CHALLENGES OF LEARNING ENGLISH IN PESANTREN ENVIRONMENT: BARRIERS AND IMPLICATIONS

Abstract

This study explores the multidimensional challenges of English language learning within Indonesian pesantren (Islamic boarding schools), focusing on cultural, institutional, pedagogical, and psychological barriers. Utilizing a qualitative literature review and thematic synthesis of empirical studies, case studies, and scholarly literature published between 2020 and 2026, this research examines how traditional religious education environments navigate modern global competency demands. The findings reveal four primary barrier categories: (1) cultural and ideological factors, where English is frequently perceived as a secular or Western ideology carrier subordinate to Arabic, resulting in a hierarchical language ideology; (2) environmental and institutional constraints, characterized by inadequate facilities, limited time allocation (average 2x45 minutes weekly), and inconsistent enforcement of language zones; (3) pedagogical and human resource challenges, marked by a high proportion of non-ELT qualified teachers (>60%), teacher-centered translation methods, and mother-tongue suppression; and (4) psychological and affective factors, including elevated speaking anxiety, fear of peer ridicule, passive communication norms (sami'na wa atho'na), and reliance on extrinsic motivation. Guided by Vygotsky’s Sociocultural Theory and Krashen’s Affective Filter Hypothesis, the study concludes that overcoming these barriers requires systemic institutional reforms. Key implications include reframing English as an instrument for global da'wah (Islamic outreach), adopting translanguaging and culturally responsive materials, investing in teacher professional development, and establishing sustained peer scaffolding to foster active language acquisition while preserving students' Islamic identity.