THE STRATEGY OF APPLYING ENGLISH AS A DIALY LANGUAGE (Case Study At Pondok Pesantren Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri)”

CHAPTER I
INTRODUCTION

In this chapter, the discussion consists of some points. They are the background of the study, the statement of the problem, the objectives of the study, the assumption of study, the significance of the study, the scope and limitation of the study, the definition of key terms. Here are all of them.

A. The Background of the Study
Nowadays, mastering English is very important for every people in every nation, especially in studying science and technology. As a developing country, Indonesia needs some kinds of information to develop and improve this country. Since most of Scientifics and technological books using English in their explanations, we have to read and should be understand the meaning of the reading texts.
English is not only important in reading or writing, but speaking skill also very important in English because speaking skill needed in communication. Mastering English in communication is very important in globalization era, because English is one of the languages that use as an international language. It means that English is language that used in every condition, every situation, and everyone. English is also the language that usually used in education, in economic, in relationship etc.
From that real phenomenon, nowadays, there are many institutions in Indonesia want to try to help the students in studying, not only English in reading and writing, but also in speaking or communication. For example schools, courses, modern Moslem boarding house etc.
To solve this problem, educational institutions have important rule. For example, some of educational institutions in Indonesia try to apply English as daily language. They want to make their students common in English especially English in communication. They want to prepare their students to face globalization era that make the English as one of tools to communicate one each other.
One of educational institutions in Indonesia that apply English as daily language is Pondok Pesantren Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri. This institution is the branch of Pondok Pesantren DAARUSSALAM Gontor Ponorogo. This institution apply some languages as daily language not only English. This institution also applies Indonesian and Arabic language as daily languages.
Pondok Pesantren Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri is the institution that makes English and Arabic as compulsory language inside the institution. English and Arabic in this institution thought from the beginning level until the end or the last level of the students. It means that English and Arabic thought in every class or level.
The vision and mission of Pondok Pesantren Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri is “Gontor is the organization of forming of cadres that train to the students to be able to do something for himself and also to do something for the society or ask to the society to do something better”. The value inside it are : social, sacrificing, and sincerely. In any level, they must be able to be a motivator in the society but still in the manner of Islamic mission because the best people is the people that most useful in the society.
The students in Pondok Pesantren Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri are given occasion in applying English and Arabic immediately after got the course. So, it can help the students to improve their ability in English and also in Arabic both in theory and practice.
This institution wants to make the students able to use the international language fluently especially in English and Arabic language. He wants to prepare the students in facing the modern and globalization era. So, it hoped every students that graduate from this institution have abilities in international language and also ready to face globalization and modern world.
This is very interesting to discussed to know how the strategy and also the problems in applying English as daily language by Pondok pesantren Modern Gontor III “DAARUL MA’RIFAAT” Gurah, Kediri. It hoped to be reference for the other institution that has wishing in applying English as a daily language too.
Based on the condition above and to get a clear description about the strategy and also the problems that faced by Pondok Pesantren Modern Gontor III Gurah Kediri, so the researcher takes the following title “THE STRATEGY OF APPLYING ENGLISH AS A DAILY LANGUAGE (Case Study At Pondok Pesantren Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri)”.

B. Problems of The Study
In stating the problem of the study, the writer formulates it into questions as follows:
1. What are the strategies of Pondok Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri in applying English as a daily language ?
2. What are the problems faced by Pondok Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri in applying English as a daily language ?

C. Objectives of The Study
Based on the problems that are stated in the previous point, the writer stated that there are two objectives which underlies the research work, they are :
a. To know the strategies of Pondok Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri in applying English as a daily language
b. To know the problems that faced by Pondok Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri in applying English as a daily language.

D. Significances of the Study
This study hoped to be useful in two sides; they are theoretical and practical side. For theoretical significance, this study is supposed to develop the knowledge about the strategy of institutions in applying English as a daily language.
For practical significance, the findings of this study are expected to provide information about the strategy of institutions in applying English as a daily language of Pondok Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri. The findings are also expected to provide information about the problems that faced by Pondok Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri in applying English as a daily language. So it is hoped to contribute ideas, feedback and information to this institution, and for all institution in general, such as for the State College for Islamic Studies (STAIN) Kediri, other Moslem boarding house, or the other institution that also wants to apply English as a daily language too.

E. Scope and Limitation of the Study
To make this research not too broad and also not too narrow for the researcher, it needs scope and limitation to limits the discussion.
The research is just focused on the strategies and also the problems faced by Pondok Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri in applying English as a daily language.
There are also three limitations in this research, they are :
1. The research is done for all components in Pondok Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri. Such as the leader, the teacher and also the students.
2. The research is done just limited at Pondok Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri.
3. The research is also done just during one semester in this semester.

F. Definition of Key Terms.
1. Strategy means the way done by Pondok Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri in applying English as a daily language.
2. Pondok Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri is one of the modern Islamic colleges in Kediri that apply English as one of the daily languages. It is also constitute the branch of Pondok Modern Gontor Ponorogo.
3. English means one of languages that used by Pondok Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri as a daily language. In the specific meaning, English in this research means English language as a communication language.
4. Daily language means the language that used by the students of Pondok Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri in everyday or daily communication.




CHAPTER II
REVIEW OF RELATED LITERATURE

The study focuses on the discussion about the strategy of applying English as a daily language and also the problem faced in applying English as a daily language. So, the chapter consists of the following sections : the principles of language, learning strategy and teaching strategy, and strategy development.
A. The Principles of Language
In this part, the writer divided into two parts, they are spoken and written language and language acquisition. Thus all will be describe in the following part.
1. Spoken and written language
A fundamental distinction has to be made between speech and writing as aspects of language. This view is based on an appreciation of the nature and possible range of grammatical differences deriving from the respective conditions for the production and reception of language.
There are some main features of speech, they are
a. Speech as conversation implies a speaker – listener situation, with alternating roles. Features involved, therefore, are the physical situation and the presence of an observed listener.
b. Normal (informal) conversation requires the spontaneous application of language habits.
c. The signaling devices available to the speaker, apart from word and sentence structure, are gesture, stress and intonation.
d. The physical situation and the prompting of question permit and evoke laconic utterances, e.g. Fine picture ! Rain! The postman ! Yes! No! Of course ! On Monday ! If I can !.
e. The speaker is prone to anomalies of usage which are either peculiar to speech or more characteristic of that medium. There is, first, the interpolation of non-lexical sounds, such as ah ! oh ! uh! um! ‘m’! and the non communicative phrases : Mind you …, well now …, Now then …, Just a moment…, Let me see now …, I mean to say …, As I was saying… besides superfluous repetitions, all used in lieu of pauses to allow the speaker more time to formulate his thoughts. Then there are such prevalent deviations from assumed norms as changes of word order (e.g. Object-Subject-Verb for Subject-Verb-Object), breaches of concord, misuse of ellipsis, and, under stress of emotion, disjointed or even in coherent utterances.
There are also some main features of writing, they are :
a. While the writer-reader relationship corresponds to that of speaker-listener as producer and receiver of language, there is no equal social correspondence. In a speech situation there are two or more participants with interchanging roles, but even in letter writing or in the novelist’s recording of an interior monologue the process is virtually one-sided.
b. Writing lacks the direct signaling devices of speech, namely, the physical situation as a factor of meaning, and gesture, stress, intonation. Punctuation as a signaling device cannot compare for effectiveness with the implications of speech modulation. Of the view signs it offers for all purposes, only the full stop and the question mark may be presumed to indicate grammatical distinctions. In consequence, the writer must rely more on structural devices and contextual clues.
c. For language production, an important feature of writing is the adequate time afforded for reflection. However spontaneous the application of language habits here too, the writing situation, in contrast to that of speech, permits attention to formal structure.
Nevertheless speech and writing are not fully on a par. It is unquestionably assumed now that a living language is basically speech. This assumption derives from appreciation of the social and dynamic aspects of language.
2. Language Acquisition
If we consider the child’s acquisition of language between the ages of about twelve months of five years, the first thing we might obverse is quantity of language involved is enormous. The child may well be in contact with language for most of his waking hours. The contact will take different forms. Some of it will be language directed at the child by other people, particularly parents. A strong effort will be made to ensure that this language is meaningful to the child. This may be done by demonstrating relevant objects and actions in the surroundings, by an intuitive attempt at simplification of the language, or, in the latter stages, by actual explanations.
There are some other significant factors about the language that the child is exposed to. In the first place it is, of course spoken language, secondly, what the child hears is also linguistically isolation and repetition of a single sentence structure that is characteristic of much language teaching. The child acquires his language without having it predigested for him in this way. Adults do often make the attempt to simplify their language for the benefit of the child, but what they produce remains structurally varied and it is sometimes suggested, even makes think more complicated for the child, one observation that has been made is that the child may play language games with him self which involve repeating the same type of sentence perhaps with minimal alterations, and that this does resemble some productive exercise in language teaching.
A somewhat self-evident point is that the child learns whatever language he is exposed to. Most children are in contact with one language only and, of course, they become monolinguals. It should not be forgotten, however, that where children are brought up in simultaneously, thought with some retardation when compared with monolingual children. There is an initial merging of the two languages, but subsequently they are separated and remain functionally quite distinct.
More interesting perhaps then the language to which the child is exposed is his reaction to it. We have already seen that when he is adequately exposed to language he will produce language himself. In part, what he produces is an imitation of what he has heard and this is a process which adult often try to stimulate, but, contrary to what has generally been thought, a good deal of his language production is not imitative at all. Not only does he have the ability to take words and phrases that he has heard and use them in new combinations; he also actually produces pieces of language that he could not have heard from the other people in his environment.
The feedback that is provided by other people does more than simply inform the child whether or not his massage is correctly formed. It also demonstrates to him that his language has an effect on the behavior of others. Rather that being at the mercy of the environment to some extent, through language, he can bring the environment under his own control. It would be fairly meaningless to say that this motivates him to learn the language. What it does mean is that he is becoming aware of regulatory function of language. Through language, he learns his need can be met. At first the need will be material, but latter they may include the need for information, advice, permission and so on.
Meaning focused activity involves learners in making sense of various pieces of language in the course of understanding the information provided, interpreting the teacher’s questions or instruction, working out a solution, or mentally following an exchange between the teacher and fellow learner. Each peace of language embodies some meaning-content as well as some elements of language structure: indeed, it embodies meaning content partly as a result of being linguistically structured. In their efforts to cope with a task, learners thus receive a form of intensive exposure to entities which represent a matching of meaning and structure. Task based teaching operates with the concept that, while the conscious mind is working out some of the meaning-content, a subconscious part of the mind perceives, abstracts, or acquires (or re-creates, as a cognitive structure) some of linguistic structuring embodied in those entities, as a step in the development of an internal system of rules. The intensive exposure caused by an effort to workout meaning content is thus a condition which is favorable to the subconscious abstraction-or cognitive formation-of language structure.
The way of looking at the process of acquisition does not imply that acquisition of any element of language structure is necessarily an instant. It may take several instances of intensive exposure to different samples of language before any abstraction is made, or cognitive structure formed and particular instances may or may not lead to any such result. The cognitive structures formed may at first be faint, or incomplete, or in accurate becoming better defined with further exposure, or with the formation of some other structures which have a bearing on them. Also different learners in a class may, in the course of the same classroom activity, be occupied with different pieces of language, thus abstracting different structures, or with the same piece of language with the different result. Language learning perceived in this way cannot be specifically predicted or controlled by language teaching can only hope to increase the probability of such learning.
Perhaps, the primary difficulty for most people can be captured in terms of a distinction between acquisition and learning. The term “acquisition” when used of language refers to the gradual development of ability in a language by using it naturally in communicative situations. The term “learning”, however, applies to a conscious process of accumulating knowledge of the vocabulary and grammar of a language. Activities associated with learning have traditionally been used in language teaching in schools and tend. When successful, to result in knowledge about the language studied. Activities associated with acquisition are those experienced by the young child and analogously, by those who “pick up” another language from long period spent in social interaction (daily use of language) in another country. Those whose L2 experience is primarily a learning one tend not to develop the proficiency of those who have had an acquiring experience.

