Skripsi

\"Teaching strategies versus culture\" English teaching strategies in Pondok Pesantren Salafiyah Pasuruan in relation to the cultur in pondok pesantren / Salwa Maziyatun Najah

Abstrak
Key words English teaching strategies culture Madrasah Diniyah Salafiyah Pondok Pesantren Pondok Pesanten has been surviving as one of the educational institutions in Indonesia. It used to be the place for people to gather and learn about Islam from preechings. However today it has evolved. Pondok Pesantren has its own dormitory and its own informal school called Madrasah Diniyah even some modern Pondok Pesantren has its own formal schools such as High School and Universities. In its Madrasah Diniyah religious subjects used to be the only subjects taught in Madrasah Diniyah of Pondok Pesantren. Yet today formal subjects such as English Mathematics and Science have been included in the curriculum. Pondok Pesantren has its unique cultures which other formal educational institution do not have (Daulay 2002). Culture here means a set of beliefs customs values habits rituals and any other capabilities acquired by human in a certain area (Kroeber and Kluckhohn 1978). Such cultures in Pondok Pesantren especilly those which are related to education might have contributed to the teaching of formal subjects in Pondok Pesantren (Lado 1990 Mc Keachie and Svinicki 2010 Hinkel 2009). Therefore doing a research on the teaching of formal subjects and its relation to the culture of Pondok Pesantren is considered important. The writer chose English because English is an international communication means in today s global era. The writer observed madrasah diniyah in Pondok Pesantren Salafiyah in Pasuruan-East Java focusing on the second grade of Tsanawiyah. The observation was based on the interview with the teacher some students taken in random class observation focusing on teacher s teaching strategy teacher interview after each class observation and class observation focusing on the learning culture in Pondok Pesantren during Islamic subject classes. The class observation focusing on the teacher s teaching strategy was held on the four meetings from March 27th- April 17th 2011. The class observation focusing on the learning culture in Pesantren was held in three meetings from May 19th-22nd 2011. This study is a descriptive study on the English teaching strategies used by the English teacher in Madrasah Diniyah Salafiyah Pasuruan comprising (1) kinds of English teaching strategies the teacher used and (2) how the teaching strategies are related to the cultures in Pondok Pesantren. It described elaborately kinds of English teaching strategies used by the teacher in the four meetings and how they are related to the cultures in Pondok Pesantren. Culture here is limited to the cultures of Pondok Pesantren which are related to education. Based on the research findings it was found that the teacher used many strategies in teaching English and it was elaborated howeach of it is related to the cultures in Pondok Pesantren (1) giving ice-breaking activity at the beginning of the class to create fun atmosphere because students learning habit in Pondok Pesantren is only listening to the teacher and keeping silent which does not create fun atmosphere (2) giving materials related to the religion which is to integrate English with Islamic subjects to show the students that English can also be related to religion and to show to the students that although the teacher is English teacher she knows religion too. This is all due to students thinking that learning Islamic lessons is more urgent than learning formal lessons (3) group work students studying there come from various backgrounds of education and culture so it is expected that they can help each other through group work (4) person-toperson supervision which is aimed to make sure that every student understand with the lesson due to the variety of the students educational background in Pondok Pesantren (5) giving tasks of a text before explaining the text it is because students there are accustomed to learning with maknani yet because the teacher does not want to use such method she gave tasks about the text she was about to discuss before translating and explaining the text (6) Comparison to Arabic to teach grammar the teacher always tries to relate grammar or tenses to the grammar and tenses in students first second language which is Arabic (7) Memorizing grammar formula because students in madrasah diniyah Salafiyah are accustomed to memorizing nadzom and Arabic sya ir in learning Islamic subjects. Based on the findings English teacher in madrasah diniyah Salafiyah Pasuruan is suggested to keep using the teaching strategies she has been using because even though those strategies carried out in the classroom might not be the typical teaching and learning practice in Madrasah Diniyah in Pondok Pesantren. the santri could accept them and seemed to enjoy the activities which also means that they do not go against the culture in Pondok Pesantren. For other teachers in Madrasah Diniyah in other Pondok Pesantren they are suggested to consider the research findings about English teaching strategies in this research yet they have to consider the culture in their place. For other researchers who want to study about English teaching in Pondok Pesantren they are suggested to study other elements of English teaching.

Informasi Detail

DDC

Rs 428.071 NAJ t

Prodi

Universitas Negeri Malang. Program Studi Bahasa dan Sastra Inggris, 2011.

Deskripsi Fisik

xii, 95 lembar : il., tab. ; 30 cm.

Bahasa

No Reg

02019/KI/11

Edisi

Skripsi (Sarjana)--Universitas Negeri Malang, 2011

Subjek

1. BAHASA INGGRIS - STUDI DAN PENGAJARAN
2. BAHASA INGGRIS UNTUK PRODUK PESANTREN

Pembimbing

1. MIRJAM ANUGERAHWATI

Lampiran Berkas