Cakrawala Pendidikan

Jurnal Ilmiah Pendidikan

Vol. 43 No. 3, October 2024, pp.630-644
https://journal.uny.ac.id/index.php/cp/issue/view/2750
DOI: https://doi.org/10.21831/cp.v43i3.72204

The implementation of English and Arabic practices at an Islamic

bilingual boarding school
Tgk Maya Silviyanti1*, Yunisrina Qismullah Yusuf1, Iskandar Abdul Samad1, Amirul
Mukminin2
1
Universitas Syiah Kuala, Indonesia
2
Universitas Jambi, Indonesia
*Corresponding Author: tgk_maya@usk.ac.id

ABSTRACT

The study aims to identify challenges teachers and students face in this process at an Islamic bilingual
middle boarding school in Aceh, Indonesia. The participants included 27 boarding school students, one
English teacher, and one Arabic teacher. The collected data underwent analysis using the interactive analysis
model, which involves data reduction, display, and verification. The analysis focuses on specific activities
within five categories: (1) mufradat (vocabulary), (2) controlling language use, (3) muhadasah
(conversational activities), (4) competition, and (5) cooperation. The findings revealed that not all specified
activities were consistently carried out, with each category featuring three implemented activities: daily
vocabulary memorization, language festivals, and the application of punishments. The interviews brought
forth challenges such as teachers’ language proficiency limitations, students’ low motivation, and a
tendency to use the Indonesian language when unsupervised. These insights provide valuable guidance for
similar boarding institutions that implement comparable language programs.
Keywords: Arabic, English, Islamic boarding school, language implementation, practice
Article history
Received: Revised: Accepted: Published:
4 March 2024 28 April 2024 23 July 2024 21 September 2024
Citation (APA Style): Silviyanti, T. M., Yusuf, Y. Q., Samad, I. A., & Mukminin, A. (2024). The
implementation of English and Arabic practices at an Islamic bilingual boarding school. Cakrawala
Pendidikan: Jurnal Ilmiah Pendidikan, 43(3), 630-644. DOI: https://doi.org/10.21831/cp.v43i3.72204

INTRODUCTION
The number of children sent to boarding schools has increased in the past 20 years in
Indonesia, including in the province of Aceh, Indonesia. Despite the fact that access to traditional
pesantren (Islamic boarding schools) has been widely available for many years (As-Sabiq et al.,
2018), a substantial number of modern Islamic pesantren are currently being established. Modern
pesantren differ from traditional ones as traditional pesantren solely concentrate on religious
matters, employ conventional teaching methods, and are primarily situated in villages (Bawani,
1993, as cited in Das et al., 2016). Modern boarding schools, on the other hand, integrate Islamic
teaching with general knowledge and life skills.
Annually, a multitude of boarding schools become accessible to attract students to enrol in
their academic programs. The establishment of modern Islamic boarding schools has fulfilled the
demand of the modern era (Das et al., 2016). Mastuhu (1999) emphasizes that the integration of
cultural and international systems renders schools more dynamic and competitive.
Aceh has the fifth largest number of Islamic boarding schools in Indonesia (Adnan et al.,
2023). The majority of Acehnese individuals adhere to Islam, with a significant proportion
actively practicing the faith by adhering to its obligatory tenets and refraining from engaging in
errant actions as prescribed by Islamic values. Parents typically impart Islamic education to their
children by enrolling them in boarding schools. Parents aspire for their children to receive training
that encompasses Islamic knowledge and general knowledge, skills, and moral values (Muluk et

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al., 2019). Before the commencement of the academic year, parents actively seek information
regarding the educational programs offered by prospective schools. These programs are
significant in parental decision-making and transcend considerations related to the facilities
provided by the educational institution. Initial observations before conducting this research
revealed that all boarding schools offer various interesting programs such as (1) Islamic teaching
program (reciting Al Qur’an), Tahsin (improving recitation), Tajwid (grammar of Al Qur’an), and
others, (2) physical activities; archery, swimming, equestrian, and karate, and (3) soft skill
programs such as art, English, Arabic, and other languages courses.
Similar to the English language, Arabic is also a foreign language in Indonesia. The
language is also used in the holy book of Muslims, Al Qur’an, as Allah Almighty said in Surah
Yusuf verses 2:

“We have sent it down as an Arabic Qur’an, so you people may understand/use reason” (12:2)