B. Learning Strategy And Teaching Strategy
To make the discussion about learning and teaching strategy more clearly, so in this part, the writer divided into two points, they are language learning strategy and teaching language strategy.
1. Language learning strategy
Learner strategies include any sets of operations, steps, plans, routines used by the learner to facilitate the obtaining, storage, retrieval and use information. That is what the learners do to learn and do to regulate their learning. In addition, to better understand how learner strategies come to be used, it is essential that we account for a learner’s knowledge about language and his/her beliefs about the language learning process (that I, what he/ she knows) because this knowledge can form the basis for selecting and activating one strategy over another.
Much of research on learner strategies has concentrated on identifying what (self-defined) good language learners report they do to learn a second or foreign language or, in some cases, are observed doing while learning a second or foreign language.
Aaron Carton in his study noted that learners vary in their propensity to make inferences and in their ability to make valid, rational, and reasonable inference s. cartoon also recognized that tolerance of the risk (which we have called a background variable) would vary with ability to make good inferences. In a second article, carton provides a detailed discussion of inferencing as a strategy used by second language learners. He divides inferencing into three kinds of cues:
a. Intra lingual cues in which the cues are supplied by the target language used when a student already has some knowledge of the target language.
b. Inter lingual cues which are brought to bear on loans between languages, cognates and regularities of phonological transformations from one language to another.
c. Extra lingual cues in which the learner uses what he / she knows about the real word to predict what is said in foreign communication.
Carton argues for the student perception of “probabilistic contingent relations” since he suggests that it provides for improved selection of appropriate linguistic units in production and for improved interpretations of these units in comprehension. For Carton, language learning is a kind of problem solving which the students can bring to bear his/her prior experience and knowledge to processing of language.
Following leads from Carton and learning theory, in 1971. Rubin initiated research which focused on the strategies of successful learners. Her assumption was that, once identified, such strategies could made available to less successful learners. The research describe in her paper (1975) included the following variables ; learner psychological characteristics (risk-taking, tolerance for ambiguity and vagueness, willingness to appear foolish), learner communication strategies (use of circumlocution and gestures), learner social strategies (seeking out opportunities to use language) and learner cognitive strategies (guessing/ inferencing; practicing; attending to form by analyzing, categorizing and synthesizing; and monitoring) exhibited by and used by self defined good language learners. Rubin 1981 report of subsequent research classifies strategies in terms of process that may contribute directly to learning ( i.e. clarification/ verification, monitoring, memorization, guessing/ inductive inferencing, deductive reasoning and practice) and those may contribute indirectly to learning (i.e. creating opportunity to practice and use of production tricks).
Research conducted by Naiman also focused on personality traits cognitive styles and strategies that were critical to successful language learning the initial frame of reference for their analysis of the strategies was Stern’s (1975) list of ten strategies necessary to attain second language competence. This list was modified by the statements and views of the interviewees in the Naiman et. al. study to form a list of five general strategies and related techniques. According to the list, good language learners
a. Actively involve themselves in the language learning process by identifying and seeking preferred learning environments and exploring them,
b. Develop an awareness of language as a system,
c. Develop an awareness of language as a means of communication and interaction,
d. Accept and cope with the affective demands of language learning (L2)
e. Extend and revise L2 system by inferencing and monitoring
At about the same time, Wesche completed her dissertation on the learning behaviors of successful adult language students in the Canadian Civil Service. Wesche found these students used many of the same strategies listed by Rubin and Stern. Her findings, summarized in a 1979 article, brought to light the following :
a. There was a greater variety and quantity of learning behaviors pursued by those who improved most rapidly, and
b. Many of the observed learning behaviors occurred together. Wesche’s hypothesis that “it may be complexes of them rather than specific ones which characterize different kinds of learners” n worthy of further research.
In her study of five Chicano students who were learning English, Wong-Fillmore (1976) identified social strategies used by successful language learners. Further Wong-Fillmore found that by using a few well chosen formulas, learners could continue to participate in activities which provided context for the learning of new material. Wong Fillmore notes that staying in the conversation had an important connection to learning because the new material became learnable and memorable by virtue of being embedded in current, interest holding activities. The author provides strong evidence of the link between strategies which contribute indirectly to learning (social strategies and communication strategies) and learning strategies (inferencing through what is known and storage through associations and context).
Bialystok reports on research which showed the effect of the use of two function strategies – infrencing and functional practicing- and two formal strategies – monitoring and formal practicing. According to Bialystok, the focus of functional practicing strategies is language use. On the other hand, formal practicing strategies focus on language form. Bialystok uses the term “monitoring” in the more narrow sense where the focus is on the form (but not up on the intention of the communication). Results indicated that the use of all four strategies had positive effects on achievement in certain kinds of test, and that only the functional strategies significantly modified performance for all tasks.
Tarone studied the communication strategies of second language learners. In her 1977 and 1981 papers, she identified several communication strategies which learners use to remain in a conversation (e.g. word coinage, mime, circumlocution, appeal for assistance, approximation, silence or hesitation, questioning repeat, approximating the speaker’s massage and explicit indication of comprehension).
Hosenfeld reports on the reading strategies of successful and unsuccessful second language learners obtained by using the “think aloud” type of introspection. Hosenfeld found that successful readers use some form of contextual guessing – based on the process of inductive reasoning. In addition, Hosenfeld reported on a metacognitive strategy in which the student evaluates thinking by assessing the appropriateness of the logic of a guess. In her 1979 article, Hosenfeld reports on one of the first attempts to train learners in the use of strategies, in this case, efficient reading strategies.
Hossenfield hints at what has become an important part of meta-cognition, namely, a student’s “mini-theory of second language” (see Wenden, this volume, for an elaboration of beliefs about language learning). Hosenfeld calls for research about students assumptions, how they develop, how they are influenced by teachers and textbooks and how they operate.
In their studies Cohen and Aphek focused primarily on the strategies students used in the learning of vocabulary and the role of mnemonic associations in the retention of vocabulary over time . They found that in most instances students tried to memorize words. However, Cohen and Aphek also identified eleven categories of associations utilized by students.
They concluded tentative that the use of such strategies facilitated the retention of vocabulary over time. The author also pointed toward some strategies which prevented learning :
a. Poor memory techniques.
b. Poor inductive inferencing strategies, and
c. Poor deductive reasoning.
Wenden has added an important new dimensions in understanding of learners strategies namely the importance of metacognitive knowledge in second language learning. He identified five areas of metacognitive knowledge : a). The language, b). The student proficiency, c). Outcome of students learning endeavors, d). The student’s role in the language learning process, and e). How best to approach the task of language learning.
a. Types of learning strategy
Rubin makes the functional distinction between those strategies, which contribute directly to language learning, and those strategies, which contribute indirectly to language learning. He identified six main cognitive strategies that appear to contribute directly to learning and two strategies that contribute indirectly to learning.
O’Malley and Chamot on the other hand, classified language learning strategies into three main categories based on processing types. The three categories are metacognitive, cognitive and socioaffective strategies. Metacognitive strategies are strategies that involve planning for learning, thinking about the learning process as it is taking place, and evaluating learning after an activity is completed. Cognitive strategies are limited to more specific learning tasks and involve more direct manipulation of the learning material itself. Socio/ affective strategies concern social mediating activities and interacting with others.
The strategy categorization of O’Malley and Chamot differs from that of Rubin. However, some of Rubin’s strategies, such as clarification and practice, are incorporated into the O’Malley and Chamot classification.
Oxford’s classification has been regarded as the most complete and comprehensive to date. In addition to its comprehensiveness, the Oxford classification also presents a further refinement in that it is linked to communicative competence. According to Oxford, “language learning strategies are tools for active, self directed involvement, which are essential for developing communicative competence”.
A general distinction in Oxford’s classification is that between direct and indirect strategies. What Oxford means by direct and indirect strategies is not very similar to Rubin. Rubin deals with the direct or indirect effect of strategies to learning, while Oxford deals with the direct and indirect involvement of the target language.
The first strategy group, indirect strategies, deals with the language itself in a variety of specific tasks and situations. They comprise memory strategies for remembering and retrieving new information, cognitive strategies for understanding and producing the language, and compensation strategies for using the language despite knowledge gaps.
The second strategy group, indirect strategies, deals with the general management of learning and is made up of three types of strategies: metacognitive strategies for coordinating the learning process; affective strategies for regulating emotions; and social strategies for learning with others. Each of these strategies are developed into several individual strategies .
b. Types of language learning strategy
Following Rubin, 1981 that there are three kinds of strategies which have been identified which contribute directly or indirectly to language learning; learning strategies, communication strategies, and social strategies.
Learning strategies are strategies which contribute to the development of the language system which the learner constructs and affect learning directly. Very recently, students of learning strategies have come to recognize two major kinds of learning strategies : metacognitive and cognitive strategies.


