B. Learning Environment
2. Types of Learning Environment
The environment is classified into two types by Krashen. The first is the formal environment and the second is the informal environment which is related to communication, and Krashen also claims that two separate knowledge systems underlie the performance of the second language (Setiyadi & Salim, 2013). The formal environment includes
various aspects of formal and non-formal education and is mostly in the classroom or laboratory. While the informal environment provides exposure to natural communication, and most of it is outside the classroom.
a. Formal Environment
The formal environment for language acquisition is an environment in which learning activities are focused on the conscious acquisition of rules and forms. The formal environment is usually known as the formal instruction that occurs most often in the classroom. Depending on the type and method of teaching, it provides a system or design of a formal environment for the learner (Hashim & Yunus, 2018).
The formal environment has many characteristics, including:
Instructors or teachers intend to help students in learning the language directly.
In these cases, students who study the language are instructed to carry out language activities in order to apply the structure of the language that has been studied.
The teacher provides an evaluation or correction of errors made by students.
The formal environment is part of language learning in schools instruction that focuses on the conscious acquisition of rules and forms.
And in this study, the authors assume that formal education is in schools.
The school is an intentionally designed and implemented educational environment that adheres to strict rules such as tiered and continuous enrollment. Additionally, schools organize a learning process in order to accomplish educational objectives (Ikhsan et al., 2017). The school environment also concerns the academic environment, namely the facilities and implementation of teaching and learning activities, various curricular activities, and so on (Pienemann, 1898).
The physical and non-physical environments comprise the school environment. The physical environment is a site of learning that has an effect on the learning outcomes of children. Teachers must be able to build an educational environment for their students. The physical environment encompasses the classroom, laboratory, and multipurpose room/hall. Ventilation and lighting and storage arrangements. While the non-physical environment includes socio-emotional conditions (Gerber et al., 2001).
Based on the opinion above, it can be concluded that the school environment includes all things that influence and shape individual student behavior and personal patterns when undergoing the teaching and learning process at school, both social and non-social environments (Redlinger, 1980).
The formal environment itself has several indicators that greatly affect the learning process.
Teacher
Teachers are educators who provide a lot of knowledge to students. With the knowledge and skills possessed, teachers can make students become intelligent and disciplined individuals.
Facilities/Infrastructure
Learning facilities and infrastructure are significant indicators because the condition of school buildings and classrooms, the organization of the school library, the availability of classroom and laboratory facilities, the availability of textbooks, media/study aids, and the availability of classroom and laboratory facilities all contribute to the learning process and learning activities.
Curriculum
The curriculum is a plan and organization of educational objectives, content, learning resources, and methodologies that serve as a guide for teaching and learning activities. In broad terms, the curriculum governs how the learning process takes place. As a result, stakeholders' curriculum selection and implementation have a significant impact on student learning results.
b. Informal Environment
The educational path is the medium or means by which students develop their potential consistent with educational objectives. Suppose
the formal education path is a structured and tiered educational path that includes elementary, secondary, and post-secondary education. The path of informal education is comprised of family and environmental education (Bahrani et al., 2014).
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As defined by Law No. 20 of 2003, informal education is a path of family and environmental education through self-directed learning activities. Informal education is education that is obtained by a person from everyday experiences, consciously or unconsciously throughout life. This education takes place in the family, in daily interactions, in work, in society (Fatimah & Kartikasari, 2018).
According to Elman, informal education is not only the oldest but also has the most activities and the widest reach. It takes place anytime and anywhere. Informal education can convey various things related to life problems (Elman, 1993). Informal education can be pursued through a process of imitation, identification, and suggestion in the context of learning by doing. In informal education, credential requirements are not used, and there are no credentials that are entitled by the recipient or required by the education provider.
Rohman (2009) explains that informal education is a type of education that has the characteristics:
Not structurally organized
There is no chronological hierarchy
Does not recognize any credentials,
The real form of this type of education is that education that takes place in institutions that are not known to standardize programs, curriculum, levels, and activities is a natural process (Djumabaeva &
Kengboyeva, 2021). Although not tied to a credential, the informal environment still has indicators that affect the learning process, such as:
Coach/Instructor
The coach in the informal environment is usually only a supervisor for the activities carried out in that environment.
Usually there are role holders or program implementers. The coach here then provides input and evaluation of the activities carried out in the learning process.
Facilities/Infrastructure
Facilities/infrastructure in an informal environment are equally important as supporting the convenience of the learning process.
Where comfort and adequate facilities can help students for the development of student achievement. In addition, facilities and infrastructure are needed for the course of the language learning process, either as a medium or a bridge that facilitates the delivery of input from instructors and language institutions.
Rules/Programs
The program here is not the same as structured instruction in a formal environment but is limited to regulations or activities
carried out to increase knowledge that help the learning process that conducted by language section in Al-Iman Modern Islamic Boarding School especially in English learning as a second language.
The writer concludes that the learning environment in learning English is a place or situation around someone that can have an impact in English learning. can have an impact on learning outcomes later. That have indicators:
1) Formal Environment (Teacher, Curriculum, and Infrastructure/
Facilities
2) Invormal Environment (Instructor, Rules/ Program, and Infrastructure/ Facilities
C. Modern Islamic Boarding School