FOREIGN LANGUAGE BEHAVIOR OF ISLAMIC BOARDING SCHOOL STUDENTS IN WEST

Ahmad Muaffaq Sekolah Tinggi Agama Islam Negeri Jl. BLK Kel. Totoli-Banggae, Majene, Sulawesi Barat, Email: [email protected]

Napis Dj Universitas Islam Negeri Alauddin Makassar Jl. H.M. Yasin Limpo No. 36, Romangpolong, Gowa, Sulawesi Selatan, Indonesia Email: [email protected]

Article received January 28th, 2021; Article revised February 23th, 2021; Article approved May 8th, 2021

Abstract

Students of Islamic Boarding Schools in come from various ethnicities. They relatively concern about their pride, loyalty, and awareness of foreign language norms as an essential part of the Islamic Boarding School curriculum. It also has an impact on the quality of its acquisition. This study aims to describe the students' behavioral patterns in using foreign languages and their factors. The data was excavated from informants on five Islamic Boarding Schools integrated with stratified random sampling models. Data collection techniques were observations, surveys, and interviews. The obtained data were carefully and critically analyzed based on data reduction, presentation, and verification methods. The results showed that the foreign languages in Islamic Boarding Schools at West Sulawesi are generally used passively because the students’ activities highly focus on improving students’ ability in reading. The emphasis is also on the ability to understand Arabic text. Regarding Islamic Boarding School that applies language development for reading and active communication, sociologically, students use foreign languages only in a small number of linguistic situations and in specific domains, namely education. Culturally, foreign language behavior breeds symptoms of multilingualism, bilingualism, code-switching and code-mixing, monolingualism, and interference in all linguistic situations. It is due to the responsibility, loyalty, and motivation of foreign affairs that are still lacking and the insufficient quality of teachers, environmental conditions, and curriculum content. Keywords: foreign language behavior, language choice, language loyalty, Islamic boarding school

INTRODUCTION admissions. In fact, in Islamic Boarding Schools, Arabic and English language skills n addition to the learning process, the (from now on referred to as "foreign initial competence of prospective students languages") are intensified and become part of I greatly determines the ability of the curriculum. university graduates. In this context, STAIN In contrast to the school in general, Majene, as one of the Islamic religious students in boarding schools have a hectic universities in West Sulawesi, targets the activities schedule and strict disciplines achievement of adequate graduate related to language disciplines. It is competence to be absorbed well by the world understandable because students are usually of work. Language-based learning (Arabic and multilingual, coming from ethnic groups that English) and information technology are the are diverse with their own language. The characteristics of this college, so prospective diversity of the students' mother tongue students with adequate linguistic allows for language contact in the Islamic competencies obtained from secondary Boarding School environment. schools are required. That is why Islamic Such condition is a common Boarding Schools become the main target of phenomenon in many boarding schools in socialization of STAIN Majene new student Indonesia, while boarding schools in West

Foreign Language Behavior of Islamic Boarding School Students in West Sulawesi Province – Ahmad Muaffaq & Napis Dj. | 51 Sulawesi have their own dynamics. Based on what, and where language behaviors carried the researchers' preliminary observations, out orally are. some Islamic Boarding Schools have not Therefore, this study aims to describe implemented strict disciplines for foreign foreign language students' behavior patterns languages’ use. The students’ background is at Islamic boarding schools in West Sulawesi multilingual, coming from various tribes or and the factors that influence them. ethnicities, including Mandarnese, Buginese, Makassarnese, and Javanese. Therefore, it Literature Review constructs their language behavior. As a Throughout the author's search, no multilingual community, when interacting one has researched the foreign language with teachers, administrative personnel, behavior of boarding school students in West guards, janitors, kitchen attendants (cooks), Sulawesi. Meanwhile, methodologically, this people outside, and students' families, research is different from the previous students have to deal with language choices research since it is an interdisciplinary study (Indonesian, Arabic, English, and the local that seeks to map the types of foreign language). languages to which speakers exhibit their Islamic Boarding Schools cannot behavior and interpret the mapping, both properly control such language behavior by sociologically and psychologically. That was applying language rules and disciplines to not done in previous research. foster awareness, responsibility, and loyalty of Macro linguistic studies or applied foreign languages, and the provision of linguistics studies attract theoretical and continuous motivation. Awareness, language practitioners' interest. It is not responsibility, loyalty, and motivation are surprising that research on language essential aspects of language behavior. concerning various other fields is widely The boarding school community is conducted, including research on language famous as a devout and loyal society. The with society and the language user itself obedience and loyalty of the students create a (sociolinguistic and psycholinguistic). sense of responsibility. In boarding schools, As part of the object of applied there is a social interaction between students language studies, research on language and teachers (Kyai, Nyai, Ustadz) and behavior has actually been conducted administrators. Students behave respectfully throughout the researchers' search. For and always maintain a good relationship with example, it is recorded that M. Ihsan has Kyai and Ustadz as a reflection of the conducted a study entitled Language Behavior students' obedience in carrying out the in Adlaniyah Islamic Boarding School in West teachings of Islam. However, students’ Pasaman Regency. The study explored obedience and loyalty have not been students' activities inside and outside the transformed into foreign languages' classroom. This study led to a code transfer responsibility as an essential part of the and code-mixing in sociolinguistics that boarding school's coaching process in West emphasized the content of the language used Sulawesi. in communication (Ihsan, 2011). The above circumstances encourage Laode Abdul Wahab, entitled researchers to conduct research on foreign Perilaku Berbahasa Santri Pondok Modern language behavior in boarding schools in West Gontor Pudahoa, conducted another research. Sulawesi; how the patterns of students' In the study, students’ awareness, loyalty, and behavior in using language are, what the responsibility in maintaining Arabic, English, language behavior situations are, and which Indonesian, and local languages were tried to the language choices background in daily life be traced. The result is that in Gontor Pudahoa are. Besides, researchers found the need to Islamic Boarding Schools, the language use is conduct further research on language adapted to the curriculum based on its level of behaviors related to language responsibility, importance (Abdul Wahab, 2014). loyalty and adherence to language discipline Rina Marnita AS and Oktaviana have choices, motivational foreign language also studied Perilaku Berbahasa Masyarakat interactions, in what context, to whom, to Minangkabau dan Pemakaian Ungkapan

