i THESIS
Submitted as A Partial Requirement for the Bachelor of Education Degree (S. Pd) in Study Program of English Education
COVER
SITI MURSIDA RANI NIM 1711230088
ENGLISH EDUCATION STUDY PROGRAM DEPARTEMENT OF TADRIS
FACULTY OF TARBIYAH DAN TADRIS UIN FATMAWATI SUKARNO BENGKULU
2021/2022
iii
ADVISOR SHEET
iii
RATIFICATION
iv MOTTO
“Selain mendaki gunung, ternyata mengerjakan skripsi juga dapat menunjukkan sifat asli seseorang”
-Siti Mursyida Rani-
There are two things that must always be kept from other, both are respect and trust!
v
DEDICATION
With gratitude and all my love, this thesis is dedicated to:
Allah SWT, who has given health, convenience and smoothness for everything that his servants do, may Allah's protection and blessings always be given to all humankind.
My beloved Abbi and Ummi (Tukiran and Wartinah), who never stop giving everything and praying every time for the welfare of their children.
May Allah always protect you both. I will always love you endlessly and continue to love you, even if the world shatters into pieces and flies like dust.
My dearest sisters, Laila Nazilul Majid and Dewi Mayang Syari, who have always accompanied, helped, comforted, and protected me overseas. Then, my angel Muhammad Mursyid Rahmatullah and Naila Asy-Syafasi Majid.
I love you all as much as the stars in the universe and in harmony with the galaxy and the solar system.
My grandparents (Hadi Susanto and Suparti), who gave me many valuable experiences and lessons in life. I without you is the sun without hydrogen and helium; I without you is darkness.
My amazing friends, who also orbited in the Milky Way and gave me a lot of memorable moments, Pipit, Raye, Ara, Yuyun and Afifah. My love for you, beyond the depths of the inner core, higher than the exosphere, and stronger than the earth pegs that hold up the sky.
Indonesian Red Cross organization, especially for UKK KSR PMI UINFAS Bengkulu members who have become family and friends. Thank you for being half of the oxygen on my earth.
Me, myself, thank you for being the Siti Mursyida Rani. Thank you for having the courage to stand and walk this far, for being able to face everything steadfastly and thank you for realizing that everything was planned by the greatest one. I am indeed a dwarf and helpless in God's universe, but the merciful God shows that I am exceptional in my universe.
vi PRONOUNCEMENT
vii
ACKNOWLEDGMENT
Alhamdulillah, all praises to Allah, the single power, the Lord of the universe, master of the day of judgment, God all mighty, for all blessings and mercies so the researcher was able to finish this thesis entitled Investigating Second Language Acquisition of English Foreign Language Students in Al-Iman Modern Islamic Boarding School Viewed from Student Learning Environment.
Peace be upon Prophet Muhammad SAW, the great leader and good inspiration of the world revolution. The researcher is sure that this thesis would not be completed without several sides' help, support, and suggestions. Thus, the researcher would like to express her most profound thanks to all of those who had helped, supported, and suggested her during the process of writing this thesis.
This goes to:
1. Prof. Dr. KH. Zulkarnain, the Rector of UINFAS Bengkulu, M. Pd 2. Dr. Mus Mulyadi, M. Pd as the Dean of Tarbiyah and Tadris Faculty 3. Feny Martina, M. Pd, the head of English Education Study Program
(and also as my second advisor that gave me a lot of advices, correction, and help to revise the mistake during the process of writing this thesis).
4. Dr. H. Ali Akbarjono, M. Pd as the first advisor for his guidance, precious advices, and motivation for the researcher.
5. All of English lecturers and administration staff of UINFAS Bengkulu.
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6. All of my best friend, especially in KSR PMI and English Education Study Program (Class of 2017) of UINFAS Bengkulu.
It is hoped that this undergraduate thesis proposal can be helpful for all readers. Then, the researcher realized that this thesis proposal is still not perfect yet; therefore, critics, correction, and advice from the readers are expected to make it better. Finally, Allah My always bless us in peace life.
Bengkulu, The Writer
Siti Mursida Rani SRN. 1711230088
ix ABSTRACT
Siti Mursida Rani, (1711230088) 2021.
Investigating Second Language Acquisition of English Foreign Language Student in Al-Iman Modern Islamic Boarding School Viewed from Students Learning Environment. Thesis, English Departement, Tarbiyah and Tadris Faculty.
Thesis, English Education Study Program, Tarbiyah and Tadris, UIN Fatmawati Sukarno Bengkulu
Advisors: 1. Dr. H. Ali Akbarjono, M. Pd 2. Feny Martina, M. Pd Factors that most influence students' second language acquisition are still being developed in research on second languages. The learning input goes to the students themselves from the environment. Maximizing the learning environment is considered the most appropriate thing to maximize students' second language acquisition. This research has the objectives of (1) to find out how the learning environment is for students' second language acquisition at the modern Islamic boarding school Al-Iman and (2) to find out how the second language acquisition of students at the modern Islamic boarding school Al-Iman. This research was conducted by descriptive research with a qualitative approach in which research data were collected in various ways, namely by observation, interviews, and documentation. The results of this research report will be presented in a narrative report. This study indicates that the modern Al-Iman Islamic boarding school has two learning environments, namely formal and informal environments. The formal environment is a language learning environment in schools, while the informal environment is a learning environment in the dormitory. Because of these two environments, the modern Al-Iman Islamic boarding school can have an optimal learning environment to produce graduates who are proficient in English.
