CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
B. Discussion
(The impact is that I understand more about the material explained by Mrs. Faiz, because sometimes Mrs. Faiz uses English to explain the material, so the point is that I understand better.)
Then for the language skills section, the dominant students increased in the speaking and vocabulary sections, as one student said:
“Yang menurut Valleda paling terbantu yaitu di bagian speaking ka, karena kita setiap hari di push untuk ngomong pakai bahasa asing arab atau inggris walaupun masih belum tau benar atau salah ya, yang penting ngomong dulu benar salahnya belakangan. Selain di speaking di vocab juga meningkat ka karena ada pembaharuan kosa kata di setiap harinya oleh kaka IPM.” (Student 1).
(According to Valleda, the speaking section is the most helpful, because we are pushed every day to speak in a foreign language Arabic or English, even though we still don't know right or wrong. Apart from speaking, Vocabulary has also increased because there is an update of vocabulary every day by IPM.)
In addition to the advantages felt by students, students also still experience obstacles from the existence of a bilingual program in the dormitory, namely five out of seven students thought that the obstacles they experienced were because there were still many students who were reluctant to use English in the dormitory, some underestimated and even had some negative comments towards students who used English. One of them said:
“kendalanya paling ya gitu ka masih banyak santri yang enggak pake bahasa inggris atau arab, jadi mereka kaya nyepelein gitu.” (Student 7).
(The biggest problem is that there are still many students who recultant to speak English or Arabic language, so they seem to ignore it.)
Then four out of seven students also said the obstacles they felt were due to a lack of English mentors in the dorm, so that the implementation of the bilingual program in the dorm was not optimal, as one student said:
“Kendalanya kalau yang saya rasain si kaya kurang mentor bahasa inggris aja gitu di sini, jadi ya git u paling penerapan bahasanya kaya turun temurun dari siswa ke siswa.” (Student 6).
(The problem is that what I feel is like the lack of English mentors here, so at most the implementation of the language is like being passed down from student to student.
Where researcher categorize students' perceptions in the form of advantages and obstacles that students feel from the existence of the bilingual program. From the results of the questionnaire data and interviews regarding the background information, the researcher found that at the Islamic boarding school students were indeed required to use bilingualism as Abidin et al. (2022) said ―Arabic and English are mandatory languages in the daily communication of santri.‖(p. 9). However, there are some places and situations that are not required at the Muhammadiyah Boarding School Darul Arqom in the use of bilingual program. This is because not all staff and teachers at the boarding school have the ability to use bilingualism, especially Arabic and English.
Based on the results of questionnaires and interviews that have been conducted by researchers, it was found that students had a positive perception of the implementation of bilingual program in the dormitory towards learning English in class. According to questionnaire results, it can be showed that students have a positive perception of the use of the bilingual program on students' English learning in class. Where the biggest choice is in question number 2, namely as many as 71.8% or the equivalent of 51 students out of 71 students who chose to agree with the existence of a bilingual program in the dormitory can improve their speaking skills. As related to Dewanti (2015) study, the primary role of the bilingual program is to help and prepare students to communicate actively in English. Moreover (Muchsonny et al., 2021) argued the English environment became the solution to the problem because the environment that is dominant in English makes the student familiar with English and accustomed to speaking English, even though the student is less skilled in speaking that finally used to talk to English. Although there is still a negative side, it is not comparable to students who have positive perception.
Therefore it can be concluded that students have a positive perception of the implementation of the bilingual program in the dormitory towards their English learning in class.
Another thing to be recognized was that students agree that bilingual program gave them many advantages, where students felt comfortable and enjoy with the implementation of a bilingual program in the dormitory, and they also become more aware of the material delivered by the English teacher, as Larasati et al. (2022) said
―bilingual language is more effective and makes it easier to understand the material that teachers explain.‖(P. 176). This happens because there are some materials
taught by English teachers, which sometimes have been studied during tadribulugoh with IPM. Then students also get many benefits from the existence of a bilingual program at boarding school, one of which is to improve their English skills. ―In language learning, there are four skills: listening, speaking, reading, and writing‖
(Anjayani et al., 2016, p. 2).Where of the four skills students feel most helped by the bilingual program, namely in their speaking, because they are active in using bilingual dormitories, as Abidin et al., (2022) stated Among the results of implementing bilingual learning is the ability of students to be able to actively communicate in Arabic or English. Therefore they can be more dominant in speaking because they are accustomed to using language and often practice it. Then the component that is quite improved is in the vocabulary section. Because Vocabulary is one of the elements of the language that must be mastered by students to get and easier communicate, because language is a set of basic a vocabulary (Nurjaman, 2016). Therefore, the more students know or memorize vocabulary it can help them also in other matters related to language.
Then, apart from the advantages of implementing a bilingual program, there must be certain obstacles that are felt by students. Students feel that the obstacles they feel there are still many students who are reluctant to use English in the dormitory, therefore the use of bilingualism slowly started not too intensive. Then students also feel that the lack of mentors in the dormitory can be an obstacle for them in implementing the bilingual program because the lack of an English mentor in the dormitory also can make the use of the language less developed. After all, the current language is only based on heredity from previous classmates so there is no update regarding the English language. Therefore, for the language at the Islamic boarding school to run well, it is necessary to hold an English mentor because that way the language department and even all students can consult more deeply about the language with the mentor, so that the coordination of the use of the bilingual program goes well and is getting better.
