4)
object context strategy, (5) explainingthe meaning of words, (6)
dictionary strategy, (7) summary, (8) game. Apart from that,
strategies that can be used are translation, explanation,
enumeration, mime, and presentation.

In teaching speaking, pronunciation must also be paid attention to

apart from vocabulary. Jalilvand et al.,. (2023) state that
pronunciation should not be taught separately and as an
independent component of language; pronunciation must be
included in discourse, meaning, and communication, such as
students' correct speech or production of sounds and words.
According to Tâm et al., (2016) Students need to know that words
have characteristics to understand how to pronounce them
correctlyand prevent errors in pronunciation.

In teaching speaking, several things need to be considered so that

studentscan develop speaking skills, namely (1) self-confidence,
(2) focus on vocabulary and grammar, (3) use of audio and visual
materials, and (4) creativity and opportunities to improvise. In
teaching English, the appropriate method or strategy is the
communicative method. Maulidin (2019) stated that
communicative approaches are the two approaches most widely
used by teachers. However, the term communicative competence
has been used, although only in some schools in Indonesia.
According to Maulidin (2019), this might happen because English
is a language that is rarely used in everyday life. Students use more
regional or local languages.

14
b) English Language Teaching in Listening
Listening refers to the process by which spoken language is
converted to meaning in the mind (Sara & Ccunt-il, 2020).
Listening teaching aims to (1) hear, (2) understand, (3) evaluate,
and (4) respond. According to (Tâm et al.,., 2016), teaching and
learning to speak will be easier if you have the first four steps:
listening to a series of sounds and words. Second, they need to
understand the meaning of the words and sentences in the context
of what they hear. Third, the meanings of the text are evaluated,
and totalcommunication is accepted and rejected. Fourth, respond to
what they hearwith further thought.

According to Hayati et al., (2021), listening is more than just

hearing. While listening is considered an addition to speaking,
teaching listening involves setting the right conditions. Teaching
listening must use appropriate and suitable methods, so students
feel energized. Apart from that, listening teaching should be more
varied, such as just listening to monotonous conversations; this can
cause students to feel bored quickly. Some obstacles in learning
listening are that students need to be trained and are considered less
able to convey meaning or need more understanding when listening
to foreign languages (Tâm et al.,., 2016). Therefore, teachers
should give students practice listening to stories in a foreign
language. Even though students will only understand a little of what
they hear, they will catch and understand some of the words they
hear.

Students will enjoy listening and learning more if they listen to

short dialogues, stories, and songs. (Pholen & Londe, 1998). One
alternative for teaching listening is storytelling. Sasstos (2020)
stated that storytelling increases awareness, a sense of wonder,
mystery, and respect for life in its listeners. The main goal of
storytelling is to nurture the main souls.

Teaching listening through storytelling is considered capable of

helping students learn to listen because stories rely heavily on
words; apart from being a source of language, stories are also
motivating, rich in language experience, and inexpensive.
Cheerfulness can also help teachers make theclass more active and
livelier so students can have fun while learning. (Tâm et al.,.,
2016).
c) English Teaching in Reading
Reading literacy is a critical topic that must be taught in schools
worldwide. Teaching reading is essential in developing language
skills; reading is the most crucial subject. Teaching reading
involves strategies and methodologies used by teachers to instill

15
 literacy skills. Previous researchers have emphasized the
importance of a balanced approach that combines phonics,
comprehension strategies, vocabulary development, and reading
fluency to teach reading effectively.

Teaching reading requires methods and strategies that are

genuinely suitable because reading is an essential ability to master
a foreign language; each method or strategy can be adapted to
individual student needs, and we will encounter many
combinations of methods in teaching reading to achieve a practical
approach that can help students develop theirreading skills.

Teaching reading in English is quite tricky because teaching

reading in English requires understanding to help students
understand the reading. Therefore, reading learners need help.
According to Herman et al., (2019),understanding a reading text is
not an easy process; many causes make students learn to read, such
as language delay and difficulties, earlyreading difficulties leading
to fluency problems, lack of Knowledge about the words, lack of
Knowledge of comprehension strategies, and lack of skill in
applying strategies appropriately and difficulties understanding
text structures. Students fail to understand English texts because
they lackEnglish proficiency, are unfamiliar with the content of the
text, and have less effective reading strategies.

Many methods and strategies can be used in teaching reading,

namely (1) teaching phonics, (2) comprehension strategies, (3)
building vocabulary, and (4) test-based approaches. This
combination of strategies can help create a holistic approach to
teaching reading, allowing students with various learning styles and
skill levels to develop effectively.
d) English Language Teaching in Writing
Writing is learned, not taught, so teaching writing is non-directive
and personal. Writing is a way of sharing personal meaning, and
writing courses emphasize the power of individuals to construct
their views on a topic. Writing is a developmental process; students
must try not to imposetheir opinions or offer or suggest responses
to a topic; students must also try to stimulate the writer's ideas
through pre-writing tasks such as journalsand parallel texts (Turvey,
2007).

Hattie and Donoghue (2016) said that writing teachers explain

expressive methods well but also suggest the importance of the
teacher's insight in the process. In teaching writing, teachers must
assume that all writers have similar innatecreative potential and can
learn to express themselves through writing. Originality and

16
 spontaneity are allowed to develop. Writing is also seen asa source
of self-discovery guided by writing about topics that interest the
writer. Approaches to teaching writing are practical if teachers
teach it creatively.

2.2 Definition and types of school

School is a formal educational institution that provides a learning
environment for students to develop knowledge, skills, and values. In
general, a school is a place where the education process takes place,
from elementary education to secondary and higher education. Schools
can also be viewed as a social system that facilitates interaction between
students and between students and teachers and teaches social values
and norms. According to Parinsi et al., (2021) a school is an institution
used for learning activities for educators and is a place to give and
receive lessons in their fields. There are several types of schools
according to their levels, namely:
a) Madrasah
Madrasah is an educational institution that specializes in Islamic
teaching, but also often integrates itself into general education
teaching. Madrasah functions to shape the character, knowledge,
and skills of students through a curriculum that includes religious
knowledge and other sciences. Madrasah not only acts as a place
of learning, but also as a center for developing social and moral
values in society. According to (Munif, 2020) madrasah is a
concrete form of community-based education, one of which is by
awakening and increasing the participation and active role of the
community is very necessary.

Madrasah as an educational institution that teaches religion and

science has a close relationship with language development
programs, both Arabic and English. Madrasah includes a place of
learning that not only focuses on religious knowledge but also
mastering language as a means of communication and learning.
According to Roidatus Shofiyah and Siti Nurul Fatimah Tarimana
(2024) this language program is not only located in improving
students' English skills but also in developing the capacity of
teachers as innovative learning facilitators, teaching techniques
that involve students directly in the learning process encourage
active participation and use of English in real contexts. There are
several programs that help students master English in Madrasah,
namely extracurricular activities such as English clubs, English
tutoring, and project-based education. The language program
carried out in Madrasah allows students to understand English texts
related to religion such as Islamic literature, but in the context of
Madrasah, it focuses more on Arabic so that English learning and
programs receive less attention.

17
b) General School
General schools are educational institutions that provide education
for all children regardless of social, economic, or cultural
background. According to Budi K (2023), General schools are part
of the national education system that aims to create a generation
that is intelligent, creative, responsible, and able to contribute
positively to the nation. According to Rina P (2022), it was stated
that general schools function as inclusive learning spaces, which
facilitate the development of individual potential and shape the
character and moral values of students.

Language development programs in general schools provide equal

opportunities for all students to learn languages, both their first
language and a foreign language. Language is a basic skill that
supports various aspects of learning. Language development
programs help students hone their communication skills, critical
thinking, and creativity which are part of the development of
individual potential. In public schools, English programs are
usually more integrated and standardized covering various aspects
such as reading, writing, listening, and speaking. The use of
technology and interactive methods such as games, and group
projects can help students increase student motivation. However,
this language program depends on the quality of the teachers and
the facilities available, which can cause the English program to be
inconsistent. According to Pratama et al., (2022) in foreign
language learning, basic language components need to be taught
specifically to achieve competency. The supporting factor for the
success of learning is the harmony or alignment of the disciplines
being studied.
c) Islamic Boarding School
Islamic boarding schools are traditional Islamic educational
institutions in Indonesia that focus on teaching religion and
science. In Islamic boarding schools, students study various
disciplines, especially the Qur'an, hadith, fiqh, and foreign
languages such as Arabic and English. Islamic boarding schools
and language have an interesting relationship, especially in the
context of developing communication and cultural understanding.
Islamic boarding schools emphasize the importance of
communication skills, Islamic boarding schools also teach students
to speak and discuss in the context of daily activities.

According to Ratnadewi et al., (2020) in the management of

foreign language learning applied in schools, non-religious

18
 subjects only get a very small portion of the total subjects, but there
is a balanced portion for English activities. English and Arabic are
treated as the main foreign languages that will be used in daily
communication both inside and outside the classroom. Islamic
boarding schools implement learning interventions on foreign
language acquisition to enrich students' abilities in speaking the
target language. Various foreign language activity programs for
students are available including the obligation to use two languages
every day where penalties will be imposed for each violation.
According to Al-Rawafi et al., (2021) students of Islamic boarding
schools in Indonesia, acquire pragmatic competence in Arabic and
English as two international languages, while students of schools
that do not have boarding schools do not have an interlanguage
model to develop their pragmatic competence in both languages,
for example in terms of speech acquisition and development.

Holandyah et al., (2022) stated that many institutions have added

additional lessons and programs to improve student's English-
speaking skills. Waver (2010) defines a program as a group of
related projects managed in a coordinated manner to obtain benefits
and control not available from managing them individually. Thus,
a speaking program is an example of a group-related project.

2.3 English language teaching in Islamic boarding school

Teaching English in Islamic boarding schools has the same goal: teaching
Englishin Islamic boarding schools should be easy because students use
Arabic or English daily to communicate. Islamic boarding schools
accommodate the teaching and learning of foreign languages through
daily activities, classroom learning activities, and mandatory program
activities to develop language skills. Teaching foreign languages in
Islamic boarding schools should make it easier for teachers because
students can easily understand foreign languages such as Arabic and
English when teachers convey them daily. The reason is that more
straightforwardstudents learn a lot from the Qur’an. In Islamic boarding
schools, there are many languages support programs such as (1)
Muhadatsah / conversation, (2) Mufradat/ vocabulary, (3) Tadribulugaah
/ language learning, (4) muhadoroh / speech, (5)English club. The way
English is taught in schools is undoubtedly different.

In (Maulidin, 2019) research, teachers at the Nurul Falah Islamic

boarding school tend to use traditional learning strategies; the approach
is teacher centered. Meanwhile, Dahlia's research (2018) illustrates that
English emerged as an intermediary language for public speaking at the
Al-Zaytun Islamic school. English teaching activities in Islamic boarding
schools usually use a student-centered approach where students are more
active than teachers. In Islamic boarding schools, students learn

19
 independently to develop language skills; therefore, Islamic boarding
schools accommodate students in developing language skills.

According to Ratnadewi et al., (2020), the management of different

foreign language learning in schools for non-religious subjects only gets
a small portion of the total subjects. However, there is a balanced portion
of Arabic and English activities in Islamic boarding schools. Arabic and
English are the main foreign languages used for daily communication.
Islamic boarding schools implement foreign language learning
interventions to develop students' ability to speak the target foreign
language. Various foreign language activity programs are available for
students, including the obligation to use both languages daily, which will
resultin sanctions if there is a violation.

Al-Rawafi et al., (2021) stated that students in Islamic boarding schools

in Indonesia, as young students, are included in the speaking community
when they acquire Arabic or English. In Islamic boarding schools,
students acquire pragmatic competence in two international languages.
Still, Islamic boarding school students need an interlanguage model to
develop their pragmatic competence in both languages; for example,
acquiring and developing the speech act of apologizing is essential
because the students are educated to have high manners based on Islamic
values. According to Maulidin (2019) students can achieve better learning
when teachers adapt students' experiences and previous knowledge into
their lesson material, guide them, and provide several active and
interactive activities to make their learning more cooperative.