Keyword: Second Language Acquisition, English Foreign Language Student, Student Learning Environment
x ABSTRAK
Siti Mursida Rani, (1711230088) 2021.
Investigating Second Language Acquisition of English Foreign Language Student in Al-Iman Modern Islamic Boarding School Viewed from Students Learning Environment. Thesis, English Departement, Tarbiyah and Tadris Faculty.
Skripsi, Program Studi Bahasa Inggris, Tarbiyah dan Tadris, UIN Fatmawati Sukarno Bengkulu
Advisors: 1. Dr. H. Ali Akbarjono, M. Pd 2. Feny Martina, M. Pd Pemaksimalan lingkungan pembelajaran dirasa menjadi hal paling tepat untuk memaksimalkan pemerolehan Bahasa kedua siswa. Penelitin kali ini memiliki tujuan untuk mengetahui bagaimana lingkungan belajar untuk pemerolehan Bahasa kedua siswa di pondok pesantren modern Al-Iman dan bagaimana pemerolehan Bahasa kedua siswa di pondok pesantren modern Al- Iman. Penelitian ini dilakukan dengan penelitian deskriptif dengan pendekatan kualitatif yang dimana data penelitian dikumpulkan dengan berbagai cara yaitu dengan observasi, wawancara, dan dokumentasi yang mana hasil laporan dari penelitian ini akan disampaikan dalam bentuk laporan naratif. Hasil dari penelitian ini menunjukkan bahwa pondok pesantren modern Al-Iman memiliki dua lingkungan pembelajaran yaitu lingkungan formal dan informal. Lingkungan formal merupakan lingkungan pembelajaran Bahasa disekolah sedangkan lingkungan informal merupakan lingkungan pembelajaran di asrama.
Dilingkungan sekolah siswa mendapatkan input pembelajaran dari materi yang disampaikan dan diberikan oleh guru saja sedangkan dilingkungan informal siswa mendapatkan lebih banyak input pembelajaran dari organisasi yang mengelola lingkungan informal. Karna dua lingkungan inilah pondok pesantren modern Al- Iman dapat memiliki lingkungan belajar yang optimal sehingga menghasilkan lulusan yang cakap dalam berbahasa Inggris.
Kata Kunci: Pemerolehan Bahasa Kedua, Siswa Bahasa Inggris sebagai Bahasa Asing, Lingkungan Pembelajaran
xi
TABLE OF CONTENT
COVER ... i
ADVISOR SHEET ... iii
RATIFICATION ... iii
MOTTO ... iv
DEDICATION ... v
PRONOUNCEMENT ... vi
ACKNOWLEDGMENT ... vii
ABSTRACT ... ix
ABSTRAK ... x
TABLE OF CONTENT ... xi
LIST OF TABLES ... xiii
CHAPTER I ... 1
INTRODUCTION ... 1
A. Background of Research ... 1
B. Identification of the Problem ... 10
C. Research Question ... 10
D. Objective of Research ... 11
E. Limitation of Research ... 11
F. Definition of Key Term ... 11
CHAPTER II ... 13
LITERATURE REVIEW ... 13
A. Second Language Acquisition ... 13
1. The Definition of Second Language Acquisition ... 13
2. Aspects in Second Language Acquisition ... 17
B. Learning Environment ... 21
1. Definition of Learning Environment ... 21
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2. Types of Learning Environment ... 22
C. Modern Islamic Boarding School ... 28
1. Definition of Islamic Boarding School ... 28
2. Types of Boarding Schools ... 30
3. Characteristic of Modern Boarding School ... 31
D. Previous Related Study ... 34
CHAPTER III ... 36
RESEARCH METHOD ... 36
A. Research Design ... 36
B. Research Setting ... 37
C. Object and Subject of The Research ... 37
D. Research Instrument Grid ... 39
E. Data and Sources of Data ... 45
F. Techniques of Data Collecting ... 47
G. Data Validity ... 50
H. Data Analysis Procedure ... 51
CHAPTER IV ... 53
FINDING AND DISCUSSION ... 53
A. Finding ... 53
1. School Profile... 53
2. Students Learning Environment in Al-Iman Modern Islamic Boarding School ... 54
3. The Acquisition of Students Second Language ... 67
B. Discussion ... 70
CHAPTER V ... 96
CONCLUSION & SUGGESTION ... 96
A. Conclusions ... 96
B. Suggestions ... 97 REFFERENCES ... xcix
xiii
LIST OF TABLES
Table 1.1 List of Students Who Passed the Selection of Study Abroad Scholarships (Egypt and Morocco) Ministry of Religion 2021
Table 3.1 Grid For Interview
Table 3.2 Map of The Observation Concept Table 3.3 Grid For Documentation
Table 3.4 Data, Source of Data, and Techniques in Collecting Data
Table 5.1 List of Al-Iman Modern Islamic Boarding School Students who have studied abroad in recent times
1 CHAPTER I INTRODUCTION A. Background of Research
Language acquisition is categorized into two, namely acquisition of the first language and acquisition of the second language. Acquisition of the first language is often known as the mother tongue. Having mastered one's first language in the next process definitely requires wider communication, to the outside world and to develop one's life. Therefore, someone will try to learn a second language. The second language is acquired consciously, while the acquisition of the first language is obtained by the child without realizing it from his daily life with his family. The acquisition of both is more about the process of understanding the language of learning consciously (Saville-Torike, 2012). So usually, the acquisition of a second language is often considered such as learning a second language. In the learning of a second language, there are many factors and strategies in its learning and mastery especially in its input and process.