52 | | Al-Qalam Jurnal Penelitian Agama dan Sosial Budaya Volume 27 Number 1 June 2021 Sebagai Madia Pendidikan Informal Responsibility is the attitude and Keluarga. This study showed the existence behavior of a person to carry out his duties and and position of Minangkabau language in obligations, as it should be done to oneself, families and communities through common society, environment, country, and God sociolinguistic symptoms called "code- (Mustari, 2011:21). It includes the switching" and "code-mixing,” in their use, responsibility of determining how to react both in the family and community. Besides, every day in holding commitments, using this study represented the attitude of young resources, being tolerant and patient, being and older people relatively different from the honest and fair, building courage, and showing Minangkabau language and Indonesian cooperation (Aka, 2012:199). language, which influenced the level of A sense of responsibility for a task and knowledge and use of Minangkabau language a job is demonstrated through loyalty. Loyalty (A.S. & Oktavianus, 2008). encourages a person to be serious in running Such study results show that his business and work selflessly. That sense of sociolinguistic research on language behavior responsibility and loyalty is the motivation to is familiar but with different emphasis. The do certain activities to achieve a goal same applies to this research. This study is (Istijanto, 2006:205). different from such three previous studies Motivation is a desire that arises in a because it elaborates sociolinguistic analysis person consciously or unconsciously to act of intra-linguistic elements (language with a specific purpose (Salim & Salim, content) with extra-linguistic elements, which 1991:997; Sardiman, 2009:73). are language responsibility, loyalty, and In addition to the sociolinguistic adherence to language discipline choices, theory mentioned earlier, the behaviorist motivational foreign language interactions, theory in psycholinguistics, first presented by with sociolinguistic and psycholinguistic Jhon B. Watson (1878-1958) as the approaches. development of the Stimulus-Response Bonds (SR Bonds) theory introduced by Ivan P. Conceptual Framework Pavlov, will be beneficial for the language This study used a sociolinguistic behavior in this study. theory that examines language in the societal According to SR Bonds theory, dimension (Nababan, 1984:2). Sociolinguistic psychology's primary aims to make studies discuss the characteristics and predictions and control behavior. If applied to variations of language in societies language, Watson's behaviorist theory utilizes (Kridalaksana, 1978:94). Similarly, the social two main principles: the regency principle and factors play a role in language use and social frequency principle. Both psychological associations (Kerasteh and Verkuyl in Chaer principles are applied to the approach of & Leonie, 1995:5; Sumarsono, 2007:2). Thus, obtaining language habits that begin with sociolinguistics studies the relationship impersonation. between language behavior and social Elaboration between sociolinguistic behavior. and psycholinguist theory will help explain Language behavior is a person's foreign language behavior and control over mental attitude in choosing and using such behavior after recognizing the patterns, language. Although everyone is free to choose as part of the acquisition and learning of and use language, many factors limit a person foreign languages draft in the boarding school from choosing and using it. environment West Sulawesi. Four main factors determine one's behavior: attitudes, social norms, habits, and RESEARCH METHOD possible consequences. This study focuses on This study was qualitative descriptive language behavior, particularly the research designed to produce descriptive data responsibility, loyalty, and motivation in in written or spoken words (Moleong, 2000). language use (Sugar in Chaer & Leonie, The data was obtained from several 1995:49). informants who were selected by a stratified random sampling model from the students of

