INTERNATIONALIZATION OF ISLAMIC EDUCATION INSTITUTIONAL CHARACTERS THROUGH THE ENGLISH ACCULTURATION STRATEGY

Purpose of the study: To explore the effectiveness of the English-speaking acculturation strategy in improving the English ability of school members so that they can internationalize the character of Islamic educational institutions. Methodology: Using a qualitative phenomenological approach, with observation, interview, and documentation as data collection techniques, and reduction, display, and conclusion become the stages of data analysis. The research sample of 255 teachers, employees, and students was determined purposively at Taman Islam Middle School, Sidoarjo, Indonesia. Main Findings: This study found that an English-speaking acculturation strategy was effective in improving the English-speaking ability of school residents (up 4.63 from target 3) so that the internationalization of the character of Islamic education institutions, innovative, was formed. Applications of this study: This study is useful to improve the quality and become a prototype of the actualization of the character of international education institutions, through the strategy of acculturation in English, especially in Islamic schools. Novelty: This study creates the basis and prototype for the actualization of international standard Islamic education institutions, through an English-speaking acculturation strategy. The principal’s policy requires the English to inspire its representatives, together formulate and realize an English acculturation program; inspire teachers, staff, and students to carry out various English-speaking acculturation activities both inside and outside the school. Cultivation of English becomes more effective. The English skills of teachers, employees, and students from the aspects of listening, grammar, reading, writing, and speaking have increased, so that the internationalization of Islamic institutional character, in the form of integrity, professionalism, innovation, responsibility, and example, can be formed more quickly.


INTRODUCTION
International standard schools is a label that has recently sprung up in various Indonesian educational institutions. International Label indicates the strength of competition, especially with the permission of foreign parties to establish educational institutions in Indonesia. The cost of foreign school fees is indeed much higher, but received a positive response from the community, especially from upper economic circles. Such a condition, if it continues, could threaten the sustainability of private schools, especially Islamic educational institutions, where the majority of the population is Muslim.
Labeling of international schools carried out by Islamic schools that have been and are ongoing until now, as an effort to compare (Irwan & Mahmud, 2017;Khan & Ebner, 2017), shows the quality of Islamic schools-convincing the community that the quality of Islamic schools that have long been established in the country is far better compared to immigrant schools. Through international branding like this, it is expected that the community, especially Muslim communities, have confidence in Islamic educational institutions so that it becomes the first choice in sending their children to school.
The problem is, not all Islamic educational institutions can compare international standard schools. There are still those who provide international labeling, only costs that are internationally priced, while the quality of services, processes, and graduates do not yet reflect international standards. Whereas in many parts of the world, a global international education has emerged by offering quality education, lower costs, in a safe place, closer to home (Johnson, 2020). The media used for publication also sometimes still hide real information (Kurnia, Othman, Firmansyah & Kuswarno, 2020). As a result, community confidence has declined, so that its existence and sustainability is questioned. This is where the importance of the internationalization of Islamic schools must be accompanied by the establishment of a progressive character of Islamic education. Innovative characters with Islamic personalities who are ready to collaborate and compete with various international education institutions must be formed in Islamic educational institutions. Consequently, Islamic schools must be able to choose and implement the right strategy.
Previous research shows that the internationalization of Islamic educational institutions requires "good governance, aligning vision, mission, targets, quality policy, and strategic plans, there must be a special institution international, human resource development and decision-making systems that are fast and not rigid " (Binangkit & Siregar,2020: 131). The school must have an international curriculum design whose contents, processes, and assessments are clear, precise, Hariyanto and Jahibab (2019) demonstrated the strategy of strengthening character in schools through harmonization of the heart, if the taste, thought though, and physical sports. Baroroh (2018) found the implementation of multicultural education values in the formation of a religious character. Latupapua et al. (2019) found effective stories in shaping students' anti-corruption characters. Sabri (2019) shows the effectiveness of Durham tahfidz in forming the character of children.
Unlike the various studies, which place the teacher as the main actor for the formation of character in schools. Widodo (2018) shows precisely the principal who has the biggest role in character building in schools. While Basyit's research (2019) specifically highlights the driving factors for the emergence of elite schools in Indonesia, namely internal and external factors. When examined, the various studies are more focused on the process of shaping the internal character of schools, Basyit's latest research only analyzes the factors causing the emergence of various elite schools.
The novelty of this research, when compared with previous researches, lies in the strategy of shaping the character of Islamic educational institutions to become schools of international standard quality, through the strategy of acculturation in English.
Shaping the character of international standard Islamic education institutions by emphasizing the habituation of Islamic values, through the acculturation of English in the school environment. This was done so that Islamic schools could develop and be able to take part in the international arena. The process in institutions, education, and learning has the character of Islam of international quality, the output also has the character of international quality Islam. This research was conducted at an Islamic high school located in the second largest urban suburb of Indonesia. The school is based on Islam, has the motto "The Islamic Character School" which also includes a superior class program, International Class Orientation (ICO), and has a high concentration in creating an international Islamic school.
This research seeks to explore the effectiveness of the English-speaking acculturation strategy in shaping the character of international standard Islamic education institutions, aiming to answer the questions: 1. How is the English-speaking acculturation strategy implemented in the context of internationalizing the character of Islamic educational institutions? 2. How is the effectiveness of the English acculturation strategy in improving the English language skills of school citizens so that it can shape the character of international standard Islamic education institutions?

