English as a Foreign Language (EFL) Students’ Experience with English Language Programmes in Islamic Boarding School in Indonesia (An Ethnographic study)

Abstract

This study explores English as Foreign Language (EFL) learning within the moral, social, and disciplinary culture of an Islamic boarding school (pesantren) in Indonesia. Centred on As-Tsani Islamic Boarding School in Aceh, the research examines how English education is organised, experienced, and understood by teachers and students, and how pedagogical practices are shaped by institutional discipline, communal life, and Islamic moral values. Drawing on an interpretive, ethnographic design, data were collected through both classroom and out-of-classroom observations and semi-structured interviews. The study was guided by two complementary theoretical perspectives: behaviourism, which highlights habit formation and reinforcement in language learning and Foucault’s concept of disciplinary power, which illuminates how structures of authority and surveillance produce self-regulating learners within an enclosed learning environment. Findings indicate that EFL learning in the pesantren is deeply intertwined with moral and spiritual discipline. Teachers employ memorisation, repetition, and reinforcement not only to develop linguistic competence but also to cultivate virtues such as patience, obedience, and perseverance. Institutional systems such as the Mahkamah Lughah (Language Court), peer monitoring, and English-only policies reinforce language use while nurturing collective responsibility. The nature of the environment of the institution allows students to build meaningful interaction among peers and maintain relationships through providing mutual supports that lead to creating supportive learning atmosphere. The study contributes to qualitative research on faith-based education by revealing the intersection between behaviourist pedagogy, disciplinary power, and Islamic educational values within pesantren life. It shows that discipline, when internalised as moral practice, can be both regulatory and transformative. The findings offer valuable implications for EFL teachers, curriculum designers, and institutional administrators seeking culturally and ethically grounded approaches to English education in Islamic contexts.