However, not many Muslims in Indonesia have mastered the Arabic language. They can
read the translation that comes along with the Al Qur’an itself. The translation is provided on the
left or right side in many prints of the Al Qur’an. Thus, learning the language itself is likely not a
priority for most Muslims. However, Mahbubah et al. (2019) underscores the imperative nature
of mastering the linguistic aspects of Arabic, particularly those found in the Al Qur’an. They
further add that the need to learn Arabic is a part of being a Muslim and is important to conducting
religious activities.
In the Indonesian curriculum, Arabic is a compulsory subject in Islamic schools (Zurqoni
et al, 2020). However, they also found that students at schools find it difficult to master Arabic
even though they have been learning it for years. They mention that one of the failure indicators
is that students are not able to understand the meaning of the sentences in the Al Qur’an.
Several studies on strategies, skills, or multilingualism used in pesantren have been a focus
of scholars, especially in the Indonesian context (Fattah et al., 2022; Habiburrahim et al., 2022;
Silviyanti & Wahdini, 2020; Tahir, 2017). Tahir (2017) identifies the approach and
implementation of multilingualism used in a pesantren in Makassar, Indonesia. A sample of 6
English teachers and 9 Arabic teachers were taken in this study. The results showed that the
teachers had used multiple approaches, such as immersion, transitional, dual language, and pull-
out. He also found that four main teaching strategies were implemented, such as communicating
among students and teachers, and students to students, daily routines, and language-group
activities.
Moreover, Fattah et al. (2022) explain some steps in implementing foreign language
learning in an Islamic boarding school context; this is as shown in Table 1. From Table 1, the
steps outlined for implementing foreign language learning in an Islamic boarding school context
are multifaceted and cover various aspects of language acquisition and application. In the first
category, ‘mufradot’ (vocabulary), a comprehensive approach involves activities such as
assessing memory retention, proficiency evaluation through scrutiny of specific books, correction
of verbal expressions, documentation of contemporary language terms, and regular alterations in
language content. The emphasis on repetition, memory commitment, and journal recording
suggests a structured and systematic language learning methodology.
The second category, ‘controlling the use of languages’, highlights the importance of
effective management, disciplinary actions, and language surveillance to ensure students’
adherence to language practices. Notably, it includes unique measures like the coordination with
culinary and stationery facilities to address students who do not want to speak English and Arabic.
The third category, ‘competition’, introduces extracurricular elements such as linguistic festivals,
rewards, competitive events, and drama competitions to promote language proficiency and

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participation. Lastly, the fourth category, ‘muhadatsah’, highlights the significance of

conversational activities in enforcing language use and emphasizes a regular thematic approach
to these interactions.

Table 1. Steps in implementing foreign language learning in an Islamic boarding school context
No Terms Meaning/activities
1 Mufrodot - Evaluating the students’ retention capacity
(Vocabulary) - Scrutinizing the mufradot book for proficiency assessment
- Rectifying students’ verbal expressions
- Documenting contemporary language terms
- Implementing alterations in language content on a bi-weekly basis
- Mandating students to commit mufradot to memory
- Repetition of vocabulary on the subsequent day
- Recording entries in a designated journal book.
2 Controlling the - Organizing and managing students’ schedules effectively
language use - Implementing disciplinary actions in response to disruptive conduct by
students
- Disseminating language surveillance activities to a group of 15
individuals or more within a single day
- Imposing rigorous penalties on students who refrain from engaging in
language activities, specifically in muhadatsah (conversational activities)
and mufrodat (vocabulary exercises)
- Administering a punitive measure, namely the act of shaving a student’s
hair, in response to the use of inappropriate language
- Coordinating with the culinary facility and student stationery store to
identify and address students who fail to communicate in both Arabic and
English
- Administering language assessments prior to the commencement of
semester examinations
- Facilitating the creation of a wall magazine every month
- Providing training in master of ceremonies (MC) skills for both Arabic
and English languages
- Incorporating educational and Islamic musical elements in both languages
3 Competition - Organizing a linguistic festival to celebrate language proficiency
- Commending students through a system of rewards
- Facilitating a competitive event between male and female boarding
groups
- Conducting a drama competition as part of the extracurricular activities
4 Muhadatsah - Revoking exemptions for students who fail to employ the official
language in their daily interactions within the boarding school
- Administering conversational activities, referred to as muhadatsah, with
a distinct theme every Friday
5 Cooperation - Cooperating with fellow staff members to monitor students

Furthermore, the concept of ‘cooperation’ is introduced as a cross-cutting theme,

emphasizing collaboration among staff members for effective student monitoring. In summary,
these steps suggest a holistic and structured approach to foreign language learning, encompassing
various dimensions of language acquisition, application, disciplinary measures, extracurricular
activities, and collaborative efforts.
Challenges during the implementation of a pedagogical approach are identified to achieve
proficiency in foreign languages. Zuhairati et al. (2022) note that, despite years of English
language education for Indonesian students, the articulation of sentences poses a challenge,
attributable to factors such as insufficient vocabulary and the impact of the student’s mother
tongues. Fattah et al. (2022) agree that both linguistic and non-linguistic factors affect students’
mastery of a language, including English and Arabic. As a case in point, Hadijah (2014) revealed
several reasons for students’ incompetence in speaking in boarding schools, such as a lack of
personal motivation and confidence and insufficient speaking practice even within the boarding

