Journal of English Language and Pedagogy (JELPA)

Vol. 1, No. 2, November 2023, Page 64-78

P-ISSN: 2988-2826 | E-ISSN: 2987-8225

Integrating English Language Teaching (ELT) Into Islamic

Boarding Schools: A Review of Strategy and Challenges
Tia Nur Fitria
Institut Teknologi Bisnis AAS
Corresponding author: tianurfitria@gmail.com

Article History: Abstract. This research describes English Language Teaching (ELT)
Submitted: 03/06/2023 strategies and challenges in Islamic Boarding Schools. This research is
Revised: 25/07/2023 library research. The analysis shows that teaching English needs a system or
Accepted: 07/08/2023 method during the implementation. Besides, teaching foreign languages,
such as English, faces challenges/difficulties/problems during the
Keywords: implementation. Factors such as teacher education background, enthusiasm
level, comprehension of the student's character, and norms applied at
English; Learning Islamic Boarding Schools determine which strategies English teachers
English; Islamic implement. Even though teachers attempt to develop their teaching
Education; Islamic strategies innovatively, stagnant techniques are used to meet students'
Education Institutions requirements. By understanding a student's character, teachers can select
the most effective method for teaching English. Modern Islamic boarding
schools combine traditional and modern systems to prepare students for the
challenges of the times. English is used to explore and implement the
richness and beauty of Islamic boarding schools' knowledge of knowledge
objects and conditions related to this era. English Language Instruction is
essential for Pesantren, and it must be well-planned and organized to achieve
high-quality English teaching and learning. Foreign languages must be used
as the language of everyday life in Islamic boarding schools. The most
important details are the teacher's dedication, the students' awareness of
learning English, the challenges teachers face in providing modern learning,
and the lack of exposure to Arabic. Arabic and English are the priority
languages to be taught, as they are essential for understanding the Qur'an,
hadiths, and globalization.

Citation: Fitria, T. N. (2023). Integrating English Language Teaching (ELT) into Islamic Boarding Schools:
A review of strategy and challenges. Journal of English Language and Pedagogy (JELPA), 1(2), 64-78.
https://doi.org/10.51826/jelpa.v1i2.772

INTRODUCTION
Since the pre-Indonesian Independence era, Pesantrens in Indonesia have contributed
substantially to education throughout the country (Habibi et al., 2018). In Indonesia, Islamic
education, such as Islamic boarding schools, has contributed to the country's social fabric (Ilyasin,
2020). Following contemporary social demand, Islamic boarding schools have developed
continuously in recent years. Islamic Boarding Schools are unlike formal educational institutions
a non-formal educational institution (Al-Baekani & Pahlevi, 2018). However, residential schools
are also divided into Modern Islamic Residential Schools and Traditional Islamic Boarding
Schools. Although both are non-formal education institutions, the learning process and subjects
taught by the two groups are distinct. Modern Islamic Boarding School is naturally acclimated to
innovative learning models because it is always current with the progression of the times. General

Copyright © 2023, The Author (s)