Foreign Language Behavior of Islamic Boarding School Students in West Sulawesi Province – Ahmad Muaffaq & Napis Dj. | 53 four Islamic Boarding Schools spread across students as the second element are required to three districts in West Sulawesi, taking into live in boarding schools. It is intended to account the type of Islamic Boarding Schools, further intensify the educational process, gender, and the students’ class. Data concerning worship, religious understanding, collection techniques were observation, mastery of foreign languages, internalizing survey, and interview techniques. Observation religious values and morals, and improving techniques were used to observe the Islamic skills. Therefore, huts or dormitories become Boarding Schools’ conditions in West another mandatory element in addition to the Sulawesi directly and to explore data related Mosque (Mushalla) and recitation. to foreign language behavior in general in Students’ obligation to live in the Islamic Boarding Schools in West Sulawesi cottage also hints at the understanding of related to the selection of foreign languages in students in the perspective of PMA No. 13 of certain linguistic situations, pride in using 2014, so that students who are outside the foreign languages, and loyalty to foreign dormitory are not categorized as students. languages. Survey techniques were used to That became the basis for researchers to explore students' sociological behavior establish the study’s subject, as mentioned in towards foreign languages in the educational the title. and family domains. Interview techniques One of the functions of boarding were used to explore data related to students' schools, where the students are obliged to behavior towards foreign languages and settle during the educational process, is the factors that affect them. The obtained intensification of mastery of foreign information and data were carefully and languages (generally Arabic and English), in critically analyzed based on data reduction addition to the internalization of religious methods, data presentation, and data values and morals, and improved skills. verification. Meanwhile, the practice of worship itself requires Mosques and religious understanding, DISCUSSION which requires studying the classic book or Dirasah Islamiyah with the pattern of Boarding Schools in West Sulawesi Boarding schools intended in this Mu'allimin education. The five elements of boarding schools study are boarding schools as defined by above become the basis for determining an Regulation of the Minister of Religious Islamic Boarding Schools (Dhofier, 1984:44). Affairs No. 13 of 2014 concerning Islamic Religious Education. According to the Therefore, if the five elements are applied, Minister of Religion Regulation, Islamic some religious educational institutions that Boarding Schools are Islamic educational have already been called Islamic Boarding Schools from 36 boarding schools located in institutions held by the community that West Sulawesi and spread over four districts organizes Islamic Boarding School education must not be included in the category of units and/or other types of education in an integrated manner. Islamic Boarding Schools boarding schools. must have five elements: (1) Kyai or other Referring to Polewali Mandar similar designations, (2) students, (3) Regency, there are 13 boarding schools. However, Nuhiyah Pambusuang and Al-Ikhlas boarding schools, (4) Mosques; and (5) study do not rule Dirasah Islamiyah (Pesantrenism). of the classic book or Dirasah Islamiyah with Therefore, they cannot be categorized as the pattern of education Mu'allimin. boarding schools. Similarly, in Kyai, as the first element of boarding school, is also called Annongguru in most Regency, one of the 11 boarding schools does boarding schools in West Sulawesi, especially not organize the Islamic Boarding School education process, namely Attaufiq in Polewali Mandar and Majene districts. This Pattaropura Topore, located on Poros Tarailu central figure must have a background in Topore Village Papalang Sub-district. Islamic Boarding School education and Therefore, they are expelled from the boarding competence in Islamic religious sciences school group. because the main task of Kyai is to guide, nurture, and teach students. Furthermore,

54 | | Al-Qalam Jurnal Penelitian Agama dan Sosial Budaya Volume 27 Number 1 June 2021 Details of boarding schools’ names in Schools that only teach religious sciences in four districts in West Sulawesi can be seen in the form of Madrasah Diniyah. The last is that Table 1. Islamic Boarding School is just a place to study an-sich (Amin Haedari in Murtadho, Table. 1: The Islamic Boarding Schools in West Sulawesi 2012:16). The varied pattern of education No. Names of Islamic Boarding Schools Regency implementation certainly affects the intensification of language development as 1 PP. Salafiyah Pirian Tapiko Polman one of the aspects emphasized in the KMA. 2 PP. Al Ihsan Kenje Polman 3 PP. Assalafy Polman Therefore, the pattern of language 4 PP. Modern Al Ikhlash Polman development also can be expected to vary. 5 PP. Syekh Hasan Yamani Polman 6 PP. Al Irsyad Polman 7 PP. Al Ihsan DDI Kanang Polman Foreign Language Behavior of Students in 8 PP. Salafiyah Al Wasilah Lemo Polman Common 9 PP. Nuhiyah Polman 10 PP. DHI Lampa Polman Regarding conducting data 11 PP. Muhdar Al Attas Polman networking, especially with observation 12 PP. GUPPI Basseang Polman methods, researchers involve two research 13 PP. Salafiyah Ulumul Qur'an Polman 14 PP. Al Amin DDI Mamuju assistants. Both live in boarding schools (DDI 15 PP. Al Istiqamah Dolangan Mamuju Baruga in Majene and S. Hasan Yamani 16 PP. DDI - Sumare Malauwa Mamuju 17 PP. Hidayatullah Mamuju Campalagian in Polewali Mandar Regency). 18 PP. Nurul Hidayah Mamuju Nevertheless, the principal researchers 19 PP. Al Arif DDI Toabo Mamuju 20 PP. Attaufiq Mamuju continued to make their observations, 21 PP. Miftahul Ulum Mamuju especially when holding specific activities 22 PP. Al Ikhwan Mamuju related to language development. In Hasan 23 PP. DDI Al- Maarif Topoyo Mamuju 24 PP. Awaluddin Mamuju Yamani, for example, there are Super Camp 25 PP. Assiddiq North activities held annually. This year (2018) was Mamuju 26 PP. Darul Ulum North held in Dara' Polewali. Researchers spent Mamuju three days during the event observing 27 PP. Yadi Cab. Funju North students’ behavior in various linguistic Mamuju 28 PP. Yayasan Nurul Jadid North situations. Mamuju Some of the interview results indicate 29 PP. Al Bana' Asing Hamzan Wadi North Mamuju content related to the cottage’s history, the 30 PP. Al Hikmah North cottage’s curriculum, and teachers or Mamuju caregivers who are in charge or who are 31 PP. Al Mardhiyah GUPPI Rangas Majene 32 PP. Darut Tahdzib Majene responsible for the development of the 33 PP. Ihyaul Ulum DDI Majene students’ language. That is considered 34 PP. Miftahul Jihad Majene 35 PP. Jabal Rahmah Limboro Majene necessary because foreign language behavior 36 PP. Nurul Hidayah DDI Banua Majene relies heavily on continuous coaching, the curriculum referred to, and the availability of Apart from the restrictions given by caregivers or foreign language teachers. KMA No. 13 of 2014, the education held in To obtain complete and measurable Islamic Boarding Schools can be grouped into data, in the process of data collection, four types. First, Islamic Boarding Schools researchers also disseminated written that organize formal education by applying interview sheets to students who have the National Curriculum, both those only have language-coaching activities, who are spread religious schools (MI, MTs, MA, and PTAI) across several Islamic Boarding Schools in and those that have public schools three districts in West Sulawesi. (elementary school, high school, and Islamic The study produced several findings university). Secondly, Islamic Boarding that showed that foreign language behavior is Schools organize religious education in more related to Arabic use in boarding schools Madrasah and teach general sciences even in West Sulawesi. That is due to the though it does not apply the National development of foreign languages that Curriculum. The third is that Islamic Boarding emphasizes the provision of Arabic language