2.4 Teaching strategies in language acquisition

Teaching strategies play an essential role in learning and teaching; they
also helpteachers achieve learning goals. Novita and Paragae (2023) The
strategies used to achieve these goals are very diverse and can be adapted
to each student or group's needs and learning styles. Teachers use this
approach to help students learn and make learning more effective and
exciting. Teaching strategies can help studentslearn, prevent them from
getting bored, and help students achieve their learning goals (Hayati et
al.,., 2021).

Many different teaching approaches can be used to help students achieve

their goals and facilitate their learning. The traditional teaching approach
is an educational approach that has been used for years and is based on
transmitting teacher knowledge to students through lectures (Falz, 2018).
According to Novita and Paragae (2023), this strategy often involves an
instructor standing before the classand delivering a lecture or presentation
while students passively listen and take notes.

One of the advantages of traditional teaching strategies is that these

20
strategies arevery familiar and easy for teachers and students to apply.
Teachers can also introduce new concepts and effectively provide an
overview of a subject. However, traditional teaching strategies have
limitations; they may or may not beas engaging or interactive as other
approaches. Novita & Paragae (2023) stated that traditional teaching
strategies may not be effective in developingcritical thinking and problem-
solving skills because these strategies depend on teachers providing
information. Language acquisition teaching strategies have many
approaches. Each student has different motivations, attitudes, and
opinionstoward foreign languages, so the strategies used in teaching must
follow the needsof each class.

2.5 Methods of Teaching in Language Acquisition

Novita & Paragae (2023) proposed several pedagogical strategies used to
teach English foreign language (EFL) in inclusive classes, such as active
learning, peerinstruction, cooperative learning, and direct teaching. Their
research also shows that teachers must be prepared to implement different
teaching strategies in the classroom to meet the needs of their students.
Teachers must also develop their skills and teaching Knowledge to
implement these strategies successfully. In addition, teaching strategies in
language acquisition can vary based on the age andlevel of proficiency as
well as the student's learning style.
a) Immersion
According to Myram Met (1993), immersion is a method of
teaching foreign languages in secondary schools. This program is
taught through language media; using foreign languages is a means
of teaching, not a stumbling block. There are various kinds of
programs, including full immersion, which lasts for quite a long
time.
b) Communicative Language Teaching
Communicative language teaching (CLT) is not just an approach to
a Western phenomenon but is also a universal effort that finds
inspiration and direction in initiative interactions, both theoretical
and applied in various contexts; CLT is an approach rather than a
theory (Savignon, 1987). According to Kennedy (2002), the CLT
approach provides a greatamount of flexibility and opportunities
that can be exercised by teachers and students over time. The
principle of the CLT approach is learning language and learning to
use language. In other words, the CLT approach aims to help
students master the communication skills of the target language.

Sasstos (2020) defines communicative competence in four

categories: (1) language skills such as Knowledge of language
symbols such as syntax, sounds, and word formation rules. (2)
social language skills, (3) contextual competence where speakers
can form grammar into a meaningful context, (4) strategies

21
 competence, namely increasing the effectiveness of
communication and avoiding possibleerrors, both verbal and non-
verbal.

The Communicative language teaching approach consistently

encourages both teachers and students to look for learning
materials and tools, according to Dos Santos (2019) who states that
teachers can create visual-based teaching and learning materials
using the student community as thesource. Some interesting and
up-to-date learning and teaching materials allow students to share
and chat about everyday life.
c) Total Physical Response
In teaching English, the use of TPR includes movements that
students cancarry out actively in class. In teaching, teachers can also
use songs, stories,or role plays that contain commands that allow
students to follow instructions to act. Total Physical Response
(TPR) activities are mainly done verbally or using pictures.
According to Er (2013), children can point to pictures when certain
words are said by the teacher, or when a story is read by the teacher,
children can imitate their actions.
d) Task-Based Learning
Task-Based learning is a language teaching approach that
prioritizes meaning. Task-based learning (TBL) emphasizes the
importance of involving learners' natural abilities to acquire
language accidentally. Task-based learning is very different from
the structural approach, which emphasizes language as an object
taught systematically. TBL is a major innovation in the
instructional context where language is taught through astructural
syllabus. Task-based learning is acknowledged to be moreeffective
than traditional approaches. TBL is not a monolithic and strictly
defined approach, but it is quite diverse.(Willis, J. and Willis, 1996)
proposed a framework for Task-based Learning. Willis prioritizes
small group work in the main task phase (called the 'task cycle) but
allows teacher-centred activities in the pre-task and language-
focused stages.

22
 Outline of the Task-based Learning

FrameworkSource: Based on Willis (1996)

e) Grammar in Context
According to Tâm et al., (2016), grammar is the structural basis of
the ability to express oneself, the sooner you realize how it works,
the sooner you will get meaning and effectiveness in using
language. Grammar can help foster accuracy, detect ambiguity, and
utilize the wealth of expressions available in English. Gaining
Knowledge of grammar will be a very tedious and never-ending
process. This usually causes a lack of student motivation to learn.
Teaching grammar in context will help students learn grammatical
structures and forms. A context-based teachingapproach can solve
the problem of students who fail to utilize grammatical rules
correctly in speaking even though they have studied and understood
them. Studying language structure may be tiring and cause
demotivation, by teaching grammar in context, grammar rules are
easier and simpler to learn and use in speaking when this approach
is applied.

As for some of the latest learning methods that are often used in
the learning and teaching process, there are several methods,
namely:
d) Project Based-Learning
Project-based learning (PjBL) is a learning format that focuses on
studentsactively participating in the learning process, and through
the PjBL learning process, students train their thinking to face
problems. In PjBL, students collaborate with other students to
reflect on their learning. In addition, improving practical thinking
skills allows students to participate in the search and decision-
making process actively (Halim et al.,., 2023).

Apart from that, Project Based Learning (PjBL) improves students'

scientific process skills. Therefore, students who develop scientific
process skills solve scientific problems by asking questions,

23
 discussing ideas, making observations and predictions, conducting
experiments, and collecting and analyzing data, creating solutions
(Nurhidayah et al.,., 2021). Zippet, (1987) stated that PjBL aims to
involve students in the learning process. Through project-based
learning, students become more active, and learning becomes more
effective and efficient. Use student-engaging projects such as
communication and presentations to allow students to practice
speaking, writing, and listening in real contexts.
e) Problem Based-Learning
According to Ghani et al., (2021), Problem-based learning (PBL)
is an educational approach that utilizes the principles of
collaborative learning in small groups. Pedagogy problem-based
learning (PBL) uses a systematic approach, starting with authentic
real-life problem scenarios as a context where learning is not
separated from practice as students collaborate and learn.
According to Seibert (2021), Problem-based learning must be
issues or situations that are typical and related to work, which
include missing information or unclear answers. In Problem-based
learning, the teacher acts as a facilitator. The facilitator helps the
group build understanding and connect concepts by providing
information, directing exploration, reinforcing understanding of
difficult concepts, and introducing resources. Problem-based
learning (PBL) is a teaching method in which clinical problems are
the starting point for learning and working through acquired student
problems results in knowledge and skills. There are many
advantages to PBL, such as improved integration, basic skills,
communication, teamwork, and independent workskills, as well as
enjoyable and motivational experiences.
f) Discovery Learning
According to Juhaeni et al., (2021) Discovery learning is a learning
method that suppresses the student-centered learning process and
active learning experience, students are given the freedom to
discover andunderstand new concepts by thinking creatively and
actively involved. According to Balim (2009), discovery learning
Discovery learning is a method that encourages students to come to
conclusions based on their activities and observations It requires
students to discuss concepts, information, and incidents, ask
questions, and find solutions through practice.

2.6 Role of Teacher in Language Development

In research, Aktekin and Celebi (2020) English Language Teaching
(ELT) teachersneed help to position themselves as experts in English
and feel they need to be equipped with expertise first, especially in
subject matter. This means that the role of teachers in language
development is very important because the role of teachers in English
language teaching, certain language ideologies still need to be handled

24
 by teachers for good results. There are several teacher roles in language
development: a teacher must be a manager or planner, a teacher must
be a social worker or counselor, a teacher must also be a director and
evaluator, and a teacher must also be a motivator or stimulator. If
teachers deepen their role, students willbe more efficient in developing
language (Dardjowidjojo, 2000)
Teachers play an important role in the teaching process; teachers' teaching
strategies and methods have a significant impact on student performance
(Yao et al.,., 2020). The teacher's role in language development has many
aspects, including teaching and creating a supportive and motivating
environment that fosters students' skills and self-confidence. Teachers
play an important role in facilitating language development in several
ways.

a) Modelling
Two roles are usually created either explicitly or implicitly: a
teacher model and a student model to predict performance under
interference. Consistency constraints are then applied to the
predictions between the two roles, forcing the unlabeled data to
meet the smooth assumption of semi-supervised learning.
Appropriate teacher feedback and effective evaluation greatly
impact academics in the teaching process.
b) Instruction
Based on research by Dignath and Veenman (2021) Explicitly
instructing strategies for self-regulated learning can enable students
to develop metacognitive Knowledge and skills to integrate the
application of these strategies and the teacher's role in instructing
success into their learning process. Embedded instructions allow
students to carry out the application of metacognitive strategies
while deciding which activities need to be carried out.
c) Motivation and Engagement
Teachers use various techniques to keep students active and
involved so that students can be motivated to learn the language.
This allows teachers to involve the use of interesting materials,
interactive activities, games, or discussions that make students
actively involved. According to Bruinsma (2004), higher
motivation determines higher academic achievement results. Apart
from that, different types of motivation also have different
influences on student learning outcomes.
d) Collaboration and Communication
Overall, the teacher's role in language development has many
aspects, not only covering language teaching but also language
teaching. Apart from that, teachers also often collaborate with
other educators and parents to create a comprehensive support
system for students' language development. The teacher's role is

25
 also to create a supportive and motivating learning environment to
foster students' language skills and confidence. According to (Sara
& Ccunt-il, 2020) Relationships and communication between
members in an organizational structure can be represented and
analyzed through networks Communication between
organizational members is very important for establishing
relationships, solving problems, and achieving organizational
goals.

2.7 Language Development Programs in Boarding School

According to Siminyu et al.,. (2021), language programs are conceptualized
as partof a road map toward better integration. Language Programs help
lower barriers to language learning. An intensive English language
teaching program was first introduced by the Ministry of National
Education in 201 and implemented in elementary schools. (Aktekin &
Celebi, 2020). According to the Ministry of National Education (2017),
the language development program was designed in 2017 following
CEFR principles and focuses more on building learner autonomy and
problem-solving skills with a communicative approach to teaching
English.

According to Kelleci & Aksoy (2021), The new program needs to be

revised regarding material quality and technological requirements. They
also clarified thatteacher training based on the program can be designed
as a suggestion for developing language teaching in the following years.
Language development programs in educational environments can
involve several strategies and approaches that help students improve their
language skills, some programs are.
a) Language-based extracurricular activities
According to Jadida (2023) The use of extracurricular activities in
teaching English (TEFL) still needs to be improved because
teachers only occasionally use extracurricular activities to vary
teaching techniques andinvolve students in building independent
learning. This influences students' motivation to learn English and
improves students' academic and social skills. Extracurricular
activities are currently used as a suggestion to improve students'
communicative, social, and artistic skills, in developing students'
language skills, schools are recommended to organize language
clubs, drama, debates, or language exchanges to give students extra
opportunities to practice vocabulary.

Extracurricular activities are usually carried out under the

supervision of educators to guide students toward or master
specific skills (Simoncini, 2009). Holt et al.,., 2012 argue that
extracurricular activities are necessary for the proper growth of
students and the improvement of their self-confidence,

26
 intelligence, and personality. Jadida (2023)In their research, they
stated that the importance of extracurricular activities revealed
that students who participated showed a higher level of attachment
to friends,teachers, and parents. Students' teamwork helps build a
sense of community and reduces social anxiety.
b) Language tandem program
According to Macaire (2004), the tandem was developed in
Germany at the end of the sixties and then spread to other countries
such as Spain. Currently, learning a single language is known as a
complementary alternative to learning. Tandem can also be
implemented in various ways; this activity can be carried out
independently or integrated into or complement a language course
for a short or long time (Luisa et al.,., 2006).

