CHAPTER IV. FINDING AND DISCUSSION
A. Finding
1. Research setting
The institution of Daarut Tauhiid is legally established by Wiratni Ahmadi, SH, the notary in Bandung with certificate of notary public, number 8, September 4th 1990. It has been changed into the certificate of notary public, number 17, April 22nd 2004, made by Dr. Wiratni Ahmadi, SH, the notary in Bandung. In that case, it can be recognized that the institution of Daarut Tauhiid is the law foundation of manager in Pesantren Daarut tauhid.
It is such the other pesantren, the main activities of Daarut Tahuiid are generally education, da’wah, and social. However, it has several uniqueness that make it different with the other pesantren. One of them is the high intensity of economic activities that appear in pesantren Daarut Tauhiid and it can be seen since its first establishment until now.
There are two factors why that condition highly appears around Daarut Tauhiid: the spirit of entrepreneurship and independency. Those spirits are the soul of KH. Abdullah Gymnastiar (Aa Gym), the founder and the main leader of Pesantren Daarut Tauhid. In addition, the economic activity can be seen as the additional value for supporting the other activities in Daarut Tauhiid, such as educational, da’wah¸and social activities elaborated in the concept of system value, Manajemen Qolbu (MQ). The components of MQ consist of four things: Ma’rifatullah, self management, entrepreneurship, and leadership. This concept strongly becomes the foundation and philosophical base for Daarut Tauhiid organization recognized and implemented in the statement “Menuju Generasi Ahli Dzikir, Ahli Fikir, dan Ahli Ikhtiar”.
In spite of the fact that the those three organizations (Daarut Tauhiid institution, Kopontren DT, and MQ corporation) are legally and formally separated by law foundation, they are tied and correlated each other by Aa Gym. In other words, although they are not under the same law foundation, culturally they are part of Pesantren Daarut Tauhid. Formally, the position of Aa Gym in Daarut Tauhid Institution is recognized as the chairman, in Kopontren Daarut Tauhiid as the adviser, and in MQ Corporation as one of the majority share owner and sits in the commissioner council.
As the implementation of educational purpose in Daarut Tauhiid, SMK Daarut Tauhiiid (Boarding School) exists to bring the vision and mission of Daarut Tauhiid institution to create the generation of dzikir, fikir, and ikhtiar by having the good attitude and behavior. This institution has the vision to create the excellent generation in technology field based on tauhid.
Thus, the vision, the mission, and the purpose of SMK Daarut Tauhiid boarding school are formulated into several points. First, the school vision is to be the prime school in information technology field and business management based on tauhid in creating the generation of dzikir, fikir, and ikhtiar.
Second, the school also has the enlargement of vision, actualized in several missions, namely:
1. To actualize human beings who have ahlakul karimah based on the values of tauhid;
2. To realize the clever and competitive generations in information technology and business management who have the international and professional certification;
3. To create the generations who have the leadership and entrepreneurship soul and;
4. To manifest the healthy, aesthete, environment knowledgeable generations.
Besides the vision and mission, the school specifies the missions into several purposes:
1. To create the productive and excellent students, and capable in working in information technology and business management who are be able to compete nationally, regionally, or globally;
2. To create the students who have the good characters (sincere, honest, and tawadhu) and strong characters (discipline, brave, and tough);
3. To create the healthy, artistic, and environment knowledgeable students;
4. To prepare the students with the knowledge and skills to continue studying in higher education;
5. To educate the competent students to be able to create the work fields and;
6. To distribute the professional workers in technology field and business management based on the need of DU/DI.
SMK Daarut Tauhiid actually has two programs, computer and network engineering (for male students), and accounting (for female students). The place they study is separated each other. For male students, the school is located in the first campus, Jl. Gegerkalong Girang Komplek Setiabudi Indah Kav. 25-26 Bandung, but for the female students, it is located in the second campus, Jl. Cigugur Girang no. 33, Parongpong, west Bandung region. Based on the consideration, the researcher only focused on one school, computer and network engineering, in doing the research.