LITERATURE REVIEW
The strategy is a careful plan regarding activities to achieve specific goals (Ali, 2005). As a whole approach related to the implementation of ideas, planning, and execution of activity within a certain period (Badudu & Zain, 1996). In this case, there are three stages of strategy, namely the formulation, implementation, and evaluation (David, 2006).
Institutional character is a characteristic of an institution that is composed of behavioral patterns to achieve a goal. The intended institutional character is the internationalization of Educational institutions which are based on the basic values of Islamic teachings. Being a character of integrity, professionalism, innovation, responsibility, and example as taught by Islam.
Acculturation is a process of all social culture into a strong custom or institution (Ali, 2005). Communication has the meaning of a person's process, some people, groups, organizations, and society create, and use the information to connect with the environment and other people (Ali, 2005 The principal's policy requires all English residents to speak English for the school as an alternative strategy. So that the culture can take place. Encourage all school components to be able to create situations and conditions of culture in English, and dare to speak English. The strategy is implemented through steps to get to know the audience, compose messages, set methods, then use the media and provide various technological facilities, supported by the creation of situations and conditions in speaking English, as such that can encourage the acculturation of the English language, so that the internationalization of the character of Islamic educational institutions can form. The principal's policy of cultivating English is very helpful for English teachers in carrying out their duties as learners. For this reason, the enthusiasm of the teacher must be demonstrated. Passion is very important for effective and highquality teaching. A passionate teacher always inspires students in the classroom and outside the classroom, making learning enthusiastic (Khan, 2020). English teachers must also be able to be positive about the occurrence of mixing English codes with local languages (Al-Ahdal, 2020). This openness makes the culture of English more effective. The presence of native English speaking teachers is also very important, effective in fostering student learning motivation, and has pedagogical, psychological, linguistic, and language development implications (Darmanto, 2020).
In the context of today's life, the use of technology in learning English is very effective for the acculturation of English. The principal's commitment is very important for the provision of technology and enhancing the technological competence of all these teachers, without gender bias. The results of previous studies show the teacher has a positive attitude in implementing online independent learning, the constraints on task instruction are still limited, technical problems, and communication during learning takes place (Masrizal, Fata, & Erdiana, 2020). There is no gender gap in terms of attitudes and competencies in the use of English learning, but there is a significant positive and linear relationship between attitude and technological competence (Javier, 2020). For teachers who have technological competence to be positive about the use of technology in learning, and vice versa.
Provision of technology and improvement of technological capabilities in learning English, encourage the acceleration of English-language culture for all school residents. Become part of the evidence of the principal's commitment to internationalizing the character of the institution.
The Strategy of Institutional Character Building of Islamic Education through the acculturation of English is intended as steps taken in the process of forming the character of international standard Islamic education institutions through the process of acculturating communication using English by all teachers, employees, students, and leaders in daily life through various school programs and activities.
The formation of the institutional character of international Islamic education must be accompanied by the strengthening of character education in schools (Anshori,2017). Based on the school curriculum structure, namely: class-based character education, school-based character education, and community-based character education ).
An important point in efforts to shape the institutional character of Islamic education is to emphasize the habituation of Islamic values in the daily life of the school. One of the intended habits is in the form of acculturation in English in the school environment. This is intended because English communication skills are needed to be able to compete in the international arena. Also, the acculturation of English has been included in one of the five ministry work cultures, Phenomenology, in addition to interpreting from what appears by the five senses also unpacks the meaning behind what appears. Not only describes the phenomenon of ongoing education but also understands what appears. The questions raised by researchers are not only how, but also why . Tries to understand the experiences and phenomena that occur on the subject of research (Muhajir, 1996: 104).
The phenomenological approach was chosen because researchers saw and felt directly the acculturation of English in schools. The researcher not only obtained answers to how but also why the acculturation of English was chosen as a strategy for shaping the character of Islamic institutions in schools.