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environment. Additionally, they exhibited a greater eagerness to learn Arabic and Islamic
knowledge than English.
Extending the foundation laid by previous studies, Zuhairati et al. (2022) analyzed the
implementation of language programs in one boarding school in Aceh. The results indicated that
the school had established regulations mandating students to adhere to specific guidelines,
including the obligatory use of both Arabic and English in daily communication. Additionally,
students are expected to remind their peers to consistently employ both languages, and those who
disobey face the prospect of being taken to a ‘language court’ for disciplinary measures.
Furthermore, their findings reveal that the school’s schedule is intricately linked to the
enhancement of language competencies.
Contributing to the ongoing discourse in this field, Zurqoni et al.’s (2020) study conducted
among teachers in nine non-boarding Islamic schools identified challenges in learning Arabic that
were present on both the teachers’ and students’ sides. On the students’ side, challenges included
(1) difficulties in reading the Al Qur’an, hindering their Arabic learning, (2) limited learning hours
leading to insufficient Arabic practice, (3) inadequate learning facilities, and (4) a lack of support
for students to communicate in Arabic. On the teachers’ side, these factors also impacted the
effectiveness of Arabic learning, as well as the teachers’ competencies in teaching the language.
Consequently, the researchers recommend integrating Arabic learning with technology,
incorporating media and internet resources, upgrading facilities, providing matriculation for new
students, and implementing standardized tests.
In previous related research, Silviyanti et al. (2023) conducted a study about bilingual
students with a focus on examining the strategies employed by teachers in teaching English to
enhance students’ proficiency in the language. The research, which employed a linguistic
ethnography case study, revealed that the teacher implemented various strategies, including trans-
languaging (both intra- and inter-lingual), gestures, and translation.
The studies discussed shed light on various aspects of language learning challenges and
strategies in different boarding school environments. The factors contributing to students’
speaking incompetence in boarding schools include insufficient practice and a stronger inclination
toward learning Arabic and Islamic knowledge. Meanwhile, the challenges faced in teaching
foreign languages are limited language practice hours and inadequate facilities, technological
integration, and standardized testing. These studies contribute to a nuanced understanding of
language learning dynamics, which encompass both student and teacher perspectives.
Boarding schools face challenges in developing teaching and learning strategies to enable
students to master both languages. The complexity of this duty is heightened by the fact that both
languages function as foreign languages in Indonesia. Although individuals may possess the
ability to read the Quran, achieving proficiency in the language represents a distinct and separate
endeavor. Proficiency in Arabic enables reciters to comprehend the meaning of the Quran;
however, translations are available in numerous printed editions of the holy book. Thus, learning
Arabic was not compulsory. Meanwhile, the English language is not employed officially, and
instruction in this language is limited to two hours per week in most schools (Masduqi &
Subiyanto, 2020).
To compete in an innovative education institution in Aceh, Indonesia, a school was finally
established in 2021 that promotes two programs of learning: full-day and boarding. This is a
private Islamic school located in the city of Banda Aceh. This newly established school offers
bilingual classroom environments as the language instruction used at the school. This means that
all teachers should be able to communicate in English as well as teach in English. However,
Silviyanti et al. (2023) discovered that creating an English-speaking environment for non-native
speakers presents a multitude of challenges. Puasa et al. (2017) agree that if the teacher uses less
of the target language in a class, they will probably use less of the target language outside of class.
Hindrances are found in the teacher’s incompetence in using English and students’ demotivation
to use and learn English (Husniyah, 2019; Iftanti et al., 2023). Furthermore, forcing students to
study more than one foreign language at the same time is very challenging for students and
teachers. Yet, there is a need to observe how the school attempts to implement the language
program. Therefore, this research has developed two research questions: (1) How is the

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integration of English and Arabic instructions employed at the Islamic bilingual boarding school?
(2) What challenges do teachers and students encounter in the execution of English and Arabic
language practices?