Language tandem programs can be carried out as language

exchanges between local students and native speakers of other
languages to practice directly. This activity includes joint
exercises and conversations about planned material, such as
dialogue. Luisa et al.,. (2006) Tandem is a method that combines
native speakers of a language with speakers of a different
language to learn and teach each other a language.
c) Creativity-based reading and writing
Creativity-based reading and writing programs encourage students
to readand write creatively by holding activities such as writing
stories, poetry, and essays so that students are encouraged to use
their abilities to the maximum extent possible. Writing is essential
for learning English; writing reflects students' ideas expressed in
written form (Nurwachid, 2018). Teachers can design good
activities to help students write English sentences. One technique
for making students creative and critical is Discovery Learning
activities. According to Hammer (2009) Discovery learning refers
to a form of curriculum in which students are exposed to specific
questions and experiences so that they can discoverthe concepts in
question for themselves.

2.8 Previous Related Study

Various previous researchers have conducted several studies on English
language teaching strategies. In this research, the researcher will provide
some relevant sources on teaching strategies used by teachers in developing
student language programs in Islamic boarding schools.

The first, based on research Hayati et al., (2021) Entitled “Teacher's

Teaching Strategies in EFL Class,” Teaching is one of the supporting factors
that will helpthe teaching process in the classroom. Teaching strategies are
essential in assistingteachers in facilitating student learning activities. They

27
are one of the ways teachers use to make the teaching and learning process
more effective andexciting, thus significantly impacting students so that the
learning process does not seem boring and achieves the learning goals. The
purpose of teaching strategies in this EFL class itself is to observe the plan
or sequence carried out bythe teacher for effective learning to take place,
using strategies in delivering material to students, and analyze how English
teachers apply teaching strategies and their reasons for using specific
strategies in teaching at SMPN 20 in Bengkulu city. This research uses a
qualitative approach method. Based on the results show that teachers use
several types of teaching strategies, namely direct instruction, discussion,
small groups, and role-playing. The reason for using thesestrategies is that
they make students more active in the learning process, allowingthem to
learn together and share knowledge. Teachers use the same strategy for
teaching but still face difficulties in implementing them in class during
COVID-19.

Second, based on research Novita and Paragae (2023) Titled “Innovative

Teaching Strategies in Teaching English as a Foreign Language”.
Innovative teaching strategies in English as a Foreign Language (EFL)
are language teaching approaches that depart from traditional methods to
make learning more engaging,effective, and efficient for students. One of
the goals of innovative teaching strategies is to foster an interactive and
collaborative learning environment These strategies are expected to
contribute to developing students' skills in using the language, as students
may use language in meaningful contexts and receive feedback from
peers and teachers The purpose of this study is to explain innovative
teaching strategies for teaching English as a foreign language. This
research was conducted using the library research method. The results of
this study indicate that innovative teaching strategies centered on students
have a positive and beneficial impact on language learning. Commonly
used strategies inforeign language education include cooperative learning,
problem-based learning, and project-based learning. Regarding
assessment, innovative learning utilizes authentic research to ensure that
students can apply acquired knowledge in real-life situations.

Third, based on research Miranda and Wahyudin ((2023) entitled "Pre-

service Teachers' Strategies in Improving Students' Speaking Skills." Pre-
service teacher education is essential to every teacher's education
curriculum because it preparesprospective teachers to become competent
educators. Speaking is considered the most crucial ability that must be
appropriately mastered. Of the four skills, the ability to communicate is
an essential ability that must be developed because it can help to interact
with others and convey something. This study aims to find outwhat factors
affect the success or failure of students in learning English through
speaking strategies. This research uses a qualitative approach method. This
study'sresult is that several challenges and variables influence whether

28
students succeedin using speaking strategies to learn and teach English.

Fourth, based on research Hastasari et al., (2022) entitled "Students'

Communication Patterns of Islamic Boarding Schools: The Case of
Students in Muallimin Muhammadiyah Yogyakarta." This study
explained that schools with a boarding school base, such as Muallimin
Muhammadiyah Yogyakarta, are certain schools, and dormitories are the
main places of education because, most of the time, students are used to
interacting with friends and teachers. This study also explained how
students can build two-way communication to create good
communication patterns. This boarding school has a language
development program in both Arabic and English. This study aims to
describe the communication patterns of students during the
implementation of education at the Islamic boarding school Muallimin
Muhammadiyah Yogyakarta. This research employs a qualitative
approach with a descriptive style. The findings indicate thatimplementing
education at Muallimin Muhammadiyah Yogyakarta begins with teachers
directly providing models to students. Additionally, Muallimin
Muhammadiyah Yogyakarta fosters two-way communication, increasing
students'self-confidence.

Fifth, based on Ratnadewi et al., (2020) research titled The Language

Attitude of Islamic Boarding Schools toward English, it is proves that
language attitude can reveal students' success and failure in language
learning Students learn to cultivate and improve their positive language
attitude toward foreign languages through specific programs at school
The purpose of this research is to investigate students' language attitude
towards English as a foreign language in Indonesian boarding schools,
and also to describe their chosen attitudes This study uses a mixed method
approach, and the results show that the majority of students (9183%) have
positive attitudes in cognitive, affective, and conative language aspects
Some (817%) have different language attitudes, showing both positive
and negative scores.

Based on several previous studies, there are several differences between

previousresearchers and current research; there are differences in
location, time and participants. Previous research also discusses the
differences between teaching strategies in offline classes and online
English teaching using the CLT method. Meanwhile, in this research, the
researcher tries to analyze various teaching methods so that they can be
unique and updated in this research. Previous research also discussed
patterns and factors of student communication in Islamic boardingschools
and how students build two-way communication in daily conversations
using the target language. Meanwhile, in this study, researchers tried to
determine how influential teaching strategies are on language
development programs in Islamic boarding schools so that students can

29
apply the target language daily. There are also differences in data
collection techniques between previous researchers. Previous research
mostly used observations and interviews, but in this research, surveys
were used using Likert scale questionnaire instruments in data collection.
However, this research still uses previous research as a reference or
reference for researchers to research this research. By finding gaps in
several previous studies, the researcher focused on the existing gaps to
produce updates in this research.

30
 CHAPTER III
METHODOLOGY

3.1 Research Design

This study uses a qualitative method. The qualitative method is a method
of collecting data using triangulation (combined) techniques, which will
producedata that is oriented towards meaning rather than generalization
(Sugiyono, 2013) Therefore, the qualitative research method uses
triangulation (combination) data collection techniques to discover in-
depth phenomena. According to Kruger (2010) and Watkins (2012),
qualitative research methods allow researchers to better understand
complex educational phenomena through in-depth andinterpretative data
analysis.

The design used in this research is a case study. A case study is an attempt
to describe a problem by analyzing it in depth regarding a particular case,
whether in the form of society, policies, or institutions (Hasibuan et al.,,
2022). According to Ariyani et al., (2023) Case studies aim to understand
the perspective of individual or group perpetrators towards an incident.
This research also aims to find out and understand the language teaching
strategies used by teachers in language development programs to develop
students' language skills in Islamic boarding schools. This research data
was collected through semi-structured interviews and observations.

This research will be carried out at the Muhammadiyah Darul Arqam

Islamic Boarding School, located off school is in Sawangan, Depok.
Researchers chose this school based on an Islamic boarding school; this
school implements language development as a superior program.
Therefore, researchers chose this school because it has a bilingual
program. Researchers will conduct research in the classroom and analyze
students' daily activities at school. This research will takeapproximately
30 days to collect data through observation, interviews, and FGD.

3.2 Participant
This research selects English teachers and students as research subjects.
This research will be carried out at the Muhammadiyah Darul Arqam
Islamic boardingschool. Population is an essential part of its existence,
accuracy in using population determines the success of research carried
out by researchers Sanah et al., (2022) explain that the purpose of the
population is objects or subjects that are in an area and fulfill certain
requirements related to the research problem. The population in this
research is the Muhammadiyah Darul Arqam Sawangan Islamic boarding
school.

31
 According to Sugiyono (2013), the sample is part of the number of
characteristicsthe population possesses. This sampling is carried out if the
research has a large population and there are limitations in conducting the
research. The sampling criteria must be truly representative so that the
data can represent the entire population. The data of this study will involve
English teachers and 7th-grade students as research participants. Twenty-
one students will do focus group discussion activities by being divided
into two groups to discuss openly and interactively, and two English
teachers will be interviewed, namely the English subject teacher and the
English extracurricular club teacher.

3.3 Technique of Data Collection and Instrument

Various steps must be taken in the data collection process from start to
finish. Apart from that, researchers will carry out observations, surveys, and
interviews as data collection techniques, and the instruments that the
researcher use are an observation sheet, interview guidelines, and
questionnaire; some of the steps areas follows:
a) Observations
According to Auliya Hamidah Haris Poernomo and Nan
Rahminawati (2022), an observation is a type of observation that
automatically records a condition or symptom that is observed.
Observation has distinct qualities and can be used on persons and
objects (Rod Ellis, PetterSkehan, Shaofeng Li, Natuko Shintani, 2020).
Participant observation and non-participant observation are used to
acquire data utilizing observation instruments (Sugiyono, 2013).
The observation is then classified into two types based on the
instrumentation used: structured observation and unstructured
observation. In this observation, the researcher participated
actively. The researcher watches and participates. The researcher
visits the research location directly, which is why direct observation
is employed.

Based on Orlich et al., (2009), an observation sheet is a tool that is

employed to record data observed over a specific period to gather
evidence regarding behavior, skills, or accomplishments. This
research employs an observation sheet as its instrument.
Researchers will record individual behavior and activities at the
research site. Students' everyday activities, and language teaching
process activities including language teaching tactics, how the
instructor employs them, and how the teacher handles learning
challenges are in the field notes. Researchers will also analyze
language teaching and classroom activities.
b) Interview
Interviews are direct data collection between researchers and
participants.Qualitative interviews seek to comprehend individual
experiences, views, and viewpoints on the subject under research

32
 (Nurwega, 2015). Interviews are used to understand research topic
experiences, attitudes, and views, according to Merriam (2009).
Edwards and Holland (2013) recommend interviewing sources or
study subjects to learn about current issues.English teachers and
students will be interviewed for this study. Semi-structured
interviews will be used in this study. This study will adapt interview
questions to examine how Muhammadiyah Darul Arqam Islamic
Boarding School teachers teach foreign languages, English
development strengths and weaknesses, and how teachers and
students handle language development issues.

This study uses an interview guideline to record research patterns,

which will be valuable for establishing data collection-focused
interview activities. Nazir (2005) defines an interview as a face-to-
face question-and-answer session between the interviewer and
respondent to gather information. The researcher used semi-
structured interviews in this study.Multiple open-ended questions
will be asked during the interview. The semi-structured method
raises new questions based on interview responsesto provide more
specific information and a deeper interview (Juhaeni et al.,., 2021).

Although open-ended, the researcher and interviewer will prepare

questions to ask and answer. Flexible inquiries allow the resource
person to answer broadly about the topics addressed. English and
English extracurricular club teachers at Muhammadiyah Darul
Arqam Islamic Boarding School were questioned for this study.
Researchers will interview teachers about their teaching practices
and why. The interview seeks to clarify observations and gather
more study data. Interviews will contribute to this research's
credibility. This interview will be recorded and transcribed.
c) Focus Group Discussion (FGD)
Focus group discussion is a qualitative research method that
involves a group of people to discuss a particular topic. In a Focus
Group Discussion (FGD), students who have experience or
knowledge related to the topic to be discussed will share their
views, ideas, and feelings. The purpose of this FGD is to dig up in-
depth information, understand students' perspectives, and explore
the dynamics of interactions between participants. According to
Yulianti (2021), FGD is simply defined as a discussion that is
carried out systematically and directed at a particular issue or
problem.

