The Use of English as a Lingua Franca in Islamic Boarding Schools

Challenges for Language Policy and Education at Mambaus Sholihin Islamic Boarding School in Suci Gresik Indonesia

Abstract

English as a Lingua Franca (ELF) plays a significant role in various educational settings, including Islamic boarding schools like Mambaus Sholihin in Indonesia. This research investigates the dynamics of ELF practices, challenges faced, and teaching methodologies within this unique context. The study employed a case study design, gathering data through descriptive qualitative methods. The population included all students and educators at Mambaus Sholihin Islamic Boarding School, with a sample size of 200 students and 10 teachers. Instruments used were semi-structured interviews, questionnaires, and participatory observation. Results indicate stringent language usage policies, including punitive measures for non-obedience. Challenges include the dominance of languages other than English, limited motivation among students, and traditional teaching methods such as drills. Moreover, the quality of English teaching materials and supervision during designated English usage times play the part of additional obstacles. The findings underscore the need for fitted approaches in teaching ELF, addressing motivational factors, enriching resource availability, and revising monitoring strategies. This research fills a critical gap in understanding language dynamics within Islamic boarding schools and offers actionable insights for educators and policymakers in language education.