IMPLEMENTASI HABITUAL LEARNING UNTUK MENINGKATKAN KEMAMPUAN BAHASA INGGRIS DI MAHESA 

IMPLEMENTATION OF HABITUAL LEARNING TO IMPROVE ENGLISH LANGUAGE ABILITY IN MAHESA

Penelitian ini bertujuan mendeskripsikan implementasi habitual learning untuk meningkatkan kemampuan bahasa Inggris di Mahesa Institute. Pendekatan yang digunakan adalah kualitatif deskriptif dengan subjek penelitian meliputi tutor grammar, tutor speaking, dan siswa aktif di kelas maupun lingkungan camp. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi. Kemudian dianalisis menggunakan model Miles dan Huberman.

Hasil penelitian menunjukkan bahwa habitual learning diterapkan melalui latihan yang konsisten dan terstruktur. Tutor grammar menerapkan latihan soal harian, diskusi kelompok, dan koreksi langsung. Sedangkan tutor speaking menekankan praktik lisan seperti percakapan, storytelling, dan presentasi. Siswa mengalami peningkatan signifikan dalam struktur bahasa dan kepercayaan diri. Lingkungan camp turut mendukung pembentukan kebiasaan melalui penggunaan bahasa Inggris dalam interaksi harian. Dengan demikian, habitual learning terbukti efektif dalam membangun keterampilan bahasa Inggris secara bertahap dan berkelanjutan serta mendorong kemandirian belajar siswa.

This study aims to describe the implementation of habitual learning to improve English proficiency at Mahesa Institute. The research employed a descriptive qualitative approach, involving grammar and speaking tutors, as well as students actively participating in both classroom and camp environments. Data were collected through interviews, observation, and documentation, then analyzed using Miles and Huberman’s model: data condensation, data display, and conclusion drawing. Data validity was ensured through credibility, dependability, confirmability, and transferability.

The findings reveal that habitual learning was implemented through structured and consistent practice. Grammar tutors applied daily exercises, group discussions, and direct feedback, while speaking tutors focused on intensive oral practices such as conversations, storytelling, and daily presentations. Students showed significant improvement in both language structure and speaking confidence. The camp environment further supported habit formation through daily English use in social interactions. In conclusion, habitual learning proved effective in gradually and sustainably enhancing students’ English skills and fostering learner autonomy.