According to Irwanto (2017), FGD is a method as one of the

processes of systematically collecting data and information
regarding a very specific problem through group discussions. In
this study, the researcher used the Focus Group Discussion (FGD)

33
 method to gain in-depth insight into the teaching strategies of
English teachers for language development programs in Islamic
boarding schools. This FGD was conducted by involving twenty-
one students who were divided into two groups.

This study uses a single focus group model, based on Ridlo and
Laksono (2018) this FGD model conducts interactive discussions
on a particular topic between participants and facilitators who are
included in one group with facilitators in one place and time. Each
group will discuss openly and interactively, guided by a moderator
to explore students' views, experiences, and feelings related to the
topic being discussed. This method was chosen because it allows
researchers to understand the social dynamics and perspectives of
students, as well as identify themes and patterns that emerge from
the discussion. n dividing the groups, the researchers divided two
groups, namely group one consisting of 10 students. while group
two consists of 11 students.

List of Group
Group 1 Group 2
Student 1 Student 11
Student 2 Student 12
Student 3 Student 13
Student 4 Student 14
Student 5 Student 15
Student 6 Student 16
Student 7 Student 17
Student8 Student 18
Student 9 Student 19
Student 10 Student 20
Student 21

3.4 Data Analysis

The research that the researchers conducted used a qualitative approach. The
analysis carried out in this research is an in-depth analysis to find meaning from the
research data findings. After the researcher has collected all the data from
questionnaires, interviews, and observations, the results of the questionnaire willbe
arranged in table form and explained in percentage form, which will then be
interpreted. The interview results will be analyzed using the flow model, as stated
by Miles and Huberman (1994). There are three things to do when analyzing the
data: reduce the data, display the data, and conclude.
1. Reducing the data
Miles and Huberman (1994) state that data reduction is selection,
concentration, simplicity, abstraction, and transformation. Because
in research, not all data is essential, the researcher will focus on

34
 sorting the data that is considered essential and discarding data that
is not important. The researcher will conduct the investigation
correctly to get the correct conclusion. This allows researchers to
obtain the findings from student interview data.
2. Displaying the data
In this stage, the researcher will explain the data in a narrative or
description, and the data displayed will be structured and easy to
understand. The researcher will present it in sentences that have
been arranged systematically and rationally to reach conclusions.
The researcher will explain the interview results narratively to
make the results and recommendations easy to read and understand.
3. Concluding the research
The next activity is for the researcher to re-analyze the interview
and outline the conclusions. After the researcher has finished
collecting all the information, the researcher will draw conclusions
based on the data that has been reduced and displayed. Then, to get
valid data, the data must be verified for credibility, validity, and
accuracy. Researchers used a triangulation approach. Triangulation
is correlating evidence from different individuals, types of data, or
data collection methods in qualitative research descriptions and
themes (Creswell, 2012). To reach a valid conclusion, the
researcher will try to evaluate as many different sources as
necessary.

35
 CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION

The purpose of this study was to determine the teacher's teaching strategy and
students' responses to the teaching of language development programs in Islamic
boarding schools to answer the formulation of the problem in this study.
Participants in this study were twenty-one 7th-grade students of Mts
Muhammadiyah Darul Arqam Sawangan, as well as two English teachers, namely
the English subject teacher and the English club extracurricular teacher. Twenty-
one students will conduct focus group discussions (FGD) divided into two groups
to obtain more detailed data and two English teachers will be interviewed. As
explained in Chapter Three, this study uses FGD, interview, and observation
methods to collect data. This chapter will dig deeper into the findings of the study.

4.1 English Teachers Strategies in Language Development Program in Islamic

Boarding School
To obtain data, researchers use observation and interviews conducted to
seek the perspectives of English teachers regarding the strategies used in
English language learning. These observations are carried out in English
language classes and English club classes to assess the classroom situation
and teaching strategies employed during the learning process During the
interviews, the researchers interview both English language teachers and
English club teachers to understand the common strategy they use
Additionally, to support the data from the questionnaire, the researchers also
interview five seventh-grade students to strengthen their statements while
filling out the questionnaire The purpose of these interviews is to determine
the strategies used, the teacher's approach, and the student's needs in
learning. The researcher received in-depth responses from the interview
sessions. Each teacher has different teaching strategies in learning, but both
see the needs of students before implementing the strategy, as expressed by
the two teachers:

“In this English language teaching, I use various methods. However,

I also consider the student's needs, and what I often use is project-
based learning (PjBL) because, with PjBL, we can see the students'
engagement in learning English.” English Teacher.

In learning English in the classroom, teachers often use Project-based

Learning (PjBL) because, according to English teachers, this strategy can
make students more active and interested in learning English. However,
English club teachers have other teaching strategies as implemented by
these English club teachers:

“For the strategy. First, maybe I can see how the students have used
the abilities of what has. So, we sort some. If it is directly in the
application, in the application, we divide it into several groups, like

36
 group A, group B, and group C. Well, it is filled with different
contents from A, B, and C. This is from the initial approach: see
how, oh, this student is suitable for grade A because his English has
reached this level. Oh, if the B is at a medium level if the C is still
lacking. So doing from the beginning is sorted first.” English Club
Teacher.

From the statement of the English club teacher, the researcher found that the
strategy carried out by the English club teacher is a grouping discussion
where this teacher groups students into several parts according to the
abilities and needs of the students. In addition, both English teachers and
English club teachers have similarities in their approach to students as
expressed by both, namely:
“I use a differentiation approach because the PjBL method is included in
active learning. So, I use differentiation in English teaching to develop
language learning in Islamic boarding schools.” English Language Teacher

“If it's said using a differentiation approach, it's like adjusting to the
abilities of the child So earlier, it connects to the first question,
maybe So, we divide them into groups with different materials for
each of those group’s A, B, and C groups.” English Club Teacher

Both teachers use a differentiation approach because they adjust to the

student's needs. Judging from the English teacher's statement, the strategy
used by the teacher is PjBL, where the English teacher adjusts the needs of
his students so that students are active and interested in learning and can
more easily understand learning. However, the statement expressed by the
English club teacher is that the teacher also uses a differentiation approach
to know the needs of students and their abilities so that teachers can sort out
students and adjust the needs of those students.

In the implementation of the strategies implemented by each teacher, of

course, they have their challenges when implementing the strategy, as
expressed by the two teachers:

“Because I used the PjBL method earlier, it means giving students

space to be active. However, the control was that they were too
overactive, so the state of the class became very noisy. And there
may be some students who don't like to be noisy when studying. So,
in the classroom, it is not effective, less effective. However, I also
overcome and provide solutions. I provide solutions related to these
problems. So, for PBL, this is indeed necessary. But, when there
are overactive students, they will be reprimanded first. Then, after
that, they will be given assignments.” English Language Teacher

37
In implementing this strategy, English teachers face challenges with
overactive students in the classroom, so the class is sometimes not
conducive or less effective. The teacher is also worried that some students
do not understand because they are too overactive, so the teacher must
reprimand the student and give the assignment.

“The biggest challenge is that some things come back to the teacher's
teaching. So some things should have been understood in class, but
we review them again in the group So there are some obstacles like
that. What should have been discussed like this, but instead, we
repeat what was explained in class. Maybe it's because the students
don't really understand, or maybe the teacher didn't convey it well,
but it's more likely that the students don't understand, and we need
to learn it first.” English Club Teacher

In contrast to English teachers, the challenges faced by English Club

teachers are when several students should have understood the material, but
it turns out they must be repeated. The first is because the teacher is not
good at explaining the material or the students are not understanding the
material.

In addition, both English teachers and English club teachers received

feedback from students based on the strategies they used in class. As
expressed by the two, namely:

“The feedback from them, after I used the PjBL method, they
became more active in class. Then, they also understood the material
clearly, so they can also communicate in English, even though not
very fluently.” English Teacher

English teachers' feedback on using this strategy is that students become

more active in class, easily understand the material clearly, and can also
communicate using English even though they are not fluent enough to apply
it in daily conversations.

“For feedback, what I got from the student and what I felt, it was
very felt. So, when this was first held, two months, three months
later, the students in this Islamic boarding school environment began
to use English often and even routinely, that was the first time.
Second, we can even win champions outside. For example,
yesterday, we won the Olympics in the English Storytelling
category. Also, some won in News Reading, and even though it was
not a medal, they still qualified for the semifinals. So, the increase
can be seen from the learning carried out in the environment.”

38
 English Club Teacher.
Based on the feedback received by the English club teacher, it is evident
that the teacher has received significant feedback. Many students participate
in English language competitions, such as storytelling and news reading,
and have won and advanced to the semifinals This indicates that the
strategies employed by the English club teacher are effective in helping
students improve their English language skills.

4.2 Student’s Response to the Strategies of English Language Teaching and

Learning toward language development program in Islamic Boarding
school
In this section, the researcher will present the research results obtained
through the Focus Group Discussion (FGD) method. This method was
chosen to gain a deep understanding of the teaching strategies of English
teachers towards the language development program in Islamic boarding
schools. Focus group discussions (FGD) were conducted involving twenty-
one students who were divided into two groups. The discussion was guided
by a moderator, some of the questions asked included the teaching strategies
used by English teachers. In this Focus group discussion (FGD) students
were allowed to interact and encouraged to share their views, experiences,
and ideas. The discussion was held at the Muhammadiyah Darul Arqam
Sawangan Islamic boarding school. The results of the discussion obtained
from the notes and recordings will be transcribed, coded, and identified the
main themes that emerged from the discussion.
A. Focus Group Discussion Encoding
Category Code Quote
Teaching Projects “English teachers usually
Strategy use project strategies”
Students 5
Grouping "We are divided into several
groups according to ability
level" Students 10
Challenges Time Issue "The thing that feels the
faced most is time" Students 16
Ability Adjusted "It's a bit difficult to catch
up with the abilities of other
students" Students 3
Deadline “The deadline is too fast”
Students 12
Effectiveness Student "We feel active in class”
of Mode involvement students 1
Understanding “We understand the
the material material easily” Students 20
Learning Environmental "The environment at this
Environment support Islamic boarding school is
very supportive" Students 7

39
 Facilities and The existing activities are
activities very supportive” Students
21
Feedback Positive response “Give it a good score”
Students 2
Use of English “Often use English in daily
Language conversation” Students 11

Based on the results of the Focus group discussion (FGD), several main
themes emerged:
a) Teaching Strategies
Based on the results of the focus group discussion (FGD) conducted
by students, in this theme each group discussed various teaching
strategies applied by English teachers at this Islamic boarding
school, teaching strategies have an important role in determining
the effectiveness of learning and student responses to language
development programs .Based on the results of the discussion, all
students revealed that the teacher uses a communicative approach
to encourage students to practice speaking and interacting in
English. Students also agree that the teaching strategies used by the
teacher encourage students to be more active in class so that
students also learn to be confident in using English.