In second language learning, language input is very important in learning because it affects the output. Without input, there is no such thing as a learning process. In general, this input can be obtained by teachers at schools or at language courses in the form of material or everything that is set up and given for learning a second language (Setiyadi & Salim, 2013).
In today's era, many are looking for schools and places for second
2
language courses that have good input and are suitable for the purpose, but
there are
still not many whose input is in accordance with the objectives of learning a second language (Kemendikbud, 2014).
The truth of this is evidenced by the number of high school graduates who are less proficient in using English as a second language.
Whereas students have at least 6 years of learning English in class. High scores in assignments, tests, and exams do not guarantee that students are able to communicate well in English in the truest sense. This later became evident that there was something wrong with the tradition of learning English as a second language in schools. The English Teacher Guidelines for Curriculum 2013, published by the Ministry of Education and Culture of the Republic of Indonesia, recognizes that if the learning input system in schools is not changed, the desired results and goals will never be achieved.
Considering that a second language is very much needed by many people, even related to globalization and international trade, based on the results of the survey 'English Proficiency and Indonesia's Position in the Global Workforce', human resources professionals in 96% of large companies in Indonesia stated that communication skills in English are very important and become one of the mandatory criteria. Other than that, English or a foreign language learned can be useful to get a high level of education, develop business, or expand a network of connections or relationships because of its usefulness, there's a lot of research that has been done about the world of acquiring this second language.
Starting from research to prove theories of second language acquisition, research to find the right method for learning, identify problems that hinder the learning process, factors that affect achievement and facts, problems, issues, and other matters related to the acquisition of second language learning. Of the many studies, on average the research was conducted in a formal environment which is considered the main source of learning. However, learning resources can come from anywhere.
Everything that is around the learner is very broad and unlimited.
Everything in this world can provide convenience and can be anything that can lead to the learning process.
But unfortunately, many do not realize that there are a few ordinary schools whose graduate students can master and speak foreign languages just because the learning process is in class. Most of those can master a second language because of their informal environment (outside the school environment) that provides more language input than their school. Because it was judged that language lessons at school were not sufficient or not successful, many finally decided to take second language lessons and courses for certain purposes (e.g., English for specific purposes). This slightly proves that language input (from learning material) is not enough for someone to master a second language. Where further processing or implementation of input is needed so that it can become an output or the achievement of goals.
As the case with modern Islamic boarding schools, which have formal and informal environments for learning a second language.
However, the research conducted to prove how big the environmental impact of this modern Islamic boarding school is still relatively small.
Many do not realize that the learning system in modern Islamic boarding schools is an original and authentic learning system from Indonesia (Andriadi, 2018). Unlike most environments that focus on goals, Al-Iman modern Islamic boarding schools focus on systems. Islamic boarding schools have the belief that the environment is the biggest influence in the learning process. That is the reason why the boarding school environment is designed so that it can be a source of learning and can be a medium of learning.
Learning resources are all kinds of sources that are outside of a student's control and that allow for the learning process to occur. Learning resources are experiences that are basically very broad, namely, as wide as life, which includes everything that can be experienced, which can lead to learning events. Like the interesting concept that was once expressed by Ki Hajar Dewantara regarding education where all places are schools, everyone is a teacher and everyone is a student. We can get to learn anywhere and with anyone. The formal learning environment in schools is designed specifically for the learning process, but the time is very limited.
That's why we need an informal environment that can help us apply the knowledge that we have previously acquired.
Discussing modern Islamic boarding schools, one of the most popular scholarships among modern Islamic boarding schools is a scholarship to study in the Middle East, which is held directly by the Ministry of Religion. In 2021 a total of 5,752 students will take part in the selection for the destination of two countries, namely Egypt and Morocco.
Five thousand two hundred sixteen students chose to go to Egypt, and another 536 students chose to study in Morocco. Prospective recipients of this scholarship must master Arabic, which will be used as the language of communication in the Middle East. For prospective students who want to study at Al-Azhar and have passed the selection of the Ministry of Religion, they are required to take tahdid al-mustawa. This is a kind of placement test at the Language Centre. Furthermore, strengthening Arabic language skills is carried out until the person concerned is declared eligible to participate in the lecture.