Foreign Language Behavior of Islamic Boarding School Students in West Sulawesi Province – Ahmad Muaffaq & Napis Dj. | 55 skills. The widest reason is that the source of The students’ background in Miftahul learning Dirasah Islamiyah is written in Ulum (Mandar, Bugis, and Java) is the reason Arabic and Islamic values are instilled through for using Indonesian as the language of that learning source. The cultivation of instruction, even though the translation uses Islamic values is indeed the primary purpose Javanese. According to the informant, the use of holding the boarding school itself. of Javanese as a translation language is a Based on observations and interviews hereditary tradition, which no one dares to with informants in several boarding schools, it change. was found that the pattern of foreign language In DDI Baruga, students’ foreign behavior in some boarding schools in West language behavior is already active in certain Sulawesi is generally passive. activities. Every Tuesday, an extracurricular Referring to Attaufiq in Mamuju, for activity takes place between 18:30 and 19:30 example, students’ language behavior is called "Muhadharah". generally still passive. No conversations use The poll conducted by the editorial foreign languages among students, between team of the salafiyahparappe.com website in students and teachers, or between students 'Salafy Parappe', which contains the question and administrative employees. Nevertheless, "What motivates you to put your child into there are indeed active actions in foreign 'Salafiy Parappe'?" shows that most of the languages through writing, even with a respondent's answers are to make the child shallow frequency. In the field, there are independent and able to read the classic book. writings on paper containing basic vocabulary On the other hand, none of the respondents and phrases in Arabic directed by students answered that it is to make their child able to (according to the confessions of teachers and speak Arabic. caregivers) affixed to the classroom walls. Our interview results with Ardi, one Besides, In Miftahul Ulum, foreign of the students of PDF Wushtha on Thabaqah language students’ behavior is completely Fath Qarib II, indicate that there are language passive. As long as the researchers were at the coaching activities specifically to provide site, foreign languages were not used among active foreign language skills in Salafy students, between students and teachers, or Parappe. However, that only applies to the between students and administrative Arabic class. For instance, in Miftahul Ulum, employees. Moreover, the application of two the foreign language behavior of students is curricula, the Islamic School curriculum entirely passive for other classes. Foreign affiliated to the Ministry of Religious Affairs languages are not used among students, and the local curriculum (Salafiy), apparently between students and teachers, or between affects students’ typical foreign language students and administrative employees. behavior. Salafy Parappe also applied two In learning Arabic and English curricula, namely Wajar Dikdas Curriculum (Islamic School curriculum), for example, (Compulsory Learning Basic Education) and occasional conversational exercises among Diniyah Formal Education Curriculum. students use Arabic or English, as is Diniyah Formal Education is an Islamic customary for these subjects to be taught. religious educational institution organized by However, there is no practice of using foreign and located in a structured and tiered Islamic languages outside the classroom. Boarding School on the formal education The classic book study (Salafiy path. The implementation of this type of curriculum) used three languages, namely education is stipulated in Regulation of the Arabic, Javanese, and Indonesian. The teacher Minister of Religious Affairs No. 13 of 2014 reads Arabic stuff, translates them into concerning Islamic Religious Education. It is Javanese, and explains it in detail using also known as informal and non-formal Indonesian. Foreign language behavior only Diniyah education. occurs passively when students listen to the According to Ust. Syukur, the Head of classic book’s contents which are read in MTs Salafy Parappe, Wajar Dikdas Arabic. The QnA that occurred between the Curriculum will end in 2019. Furthermore, students and Kyai used Indonesian.