1) Cognitive strategies
Rubin (1981) identified six general strategies which may contribute directly to language learning :
a) Clarification / Verification
It refers to those strategies which learners use to verify of clarify their understanding of the new language.
b) Guessing / inductive inferencing
It refers to strategies which use previously obtained linguistic or conceptual knowledge to derive explicit hypotheses about linguistic form, semantic meaning or speaker’s intention.
c) Deductive reasoning.
It means problem-solving strategy in which the learner looks for and uses general rules in approaching the foreign or second language.
d) Practice
It refers to strategies which contribute to the storage and retrieval of language while focusing on accuracy of usage.
e) Memorization.
It refers to strategies which contribute to the storage and retrieval of language; therefore some of the strategies, such as drill and repetition, used for practice are the same as memorization strategies.
f) Monitoring.
It refers to strategies in which the learner notices errors (both linguistic and communicative), observe how a massage is received and interpreted by the addressee, and then decides what to do about it.
2) Metacognitive learning strategies
Metacognitive strategies are used to oversee, regulate or self-direct language learning. Wenden examined how learners regulate their learning by planning, monitoring and evaluating their learning activities. In particular, Wenden focuses on what learners know about various aspect of their language learning and how this influences thei choice of strategies.
Wenden identified several planning strategies which students use. Students may assess their needs and preferences and choose what they want to learn and how they should learn language. This choice may be dependent up on the student’s beliefs of how language is to be learned. They can choose how to use resources. They may then prioritize the aspects of language that they want to learn. By choosing and prioritizing, students set their own learning goals. Finally, students may plan what their learning strategies should be and change them if they are not successful.
O’Malley et. al. provide an extended list of planning strategies ; self-management, advance preparation, advance organizers, directed attention, selective attention, and delayed production.
3) Communication strategies
From the point of view of the learning process, communication strategies are very important because they allow the learner to remain in the conversation by continual exposure to natural conversation, learners may also learn (1) through opportunities to hear more of target language, and (2) through opportunities of produce new utterances and test their knowledge. Further, with successful communication, motivation for more learning can be enhanced. It is felt that communication strategies are used when there is a difference between the learner’s knowledge and the learner’s communicative intent.
In order to remain in the conversation, learners must (1) find ways to continue producing the target language despite limitations, (2) recognize when their production has not been properly interpreted, and (3) indicate their reception of the speaker’s intentions.
A common communication strategy is to use one’s linguistic or communicative knowledge to remain in the conversation. Examples include : use of synonyms, use of cognates (whether equivalent in meaning or not), use of simple sentences, use semantic contiguity, use of gestures or mime, and use of circumlocution or paraphrase.
Learners who recognize that the addressee has not understood their production can also use strategies to clarify their intention. Rubin listed the following clarification strategies : write a word out, spell the word out, repeat utterances or use gestures. Learners also may provide a larger context for the addressee by putting the word into a larger linguistic context in order to clarify their meaning.
Another communication strategy is one where learners indicate to their interlocutor the extent to which they have followed the speaker’s utterances, for example : appeal for assistance, questioning repeat, silence/ hesitation, approximate the speaker’s massage, mime and explicit indication of comprehension.
Although it is clear that these strategies play an important role in providing the learner with an opportunity to participate in conversations with native speakers and hence attain more exposure to the target language, there is no evidence to date that communication strategies contribute directly to language learning, i.e. to the obtaining, storing, retrieving, and using of language.
4) Social strategies
Social strategies are those activities learners engage in which afford them opportunities to be exposed to and practice their knowledge. In themselves they do not contribute to learning since they merely put the student in an environment where practice is possible.
Wong-Fillmore identified two social strategies : join a group and act as if you understand what is going on, even if you don’t, and count on your friends for help. Although these strategies provide exposure to the target language, they contribute only indirectly to learning since they don’t lead directly to the obtaining, storing, retrieving and using of language.
Rubin also listed other activities which may contribute indirectly to learning, all of them under the rubric: “creates opportunity for practice”. The list includes : creates situation natives in order to verify/test/practice; initiates conversation with fellow student/teacher/native speaker; answers to self, questions to other students; spends extra time in language lab; listens to television/radio, attends movies or parties uses of advertisements, reads extra books often first in native language, then in target language ; and identifies learning preferences and selects learning situations accordingly.
c. Views of language learning.
Fourteen of the twenty-five learners made explicit statements about how best to approach language learning. Five of the statements stressed the importance of using the language, i.e. especially of speaking and listening. Four pointed to the need to learn about the language, especially grammar and vocabulary. Three others emphasized the role of personal factors.
Group I : use the language.
1) Learn the natural way.
This statement means that it is not necessary to be in a classroom to learn a second language. One simply utilizes is in the social context in which one finds oneself to fulfill the functions necessary to communication in the context.
2) Practice.
This second theme stressed the necessity of using the language as often as possible.
3) Think in your second language
This third theme emphasizes the need to focus directly on the meaning of the communication when using the language. One should not first plan the utterance in one’s native language and then translate.
4) Live and study in an environment where the target language is spoken.
For most learners this guideline meant that one should be in the country where the target language was the main or official language of communication.
5) Don’t worry about mistake
Of course most learners wanted to learn to speak accurately, but learners who made this statement believed that excessive concern about accuracy would get in the way of using the language. Never be concerned about English structure.
Group 2 : Learn about the language
1) Learn grammar and vocabulary.
Learners who made this statement considered grammar and vocabulary fundamental to successful learning for they are the building blocks of English
2) Take a formal course
Learners had different reasons for recommending the taking of formal course. For some it is the best way because it is systematic.
3) Learn from mistake.
This view on mistakes is different from the view presented in the previous category in that it emphasizes the importance of feed back as a way to learn, i.e. mistakes brought to one’s attention should be reflected on so that they may be avoided in the future.
4) Be mentally active.
This statement stressed the need for deliberate, conscious effort on the part of the learner.
Group 3 : Personal factors are important.
1) The emotional aspect is important
It is understood that feelings have a strong influence on language learning and that they must be taken into account.
2) Self Concept
It can also facilitate or inhibit learning
3) Aptitude for learning
It is a third personal factor considered necessary for learning.
d. Language and knowledge in the contemporary situation
Today most curriculum practices, like most discussions about learning in schools, are posited on a assumed separation on knowledge and skills and equal yon an assumed “instrumental” or “expressive” function of language in the acquisition of knowledge and in the development of desired mental, emotional and social skills.
The deleterious effects of continuing tendency to separate language and content or knowledge may be seen at all levels of education, including tertiary. However, they are particularly marked in the earliest years of schooling. It is there that literacy is first established, and it is there too that in many subtle ways children are initiated into the process of formal education. We will shortly examine one teaching/learning episode involving 25 children in year 2, their third year of schooling, with a view to considering how the traditional assumptions about the language and knowledge fundamentally determine the course the activity takes, and hence the language the children use. We will argue that where the teacher works with a view that considerations of language skills may be divorced from considerations of content or knowledge, then neither the skills developed nor the content dealt with may be said to be of a useful or rewarding kind. Significant language skills, we will suggest, can be developed only in contexts the need is to grapple with significant meanings, and hence to construct significant knowledge.
To put the point another way, we may say that each of the different subjects taught in schools, particularly in the upper primary and secondary years, represents away of exploring some aspects of experience and of asking questions about it. Each takes shape in characteristic linguistic patterns as we suggested earlier, it is because of the presence of such characteristic language pattern that we recognize the particular subject in question, whether it be social science, mathematics, English language arts, or school science. To learn a school subject is to learn how to deal with experience in a particular way. it is to learn to operate as a social scientist, a mathematician, a natural scientist, or as a writer of literature, as example, where each of these involves learning to adopt the appropriate behaviour, including the particular language behaviour. An area of knowledge or a subject is thus away of knowing about some aspects of experience. The natural scientist, for example, explores phenomena of the natural world, be they the life cycle of butterfly, how electricity is made, or how the principles of gravity operate.
Typically, much school practice, especially that of the kind we will examine in our selected teaching episode, doses not view knowledge in these terms at all. On the contrary, an attitude seems to prevail that “knowledge” or “content” is some kind of “product” waiting to be passed on to the children at appropriate times in their school careers.
e. Communication practice.
The most effective communication practice is that which is built up around the people, places, and things with which the students are familiar. As far as possible, it should take into account their age level, individual interests, hobbies, the work they do or the other subjects they stud, the locality in which they live, and as many other details relevant to their daily lives as possible. This, of course requires the teacher to spend a fail amount of time getting to know the students personally, so that he may guide the practice into those areas in which they would be most eager to express them selves in real life communication. It also requires each student to familiarize him self with his classmates’ background and interests in those cases where there is little opportunity for social contact outside of the classroom.
There is no doubt that all this puts a considerable burden on a teacher with a large number of classes. But if the work is systematized, the problem can certainly be solved. Even the knowledge of rather trivial facts about individual students can be used to great advantage in communication practice.
Humor and even a certain amount of teasing (provided there is no unpleasantness and the students involved can take it), should also be encouraged, as it contributes greatly to a relaxed atmosphere well suited to the give and take of natural conversation. This can sometimes be achieved by having a student imagine himself in some extra ordinary or ridiculous situation, which forms the basis for the communication practice. Even though such a situation may be far removed from ordinary live, it is word while making an exception here to the general rule of creating ’real life’ situations, because the very fact of it being so incongruous means that the patterns associated with the situation are more likely to be remembered.
Classroom objects are convenient and familiar things to talk about, and they certainly have a part to play in habituation and communication at elementary levels. However they cannot by any stretch of the imagination be called interesting objects. Also their usefulness is confined to the classroom, and since the purpose of the communication practice is precisely to escape from the classroom setting, it is not advisable to dwell to long on such items as blackboards, erasers, red pencils, blue notebooks, my textbook, your pencil box, and other classroom paraphernalia, which people simply do not talk about in real life.
It is also important to make the situations as concrete as possible. Persons, place, and things should be named rather than referred to as generic concepts.
2. Teaching of language
There are some points in this part, they are approaches to language teaching, and teaching for communication,
a. Approaches to language teaching
There are broadly two strategies for setting up the samples on which the learner is to base his own language behaviour. We can either begin with the language broken down in the component parts, which are ordered into pedagogic sequence and feed to the learner one at a time. The learner gradually builds up his store of language. New language always occurs in the context of language that is already familiar. The possible range and variety of language in actual use is only meet relatively late in language learning sequence. This is by far the most commonly adopted approach to language teaching.
b. Teaching for communication
The difficulty is that the ability to compose sentences is not the only ability we need to communicate. Communication only takes places when we make use of sentences to perform a variety of different acts of an essentially social nature. Thus we do not communicate by composing sentences, but by using sentences to make statements of different kinds, to describe, to record, to classify and so on, or to ask questions, make requests, give orders. Knowing what is involved in putting sentences together correctly is only one part of what we mean by knowing of language, and it has very little value on its own: it has to be supplemented by knowledge of what sentences count as in their normal use as second kind value. What I want to suggest is that the cotextualism of language items as represented in the approach we are considering is directed at the teaching of signification rather than value, and this is for this reason that it is inadequate for the teaching of English as communication.