Students also revealed that the English teacher applies a project-

based approach where students are involved in projects that allow
students to use English practically. Students also revealed that
students were asked to make short videos or compile English
magazines and present materials in front of the class, but students
were happy because students felt that the strategies used by the
teacher helped students improve their English skills. As expressed
by the students that

“English teachers usually use project strategies” Students 5

This strategy makes students involved in practical activities such as

making short videos or compiling English magazines. This direct
approach not only makes learning fun but also improves their
language skills significantly. While in English club teaching
students stated that

“"We are divided into several groups according to ability

level" Students 10

Students also revealed that the grouping strategy used by the

English club teacher in each lesson helped students improve social
interaction but also facilitated collaborative learning. Students also

40
 agreed that the combination of Project-based learning and grouping
created an interactive learning environment. From the results of the
focus group discussion, it can be concluded that project-based
learning and grouping can help students effectively in language
development programs at Islamic boarding schools and their impact
on students' language skills.
b) Challenges Faced in Learning English
Despite the positive aspects, students reported some significant
challenges and concerns, such as:

"The thing that feels the most is time" Students 16

Students also highlighted the challenges they felt during learning

using this strategy. In the Project-based learning strategy approach,
students felt they needed more time to plan and implement projects
such as making magazines assigned by English teachers, students
needed approximately a month to complete their assignments.
Students were happier if the product of this project-based learning
strategy was like presenting material in front of the class or making
short videos. Students also said that

“The deadline is too fast” Students 12

Strict deadlines for assignments also cause stress and anxiety

among students, indicating the need for adjustments in the pace of
project-based learning. In addition, students also felt the challenges
they faced when using the grouping strategy in learning were that
differences in abilities between students were a challenge for
students. As expressed by the students that

"It's a bit difficult to catch up with the abilities of other

students" Students 3

Students expressed that differences in student abilities created

challenges in group settings so that some students struggled to keep
up with their peers.
c) Effectiveness of Mode
Based on the results of the Focus Group Discussion (FGD) that
have been analyzed, students feel that the teaching strategies
applied such as projects and grouping increase their involvement in
the learning process. As one of the students said

"We feel active in class” students 1

Students feel more active in class when involved in projects where

students feel they contribute fully to the delivery of the material. In

41
 group learning, students feel actively involved and this allows
students to interact with each other, thereby increasing their
confidence in using English. Students also expressed that the
methods used by teachers helped them understand the material
well, such as in making videos, wall magazines, and games in the
learning process making learning activities fun so that students feel
more comfortable in understanding the material being taught. This
was also said by students

“We understand the material easily” Students 20

Students reported that these methods not only made learning

enjoyable but also facilitated a better understanding of the material.
Activities such as making videos and engaging in games
contributed to a positive learning experience, allowing students to
grasp concepts more easily.
d) Learning Environment
From the discussion results, students agreed that Islamic boarding
schools are a conducive environment and can support the success
of both approaches. This was conveyed by a student's statement
which said

"The environment at this Islamic boarding school is very

supportive" Students 7

A conducive Islamic boarding school environment plays an

important role in supporting the effectiveness of teaching
strategies, students stated that the available facilities, fun activities,
classrooms, and technology can help improve their learning
experience, as students said that

“The existing activities are very supportive” Students 21

In terms of facilities, Islamic boarding schools have several

facilities that help implement this strategy such as classrooms,
equipment, and access to technology. In addition, a positive
classroom atmosphere can also increase student motivation and
involvement in the project. Students also felt that this Islamic
boarding school requires students to speak the target language so
that teaching strategies and learning environments greatly
influence. The role of teachers as facilitators in the learning
environment is very important to support groups and projects,
students expressed that the learning environment can have a direct
effect on the effectiveness of project-based learning and grouping,
as well as on students' overall learning experience. From the
discussion results, it can be concluded that understanding the

42
 influence of the learning environment and the implementation of
project-based learning and grouping in teaching English can help
to create an environment that is more supportive of the teaching and
learning process in Islamic boarding schools.
e) Feedback
Based on the results of the Focus Group Discussion (FGD),
students highlighted feedback on how learning in Islamic boarding
schools affects the process of teaching English. Students also
agreed that a positive environment can increase the effectiveness of
feedback received by students. Several students also expressed that
student felt active in using both strategies during the learning
process. This means that student involvement shows that a positive
learning environment facilitates participation which is very
important in language learning. Students also felt that this
environment supported them in contributing to the development of
students' language skills. Students also expressed that they got great
value during learning which means the importance of reflection in
the learning process and how the environment can support a better
understanding of feedback. From the results of this discussion, it
can be concluded that feedback not only helps students understand
their strengths and areas that need to be improved, but also
underlines the importance of a positive learning environment in
Islamic boarding schools. With the right support, students can
develop their English skills effectively.
From the results of the focus group discussion (FGD), it can be concluded
that the teaching methods applied by English teachers and English club
teachers are considered effective in increasing student engagement.
Although there are some challenges, positive feedback from students shows
that they feel more active, confident, and able to understand the material
better. Support from the environment is also an important factor in the
success of this teaching process.

4.3 Discussion
The purpose of this study is to find out the teaching strategies used by
teachers in the classroom and the student's responses to these strategies in
the development of language programs in Islamic boarding schools. The
general conclusion of the research data obtained to answer all the research
questions in this study is presented in this study, from the teaching strategies
used by teachers in the classroom and the student's responses to the strategy
in the language development program in Islamic boarding schools.

Based on the findings, based on observations and interviews, English

teachers use the PjBL (project-based learning) method when learning
English in class. This is supported by the results of student focus group
discussions (FGD) that in each learning process students are asked to create
a product, such as short videos, class wall magazines, and material

43
presentations. Meanwhile, English club extracurricular teachers use the
grouping method to see students' abilities so that teachers can adjust to the
existing material. The strategies used by English teachers in class can make
students more active in learning and make it easier to understand the
material taught by the teacher. According to Nurhidayah et al., (2021),
Project-based learning (PjBL) is a form of student-focused learning so that
students are actively involved in the learning process. Based on Halim et al.,
(2023) Project-Based Learning (PjBL) approach, the emphasis is on the
learning process which has a tangible endpoint in the form of a product This
is what makes students the subject of instruction

Based on Zhang and Ma (2023) research shows that when compared to the
traditional teaching model, this project-based learning can significantly
improve student learning outcomes and contribute positively to academic
achievement, affective attitudes, and thinking skills, especially student
academic achievement. The use of this method (PjBL) trains the thinking of
students in facing a problem. In this project-based learning (PjBL) students
collaborate with others so that students can reflect on what they have
learned, students can also be more active in the search and decision-making
process by improving students' thinking skills. However, in the application
of this method based on observation findings, not all students are actively
involved. In the observation findings, some students are still less active in
learning because students do not understand the teacher's instructions, and
teachers who are fewer instructors in the classroom, so teachers only focus
on students who already understand the material.

In addition to the Project-Based Learning (PjBL) method, students also

participate in English Club extracurriculars. This extracurricular is one of
the language development programs at Islamic boarding schools. According
to Simoncini (2009), extracurricular activities are usually carried out under
the supervision of educators to guide students toward or master certain
skills. In teaching English clubs in the classroom, based on the findings of
this study, teachers divide students into several groups that are adjusted to
the needs and abilities of the students themselves. According to Kamola,
(2023), grouping activities in English learning offers many benefits, namely
increased student engagement, improved communication skills, and
opportunities for collaborative learning. This is also stated by Ma et al.,
(2023) In learning that uses grouping strategies, it builds confidence in
students' ability to complete collaborative tasks within a specific timeframe
Therefore, collaborative learning strategies can enhance motivation among
students to participate in group learning activities, including asking
questions and providing opinions.

The findings of the interviews of the two teachers show that teachers have
innovative teaching strategies, according to Novita and Paragae (2023),
innovative and student-centered teaching strategies usually have a positive

44
impact and are beneficial for language learners. Innovative learning usually
uses authentic research so that it can ensure that students can apply the
knowledge gained in real-life situations. This is also related to the results of
interviews with the two teachers, the feedback felt by the teachers from the
students, namely that students can apply English in daily activities, and
students also won competitions such as reading the news with English and
storytelling.

However, based on the results of the Focus Group Discussion (FGD), it

shows that the teaching strategies implemented by English teachers and
English club teachers at Islamic boarding schools have a significant impact
on student motivation and involvement in the learning process. Based on the
results of the FGD, it is divided into five themes, namely teaching strategies,
the use of project-based learning methods (PjBL) and grouping, which have
proven to be very effective in increasing student participation. The use of
this strategy also encourages students to be actively involved in learning
activities, such as making videos and compiling magazines. These activities
not only make students more comfortable using English, but also give them
the opportunity to practice practically. In addition, groups formed with
students' ability levels create a collaborative learning atmosphere, where
students learn from each other and support each other. This kind of learning
is active learning. According to Li et al., (2023) Active learning has become
a common theme in all definitions used in language learning, and this is also
evidenced by the fact that active learning environments are generally more
effective in students' learning processes than passive environments. This
also affects the language development program because with the strategies
used by teachers in learning students are also able to easily, students can
apply English in everyday conversation. Student involvement in learning
also trains students' confidence in using English.

Then, based on the results of the FGD, students generally felt that the
teaching strategies applied by the teacher were very helpful for them in
understanding the material, this shows that active teaching strategies can
create a more meaningful learning experience for students. However, in
every application of teaching strategies in learning, there are several
challenges for both students and teachers. Students face several challenges
in applying this strategy such as time management, project-based learning
often takes longer to complete tasks. While in group learning, some groups
tend to postpone their work. In addition, differences in abilities between
students in groups are also a challenge for students. Although groups are
formed based on ability, some students may still find it difficult to follow
the rhythm of learning. According to Amelia (2023) the importance of
teaching students about collaboration, especially through collaborative
projects, allows students to learn to work together in teams. In addition,
students must also be directed to prepare to become adaptive, creative
individuals who are able to face complex challenges in learning.

45
The next finding that should be highlighted is that the learning environment
in this Islamic boarding school also plays an important role in the
effectiveness of teaching methods. Students feel supported by an
environment that encourages the use of English outside the classroom.
Routine activities carried out at the Islamic boarding school also contribute
to facilitating learning so that students are more motivated to participate.
According to Rachman (2020) so that the existing learning process can
support children's development to take place optimally. Therefore, it is very
necessary to create a comfortable and conducive learning environment for
children. In addition, the feedback given by students shows that they
appreciate the learning experience they gain. Such as the use of English in
everyday conversation and success in the tasks given provide a great sense
of achievement for students. This shows that feedback plays an active role
in understanding the strengths and things that need to be improved in their
language skills. According to Ratnadewi et al., (2020), language attitudes
can reveal students' successes and failures in language learning, students
learn to improve and improve their positive language attitudes towards
foreign languages through special programs at school. Although there is still
a negative side, it is not comparable to the positive side that students have.
Therefore, it can be concluded that students have a positive perception of
the teaching strategies that English teachers use in the classroom because
they can be actively involved in every learning.

Another finding that needs to be highlighted is that students feel happy

participating in English learning because students feel that the strategies
used by the two English teachers are fun, students feel comfortable, and can
easily understand the learning material. According to Wijaya et al., (2021),
active learning is a learning model that makes students active from the start
through activities that build group work and make them think about learning
materials. This also affects the language development program because with
the strategies that teachers use in learning students are also able to easily,
students can apply English in daily conversations. Student involvement in
learning also trains students' confidence in using English. As Siminyu et al.,
(2021) says language programs are conceptualized as part of a roadmap to
better integration, and language development programs help lower barriers
to language learning.

Then, in addition to the findings that need to be highlighted, there must be

certain obstacles faced by teachers and students in implementing this
strategy, based on the findings presented, the teacher feels that there are
some students who still do not understand the material so they have to keep
repeating and this takes time so that sometimes learning time is used up just
to repeat the material, this can be caused by students who are less active in
class so that students do not understand the material. Then, seen from the
student's point of view, students also have constraints in time, increasing

46
students' self-confidence in communicating using English, and feeling
insecure towards friends who are more proficient in English. obstacles to
students' self-confidence can be detrimental to language development
programs in Islamic boarding schools because with a lack of self-confidence
students cannot apply English in daily activities. Therefore, to increase
students' self-confidence and active student involvement in English
learning, English teachers and extracurricular teachers must have innovative
strategies in teaching. Teachers can see the needs of students so that
students' needs are met, and students feel comfortable and want to be
actively involved in learning so that students can train their self-confidence
so that students can apply English in daily activities to implementing
language development programs at Islamic boarding schools.