Sampling
The study was conducted at SMP Muhammadiyah 2 Taman, a second largest suburban Islamic school in Indonesia, starting July 1, 2019, to May 30, 2020. The school has 20 study groups, 606 students, six study groups in class VII, each with seven study groups in classes VIII and IX, and there are three program choices, namely Regular Class, Tahfidz Class, and International Class Orientation. The learning process is managed by 44 teachers and served by 12 education staff.
The research subjects were determined purposively, consisting of teachers, employees, and students. This school was chosen, because it has a special program class namely International Class Orientation, using the English Proficiency Program curriculum in collaboration with ACT Australia. There are also regular classes and Tahfidz. Another consideration, because it has a high concentration in shaping the character of Islamic institutions, following the motto "The Islamic Character School". The type of data collected is qualitative and quantitative, obtained from the main sources, including words and actions, the additional data, such as documents and others (Moleong, 2011). Qualitative data in the form of various programs and activities in English-speaking culture in schools, the achievement of indicators of the character of integrity, professionalism, innovation, responsibility, and role models in Islamic educational institutions. Quantitative data are in the form of English language proficiency scores of students, teachers, and staff before and after English-language acculturation strategies are established. These abilities include listening, speaking, reading, writing, and grammar. To understand the effectiveness of English-speaking culture in shaping the character of Islamic educational institutions, an analysis of the condition of the character of school residents was conducted before and after the stipulation of the English language obligation policy. Also supported by quantitative data in the form of student, teacher, and employee attendance before and during the English-language policy.
While the documentation is used to complement the data obtained from observations and interviews. The documents used are mainly related to the results of English language proficiency tests (listening, grammar, reading, writing, speaking) teachers, staff, and students before and after the acculturation of English communication, to become an international standard school.

Data-Analysis Techniques
Researchers used the Miles and Huberman analysis technique models. Starting with data reduction, data display, and concluding (Moleang, 2011). Whereas for quantitative data in the form of English language proficiency the researcher uses descriptive quantitative analysis through tabulation and graphic designation. To obtain the accuracy and credibility of the collected data, researchers conducted triangulation by checking back with data from other sources (Moleong, 2011), followed by discussions with the research team.

