An Analysis of the English Conversation Program Used in Al-Aqsho Boarding School Kudus

Abstract

This study aims to analyze the implementation of the English Conversation Program at Al-Aqsho Boarding School Kudus, an Islamic institution that promotes bilingual education in Arabic and English. The objectives of this research are to identify the rationale for implementing the program, describe the teaching strategies employed by tutors, and examine students’ responses toward the program. Using a qualitative descriptive method, data were collected through observation, interviews, questionnaires, and document analysis. Findings indicate that the program is designed to foster a language rich environment by encouraging spontaneous English use inside and outside the classroom through role-play, vocabulary routines, language festivals, and the use of educative punishment. Tutors and staff play an active role in enforcing English usage, while students’ responses vary some are highly motivated, while others rely on enforcement rather than intrinsic motivation. The study concludes that spontaneous English speaking can be effectively developed through structured immersion, consistent teacher modeling, and supportive peer interaction. This research contributes insights for educators, particularly in boarding schools, on how to design and implement conversation program that promote communicative competence and character development.