The result of this research showed that students positively perceive the implementation of a bilingual program in the college to learn English in class. The students felt comfortable and had a good time with the implementation of a bilingual program in the dormitory, after which the students become more aware of the material provided by the English teacher. Based on the result, it can be concluded that the students positively perceive the existence of a bilingual program at the college towards learning English in the classroom.
INTRODUCTION
- Background of the Research
- Identification of the Problems
- Focus of the Research
- Research Questions
- Research Objective
- Significance of the Research
What was the opinion of the students about the implementation of the bilingual program in the dormitory to learning English in the classroom. The aim of the research is to find out the students' perception of the implementation of the bilingual program in the dormitory to learning English in the classroom. And also to know the advantages and obstacles faced by students in using a bilingual program in Islamic boarding schools to learn English in the classroom.
LITERATURE REVIEW
- Perception
- Bilingual Program
- English Learning
- Previous Related Studies
Management of the implementation of bilingual education in Muhammadiyah modern boarding school, Jetis Ponorogo, East Java‖ The purpose of this research was to determine the management of the school in the implementation of bilingualism in their learning inside and outside the classroom, as well as the effectiveness of bilingualism. learning activities at the boarding school Muhammadiyah Jetis Ponorogo. The third related study was conducted by Dewanti (2015), entitled "The Role of Bilingual Program in Pondok Pesantren Modern (Modern Board School) in the Development of Santri's English Skills" The purpose of this study are: to describe, reveal the barriers and efforts of the role of the bilingual program at Muhammadiyah Yogyakarta Boarding School in the development of santri's English skills. In contrast, this study will focus on students' perceptions of the use of the bilingual boarding program towards teaching English in the classroom.
METHODOLOGY
- Research Method and Design
- Research Setting
- Research Instrument
- Data collection technique
- Data analysis technique
A student questionnaire indicator of the use of a bilingual program in the home for learning English in the classroom. 4 Using the bilingual program in the dormitory helped me to understand the material taught by the English teacher more easily. From the results of the table, it can be said that the students agree that the existence of a bilingual program in the dormitory can improve their English speaking skills.
Then there are 66.2% of students who think they agree that a bilingual program can help them do their English assignments. Therefore, we can conclude that the existence of a bilingual program can improve students' listening skills. From this we can conclude that the existence of a bilingual program in the student dormitory can increase students' knowledge of grammar.
It can be said that students feel comfortable and enjoy the bilingual program in the dormitory. Next, the seventeenth statement concerns the students who feel burdened by the existence of a bilingual program in the dormitory. With this, it can be said that students do not agree if students feel burdened by the existence of a bilingual program in the dormitory.
Therefore, it can be concluded that students have a positive perception of the implementation of the bilingual program in the residence regarding their English learning in class.
RESEARCH FINDINGS AND DISCUSSION
Research Finding
Then only 8.5% of students feel that they disagree with the statement, and 2.8% of students feel that they strongly disagree. There are only 14.1% of students who choose to disagree, and none of the students who choose strongly disagree with the statement. 52.1% of the students chose to disagree and 16.9% of the students chose to strongly disagree with the statement.
There are 63.4% of students who disagree with the statement and 16.9% of students who strongly disagree. 11.3% of students who disagree with the statement and about 4.2% of students who choose strongly disagree with this statement. A total of 33.8% of students disagree, then up to 9.9% of students who strongly disagree.
Then there are 11.3% of students who disagree and there are 4.2% of students who feel strongly disagree that the bilingual program can make them use English everywhere. The above data shows that there are 33.8% of students who strongly agree if they feel that the existence of a bilingual program can strengthen their independence in learning English. However, only 9.9% of students chose to disagree, and none of the students chose to strongly disagree with the statement.
However, only 11.3% of students stated that they disagreed and there were 4.2% students who chose to strongly agree with the statement.
Discussion
Program bilingual ini dapat memudahkan saya dalam menyelesaikan tugas bahasa Inggris saya.). 10 Program bilingual tidak membantu saya meningkatkan pengetahuan tata bahasa Inggris saya. meningkatkan pengetahuan tata bahasa Inggris saya.). Memiliki program bilingual membuat saya lebih rileks dan mengurangi stres ketika belajar bahasa Inggris.).
Memiliki program bilingual membuat saya lebih percaya diri ketika mengajar bahasa Inggris di kelas.). Program bilingual dapat memperkuat kemandirian saya dalam belajar bahasa Inggris.) 23 Dengan program bilingual, saya. termotivasi untuk belajar bahasa Inggris lebih dalam. Apakah program bilingual boarding membuat Anda rileks dan senang dalam belajar bahasa Inggris? berikan penjelasannya!).
Q: Apakah program bilingual boarding membuat Anda rileks dan senang dalam belajar bahasa Inggris? Q: Dapatkah program bilingual meningkatkan kemampuan bahasa Inggris Anda (menulis, berbicara, membaca dan mendengarkan). Q: Dapatkah program bilingual meningkatkan kemampuan bahasa Inggris Anda (menulis, berbicara, membaca dan mendengarkan).
