Electronic Theses and Dissertation

ABSTRACT

Zainun, 2016. English Teaching-Learning Process at Modern Islamic Boarding
School (A Case Study at Babun Najah School Banda Aceh).
Thesis, Graduate Program in English Language Education of
Syiah Kuala University, Darussalam, Banda Aceh.

Advisors: (1) Dr. Bustami Usman, M.Pd.
(2) Dr. Asnawi, S.Pd., M.Ed.

Key words: Process, Teaching, Learning, Islamic Boarding School.

Teaching and learning English in Islamic boarding schools is slightly different
from that in other regular institutions. Besides applying two syllabuses in English
teaching processes namely the national syllabus and the design syllabus, the
institution has other supplementary activities of English learning for the students.
The objective of this research is to describe the process of the English teachinglearning

process in an Islamic boarding school and the assessment of the students’
English achievement performed by the teachers. This study employed a qualitative
research approach with a case study design. The subject of this study were three
English teachers of Babun Najah Islamic Boarding School teaching the students of
grade XI, and the object of the study was the processes of teaching and learning
English conducted by the three teachers. The data were collected through direct
observation, interview and documentation. The collected data were analysed by
using the qualitative analysis approach. The data analysis was done through
classification, reduction, display, and conclusion drawing. The results of the study
show that: first, the school adopted an integrated syllabus in English teaching
processes – i.e. national syllabuses and unwritten syllabus; second, only one
teacher had prepared written lesson plan; third, the three English teachers
performed sequences of teaching processes: pre-activities core-activities and
closing-activities; fourth, the teachers used the methods of Communicative
Language Teaching and Total Physical Response with numerous teaching
techniques; and lastly, the three English teachers used formative and summative
assessment to see the students’ English achievement.

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