METHOD
The study used a qualitative approach. Positioned within the established literature in this
domain, this research contributes by examining the implementation of English and Arabic
instruction within an Islamic bilingual boarding school, as well as elucidating the challenges
encountered by both educators and students in the attempt. Following Denzin and Lincoln (2011),
the qualitative method adopts a multi-method approach characterized by an interpretive and
naturalistic orientation toward its subject matter. This implies that qualitative researchers
investigate phenomena within their natural contexts, seeking to comprehend and interpret them
based on the meanings ascribed by individuals.
The entire school community, comprising students and staff, constitutes the observational
sample for this study, observed during their routine activities at the school. The study collected
data from students and teachers. Two students were chosen as participants: one male from the 8th
class and one female from the 9th class. Additionally, interviews were conducted with two
teachers: an Arabic teacher and an English teacher. Notably, the Arabic teacher also serves as the
boarding supervisor for students and maintains a continuous presence with them around the clock.
The bilingual boarding school under investigation comprises a total of 40 students.
Functioning as a private institution, the school provides both boarding and full-day learning
activities. Full-day students commence their school day at 7.30 am until 4.30 pm. On the other
hand, boarding students, though participating in the same subjects and classes as their full-day
counterparts, stay at the school and do not return home in the afternoon. These boarding students,
consisting of 13 males and 14 females, form the primary sample group for the study, totalling 27
participants. Furthermore, the school staff includes 11 teachers, 1 finance professional, and 1
cleaning staff, all of whom engage with the students. Each teacher possesses distinct
competencies in both English and Arabic fluency.
Two instruments were employed for data collection: observation checklist and interview
guidelines. The implementation of Arabic and English language practices within the school
setting was systematically observed, and the framework derived from Fattah et al. (2022) was
utilized. The analysis focused on five categories: (1) mufradat, (2) controlling language use, (3)
competition, (4) muhadasah, and (5) cooperation. Table 2 is a checklist that guides the
observation process.

Table 2. Checklist for observation

No Terms Applied Examples of activities
Yes No
1 Mufrodot (Vocabulary)
2 Controlling the language use
3 Competition
4 Muhadatsah
5 cooperation

The interview guidelines are structured as follows:

Questions for Students:
1. Are you aware of the significance of learning English?
2. Are you aware of the importance of learning Arabic? (Mahbubah et al., 2019)
3. How do you perceive the implementation of English and Arabic at school? (Zuhairati et al.,
2022)
4. Have you ever faced disciplinary measures?
5. Do you encounter any challenges in learning English and Arabic?

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Questions for Teachers:

1. What strategies do you employ to facilitate students’ mastery of English and Arabic?
(Silviyanti et al., 2023)
2. In instances of rule violations, do you administer punishment to students? If so, how? (Fattah
et al., 2022)
3. What obstacles do you encounter in teaching English and Arabic?
4. In your perspective, what are the root causes of these obstacles?
5. In your view, do parents endorse the implementation of English and Arabic at school?

The data collection was spent one semester, while direct observations were regularly
conducted twice a week. Additionally, arbitrary visits to students were made during evening
activities to observe English and Arabic practices. Comprehensive notes were taken on all
observations made during these visits. After the completion of the observations, interviews were
conducted with both teachers and students. The interviews were recorded for 15-20 minutes and
transcribed.
For data analysis, the steps suggested by Creswell (2009) were adopted. Creswell (2009)
outlines a systematic approach that involves organizing and preparing the data, immersion in data
through thorough reading, and initiating the initial coding process to label concepts or themes.
The next step was to search for recurring patterns or themes across the data, reviewing and
refining them to accurately represent the essence of the information. After defining and naming
these themes, a coherent narrative is produced, supported by quotes or examples from the data.
Validation is pursued through discussions with our respondents to ensure that interpretations align
with their experiences. The final steps involve interpreting the overall meaning of the findings,
drawing conclusions, and discussing implications for the broader field. Importantly, this approach
is an iterative process, which allows for flexibility and openness to emergent insights as the
interpretations are continually refined and engaged with.

FINDINGS AND DISCUSSION

Findings
Observation
There are 11 teachers with varying schedules determined by their teaching hours. Out of
the total, 8 teachers work the day shift, categorizing them as full-time teachers. Three of the
teachers work at night. The detailed profiles of the teachers are presented in Table 3.

Table 3. The teachers

No Teachers Schedule Arabic and English language Teaching subjects
and Staff competence
1 DS Day, night Basic English and Arabic Islamic knowledge, Sports
2 ZM Day, night Proficiency in both English and Arabic Arabic language, Al Qur’an
3 ARA day Proficiency in both English and Arabic English and Indonesian
language
4 PA Day Basic English and Arabic Math
5 DD Day Basic English and Arabic Science
6 NK Day No basic English and Arabic Physical activities
7 YS Day Proficiency in both English and Arabic Arabic language
8 MN Day Proficiency in both English and Arabic Al Qur’an
9 FD Night No basic English and Arabic Al Qur’an
10 N Night Basic English and Arabic Kitab (a book in Arabic or
another language that serves
as a reference in the
scholarly tradition of Islam
in Islamic boarding schools
11 YR night Proficiency in both English and Arabic Arabic language

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Table 3 illustrates the diversity in language competence, teaching subjects, and schedules
among teachers and staff, highlighting the varied skills and roles within the boarding school
setting. In terms of language competence, teachers and staff exhibit varying levels of competence
in Arabic and English. While 4 teachers demonstrate proficiency in both languages (e.g., ZM,
ARA, YS, YR), others have only basic competencies in English and Arabic. Pertaining to teaching
subjects, the range of subjects taught by teachers includes Islamic knowledge, sports, Arabic
language, Quran, English language, Indonesian language, math, science, and Kitab. The
allocation of subjects is not strictly correlated with language competence. Finally, teachers and
staff work on different schedules, including both day and night shifts. The language competence
of teachers is not necessarily allied to their work hours.