Table 1.1 List of Students Who Passed the Selection of Study Abroad Scholarships (Egypt and Morocco) Ministry of Religion 2021 No Registration
Number Name Test Location
1 MS-904411 M Iqbal Novredy UIN Imam Bonjol Padang
2 MS-902123 M S Nabil Abdullah UIN Sunan Ampel Surabaya
3 MS-904895 Muhammad Al-Fatih
Nazar
UIN Imam Bonjol Padang
4 MS-905724 Dzuka Utrujja UIN Syarif
Hidayatullah Jakarta
5 MS-903261 Ari Alfandi UIN Sunan Gunung
Djati Bandung 6 MS-901818 Athallah Naufal
Zahid
UIN Sunan Gunung Djati Bandung
7 MS-900283 Ahmad Kamil Baba UIN Ar-Raniry
Banda Aceh
8 MS-906255 Milwan Ijtihady UIN Mataram
9 MS-903119 Iffat Rosyada Shiddieqi
UIN Maulana Malik Ibrahim Malang
10 MS-903451 Rahmudin UIN Mataram
11 MS-906865 Moh Riza Miftahur Rizqi
UIN Walisongo Semarang
12 MS-902101 Muhammad Tri
Satriawan Aliasra
UIN Alauddin
Makasar
13 MS-901048 Ahmad Ayisy
Hamndan
UIN Sunan Ampel Surabaya
14 MS-903087 Hasib Maulana
Rahmat
UIN Sulthan Thaha Saifuddin Jambi
15 MS-902671 Muhammad Baston
Abqori
UIN Sunan Kalijaga Yogyakarta
16 MS-900874 Gaza Satria Lutfi UIN Sunan Kalijaga Yogyakarta
17 MS-902153 Mohammad Kafanal Kafi
UIN Syarif
Hidayatullah Jakarta 18 MS-906575 Mufid Nur Irfan UIN Raden Intan
Lampung
19 MS-902837 Mohamad Al Jasim UIN Sunan Gunung Djati Bandung
20 MS-900050 Muhammad Fairu UIN Walisongo
Syaibani Semarang
Most of the schools participating in the scholarship program are modern Islamic boarding schools that have been helping their students to learn and master foreign languages from the start. Apart from the selection carried out directly by the ministry of religion, one of the largest modern Islamic boarding schools in Indonesia, Gontor, also provides scholarships to study abroad (especially in Egypt) for 80 students each year. Gontor is known as a lodge that consistently develops Arabic and English. Thus, Gontor often gets the nickname of a living laboratory for these two foreign languages. Seeing the number of modern Islamic boarding schools that have succeeded in providing input for second language learning so that they can show such satisfactory output, this can be one of the empirical shreds of evidence that other institutions can imitate language learning with the curriculum and learning system of Islamic boarding schools in terms of second language learning.
The language learning environment in Al-Iman modern Islamic boarding schools is very strict, has special rules, and its implementation is well-managed. Al-Iman modern Islamic boarding schools believe that the application of small habits in everything that is done in an informal environment (runs without setting) can be a bridge of knowledge or the application of material that has been previously set. For example, for language learning, informal schools, students are given lessons or materials about the composition of language which are carried out
intentionally and organized. Then students go back to the dormitory, which is their informal environment, and apply the use of language structure to converse with their friends. This activity may seem regulated as it happens in a formal environment, well-managed, but in fact, it still occurs naturally because it is in an informal environment.
If the formal environment in Al-Iman modern Islamic boarding schools (schools) has the same goals as schools in general which aim to achieve learning goals, then the informal environment of focuses on creating a system that can deliver learning goals. Islamic boarding schools try to shape the identity of students through habits that are applied especially in language learning in their informal environment. The Islamic boarding school environment believes that change can be based on a little habit. When change begins with a little habit and continues to be monitored by a system, over time, even if you are forced to, you will still be able to form new habits. And as we know, one of the strongest sources of the habit change in Al-Iman modern Islamic boarding schools in language learning is language department.
The informal environment of the Islamic boarding school is a bilingual environment that applies English and Arabic as languages that must be used in the dormitory. This Language Environment is managed by the Language department. The management referred to here is the Language Section within the Al-Iman Modern Islamic Boarding School Organization (OPPPMA). This section is a special section that designs,
implements and evaluates language programs that are made in accordance with the theory and models of second language learning to optimize the language acquisition of students in second language learning in the dormitory environment. With the role of optimizing the language environment of this language institution, it is hoped that students will find it easier to acquire foreign languages orally and in writing.
Seeing the large role and benefits of the modern Islamic boarding school environment in language learning, at this time the author wonders why there are still a few people who want to study in Islamic boarding schools. In fact, according to data from the Ministry of Religion in 2019, there were 26975 Islamic boarding schools in 34 provinces in Indonesia which only had 4,009,692 students. So, based on data from the Directorate General of Population and Civil Registration (Dukcapil) of the Ministry of Home Affairs and data from the BPS SUPAS projection, from the 79,237,550 Muslims population of school age, only 0.05% attend Islamic boarding schools. This is certainly caused by several things such as lack of will and lack of knowledge about Islamic boarding schools. Therefore, the author wants to open a little information about learning in Islamic boarding schools, especially for the acquisition of a second language in this research.
To study further about language learning in the Islamic boarding school, the author wants to raise a research topic that focuses on the language learning system in the formal and informal environment of the
Islamic boarding school and its influence on the language acquisition of the students with the tittle “Investigating Second Language Acquisition of English Foreign Language Students In Al Iman Modern Islamic Boarding School Viewed From Students Learning Environment”
B. Identification of the Problem
1. The provision of students’ language input in second language learning in a formal environment is not in accordance with the output to be achieved.
2. There is no informal environment that helps students apply the language input that has been obtained in a formal environment.
3. Formal schools cannot produce students who are fluent in a second language only from learning a second language in class.
4. Students do not have an interest in learning a second language in modern Islamic boarding schools which have a special system for learning a second language.
C. Research Question
1. How is the learning environment in Al-Iman modern Islamic boarding school for the acquisition of students second language?
2. How is the acquisition of students’ second language at Al-Iman modern Islamic boarding school?
D. Objective of Research
1. To prove how the learning environment for students’ second language acquisition at Al-Iman modern Islamic boarding school is.