56 | | Al-Qalam Jurnal Penelitian Agama dan Sosial Budaya Volume 27 Number 1 June 2021 only the Diniyah Formal Education From the research data, the linguistic Curriculum will be enforced. situation in boarding schools in West In the curriculum, the structure of the Sulawesi can be mapped in Tabel 2. Wajar Dikdas still listed English and Arabic Table. 2: The Linguistic Situation in Islamic Boarding subjects; hence, researchers estimate that Schools in West Sulawesi foreign language activities can actively take No. Activities Language place in the subjects' learning process. Usage However, the observations show that teachers 1 Waking Up A/E/I/L 2 Flag Ceremony A/E/I use Indonesian as the language of instruction. 3 Building Up Vocabulary A/E/I At S. Hasan Yamani Islamic, there is 4 Extracurricular A/E/I 5 Afternoon Hiking A/E/I/L language development in students since grade 6 Learning in Library A/E/I I. Starting from the giving of mufradat or 7 Madrasah Learning A/E/I vocabulary emphasized to be used by students 8 PDF Learning A/E/I 9 Al-Turats Book Learning A/E/I even though it is still mixed with Indonesian. 10 Study Together A/E/I/L Entering the second year, they are required to 11 Muhadharah A/E/I 12 Visiting Burial A/E/I use foreign languages (English and Arabic). 13 Cleaning Up A/E/I Jasus (language Spiers), among the students, 14 Doing Sports A/E/I/L is disseminated to scout the behavior of the 15 Doing the Laundry A/E/I/L 16 Discussion of Al-Turats Book A/E/I grade II students and above. Those who 17 Wall Magazine A/E/I commit language violations will be given 18 Written Announcement A/E/I 19 Oral Announcement A/E/I certain punishments. 20 Correspondence A/E/I In S. Hasan Yamani, foreign language 21 Around The Mosque A/E/I activities are divided into Arabic Week and 22 Around the kitchen A/E/I/L 23 Around dormitory A/E/I/L English Week, similar to those applied in 24 Outside of Ponpes among Santri A/E/I/L Gontor Ponorogo. Every two weeks, there is a 25 Outside of Ponpes, Teachers and Santri A/E/I/L 26 Outside of Ponpes, Parents and Santri A/E/I/L change of language that is required for 27 Outside of Ponpes, Societies and Santri A/E/I/L students to be used. Nb: The language development impacts A = Arabic the students' behavior, including their choice E = English I = Indonesian of language, loyalty, and responsibility in L = Local Language using Arabic and English. Students’ choice in using a foreign 1. Choice of foreign languages and language language is influenced by their mental situations of students attitude: pride and loyalty in using a foreign To describe the choice of foreign language. languages, students are assigned 27 common 2. Pride of using a foreign language linguistic situations in boarding schools in Three indicators demonstrate the West Sulawesi experienced by students as pride of using a foreign language: (1) attitude subjects observed. These purposes will be of upholding foreign languages, (2) awareness prepared through instruments in written of the importance of foreign languages, and interviews containing 27 questions or (3) belief in the existence of foreign languages statements about linguistic activities. Also, in the era of globalization. data is obtained from observations of the The attitude of upholding foreign learning process inside and outside the languages is reflected in their mental attitudes classroom, inside and outside the Islamic during formal and informal activities. Most Boarding School environment, and interview students, for example, recognize that foreign results recorded using a tape recorder about languages are more interesting than other student language activities and conversations languages. The use of foreign languages among students. Data is also obtained from evidences the students' recognition as the school wall magazines, appeals, primary language when studying. They also announcements, administrative documents, feel more polite when using a foreign language and notification letters. when discussing with classmates in learning activities related to a particular foreign language. Some feel more familiar when

Foreign Language Behavior of Islamic Boarding School Students in West Sulawesi Province – Ahmad Muaffaq & Napis Dj. | 57 speaking foreign languages with friends in the Madrasah, 17 items outside the classroom in Islamic Boarding School environment, and the boarding school environment, and 4 items feel more polite and familiar when speaking in communities outside the Islamic Boarding foreign languages with teachers or caregivers School environment. outside the classroom in the Islamic Boarding Sociologically, in Islamic Boarding School environment. Schools that strictly absorb language The students' mental attitude above development, using foreign languages is a indicates that they uphold a foreign language compulsory introductory language for foreign as one aspect of their pride in using a foreign language lessons (Arabic and English), while language. other subjects use Indonesian. Moreover, Students' awareness of the outside the classroom, foreign languages are importance of foreign languages is required to be used as a means of demonstrated by their behavior using a communication among students, students foreign language when asking the teacher, with teachers, and the language of answering questions asked by the teacher, and introduction to religious activities at a discussing with friends in the class. They also predetermined time. In this case, Arabic is use foreign languages to communicate with spoken in two weeks Arabic Week, and friends, teachers, and caregivers outside the English in two weeks English Week. classroom in the boarding school The answer given by the students environment. through written interviews regarding the use The students believe Arabic/English of foreign languages for them is that Arabic is occupies a degree equivalent to other foreign more widely used for Arabic lessons in the languages so that it can exist in the middle of classroom. Arabic is also used in interactions other foreign languages in the era of outside the classroom in Islamic Boarding globalization. School environments, including religious activities. Similarly, English is more widely 3. Loyalty in a foreign language used for English lessons in the classroom and Loyalty to use a foreign language is interactions outside the classroom. It means demonstrated by two indicators: (1) the that the choice of Arabic and English can be dominant attitude towards one of the foreign interpreted as a positive attitude reflected in languages, and (2) the pleasure of using a their pride in the language. foreign language. In addition, they are afraid or maybe The dominant attitude towards one of ashamed if they do not use both languages in the foreign languages is shown by preferring such situations. The prohibition of language to use Arabic or English in the learning causes the symptoms at certain times, in process and communication events with addition to Arabic and English in interactions classmates. Meanwhile, the pleasure of using in the Islamic Boarding School environment. a foreign language is illustrated by the That is reinforced by the sanctions given if recognition of those who are happy to use it in they violate Islamic Boarding School asking and answering teacher questions, in regulations. The most widely accepted discussing, interacting, and talking with sanctions are memorizing words and terms in friends in the learning process, and Arabic or English and assigning additional communicating with friends, teachers, and positive activities. caregivers outside the classroom in the Islamic Boarding Schools that do not Islamic Boarding School environment. apply language coaching specifically, students' behavior towards foreign languages Sociological Students’ Behavior towards is passive and even hostile because they do not Foreign Languages have adequate skills and are not used to using 1. Students’ foreign language behavior in the foreign languages. educational domain Students’ language activities in the 2. Foreign language behavior in the family educational domain are collected through 12 Language activities in the family items that map language behavior in the conducted by the students are multilingual. It classroom according to learning applied in is because the students also use Indonesian