Strategies for Forming the Characters of International Institution Islamic Education
Acculturation in English is established in schools, as a strategy to form an institutional Islamic character, to make the school an international standard.
Acculturation is a social process of forming culture into a standard institution. English-speaking culture is a sociocultural process that makes communication institutions, which must be obeyed and carried out by all components of the school, accompanied by strict sanctions for those who do not obey. This strict sanction is what makes all components of the school obey. Initially, obedience was forced, the darkness became a recognized habit.
The principal decided to make English a habit of communication, even if only one day a week, as a first step. Also, to support the habituation of English, also scheduled regularly, events that support habituation in English. This is all done because the character grows from habituation that is done.
Integrity, professionalism, innovation, responsibility, and example as taught by Islam are the main characters in Islamic educational institutions. These characters can be realized among others through the culture of good communication between school residents. So that it becomes a school culture.
English-speaking culture is used as a strategy to form the character of international standard Islamic education institutions, implemented through the steps of getting to know the audience, composing messages, setting methods, then using the media.

Get to know the audience
Knowing the audience is a communicator's effort to get to know the intended communicant. The principal as a communicator, held a meeting to socialize the launching of the English Proficiency Program class which has now turned into International Class Orientation.
The principal's meeting with the school community, besides socializing ICO, is also to get to know each other and know the response of the school community as the communicant. Meetings like this are important to align perceptions and interests so that effective communication is established. Communication becomes effective. If the communicator knows the communicant well.

Composing Message
In composing a message, the thing to do is to determine the theme and material. Cultivation of English in schools is to foster the character of Islamic educational institutions.
The material in acculturation in English in the form of development activities in English is associated with the values of Islamic teachings, as an Islamic educational institution.
Phenomena that occur in schools, such as tit for tat. The statement of the head "we must cultivate English speaking. So that our schools are of international standard". Encourage the deputy head of the curriculum to design several activities to develop a culture of English in the school environment.
The programs in the development of the culture of English communication as in table 2.
These various programs are carried out by schools as a strategy to shape the institutional character of Islamic education, through the acculturation of English. The theme presented is internationalization. The material presented is Islamic values that are packaged into a variety of English-speaking cultural programs in schools.  There are several ways in which principals act as communicators in the repetition method, including the holding of monthly meetings that are usually held at the Regional Office of Muhammadiyah East Java, school coordination meetings, special meetings for English teachers. In this monthly meeting, the internationalization of the Muhammadiyah school is always conveyed through acculturation in English.
Through this repetition method, acculturation in English can be done by all school members, namely leaders, teachers, employees, and students. The message conveyed is related to the institutional character values of Islamic education, namely integrity, professionalism, innovation, example, and responsibility, in English.

Media use
To shape the institutional character of Islamic education, schools carry out direct English-language acculturation, face to face, both through coordination meetings and monthly routine meetings. Also through the media, which is a notice that reads thank for speaking English on Thursdays which is posted in several places such as the teacher's room, classroom, ICO corner, and Administrative room. All of this was done so that all school members were accustomed to speak English even if only for one day a week, but if it continues to be conducted, the culture of English can be realized.
Strategies for building the character of Islamic educational institutions through English language acculturation have been carried out in schools, ranging from getting to know the audience through coordinating meetings attended by all teachers and employees, compiling messages containing the theme and purpose of the message, namely internationalizing schools by acculturating English, establishing and using repetition method so that the public is always remembered and implemented, as well as the use of media by sticking notices in several places and face to face through meetings held.
Similar to one day in English and English areas, these special events also have the same goal of forming the institutional character of Islamic education through the acculturation of English. This special event has been running for about 4 years, with renewal every year. It is hoped that with these special events, it will increasingly make the acculturation of the English language more developed.