This is an open access article under the CC–BY-SA license
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subjects, notably English, were offered when the Modern Islamic Boarding School was first
established.
English, a subject taught in numerous Indonesian educational institutions, is crucial for
enhancing the knowledge of Indonesian students (Zulkarnindra, 2021b). Mastery of foreign
languages is an inseparable part of the world of education in the current era, especially for upper-
secondary level students (Husnaini & Yahya, 2023). English lessons have been taught since
elementary, Middle, and High School. Even English has been taught since the level of Madrasah
Ibtidaiyah (MI), Madrasah Tsanawiyah (MTs), and Madrasah Aliyah (MA). English is one of the
foreign languages taught in Indonesia, including in the Pesantren environment (Maisarah, 2018).
English is a valuable world science nowadays because it is one of the international
languages. Of course, if we use it for favorable things, such as preaching and spreading Islam
internationally, it can also help us learn advantageous sciences, most of which are in English.
Foreign languages must not only understood in public schools such as full-day or public schools.
In Islamic or Islamic boarding schools, foreign languages must be used as the language of everyday
life, whether through a specialization class program or in students' daily program. In the current
era of globalization, we are not only required to study spiritual education but also worldly. One of
them is learning a foreign language to support education, communication, and relationships
between human beings.
Islamic Boarding Schools or Pesantren is not only one of the religious education institutions
that become the womb of prospective Muslim scholars (Umar, 2022), but it also has the mandate
to carry out an educational mission based on Article 1 (1) of Law Number 20/2003, namely
developing the self-potential of students to have religious, spiritual strength, self-control,
personality, intelligence, noble character and skills needed by himself, society, nation, and state.
Previously, in Islamic education institutions, students only studied religion. Now, efforts are made
to balance the knowledge given to students between religious learning and general proficiency,
such as English, to minimize students' backwardness in foreign languages (Alwi & Ali, 2021). The
Pesantren is one of Indonesia's non-formal religious institutions. In addition to religious studies,
Islamic residential institutions offer opportunities for students to study general knowledge (Abid,
2022). Within the context of Islamic boarding schools, learning English can also help students
understand the literature and sources of Islamic knowledge available in English (Ahmada et al.,
2023).
Moreover, Islamic Boarding Schools or Pesantren is an Islamic residential school-style
educational institution. In most modern Pesantren, students study and employ Arabic and English
in addition to local and national languages (Sundari & Lutfiansyah, 2021). Pesantren (Islamic
Boarding School) evolved from a religious school to part of Indonesia's educational system. In
addition to teaching religion, they encourage Santri (Pesantren students) to contribute to global
progress (Wekke & Hamid, 2013). A paradigm of instruction and learning practised in Pesantren
enhances the activity of students. As a learning instrument, language facilitates the study of other
subjects that increase students’ knowledge and the opportunity to travel the world.
Recognizing the importance of English, learning English as early as possible has been
implemented in schools, which is one of the efforts to increase individual competence in learning
English. Given the future competition other nations face, school graduates must have productive
English competence because English is the language of instruction used internationally. The
reality in the business world and the industrial world is that the use of English for workers is not
only for understanding instructions, reading manuals, or instructions for using other equipment
but also for verbal communication.

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Zulkarnindra (2021) explains that English as a lingua franca (a language adopted as a

common language between speakers of different mother tongues) is essential in obtaining and
expressing knowledge. It is stated that the deep and advantageous knowledge and values obtained
from learning books in Islamic educational institutions at the Pesantren level. It needs to be
amplified and disseminated to the broader world through the mediation of an international
English language. English can also benefit Muslim students who wish to continue their education
abroad with the hope that they can socialize using good English. English can also help students by
attending lectures from international scholars, conducting friendships with Muslims of different
nationalities worldwide, and spreading benefits by carrying out Islamic dakwah globally. These
are the expectations of achieving well-implemented English learning for Muslim learners in
Indonesia from an early age.
Furthermore, technological developments driven by globalization impact the use of
language by people worldwide. As an international language, English can facilitate communication
among countries to communicate international affairs appropriately. English has many benefits if
it is used for good things, such as preaching, spreading Islam, and even studying and reading
sources from other countries where the majority use English. According to Solichin (2013), the
development of learning English is based on the idea that all Muslims are obliged to spread and
convey Islam to all humankind, wherever they are. English is believed to be a language that must
be mastered, considering that English is an international language and is used by most nations in
this world.
Modern Islamic Boarding Schools have self-organized (independent) educational programs,
including formal, non-formal, and informal educational processes that occur continuously
throughout the dormitory day (Tolib, 2015). Islamic boarding schools are a place of education and
a process of life, character formation, and resource development. Muslim boarding schools are
institutionally developed to maximize their impact. In general, contemporary Pesantren's
characteristics focus on formal schooling and an emphasis on modern Arabic and English.
English is a science instrument that a Muslim must possess in the current era; English serves
as a tool for conveying reality and knowledge in the twenty-first century and for preaching Islam
globally (Zulkarnindra, 2021). However, it should be recognized that the main thing is that a
Muslim should focus on learning the rules and procedures for using English properly and
correctly, not necessarily understanding it and consciously or unconsciously embracing a foreign
culture that is inherent in English itself without going through a rigorous screening process even
as a Muslim is expected to be able to fill the English media itself with Islamic values as an
intermediary tool to convey the truth to the world. English as a subject taught in several
educational institutions in Indonesia is a vital aspect of enriching the knowledge of students in
Indonesia (Zulkarnindra, 2021).
Moreover, the learning strategy includes several methods to be used by teachers
(Kamaliasari & Amrizal, 2021). In addition, the learning method is a process that is systematically
and regularly carried out by instructors in delivering material learning to their students. The
learning method is also crucial in the learning process. Teachers selecting the proper technique
will create practical and enjoyable learning so that participants and students will feel interested
and not quickly bored in the learning process. The learning method usually contains stages or
technical steps and operations applied in the learning process. This stage or phase is related to a
series of activities that will be carried out either by the teacher or students during the learning
process. There are mental, audio, visual, audio-visual, physical, and a combination of these
learning activities. Furthermore, in terms of the place of implementation, learning activities can
be carried out indoors (class) or outdoors. The research aims to describe English Language