C. Strategy Development
To develop the student’s ability in language specifically in English, so it needs some strategies. To know the strategy as manner as wide, so the writer divide the explanations into two parts, they are typology of strategy, the use of learning strategy and acquiring second language, and curriculum.
1. Typology of Strategy
In teaching and learning, there are three kinds of strategies; they are learning strategy communication strategy and social strategy.

a. Learning strategy
According to Wenden and Rubin, learning strategies are any sets of operations, steps, plans and routines used by learners to facilitate the obtaining, storage, retrieval, and use of information. O’Malley and Chamot defined “learning strategies as the special thoughts or behavior that individuals use to help them comprehend, learn, or retain new information”.
All the three definitions above have grounded the study of learning strategies within the information-processing model of learning developed by Andersen. He distinguished three stages of skill-learning: (1) the cognitive stage, where the learner is involved in conscious activity resulting in declarative knowledge; (2) the associative stage, where the learner strengthens the connections among the various elements and constructs a more efficient production set; and (3) the automatic stage, where execution becomes subconscious. Andersen’s theory has raised two interpretations of the term ‘strategy’. One is that strategies only occur in the cognitive stage, when learners are conscious; and secondly, that strategies cease to be ‘strategic’ when they are performed automatically.
In relation to Andersen’s theory, Chamot and Cohen clearly stated that strategies are deliberate actions. Cohen simply defined learning strategies as “learning process which are consciously selected by the learner” and Chamot defined learning strategies as “techniques, approaches or deliberate actions that students take in order to facilitate the learning and recall of both linguistic and content area information”. A more inclusive definition is that of Oxford’s who did not distinguish whether strategies are conscious or subconscious actions. She defined language-learning strategies as “specific actions taken by the learner to make learning easier, faster, more enjoyable, more self directed, more effective, and more transferable to new situations”.
In spite of these different definitions of language learning strategy, all experts agree that language-learning strategy facilitates learning and makes learning more efficient and more effective.
1) Types of learning strategy
Rubin makes the functional distinction between those strategies, which contribute directly to language learning, and those strategies, which contribute indirectly to language learning. He identified six main cognitive strategies that appear to contribute directly to learning and two strategies that contribute indirectly to learning.
O’Malley and Chamot on the other hand, classified language learning strategies into three main categories based on processing types. The three categories are metacognitive, cognitive and socioaffective strategies. Metacognitive strategies are strategies that involve planning for learning, thinking about the learning process as it is taking place, and evaluating learning after an activity is completed. Cognitive strategies are limited to more specific learning tasks and involve more direct manipulation of the learning material itself. Socio/ affective strategies concern social mediating activities and interacting with others.
The strategy categorization of O’Malley and Chamot differs from that of Rubin. However, some of Rubin’s strategies, such as clarification and practice, are incorporated into the O’Malley and Chamot classification.
Oxford’s classification has been regarded as the most complete and comprehensive to date. In addition to its comprehensiveness, the Oxford classification also presents a further refinement in that it is linked to communicative competence. According to Oxford, “language learning strategies are tools for active, self directed involvement, which are essential for developing communicative competence”.
A general distinction in Oxford’s classification is that between direct and indirect strategies. What Oxford means by direct and indirect strategies is not very similar to Rubin. Rubin deals with the direct or indirect effect of strategies to learning, while Oxford deals with the direct and indirect involvement of the target language.
The first strategy group, indirect strategies, deals with the language itself in a variety of specific tasks and situations. They comprise memory strategies for remembering and retrieving new information, cognitive strategies for understanding and producing the language, and compensation strategies for using the language despite knowledge gaps.
The second strategy group, indirect strategies, deals with the general management of learning and is made up of three types of strategies: metacognitive strategies for coordinating the learning process; affective strategies for regulating emotions; and social strategies for learning with others. Each of these strategies are developed into several individual strategies.
2) Learning strategy and lifelong learning
One of the leading goals of the theories and research on general learner strategies is self-directed learning (Wenden & Rubin, 1987). Self- directed learning is not a new concept. Knowles explained self-directed learning in the following way: In its broadest meaning, self-directed learning describes a process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies and evaluating learning outcomes.
When a learner has achieved the stage of self-directed learning, he is said to be autonomous. Little stated that learner autonomy includes acceptance of responsibility for one’s learning. In its broader concept, autonomous learner means independence from teachers and this is the ultimate target of language learning strategies. Wenden in her conclusion about some researchers’ result on language learning strategies stated that: In effect ‘successful’ or ‘expert’ or ‘intelligent’ learners have learned how to learn. They have acquired the learning strategies, the knowledge about learning, and the attitudes that enable them to use these skills and knowledge confidently, flexibly, appropriately and independently of a teacher. Therefore, they are autonomous.
Autonomous learning should be an ultimate goal of education in this modern era. Considering the complexity and rapidity of change, individuals should be helped to develop this attitude that learning is a lifelong process and therefore our students should be equipped with the skills of autonomous learning. In other words, students should be equipped with the skills necessary to continue learning on their own when they leave a formal educational experience so that they may be able to adapt and respond to any development and changes in modernization.
For foreign language learners, language-learning strategy is an important equipment to develop autonomous learning skills in language, which can lead them to lifelong learning.
3) Learner teacher education and language learning strategies.
Research findings have revealed that more effective learners use strategies more frequently and they have a greater variety of strategies than students who were designated as less effective learners (O’Malley & Chamot, 1990). These findings imply that teachers should be able to provide their students with a good repertoire of language learning strategies and to guide them in finding and using suitable strategies.
The demand for the teacher then is not only on implementing curriculum content, but also on developing effective learners. Cohen stated that it is not enough for teachers to focus on their instructional curriculum, but rather they need to pay more attention to what their learners are doing with the curriculum and to ways to assist them in being more effective learners. In relation to this, Oxford has stated that “new teaching capacities also include identifying students’ learning strategies, and helping learners become more independent”.
This generates the idea that student teachers must master the knowledge of language learning strategies not only for their personal use, but also to enable them to teach and help their future students with these strategies. To be able to help their future students with language learning strategies, the student teachers should be prepared during their pre-service education, firstly to have knowledge about language learning strategies and to apply it for themselves, and secondly to be able to help their future students.
Obviously, if language learning strategies are to be promoted, teacher education should take into account preparing of English teachers who themselves have a good knowledge and practice of language learning strategies and who can help their future students to develop a good repertoire, good knowledge and good practice of language learning strategies.
b. Communication strategy
From the point of view of the learning process, communication strategies are very important because they allow the learner to remain in the conversation by continual exposure to natural conversation, learners may also learn (1) through opportunities to hear more of target language, and (2) through opportunities of produce new utterances and test their knowledge. Further, with successful communication, motivation for more learning can be enhanced. It is felt that communication strategies are used when there is a difference between the learner’s knowledge and the learner’s communicative intent.