2. For gain the information about the acquisition of a second language for students at Al-Iman modern Islamic boarding school.
E. Limitation of Research
In this study, the authors limit the discussion only to the activities of acquiring a second language in the environment of Al-Iman modern Islamic boarding school Mukomuko.
F. Definition of Key Term
1. Second Language Acquisition
The second language acquisition (SLA) is the process of learning a second language, a third language, a fourth language, and so on is learned after mastering the first language (mother tongue) which is done consciously.
2. Learning Environment
The learning environment is all the conditions around students that can affect the behaviour and results or achievements of students involved in learning. This includes everything that can be seen, heard and felt which can then provide an experience for students.
3. Al-Iman Boarding School
Al-Iman Modern Islamic Boarding School is one of the Modern Islamic Boarding Schools with a superior language program in
Mukomuko Regency, Bengkulu. Having two formal and informal environments, this Islamic Boarding School has a special language institution to regulate the course of language programs in the dormitory and school environment.
13 CHAPTER II LITERATURE REVIEW A. Second Language Acquisition
1. The Definition of Second Language Acquisition
Second Language Acquisition (SLA) is the study of individuals and communities who acquire a second language after mastering their native tongue as children, as well as the process by which they acquire that language. Doughty & Long state that the additional language or language after the mother tongue which is further learned is called a second language, even though it may actually be the third, fourth, or tenth language to be acquired (C. Doughty & Long, 2003). Second Language Acquisition (SLA) is the study of individuals and communities who acquire a second language after mastering their native tongue as children, as well as the process by which they acquire that language.
Acquisition is a colloquial term for learning. However, it is occasionally used in a different way and with a different meaning, such as in second language acquisition. The process by which a person acquires a language is sometimes referred to as acquisition rather than learning, because some linguists believe that the development of a child's first language is unique (Felder, 2017). According to Hadley, acquisition can be broadly defined as the internalization of rules and
formulas for use in communicating in the target language.
Additionally, they state that the spontaneous process of rule internalization that occurs as a result of the use of natural language during learning is comprised of the development of conscious target language knowledge through formal study (Jayendran et al., 2021). In other words, acquisition is unconscious study of a language in natural way and it is not depending on the language teaching. On the other hand, learning is a conscious study through formal instruction such as language classroom learning.
According to Jack Richards in the Longman Dictionary of Applied Linguistics, second language acquisition is "the process by which people acquire proficiency in a second or foreign language."
While Rod Ellis describes SLA as a "complex process involving a large number of interrelated factors," It is the result of a variety of factors relating to the learner on the one hand and the learning environment on the other (Pica, 1987).' Additionally, "the ongoing or completed acquisition of another language or language after the primary language." To summarize, second language acquisition (abbreviated as SLA) is the unconscious process by which a person acquires a second (L2) or additional language.
Seville and Troike defined SLA in terms of any phenomenon associated with L2 learning. Occasionally, we must make additional distinctions based on the L2 function we will use in our lives, as this
can have a significant impact on what we learn. These distinctions can influence the type of vocabulary knowledge required, the level of grammatical complexity required, and the relative importance of speaking and reading skills (Segalowitz & Lightbown, 1999). The following distinctions are frequently made in the literature:
Second Language
Typically, a second language is the official or socially dominant language required for education, employment, and other essential functions. It is frequently acquired by members of minority groups or by immigrants who are native speakers of another language. The term is contrasted with other terms on this list in this more limited sense.
Foreign Language
A foreign language is not widely spoken in the learner's immediate social context and can be used for future travel or other cross-cultural communication situations or studied in school as a curricular requirement or elective but without direct or necessary practical application.
Library Language
A library language is primarily used to advance learning through reading, mainly when books or journals in the desired field of study are not frequently published in the learner's native tongue.
Auxiliary Language
Auxiliary languages are those that learners must know to perform an official function in their immediate political environment or for broader communication purposes, even if their first language meets the majority of their other needs.
In addition to those mentioned above, another highly specialized function for a "second" language is that of a language designated for a specific purpose (such as Spanish used for Agriculture, French for Hospitality Management, and other examples), and these studies are usually focused solely on the intended use and specific function of the job. One very popular example is English for Academic purposes (EAP). Several questions may arise about what will be learned in order to acquire a second language, and how it is learned, often influenced by whether the situation involves informal exposure to speakers of another language or whether one needs a new language to speak (Demirezen, 1988). Meet basic needs by teaching in schools. Because, as we know, the output of the learning strongly influenced by its learning input and process.
Linguists have a role in distinguishing categories of learners defined by their L1 and L2 identities and relationships;
psycholinguistics has a role to distinguish based on individual talents and interests for L2 learning, personality factors, types and strengths of motivation, and different learning strategies (Shah et al., 2013);
sociolinguistics can play a role in differentiating between learners with respect to social, economic, and political differences and learners' experiences in the interactions discussed; and social psychologists play a role in categorizing learners according to the point of view of their group identity and attitudes toward speakers of the target language or towards L2 learning itself (Djumabaeva & Kengboyeva, 2021). All of these things can be one of the instructions in determining a form of input or process implementation system in order to achieve an output of learning, especially this second language.
