Abstract
This study examined the implementation of the language environment in
teaching speaking skills at An-Najah Islamic Boarding School in Baturaden,
Purwokerto. It aims to understand how the language environment is applied in
teaching speaking skills and to identify the supporting and hindering factors in its
implementation. Using a qualitative descriptive method, data were collected
through observation, interviews, and documentation. The findings show that the
language environment is devided into two, formal and informal. Language
environment implemented through daily vocabulary lessons, with evaluation
conducted via regular vocabulary recitations. Also various linguistic activities
which supporting teaching speaking skill, including public speaking practice,
mastery of classical texts, debates, and language competitions, with evaluation
carried out by language monitors who record violations. Supporting factors for
implementing the language environment include; 1) improving students' language
mastery, 2) the availability of educational resources such as libraries, language
laboratories, and dedicated learning halls, 3) as well as structured language-related
activities, 4) dormitory regulations, 5) assigned language monitors, and 6)
disciplinary measures for rule violations. However, hindering factors in
implementation include; 1) students' interactions with non-language dormitories,
2) and the lack of audiovisual teaching facilities to support language learning.
Keywords: Language Environment, Education, Speaking Skills