The curriculum in schools can be genuine from the educational minister, or they also have their own. In SMK Daarut Tauhiid Boarding School, it builds the curriculum and teaching and learning process based on
the educational national curriculum enriched by the curriculum from Daarut Tauhiid. In addition, it is also arranged to build nine pillars development such as leadership and character education, tahfizh and tahsin Al-Qur'an, dormitory Islamic program, industries visitation, entrepreneur skill, literacy culture, skill certification, P2M program, and characterized teaching and learning process.
1) In leadership and character education, the students are required to join the program such as the new students’ orientation period (MATABA), leadership training, bantara, and introduction to the characters of Daarut Tauhiid. The program.
2) The tahfidz and tahsin Al-Qur’an program exists around the students in order to optimize the students in memorizing and comprehending its content with five juz minimum. It is required for them by aiming at making Al-Qur’an as the students’ life guide.
3) In dormitory Islamic program, the school provides the Islamic dormitory where they can learn Al-Qur’an, the Islamic values, and the implementation of Islamic education through habituating BAKU character (Baik and Kuat): kind (Sincere, honest, and tawadhu), Strong (Dicipline, brave, and tough) and the development of the skilled students such as the art of reading AL-Qur’an and so on.
4) Industry visitation is a program where the students visit the work field, industry field, and some universities in order to introduce and motivate them to be capable in working, studying, and entrepreneurship.
5) In entrepreneur skill program, the school invites the successful entrepreneurs to come to SMK Daarut Tauhiid to tell, share, and discuss how to create, build, and implement their business.
6) The literacy culture program is created by the school to develop students’ interest in reading and to make the students more interesting in reading. It is hoped that the students read more and understand more what they have read and what they have to implement in their daily life.
7) In skill certification program, the school gives the students the international skilled certificate (Mikrotik) for computer and network engineering program and (MYOB) for accounting. It is given to the students as the achievement and the certification to make them legally work in their chosen sector.
8) In P2M program, the students are delegated to the countryside to implement what they got during learning in SMK Daarut Tauhiid.
They should share, teach, and apply not only their technology knowledge, but also Islamic values.
9) The school creates the characterized teaching and learning process program in order to make all the process of it connected with tauhid.
As several schools have, SMK Daarut Tauhiid boarding school also has some extracurricular that can be followed by all students such as having a horse, archery, swimming, passus, robotic, angklung, taekwondo, scout, hiking, pencak silat, futsal, Saman dance, marawis, photography, and arts in reciting Al-Qur’an, English club, Japanese club, and cooking art (only female students). Those are provided by the school in order to facilitate the students in implementing their other interests besides the main skill, computer and network engineering. Having said that, the school has four expectations or outputs after the students study in SMK Daarut Tauhiid boarding school. They are expected to have salimul aqidah (strong belief), matinul khuluq (strong and good attitude), tahfizhul Qur’an, and academic skill.
2. The English Teacher’ Lesson Plan Design in Implementing Contextual English Teaching
To get insight how the English teacher designs his lesson plan, the researcher gained the data from interview and the document. It was found from the result of the interview to English teacher and the the finding from the document, lesson plan of English subject, that the lesson plan used by the English teacher was purely by himself by combining and implementing the characters from Pesantren. Because of accreditation, some changes appeared base on the guidance of the educational department of Indonesia (Appendix 1. Interview CH. LD6). Yet, in their daily class and implementation of lesson plan, the English teacher adjusted with the things related to their atmosphere, Islamic boarding school. For instance, in one meeting. He put several characters related to Islamic values built in there such as audacious, strong, discipline, honest, sincere, and tawadhu. Later, he put one of characters that he wanted to apply in lesson plan and implement in their class activity (Appendix 1. Interview CH. LD5).
The researcher found that the lesson plan comes from educational department of west java, Indonesia (Appendix 4). It has several changes in the arrangement of lesson plan made by the English teacher, but there is no changes related to Daarut Tauhiid characters. For instance, in pre-teaching process, the teacher asked the students to pray before studying in every meeting even it was in the middle of the process of teaching and learning in one day. The students also were asked to recites one of short surah as their review in memorizing Qur’an. In addition, they were required to read Al- Matsurat before continuing to study English (Appendix 3. CON 1. TS1). In contrast, in lesson plan, there is no statement or activity what the students did in classroom before studying English, but the teacher asked them to do such
those things because it was kind of Daarut Tauhiid Character they had to have.
