ENGLISH LANGUAGE ACQUISITION AT PONDOK PESANTREN DARRUL HIJRAH

Vol. 1, No. 1, July 2024

p-ISSN: 2721-3374, e-ISSN: 2721-9348, DOI: 10.29303/academic-writing  1

ENGLISH LANGUAGE ACQUISITION AT PONDOK

PESANTREN DARRUL HIJRAH
Siti Nurazijah1
1
Pendidikan Bahasa Inggris, Universitas PGRI Kalimantan, Indonesia

Article Information ABSTRACT

Article History: This study investigates English language acquisition at Pondok Pesantren
Darul Hijrah, an Islamic boarding school in Martapura, South Kalimantan,
Received Jul 13, 2024 Indonesia. The research explores how the institution's unique blend of
Revised Jul 20, 2024 religious and formal education impacts English language learning among
Published Jul 21, 2024 students. Emphasizing both qualitative and quantitative methods, the study
employs questionnaires and interviews to gather insights from students and
teachers about the effectiveness of the institution's English language
Keywords: programs.
English Language Acquisition The findings reveal that Darul Hijrah prioritizes English language instruction
Islamic Boarding School by integrating it into its curriculum and implementing various immersive
Educational Practices practices, such as English Day, where students are required to communicate
Immersive Learning in English throughout the day. The study also highlights the school's
structured approach to expanding students' English vocabulary through daily
Vocabulary Expansion
sessions and practical application in their dormitory life. Despite these
efforts, challenges such as limited English exposure outside the classroom
and insufficient teaching resources persist.
The research concludes that while Darul Hijrah has made significant strides
in enhancing English language acquisition, there is room for improvement.
Recommendations include integrating innovative teaching methods,
enhancing teacher training, and increasing opportunities for immersive
language practice. Further research is suggested to explore the long-term
impacts of these practices on students' language proficiency and overall
academic success
This is an open access article under the CC BY-SA license.

Corresponding Author:
Siti Nurazijah,
Pendidikan Bahasa Inggris, Sosial dan Humaniora
Universitas PGRI Kalimantan,
Alamat Universitas, Kota, Negara.
Email: [email protected]

1. INTRODUCTION
Darul Hijrah Islamic Boarding School in Martapura, South Kalimantan, integrates religious studies
with formal education, including English language instruction. English proficiency is essential for students,
as it opens doors to higher education, international communication, and global career opportunities.
However, students face challenges such as limited exposure to English outside the classroom, insufficient
teaching resources, and a lack of motivation due to the school's primary focus on religious studies. The
predominant use of Bahasa Indonesia and Arabic in the school's linguistic and cultural environment further
complicates English acquisition.

Academic Writing
2  p-ISSN: 2721-3374, e-ISSN: 2721-9348

This study aims to explore the factors affecting English language learning at Darul Hijrah Islamic
Boarding School. By identifying the challenges encountered by students and teachers and evaluating the
effectiveness of current teaching methods, the study seeks to propose strategies for improving English
instruction in this distinct educational setting. The results are expected to offer valuable insights and practical
recommendations to enhance English teaching and learning, thereby broadening educational opportunities
and preparing students for future success.
The research will address the following key questions: Does Darul Hijrah prioritize learning foreign
languages, especially English? Does the school provide specific English language classes? Is there an
'English Day' where students are required to use English throughout the day?
The study aims to understand if the school emphasizes English language education alongside its
religious studies focus, explore the availability and structure of English classes, including teacher
qualifications and methodologies, and assess the effectiveness of any designated English practice days and
their impact on students' language proficiency

