PERCEPTIONS OF TEACHERS AND STUDENTS AT MA DARUSSALAM SENGON JOMBANG REGARDING THE DARUSSALAM ENGLISH COURSE (DEC) PROGRAM

WIDI, ULIL NARESWARI (2026) PERCEPTIONS OF TEACHERS AND STUDENTS AT MA DARUSSALAM SENGON JOMBANG REGARDING THE DARUSSALAM ENGLISH COURSE (DEC) PROGRAM. Undergraduate (S1) thesis, UNIVERSITAS ISLAM NEGERI SYEKH WASIL KEDIRI.

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Abstract

Widi, U. N. 2026. “Perceptions of Teachers and Students at MA Darussalam Sengon Jombang regarding the Darussalam English Course (DEC) program”. Thesis, Department of English Language Education, Faculty of Tarbiyah and Teacher Training, State Islamic University of Syekh Wasil of Kediri. Advisors: (I) Chotibul Umam, M.Pd, Ph.D, (II) Annisa Aulia Saharani, M.Pd. Keywords: communicative language learning, Darussalam English Course (DEC), qualitative descriptive study, students’ perceptions, teachers’ perceptions. English reinforcement programs play an important role in supporting students’ language development by providing additional opportunities to practice English beyond formal classroom instruction. One of these program is the Darussalam English Course (DEC) program at MA Darussalam Sengon Jombang, which aims to improve students’ communicative competence through various English learning activities. The objectives of this study were to explore the effectiveness of the DEC Program in supporting English language learning, identify the challenges encountered during its implementation, and examine recommendations for improving the program. This study employed a qualitative descriptive research design. The researcher was conducted at MA Darussalam Sengon Jombang. The participants consisted of eight DEC teachers and eighteen tenth-grade students involved in the DEC Program. Data were collected through observations and interviews. The collected data were then analyzed using the interactive model of Miles and Huberman, consisting of data reduction, data display, and conclusion drawing and verification. The findings showed that both teachers and students generally had positive perceptions of the DEC Program. The program was considered effective in improving students’ speaking ability, vocabulary, pronunciation, confidence, motivation, and participating in English learning. Participants stated that the program provided more opportunities to practice English actively than regular classroom lessons. However, several challenges were found, such as students’ lack of confidence, difficulties with grammar and vocabulary, different levels of English proficiency, limited facilities, time constraints, and boredom during some learning activities. To improve the program, teachers and students suggested providing more varied and engaging activities, imptoving learning facilities and media, increasing speaking practice opportunities, strengthening students’ motivation and confidence, and extending the duration or frequency of the program.

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