2. Aspects in Second Language Acquisition a. Input
Input in learning itself can be interpreted as the environment around the learner (covering everything) that is used for the ongoing learning process, both human resources, hardware, software, and the system applied. This includes stakeholders, leaders, staff or employees, teachers, students, infrastructure, curriculum, and so on. Ellis states that in language learning itself there is a lot of understanding about the importance of the role of input. According to behaviourists, they believe that input and output are closely related (Wang, 2009). So, if a stimulus for the learner is set or controlled by things outside the learner, the learner will get the same results and in accordance with what was obtained previously (in input). In contrast to adherents of mentalism who
believe that input is only a stimulant of understanding that has been owned by previous learners (Zulkarmain, 2020).
The Islamic boarding school itself provides input for the language input given to students. According to Park, input that is changed and simplified before being given to students can open up greater opportunities for students' understanding, especially in learning a second language. In Islamic boarding schools, the input compiled is applied by arranging various activities. These activities are made by parties related to the language department to provide sufficient input in supporting students' language acquisition.
b. Process
According to the Indonesia Dictionary, a process is a series of changes (events), actions, management, and processing. In language learning itself, the process is usually related to the implementation of programs or regulations from a system that has been set previously, usually in the form of direct interaction as a manifestation of practice. According to Edmondson (2009), the input for language acquisition will be felt when it is realized through interaction. This is in line with Gas's (2013) statement where language acquisition cannot be obtained only from the listening process but also from others. For example, language learners are forced to respond to what they hear by stringing certain
words together. These inputs lead to interactions that trigger the production of language (Gerber et al., 2001).
From the results of Swain's research (1985), it is known that the immersion program does not show progress in language learning because there is not much interaction or regular language production in the learning process (Carroll et al., 1999). In line with that, adherents of interactionist understanding also believe that direct verbal interaction has its own power that creates a moment where learners are given space and time to process input with the process of producing language that will be used as output.
Usually, this interaction force also arises from the ongoing process of implementing programs or regulations that are being applied (Mehuıet, 1988). This can be a kind of motivation to help with processing input into output.
c. Output
The output itself means the result, which in the context of language acquisition means something that is caused or caused by a series of processes for language acquisition. It can be in the form of learning success, the emergence of a new system or program, and so on in the environment where the previous input and process took place. The output will not be far from evaluation and assessment because it must be carried out continuously as long as the input and process continue (Ahmadi & Panahandeh, 2016). In
addition (D’Inverno et al., 2021), the output is also a measure of how successful the inputs and processes have been. Within the scope of language learning itself, if the output of a system shows good results, the conclusion is that the inputs and processes that were applied previously are also good here including goals, policies, resources, and other things that affect the quality of an input and process implementation.
So, the writer can conclude that a second language acquisition (SLA) is the process of learning a second language, a third language, a fourth language, and so on is learned after mastering the first language (mother tongue) which is done consciously. The indicators in second language are:
1) Input 2) Process 3) Output
B. Learning Environment
1. Definition of Learning Environment
An environment is a place where students interact, and this becomes part of students' lives. Students are always around the environment and will never be separated from it. The environment directly affects the behaviour, attitudes, or personality of students. Munib (2015) noted that the environment is commonly described as the unity of space containing all objects, forces, situations, and living things, including humans and their behaviour, that affect human survival and welfare and that of other living beings.
The environment can affect various aspects of life, especially aspects of education. In the world of education, the environment is referred to as a learning environment. The learning environment is an environment that is close to students and affects the learning process (Anjomshoa & Sadighi, 2015). The learning environment is a means for students to devote themselves to activities, be creative, perform various manipulations of many things to obtain behavioural changes from these activities (Khasinah, 2014).
Bahrani explains that the environment will be very beneficial if its influence is educational and will be very cruel if its influence is destructive (the formation of children's behaviour). The environment here can be in the form of media (Bahrani et al., 2014). The
environment also means humans subjectively which will influence a person, either as a group or individually, to follow the wishes of that person or group. In other words, it can be interpreted that the environment is a physical condition and social condition that affect a person's growth and development.
Based on some of the definitions above, it can be concluded that the environment is all elements or factors that influence and support student development in order to enrich the perfect personality (Bacanli, 2015).
However, the English environment that the author wants to discuss in this research is all that the learner hears and sees from the influences that have been prepared and the limited places that have to do with learning English, which passively actually enriches success in learning a language.
To answer this challenge, the leader or provider of the educational environment must provide an empowering and attractive physical and cultural environment (Kiatkheeree, 2018).
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).
.
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 1. Definition of Islamic Boarding School
Boarding schools in Indonesian are commonly known as Pondok Pesantren. Pondok Pesantren is a combination of two words, namely pondok and pesantren. The term pondok comes from the Arabic “fundug”, which means hotel or dormitory, or in another sense, Pondok is the dormitories of the students, which are called huts or dwellings made of bamboo. While the term pesantren comes from the word “santri” (Tolib, 2015).
According to Professor Johns in Effendi (2010), the term
"santri" derives from the Tamil word for "teacher of the Quran."
Meanwhile, as C.C. Berg notes in Effendi (2010), "the name Santri derives from the Indian language Shastri, which refers to a person who is familiar with Hinduism's sacred writings or a scholar of Hindu scriptures." The term Shastri is derived from the Sanskrit word shastra, meaning sacred literature, religious books, or scientific writings.