47
 CHAPTER V
CONCLUSION AND SUGGESTION

5.1 Conclusion
In conclusion, this study focuses on teachers' learning and teaching
strategies and determines students' responses to teaching strategies in
developing students' language skills in language development programs,
especially English in Islamic boarding schools. The results showed that the
strategy that English teachers were struggling with in class was Project-
based Learning (PjBL) while the strategy used by English club
extracurricular teachers was grouping. Each teacher applies his teaching
strategy by looking at the needs and abilities of the students themselves in
the English class. The results of student responses based on interviews and
questionnaires showed that students felt comfortable, and students also felt
actively involved in learning by using the strategies applied by the two
teachers. Students can also easily understand the learning material, the
results of the teaching strategies used by teachers can also be seen from the
feedback given by students, students begin to be confident in applying
English in daily activities both in the classroom and outside the classroom.
Then, some students are still not confident in using English, this is because
students themselves are reluctant to be actively involved in learning
activities, so students do not fully understand the material. However, from
this study, it can be concluded that students have a positive perception of
the strategies used by teachers in teaching activities.

5.2 Implications
The use of teaching strategies used by teachers in the classroom has a
positive impact on students in the classroom and in the Islamic boarding
school itself. Where seventh-grade students feel comfortable and are
actively involved in every learning activity. In addition, the two teachers
also adjust the abilities and needs of students so that students can continue
to improve their abilities. The research that can be drawn implies that the
teaching strategies used by teachers in the classroom have a positive impact
on the language development program in the Islamic boarding school, with
students being able to use English in their daily activities, language
development programs can run smoothly, and this language development
program is considered positive to be able to help students continue to
improve their English skills. Therefore, this language development program
must be optimized so that students also feel that this language development
program helps them in learning English. However, several obstacles occur,
in the application of this strategy, there are still some students who lack
confidence and are not actively involved in learning so teachers must
continue to repeat the material and spend time repeating the material, the
lack of student confidence and the involvement of shiva in learning can
make students unable to apply English in daily activities. It would be better
if teachers could have diverse teaching innovations so that teachers could

48
 better adjust students' abilities and make all students actively involved in
learning, teachers should also train students' confidence so that students can
be confident during learning.

5.3 Suggestion
There are still many things that need to be improved in this research
Therefore, the researcher provides some suggestions These suggestions can
be considered by teachers and future researchers who are interested in the
same field of study.
1. Teacher
With the use of the strategies used, teachers can help students in
applying their English in daily activities. Students also feel actively
involved in learning besides that students also practice their
confidence and easily understand the material taught during
learning. However, it would be even better if teachers had innovative
strategies in teaching so that they can make students as a whole
active in learning, so teachers can adjust to students so that there are
no more students who are still lacking confidence and are inactive
during learning.
2. Students
Students in this case should also care and be active so that they can
apply English in their daily activities Students should also
participate in language development programs so that this program
can be evaluated optimally and help develop students' language
skills at the boarding school with the existence of this language
development program, students should continuously improve their
English language abilities.
3. The Future Researcher
Suggestions for future researchers, many things can be improved
from this study, therefore it is highly recommended for further
researchers to explore various strategies used by teachers in the
classroom. Researchers can also use many samples to get more in-
depth results about the implementation of strategies used by
teachers and students' responses to these strategies. Researchers can
also further use quantitative approaches to get more in-depth
results.

49
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 APPENDICES
Appendix 1: Instrument of Research
Observation Sheets

Reseaerch Rubric Question Ye N Not Theme

Question s o e
What 1. Menganalisis 1. Guru 1. Teacher's
strategies do berbagai strategi menggunakan teaching
English yang digunakan pendekatan strategy
language oleh guru pengajaran analysis,
teachers use Bahasa Inggris yang berpusat especially in
in language dalam program pada siswa the teaching
developmen pengembahanga approach.
t programs n Bahasa 2. Terdapat 2. Teacher's
in Islamic dipesantren interaksi teaching
boarding 2. antara siswa strategy
schools? Mengidentifikasi dalam analysis,
praktik pembelajaran especially in
pengajaran yang Bahasa Inggris teaching
efektif dan methods
mendukung 3. Guru 3. Teacher's
perkembangan menggunakan teaching
Bahasa siswa di metode strategy
lingkungan pengajarran analysis,
pesantren yang beragam especially in
3. Mengetahui dalam sesi delivering
dinamika pembelajaran learning
pengajaran materials
Bahasa Inggris 4. Guru
di pesantren menggunakan
dalam media visual
pengembangan atau
Bahasa siswa. audiovisual
dalam
menyampaika
n materi
pembelajaran

5. Materi
pembelajaran
yang
digunakan
oleh guru
sesuai dengan
kebutuhan
siswa

54
Reseaerch Rubric Question Ye N Not Theme
Question s o e
6. Guru
menyesuaikan
materi
pembelajaran
dengan
konteks
program
pengembanga
n Bahasa di
pesantren

How do 4. Student
students 7. Siswa responses to
respond to secara aktif teacher
teaching berpartisipasi teaching
strategies of dalam diskusi strategies,
English kelas dan especially in
language kegiatan student
developmen pembelajaran engagement
t programs lainnya during
in Islamic learning
boarding 8. Siswa 5. Student
schools? terlihat responses to
antusias dan teacher
bersemangat teaching
selama sesi strategies
pembelajaran and methods
used in the
9. Siswa classroom
menunjukan 6. Student
tanggapan evaluation
postifi and
terhadap response
metode towards the
pengajaran achievement
yang of learning
digunakan objectives in
guru the language
developmen
10. Siswa t program at
merasa bahwa the boarding
strategi school
pengajaran
guru Bahasa
Inggris dikelas
berpengaruh
pada program
pengembanga
55
Reseaerch Rubric Question Ye N Not Theme
Question s o e
n Bahasa di
pesantren dan
membantu
mereka dalam
pengembanga
n kemapuan
Bahasa

56
 Appendix 2
Interview guideline for Teachers
Research Rubric Questions Theme
Question
What 1. Mengetahui strategi 1. Apa saja metode atau 1. Teachers'
strategies do apa yang digunakan pendekatan dalam perspective
English guru dalam pengajaran pengajaran Bahasa on the
language Bahasa Inggris yang anda implemented
teachers use in 2. Mengetahui terapkan untuk teaching
language bagaimana guru membantu menjalankan strategies in
development mengimplementasi program the
programs in metode pengajaran pengembangan Bahasa classroom.
Islamic Bahasa Inggris di pondok pepsantren?
boarding dikelas 2. Apakah anda 2. Teachers'
schools? 3. Mengevaluasi menggunakan perspective
efektivitas strategi pendekatan diferensiasi on the
pengajaran dalam atau individualisasi challenges of
membantu siswa pembelajaran dalam implementing
mengembangkan mengajar Bahasa teaching
kemampuan Bahasa Inggris dipesantren? strategies that
Inggris mereka. Lalu bagaimana anda have an
4. Mengetahui menerapkannya? impact on
tantangan terbesar 3. Bagaimana anda supporting
dalam mengintegrasikan language
mengimplementasikan teknologi dalam strategi development
strategi pengajaran pengajaran anda untuk programs in
Bahasa Inggris di meningkatkan Islamic
pesantren dan cara 4. Apakah ada boarding
mengatasinya. pertimbangan ketika schools.
memilih atau
merancang startegi 3. Teachers'
pengajaran untuk perspective
membantu menjalankan on evaluating
program the
pengembangan Bahasa effectiveness
dipesantren? of teaching
5. Bisakah anda strategies
menjelaskna beberapa implemented,
strategi pengajaran as well as
Bahasa Inggris yang student
anda terapkan? feedback on
6. Bagaimana anda the teaching
mengevaluasi strategies
efektivitas strategi used.
pengajaran anda dalam
membantu siswa
mengembangkan
Bahasa Inggris
mereka?
7. Apa tantangan
57
Research Rubric Questions Theme
Question
terbesar yang anda
hadapi dalam
mengimplementasikan
strategi pengajaran
Bahasa Inggris
dipesantren? Dan
bagaimana anda
mengatasinya?
8. Apa jenis umpan
balik yang anda terima
dari siswa tentang
strategi pengajaran
yang anda terapkan?

58
 Appendix 3
Transcript FGD

Questions Group 1 Group 2

Menurut kalian, apakah Ya, menurut saya guru Ya, biasanya kita dibagi
guru menggunakan menggunakan strategi menjadi beberapa grup yang
berbagai strategi dalam pengajaran disesuaikan dengan
pengajaran? Jika iya, menggunakan proyek. kemampuan kita. (Student
strategi mana yang menurut kadang kita kalau dikelas 11)
kalian paling efektif dalam belajar dengan presentasi,
meningkatkan pemahaman kadang membuat video juga
materi? dan baru-baru ini kita
diminta untuk membuat
majalah. (students 2)
Kalua di kelas English club, Biasanya guru Bahasa
kita dibuat kelompok- inggris menggunakan
kelompok yang disesuaikan proyek, dalam proyek ini
dengan kemampuan kita. membantu kita
(Student 6) meningkatkan keterampilan
komunikasi karena harus
sering berkolaborasi dengan
teman. (Student 16)
Ya, kalua dikelas guru Saya merasa keduanya
Bahasa inggris biasanya efektif, karena saya sendiri
meminta kita membuat bisa mempelajari banyak
suatu proyek disetiap hal sekaligus seperti kosan
materinya. (Student 8) kata dan tata Bahasa.
(student 13)
Guru Bahasa Inggris Ya, saya sendiri suka
biasanya menggunakan dengan kedua strategi yang
strategi pengajaran berbasis digunakan, baik guru
proyek (Students 5) Bahasa inggris dengan
proyek-proyeknya, dan
guru english club dengan
strategi groupnya. (students
19)
Saya merasa strategi proyek Saya suka pembelajaran
sangat efektif karena menggunakan metode
membantu kita grouping yang dilakukan
mempraktikan Bahasa oleh guru English club,
Inggris dalam kehidupan karena dengan begitu saya
sehari-hari (Student 4) bisa mengenali kelemahan
diri saya sendiri dan belajar
lebih baik dari teman yang
sudah bisa. (students 21)
Apa tanyangan terbesar Saya sendiri merasa waktu Saya sendiri, kadang malu
yang kalian hadapi dalam yang diberikan kadang untuk bertanya, jadi saya
pengunaan strategi yang kurang cukup, terutama lebih sering belajar sendiri.
digunakan guru? kalau proyek-proyek yang (student 19)
diberikan agak susah.
59
 (student 2)
Kadang kalau kelompoknya Biasanya sering diberi
sulit mengatur waktu untuk waktu yang terlalu singkat
berdiskusi. (student 1) ka dalam mengerjakan
proyek.
Tantangannya paling Saya sendiri kesulitan
menyelesaikan proyek tepat dalam mengatur waktu ka,
waktu. (student 7) jadi saya merasa deadline
yang diberikan terlalu cepat
(student 12)
Susah menyesuaikan Saya sering merasa frustasi
kemampuan kita sama sendiri ka, jika tidak bisa
orang lain yang ada mengejar teman yang lebih
dikelompok kita. (student 3) cepat memahami materi.
(students 15)
Kadang saya merasa gaak Saya pribadi, lebih ngerasa
tertinggal, tapi saya kurang cepat memahami
biasanya bertanya sama materi aja ka, jadi saya
teman yang lebih paham. merasa perlu belajar lebih
(student 4) giat lagi biar tidak tertinggal
dengan yang lain (student
21)
Menurut kalian, Apakah Saya sendiri merasa kita Ya, saya merasa anak-anak
pembelajaran dengan lebih aktif dikelas ka setelah dikelas lebih aktif ka selama
menggunakan Strategi menggunakan strategi ini guru menggunakan strategi
dipondok pesnatren ini dalam pembelajaran ini, dan kita juga lebih
yang digunakan oleh guru (student 1) memahami materi dengan
kalian lebih efektif mudah (student 20)
membantu kalian dalam Saya merasa aktif karena Saya pribadi kadang merasa
pembelajaran Bahasa proyek-proyek ini membuat saya tidak terlalu aktif
Inggris? kita harus saling berdiskusi karena saya malu ka untuk
satu sama lain (student 5) berbicara di depan teman-
teman. (student 13)
Saya merasa aktif kalau Saya merasa aktif karena
kelompok saya kompak dan menurut say aini merupakan
saling mendukung (student sebuah tantangan yang
1) membuat saya harus lebih
berani berbicara dalam
Bahasa Inggris. (students
19)
Saya merasa aktif, kalau Saya sendiri kadang aktif
kelompoknya bekerja sama kadang engga ka,
dengan baik, jadi kita semua tergantung dari proyek dan
saling berbagi ide satu sama Tingkat kesulitan dari
lain (student 7) proyek dan materi itu
sendiri (student 14)
Saya merasa aktif ka, Saya merasa aktif ka,
karena selama ini saya karena aktivitas-
senang dan nyaman aktivitasnya membuat saya
melaukan pembelajaran lebih berani berbicara
60
 Bahasa Inggris ini. (student menggunkan Bahasa
2) Inggris. (student 11)