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Teaching (ELT) in Islamic Boarding Schools, the strategies, and challenges in English Language
Teaching (ELT) in Islamic education Institutions such as Pesantren or Islamic Boarding Schools.

METHOD
This research uses library research. This type of qualitative research is generally carried out by
not going into the field to search for data sources. Library research can also be interpreted as
research that is carried out only based on written works, including the results of both published
and unpublished research (Fitria, 2022b). In this research, the researcher would like to describe
strategies and challenges for English Language Teaching (ELT) in Islamic Education Institutions
such as Pesantren or Islamic Boarding Schools. In this study, the researcher used the
documentation method. Related to the data used by the researcher is data in the form of written
works such as books and articles. In collecting data, the researcher seeks from various sources,
readings, studying, associating, and taking notes on materials needed to obtain relevant
information with discussion. The researcher collects data from books and articles from national
journals related to English learning and English Language Teaching (ELT) in Islamic Education
Institutions such as Pesantren or Islamic Boarding Schools.

RESULT AND DISCUSSION

This research reviews strategies and challenges in English Language Teaching (ELT) in Islamic
Education Institutions such as Pesantren or Islamic Boarding Schools.

1. The strategy of English Language Teaching (ELT) in Islamic Boarding Schools

The following are several previous studies that examine strategies or methods for
teaching English at Islamic boarding schools.

Table 1. English and Arabic Learning Programs at Pondok Pesantren Modern Darul Istiqamah
(PPMDI)
No Language Learning Programs Activities
Learning
Programs
1. Vocabulary Giving this vocabulary is a mandatory daily activity for students, usually done
Provision every morning in the dormitory. This activity starts after the morning prayer
activities or at 05.30 WITA. Under the guidance of modern Islamic boarding
school (OPPM) administrators, students will be given a vocabulary in Arabic
(mufrodat) and English following the curriculum determined by the language
section for each class.
2. Vocabulary Apart from being given vocabulary in these two languages, students are
deposit required to deposit mufradat or vocabulary that has been memorized to the
mudabbir or hostel administrator every day. The aim is to make students
better remember the vocabulary given to them. Because when they have
memorized it, it will make it easier for them to practice it every day.
3. Conversational Learning a language is, of course, inseparable from practice. Therefore, to
Arabic/English or support the language of students. PPMDI also provides a place to practice the
Muhadatsah vocabulary given in a conversation held on Wednesday mornings and Sunday
mornings. First, students will be given a theme for their discussion, which will
be changed each time this activity is held. Then, they will look for their
conversation partners so that each consists of two people who will have a
conversation according to the theme that has been given. After the time is up,
the language section of the modern Islamic boarding school student
organization (OPPM) will carry out reconciliation or repairs. Whether in
pronunciation or vocabulary.
4. Public Speaking or Apart from the muhadatsah, conversations using the language above, there is
Muhadhoroh also muhadhoroh or public speaking which is held every Saturday night. Not

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only to practice language, this activity also trains students to be confident in

speaking in public using language. Muhadhorah/public speaking consists of
Indonesian, Arabic, and English.
5. Irtiqo'ul Lughah Students cannot be separated by wrong names in everyday English and
Arabic. So, the Irtiqo'ul Lughah program improves the students' language by
telling them about their mistakes in using the language and then teaching
them how to do it right. This activity is usually in the form of a seminar for all
students. It will be held on Tuesday night.
6. Speech This event is an annual program that specifically aims to improve the
Competition language of the students through competition. The students compete to make
speeches using English and Arabic. The aim is to hone the student's
competitiveness to become the best among other students in terms of
language.
Adapted from https://darulistiqamah.ponpes.id/