58 | | Al-Qalam Jurnal Penelitian Agama dan Sosial Budaya Volume 27 Number 1 June 2021 and regional languages in addition to foreign transfer, and interference in using foreign languages. Indeed, this applies to Islamic languages. Boarding Schools that apply strict foreign Table 3: The Cultural Language Usage Events in language coaching, such as S. Hasan Yamani. Islamic Boarding Schools in West Sulawesi Province For analysis purposes, this No. Activities CS CM Mo Bi Mu In multilingual language activity is excavated 1 Waking up x x x x x x through four items mapping language 2 Flag ceremony x x x x x x behavior at home and in the community. 3 Building up vocabulary x x x x 4 Extracurricular x x x x x x Based on the researchers' findings, 5 Afternoon hiking x x x x x x sociologically, students prefer not to use 6 Learning in library x x x x x x 7 Madrasah learning x x x x foreign languages for activities at home. 8 PDF learning x x x x x Instead, they tend to choose Indonesian and 9 Al-Turats book learning x x x x x 10 Study together x x x x x x regional languages when in the community. 11 Muhadharah x x x x Furthermore, the student's behavior can be 12 Visiting burial x x x x x x interpreted as a positive attitude reflected in 13 Cleaning up x x x x x x 14 Doing Sports x x x x x x their pride in the language. 15 Doing the laundry x x x x x x For students who do not apply the 16 Discussion of al-Turats x x x x 17 Wall magazine x x language coaching strictly, the students’ 18 Written announcement x x behavior towards foreign languages tends to 19 Oral announcement x x be passive and even negative because it is 20 Correspondence x x 21 Around the mosque x x x x x x influenced by their competence and 22 Around the kitchen x x x x x x performance that is not well built. 23 Around dormitory x x x x x x 24 Outside among Santri x x x x x x 25 Outside, teachers & santri x x x x x x Cultural Students’ Behavior towards 26 Outside, parents & santri x x x x x x Foreign Languages 27 Outside, societies & santri x x x x x x The linguistic events experienced by Nb: students are determined by the culture that CS = Code Switching Bi = Bilingual CM = Code Mixing Mu = Multilingual surrounds them. It is also determined by the Mo = Monolingual In = Interference language contacts with participants from diverse backgrounds, bilingual and even Attention to the context of the multilingual student backgrounds. In boarding situation in the communication process is also schools in West Sulawesi, cultural language shown by the boarding school students above. usage events can be described in Table 3. They are using a foreign language by the Students' behavior towards foreign situation, particularly when asking and languages is culturally demonstrated by their answering questions from the teacher, awareness of language norms, whose discussing with friends in the classroom, and indicators focus on grammar rules and communicating with friends, teachers, and communication contexts. caregivers outside the classroom in the Boarding school students that apply Islamic Boarding Schools environment. The strict language coaching, such as Ponpes S. first context is the division of foreign Hasan Yamani, show attention to foreign language time during Arabic week and grammar rules when using them. On the other English week. hand, standard foreign languages are more widely used in this boarding school to ask and Factors Influencing Foreign Language answer teacher questions, and discuss with Behavior of Students classmates with some grammatical In conducting language activities, interference symptoms. Meanwhile, in students in West Sulawesi are influenced by communicating with friends, teachers, and several factors. From the data collected caregivers outside the classroom in the through interviews and observations, factors Islamic Boarding School environment of the that affect foreign language behavior students students, based on the confession of a key are participants’ speech, situation, the content informant, Muhammad Nur Murdan, some of speech, and interaction function. Other students often practice code-mixing and code- factors are as follows.