Bagaimana kalian melihat Lingkungan dipondok Lingkungan ini sangat

dukungan dari lingkungan pesantren ini sangat membantu karena kami
dipesantren ini dalam mendukung, terutama kita dapat berkomunikasi
proses belajar kalian, banyak kegiatan-kegiatan dikelas maupun diluar
khususnya dalam proyek lain yang menggunakan kelas. (student 14)
Bahasa Inggris? Apakah Bahasa Inggris Selain
ada hal-hal yang bisa berlajar dikelas. (student 7)
ditingkatkan? Saya merasa lingkungan ini Cukup mendukung ka, saya
sangat mendukung, karena berharap ada lebih banyak
saya pribadi merasa lebih lagi kegiatan tambahan
mudah belajar Bahasa yang membantu kami
Inggris dipondok pesantren. meningkatkan kemampuan
(student 8) Bahasa Inggris. (student 15)
Dukungan dan lingkungan Kadang suasana terlalu
dipondok pesantren ini sibuk, jadi saya kesulitan
sangat positif ka, terutama fokus pada proyek. (student
suasana belajarnya sangat 17)
kondusif. (student 5)
Saya merasa dukungan dari Kadang terlalu banyak
guru-guru sangat membantu kegiatan lain, jadi waktu
dalam proses belajar Bahasa untuk proyek bahasa Inggris
Inggris ka. (student 1) terasa kurang. (student 20)
Pesantren ini mendukung, Kegiatan-kegiatan yang ada
tapi saya berharap ada lebih dipondok pesantren ini
banyak waktu khusus untuk sangat mendukung ka
belajar bahasa Inggris. (student 21)
(student 3)
Bagaimana kalian menilai Biasanya feedback, kita Feedbacknya, kita jadi
hasil dari pembelajaran dapet nilai besar ka, dan sering menggunakan
kalian? Apakah kalian juga kita paham materinya Bahasa inggris dikegiatan
merasa puas dengan umpan dengan mudah. (student 2) sehari-hari ka di asrama
balik yang diberikan oleh maupun dikelas (student 11)
guru? Dan apa umpan balik Saya puas karena umpan Kadang saya merasa nilai
yang kalian berikan kepada baliknya detail dan yang diberikan tidak
guru? membantu saya sebanding dengan usaha
memperbaiki kesalahan. yang saya lakukan. (student
(student 5) 13)
umpan balik dari guru Guru memberikan saran
sangat membantu, terutama yang sangat membantu,
dalam memperbaiki terutama dalam tata Bahasa.
kesalahan kecil yang sering (student 18)
saya lewatkan. (student 4)
Saya merasa umpan Saya puas karena umpan
baliknya cukup adil dan baliknya detail dan
memberi saya gambaran membantu saya
tentang apa yang harus memperbaiki kesalahan.
61
ditingkatkan. (student 9) (student 15)

Saya puas dengan umpan Saya berharap ada lebih

baliknya, tapi lebih suka banyak umpan balik tentang
kalau ada penjelasan bagaimana meningkatkan
langsung dari guru. (student keterampilan berbicara.
6) (student 21)

62
 Appendix 4
Transcript of Teacher’s Interview
English Club Teacher (ECT)
Researcher: What methods or approaches do you apply in teaching English to support
the language program at this Islamic boarding school, Sir? (Apa saja sih metode atau
pendekatan dalam pengajaran bahasa Inggris yang bapak terapkan untuk membantu
menjalankan program pengawalan bahasa di Pondok Pesantren ini, Pak?)

E C T: Okay, for the method or approach First of all, maybe I'll start by looking at
the abilities of whatever the students have already used So we'll sort some In the
application itself, in the implementation, we divide it into several groups Like group
A, group B, group C Well, the content in A, B, C is different And from the initial
approach, we see how, oh this child is suitable for grade A, because their English is
already this good Oh, for B, it's at a moderate level, and for C, it's still lacking So we
start by sorting it out first (Oke, untuk metode atau pendekatannya. Pertama-tama kan,
mungkin saya melakukan yang namanya itu melihat bagaimana kemampuan dari apa saja
yang sudah dipakai oleh santri. Jadi kita sortir beberapa. Kalau langsung di aplikasi-nya,
di pengaplikasi-nya, itu kami membagi menjadi beberapa grup. Seperti grup A, grup B,
grup C. Nah, itu diisi-isi dari A, B, C itu berbeda-beda. Dan itu, ini dari pendekatan yang
awal tadi, melihat bagaimana, oh anak ini cocoknya di grade A, karena bahasa Inggrisnya
sudah sampai sebagus ini. Oh, kalau yang B setingkatan sedang, kalau yang C masih
kurang. Jadi melakukan dari awalnya, disortir terlebih dahulu).

Researcher: Do you use differentiation or individualization approach in teaching

English at this Islamic boarding school? (Apakah bapak menggunakan pendekatan
diferensiasi atau individualisasi dalam pembelajaran ini, dalam mengalami bahasa Inggris
di pendok pesantren ini?)

E C T: Yeah, maybe if we use a differentiation approach, that's how it's done Because,
of course, this differentiation adjusts to the students' abilities So earlier, it connects to
the first question, maybe So, we'll divide them into groups with different materials for
each of those groups A, B, and C groups The ones at the bottom (Ya, mungkin kalau
dikatakan menggunakan pendekatan diferensiasi, itu menggunakan. Karena kan, tentu
diferensiasi ini kan menyesuaikan bagaimana kemampuan si anak tersebut. Makanya tadi,
nyambung ke pertanyaan yang pertama mungkin ya. Jadi, kami bagi grup-grupnya dengan
isian materi pun nanti yang berbeda di tiap grup-grup tersebut. Yang A, B, dan C. Grup A,
B, dan C yang paling bawah)

Researcher: What is your own assessment of differentiation learning, sir? Then, how
do you implement it in your classroom teaching? (Bagaimana sih penilaian bapak sendiri
terhadap pembelajaran diferensiasi? Kemudian, bagaimana bapak
mengimplementasikannya ke dalam pengajaran di kelas?)

ECT: For the assessment of differentiation in learning, I think it's quite good and
efficient Because we can divide the appropriate portion for each student instead of
treating them all the same Secondly, in its implementation, as I mentioned earlier, in
the actual implementation, let me give an example So, in Group A, we only focus on
one topic For Group A, the topics we cover include news reading, group discussions,
and all 16 tenses That's how we implement it And Groups B and C are different from
Group A For Group B, there are 8 tenses, and we also teach the basics of correct
63
dictation As for Group C, they start with the basics, like learning how to use to be, the
alphabet, and so on (Kalau untuk penilaian terhadap pembelajaran diferensiasi tersebut,
bagi saya itu sangat cukup bagus dan efisien. Karena kita bisa membagi di mana porsi yang
pas untuk siswa tersebut dibandingkan kita penyamaratakan mereka semua. Yang kedua,
implementasinya itu seperti yang tadi saya bilang, dalam implementasinya itu sendiri,
sebagai saya kasih contoh ya, di grup A itu kami, saya kasih contoh satu materi aja. Jadi,
di grup A itu, materi yang kami berikan, itu diantaranya seperti belajar untuk news reading,
lalu belajar juga untuk grup discussion, dan juga belajar 16 tenses seluruhnya. Jadi, untuk
implementasinya seperti itu. Dan yang B dan yang C itu tidak sama seperti yang A. Untuk
yang B seperti tensesnya ada 8, lalu belajar dari dasarnya seperti membuat
diktesin yang benar seperti apa. Lalu yang C itu belajar dari basicnya, seperti belajar
bagaimana itu to be, bagaimana itu kata A B C, dan segala macam).

Researcher: Alright, then Is there any consideration when you choose or design
teaching strategies to assist in implementing the Language Development program at
this Islamic boarding school, Sir? (Oke, baik. Kemudian. Apakah ada pertimbangan
tersendiri ketika Bapak memilih atau merancang strategi pengajaran untuk membantu
menjalankan program pengembangan Bahasa di pondok pesantren ini Pak?)

ECT: To consider possible scenarios Perhaps, by considering such factors, it may

deviate from the initial plan For example, if someone is in Group B but is more inclined
towards Group C, we should first discuss and evaluate We can test it out, and if they
are indeed a better fit for Group C, we can move them there (Untuk mempertimbangkan
hal-hal yang mungkin akan terjadi. Mungkin kalau dari mempertimbangkan hal seperti itu,
mungkin akan keluar daripada yang sudah disusun.
Seperti misalkan ada di grup B, ternyata ditemukan dia ini lebih condong kepada grup yang
C. Otomatis kita tarik dulu dan kita coba didiskusikan dan sebagainya.Kita coba tes, kalau
memang dia lebih cocok di C, kita pindahkan ke C).

Researcher: Certainly, Could you please explain some English language teaching
strategies that you apply in the classroom? (Oke, baik. Kemudian, bisakah Bapak
menjelaskan beberapa strategi pengajaran bahasa Inggris yang Bapak terapkan di kelas?)

ECT: For strategy, perhaps I will organize a collaboration or elaboration strategy

since there are also IPM members in this boarding school So, how can these IPM
students or IPM members participate and teach, not just me as the initial teacher?
Secondly, they can also assist in developing materials and adjusting them for the
students The material boundaries, if it's from me personally, might have a bias only
from the teacher However, in IPM, there can also be action So, I involve them in that,
more or less like that (Untuk strategi ya, Kalau strategi, karena di pondok ini juga punya
IPM, mungkin saya adakan strategi kolaborasi atau elaborasinya. Jadi, bagaimana si anak-
anak IPM ini, atau anggota-anggota IPM ini, itu bisa turut serta dan mengajar dan tidak
hanya saya yang mengajar yang pertama. Lalu yang kedua, juga turut ikut serta membantu
dalam menyusun materi dan penyesuaian terhadap anak-anak. Jadi, batasan materinya
kan, kalau misalkan dari saya pribadi kan, tentu ada mungkin keberpihakan hanya dari
guru. Nah, sedangkan di IPM kan, dari IPM kan juga bisa action juga. Jadi, saya libatkan
di situ, kurang lebih seperti itu).

Researcher: How do you evaluate the effectiveness of your teaching strategies?

(Bagaimana Bapak ini mengevaluasi efektivitas strategi pengajaran yang Bapak terapkan?)
64
ECT: For the evaluation related to effectiveness, we usually hold advancement level
exams once a month or every two months So, it's not always the case that the students
in level C remain in level C, those in level B remain in level B, or those in level A remain
in level A For example, if I give an exam to the group in level A once a month, it's for
their advancement, so they won't remain in group A anymore, but instead will teach
other groups As for the group from level B, we can move those students to group A if
their level has improved or if they perform well Or even if their performance is lacking
and declining, we move them down to grade C This is also to motivate the students to
improve their English at the Islamic boarding school, rather than decline, through
these exams or tests (Untuk evaluasi terkait efektivitas tersebut, itu biasanya kami adakan
satu bulan atau dua bulan sekali itu ujian kenaikan tingkat. Jadi, enggak selamanya anak-
anak itu yang di C itu tetap di C, yang di B tetap di B, atau yang di A tetap di A. Jadi, kalau
misalkan saya kasih contoh di grup A, misalkan di grup A satu bulan sekali saya kasih ujian,
itu untuk kenaikan tingkat, dia jadinya enggak di grup A lagi, tapi jadinya untuk mengajar
grup-grup lainnya. Lalu yang grup dari B, itu bisa kita pindahkan anak-anak tersebut ke
grup A kalau tingkatannya sudah naik atau bagus. Atau bahkan kalau misalkan masih
kurang dan menurun dan perlu diturunkan, kita turunkan ke grade C. Dan juga ini agar
memotivasi anak-anak tersebut supaya bahasa Inggris mereka di pondok pesantren itu
semakin meningkat dan bukan menurun dengan adanya ujian atau tes ini).