Based on the table above shows that Darul Istiqamah Modern Islamic Boarding School
(PPMDI) Barabai, South Kalimantan, prepares its students and female students in various fields
of science, including linguistics. They are known as bilingual-based Pesantren, which use two
languages in all daily activities and learning. PPMDI also has other language programs.
Saputra (2019) states that English teachers integrate Islamic culture into teaching English
at the Harsallakum Islamic Boarding School in Muhadara, Mufrodat, Kultum, and Marrawis. This
activity is carried out by integrating English and Arabic in the form of public speaking with Islamic
nuances to provide enlightenment about Islam to the public in the form of law and Islamic
traditions (Muhadara); memorizing English vocabulary with correct pronunciation (Mufrodat);
lecture with a duration of seven minutes on religious values (Kultum); and Islamic arts through
singing religious songs in English (Marrawis). English teachers integrate these Islamic cultural
activities to improve several aspects of students' English skills, motivate students to learn English
in an Islamic way and fun way, and build students' confidence in English performance through
Islamic art and Islamic public speaking.
Hidayat (2007) states that Pondok Pesantren Attarbiyyah Al-Islamiyyah at Paiton
Probolinggo asks students to converse with non-native speakers in everyday situations. The
emphasized language skill was communicating, while the communication components included
grammar and pronunciation. The language abilities included speaking, listening, reading, and
writing, while the elements had grammar, structure, pronunciation, and vocabulary. The
techniques employed by the teachers were storytelling, vocabulary memorization, reading aloud,
dictation and translation, discussion, debate, dialogue, cassette listening, grammar exercises and
practice, games and role-playing, and speech activity.
Palmer & Chodidjah (2012) state that the Intercultural English Pesantren project was
designed to support senior-level teachers in NU (Nahdlatul Ulama) Pesantren Islamic boarding
schools in East Java by introducing new task-based materials based on intercultural
understanding and supported by teacher development. Al-Baekani & Pahlevi (2018) state that
Community language learning is the recommended teaching paradigm for Traditional Islamic
boarding schools (Pondok Pesantren Salafiyah). It is to develop students’ awareness of the
significance of learning English, and practising it becomes a new challenge. It requires the
appropriate paradigm, strategy, method, or media. It emphasizes English for low-level users
(British Council). It helps students and teachers express English beginning with their first
language. Mujab & Yulia (2018) highlighted the implementation of the English program at
Pesantren Ali Maksum in terms of Community Language Learning (CLL) and the strengths and
shortcomings of the English program in the English teaching and learning process at Pesantren Ali

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Maksum in terms of CLL. Group work and listening conditions necessitate a modification in space
management to avoid disturbing each group.
Risdianto (2016) states that the strategy of the English learning process at Pondok Putra
Islamic Boarding School Takmirul Islam Surakarta is the existence of adequate facilities,
infrastructure, and atmosphere to advance students to be able to speak and write in English.
Maisarah (2018) states that the primary needs of the students regarding learning English are
weak vocabulary and pronunciation and the need for learning methods that are more fun and by
the culture of the Pesantren. Zalisman (2020) also highlights that teachers must teach English in
a simple and limited scope. Therefore, making songs is the right solution to overcome this
problem. The piece qasidah is one of the examples to be the right choice because it follows the
culture of the Pesantren.
Furthermore, Erdiyanawati (2020) states three points of English learning. 1) planning
English learning at the Ainul Huda Islamic Boarding School begins with establishing a learning
program that adopts English learning in Pare, Kediri. The preparation of the material is adjusted
to the pre-mid and high-class levels, including vocal, speaking, and grammatical. In addition,
related to the preparation of learning programs adapted to Islamic boarding school activities and
learning programs is carried out five times a week except for Tuesdays and Fridays. 2) The
implementation pattern of learning English at the Ainul Huda Islamic Boarding School includes a)
initial activities, including opening and prayer, then giving pretest and posttest. b) the core
activities include the tutor directly explaining the subject matter of the discussion. The methods
used vary according to the material being taught. The auxiliary media used include whiteboards,
markers, laptops, LCDs, projectors, and sound systems. c) closing activities include sometimes
giving a question and answer session, closing with a prayer assembly of knowledge, and closing
greetings. 3) The evaluation model uses formative and summative evaluation models; namely,
Formative evaluation includes giving a question and answer session when learning is over, and
observations are made during daily activities, Sunday morning, and Sunday morning
conversations. In comparison, the summative evaluation includes tests with assessment criteria
according to the number of questions and tutor observations. Meanwhile, competition activities
have measures for evaluating vocabulary, grammar, pronunciation, reasonableness, and attitude.
Dariyanto et al. (2022) state that at the Al-Multazam boarding school, learning English is
conducted formally (face to face) through language programs: vocabulary delivery, morning
conversation, and student activities. As a form of mental and academic evaluation of Al-Multazam
students' language skills, a model of oral and written examinations is used each semester to
evaluate English learning.
Hardiyanti (2022) states that the language learning goals of English in the Islamic
Boarding School Environment Darunnajah Jakarta is helping students understand and express
their understanding of the use of English in all skills language, namely speaking and listening,
reading and writing with attention to the learning needs of students and help students make
language English as a colloquial language is good at inside and outside the Islamic boarding school
Darunnajah Jakarta. Khoiridah et al. (2021) describe that Pondok Pesantren Bismar Al-Mustaqim
Surabaya helps improve students' learning abilities. Study materials practice then emphasizes
repetition and deepening English writing lessons at school.
Manurung (2020) states that students' English learning strategies in the classroom and
outside class for mastery and language skills of Ar-Raudhatul students of Hasanah Islamic
Boarding School is organizing strategy that is by compiling a schedule daily, weekly, and monthly
inside and outside the classroom, strategy the delivery of learning is carried out by Islamic
teachers of ustadz/ustadzah by using everyday language with using English, and management