2. STUDY LITERATURE
Language acquisition is the process by which individuals understand, use, and develop language,
beginning in early childhood through exposure to their environment. It differs from language learning, which
involves a structured approach to acquiring a new language (Brown, 1994). Several factors impact language
acquisition:
1. Exposure to Language: Frequent and varied exposure to a language accelerates mastery, with high-
quality interactions being particularly beneficial (Snow, 1983).
2. Cognitive Abilities: Skills such as memory, attention, and problem-solving are crucial for language
acquisition, with those possessing stronger cognitive abilities typically learning faster (Ellis, 2008).
3. Motivation: A strong desire to learn a language often leads to greater proficiency (Dörnyei, 2005).
4. Learning Styles: Different individuals have unique learning preferences, such as visual, auditory,
or kinesthetic methods. Tailoring instruction to these styles can enhance language learning (Oxford,
2013).
5. Social Factors: Interacting with native speakers and participating in language communities
significantly aids language acquisition (Ellis, 2008).
Effectiveness in language acquisition is measured by speaking, comprehension, and writing abilities.
Fluent speaking involves correct grammar and diverse vocabulary (Brown, 1994), while comprehension
includes understanding spoken and written content (Perfetti, 2005). Writing ability encompasses clear and
grammatically accurate expression (Graham, 2007).
Research highlights the impact of age on language acquisition, noting that children often learn
languages more easily due to greater neuroplasticity, though adults can still learn effectively with different
strategies (Lenneberg, 1967; Skehan, 1998). Individual differences such as motivation, learning styles, and
cognitive abilities also affect language learning (Dörnyei, 2005; Oxford, 2013). Input quality and quantity,
along with interaction opportunities, are crucial for successful language acquisition (Snow, 1983; Long,
1983).
Various teaching approaches, such as Communicative Language Teaching (CLT), Task-Based
Language Teaching (TBLT), and Content and Language Integrated Learning (CLIL), focus on different
aspects of language learning to promote effectiveness (Richards & Rodgers, 2002). Additionally,
technological advancements like Computer-Assisted Language Learning (CALL) and Mobile-Assisted
Language Learning (MALL) provide interactive, personalized learning experiences, while online
communities and social media offer opportunities for authentic language practice (Warschauer & Healey,
2004)

3. RESEARCH METHOD
This study utilized a qualitative approach to assess the effectiveness of English language acquisition
programs at Darrul Hijrah. The focus was on evaluating how these programs are perceived by students. Data
was gathered through questionnaires and interviews.
Questionnaires were distributed to a representative sample of students to obtain general insights into
their experiences with the English language programs. Interviews were conducted with selected students to
gain a detailed understanding of how these programs influence their language skills and motivation. This
combination of methods provided a comprehensive view of the effectiveness of the English language
acquisition programs at Darrul Hijrah.

ENGLISH LANGUAGE ACQUISITION AT PONDOK PESANTREN DARRUL HIJRAH, Vol. 1, No. 1,

July 2024
3ENGLISH LANGUAGE ACQUISITION AT PONDOK PESANTREN DARRUL HIJRAH p-ISSN:
2721-3374, e-ISSN: 2721-9348 

The qualitative approach facilitated an in-depth exploration of the context, perceptions, and
experiences related to English language learning. This method involved descriptive, interpretive, and critical
analyses to understand the implementation of teaching methods and their impact on students. The study also
examined alternative teaching techniques, comparing interactive and immersive methods, such as
communicative language teaching and task-based learning, with traditional approaches. This comparison
aimed to offer a holistic perspective on teaching practices and their effects on English language acquisition.
Primary data was collected from students at Darrul Hijrah through questionnaires and in-depth
interviews to assess the effectiveness of the English language acquisition program. Secondary data included
relevant books, documents, and literature to provide additional context and theoretical background.
Data collection involved structured questionnaires to gather both quantitative and qualitative
insights into students' perceptions of the English language program. Interviews provided detailed, qualitative
data on how teaching methods affect language acquisition and motivation. Observations of classroom
interactions and teaching methods were also recorded to complement the questionnaire and interview data.
The data analysis involved several steps: transcription of interviews, categorization of data into
themes, thematic analysis to identify patterns and themes, and triangulation to validate findings through
combined data from questionnaires, interviews, and observations. This approach ensured a thorough
understanding of the effectiveness of the English language acquisition program at Darrul Hijrah.
Triangulation, by integrating multiple data collection methods, enhanced the validity and reliability
of the research findings.
Students provided various insights into effective English language acquisition methods at Darrul
Hijrah. Responses highlighted practices such as daily vocabulary sharing after prayers, the use of new
vocabulary in daily activities, and organized group learning sessions. These methods emphasize consistent
exposure to and practice with the English language.