School activities
Based on the observations, the class structure consists of two rounds of learning activities.
In the morning until noon (12.30 pm), students engage in the study of general subjects, including
English, Math, Science, Indonesian language, Islamic knowledge, Quran, and Hadists (the words
and actions of Prophet Muhammad and his family), Civic education, and Islamic history. The
second round commences after the lunch break, focusing on skill development and life skill
programs such as Boy and Girl Scouts (Wednesday afternoon), speech, writing, role play, and
language practice (Monday), karate (Thursday), and creativity and art (Tuesday). This approach
aims to ensure that students not only acquire knowledge but also develop competence in public
speaking while building physical strength through various activities. On Saturdays, students
participate in sports and art activities where communication in English with teachers and peers is
encouraged. However, it was observed that they predominantly talk in their mother tongue while
specifically switching to Arabic pronouns like ‘ana’ (I am) and ‘antum’ (you all) when referring
to themselves, for example:
“Ana udah siap.” (I am finished.)
“Tungguin ana.” (Wait for me.)
“Tadi antum kemana?” (Where have you been?)

Supporting media
It was observed that teachers had made efforts to establish an English-Arabic language
setting for school displays. Students are instructed to write some mufradat (vocabulary) on a large
sheet of paper to be displayed on the wall. Figure 1 depicts the placement of this mufradat in
various locations of the school. To familiarize students with the spelling of words, teachers have
also attempted to write notices and announcements in English. Figure 1 illustrates the room name
written in both languages.

Figure 1. Name of the principal’s room

It was also observed that certain notices and announcements are written in a mixture of
languages, predominantly English and Indonesian. Ideally, the text displayed includes the Arabic

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language and English versions. However, there is a noticeable inconsistency in the language used
within a single document, with English titles and Indonesian content.

The implementation of foreign languages learning in an Islamic boarding school context

Fattah et al. (2022) identified activities in an Indonesian boarding school presented in the
framework. Table 4 illustrates the activities implemented in this school as examples, along with
potential punishments that may occur.

Table 4. The activities implemented in the school

No Terms Applied Notes
English Arabic
Yes No Yes No
1 Mufrodot   Students must memorize vocabulary as part of the language-
(Vocabulary) learning process
  The practice involves revisiting the previously learned words
on the subsequent day to reinforce retention
  Assessing students’ memory to evaluate the effectiveness of
the learning strategy
  The evaluation of students’ memory extends to checking the
mufradot book to ensure comprehension and retention of
vocabulary
  A practice for students is to maintain a journal book,
providing a written record of their language learning
progress.
  Systematically documenting contemporary English and
Arabic expressions
  Implementing alterations in language content on a bi-weekly
basis
2 Controlling   Coordinating students’ time involves organizing and
the language managing their schedules effectively
use   Disciplining students who display disruptive behavior
  Engaging in language surveillance, reaching out to as many
as 15 or more people in a single day to monitor and
encourage the use of English and Arabic within the school
community
  Imparting strict consequences to students who abstain from
participating in language activities, such as muhadatsah and
mufrodat
  Administering a bald punishment for students who employ
offensive language
  Coordinating with the culinary facility and student stationery
store to identify and address students who fail to
communicate in both Arabic and English
  Organizing a wall magazine every month
  Conducting Master of Ceremonies (MC) training in both
Arabic and English
  Integrating education and Islamic music in both Arabic and
English
3 Competition   Organizing a linguistic festival to celebrate language
proficiency
  Commending students through a system of rewards
  Facilitating a competitive event between male and female
boarding groups
  Conducting a drama competition as part of the extracurricular
activities
4 Muhadatsah   Revoking exemptions for students who fail to employ the
official language in their daily interactions within the
boarding school
  Administering conversational activities, referred to as
muhadatsah, with a distinct theme every Friday
5 Cooperation   Cooperating with fellow staff members to monitor students