Foreign Language Behavior of Islamic Boarding School Students in West Sulawesi Province – Ahmad Muaffaq & Napis Dj. | 59 1. Curriculum set by the Ministry of Religious Affairs, which The curriculum of boarding schools in includes the Al-Qur’an, Tafsir, Tafsir, Hadith, West Sulawesi generally refers to the Ulum Al-Hadith, Tawhid, Fiqh, Ushul Fiqh, curriculum of Wajar Dikdas (Compulsory Akhlak, Sufism, Date, Arabic, Nahwu-Sharf, Learning of Basic Education) of the Ministry Balaghah, Kalam Science, Arudl Science, of Religious Affairs and the curriculum of huts Manthiq Science, Falaq Science, and other affiliated to traditional Islamic Boarding disciplines, as previously stated. Schools that prioritize the ability to The learning resources used by understand the yellow book and several other Assalafi Parappe Islamic Boarding School in sourcebooks. Consequently, active mastery of Diniyah Formal Education are 40 Arabic foreign languages (Arabic and English are not books, each at the Wushta and Ulya levels. emphasized) affects the language behavior of Thus, it can be suspected that the curriculum students in this region. structure emphasizes passive mastery of Curriculum support for the language foreign languages, specifically the ability to development (to obtain mastery of foreign understand the contents of classic books that languages both passively and actively) in use Arabic. boarding schools in West Sulawesi is The activities of students in Assalafy illustrated in the curriculum, schedule of Islamic Boarding School are arranged in such activities and books, references, or textbooks a way that the implementation of the Islamic used in learning. Boarding School curriculum can run Salafy Parappe, for example, applies a effectively. Some activities in boarding school curriculum for Diniyah Formal Education last for an hour and a half (06.00 – 07.30 whose structure can be divided into three WITA), while Diniyah Formal learning lasts components: (1) Islamic religion, (2) public for 4 hours and 45 minutes (07.45 – 12.30 education, and (3) local content. The religious WITA) every day. component of Islam consists of the subjects of Compared to the learning activities in the Al-Qur'an, Tafsir-Ilmu Tafsir, Hadith-Ilmu Ihyaul 'Ulum DDI Baruga-Majene, it allocates Hadith, Tawhid, Fiqh-Ushul Fiqh, Akhlak- less time for the study of the classic book. It Sufism, Date, Arabic, Nahwu-Sharaf, is understandable because the last Islamic Balaghah, and Kalam Science. The general boarding schools prepare more time for education component includes citizenship Islamic school learning by Islamic boarding education, Bahasa Indonesia, Mathematics, schools' characteristics as a semi-modern and Natural Sciences. Islamic boarding school. The study lasts only Before being regulated by the half to an hour. It is only on Monday (18.30- government (KMA No. 13 of 2014), 'Salafy 19.30 WITA), Wednesday (05.30-06.00 Parappe' also known as 'salafiyah boarding WITA), Thursday (05.30-06.00 WITA), and schools' still maintain a typical educational Friday (18.30-19.30 WITA). pattern of Islamic Boarding School that has In Ihyaul 'Ulum DDI Baruga Majene, long prevailed in Islamic Boarding School, Islamic school learning takes place every day either curriculum or learning methods. This at 07.30-12.00 WITA and 13.00-15.00 WITA institution does not use the government on Monday, 07.15-12.00 WITA and 13.00- curriculum and only teaches religious sciences 15.00 WITA on Tuesdays, Wednesdays, by studying classical books or commonly Thursdays, and Saturdays, and 07.15-11.30 referred to by the Islamic Boarding School WITA on Fridays, similar to Islamic school community with its classic books. The learning at non- Islamic Boarding School. The learning method also uses traditional Islamic learning materials provided are based on the Boarding School methods, such as sorogan, Islamic school curriculum in general. bandongan, and khalaqah (classical method) Different things apply to Salafy (Chirzin in Murtadho, 2012) (Chirzin in Parappe. The time of Islamic school learning Murtadho, 2012). in Ihyaul 'Ulum DDI Baruga is used for After the rules are issued, Assalafy Diniyah formal learning in Salafy Parappe Islamic Boarding School curriculum content presenting classic book material. as an educational unit follows the curriculum

60 | | Al-Qalam Jurnal Penelitian Agama dan Sosial Budaya Volume 27 Number 1 June 2021 Salafy Parappe also organizes 3. Age extracurricular activities that support In Islamic Boarding Schools with a language skills and, of course, influence language development program, students’ age language behavior: (1) recitation of the classic affects their proficiency in using foreign book after Maghrib prayers in the cottage languages. In addition, the choice of language, environment and Mosques around the village responsibility, and loyalty of foreign and guided directly by the caretaker of the languages, especially Arabic, is influenced by cottage, (2) muhadharah, (3) weekly and how long they stay in the cottage. monthly discussions of classic book among 4. Teachers fellow students. In general, teachers in the students’ Curriculum support for language environment have a good mastery of the development that affects the students' Indonesian language but lack their mastery of language behavior is also reflected in the foreign languages. However, exceptions are objectives of each subject formulated in the given to teachers of Arabic and English. curriculum document. In Hasan Yamani, for example, Tamrīn al-Lugah al-'Arabiyyah aims 5. Environment to equip students with the ability to write and The language environment is not speak correctly by using Arabic and improve well-formed, so it is rather difficult for their skills in Arabic. Similarly, it is also students to choose a foreign language to taught Insya', which aims to equip students communicate. There is no policy requiring with the ability to select words, compose foreign languages, such as Arabic Week and essays, and express opinions and thoughts English Week. using the correct Arabic arrangement and good language style. A complete description CLOSING of the learning objectives of the subjects in the Generally, students' foreign language Islamic boarding schools can be seen in the behavior in Islamic Boarding Schools in West appendix of this research report. Sulawesi is passive, except in some boarding The books used by S. Hasan Yamani schools that hold language coaching, are generally also written in Arabic. The including S. Hasan Yamani and Salafy difference between S. Hasan Yamani and Parappe in Polewali Mandar and Al-Ihsan Salafy Parappe is that foreign language Baruga in Majene. sourcebooks are used in S. Hasan Yamani to After being mapped into 27 linguistic passively provide Arabic language skills situations, it was found that most of the (reading ability) (speaking and writing). The situations became the background of the use number of books used in the curriculum of Indonesian and, a small part became the adopted by Gontor Ponorogo during the background of the use of foreign languages. authors’ search is 39 Books in Arabic and 5 Meanwhile, in 11 linguistic situations, books in Indonesian. students are more likely to use the local language. 2. Motivation and habit In boarding schools that apply strict Motivation to use a foreign language language coaching toward the family, orally in the boarding school of West Sulawesi students are more likely to choose not to use a is very lacking, so most foreign language foreign language for activities at home. interactions are implemented in writing, such Instead, they generally tend to choose as wall magazines, even tending to be one-way Indonesian and regional languages when in the or only in the form of expression. Thus, the community. The student’s behavior can be desire to benefit from the selection of foreign interpreted as a positive attitude reflected in languages in communication is not well their pride in the language. Meanwhile, in the embedded. That has an impact on their habits domain of education, foreign languages are that are not built early on. In fact, habit is the compulsory introductory languages for most powerful factor influencing language foreign language lessons. While for other behavior. subjects, they use Indonesian. Outside the