4. FINDING AND DISCUSSION

This chapter presents the outcomes of our study on English Language Acquisition at Darrul Hijrah. The
gathered data offers insights into how students perceive and experience various methods aimed at enhancing
English language proficiency within the institution. This section is organized to include analysis of five
diagrams and one table, each illustrating different facets of our research findings

4.1 Institution emphasizes English Language Learning

Apakah pondok pesantren darul hijrah mengedepankan

pembelajaran bahasa asing terutama bahasa inggris

100%

Ya Tidak
In the study conducted at Pondok Pesantren Darul Hijrah, it was found that the institution emphasizes foreign
language learning, particularly English. Out of the respondents surveyed, 6 indicated affirmative responses,
while none disagreed. This clearly reflects the institution's commitment to prioritizing English language
acquisition as an integral part of its educational program. The findings underscore the positive perception and

English Language Acquisition at Pondok Pesantren Darrul Hijrah

4  p-ISSN: 2721-3374, e-ISSN: 2721-9348

support among students towards the emphasis placed on English language learning at Pondok Pesantren
Darul Hijjah.

4.2 Institution Offers English Language Classes

Apakah pondok pesantren darul hijrah memiliki kelas

bahasa terutama bahasa inggris?

100%

Ya Tidak
In the research conducted at Pondok Pesantren Darul Hijrah, it was found that the institution offers language
classes, particularly in English. Out of the respondents surveyed, 6 affirmed the existence of these classes,
while none disagreed. This indicates a strong consensus among the students regarding the availability of
English language classes at Pondok Pesantren Darul Hijjah. The presence of such classes underscores the
institution's commitment to providing opportunities for language learning, specifically in English, to enhance
the students' linguistic skills and educational experience.

4.3 English Day Implementation at Pondok Pesantren Darrul Hijjah

Apakah pondok pesantren darul hijrah memiliki hari yang

mewajibkan santrinya untuk berkomunikasi menggunakan
bahasa inggris sehari hari (English day)

100%

Ya Tidak
Based on the research findings, it is evident that Pondok Pesantren Darul Hijrah implements an "English
Day" where students are required to communicate in English throughout the day. Out of the respondents

ENGLISH LANGUAGE ACQUISITION AT PONDOK PESANTREN DARRUL HIJRAH, Vol. 1, No. 1,

July 2024
5ENGLISH LANGUAGE ACQUISITION AT PONDOK PESANTREN DARRUL HIJRAH p-ISSN:
2721-3374, e-ISSN: 2721-9348 

surveyed, all 6 indicated the existence of this practice, with none reporting otherwise. This positive response
highlights the effective implementation of English immersion days at the institution. Such initiatives not only
foster an environment conducive to English language acquisition but also encourage continuous practice and
confidence-building among students in using English in their daily interactions

4.4 Expand English Vocabulary Requirement

Apakah para santriwati di wajibkan untuk menambah

kosakata baru bahasa inggris setiap harinya?

100%

Ya Tidak
Based on the research findings, it is clear that students at Pondok Pesantren Darul Hijrah are required to
expand their English vocabulary daily. All 6 respondents confirmed this practice, with none indicating
otherwise. This approach underscores the institution's commitment to enhancing English language
proficiency among its students through regular vocabulary expansion exercises. Such daily engagements not
only support language acquisition but also reinforce the importance of continuous learning and improvement
in mastering English language skills within the educational framework of the pesantren.