Islamic boarding schools in Indonesia are Islamic religious education institutions growing and being recognized by the community. They have a dormitory system, and students receive religious education via a recitation system or madrasa that is entirely under the sovereignty of one or several people with specific characteristics. Characteristics that are charismatic and independent in all respects. According to the Islamic Research Institute, Islamic boarding schools are "a place available for students to receive Islamic religious lessons as well as a place to gather and a place to live". In other words, Islamic boarding schools are Islamic educational institutions that grow in the midst of society with the characteristics that students are boarding in the process of seeking and exploring religious knowledge under the care and guidance of teachers who are usually known as Ustadz or Kiai.
Since its emergence in the Walisongo era, Islamic boarding schools have always been the basis for the development of Islam in
Indonesia (Tolib, 2015). For a long time, besides being an educational institution, Islamic boarding school has also taken on its role as a social institution where the boarding school is under the control of the surrounding community in responding to the challenges of the times.
In this boarding school, the leader becomes a 'filter' for the entry of foreign cultures into the life of the surrounding community.
2. Types of Boarding Schools
In the early 70s, some people wanted an Islamic boarding school to provide general lessons for their students. Since then, Islamic boarding schools have begun to adopt elements of culture and education from outside. The Minister of Religion of the Republic of Indonesia, in regulation number 3 of 1979, divided the Islamic boarding school into four types, they are;
Islamic Boarding School (type A)
The students study and live in a boarding school environment with traditional teaching (wetonan or sorogan system).
Islamic Boarding School (type B)
Islamic boarding schools that provide classical teaching and teaching by kyai whose application is at certain times. Students also live-in boarding school dormitories.
Islamic Boarding School (type C)
The boarding school is only a dormitory while the students study outside (at religious schools or other public schools), the kyai only supervises and guides the students.
Islamic Boarding School (type D)
An islamic boarding school which organizes the boarding school system and at the same time the school or madrasa system.
Modern Islamic boarding schools seek to combine the traditionality and modernity of education. The classical-style formal teaching system (teaching in the classroom) and an integrated curriculum were adopted with certain adjustments. The dichotomy of religion and general science is also eliminated. Both fields of science are equally taught, but with the proportion of religious education dominating. The education system used in modern cottages is called the Mu'allimin system.
3. Characteristic of Modern Boarding School
To be more specific in identifying modern Islamic boarding schools, according to Abdul (2015), there are several elements that characterize modern Islamic boarding schools, namely as follows:
Emphasis on Arabic and English conversation (bilingual environment)
Using contemporary Arabic and English literature
Have a formal school under the curriculum of the Ministry of National Education and/or Ministry of Religion
No longer using traditional recitation systems such as sorogan, wetonan, and bandongan.
In addition to the things mentioned above, modern Islamic boarding schools have also made many new breakthroughs, such as:
The existence of curriculum development so that it can be appropriate or able to improve existing conditions to create a quality generation
Complementing the facilities to support the learning process, such as libraries, classic and contemporary books, magazines, organizational facilities, sports facilities, internet (if possible) and others.
Giving freedom to students who want to develop their respective talents, both with regard to thinking, science, technology and entrepreneurship
Provide a mobilization for self-actualization in the community.
Modern Islamic boarding schools have educational programs that are self-organized (independent) where this program contains a process of formal, non-formal and informal education that takes place throughout the day in one condition in the dormitory (Masyhud, 2003). So from this it can be understood that Islamic boarding schools
are institutionally or institutionally developed to make their impact effective, Islamic boarding schools are not only places of learning but also a process of life itself, character formation and resource development.
Modern Islamic boarding schools are not only a place of learning but also a place for the process of life itself in a general form.
Students generally have the freedom to study various activities in the boarding school, although this freedom is still limited by the lack of adequate educational facilities. However, the educational arrangements in Islamic boarding schools contain flexibility for changes and developments in the education system, especially in terms of informal education.
The writer concluded that modern Islamic boarding schools is an institution founded by a social community engaged in the field of religion which also emphasizes the field of language. The indicators of modern boarding school are:
1) Have a dormitory.
2) Using the learning curriculum from the government.
3) Active in the practice of Arabic and English or foreign language.
4) Carry out extracurricular activities.
5) More focus on general subjects, language, science, discipline, and leadership.
D. Previous Related Study
The author has guidelines for carrying out this new research. The author writes several summaries of several previous studies and explains why this research is different from previous studies.
The first research from Taher Bahrani, Tam Shu Sim, and Marziyeh Nekouezadah about "Second Language Acquisition in Informal Setting" regarding the importance of the role of language input in second language learning both formally and informally. His research focuses on the importance of input languages and their role in SLA. They mention among a pool of researchers, Krashen (1982) claims that language acquisition can occur in both formal and informal language learning settings only if the language learner is directly involved in intensive exposure to a comprehensive type of input. Considering the fact that several types of language input are required for SLA in both formal and informal settings, authentic language materials have the potential to be used as a source of language input for SLA which can indirectly involve language learners in the language learning process. So this study was conducted to determine how much exposure to input given the formal and informal environment in language acquisition.
The second research, from Ram Khrisan about “Influence of Environments on The English Learning of Students in India. Khrisan
explained in its entirety how influential the environment was on students' English learning. School education is the main education that must be able to make the best use of the social and family environment. Teachers should not limit the teaching of English in the classroom. They must moderate school, family and community three aspects of helping each other with cooperation. In this way, they can train students to have a healthy awareness and improve students' English skills comprehensively.