Stick the Notice
Notice is an instruction posted in several rooms containing instructions for using English. Some of the spaces in question include the teacher's room, administration room, ICO class, and also the ICO corner.
Researchers found that notice turned out to make many changes in schools. Because notice is visible all the time, so everyone who sees immediately remembers and does it. This is one of the effective media in shaping the institutional character of Islamic education, through acculturation in English. Indirectly, everyone who sees the notice is told to do so. As a result, all teachers, students, and even employees are finally accustomed to speaking English, according to their abilities.
In real terms, the ability to speak English among students of teachers and employees increases, compared to before the stipulation of the English language obligation policy, as can be seen in the following figure.  The figure shows that there is an increase in English skills, before and after the one day program in English. The increase is still relatively small because the program has only been running for 6 months, but the improvement is seen to be quite significant in 5 English skills, especially speaking skills. While the grammar skill shows varied values. For regular classes the grammar ability did not change, a small increase occurred in the ICO class (0.4), teachers (0.2), and staff (0.4). Fact, the tahfidz class experienced a drastic decline (-2.1). This phenomenon occurs because, in the acculturation of English, the communication process prioritizes aspects of speaking, listening, reading, and writing. While the grammar aspect is not a priority. Moreover, the material studied is also related to the basic values of Islamic teachings, emphasizing the ability to speak, hear, read, and write in English. The Tahfidz class also prioritizes memorization, open grammar is a priority.

DISCUSSION
Described above is a manifestation of the results of the implementation of English-speaking culture as a strategy to shape the institutional character of Islamic education. As a sign, that internationalization which is the goal of implementing the strategy to shape the institutional character of Islamic education in schools is achieved.
According to Wayne, the purpose of communication is "to secure understanding", which means ensuring that the communicant understands the message received by him. If it can be understood and accepted, then the acceptance must be fostered (Efendi, 2017).
In this case, the principal has a large role in coaching. Forming character in schools, through "continuous coaching through modeling (teaching), teaching (teaching), and strengthening the character (reinforcing) that is good for all school members" (Widodo, 2018: 69).
The statement of the principal, as a communicator, conveyed the message, wanting to internationalize the school. The desire is conveyed to the deputy heads, teachers, staff, and students, as the communicant. All the deputy chiefs accepted the idea and then translated it into various programs. Teachers, staff, and students are also happy to actively participate in carrying out various English-language cultural programs at the school.
Strategies like this are effective, as evidenced by the understanding of the communicant and the delivery of messages well. So that English-language programs one day a week can be achieved. Various school designs, events, and special events for the acculturation of English are also well organized. Speaking Class, Vocabulary class, English Friendship Camp, English Fun Camp, Mind Empowering, Student Talent, ICO Competition, Learning Through Native, Watching Movie, English Camp in Pare, and also Summer Camp, and Extracurricular English Club held at this school, has become a school culture, a reflection of international schools.
English-speaking culture is used as a strategy to form the institutional character of Islamic education in this school is very appropriate, because all school members can work together, so that integrity, professionalism, innovation, responsibility, and example as taught by Islam are the main characters in these Islamic educational institutions. as a reflection of an international school.

Figure 6: Increase English Skills of all Students
The figure shows an increase in all aspects of student ability, an average increase of 5.22, the highest increase in the speaking aspect, the lowest grammar aspect. However, if we look closely at each program, there will be varied grammar abilities. Regular class, Tahfidz class, and ICO class.
The average increase in English language skills is 5.23. The highest occurred in the ICO class (7.4), then regular, and finally Tahfidz. Judging from the aspect of the ability, the highest occurred in the ability to speak, all classes experienced an increase, while the grammar aspect decreased. The Tahfidz class contributed the most to the decline in Grammar aspects, the regular class did not increase (fixed), whereas the ICO class experienced an increase. This condition occurs 149 |https://giapjournals.com/hssr/index © Anshori and Sahara besides the culture of English in this school is more oriented to the ability to speak, also Tahfidz class is more focused on memorizing the Koran, not on deepening English. A clearer picture can be seen in the following figure: The goal of acculturating English communication is not only for students. but also for teachers and school staff. Cultivation is carried out in the hope that all school members will have English language skills. So that the internationalization of the character of Islamic educational institutions is formed. Comparison of the abilities of each school citizen can be seen in the following figure 8:

Figure 8: Comparison of English Skill for Students, Teachers, and Employees
When examined in the figure, the average increase in English language skills is 4.63. The highest increase in students, then teachers, only after those employees. Even so, the highest final score is in the teacher, after that the employee, then the student. This difference occurs, because teachers and employees already have the initial provision of higher English language skills, while acculturating English, students experience more than teachers and employees. Especially for teachers who do not teach English, only employees.
Viewed from the aspect of skills, the lowest increase in the grammar aspect (0.14), even for the average student has decreased (-18), the contribution was decreased by tahfidz classes (-2.1). While the highest increase was in the aspect of speaking ability (1.8), occurring both in students, teachers, and employees. This difference proves, the acculturation of English-language communication in this school prioritizes the ability to speak rather than grammar. The priority is courage in speaking, not in grammar so that all school members can establish communication comfortably, without being burdened by the lack of grammar. This method is by the results of Vallente's study (2020) that the feeling of being embarrassed in English for fear of being wrong is a major obstacle. Because it must be eliminated.
Most important in the acculturation of English is the presence of feelings of pleasure, not perceiving as a foreign language (Al-Ahdal & Al-Qunayeer, 2020; Karim et al, 2020). So that it feels easier. Need the same positive response (Yusra & Lestari, 2020), and the right emotional and socialization ties. According to Azar et al, (2020) in the process of learning English, there is no correlation between teacher intelligence with students' English proficiency. Whereas Ahmad and Millar (2020) stated the quality of students' English communication correlated with the quality of the textbooks used by the teacher. Even Gheyathaldin and Shishakly (2020) prove there is no correlation between English language proficiency with performance. Even so, at least English proficiency has a contribution to facilitate communication and access to various information, so that his insight is broader. If this continues, it will gradually encourage an increase in the performance of both individuals and institutions. The effectiveness of acculturation in English occurs when all school members can read and understand English well, are integrated with all activities, and are prepared thoroughly every day (Rajab and Azeebaree, 2020). This step must be done because reading comprehension is the most difficult part of English, takes more time (Elfiondri et al, 2020). This is where various strategies are needed to accelerate reading comprehension, including metacognitive, even though the results are not always the same (James & Bulusan, 2020).
The quality of English-language communication possessed by all school members encourages an increase in the character of integrity, professionalism, innovative, exemplary, and responsible as reflected by the institution. There was an internationalization process of the institutional character of Islamic education in schools. planned plans c. All unit leaders and school residents are disciplined and earnest in working and carrying out their respective duties. d. All unit leaders and school residents carry out measured and responsible work. e. All unit leaders and school residents carry out and complete tasks on time and following the stated objectives. f. All unit leaders and school residents are willing to receive rewards and punishment following the provisions in force in schools, prerequisites, and government. If we look at various indicators of the institutional character of Islamic education in the aspects of integrity, professionalism, innovation, responsibility, and absence in the table above, after stipulating the obligation to acculturation English communication, it appears that the increase in positive character is more likely to occur in the innovative character, professionalism, then responsibility and exemplary, As for the character of integrity there is only an increase in the indicator of compliance with the prevailing rules and regulations.
The small increase in the integrity indicator occurred, because previously the institutional integrity was already strong, it could even be started from the beginning very well. One indicator of high integrity can be seen in the level of discipline of students, teachers, and day-to-day employees at school before and after English language obligations are established. Figure 9: Comparison of the level of discipline for students, teachers, and employees before (July-Agust) and after (Sep-Feb) the stipulation of Speaking English obligations.
The character of integrity in schools has been formed a long time ago, before the policy on the obligation to accustom English communication. Fact, integrity became the priority when the school was founded, especially integrity in carrying out the values of Islamic teachings that are shahihah, integrity to the institution, and the progress of the school, as well as integrity to the conditions in which the school was founded and shelter.
The character of integrity is used as the main basis in recruiting new staff, teachers, and staff, as well as school leaders. The next consideration is professionalism, innovation, responsibility, and example. Integrity is also a priority in the development of leaders, teachers, employees, students, and parents of students. With this integrity, togetherness can be formed, school progress can be achieved despite various challenges faced. School members also feel comfortable, measurable performance, even though the welfare received is not following the minimum standard set by the government, there is also a proportional welfare distribution between leaders and employees. If there is a surplus of school income, there is no increase in salary, and if there is a proportional adjustment to inflation, priorities for the development of institutions, infrastructure, and various activities, and partly for the benefit of religious propaganda.
With integrity, a sense of brotherhood is maintained, solidarity among people is formed, responsibility for the task also cannot be doubted. Such conditions are the main capital for the sustainability and progress of Islamic schools.
The integrity that has been built into an individual character, develops into the character of an institution, encourages teachers and employees who can work professionally, oriented to productivity and quality of work, not to expect to get an increase in welfare guarantees from the institution.
The sincere factors that encourage synergy, professionalism, innovation, responsibility, and role models are not noticed by the research of Maksum et al. and Basyit. Maksum et al (2020) are more interested in seeing democracy as a typical culture of Islamic education. Basyit only expressed internal awareness of designing superior education systems, in addition to external factors, namely the decline in the process and results of public school education, skepticism in the process and results of pesantren and madrasa education, increased economic capability, and government support in the autonomy of private education and "internationalization" of all levels of education in Indonesia (Basyit, 2019: 27 The ability to write English for every school member encourages the publication of various innovations and references in English. Existing documents are widely distributed through information media and telecommunications, which can be accessed from various regions. Likewise, the ability to hear and speak English, making school residents able to communicate with various other citizens, the relationship becomes wider. School residents are also accustomed to utilizing information technology (Hermanto, Kusnanto, & Supangat, 2018) and social media wisely and responsibly, conveying information proportionally. This character is very different from the findings of Samatan, Fatoni, and Murtiasih (2020). Social media is often used disproportionately.
In other words, the policy of acculturating English-language communication effectively encourages the internationalization of the institutional character of Islamic education; if this continues, it will truly become an international Islamic school.