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From Table 4, it was observed that ‘mufradat’ refers to activities designed to facilitate the
memorization of vocabulary. While originating from the Arabic language, it is commonly
employed to denote vocabulary remedial sessions for Arabic. In the context of English, these
sessions are commonly referred to as vocabulary practice. These activities take place four times
a week, spanning from Monday to Thursday, with the expectation that students memorize 10
words each day. The assigned teacher has curated a pocket dictionary containing the specific
vocabulary designated for use. These words are selected from the textbook, which emphasizes
the importance of memorizing them to enhance students’ proficiency in reading the textual
content of their textbooks.
Next, in ‘controlling language use’, there is a rule that English must be utilized when
students purchase snacks and drinks at the canteen, with English and Arabic phrases displayed on
the wall for guidance. However, observations revealed a lack of enforcement regarding language
use during snack breaks. Both students and canteen staff commonly communicate in local
languages. Transitioning from local to English language habits necessitates substantial effort.
Motivation from teachers is crucial, and students’ self-awareness regarding the importance of a
foreign language should be heightened. Despite these challenges, teachers have attempted to
enforce language policies by imposing penalties on students who do not practice speaking in a
foreign language during the ‘English day’.
In ‘Competition’ it is divided into onsite and offsite competitions. Onsite competitions
involve students competing among themselves internally, with teachers organizing various
English competitions each semester. During the observations, students participated in events such
as spelling bees and storytelling, and winners were awarded trophies. To broaden their
experiences, students also engage in competitions against other schools hosted by external
institutions. In the year under observation, two students achieved the second position in an English
Speech contest and secured the third position in a Spelling Bee contest held at other schools and
the Aceh Provincial Education Office. Such accomplishments serve as motivation for students to
further immerse themselves in language learning activities.
Subsequently, conversation practice, known as muhadasah, is conducted once a week. In
the case of English, this is referred to as English Practice and takes place every Monday, during
which the use of English is mandatory. At 2 pm, students assemble in a hall or a large room to
engage in assigned tasks. During observations, various topics were assigned, such as (1)
storytelling of a legend, (2) creating a conversation, and (3) performing it. Similarly, for Arabic
practice, it is still called Muhadasah and occurs every Saturday morning after the students perform
the dawn prayer. In this session, students practice speech and engage in dialogues in Arabic.
Finally, in ‘cooperation’, it was observed that the school administration has emphasized
the importance of English communication for all teachers and staff, both inside and outside the
classroom. Despite this directive, not all teachers are fully committed to achieving this objective,
as some continue to communicate primarily in Indonesian. The teachers’ limited proficiency in
using foreign languages is evident in their performance when utilizing English. The challenge of
recruiting teachers with sufficient foreign language competence poses a significant obstacle,
hindering the establishment of an English or Arabic language environment within the school.

Teachers’ interviews
Two teachers served as respondents for the study: ARA and ZM. ARA is an English
teacher, whereas ZM is an Arabic teacher but is also proficient in spoken English. The responses
from the interviews with these two teachers are organized and presented thematically in this sub-
section.

Adopting several strategies in teaching

Both the English and Arabic teachers have tried to implement various teaching strategies.
These teachers are youthful and dynamic in their language instruction. They have actively sought
to acquire diverse methods, strategies, and techniques that they can incorporate into their teaching
practices.

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(1) “There are several strategies that I use to help students master English; (1) creating an
English-rich environment in the classroom and outside the class, (2) practicing real-
life communications, like English phrases or commonly used vocabulary, (3)
Providing reading material, (4) giving regular writing tasks, as well as teaching
grammar rules in context. Also, the most important thing is to keep consistency in
establishing a routine practice” (ARA).
(2) “I implement several ways such as creating an Arabic atmosphere inside and outside
of the class, practicing conversation or muhadasah, giving some new mufradat
(vocabulary) every Monday and Thursday night, assigning them to practice speech in
Arabic, and teaching Arabic grammar” (ZM).

Both ARA and ZM emphasize the adoption of strategic approaches to facilitate language
mastery among students. ARA accentuates the importance of creating an English-rich
environment , incorporating real-life communication scenarios, providing sufficient reading
materials, assigning regular writing tasks, and contextual teaching grammar rules. Consistency in
establishing routine practices is identified as a key element in this process. On the other hand, ZM
focuses on creating an Arabic environment by engaging students in conversational practices
(muhadasah), introducing new vocabulary (mufradat) twice a week, assigning speech practice in
Arabic, and teaching grammar within the context of the language. Both teachers emphasize
immersive and practical language learning strategies tailored to their respective subjects.

Giving positive penalty

ARA and ZM correspond on the need to discipline students when they disobey rules.
However, they do not support physical punishment, such as making students stand outside the
class. They recognize that such forms of punishment could be detrimental, potentially causing
distress to students and fostering a negative attitude toward foreign language learning.

