Students’ Perceptions of English Learning in an Indonesian Islamic Boarding School

Abstract

English learning in pesantren takes place within a distinctive linguistic ecology in which Arabic and religious studies often receive stronger institutional emphasis. This study investigated junior high school students’ perceptions of English learning at Lentera Ilmu Sumbawa Islamic Boarding School and identified the internal and external factors shaping those perceptions. A sequential explanatory mixed-methods design was employed. Twenty-three students from Grades VII–IX completed a four-point Likert questionnaire, and nine students representing high, medium, and low perception categories were purposively selected for semi-structured interviews. Quantitative data were analyzed descriptively through scores and percentages, while qualitative data were analyzed through data reduction, data display, and conclusion drawing, followed by methodological triangulation. The findings showed generally positive perceptions across grade levels, with Grade VIII recording 79.8%, Grade IX 79.7%, and Grade VII 72.9%. Students regarded English as useful for further education, employment, digital media, and global communication. Positive perceptions were reinforced by motivation, supportive teachers, interactive instruction, and a disciplined learning environment. Nevertheless, vocabulary limitations, speaking anxiety, and restricted opportunities to use English outside class remained important constraints. The study concludes that positive perceptions emerge from the interaction between individual motivation and supportive instructional conditions. Pesantren-based English programs should therefore expand meaningful speaking practice beyond formal lessons while retaining contextual compatibility with the boarding-school environment.