STRATEGI KOMUNIKASI PERSUASIF LANGUAGE ADVISORY COUNCIL DALAM PEMBELAJARAN BAHASA ARAB DAN BAHASA INGGRIS SANTRI PONDOK MODERN DARUSSALAM GONTOR (Studi Kasus Pondok Modern Darussalam Gontor Kampus 4 Banyuwangi)

Pondok Modern Darussalam Gontor (PMDG) is a modern Islamic boarding school widely known for its success in producing students who are proficient in both Arabic and English simultaneously. This success is closely related to the strategic role of the Language Advisory Council (LAC) as an institution specifically responsible for designing and supervising the language development system within the boarding school environment. Nevertheless, foreign language proficiency cannot be achieved through formal instruction alone; it requires a communicative approach that is capable of shaping students' attitudes, motivation, and language behavior in a sustained manner. This study aims to describe the persuasive communication strategies used by LAC in improving the Arabic and English language skills of students at PMDG Campus 4 Banyuwangi. This study employed a qualitative approach using a single case study method as conceptualized by Robert K. Yin (2014). Data were collected through in-depth interviews, direct observation, and documentation involving four informant groups, namely the LAC Chairperson, KMI Teachers, CLI (Centre for Language Improvement) members, and students. The validity of the data was ensured through source triangulation and technique triangulation.
The findings of this study identified three main persuasive communication strategies implemented by LAC: (1) building students' positive perceptions toward language learning through weekly seminars, demonstrations of the practical benefits of language use, and the presence of inspirational role models; (2) encouraging active student participation through a reward system consisting of rotating trophies, certificates, Free Movie Watches, and opportunities to perform before the entire student body, as well as through exemplary behavior demonstrated by CLI administrators; and (3) creating a supportive bilingual environment through a biweekly language policy (Arabic fortnight and English fortnight), dormitory-based language supervision, and language competition activities. The persuasive elements embedded in these three strategies reflect an approach that prioritizes internal awareness and intrinsic motivation rather than coercion or punishment, which is consistent with persuasive communication theory (Jalaluddin, 2008) and Bandura's Social Learning Theory (1977). These strategies have been proven to significantly enhance students' intrinsic motivation, language discipline, and Arabic and English communication competence.