Researcher: What is the biggest challenge that you face in implementing this teaching
strategy? Then how did you deal with it yourself? (Apa sih pak tantangan terbesar yang
bapak hadapi dalam mengimplementasikan strategi pengajarannya ini? Kemudian
bagaimana Bapak sendiri mengatasinya?)

ECT: The biggest challenge, there are several things that actually come back to the
teacher's own learning So there are some things that should have been understood in
class, but we repeat them again within the group So there are some obstacles like that
So what should be discussed like this, but instead we repeat what was explained in
class Because perhaps the child's understanding is lacking, or maybe there is a lack of
communication from the teacher But it is more likely that the child doesn't understand
and we need to learn first (Tantangan terbesarnya, ada beberapa hal yang sebenarnya
kembali lagi kepada pembelajaran di gurunya itu sendiri. Jadi ada beberapa yang harusnya
di kelas sudah mengerti, tapi kita ulang lagi di dalam grup tersebut. Jadi ada beberapa
hambatannya seperti itu. Jadi yang seharusnya dibahas seperti ini, tapi malah mengulang
apa yang di kelas dijelaskan. Karena mungkin factor anaknya memang kurang paham, atau
memang ada kurang menyampaikan dari gurunya. Tapi yang lebih condong mungkin
anaknya kurang paham dan kita harus membelajar lebih dahulu).

Researcher: For the last question, what kind of feedback do you yourself receive from
students about the teaching strategies that you apply? (Untuk pertanyaan yang terakhir,
apa sih jenis feedback yang Bapak sendiri terima dari siswa tentang strategi pengajaran
yang Bapak terapkan?)
ECT: The feedback received from the students and my own observation is that it has
made a significant impact So, when it was first introduced, two months, three months
later, the children in the community started using English frequently, even routinely
That's the first point Secondly, they were even able to win championships outside For
example, recently we won in the English Storytelling category at the Olympics And
also, there were some who won in News Reading, even though they didn't make it to
65
the finals, they still made it to the semifinals So the improvement is evident from the
learning done within the community (Untuk feedback, Apa yang didapat daripada siswa
tersebut dan yang saya rasakan, itu sangat berasa sekali. Jadi ketika pertama kali ini
diadakan, dua bulan, tiga bulan setelahnya, itu anak-anak di lingkungan itu mulai sering
bahkan rutin untuk menggunakan bahasa Inggris, itu yang pertama. Kedua, bahkan bisa
dengan ada jenis ini, bisa memenangkan juara-juara di luar. Contoh kemarin, kita menang
di Olimpiade dalam kategori Bahasa Inggris Storytelling. Dan juga, ada juga yang menang
di News Reading, meskipun gak mendari, tapi tetap lolos ke semifinal. Jadi peningkatannya
terlihat dari pembelajaran yang dilakukan di lingkungan).

66
 Transcript of English Teacher Interview

Researcher: What methods or approaches do you apply in teaching English to assist

in implementing the language development program at this Islamic boarding school,
Mam? (apa saja metode atau pendekatan dalam pengajaran bahasa Inggris yang Ibu
terapkan untuk membantu menjalankan program pengembangan bahasa di pondok
pesantren ini, Ibu?)

E.T: Yes, in this English language teaching, I use various methods However, I also
consider the needs of the students themselves And the method I use most often is
Project-Based Learning (PjBL) Because by using PjBL, we can observe the students'
engagement in learning English (Ya, jadi dalam pengajaran bahasa Inggris ini, saya
menggunakan berbagai macam metode. Namun, saya juga melihat kebutuhan dari siswa
itu sendiri. Dan yang lebih sering saya pakai itu adalah proyek basic learning, PjBL.
Karena dengan kita menggunakan PjBL tersebut, kita dapat melihat keaktifan siswa dalam
pembelajaran bahasa Inggris ini).

Researcher: Do you use differentiation or individualization approaches in teaching

English at this Islamic boarding school? (apakah Ibu menggunakan pendekatan
diferensiasi atau individualisasi dalam pembelajaran saat mengajar bahasa Inggris di
pondok pesantren ini?)

E.T: Yes, I am using differentiation approach because earlier, the PjBL method falls
under active learning Therefore, I am using differentiation in teaching English to
enhance learning at the boarding school (Ya, saya menggunakan pendekatan diferensiasi
karena tadi ya, metode PjBL itu kan masuk dalam pembelajaran aktif learning. Sehingga
saya menggunakan diferensiasi dalam pengajaran bahasa Inggris untuk mengembangkan
pembelajaran di pondok tersebut).

Researsher: Alright, then How do you personally assess this differentiation learning?
And how do you incorporate it into your classroom teaching? (Oke, baik. Kemudian,
bagaimana sih penilaian Ibu sendiri terhadap pembelajaran diferensiasi ini? kemudian,
bagaimana Ibu mengimplementasikan yang kedalam pengajaran di kelas?)

E.T: Yes, my assessment consists of two types The first is summative assessment and
the second is formative assessment As for formative assessment itself, we can see it
after the material is completed So, after each material is finished, I will give
assignments to students so that I can see how well they have followed the learning And
the last one is summative assessment Summative assessment is done during the final
semester exams So we can see whether the student's grades are good or not during
those final exams (Ya, penilaian saya itu terdapat dua jenis. Yang pertama itu adalah
penilaian sumatif dan yang kedua itu adalah formatif. Untuk penilaian formatif itu sendiri,
itu dapat kita lihat ketika setelah materi itu selesai. Jadi setiap materi selesai, saya akan
memberikan tugas kepada siswa supaya saya dapat melihat bagaimana nih siswa apakah
dia dapat mengikuti pembelajaran yang baik atau tidak. Dan yang terakhir itu adalah
penilaian sumatif. Penilaian sumatif itu dilakukan ketika ujian akhir semester. Jadi kita
dapat melihat nilai siswa itu bagus atau tidak ketika mengikuti ujian akhir semester
tersebut).

Researcher: Certainly, Is there any consideration when choosing or designing teaching

67
strategies to assist in implementing language development programs at the pesantren?
(Oke, baik. Kemudian, apakah ada pertimbangan ketika memilih atau merancang strategi
pengajaran untuk membantu menjalankan program pengembangan bahasa di pesantren?)

E.T: Yes, that's correct I am also considering the design of the learning that I will do
Because earlier I mentioned that I will look at the characteristics of the students, their
needs, and then I will find a suitable teaching strategy for them (Iya, betul. Saya juga
menimbang ya terkait perancangan pembelajaran yang akan saya lakukan. Karena kan tadi
sudah saya katakan bahwa saya akan melihat karakteristik dari peserta didiknya,
bagaimana kebutuhan mereka, baru saya mencari strategi pembelajaran apa yang baik
untuk mereka).

Researcher: Could you explain some English language teaching strategies that you
personally apply, Mam? (Bisa dijelasin nggak beberapa strategi pengajaran bahasa
Inggris yang Ibu sendiri terapkan?)

E.T: Yes, of the several methods I provide to students, I most frequently use the PjBL
method because through PjBL itself, I can observe the students' engagement So, when
I present the material, then give them a test, I can see whether they respond or not
When they understand the material, they will definitely respond positively (Iya, dari
beberapa metode yang saya berikan ke siswa, saya lebih sering menggunakan metode PjBL
karena dari PjBL itu sendiri saya bisa melihat keaktifan siswa. Jadi, ketika saya
memberikan materi, kemudian saya memberikan tes, kemudian mereka itu merespon atau
tidak. Ketika mereka memahami materi tersebut, pasti mereka akan merespon dengan baik).

Researcher: How do you evaluate the effectiveness of your own teaching strategies in
helping students develop their English language skills? (Kemudian, bagaimana Ibu
mengevaluasi efektivitas strategi pengajaran Ibu sendiri dalam membantu siswa
mengembangkan bahasa Inggris mereka?)

E.T: In evaluating, after reviewing the results of the tests they have completed, I will
assess them When they receive a score that does not meet the passing grade, I will
provide reinforcement of the material, and then assign appropriate tasks again After
that, I will conduct another test to determine whether there have been any changes
from the first test to this second one (Dalam mengevaluasi, setelah saya melihat hasil
dari tes yang telah mereka kerjakan, saya akan mengevaluasi mereka. Ketika mereka
mendapatkan nilai yang belum mencapai KKM, itu akan saya berikan kembali penguatan
materi, kemudian saya akan berikan kembali tugas yang sesuai. Setelah itu, baru saya akan
mengadakan tes kembali apakah mereka terdapat perubahan atau tidak dari tes yang
pertama dan tes yang kedua ini).

Researcher: What is the biggest challenge you face in implementing English language
teaching strategies at the boarding school, and how do you overcome it? (Apa sih Ibu
tantangan terbesar yang Ibu hadapi dalam mengimplementasikan strategi pengajaran
bahasa Inggris di pesantren? Dan bagaimana Ibu sendiri mengatasinya?)

E.T: Because earlier I used the PjBL method, it means giving students space to be
active However, the challenge is that they are too overactive, so the classroom becomes
very noisy And perhaps there are also some students who do not like noise when
68
learning So, in that class, it is not effective, less effective However, I also provide
solutions to address and overcome this issue Therefore, for PjBL, it is necessary to be
done But when there are students who are overactive, they will be warned first Then,
after that, they will be given tasks (Karena tadi saya menggunakan metode PjBL, itu kan
berarti memberikan peserta didik itu ruang untuk mereka aktif. Namun, kendalianya itu
adalah mereka terlalu overaktif, sehingga keadaan kelas itu menjadi sangat berisik sekali.
Dan mungkin ada beberapa siswa juga yang ketika belajar itu tidak suka berisik. Jadi,
dalam kelas itu tidak efektif, kurang efektif Namun, saya juga memberikan, apa
memberikan, apa namanya, mengatasi dan memberikan solusi ya. Saya memberikan solusi
terkait permasalahan tersebut. Jadi, untuk PjBL ini memang perlu dilakukan. Tapi, ketika
ada siswa yang overaktif, itu akan ditegur terlebih dahulu. Kemudian, setelah itu mereka
akan diberikan tugas).

Researcher: What kind of feedback have you received from students about the
teaching strategies you've implemented? (Apa saja sih, Ibu, jenis umpan balik atau
feedback yang Ibu terima dari siswa tentang strategi pengajaran yang Ibu sendiri
terapkan?)

E.T: The feedback from them, alhamdulillah, after using the PjBL method, they have
become more active in class Additionally, they can understand the material clearly As
a result, they are also able to communicate in English, although not yet fluently
(Feedbacknya dari mereka-mereka itu, alhamdulillah setelah saya menggunakan metode
PjBL ini, mereka menjadi lebih aktif dalam kelas. Kemudian, mereka juga dapat memahami
materi dengan jelas. Sehingga mereka juga dapat berkomunikasi menggunakan bahasa
Inggris, walaupun memang belum pasif sekali. Seperti itu).

69
 Appendix 5
Photos During Research

English Club Class Observation English Club Class Observation

English Class Observation English Class Observation

70
Interview with English Teacher Interview with English club Teacher

Interview with Students Photo of questionnaire data collection

71
 Appendix 6
LEMBAR UJI REFERENSI

72
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74
75
76
77
78
 Appendix 7
SURAT BIMBINGAN SKRIPSI

79
 Appendix 8
SURAT IZIN PENELITIAN

80
 Appendix 9
SURAT KETERANGAN PENELITIAN

81