Abstract
For the second language programmers and learners, an Islamic boarding school is the most effective place to teach and practice the so called global or international languages and the local ones. The term international language, in this study, refers to English and Arabic language meanwhile Madurese language is related to the local or native language. This study is about to describe three phenomena, firstly, how Islamic boarding schools develop English and Arabic languages to the students, secondly how it maintains the existence of Madurese language, and finally how the rivalry both sides in the use of communication in Islamic boarding schools. It is qualitative in design by maximizing the Schutz phenomenology The locus of study is spread through the Bangkalan, Sampang, Pamekasan, and Sumenep regios of Islamic boarding schools. The research results that is that the use of Madura by kiai, boarding managers, and students is very intense and massive. The intensity is due to the high commitment to maintenance for the conservation and preservation of Madura culture, one of which is the Madura language. Meanwhile the Arabic and English languages are taught and used more formal occasions.
Published Version
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