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ENGLISH TEACHING LEARNING PROCESS AT MODERN ISLAMIC BOARDING SCHOOL (A CASE STUDY AT BABUN NAJAH SCHOOL BANDA ACEH)

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Pengarang Zainun - Personal Name

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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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