Exploring classroom management during teaching and learning speaking in modern Islamic Boarding School (Pesantren): A case study at Pesantren Riyadlul Ulum Wadda'wah Tasikmalaya

Al Hakimy, Moch Najmy (2023) Exploring classroom management during teaching and learning speaking in modern Islamic Boarding School (Pesantren): A case study at Pesantren Riyadlul Ulum Wadda'wah Tasikmalaya. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

Class management is one of the factors that regulate the progress of classroom learning. It is not easy to master classroom management, especially for English teachers who teach at an Islamic boarding school. Teachers are required to prepare appropriate teaching strategies to optimize the learning process. Apart from that, teacher perceptions are also needed to know the difficulties and classroom management strategies applied in the classroom. This research aims firstly to find out how class management is used by teachers when managing the class in learning English, especially speaking skills in modern Islamic boarding schools. Secondly, it is important to know the difficulties teachers face when managing classes in learning English, especially speaking skills, in modern Islamic boarding schools. Thirdly, it is essential to know teachers' strategies when managing English classes, especially speaking skills in modern Islamic boarding schools. This research use the case study method as a qualitative research design. Followed by two participants from the Tasikmalaya modern Islamic boarding school. Interviews and observations were used to obtain data regarding exploring classroom management in learning English, especially speaking skills, in modern Islamic boarding schools. Teachers in Islamic boarding schools face challenges in managing English classes, including creating a welcoming atmosphere, providing learning challenges, mastering learning techniques, adapting, focusing on positive aspects, lacking discipline, controlling emotions, developing self-confidence, being fair, and finding humour related to learning. To overcome these challenges, teachers employ various learning strategies, such as creating an inclusive environment, promoting cooperation, developing challenging lesson plans, promoting critical thinking, and offering constructive criticism. They differentiate tasks based on students' abilities, provide opportunities for failure, and involve students in the educational process through group projects, debates, and activities. Adaptability is crucial for teachers to remain relevant and provide meaningful experiences. To overcome emotional stability issues, teachers can use stress reduction techniques, foster positive relationships, develop teaching confidence, and use humour to engage students. Thus, this study concludes that the difficulties and strategies above answer these three research questions. However, these difficulties and strategies may be different for each teacher who teaches English in modern Islamic boarding schools, especially in Speaking Skills.

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