In order to remain in the conversation, learners must (1) find ways to continue producing the target language despite limitations, (2) recognize when their production has not been properly interpreted, and (3) indicate their reception of the speaker’s intentions.
A common communication strategy is to use one’s linguistic or communicative knowledge to remain in the conversation. Examples include : use of synonyms, use of cognates (whether equivalent in meaning or not), use of simple sentences, use semantic contiguity, use of gestures or mime, and use of circumlocution or paraphrase.
Learners who recognize that the addressee has not understood their production can also use strategies to clarify their intention. Rubin listed the following clarification strategies : write a word out, spell the word out, repeat utterances or use gestures. Learners also may provide a larger context for the addressee by putting the word into a larger linguistic context in order to clarify their meaning.
Another communication strategy is one where learners indicate to their interlocutor the extent to which they have followed the speaker’s utterances, for example : appeal for assistance, questioning repeat, silence/ hesitation, approximate the speaker’s massage, mime and explicit indication of comprehension.
Although it is clear that these strategies play an important role in providing the learner with an opportunity to participate in conversations with native speakers and hence attain more exposure to the target language, there is no evidence to date that communication strategies contribute directly to language learning, i.e. to the obtaining, storing, retrieving, and using of language.
Some of the attempts to grapple with the conceptualization of communication strategies have emerged as more promising then others in their ability to circumscribe and explain the phenomenon. These attempts converge on a binary process model.
Corder claims that communication involves means-ends relations: linguistics means are balanced against communicative intention. When these do not correspond, Corder notes, the learner has only two options :
He can either tailor his massage to the resources he has available that is just his ends to his means. These procedures we can call massage adjustment strategies, or risk avoidance strategies. Or he can attempt to increase his resources by one means or another in order to realize his communicative intentions. These strategies we can call resource expansion strategies. These are clearly success oriented though risk running strategies.
The two options set out by Corder are the attempt to either change of modify the intended massage, or to change or modify the means of expression. These possibilities exhaust the range of options available to a speaker, and the central feature of his analysis is the need to maintain a balance between the two. As he correctly notes, moreover, this analysis of communication is just as relevant for native speaker speech as it is for the speech of second language learners.
Jacobson claims that there are two primitive language forming acts : vertical, involved with selecting, and Horizontal, involved with combining. These are described by Bruner in the following way : “the vertical axis of selection is dominated by the requirement of preserving or modifying meaning by substituting appropriate words or expressions for one another. The horizontal axis is inherent in the generative power of syntax to combine words and phrases.
c. Social Strategy
Social strategies are those activities learners engage in which afford them opportunities to be exposed to and practice their knowledge. In themselves they do not contribute to learning since they merely put the student in an environment where practice is possible.
Wong-Fillmore identified two social strategies : join a group and act as if you understand what is going on, even if you don’t, and count on your friends for help. Although these strategies provide exposure to the target language, they contribute only indirectly to learning since they don’t lead directly to the obtaining, storing, retrieving and using of language.
Rubin also listed other activities which may contribute indirectly to learning, all of them under the rubric: “creates opportunity for practice”. The list includes : creates situation natives in order to verify/test/practice; initiates conversation with fellow student/teacher/native speaker; answers to self, questions to other students; spends extra time in language lab; listens to television/radio, attends movies or parties uses of advertisements, reads extra books often first in native language, then in target language ; and identifies learning preferences and selects learning situations accordingly.
2. The use of learning strategy and acquiring second language
This study focused on determining whether or not learning strategies training influences performance on a variety of language learning tasks required in academic settings. The training was presented in natural classroom instruction rather than as individual laboratory training, which provide exposure to only a single task and strategy. The range of tasks specifically included more complicated languages activities to determine whether learning strategies training would be effective with more complex skills such as listening and speaking, the distinction between metacognitive and cognitive strategies was introduce as a means of identifying the effects including highly generalizable strategies (methacognitive) vs. strategies that were more specific to individual tasks (cognitive).
In the listening skills task, there where indications that the difficulty of the tasks and the explicitness of directions to perform the strategies may both be important determinants of subsequent performance. Students presented with a task that to difficult may find little assistance in using learning strategies either because the initial communications is to complicated or the information is so unfamiliar that learning and recent ion do not occur. Transfer of strategies to new tasks may be extremely sensitive, requiring continued prompts and structure directions until the strategies become autonomous.
In sum, for two highly important academic language skills, listening and speaking, learning strategies were shown to be effective in enhancing initial learning. Clear direction is provided to teachers interested in helping students to number of strategies which can embedded into their existing curricula, that can be taught to students with only modest extra effort, and that can improve the overall class performance. This means that the teachers need not feel that their role is limited to simply providing comprehensible input but can include a variety of learning strategies, which can be repaired with specific types of language tasks. Future research should be directed to refining the strategy training approaches, identifying effects associated with individual strategies, and determining procedures for strengthening the impact of the strategies on the students’ outcomes

3. Curriculum
In this part, the writer divide the explanation about curriculum to be three parts, they are the definition of curriculum, the function of curriculum, and the role of curriculum.
a. The definition of curriculum
There are two definitions of curriculum; they are curriculum in the significant meaning and curriculum in the wide meaning.
1) Curriculum in the significant meaning
In the significance meaning, curriculum as a course especially a specific fixed course of study, as in school or college, as one leading to a degree.
Charter V. Good also explore about the meaning of curriculum is a systematic group of course or subject required for graduation in major field of study. Robert Zais also has an idea about curriculum that curriculum is a resources of subject matters to be mastered.
2) Curriculum in the wide meaning
Curriculum in this meaning is not only a number of subject matters, but also has more wide meaning. It means, something real that happen in the process of education.
The professional has many idea about the meaning of curriculum, they are :
a) Ronald Doll tells that curriculum ………all the experiences which are offered to learners under the auspices or direction of the school.
b) William B. Ragan gives the meaning about curriculum…all the experiences of the children for which the school accepts responsibility.
c) Harold Spears limits the curriculum that the curriculum is look upon as being composed of all actual experience pupils have under school direction, writing a course of study became but small part of curriculum program.
d) Harold B. Alberty and Elsie J. Alberty define the curriculum as all of the activities that are provided for student by the school constitute.
From the explanation above, it proofs that curriculum in a wide or modern meaning including students and society life. It is like what William H. Killpatrick said that the new curriculum becomes the total living of the child so far as the school can influence it or should takes responsibility for developing it.

