Planning Management of Takhaṣṣuṣ al-Lughah al-ʿarabiyah Program at The Al-Kamal Integrated Islamic Boarding School Blitar Alsuna: Journal of Arabic and English Language

Purpose - This research describes the model, shape, planning process, and design of the Takhaṣṣuṣ al-Lughah al-'Arabiyah program at Al-Kamal Integrated Islamic Boarding School Blitar. 
Design/methodology/approach - This research method uses qualitative research, with data in the form of descriptive. Data collection is used employing observation, interviews, and documentation. 
Findings/result - The results of this study are as follows: 1). Takhaṣṣuṣ al-Lughah al-ʿarabiyah program uses a bottom-up planning model, where the concept of the idea of this activity is created and arranged by the language administrator and then coordinated by the chairman and the board of daily administrators, and approved by the caretaker of the cottage. 2). This form of program planning includes short-term and institutional. 3). The planning process is carried out optimally with clear activity procedures and is easily understood by the students. 4). Learning design is not like formal schools in general, so there is no standard competency and basic competence. The learning strategy uses a jigsaw system to enrich mufradāt or vocabulary by repeating the words that have been learned so that they are quickly memorized. 
Originality/value - knowing planning management of Takhaṣṣuṣ al-Lughah al-ʿarabiyah Program is very important to be able to measure how good the administration of educational planning in this program. 
Paper type – Research Paper


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Planning Management of Takhaṣṣuṣ al-Lughah al-ʿarabiyah Program at The Al-Kamal Integrated Islamic Boarding School Blitar planning management could be defined as a process of determining goals or targets to be achieved effectively and efficiently (Fattah 1999). Furthermore, Fakry in (Sa'ud 2007) added that planning management is the process of formulating various policies and decisions that will be carried out in the future to achieve predetermined goals. From this, it can be concluded that planning management is a method or way to achieve educational goals effectively and efficiently (Usman 2006). The ideal management must prepare various strategies, such as determining the priority of needs (Hidayatullah 2018). In education planning management, determining the priority of needs is one aspect that must be considered. With good planning, it can be seen what things must be done first so that there is no confusion in making decisions and actions in implementing education.
In its function, planning management keeps the first and foremost functions of other management functions. Planning management has a role as a guide for the implementation, control, and supervision of education implementation (Somantri 2014). So that the management of this planning is a determinant of the success or not of an implementation of the learning program.
So far, planning management has become the main thing to watch. Because the management of this plan will be decisive in determining the steps and efforts to be taken to achieve the educational goal (Sindhunata 2001). This will have a good impact on determining the scale of priorities in meeting education needs.
Takhaṣṣuṣ al-Lughah al-ʿarabiyah Program hereinafter abbreviated to "TLA program", success in planning, managing, and developing its institutions into Arabic language courses under the auspices of Al-Kamal Integrated Islamic Boarding School is a very interesting thing to research. This program aims to equip and improve the skills and skills of new students in Arabic to be able to communicate actively and passively. These skills include speaking skills, writing skills, reading skills, and listening skills. In addition, TLA program has main programs in

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Planning Management of Takhaṣṣuṣ al-Lughah al-ʿarabiyah Program at The Al-Kamal Integrated Islamic Boarding School Blitar c). micro-planning, usually institutional in nature. Third, In terms of approach there are four parts; a). Integrated planning, b). Comprehensive planning, c). strategic planning, d).
Operational planning.
As we know, for the objectives of activities to be achieved, well-organized planning is needed and carried out through systematic process stages. Stages in carrying out the planning process, as follows: a) conducting forecasts; b) set goals; c) develop a program; d) scheduling; e) draw up a budget; f) develop procedures; g) establish policy interpretation. With the program by the aspects of existing planning, it can be ensured that the development of the Arabic language and art learning can be achieved well by the objectives (Siswanto 2010).

State of The Arts and Distinguish
Based on the description above, then this research can be focused on two discussions,

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Planning Management of Takhaṣṣuṣ al-Lughah al-ʿarabiyah Program at The Al-Kamal Integrated Islamic Boarding School Blitar learning at the Al-Azhar course institute using descriptive qualitative research methods. The results obtained in this study are 1). Planning carried out by the Al-Azhar course institute is a type of project planning and top-down planning. 2). The learning design that is carried out is starting with a placement test, then determining the material according to the student's abilities, and finally evaluating (Rosyid et al. 2019). The two articles above both discuss planning management in learning Arabic. In addition, these two studies also use qualitative research methods, only the location or object of research is different. The author will later use these articles as a reference in making models and the author's research design on the management of the TLA program at the Al-Kamal Integrated Islamic Boarding School.