CONCLUSIONS AND IMPLICATIONS
The strategy of acculturating English is effective for improving the English language skills of school members so that the internationalization of the character of Islamic education institutions is formed.
The culture of English communication is used as a strategy to form the character of Islamic education institutions to internationalize the expected future school. This strategy is carried out by the steps: getting to know the audience through a coordination meeting of all teachers and employees, composing messages containing themes and objectives of the message of civilizing English in schools, establishing methods of repeating messages so that audiences are always reminded and implementing them, and using media notice in several places and face to face through meetings held. The acculturation of English communication is an effective strategy in realizing the character of international standard Islamic education institutions, which is reflected in the habit of English language through a one day program in English, procurement of the English area.
The character of international standard Islamic education institutions, manifests in the habit of English language, in the form of the implementation of one day program in English, English area, Up-grading of students through special events, the existence of notice in every school and school area. Being in the form of attitudes, behaviors, insights, creations, and innovative works of teachers, employees, and students who are more open and competitive. His various works and innovations are published, competed, and juxtaposed on the international scene.
This research found a prototype of the character of international standard Islamic education institutions, namely institutions that have integrity, professionalism, innovation, role models and responsibilities, as well as high competitiveness in the international arena. That by acculturating English language communication has succeeded in shaping the character of a progressive Islamic education institution, ready to compete in the international arena. The spirit of internationalization is formed into an institutional character of Islamic education.
The strategy of forming the character of Islamic education institutions through English communication if it continues to be cultivated and developed, makes the existence of institutions stronger, even developing rapidly. The trust of various elements of the surrounding community, regional, national, and even international for this school will also occur so that the existence of the institution continues to develop.

DECLARATION OF INTEREST STATEMENT
All data is collected through direct observation in schools and interviews with leaders, vice leaders, and some teachers, staff, and students directly so that it is subjective. As for the English language assessment documents obtained directly from the English teacher team, the second researcher was involved in testing. Teacher, staff, and student attendance data were obtained from school staffing, the study did not record attendance alone. The identity of respondents is anonymous