4.1.5 English Day Disciplinary Measure

Apakah ada hukuman untuk santriwati kalau tidak

menggunakan bahasa inggris di english day

100%

Ya Tidak

English Language Acquisition at Pondok Pesantren Darrul Hijrah

6  p-ISSN: 2721-3374, e-ISSN: 2721-9348

Based on the research findings, it is evident that Pondok Pesantren Darul Hijrah implements disciplinary
measures for students who do not use English during English Day. All 6 respondents confirmed the existence
of such penalties, with none reporting otherwise. This disciplinary approach emphasizes the pesantren's
commitment to promoting English language usage among its students by creating a structured environment
where English is actively encouraged and enforced during designated periods. Such measures not only
reinforce the importance of English proficiency but also cultivate a supportive learning atmosphere that
encourages linguistic practice and skill development among students

4.6 Interview
Bagaimana metode English Language Acquisition yang efektif menurut siswi di Darrul Hijjah?

"Setiap pagi hari setelah sholat subuh, para kaka OSDA (seperti OSIS)
bagian bahasa akan memberikan 2-3 kosa kata, lalu semua santriwati
Aprida Nurmala Sari
mencatat dan mengingat kosa kata tersebut, kemudian diaplikasikan
sesuai daur bahasa setiap minggu nya"

"Setiap pagi kami selalu dibagikan kosa kata dan yg membagikan kosa
kata trsbt adalah bagian bahasa yaitu salah satu bagian dalam
Khairunissa organisasi di pondok kmi dan di pondok kami wajib menggunakan
bahasa asing salah satu nya bahasa Inggris dan itu lah cara kmi
mengaplikasikan nya"

"Di pondok setiap selesai sholat subuh berjama'ah dimesjid dan

membaca al-quran surah yasin, kami berkumpul di area tertentu
dan terbagi dalam beberapa kelompok yang terdiri dari kawan
kawan satu asrama. Pada saat itulah, kami diberikan kosa kata
Reni Septiani
bahasa inggris dan bahasa arab yang baru, paling sedikit 2 kosa
kata. Jika kamu telah mendapatkan kosa kata baru tersebut maka
kami harus menggunakannya kosa kata tersebut untuk kehidupan
kami selama di asrama"

Based on interviews with three students at Darrul Hijrah, effective methods for English Language
Acquisition are highlighted through structured vocabulary learning sessions:
Aprida Nurmala Sari shared that each morning after Fajr prayer, senior members of OSDA (similar to OSIS)
in the language department introduce 2-3 new vocabulary words. All female students take notes and
memorize these words, applying them throughout the week.
Khairunissa mentioned that every morning, vocabulary words are distributed by the language department, a
branch of the school's organization. It's mandatory for students to use foreign languages, particularly English,
as part of their daily interactions, effectively reinforcing language skills.
Reni Septiani described a routine where students gather after congregational Fajr prayer to read Quranic
verses together. They are then grouped by dormitory into several groups. During this time, they are
introduced to new English and Arabic vocabulary, with a minimum of 2 words per session. Once learned,
these words must be actively integrated into their daily dormitory life.
These methods underscore Darrul Hijjah's structured approach to fostering English language proficiency
through consistent vocabulary acquisition and practical application within daily routines and interactions
among students.

4.7 Research Discussion

Research at Darrul Hijrah reveals a robust framework for promoting English Language Acquisition among
students. The institution's emphasis on language learning, provision of dedicated classes, implementation of
immersive practices like English Day, and structured vocabulary expansion initiatives collectively contribute
to fostering effective language skills development. These findings not only highlight the institution's
commitment to educational excellence but also underscore the importance of integrating language

ENGLISH LANGUAGE ACQUISITION AT PONDOK PESANTREN DARRUL HIJRAH, Vol. 1, No. 1,

July 2024
7ENGLISH LANGUAGE ACQUISITION AT PONDOK PESANTREN DARRUL HIJRAH p-ISSN:
2721-3374, e-ISSN: 2721-9348 

proficiency into the core educational experience at Darrul Hijjah. Future research could further explore the
long-term impacts of these practices on students' language competence and overall academic success