(3) “Yes, I do, but I warn them first if they break the rules for the first time. If they cross
the limit, I give them a positive punishment like assigning extra school work or
memorizing new vocabulary”. (ARA)
(4) “Yes, I give punishment by asking them to mention 10 vocabulary words”. (ZM)

ARA and ZM acknowledge the necessity of imposing disciplinary measures for students
who violate rules. ARA adopts a progressive approach, issuing a warning for the first offense and
resorting to positive punishments, such as additional schoolwork or memorization of new
vocabulary, for repeated violations. On the other hand, ZM opts for a more direct consequence,
assigning students the task of mentioning ten vocabulary words as a form of punishment. Both
teachers emphasize the use of educational and constructive measures rather than punitive actions
that may negatively impact students’ attitudes toward language learning.

Failing to create an English environment atmosphere

They express that establishing an English environment is highly challenging. The students
struggle to converse in lengthy English sentences and consistently resort to Indonesian when not
under supervision. Throughout the observation, it became apparent that most students exhibit a
lack of commitment to using English, with only one or two students demonstrating motivation to
speak English outside of the classroom.

(5) “Since English is a foreign language, it’s difficult to create an English environment.
Some students only practice English during the learning process in the class, and when
they get out of the class, they automatically change to speak their native languages.
Also, grammar complexity can lead students to fear making mistakes when they
practice English” (ARA)
(6) “I admit that implementing an Arabic language environment is still a problem. The
students still cannot speak in Arabic so there is no Arabic atmosphere” (ZM)

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ARA and ZM highlight the challenges in fostering language environments, particularly in

the case of English as a foreign language and Arabic. ARA notes the difficulty in maintaining an
English environment outside the classroom, as students tend to revert to their native languages.
Additionally, the complexity of grammar instills a fear of making mistakes during English
practice. On the other hand, ZM acknowledges that the implementation of an Arabic language
environment remains problematic, citing the students’ struggle to speak Arabic and the absence
of a conducive Arabic atmosphere. Both teachers highlight the persistent obstacles in creating
immersive language settings within the school context.

Students’ lack of motivation

The teachers acknowledge that their students exhibit low motivation to learn English.
Despite the teachers’ efforts to implement diverse activities aimed at improving students’
language proficiency, the students still encounter difficulties in speaking English. During
observations, it was noted that the students engaged in afternoon vocabulary activities, where they
were tasked with memorizing 10 vocabulary words each day. However, the students display
reluctance to speak, and this hesitation has constrained their ability to acquire language skills,
which often went unnoticed.

(7) “The fear of being judged, lack of motivation in learning English, and limited exposure
to English are the causes of those barriers.” (ARA)
(8) “They have low motivation to learn Arabic” (ZM)
(9) They also mention that the students’ parents are actually very supportive and that the
parents always support students’ activities and encourage them to learn English.
(10) “Parents actually support their kids to master a foreign language, but more parents
want their children to master English” (ZM)

The identified barriers to language learning, as expressed by the teachers, include the fear
of judgment, lack of motivation to learn English, and limited exposure to the language. ARA
attributes these barriers to the students’ reluctance to speak and the challenges associated with the
complexities of grammar. Additionally, ZM notes that the students have low motivation to learn
Arabic. Despite these obstacles, both teachers highlight the supportive role of parents in
encouraging their children’s language development. ZM emphasizes that parents actively support
their children’s language mastery, with a preference for English, reflecting a broader societal
inclination toward English proficiency.

Students’ interviews
Two students were chosen as interview participants: a male student in the 8th grade (MYA)
and a female student in the 9th grade (RNR). The findings from their interviews are categorized
and presented thematically.

Mastering English and Arabic is important

Both interviewed students acknowledged the importance of studying English and Arabic,
and recognized the benefits of mastering these languages. According to the interviews, both
students demonstrated a good command of English competence. They are proficient in a wide
range of vocabulary and can engage in basic communication in English. However, they still
encounter challenges when attempting to express themselves in longer sentences.

(11) “Yes, it is important to master English because English is the language spoken around
the world by many people. Arabic is also important since it is the second largest
spoken language in the world and is the language used in the Al Qur’an” (MYA).
(12) “English is important to study and Arabic is also equally important” (RNR)

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According to MYA, English is crucial because it is a globally spoken language, while

Arabic holds significance as the second most spoken language worldwide and is the language
used in the Al Qur’an. Similarly, RNR concurs, stating that both English and Arabic are important
languages to study.

Educational punishment is given

Both students concur that teachers occasionally administer educational punishments when
students violate the rules, such as memorizing additional vocabulary. However, one student
mentions that he cannot recall the specific types of punishments. He acknowledges that he has
never faced disciplinary measures because he consistently strives to use English.