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strategy learning. Kamaliasari & Amrizal (2021) state that the activities learning English at the
Nurul Hidayah Islamic Boarding School are activities in class and activities outside class. Class
activities are carried out through weekly face-to-face meetings for 2 [two] hours of lessons with
material according to level. Meanwhile, activities outside the classroom are English Conversation
Everyday (Daily Conversation), English Video Screening, Language Speech Practice, English
Contests, and Games.
Iksan et al. (2022) explain that the weekly English Program with the Fun Learning Method
benefits teachers and can help Pesantren students improve their English. Implementing Fun
Learning can assist and inspire Pesantren students to learn English. Moreover, Zulkhaeriyah et al.
(2023) describe Pesantren management as equipping students with English competence through
the English Club program competence. This activity focuses on the English proficiency test,
namely the TOEFL. This activity takes place once a week. Ahmada et al. (2023) also explain that
the English fun learning empowerment program for students of the Nurul Islam Islamic Boarding
School in Sumberanyar Village, Wongsorejo District, Banyuwangi Regency shows that this
program succeeded in increasing the motivation and English language skills of the students. The
English fun learning empowerment program can be used as an effective and enjoyable learning
alternative for Nurul Islam Islamic Boarding School students and can be adopted by other
educational institutions.
Several factors can influence the English learning strategy in Islamic Boarding Schools.
Lestari and Pratolo (2019) explain that teacher education background, enthusiasm level or
student motivation, teacher comprehension of the student's character, and norms applied at
Islamic Boarding Schools determine English teachers' strategies. Even though English teachers in
several Islamic Boarding Schools attempt to develop their teaching strategies innovatively,
stagnant approaches are still used to meet students' requirements. It demonstrates that the
renewal of teaching strategies and old methods is not wholly superfluous. By comprehending a
student's character from a school or class, the teacher can select the most effective strategy for
teaching English.

2. Challenges of English Language Teaching (ELT) in Islamic Boarding Schools

Teaching foreign languages such as English faces challenges and difficulties during the
implementation. The following are several previous studies that examine methods for teaching
English at Islamic boarding schools. Kuriyawan (2009) point out that teacher factors, student
factors, facilities and infrastructure factors, and environmental factors influence the problems in
the implementation of learning English at Pondok Modern Arrisalah. Efforts to deal with issues
that occur emphasize the professionalism of teachers' performance by financing teachers to
continue to the tertiary level. In terms of student factors, increasing the learning motivation of
students by holding competitions about English every month, the facility and infrastructure by
adding language laboratory facilities. While in the environmental factor, applying language
discipline in the Islamic boarding school requires students to speak English in daily interactions.
Solichin (2013) elaborates that the obstacles to developing English learning at Darus
Salam Islamic Boarding School Puncak Darus Salam are 1) lack of learning facilities due to lack of
funds. 2) lack of awareness of parents or guardians in escorting and motivating their sons and
daughters to participate in the development of learning English in their Islamic boarding schools.
3) some students who participated in the English program showed a lack of enthusiasm for