5. CONCLUSION
In conclusion, the study on English Language Acquisition at Darul Hijrah Islamic Boarding School
highlights several critical findings and implications. The research aimed to investigate factors influencing
English language acquisition, focusing on institutional practices and student experiences within a unique
educational setting that combines religious studies with formal education.
The findings underscored the institution's commitment to promoting English language proficiency as
an integral part of its educational program. This commitment is evident through the prioritization of English
language learning, the availability of dedicated English language classes, and the implementation of effective
immersion practices such as 'English Day'. These initiatives create a supportive environment where students
are not only encouraged but also required to engage actively in English language use, thereby enhancing their
language skills and overall educational experience.
Moreover, the study highlighted challenges such as limited exposure to English outside the
classroom, inadequate teaching resources, and the traditional focus on religious studies, which can hinder
English language acquisition among students. These challenges underscore the need for continuous
improvement in teaching methodologies and resources to further enhance English language instruction at
Darul Hijjah.
Based on the findings, it is recommended that the school continue to strengthen its English language
curriculum by integrating innovative teaching methods, enhancing teacher training programs, and increasing
opportunities for immersive language practice. By addressing these recommendations, Darul Hijjah can
better prepare its students for future academic and professional endeavors in an increasingly globalized
world.
In conclusion, while the study provides valuable insights into the current state of English language
acquisition at Darul Hijjah, further research could explore longitudinal impacts and sustainability of language
proficiency gains over time. This would contribute to a deeper understanding of effective educational
practices that support holistic student development in diverse linguistic and cultural contexts

ACKNOWLEDGEMENT
I extend my profound gratitude to the Almighty God for His blessings and guidance throughout the
journey of completing this thesis, titled "English Language Acquisition at Pondok Pesantren Darrul Hijrah."
His grace has been pivotal in providing me with the strength, resilience, and wisdom needed to navigate the
challenges and complexities of this research endeavor.
I would like to express my sincere appreciation to my thesis lecturer, Nana Suciati, M.Pd, for their
invaluable mentorship, unwavering support, and scholarly insights that have greatly enriched this study.
Their guidance has been instrumental in shaping my research methodology and refining the analysis, leading
to a more comprehensive understanding of the subject matter.
Heartfelt thanks are also due to my dear parents for their unwavering encouragement, unwavering
support, and belief in my academic pursuits. Their unconditional love and sacrifices have been a constant
source of motivation and inspiration throughout my educational journey.
To my beloved girlfriend, Munyakkk, your unwavering support, understanding, and patience have
been a source of strength and inspiration during the demanding phases of thesis writing. Your presence has
provided me with the emotional stability and encouragement needed to persevere through challenges.
Lastly, I extend my gratitude to my friends and peers whose camaraderie, encouragement, and
stimulating discussions have enriched my academic experience. Your support has been invaluable, and I am
deeply appreciative of the friendship and solidarity we share.
Each of you has played a significant role in shaping this thesis and my academic journey as a whole.
Your contributions, whether direct or indirect, have been instrumental in this achievement. Thank you from
the bottom of my heart.

BIBLIOGRAPHY
Dörnyei, Z. (2005). The Psychology of Language Learning. Lawrence Erlbaum Associates, 6.

Krashen, S. D. (1982). Principles and Practice. Southern California: Pergamon Press Inc.

Lenneberg, E. H. (1967). Biological foundations of language. The MIT Press, 12.

English Language Acquisition at Pondok Pesantren Darrul Hijrah

8  p-ISSN: 2721-3374, e-ISSN: 2721-9348

Richards, J. C. (2002). Approaches to language teaching. Cambridge University Press, 3.

Snow, C. E. (1983). Language Acquisition in Children. Cambridge University Press, 30.

ENGLISH LANGUAGE ACQUISITION AT PONDOK PESANTREN DARRUL HIJRAH, Vol. 1, No. 1,

July 2024