(13) “Yes, but I don’t remember.” (MYA)

(14) “The teacher asks us to memorize vocabulary. That’s it.” (RNR)

Discussion
The findings indicate a comprehensive array of activities implemented to encourage English
and Arabic language practices among students. Notably, daily vocabulary memorization activities,
termed Mufdarat, are ingrained in the students’ routine, with weekly evaluations to gauge their
progress. Although these activities contribute to vocabulary mastery and language competence,
there remains a challenge in transitioning to consistent English and Arabic communication outside
supervised settings. This is consistent with Silviyanti et al.’s (2023) study, which identifies students’
persistent use of Indonesian as a barrier to foreign language learning. Interviews with teachers,
particularly ARA, acknowledge issues of perceived judgment and demotivation as hindrances,
aligning with the perspective that demotivation impedes English acceptance (Husniyah, 2019;
Iftanti et al., 2023).
Regarding the control of language use, teachers employ strategies such as coordinating
students’ schedules, disciplining disobedient students, and collaborating with canteen staff. Notably,
physical punishment is discouraged, while teachers opt for additional vocabulary memorization as
a disciplinary measure. The results also highlight challenges in cooperation among non-language
teachers for language supervision due to limited language proficiency and low motivation. Masduqi
and Subiyanto’s (2020) findings concur and emphasize the impact of non-language teachers’
language incompetence.
The competition category underscores the school’s efforts to motivate students through
various competitions, including gender-based competitions, storytelling, drama, and rewards. In
alignment with Zurqoni et al.’s (2020) recommendations, the integration of technology is noted as
a positive influence on enhancing students’ English skills, emphasizing the teachers’ incorporation
of technology in language learning activities.
To resolve the obstacles for students, the teachers at the school need to monitor the persistent
challenges of students reverting from English and Arabic to Indonesian when not supervised and
the teachers’ efforts to curb this trend. Students’ motivation can be influenced by four key factors,
including (1) the atmosphere and settings of the class, (2) the methods or approaches employed in
teaching, (3) the teachers themselves, and (4) the sense of achievement (Humaida, 2012; Yusuf et
al., 2020). Therefore, a more immersive English and Arabic environment and increasing motivation
through these factors can yield favourable educational results for these students. Yusuf, Inayah, and
Mutiarani (2020) suggest that teachers invite accomplished senior students in English to the class,
which can foster better encouragement and collaborative learning with the students. Furthermore,
Achmad and Yusuf (2016) and Yusuf, Nailufar, Harun, and Usman (2020) document integrative
motivation to be more dominant to Acehnese learners who learn English and Arabic in schools
compared to instrumental motivation. This is attributed to the nurturing aspect of integrative
motivation which focuses on the acceptance and integration into the language community (Yusuf et
al., 2020). Therefore, teachers can focus more on developing integrative motivation for their
students in the future.
To improve the overall effectiveness of the educational environment, it is imperative to
increase teacher motivation and competency, as well, particularly in addressing the identified

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barriers among non-language teaching staff. Several studies have suggested the importance of
providing training to teachers and staff at schools to enhance their ability to employ diverse
motivational strategies, thereby contributing to improved academic performance among students
within the context of classroom engagement skills (Omodan & Tsotetsi, 2018; Rahman & Sahayu,
2020; Yusuf, Inayah & Mutiarani, 2020). Teacher motivations may manifest through words of
encouragement, various activities, teaching methodologies, attitudes toward their students, and
commendable personalities, and these can play a pivotal role in fostering students’ motivation for
learning (Masruddin & Pratiwi, 2016).
In some studies, using disciplinary measures in controlling language use may not be effective
as some have noted that psychological factors, such as anxiety, attitude, and lack of motivation, are
among the many hindrances to speaking English (Abrar et al., 2018; Erdiana et al., 2020; Mukminin
et al., 2015; Qaddumi et al, 2023). Managing students’ behavior is among the challenges faced by
teachers in boarding schools (Habibi et al., 2018). Nevertheless, the punishment given to the
students who did not follow the rules in this study was to only memorize vocabulary. Meanwhile,
Sidin (2021) has discussed various positive punishments that can reduce the occurrence of
undesirable behavior. Examples of effective positive penalties include assigning tasks such as
cleaning school facilities or tending to the garden for students who display unwanted behavior or
break school rules.

CONCLUSION
This study explores the incorporation of English and Arabic as foreign languages within a
bilingual Islamic boarding school in Aceh. Through observations and interviews with teachers
and students, various activities were uncovered. Meanwhile, physical punishment, wall magazine
creation, and collaboration with other staff were not conducted by the school. The lack of
collaboration with non-English and Arabic teachers was identified as a potential hindrance to the
establishment of a successful foreign language environment. To address this, it is recommended
that all teachers be involved in English and Arabic proficiency training, as well as provide
continuous motivation for students through interactions with native speakers, for example. The
study also suggests that educational penalties are effective and recommends diversifying
educational penalties for a richer student experience.
Nevertheless, it is important to note that this study is limited to a single school with a small
number of participants. Future research should delve into the effects of these activities on
students’ language performance, as well as conduct broader implementations across various
boarding schools to yield valuable insights for stakeholders, teachers, students, and parents.

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