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learning, so they had to be replaced by other students. 4) lack of teachers in learning English. 5)
the density of Islamic boarding schools' activities in their educational programs resulted in the
time available for improving the quality of learning English.
Yunarso (2015) point out that several problems of English learning at Al-Aitaam
Vocational High School and PERSIS Pondok Pesantren, such as a lack of dynamic media for
learning English, which is continuously updated, with changing times, absence of computer
facilities and internet media that students can use to increase language vocabulary. To overcome
this, in supporting learning English, designing learning materials including various integrated skill
competencies that students and teachers can access free of charge in the form of social networking
applications that allow students to improve their English skills by using the various features
provided.
Furthermore, Andika (2017) states that learning English Foreign Language Course
Institute (LKBA) Miftakhul Boarding School Huda has many shortcomings because the existence
of the material is one of the factors to achieve learning success, so it needs some improvements
continuously. Teaching materials for learning English also need to be held. Rofi’i (2018) defines
that the problems of English teaching in Islamic Boarding Schools are (1) the instructional
materials, (2) the instructional media is a vital instrument to be used and engaging for students
in the teaching-learning process, (3) the method used is a direct method, total physical respond
method, and grammar translation method, while the technique is songs and dialogue; and (4) the
student's achievement score is taken from the first-semester exam.
Musfira (2019) describes that obstacles to learning English in Islamic boarding schools in
modern Al Istiqomah Ngata Baru are a time barrier and media facilities learning. Tahir et al.
(2019) also state that Pesantren schools face obstacles in managing the schedule of language
teaching, and they need more teachers to teach these languages, even though the majority of their
teachers have multilingual skills that can be utilized in language instruction to fulfil the Pesantren
vision and mission. Moreover, Budiharto (2019) explains that teachers' teaching difficulties,
including classroom management, mainly due to class size and lack of experience and authority
to manage classes, emphasis on lesson plan preparation, and motivating students to learn English,
resulting in teacher stress.
In addition, Fatihah (2022) states that English teachers in contemporary Islamic boarding
schools encounter several obstacles. 1) diverse educational backgrounds of the students. Because
they originate from various cities and have diverse backgrounds, the teacher must find a method
for all students to be active and effectively follow the lesson. 2) condition of students in the
classroom. The findings of this study indicate that English teachers frequently experience
difficulty when the classroom environment is not conducive due to student conditions, such as
when students are tired and fall unconscious in class. 3) limited teaching methods and media
utilized by instructors. Due to these constraints, it is not easy to implement more complex and
diverse learning methods in contemporary Islamic residential institutions. 4) students' absence
of motivation in class. The hectic schedule of activities at a current Islamic boarding school has
caused students to undervalue English lessons, and many of them believe that English is
unimportant and that all they need to do is get high grades without using it in daily life.
Kamaliasari and Amrizal (2021) state that the challenges of teaching English are the
number of Islamic teachers, both ustadz and ustadzah, who act as language activators and the
number of students is considered inadequate, lack of support and cooperation from teachers, the
lack of activity programs that support capabilities in English in activities outside the classroom,
most of the students are more interested in speaking Arabic rather than English, and most of the
average students still experiencing difficulties in memorizing English vocabulary and

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pronunciation of sentences. Improvements or corrections to the students' mistakes have been

carried out but are still not maximal.
Khoiridah et al. (2021) state that the obstacle in the Pondok Pesantren Bismar Al-
Mustaqim Surabaya is the lack of educators' professionalism, including the low interest and
motivation of the cottage residents to learn or understand English. Study materials practice then
emphasizes repetition and deepening English writing lessons at school. The obstacles experienced
by the Pesantren is the lack of educators' professionalism, including the low interest and
motivation of the cottage residents to learn or understand English. Dariyanto et al. (2022)
educators are unfamiliar with the educational levels and qualifications, particularly in English.
The student's academic background, the condition of the students and the class, the teaching
method, and the student's lack of motivation are challenges for the EFL teacher in a contemporary
Islamic residential school. Sari (2023) expounds that teaching English in Pesantren institutions is
difficult because teaching Pesantren students differs from teaching non-Pesantren students. The
external factors include textbooks, learning resources, teachers' English proficiency, and class
capacity. The focus of the students is on Islamic teachings rather than general knowledge. They
lack the motivation to learn English because it is not their native tongue and serves limited
purposes. Therefore, teachers' capacity to employ various instructional strategies is crucial. In
addition, numerous stakeholders collaborate to create a measured and organised environment to
maximize the educational process' output.

