Multilingual Instructional Model of Pesantren Schools in Indonesia

Abstract

.ibfiad-T,," itudy irveraigded thc Dultilirgu.l irlrructiorrl ',dd, oI The srrccess-of learning c€Irnot be separated aom the role of aD instudional model of leaming implemented by a teacher in tEaching' The h$uctioal mfoel is de6ned as a "-Lpt .r mi""orl 6ar guides teaciers'"ili tlr" #p: by-step lcaniDg procedures to achiev€ the objectives .r r*-.i -a-.r. ry€cific outcomes. In other words, the .,structro,ai model rs a concepnral fuTo..k of tt" g"t",'ut "'t Jlrg -d f""_ing proc.edures , i-"g.g O. sEtdenrs' leaming experienes to aclrieve the teamiag objecdves *or"-"ii"t""ry ftuit.a-ing prog;-*iifi'ao", not adopt a partietar model lr l tead^^t9 rSsucesl{l reu ing -dfi, il. the objectives "rril.n-g t"'u" "iii*"a (Ggrter etal., 1990 i"qrir"a trr"iom"i"nt &acher,s compctence (personal, social, pedagogical, intercultural' smotioral, and professional), i="r,i"g "-r"rr*, becaus€ it will bridge ard determino the success and Failure of rhe leamino orocess-and adrievement eftciattv in murtiringuar -a .-Jt"Jt-J rurg,-g" leaming as wer as ia psontren ,n:,r]-is (H"d-" & J.;;;. z600, 'nirlU-l u rro r. Bin-Tah,r & Rinanratrti. 2016).Mclt wsantren schmls have murtilingual teachers *{ro'are ;.p;;;; t".ct ing o" -uttilffi *[.i."i Lii ,rr", hced 6e complicated curric.ulum of oesantren which adotred hro or rhree kinds oi curricula ojxpns-ili"i#li |T.*'--eg:!""t curricurum, oeiec lrrrinisry or ruiigr* e-orr.i"-iorurn, and pesaarrea curriculum (BinTah4 20l l ) The three curricula were implemented separatity o, u "r.tuio a.y, difierent schedule, ana ,ritt aff.r"nt teacfer^s,. Likewiry in language curric.Ulum of pesantrcn, dre studenrs were compelea b lcam hard in fulfillrnent the need ofthose curricula. It means that the sbdents were dazed to 1""-L"g,rug". ,u"t ^ Indonesi4 Arabic, Enshsh. ard local languages bosed oo the three curricula io the differ"ot r"rr"aur", "io-i";#;il;;.:;ffi";";"fiLk.. The schools also &ced some obstacles in arranging the schedule -J ti,"y o".a"a more teachers to teach thos€ larguages. whereas most of their teachers^have thJmutttirgra c-np"trr.. to be empowered rn r-guug""t"Jlog m fulEll the ne.ed ofpesazrlez (Bin-Tahir, 2015a: 2015b..Based on rhe results of prelimhary studies in foreign languag es teaabin| a, pesantrer sdroots shows that the succcss or laaguage learnmg rs determined by the way of the &acher choices a fimiliar topic and simple dialogue that is absolutely used bv the studenrs in t&,eii dairy ri6 a. pesanren "ruit*.ari lrio-rrnir, zor r,laifurrlr--'pp.rifi uy 1:.T_t,13llr, ^ sant,ren wticy i1 ap-pi4"g EnbiO learniag in rhe fiid of science, e-Uii, b"-.j ii'Jigl* suDJects' and Indoneslan language in the field ofgeneral subjects or dre social *udies, white in dailv inteiactions]thev used dlose three languages it communication Clahir, 2015: Amri, et al., 2017.

Improving Students’ English-Speaking Skills Through Behaviour Modification in Indonesian Islamic Boarding Schools

“…Arabic and English) (Zulfiqar Bin Tahir, 2015). Furthermore, a number of modern IBS have regulated the use of English as a language of instruction (Bin-Tahir et al, 2017;Pohl, 2006). Students are obliged to speak English in daily activities and punishment is imposed to those who are found not to speak English (see Fakhruddin& Megawati, 2018; Risdianto, 2016).…”

“…Even though this language development strategy has long been implemented in IBS context, there is no specific term used by researchers to describe such strategy, nor was research conducted in investigating the effectiveness of the strategy in improving students' speaking skills (see Habibi&Sofwan, 2016;Bin-Tahir, 2015;Bin-Tahir et al, 2017;Fakhruddin& Megawati, 2018). Therefore, a further study is needed to describe what IBSapplied English language teaching (ELT) strategy is and to investigate its effectiveness in improving students' English-speaking skills.…”

Refining Traditional and Modern: A Literary Study of Indonesian Sufism and Neo-Sufism from Pesantren

“…Scholars agree that pesantren is the oldest form of educational institutions in Indonesia. Pesantren was the primary educational system for Muslims in Indonesia and played important roles in centuries before modern educational institutions established in it (Dhofier 1999;Tahir 2017;Makbuloh 2017;Mohd Nor et al 2017). In its development, Indonesian pesantrens are mainly categorized into two types; they are traditional pesantren and modern pesantren.…”

Speaking Performance of Islamic Boarding School and Public School-Based Graduates: A Comparative Study

“…In contrast, the latter excels at the non religious ones as the curriculum of public school-based is more on the non-religious subjects (Amrizal, 2011). English -one of the non-religious subjectsis exceptional since students at the Islamic boarding school, particularly the modern one, are also highly encouraged to master English, in this case speaking skills with daily conversation activity (Mastuki, 2005;Tahir, 2017) a particular research to disclose the fact of Irfani, Meisuri, & Rohmatillah, Speaking Performance of Islamic Boarding School and Public School-Based Graduates: A Comparative Study the speaking ability of the two kinds of school graduates is necessarily carried out.…”