Some of the professional in curriculum explore about the definition of curriculum more practice, they are :
a) H. Larry Winecoff means the curriculum is generally defined as a plan developed to facilities the teaching and learning process under the direction and guidance of school, college or university and its staff members.
b) Donald F. Cay define curriculum is entire school program and all the people involved in it.
c) David Pratt tells that curriculum is an organized set of formal education and/or training intentions.
d) Hilda Taba also tells about the curriculum, that curriculum is a plan for learning, therefore, what is known about learning process and the curriculum.
Romine has a different idea about the curriculum as a new or a modern idea. Curriculum is interpreted to mean all of the organized courses, activities, and experiences which pupils have under direction of the school, whether in the classroom or not.
JF. Kerr also define the curriculum as all learning which is planned or guided by the school whether it is carried on in groups or individually inside or outside the school”.
b. The Function of Curriculum.
Curriculum also has some function. Alexander Inglish in his book Principle of Secondary Education (1918), tells that the function of curriculum are :
1) The adjustive of adaptive function.
Every individual live together with their circles, so they must be able to adapting them selves with their circles. And the circles also must be adapted with the individual condition. This is the function of curriculum as a tool of education until the individual have well adjusted character.
2) The integrating function.
In here, curriculum as something that teaches individuals integrated. So, individual as a part of society.
3) The prepaedeutic function.
Curriculum as a tool to prepare the students to continue their study for their future, both formal study and non formal study (study in the society)
4) The selective function.
It is to improve the ability in respecting differentiate. So, they gave freedom to choose what they want.
5) The diagnostic function.
Curriculum can diagnose and guide the students about them selves to improve them selves optimally.
c. The role of Curriculum
Curriculum as a education program planned systematically and bring the important rule for students education. If we analyze the character of society and culture, which the school as a social institution, so we will determine three kinds of the role of curriculum, they are :
1) Conservative role
One of the responsibilities of curriculum is transmitting and translating social legacy to the younger. So, school is the social institution that can influence and construct students’ behavior in order to appropriate with the value in the society.
2) Evaluative and critical role
In here, curriculum must be active in social control and emphasize in critical thinking element.



3) Creative role
Curriculum does creative and constructive actions in composing and arranging something new that appropriate with needs now and future in the society.

C. The View About Place Of Research
1. The identity of place of research
Name : Pondok Modern Gontor Tiga “DARUL MA’RIFAT”
Address : Desa Sumbercangkring, Gurak, Kab. Kediri
Telp. : (0354) 545115 – 546916 fax. (0354) 546917
The leader : Suharto, S.Ag
2. Geography site
According to geographic, Pondok Modern Gontor Tiga “DARUL MA’RIFAT” is in Sumber Cangkring village. It is in very conducive place, not too far and also not too near from the crowded town Kediri for about 15 Km. So this place is very good to be the place of learn or to be the place of educational institution.
The limit of Pondok Modern Gontor Tiga “DARUL MA’RIFAT” are
North : Street of Pondok
South : people’s land
East : people’s land, village street
West : people’s land
3. History
H. Ridwan is KH. Kafrawi Ridwan, MA (the chief of corporation of wakaf) he become chief of village Sumber Cangkring since colonial until liberated. Their family agreed that their land given to family foundation Ma’rifat.
The name of Ma’rifat is given by Mrs. Sulaiman that live in Mojoroto Kota Kediri. Makrifat is abbreviation by “Monumen Anak Keluarga H. Ridwan dan Fatimah”.
Their family given their land for family foundation in order to foundation Makrifat to be an Islamic education institution to educate H. Ridwan’s Family or to educate society in Sumber Cangkring. By existing that institution, so no one in his family without education
KH. Ridwan make a Pondok because in the past time, in Sumber Cangkring there are a famous Pondok. Purportedly, the students of this pondok are for about 1000 students. They are from east java (Banyuwangi), central java (Magelang, Solo) and also west java. But because there are no cadres to continue this pondok, so it is decline.
After graduated from Gontor, KH. Kafrawi Ridwan wants to realize his ideas. The first step is build the mosque. This is to follow Rasulullah SAW, before build the other buildings. From year to year although got the accreditation from Depag and also was listed in Depag for 7 years but the students not more than 30 students.
Because of the initiative of KH. Kafrawi the foundation Makrifat gave the land wakaf 6,5 hectare to pondok Modern Darussalam Gontor ponorogo in 1993, and then legitimate by religion minister in 11 December 1994. So, the name of Makrifat cange to be Pondok Modern Gontor III Darul Ma’rifat and to the branch of Pondok Modern Gontor.
The first leader is Darul Ma’rifat is Ust. Drs. K. Maruf CH, then continued by H. Ahmad Suharto, S.Ag since 14 April 1997 / 6 Dzulhijjah 1417 H
4. Vision and Mission
The vision and mission of Pondok Pesantren Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri is “Gontor is the organization of forming of cadres that train to the students to be able to do something for himself and also to do something for the society or ask to the society to do something better”. The value inside it are : social, sacrificing, and sincerely. In any level, they must be able to be a motivator in the society but still in the manner of Islamic mission because the best people is the people that most useful in the society.




CHAPTER III
RESEARCH METHOD


This chapter discuss about the method that used by the writer in doing the research. The discussions include: research design, subject of the research, research instrument, procedure of collecting data, data sources, and also data analysis.

A. Research Design.
A research design is a strategy to arrange the setting of the research in order to get the valid data that are suitable to all variable characteristics and the objectives of the research. This research is designed to obtain information concerning the current status of phenomenon and directed toward determining the nature of situation, as it exists at the time of the study. This study is conducted to describe information about the students’ difficulties in learning English. Related to the purpose, a descriptive qualitative study is adopted in this research. Ary describes:
“Descriptive research studies are designed to obtain information concerning the current status of phenomenon. They are directed toward determining the nature of a situation, as it exists at the time of the study. There is no administration or control of a treatment as it is found in experimental research. The aim is to describe, “what exists” with respect to variables or conditions in a situation”.

According to Bogdan and Taylor that quoted by Moleong in his book Metode Penelitian Kualitatif,
“Qualitative research as a procedure of research which produce descriptive data in form of written words. While according to Kirk and Miller that also quoted by Moleong, qualitative research is certain tradition in social science, which in fundamental manner based on monitoring to the human in their area self and related to those humans, inside the discussion in the terminology”.

Because of the research design that used in this study is descriptive qualitative research, specifically in case study, so, this research needs to discuss deeply. It is formulated to get information concerning to the current status phenomenon. It is not suggested that numerical measures are never used, but that other means of description are emphasized.
David Nunan in Research Methods in Language Learning state the definition about the qualitative case study from Merriam, 1988, in the same manner as below:
“…….the qualitative study case can be defined as an intensive, holistic description and analysis of a single entity, phenomenon, or social unit. Case studies are particularistic, descriptive, and heuristic and rely heavily on inductive reasoning in handling multiple data sources’ ”

According to Adelman, Jenkins, and Kemmis (1976) in David Nunan’s book state that study case should not equated with observation studies as this would rule out historical case studies, that case studies are not simply pre-experimental, and that case study is not a term for a standard methodological package.
Adelman also suggest that there are six principal advantages of adopting the case study as a method of research, they are :
1. It is “strong reality” and therefore likely to appeal to practitioners, who will be able to identify with the issues and concerns raised.
2. They claim that one can generalize from a case, either about an instance or from an instance to class.
3. It can represent a multiplicity of viewpoints and can offer support to alternative interpretations. Properly presented, case study can also provide a database of materials which may be reinterpreted by future researchers.
4. It can be put into immediate use for a variety of purposes, including staff development, within institution feedback, formative evaluation and educational policy making.
5. Case study data are usually more accessible than conventional research reports, and therefore capable of serving multiple audiences.

This study is conducted to investigate what are the strategy and problems faced by Pondok Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri in applying English as a daily language

B. The Subject of The Study
To make this research objectively and accurately, so, the researcher takes the entire members of Pondok Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri as the subject of the research. According to research’s scope and limitation, the selected subjects are the leader, the teachers and the students of Pondok Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri. The main data is taken from interview between researcher and the subject of study such as leader, teachers and students.

C. Research Instrument.
The research instruments are used to get the primary data and supporting data. In this research, the researcher plays as the main instrument. To collect the data in this study, there was the researcher himself who was being the instrument of study. To make the data more accurate, the researcher will use two instruments, they are :
1. Observation.
It means, the researcher comes to the location of the research; the researcher must be following any situations inside or outside the class but still in the area of Pondok Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri to obtain the data. This instrument done to know the application of strategy of Pondok Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri and also the problems faced in applying English as a daily language..
According to John W. Best, he defines observation as a research data gathering process, demands rigorous adherence to the spirit of scientific inquiry. He also standardized about observation, they are :
a. Observation is carefully planned, systematic and perceptive. It means that the observers know what they looking for and what is irrelevant in a situation, they are not distracted by the dramatic or the spectacular.
b. The observer is aware of the wholeness of what is observed.
c. Observers are objectives.
d. The observers separate the facts from the interpretation of the facts. It means they observe of facts and make their interpretation at a letter time.
e. Observations are checked and verified. Whenever possible, by repetition.
f. Observations are carefully and expertly recorded.
2. Interview.
Interview means oral questionnaire. Instead of write the response. The subject or interviewee gives the needed information verbally in a face-to-face relationship. This instrument done to know the strategy of Pondok Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri and also to know the problems faced in applying English as a daily language.
This instrument was done using tape recorder. The interviewer record all of interviewee’s answer from the interviewer’s question gave orally based on the problem study.