Pertanyaan: Apakah program bilingual di pesantren membuat Anda nyaman dan senang belajar bahasa Inggris?
CONCLUSIONS IMPLICATIONS AND SUGGESTIONS
Conclusions
Based on the findings of the research result in the previous chapter, it was found that the students had a positive perception of the implementation of the bilingual program in the dormitory towards teaching English in the classroom. For the advantages, students felt comfortable and satisfied with the implementation of a bilingual program in the dormitory, students also become more aware of the material provided by the English teacher, since the students believe that the existence of a bilingual program in the dormitory can improve English skills. Because Arabic and English are required to be spoken in the dormitory, therefore the students' dominant ability, namely their speaking, increases.
Students also agreed that a bilingual program in the dormitory could improve their vocabulary. Then there are some obstacles that students still feel, in the form of many students who are reluctant to use the language, then there is still a lack of English tutors in the dormitory, so this becomes an obstacle for students, especially in the language part, but it is from this research it can be concluded that students have positive perceptions.
Implications
Where would it be better if staff and teachers were bilingual, such as holding language training for existing teachers and staff, so that the bilingual program in the boarding house could function more optimally. Then also the lack of an English mentor in the boarding school can cause low language skills of the boarding students, because no one guides the students in the existing language programs. It would be better if they had an English mentor in the dormitory to have a figure who could be an advisor and teach, especially in the language field.
Suggestions
Manajemen penerapan pembelejaran bilingual di pondok pesantren modern mohammadiyah boarding school Jetis Ponorogo Jawa Timur. Students' perceptions of the effectiveness of public speaking in supporting their speaking skills. Error analysis of preposition use in students' writing: A case study of eleventh grade students of SMA Negeri 9 Semarang in the academic year 2014/2015.
The role of bilingual program at pondok pesantren modern (modern boarding school) in the development of English skills of santri. The implementation of bilingual method on the students' speaking performance at the eleventh grade MA Al Huda Tulung Balak East Lampung. The Implementation of Bilingualism in the Teaching Learning Activities International Standardized School (A descriptive qualitative study in SD Negeri SBI Gemolong in the 2009/2010 academic year).
Students' perceptions of using English in a bilingual environment based on their language background in kindergarten.
7 Saya masih kesulitan memahami arti setiap kalimat yang dijelaskan guru bahasa Inggris di kelas. Saya masih kesulitan memahami arti setiap kalimat yang dijelaskan guru bahasa Inggris di kelas.). Saya merasa asik ketika menggunakan bahasa Inggris di asrama dan di luar asrama.) 16 Saya merasa bosan ketika menerapkannya.
Saya bosan saat mengikuti program bilingual.) 17 Saya merasa terbebani karena saya mempunyai a. program bilingual di asrama mahasiswa. 20 Dengan adanya program bilingual di asrama mahasiswa, saya menjadi terbiasa melakukannya dimana saja. di dalam kelas bahkan di luar pesantren). bilingualisme di asrama, saya terbiasa menggunakannya di mana-mana. di dalam kelas bahkan di luar lingkungan pesantren)).
Faiz, karena terkadang mbak Faiz menggunakan bahasa inggris untuk menjelaskan materi, jadi intinya agar lebih memahaminya. A: Aku sangat menyukainya karena aku suka belajar bahasa Inggris, aku juga suka bahasa Inggris dan sekarang aku juga sedang mempelajarinya, jadi aku ingin bisa belajar banyak bahasa itu agar aku bisa membantu mereka di pesantren jadi bahwa mereka tidak berbicara bahasa tersebut Jawaban: Jadi kita lebih seperti itu atau lebih percaya diri ketika kita berbicara dalam bahasa Inggris di kelas karena kita sudah terbiasa.
Akan lebih mudah atau tidak terlalu sulit jika Anda diberikan tugas dalam bahasa Inggris karena Anda sudah terbiasa. Kemudian pada saat muhadera, biasanya pada malam Jumat, pidatonya hanya menggunakan satu bahasa asing, salah satunya adalah bahasa Inggris. Saya juga suka mengikuti kompetisi tandang bahasa Inggris, tapi saya belum pernah menang.
Jawaban: Dampak positifnya misalnya bagi orang kaya, kita hanya suka belajar bahasa Inggris di kelas karena sudah terbiasa menggunakan bahasa Inggris di asrama. Karena pidatonya seperti itu jika menggunakan bahasa Inggris atau Arab, jadi lebih baik latih rasa percaya diri agar orang kaya berani tampil untuk pidato dalam bahasa asing. Berkat kegiatan muhadoroh saya juga mengikuti lomba pidato bahasa inggris dan Alhamdulillah berhasil meraih medali perunggu tingkat kota.
Jawaban: Permasalahan utamanya adalah masih banyak siswa yang tidak bisa berbahasa Inggris atau Arab, sehingga terkesan mengabaikannya.
