An EFL Student’S English Languange Learning Experiences in Developing English Speaking Ability: A Narative Inquiry in Islamic Boarding School

Abstract

This study explores the English speaking development of EFL (English as a Foreign Language) students at an Islamic boarding school in Indonesia using a narrative inquiry approach. The unique cultural and educational setting of Islamic boarding schools, or "pesantren," integrates religious and general education, offering a distinct environment for language acquisition. The research aims to hightlight how cultural factors within these schools influence the development of English speaking skills among junior high school students. It also seeks to identify effective language learning strategies employed in these institutions and capture the personal narratives of students regarding their experiences, challenges, and successes in learning English. By focusing on the holistic educational approach of Islamic boarding school, this study examines various learning strategies, including visual, auditory, kinesthetic, group, and autonomous learning methods. The narrative inquiry method provides deep insights into the students' language learning journeys, highlighting the interplay between cultural context and language acquisition. The key findings reveal that early exposure to English through Diana’s parents' experiences in Hong Kong ignited her motivation. Her time at an Islamic boarding school, with initiatives like "English Mondays," provided an immersive environment that supported consistent language practice. Diana’s language acquisition was greatly enhanced by daily practice, academic integration, and interactions with tutors and native speakers. Innovative strategies such as contextual learning, multimedia exposure, gaming, and collaborative learning were also crucial. Despite challenges like communicating with non-English speakers and negative peer comments, Diana’s perseverance and adaptive techniques highlight the importance of early exposure and immersive environments in developing EFL students' speaking abilities. The findings contribute to the field of language education by offering practical implications for educators, policymakers, and curriculum developers. Understanding the intersection of cultural, religious, and educational factors in shaping English speaking development can enhance language teaching methodologies tailored to the unique context of Islamic boarding schools. Keywords: EFL, English speaking development, Narrative inquiry, Islamic boarding school, Language learning strategies, Influence factors