D. Procedure of Collecting Data.
In collecting data, at first, the researcher does the interview to get the data with the leader, the teachers and the students to know the strategy and also the problems faced by Pondok Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri in applying English as a daily language. Then the researcher directly follows any activities both inside or out side the class but still in the area of Pondok Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri to match the data that got from the interview and also to know the application of that strategy. After do the interview, the researcher complete the data and also make the data accurately using documentation. After that the researcher transcript the data that got from the observation and also from interview, then the researcher analyze the data.

E. Data Sources.
The data of this research is taken from any information that taken from interview of the members of Pondok Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri such as the leader, some teachers and some students. The data also taken from observation that done both inside and outside the class but still in the area of Pondok Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri

F. Data Analysis.
The data analysis in this research is descriptive way, in this research there are never used numerical measures but emphasize in description, this research is produce descriptive data in form of written words. The purpose of this research is to describe research finding elaborately.
After collecting all the data, then the data will be analyzed. Bogdan states that data analysis involves the working with the data, organizing them, breaking them into manageable units, synthesizing them, searching for patterns, discovering what is important and what is to be leaned and deciding what with tell others. The end products of research are books, papers, presentation, or plans for action. Before being analyzed, the data obtained are selected and classified based on the topics of research problems.
The data obtained through the observation and interview with some members of the institution such as the leader, the teachers and also the some students of Pondok Modern Gontor III “DAARUL MA’RIFAT” Gurah Kediri will be analyzed descriptively.



CHAPTER IV
FINDING AND DISCUSSION

In this chapter, the chapter consist of two points, they are the strategy of applying English as daily language in Pondok Pesantren Modern Gontor III “Darul Ma’rifat” Gurah Kediri and the problem faced by Pondok Pesantren Modern Gontor III “Darul Ma’rifat” Gurah Kediri in applying English as a daily language
A. The Strategy of Applying English as Daily Language in Pondok Pesantren Modern Gontor III “Darul Ma’rifat” Gurah Kediri
According to the research that done by the researcher, there are four points that will be discussed in here, they are curriculum, the general strategy, teaching strategy and learning strategy.
1. Curriculum
Mr. Suharto said, the percentage of English is very different with Arabic language English is only about 20% with all language programs in Gontor. The English materials for the students are: reading, grammar, composition and vocabularies. The time of the learning are: reading 2-3 hours of learning time, and grammar 1-2 hours of learning time.
The books is using by pondok is “Barlinge”, a book produced by English person, and this book is not for the native speakers. The content of this book is about all parts of English with a proportional grammar and structure. This book is compatible with the students, but the problems are the book sometimes used a negative example, that is not common with the pondok situation, such as: a story about secular party, free live, etc. so it needs adaptation with the culture of Pondok.
Grammar book is using English Practical Grammar, but not all topics in this book is using by Pondok. Composition book produced by their own lecture, by looking at the students’ ability in English.
Mr Agus Budiman said, Darul Ma’rifat is using bio library, all parts in pondok learn language from nature. The English curriculum in here is different with the formal school from Depag or Diknas. In pondok the English material is about grammar, reading, composition and dictation, the conversation is directly in daily life. In the class there is only four learning hours for English.
Mr Abdurrahim (director of KMI) said that Darul Makrifat have their own curriculum, but same with central gontor. This is different with Depag and Diknas curriculum. This is same with Mr. Abdurrahim (director of teaching) said that the curriculum from our self.
Mr. Reza Reading book from them self based on their class and grammar book also from them self based on their class
2. The General Strategy
There are two general strategies in applying English as a daily language of Pondok Pesantern Modern Gontor III “Daarul Makrifat” Gurah, Kediri in their learning activity.
a. Using continuing strategy (strategi berjenjang)
Based on Mr. Suharto explanation on Wednesday, 26th October, he said that to make an effective learning, we are using continuing strategy, if the students has ability from first class, will be easy to make the students learn about the material. The other explanation is to make first class be a standard in there will be basic language.
b. Make a language program in English week and Arabic week.
Based on Mr. Agus Budiman (a teacher), there are times to use the daily language, usually two weeks for English and two weeks for Arabic. If there are students broke the rule, they will get the punishment. Punishment here means educative punishment, not physically punishment such as the students are asked to memorize some vocabularies, make essay in English, etc.
This statement also supported by some peoples, Mr. Abdurrakhim (director of KMI), Mr. Abdurrakhim (director of teaching). They also said that in this Pondok there are times to use the language, there are two weeks for English and also two weeks for Arabic language as a daily language. They also agree there are punishments for the students broke the rule but not physically punishments. Just for educate the students.
Those statements also agreed by Mr. Suharto as a leader of Pondok. He also agrees that there are two weeks for English and also two weeks for Arabic in using English as a daily language with any consequences such as punishments.
It is as Wong-Fillmore found. He found that by using a few well-chosen formulas, learners could continue to participate in activities which provided context for the learning of new material. Wong Fillmore notes that staying in the conversation had an important connection to learning because the new material became learnable and memorable by virtue of being embedded in current, interest holding activities. The author provides strong evidence of the link between strategies which contribute indirectly to learning (social strategies and communication strategies) and learning strategies (inferencing through what is known and storage through associations and context).
Donn Byrne also said in his book English Teaching Perspectives that the most effective communication practice is that which is built up around the people, places, and things with which the students are familiar. As far as possible, it should take into account their age level, individual interests, hobbies, the work they do or the other subjects they stud, the locality in which they live, and as many other details relevant to their daily lives as possible. This, of course requires the teacher to spend a fail amount of time getting to know the students personally, so that he may guide the practice into those areas in which they would be most eager to express them selves in real life communication. It also requires each student to familiarize him self with his classmates’ background and interests in those cases where there is little opportunity for social contact outside of the classroom.
3. Teaching strategy
There are five teaching strategies that applied in pondok Pesantren Modern Gontor III “Darul Ma’rifat” Gurah Kediri, they are Direct method, there are classes become the motivator and controller class in language learning,, there are some days to get some vocabularies and songs, giving different material in different level of class, there are controls in applying English as a daily language
a. Direct Method
Mr. Agus Budiman said that in teaching there are using classical teaching in the classroom and out of the classroom. The strategy that used in here is direct method, it means what you see, you say. So, in teaching there is no translation.
This statement also expressed by Mr. Abdurrahim (director of KMI). He said that the teaching strategy in the class there is used direct method. It means what the students get; the students also must be use in daily activity or daily language. Beside that, there must be more discipline in order to do the rule and the vocabulary is also gave every day based on the schedule.
It is like what the Fourteen of the twenty-five learners made explicit statements about how best to approach language learning. Five of the statements stressed the importance of using the language, they are Learn the natural way, Practice, Think in your second language, live and study in an environment where the target language is spoken, don’t worry about mistake
b. There are become the motivator and controller class in language learning
Mr. Agus Budiman also said that for the Fifth class became language learning motivator and the Sixth class do the control about student language activity, although there are not all the members of sixth class is a teacher. And the teacher or ustadz must be responsible about the learning activity in pondok.
c. There are some days to get some vocabularies and songs.
He also said that In Pondok also applied that Every Tuesday and Friday after pray Subuh and taking exercise, the students get the English from English song, this is daily activity. After that the students discuss some words or sentences of that song. This statement also agreed by Mr. Abdurrahim / director of teaching).
Rubin also listed other activities which may contribute indirectly to learning, all of them under the rubric: “creates opportunity for practice”. The list includes : creates situation natives in order to verify/test/practice; initiates conversation with fellow student/teacher/native speaker; answers to self, questions to other students; spends extra time in language lab; listens to television/radio, attends movies or parties uses of advertisements, reads extra books often first in native language, then in target language ; and identifies learning preferences and selects learning situations accordingly.
d. Giving different material in different level of class.
There are differentiate between old students and new students in applying English as a daily language. For the new students, sometimes get more material about basic English language, and there is different punishment between old and new students, for old students get more punishment than new students.
Mr. Abdurrahim (director of teaching) also agreed with this statement that there are differentiate between old students and new students in applying English as a daily language and also in punishment.
Mr. Abdurrahim (director of KMI) and Mr. Suharto also correct it, because there are really different between the old students and the new students. They are different in thinking, different background of knowledge etc.