Third, an article entitled Character Education Strengthening Program Management in
Elementary Schools. The purpose of this research is to describe the management of character education strengthening programs in schools. The results are five main points, namely: 1). The planning of this character education strengthening program has the following stages: observation, coordination meeting, preparing work program, program implementation, supervision, and evaluation, 2). The school development team assists the headmaster and school coordinator, 3). The program's implementation through four stages of activities, namely integration, cultivation, civility, and cooperation with parents, 4). The process of the monitoring program is done directly, 5). The evaluation of the program through four stages, namely drawing up an evaluation plan, supervising, processing data, and improvement meetings (Maisaro, Wiyono, and Arifin 2018 Meanwhile, secondary data is in the form of a guidebook for the strengthening of the Arabic language program at the Al-Kamal Integrated Islamic Boarding School. The data collection techniques in this study were interview, observation, and documentation methods. The interview method is a conversation between two parties to obtain information (Moleong 2018). In this study, researchers conducted interviews with After the data is collected, the next stage is the validity of the data. After the data is collected, the next stage is the validity of the data. Activities in data analysis qualitative research are conducted interactively through three stages, namely data reduction, display data, and conclusion drawing or verification (Miles 2014).
Reducing data means summarizing, and sorting, and selecting important data, along with patterns. In this study, we first recorded the results of interviews, observations, and documentation in the form of a summary, then we sort the data according to what we need.
While the data display is a presentation of data that helps in understanding what happened and gives relationships to allow for conclusions. After reducing the data, we classify data and process the data following what we will examine, namely the planning management of the Arabic strengthening program. The last stage is conclusion drawing or verification. At this stage, the researchers concluded from the data that had been reduced and classified earlier.
Then presented the results of the study in a complete and clear about the management of the planning of TLA program at the Al-Kamal Integrated Boarding School.

Findings and Discussion
Researchers Meanwhile, the planning process conducted by the language administrator is the first stage in this program. Sugiyanto explained that arranging planning management takes a model approach that becomes the benchmark of success in running the planning management process (Wiroyoputro 2008). The approaching model in this program uses a bottom-up approach, which is the composition of an activity plan starting from the party that is at the lower level (down) to the party at the top level.
In this approach, there are two main perspectives: first, involving parties at the lower level (in this case, the language manager) in the selection, design, and implementation of the program. Second, give feedback on the program (legi, Rompas, and Pombengi 2015). That is, the language manager as the implementer understands very well how the process of the activity both in planning and practice in the field. Conceptually, all the designs in this program use a bottom-up approach, which starts from the language administrator, whose procedures

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Planning Management of Takhaṣṣuṣ al-Lughah al-ʿarabiyah Program at The Al-Kamal Integrated Islamic Boarding School Blitar top-down instruction based on a structural pattern, with the language administrator being the layer of the main basic concepts, which is then coordinated with the chairperson and caretaker of the boarding school as an advisory and protective board. Then the mature concept that has been approved by the boarding school caretaker will be implemented by the ʾasātīdh council or the language tutor. Then, the ʾasātīdh or language tutors carry out the TLA program for the students.

Determination of Policy Interpretations,
In running a program, there must be a policy format that can ensure the continuity of the quality of the activity. It is hoped that the quality of teaching and learning in it will continue to improve (Seyfried, Ansmann, and Pohlenz 2019).
The TLA program is considered a legitimate, legal, and targeted activity. Because of its role in equipping new students so that they can communicate actively using Arabic, it is very influential in the Al-Kamal Integrated Islamic Boarding School environment. In addition, the role of resources in it has been held responsibly in determining or implementing policies to ensure the safe running of this program, and the targets that have been targeted can be achieved. With the format of a decision letter for the management of the TLA program from the leadership of the Islamic boarding school, proving that this program has been wellregulated, in a procedural manner, and the command direction funds can be controlled properly.
The planning management process has been performed by the stages. It means that the TLA program has been running by the objectives. As it is known that good planning is a plan that has the principles stated in the planning document on what should be implemented based on the description of the vision and mission; how to achieve it; who will carry it out; how location and time it takes; and how resources are needed (Paselle 2017). In the learning process, this program chooses a varied and interesting learning model, such as the guided learning model, where the teacher provides the vocabulary or mufradāt to memorize and then sends it to the teacher at the next meeting. In addition, sometimes they also use the free guided conversation model, in which the students are given a certain topic and then the students practice it in front of the class and converse with their friends.
Therefore, the learning program of the TLA program at the Al-Kamal Integrated Islamic Boarding School uses a varied model and an innovative oral learning model consisting of a question and answer model, memorizing dialogue, guided conversation, and free conversation.
The learning strategy used in this program is a jigsaw. This Jigsaw strategy aims to enrich vocabulary or mufradāt by repeating the words learned so that they are memorized quickly (Mustofa 2011). In addition, the students are also given Arabic language principles. This is expected so that the students when communicating daily use Arabic under their rules.

Conclusion
According to the results of the above research and discussion can be concluded as follows: First, the TLA program uses a bottom-up planning model, which the concept of the idea of this activity is created and compiled by the language administrator and then coordinated by the chairman and the board of daily administrators, and approved by the caretaker of the boarding school. Second, this form of program planning includes short-term because it is implemented once a year and institutional in nature. Third, the planning process is done optimally and following standards, both in terms of forecasting, goal setting,