Mohammad Umar Fakhrudin, Yuni Alawaturrohmah Solihah, Viar Dwi Kartika , Jamila

Exploring Bilingual Education Program at Private Islamic Boarding School

Introduction

Exploring bilingual education program at private islamic boarding school. Explore a case study on a successful bilingual education curriculum design at a private Islamic boarding school, detailing program modifications and English proficiency gains.

Abstract

This case study aims to explore the process of curriculum design and development in bilingual program at private Islamic boarding school in Brebes The data were collected from stakeholders, English teachers, the members, and Self-Development Club, through direct observation, site visits, interviews, and document analysis. The data were analyzed qualitatively. There are three modifications of the curriculum supporting bilingual students' English improvements. They are implementing four years of study that the students will have a matriculation grade in the first year; adding English school hours in each grade, and providing English supporting programs named School Outing Program, Teaching Program, and Malhikdua Explore. Then, the existence of students' bilingual organization called Self-Development Club significantly contributes by taking over students' language improvement activities besides school hours. After being facilitated with the programs mentioned, the student's English proficiency was assessed through TOEFL by a certified state university language center and LPKS by the Brebes Department of Employment, with average scores of 510 (TOEFL) and 83% Grade A (LPKS). As a result, bilingual program of MA Al Hikmah 2 has successfully designed a proper curriculum to enhance students’ English proficiency.

Review

This case study, titled "Exploring Bilingual Education Program at Private Islamic Boarding School," offers valuable insights into curriculum design and development within a specific and often under-researched educational context. The authors meticulously detail their qualitative methodology, drawing data from a diverse array of stakeholders including teachers, club members, and administrative staff through a comprehensive approach encompassing direct observation, site visits, interviews, and document analysis. The study's clear objective to explore the process is well-aligned with its qualitative design, promising practical implications for institutions aiming to enhance their bilingual education programs, particularly within the unique setting of an Islamic boarding school. The abstract highlights several key curriculum modifications identified as instrumental in supporting students' English proficiency improvements. These include the implementation of a four-year study structure incorporating a matriculation grade in the first year, increased English school hours across all grades, and the introduction of specialized English supporting programs such as the School Outing Program, Teaching Program, and Malhikdua Explore. A particularly noteworthy finding is the significant contribution of the student-led Self-Development Club, which actively manages language improvement activities outside of formal school hours, demonstrating a successful integration of co-curricular initiatives. The reported assessment results, with an average TOEFL score of 510 and 83% Grade A from the LPKS, strongly support the conclusion that the MA Al Hikmah 2 program has indeed designed an effective curriculum. While the study effectively demonstrates the successful outcomes of the bilingual program at MA Al Hikmah 2, it would benefit from further elaboration on the specific rationale behind the curriculum design decisions and the challenges encountered during their implementation. As a case study, its findings, while robust for the specific context, may have limited generalizability, prompting a suggestion for future comparative studies across different institutions. Additionally, a deeper analysis exploring the perceived impact of each program component from the perspective of students and teachers, beyond just assessment scores, could provide richer qualitative insights. Nevertheless, this study provides a strong foundation and a commendable example of effective bilingual program development in a private Islamic boarding school, offering valuable blueprints for similar educational environments.

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