e. There are controls in applying English as a daily language.
The secretary of CLI said there are structures in language learning activity in Darul Makrifat, they are :
1) LAC (language advisory council), this is the place for the teacher/ustadz, the function are to control teaching activity and give punishment to students who break the rule.
2) CLI (central language improvement), this is the place for the students from 5 or 6 class, the function are for helping the students under them
3) Rayon, there are 7 Rayon in this pondok. They are Al-Azhar, AL-Kahfi, Al-firdaus, Arofah, Cordoba, Ummul Quro, and Syanggit. In every rayon there are language mastery. The rayon is the place for the students from slept, study, and the other activity. In that place they must be use the English and Arabic language.
LAC gives CLI English language material and CLI gives it to the Rayon. Than the material that given by CLI gives to the students by Rayon. LAC controls these activities if there is any problem
Mr. Reza (Secretary of Pondok) said that Vocabularies learning is one word one day after pray Shubuh in Tuesday and Wednesday, teacher is the language leader in rayon
For all parts of pondok must be using Arabic and English language, if do not use it, there is no tolerance. There are hard punishments to students who break the language rule. But for new students in first half semester can be use Arabic language and a little English language, but in the last year they must use both language.
Mr. Abdurrahim said that there are students language control, they are:
1) Language center
2) Management – teacher (LAC) – CLI (students) – rayon
3) There is spy in the center of students (usually from CLI), if there are students do a mistake, they will get punishment and the managerial order them to find the other students who do a mistake
He also said that the language teaching also done using three ways, they are:
1) Classroom activity
It means that the student gets the material from the teacher inside the class and then the student should be apply it in the daily live both inside and outside class.
2) Vocabularies everyday
It means the teacher gives some English vocabularies for the student everyday in English week.
3) Bio laboratory, language laboratory, English course or from magazine
Bio laboratory means all places in Pondok that to be place in applying English as a daily language such as in Rayon, in mosque, in class etc. the student not only apply English in bio laboratory and study the English in the class, but they also able to study English in language laboratory and from English course or from magazine.
4. Learning strategy
In learning, there are also two strategies, they are Giving the job for the student, Give the vocabulary and practice it in any time and any place.
a. Giving the job for the student
Mr. Abdurrahim said that Fifth class give the test material and the time is about fifteen minutes, than the teacher WALK around, if there is students hide from their job, the students ask him to take conversation in English, read or write English text and ask them to save it in their mind.
b. Give the vocabulary and practice it in any time and any place.
Jefri Adi, the student of V F class said that his way to study language are find the vocabularies from dictionary and than use it in conversation and look for new vocabularies
Rasyd hadi, the student of V F class said that he remembering the vocabularies from the teachers and used it in daily language are one of the ways to learn language.
Fajar khanani, the student of V B class said that the way to learn language is that everyday should remembering not less than 3 words and uses it in a sentence.
Setyo Widodo, said that the way to learn language is doing the conversation, remembering the vocabularies, look an article, read a magazine, newspaper, etc. it is also supported by A. Fathoni that the way to learn language is doing conversation.
Deni Firmansyah said that to improve his English he should be practice the parts of language: listening, writing, speaking (practice). This statements also agreed by Arif. He also said that to make his English better he must practice the language in class and also in rayon.

B. The problem faced by Pondok in applying English as a daily language.
In applying this program, Pondok Pesantren Modern Gontor III also face some problems, they are :
1. Because Gontor is not language center or language institution
Mr. Suharto said “Gontor is not a language center, so the language learning can not be optimal applied in Daarul Makrifat, language is only part of learning in Gontor, the function is for way in science world in order to understand about the science. Because of the percentage of English language is less than Arabic language; this make the students ability in English language is a little too.
To solve this problem, the management of Pondok try to using continuing strategy like Mr. Suharto said that the student in the first class get the basic language for the basic skill and than it will be continue for the next level.
2. There are some teachers and students not consistence in doing this rule.
Based on Mr. Agus Budiman, there are some students do not do the rule in using the language, because of forget or they exactly do that because of their own mistake. The big problem faced by the students or the teacher is about the consistence to do the rule, there is still difficult to consistent to do the rule.
To make the program run well, the management of Pondok try to make the entire members of Pondok discipline with the rule in using English language or consistent with the rule. All the entire ember of Pondok means the leader, all the teacher and also all the students of this Pondok. Pondok also gives punishment inconsistently students and teachers. But the punishment that given must be educational punishment like ask the students to arrange an English essay, make a memory about vocabulary, etc. there are no physical punishment.

3. The students still common with his mother language
Mr. Abdurrahim (Director of teaching) said that New students has difficulty in learning about the language, because they are still common in using the Indonesian language, so there must more materials for new students.
The solution that done by the management of Pondok in this problem is make one day in a week to be the day to do direct conversation between teachers and students. This conversation done every morning in Tuesday and Friday after pray subuh and exercise.
4. Students ability
Mr. Abdurahim (the director of KMI) said that there is still a lot of mistake in using the English as daily language and the student have minimum vocabularies, it make the students have difficulty in speaking the English.
To improve the student vocabulary, the management of Pondok facilitate the student in learning language using tools or learning medias like language laboratory, make multi media class and many other medias.
5. There are a little control
Mr. Reza said there are a lot of students break the language rule because a little control from the teachers. There are still exist some managerial do not use the language based on the rule, this influence the students.
To solve this problem, the management must use the language institutions like LAC, CLI, and Rayon as tools to control and manage the student’s language and also to make make the student’s language better.
6. Some students do not know the usefulness of English
Mr. Abdurrahim (director of teaching) said that the problem faced in applying English as a daily language is that the students do not understand the usefulness of language. The students that get the order as a spy usually do not speech to the teacher because of many reasons.
To solve this problem, the management also must be use the language institution like LAC, CLI and Rayon in giving comprehension about the advantages or the benefits in understanding the English.



CHAPTER V
CONCLUSION AND SUGESTION

This chapter is about conclusion of this paper. After the writer get data and analyze it in chapter IV, now in this chapter the writer tries to conclude it.

A. Conclusion
Pondok Modern Gontor 3 Darul Makrifat is one of Pondok which Is using English as daily language. The reason they do that, because the English language is an international language, beside that, there are many sciences literary is written in English. In order to make gontor do not far away with science.
There are many characteristic in their teaching – learning activity, but the primary method is direct method, what they know they say, this is one of their character. Every day Gontor’s teacher always give their students one vocabularies to remember by the students, and if there are students break the rule about language, the management will punish them with an educational punishment, such as: arranging sentence, remembering words, take conversation, etc. the pondok management do not use a physical punishment.
In Gontor there are two organizations that manage about the language, there are CLI and LAC. CLI is the place for fifth students to control the students’ language activity under them. And LAC is the place for the teacher to compose about English material and give punishment to students who break the language law.
According to the research that done by the researcher, there are four points in this research, they are curriculum, the general strategy, teaching strategy and learning strategy.
The curriculum of this institution is their own curriculum, they use their own books. In English curriculum, they more make bio laboratory as a place to make the students have ability in language.
The general strategy of pondok in applying English as a daily language are : Using continuing strategy (strategi berjenjang) and make a language program in English week an Arabic week.
And the teaching strategies applied in Pondok, they are :
1. Direct Method
2. There are become the motivator and controller class in language learning
3. There are some days to get some vocabularies and songs.
4. Giving different material in different level of class.
5. There are controls in applying English as a daily language.
There are also some learning strategies, they are giving the job for the student and giving the vocabulary and practice it in any time and any place.
There are also some problems faced by Pondok Modern Gontor III in applying English as a daily language they are :
1. Because of Gontor is not language center or language institution, so it makes teaching and learning English not maximal. But it can be solve using applying continuing strategy.
2. Some teachers and students are not consistence in doing this rule. The solve of this problems are make discipline with the rule both students and teachers. It also can be solve with the educational punishments for inconsistently students and teachers.
3. The students still common with his mother language. It can be solve with making day to do direct conversation between students and teachers.
4. Students’ ability. It is solved using learning tools or learning media such as language laboratory, makes multimedia class and many others medias.
5. Still a little control from all part. It is solved by means of language institutions in this Pondok, they are LAC, CLI, and Rayon. They must control all students’ language.
6. Some students do not know the usefulness of English. It is also solved by means of language institutions. They must give comprehension about the advantages or the benefits in understanding the English
But there are also some solution that done in solving the problems above, they are :
1. Using continuing strategy,
2. Discipline with the rule in using English language or consistence with the rule.
3. Using learning tools or learning media, like: language laboratory, make a multimedia class, others.
4. Use models in language learning.
5. There must be some punishments to inconsistently students.
6. There is a day to do direct conversation between teacher and students.
7. Language institution must think about the language not other business

B. Suggestions
Pondok Gontor as one of institution that can become models for the other educational institution. Because this Pondok is not close from modern era. It is seen when the institution not refuse the technology and other language. This pondok not only uses Arabic as a formal language, but it also uses English as a formal language too because they know the importance of both language Arabic and also English. Arabic language uses to understand the Islamic and religion science and English uses to understand the science as general.
From the conditions above, the researcher try to give the suggestion for :
1. Pondok Modern Gontor III “Darul Ma’rifat”
The program is very good but it needs increased to be more successful in the future. It needs more control by all parts of pondok from the leader until the students. It also needs consistence by all parts of pondok in doing this program in order to be better in the future.

2. The other institutions.
This pondok is very good in managerial, and also the system. So, it very compatible becomes a model if we want to apply English as a daily language although still needs repair in some aspect.


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