Analysis The Factors Affecting The Use English of Week In The Islamic Boarding School Environmen; Social Phenomena.

Setyawati, Anik Vera (2025) Analysis The Factors Affecting The Use English of Week In The Islamic Boarding School Environmen; Social Phenomena. Undergraduate thesis, UIN Kiai Haji Achmad Siddiq Jember.

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Abstract

Keywords: English of Week, Islamic Boarding School.
The use of English in Islamic boarding schools had become an essential aspect of modern language education, as these institutions aimed to balance religious learning with global communication skills. In this context, Islamic boarding schools played a unique role in integrating English with moral and spiritual values, fostering students who are both linguistically capable and ethically grounded. The implementation of English programs, such as the English Week Program (EWP), served as a medium for creating an immersive English-speaking environment where students were required to communicate in English within their daily routines. However, despite these efforts, many students still struggled to maintain consistent English use due to linguistic, psychological, and environmental challenges that emerged within the pesantren’s bilingual setting.
The research question of this study were what are the inhibiting factors in implementing the English week program in Islamic boarding schools, and what are the effective strategies to improve English language practice in Islamic boarding schools through the English week program. This study aimed to identify the inhibiting factors of English Week program implementation in Islamic boarding schools and to examine the effective strategies to improve English language practice through the English Week program in Islamic boarding schools.
This research applied a qualitative descriptive approach and was conducted at Baitul Arqom Islamic Boarding School in Balung, Jember. The subjects of the study were the 6 English coordinators and 10 female students (santriwati) who actively participated in the English Week Program. The data were collected through observation, interviews, and documentation to obtain in-depth information about students’ experiences and the program implementation. The data were then analyzed through the stages of data reduction, data display, and drawing conclusions, and its validity was tested using source and technique triangulation.
The findings showed that the implementation of the English Week Program faced several inhibiting factors, including (1) limited vocabulary and pronunciation difficulties, (2) low confidence and fear of making mistakes, (3) the dominance of Arabic and a weak English environment, (4) inconsistent supervision and limited mentors, and (5) a punishment system that created psychological pressure. On the other hand, the study found several effective strategies that supported students’ English language practice, such as structured weekly activities, role modeling by senior students and teachers, integration of moral and linguistic learning through Wise Words, and supportive monitoring combined with positive reinforcement. Additionally, the English coordinator proposed the Diary Activity as an innovative way to strengthen students’ engagement with English both in written and spoken forms.

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