3. Discussion
The presence of an education system in modern Islamic boarding schools is a necessity in the
education system in Indonesia in general. This system is considered appropriate for the world of
Pesantren (today) to prepare students to become individuals who are ready to face the demands
of the times. The modern Islamic boarding school education system seeks to combine traditional
systems with modern systems that are developing in society. One of the characteristics of modern
Islamic boarding schools is that the language used by elements of modern Islamic boarding
schools primarily uses English as an effort to answer the challenges of the times so that students
become individual learners who are also able to guide society by using various languages
effectively and efficiently (Fauziah & Maulana, 2022).
According to Zulkarnindra (2021), Islamic educational institutions are essential academic
milestones for the nation's welfare because of the wealth of knowledge, beauty, and wisdom in
the books studied, for example, in Islamic boarding schools. However, the author feels that English
is also needed to explore and implement the richness and beauty of Islamic boarding schools'
knowledge of objects and conditions related to this era. Therefore, it is felt by the author that
Islamic education institutions throughout Indonesia pay attention to the urgency of implementing
English learning in each of their institutions.
Pesantren today are significantly more developed than in the past. In the past, only religion
was studied at Pesantren. Pesantren now provides instruction in general sciences, such as foreign
languages. Thus, the students' perspectives are broader. Now, it appears that many Pesantren
graduates who have become professionals have permeated all areas of science (Umar, 2022). In
addition to requiring their students to acquire religious knowledge, Pesantren now encourages
their students to study general knowledge such as English when organizing their educational
programs. As evidence, numerous Pesantren are now implementing Language Days in both
Arabic and English.
The development of English Language Teaching (ELT) is believed that English is a language
that must be mastered, given that it is an international language used by most nations worldwide

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(Umar, 2022). The development of ELT in Pesantren prioritizes English proficiency and the ability
to communicate in English so that students can convey Islamic messages to all levels of a global
society. Pesantren can no longer insist on using obsolete techniques such as lectures as the
primary dominant technique in English Language Teaching and learning materials, not only due
to the limited reach of their audience segment in space and time but also the adaptability of
materials' accessibility.
Pesantren, which plays an essential role among Indonesians, has incorporated English and
other secular sciences and technology into its curriculum as part of its recent development (Sari,
2023). Pesantren now encourages its students to require religious and general knowledge, such
as English, when organizing educational programs. Some Pesantren also provide a bilingual
system of language use in daily communication, including Arabic and English, to enhance the
language skills of their students. It is not easy to teach English as a second language to students.
Numerous factors are derived from internal and external factors (Sari, 2023). Teachers should
consider a variety of factors to encourage student engagement in education. This study's findings
identified two major themes associated with the challenges and strategies of teaching English in
Pesantren. Internal factors include pedagogy, motivation, and identity, whereas external factors
include curriculum, classroom administration, and instructors' proficiency. Stakeholders must
consider the teaching-learning process in the classroom and the people's perspective on the
significance of English instruction in Pesantren. Additionally, the study provides several strategies
or solutions. Further, it must be well-planned and organized to surmount the aforementioned
obstacles and achieve high-quality English teaching and learning.
Foreign languages must not only be learned in public schools such as full-day or public
schools. In Islamic boarding schools, foreign languages must be used as the language of everyday
life, whether through a specialization class program or in students' daily program. Solichin (2013)
states that English is a language that must be mastered, given that it is a global language spoken
by most nations. To be able to comprehend English and communicate with it, students need to
acquire English language skills so they can convey Islamic messages to all levels of a global society.
For students who do not get freedom like students in other schools, two crucial things can help
students solve problems: the teacher's dedication and the students' awareness to learn.
With so many existing learning approaches and models, teachers can prepare the best
possible learning for students in the classroom (Fitria, 2021b). Fun and meaningful learning must
also be followed by the teacher's role as a facilitator in learning. Free students to explore existing
material but still provide corrections in students' use of language, especially grammar and
pronunciation. Corrections from teachers repeatedly will have an impact even though it takes
quite a long time, but a little change is better than nothing. In addition, involve students in finding
out the mistakes they make themselves so that they will be able to identify and immediately
correct the mistakes they make when there is no teacher around them. Increase students' interest
in learning English in class and wherever and whenever they meet them. Providing new things,
such as knowledge about the culture of other countries and motivating students about the
importance of learning English can also encourage students to be more interested in learning the
language. To do all of these things, as written above, requires a high dedication from a teacher and
a student's willingness to learn because learning a language requires will, patience, and discipline.
Learning a language is the same as learning a culture.
Learning English in a Pesantren is a challenge for English teachers. This is due to the many
challenges faced by teachers in providing modern learning following the current curriculum, in
which the teacher only acts as a facilitator and students can freely utilize all available learning
resources following recent developments. Assignments were made more creative and innovative