CHAPTER V
CONCLUSION IMPLICATIONS AND SUGGESTIONS A. Conclusion
Based on the findings of the research result in previous chapter, it was found that students had a positive perception of the implementation of bilingual program in the dormitory towards learning English in class. For the advantages, students felt comfortable and enjoy with the implementation of a bilingual program in the dormitory, students also become more aware of the material delivered by the English teacher, as students believe that the existence of a bilingual program in the dormitory can improve their English skills. Because in the dormitory it is required to speak Arabic and English, therefore the dominant skill increases in students, namely their speaking. Futher, the students also agreed that having a bilingual program in the dormitory could improve their vocabulary. Then there are also some obstacles that are still felt by students, namely in the form of many students who are reluctant to use language, then at the dorm, there is still a shortage of English mentors, so that it becomes an obstacle for students, especially in the language section, but from this research it can be concluded that students have positive perceptions.
B. Implications
The used of a bilingual program in the dormitory had a positive impact on students' learning in class, where all MA Muhammadiyah Darul Arqom students felt comfortable and enjoy the program in the dormitory. The research implication that can be drawn is that the use of bilingual programs in dormitories makes students tend to understand more about the material taught by English teachers in class, because they are used to using English in dormitories, therefore this can help English teachers in class during the lesson. Because in the dormitory students are pushed to speak, therefore the speaking ability of the students also increases, do not forget that the vocabulary is updated every day so that the vocabulary that the students have increases as well. But there are a number of things that are still an obstacle to the implementation of the bilingual program, where based on the findings it turns out that there are still many students who are reluctant to use English in the dormitory, then as the implementation of bilingual program in the dorm is still not optimal, because the staff and teachers in the dorm do not master
bilingualism. Where it would be better if the staff and teachers could be bilingual such as holding language training for existing teachers and staff so that the bilingual program at the dorm ran more optimally. Then also the lack of an English mentor at the dorm can trigger the low language skills of students at the dorm because no one directs students in the existing language programs. It would be better if they had an English mentor at the dorm so that they would have a figure who could be an advisor and teach, especially in the field of language.
C. Suggestions
After doing this research and getting some information about the implementation of the bilingual program at Muhammadiyah Boarding School Darul Arqam Sawangan, the researcher has several suggestions:
1. English Teacher
The existence of a bilingual program at the dorm is actually very helpful for the English teacher in delivering the material, because basically, they are already using bilingual especially English in the dormitory. So they already understand a little about English. However, it would be even better if the English teacher at this boarding school required the students to be bilingual during the lesson, because it can help optimize the language program at the Islamic boarding school.
2. Students
Students should care more and not underestimate the bilingual program at the Islamic boarding school. This is done so that the bilingual program in the dormitory runs well. Because the application of bilingualism cannot be done by individuals alone, there needs to be cooperation between all students in the dormitory to further reactivate the bilingual program, because language is the crown of the boarding school.
3. The furture research
The last suggestion will be addressed to future research, as the aims of this research is only to find out students' perceptions of the use of bilingual programs in dormitories towards student learning in the classroom, if the next researcher wants to know the real proof that whether the bilingual program is really effective in improving students' English skills. The researcher recommends to the future research to conduct quantitative research that is more directed towards it.
52
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54 APPENDIX 1
SURAT BIMBINGAN SKRIPSI
APPENDIX 2
SURAT IZIN PENELITIAN
APPENDIX 3
SURAT KETERANGAN PENELITIAN
APPENDIX 4
APPENDIX 5
QUESTIONNAIRE FORM
No Statement Alternative Answer Total
SA A D SD
1 A bilingual program can help me excel in and outside of school.
(Dengan adanya program bilingual dapat membantu saya untuk berprestasi di sekolah dan di luar sekolah.)
2 The Bilingual Program allows me to improve my English speaking skills.
(Program Bilingual memberi saya kesempatan untuk meningkatkan keterampilan berbicara saya dalam bahasa Inggris)
3 The bilingual program can help and make it easier for me to do English assignments.
(Dengan adanya program bilingual ini dapat membantu dan memudahkan saya dalam mengerjakan tugas bahasa inggris.)
4 Using the bilingual program in the dormitory helped me more easily understand the material given by the English teacher.
(Penggunaan program bilingual di asrama membantu saya lebih
mudah memahami materi yang diberikan oleh guru bahasa Inggris.)
5 The Bilingual Program allows me to acquire new English vocabulary.
(Program Bilingual memberi saya kesempatan untuk memperoleh kosa kata bahasa Inggris baru.) 6 My listening skills in English have
not improved much with the bilingual program.
(Keterampilan mendengarkan saya dalam bahasa Inggris tidak begitu meningkat dengan adanya program bilingual.)
7 I still have difficulty understanding the meaning of each sentence explained by the English teacher in class.
(Saya masih kesulitan memahami arti dari setiap kalimat yang dijelaskan oleh guru bahasa Inggris di kelas.)
8 My writing skills in English have not improved much with the bilingual program.
(Keterampilan menulis saya dalam bahasa Inggris tidak begitu meningkat dengan program dwibahasa.)
9 My reading skills in English have not improved much with the bilingual program.