However, he believed that the appropriate lesson plan for that school was based on three things related to Islamic boarding school. First, tauhid must be the first foundation in arranging the lesson plan so that it filled in the process of teaching and learning and the material (Appendix 1. Interview CH. LD1). Second, the lesson plan should build the BAKU character (Baik dan Kuat). From kuat character, the students were built to be more discipline in searching the material and entering the class, braver in looking for the material independently and deciding something. In addition, baik character was formed to push the student became sincere in doing every activity in the process of learning, honest in doing the tasks or answering the question from the teacher, and tawadhu (low profile) in every condition (appendix 1.
Interview CH. LD2). Third, the lesson plan should be based on the atmosphere of Islamic boarding school where all the students were men.
They had many activities besides learning in the class so that it made them tired. In other words, the teacher should bring the lesson plan to how the students used their energy effectively in learning English and got involved in learning process (Appendix 1. Interview CH. LD3). Above all, he assumed that the most important thing in making the lesson plan was about tauhid (Appendix 1. interview CH. TB3).
From the result of interview, the implementation of kuat character was applied in the class by the teacher. For instance, he spent much time to make them discipline in entering the class, how they wear their uniforms, and how they learn in the class. He stated that those things must be applied in the class in order to build their good character where it was not only applied by the students in the class, but also outside (Appendix 1. Interview CH.
LD4).
In designing the lesson plan, the English teacher considered several things to fill in and to implement in the class such as how to make the students involved in the process of learning, how to apply the appropriate teaching method, how to support the student in exploring the material independently, and how to make a good schema for the first until the last of the process of teaching and learning (Appendix 1. Interview CH. LD7). He stated that even KI and KD, method, and media were important, those things would be meaningless without the involvement of students and good implementation (Appendix 1. Interview CH. TB5).
In addition, when the English teacher designed the lesson plan, he found two obstacles in it. First, the time was so limited because there were other activities that he should do (Appendix 1. Interview CH. LD8). Last, the obstacle appeared during writing and matching the scheme of learning with the students’ wants and likes. He said that what they like were about what
happened in social media recently, and west culture that they saw from social media which was not suitable with Indonesian culture. Even in several English text existed the content of west culture, the teacher was required to discover the way how to pack it became language learning, not culture learning or transferring. Thus, the purpose of this schema was to make the students learning English from English text, not learning or transferring the west culture to their daily activity in boarding school (Appendix 1. Interview CH. LD9).
In spite of the obstacles faced by the English teacher in designing the lesson plan, he had the solutions to solve them. He tried to minimize the problems by looking for the references and the creative teachers in Youtube or Whatsapp group in order to make the teacher more creative and not boring. Second, he had much conversation with the students. It aimed to find what they like and need so that the teacher would be able to discover the core and develop it in designing plan. Then, he combined it with the English material without transferring the west culture into the process of teaching and learning (Appendix 1. Interview CH. LD11).
Regarding to the school’s missions, the researcher discovered several findings in how the English teacher designed the lesson plan in implementing contextual teaching and learning as the existence and implementation of its missions. As the first implementation of the first school’s mission, actualizing the human beings who have ahlakul karimah based on the values of tauhid, it was comprehended from the teacher’s adjustment in using and applying the lesson plan. Although the lesson plan was provided from the school and based on the educational department of west java, there were several differences in implementing during the English class such as asking them to pray, to recite the short surah, and to read Al- Matsurat although in the middle of one day study and there was no statement about those activities in his lesson plan. He stated that the implementation of the ideal lesson plan must be based on three things, Tauhid, Baku character, and kepesantrenan. Tauhid comes first because its values stand as the basic of achieving the good attitude implemented in the process of teaching and learning as stated in the school’s missions.
Another finding found by the researcher was about how the English teacher build the students’ discipline. He stated that even there were no statements in lesson plan design how he made the students discipline, he spent much time to make them discipline, such as regulating them in wearing the uniforms and organizing them in doing the task. It was needed to introduce those activities because they were the implementation of the third school’s mission, where the leadership soul should be constructed and actualized in the students’ mind.
3. The English Teacher’s Development of Instructional Materials in