classroom, foreign languages are required to

Foreign Language Behavior of Islamic Boarding School Students in West Sulawesi Province – Ahmad Muaffaq & Napis Dj. | 61 be used as a means of communication among Ungkapan Sebagai Media Pendidikan students, students with teachers, and the Informal Keluarga. Linguistik language of introduction to religious activities Indonesia, 26(2). at a predetermined time. Abdul Wahab, L. (2014). Perilaku Berbahasa Culturally, foreign language Santri Pondok Modern Gontor behaviors create linguistic events or Pudahoa. Al-Izzah: Jurnal Hasil-Hasil symptoms in the form of multilingualism in 17 Penelitian, 9(1). linguistic situations, bilingualism in 19 Aka, H. (2012). Guru yang Berkarakter Kuat. linguistic situations, code transfer and mix in Jakarta: Laksana. 23 linguistic situations, and monolinguals and Chaer, A., & Leonie, A. (1995). interference in all linguistic situations. Sosiolinguistik Perkenalan Awal. The foreign language behavior of Jakarta: PT. Rineka Cipta. students who tend to be passive is more Dhofier, Z. (1984). Tradisi Pesantren: Studi influenced by the function of interaction, tentang Pandangan Hidup Kyai (Cet. especially motivation and habits, teachers, Ke-3). Jakarta: Lembaga Penelitian, curriculum, and environment. The condition is Pendidikan, dan Penerangan Ekonomi dan Sosial. certainly not favorable for the State Islamic Ihsan, M. (2011). Perilaku Berbahasa Di College (STAIN) Majene and the boarding Pondok Pesantren Adlaniyah school. Therefore, researchers recommend Kabupaten Pasaman Barat. Jurnal intensive language development even though Elektronik WACANA ETNIK, 2(1), 25– it is in boarding schools of Assalafy, regular 38. Retrieved from alumni recruitment to overcome the limited http://wacanaetnik.fib.unand.ac.id/inde human resources of foreign language x.php/wacanaetnik/article/view/17/19 teachers/trainers, curriculum revisions in Istijanto. (2006). Riset Sumber Daya Manusia favor of language development, and the Cara Praktis Mendeteksi Dimensi- creation of a good language environment for Dimensi Kerja Karyawan. Jakarta: PT students. Gramedia Pustaka Utama. Kridalaksana, H. (1978). Beberapa Masalah ACKNOWLEDGEMENT Linguistik Indonesia. Jakarta: This article has undoubtedly involved Universitas Indonesia, Fakultas Sastra. many parties, directly or indirectly; hence, it Moleong, L. J. (2000). Metodologi Penelitian could be accomplished properly. Thus, the Kualitatif. Bandung: Rosdakarya. author should express his gratitude to Murtadho, A. (2012). Kebijakan Wajar Dikdas Muhammad Nur Murdan, S.Th.I, M.Th.I., 9 Tahun Pola Pondok Pesantren Muh. Arham, S.Pd., M.Pd., and students of Salafiyah. Jurnal Forum Tarbiyah, DDI Baruga In Kab. Majene, Ponpes S. Hasan 10(Nomor 2 Desember). Yamani and Ponpes Salafiyah Parappe in Mustari, M. (2011). Nilai Karakter Refleksi Polewali Mandar, Ponpes Al-Taufik and untuk Pendidikan Karakter. Ponpes Miftahul Ulum in Mamujuyang Yogyakarta: LaksBang PRESSindo. District, who assisted in data collection. Nababan, P. W. . (1984). Sosiolinguistik: Similar remarks from the author conveyed to Suatu Pengantar (Cet. I). Jakarta: PT. Nur Fadillah Nurchalis, M.Pd., for her Gramedia. willingness to provide language assistance. Salim, P., & Salim, Y. (1991). Kamus bahasa The author also gave his highest appreciation Indonesia kontemporer. Jakarta: to STAIN Majene, which has funded this Modern English Press. research, and the editorial team of Al Qalam Sardiman. (2009). Interaksi dan Motivasi Journal, who has edited this article so that it Belajar Mengajar. Jakarta: Rajawali is considered worthy of publication. Pres. Sumarsono. (2007). Soiolinguistik. REFERENCES Yogyakarta: Lembaga Studi Agama, Budaya, dan Perdamaian. A.S., R. M., & Oktavianus. (2008). Perilaku Berbahasa Masyarakat Minagkabau dan Pengaruhnya terhadap Pemakaian

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