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using modern media known to millennials, such as videos, blogs, the internet, etc. These media
cannot be touched by the students and female students who are studying at boarding schools.
Another challenge is the lack of exposure to English because it is inferior to Arabic, a foreign
language that students must master. Santri gets exposure to Arabic quickly because this foreign
language is their primary focus. Almost all religious activities use Arabic. Santri is more familiar
with how to read hijaiyah letters than other foreign languages. Arabic pronunciation that is easier
on the tongue of the students also makes them more comfortable and more "safe" when learning
Arabic in class. It is different from English. Santri only uses English on two occasions: in-class
learning and daily conversation.
The daily conversation is a golden opportunity for students to practice what they have
learned in class (Fitria et al., 2022). Although there is some truth to this, especially when the
material being taught is expressions, there are two skills in English that are difficult for students
to master well if the students do not study seriously and do not have a great deal of curiosity.
These skills are vocabulary and pronunciation. To master vocabulary, it takes patience and a
willingness to read an English text regularly, not just in class. It is challenging for students with
limited learning resources other than the library and materials from the teacher.
English is an international language, and people who cannot speak English will be left
behind in today's world affairs, especially in the face of the free market era, which allows the flow
of international community mobilization to visit each other and interact. In addition, mastery of
technology is needed in this era of globalization, while all command language technologies use
English (Fitria, 2021a). For the reasons above, we consider it very necessary and even very good
that Arabic and English are the priority languages to be taught, in addition to understanding the
language of the Qur'an and the prophet's hadiths and being able to mingle in the international
community.

CONCLUSION
The modern Islamic boarding school education system seeks to combine traditional systems with
modern systems developing in society. The language used by elements of modern Islamic
boarding schools mostly uses English as an effort to answer the challenges of the times. Pesantren
today are significantly more developed than in the past, providing instruction in general sciences
such as foreign languages and encouraging students to study general knowledge such as English.
English Language Teaching (ELT) is believed to be a language that must be mastered, as it is an
international language used by most nations worldwide. Pesantrens have incorporated English
and other secular sciences and technology into their curriculum, encouraging students to acquire
religious and general knowledge such as English.
This study identified two major themes associated with the challenges and strategies of
teaching English in Pesantren: internal factors such as pedagogy, motivation, and identity, and
external factors such as curriculum, classroom administration, and instructors' proficiency.
Converting the Islamic message to all levels of world society is essential for students to excel in
English learning. The most critical details in this text are the challenges English teachers face in a
Pesantren, such as the lack of exposure to English and the lack of knowledge about the culture of
other countries. These challenges require high dedication from a teacher and a student's
willingness to learn. To do this, they must provide fun and meaningful learning, free students to
explore existing material, provide corrections in students' use of language, involve students to
find out the mistakes they make themselves, increase students' interest in learning English,
provide new things such as knowledge about the culture of other countries, and motivate students
about the importance of learning English.

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Santri only uses English on two occasions, in-class learning and daily conversation. Being
unable to speak English can leave people behind in today’s world affairs because it is an
international language. To master vocabulary, it takes patience and a willingness to read an
English text regularly. Being a global language, English requires the mastery of technology in this
era of globalization. Therefore, prioritize teaching Arabic and English, in addition to
comprehending the language of the Qur’an and the hadits of the prophet.

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