Abstrak
YOLA ANANDA WILMA. NIM: 2320038, The Implementation of the Bilingual (English-Indonesian) Program on the Vocabulary Mastery of Seventh-grade Students’ at MTsN 8 Agam. A thesis, State of Islamic University Bukitinggi 2025. The bilingual program is a strategic effort to enhance students’ linguistic competence in the era of globalization. By fostering the use of two languages, the program aims not only to improve communication skills but also to strengthen students’ vocabulary mastery and critical thinking abilities. However, in practice, several challenges remain, including limited learning media, students’ low confidence in using English, and the absence of a structured evaluation system. Therefore, this research aimed to describe the implementation of the bilingual (English) program in improving the vocabulary mastery of seventh-grade students at MTsN 8 Agam. This study employed a qualitative approach using a narrative method. The data were collected through observations, interviews with teachers and students, and documentation of bilingual program activities. The research informants consisted of two English teachers and students from classes VII.1 and VII.2 who actively participated in the bilingual program. To ensure the validity of the research instruments, triangulation, peer debriefing, and audit trail techniques were applied. Furthermore, the data were analyzed using the processes of data condensation, data display, and conclusion drawing and verification. The findings indicated that the implementation of the bilingual program at MTsN 8 Agam had a positive impact on students’ vocabulary development. Teachers acted as facilitators and language models by using repetition, translanguaging, and simple conversational practices conducted consistently. Students showed enthusiasm and improvement in using daily English vocabulary, although participation levels varied due to differences in motivation and confidence. Support from parents and the school environment also strengthened students’ language use outside the classroom. Nevertheless, the research found several limitations, including the lack of teacher training, insufficient digital learning media, and the absence of a formal assessment system. Overall, the bilingual program at MTsN 8 Agam has been implemented effectively in creating a supportive learning environment for vocabulary enhancement. However, further optimization in teacher training, provision of varied learning media, and the development of structured assessment systems are still needed to achieve better learning outcomes.