The last, “The Implementation of Language Program Towards Students’ Foreign Language Acquisition At Bilingual Islamic Boarding School Of Darul Amien Nagara Academic Year 2016/2017” The research conducted by Jauhari only explains the rules implemented by the language department for students' second language acquisition and the difficulties experienced. We have similarities in researching the acquisition of a second language in Islamic boarding schools. The difference with what the author did in this study is that if the previous author only discussed the rules made by the language section, this time the author will discuss the entire formal and informal scope.
36 CHAPTER III RESEARCH METHOD A. Research Design
This is field research which is carried out systematically by raising existing data in the field. This research is descriptive (describing in words) based on the problems the authors find. Thus, the research report will be given data quotations to provide an overview of the presentation of the report. The data are collected from interview manuscripts, official documents, field notes or observations, and documentation. Therefore, the authors classify this research as qualitative research.
The type of this research approach is descriptive. Descriptive research that seeks to describe current problem solving based on data.
According to Bogdan & Biklen (1982), qualitative is a research procedure that produces descriptive data in the form of written or spoken words from people and observable behaviour. This approach is directed at the setting and the individual as a whole. In this case, the author will identify the learning system and language acquisition in Al-Iman Modern Islamic boarding school.
Regarding data analysis techniques, the author uses methods such as data reduction to summarize and select key points according to important and needed research themes. Then, the reduced data will be presented in the form of a short description in the narrative text.
Furthermore, the author will
leverage the data or make the data presented, analysed critically based on the facts obtained in the field.
B. Research Setting
In this study, the authors took the location at Al-Iman Modern Islamic Boarding School on Yamaja Rimba Street, Tirta Makmur Village (Sp 5), Air Manjuto, Mukomuko Regency, Bengkulu Province. This Islamic boarding school was chosen because it has an environment that supports the acquisition of a second language, both formal and informal.
In addition, graduates of Al-Iman Islamic modern boarding school themselves are considered to have the ability to speak many languages at once.
C. Object and Subject of The Research 1. Object of The Research
The object of research can be expressed as a social situation of research that wants to know what is happening in it. In the object of this research, researchers can observe in depth the activities of people who are in a certain place (Sugiyono, 2007).
The object of this research is the students' second language acquisition that occurs in the modern Al-Iman Mukomuko Islamic boarding school environment. In the implementation of observations, the researchers observed almost all students in the dormitory with particular observations on students at the end of the year or grade 12,
totalling 30 people and conducting interviews by taking a sample of 10 people.
2. Subject of The Research
The research subject is a source of data that is asked for information in accordance with the research problem. As for the data source in the study, the subject from which the data was obtained (Arikunto, 2002). To get the right data, it is necessary to determine informants who have competence and are in accordance with the data needs (purposive). In implementing observations, the author observes an English teacher, the chairman, and members of the Language section. While in the interview process, the writer collected data from the leadership of the Islamic boarding school, an English teacher, one supervisor for the language section, the head of the language section, and three members.
This study aims to determine the acquisition of the second language of students who are in the environment of the modern Islamic boarding school Al-Iman. Therefore, the research subjects who are considered to have competence and have authority in that environment are the leaders of Al-Iman Modern Islamic Boarding Schools, teachers of English subjects, supervisors of the language section, head of the language section and students.
D. Research Instrument Grid
Because the data sources in this study were obtained from interviews with informants and direct field observations, the instrument to be used in this study was in the form of interview, observation, and guidelines that would explain the suitability or correlation of the regulations made and the activities carried out in the acquisition of a second language. The following describes the grid for interview, observation, and documentation guidelines for this research:
Table 3.1 Grid For Interview
No Variable Indicator Data Sources
1
Second Language Acquisition of English
Foreign Language Students
Input Leader, Language Section Supervisor, Head
of the language section, and
Students.
Process
Output
2
Learning Environment in Al-Iman Modern
Islamic Boarding School
Formal Environment
English Teacher and Students.
Informal Environment
Language Section Supervisor,
Language Section Head, and
Students.
Table 3.2
Map of The Observation Concept
No
Research Question
Answer Type
Aspects Scope Indicator
1 How is the learning environment
in Al-Iman Modern
Islamic Boarding
School?
Description Input Formal Environment
Teacher
Facilities
Curriculum Informal
Environment
Instructor
Facilities
Rules/Programs Process Formal
Environment
The process of English learning in classroom.
Informal Environment
The process of implementing a bilingual environment.
2 How is the acquisition of students’
Description Input Formal Environment
Teacher talks
Student talks Informal Student talks
second language in
Al- Iman Modern
Islamic Boarding
School?
Environment Rules and programs from language section Process Formal
Environment
Interaction between teacher and students
Interaction between student and student Informal
Environment
Interaction between student- student
Students use English for daily conversation
Students
participate in all language
activities
Output Students can achieve goals and meet competency standards in the curriculum used by English teachers
Students can carry out daily conversations in the dormitory using English.
Students can complete
Amaliyah Tadris assignments using a second language.
Table 3.3
Grid For Documentation No Observed Aspects Scope
1 Formal Environment Teaching and learning process.
Facilities and Infrastructure in the Al- Iman modern Islamic boarding school environment.
2 Informal Environment Implementation of programs, activities, and regulations in the dormitory environment of Al-Iman Modern Islamic Boarding School.
Facilities and Infrastructure in the dormitory environment of Al-Iman Modern Islamic Boarding School.
3 Documents Syllabus
Language Section’s Code of Conduct
Language Section’s Programs/Regulations
