ENGLISH LANGUAGE LEARNING IN ISLAMIC SCHOOLS OF TERENGGANU AND EAST JAVA: BRIDGING EFL AND ESL PERSPECTIVES
Keywords:
English Language Learning, Islamic Schools, EFL, ESL, Student PerceptionAbstract
This study explores students' perceptions of English language learning in Islamic schools in Terengganu, Malaysia, and East Java, Indonesia, focusing on how English is situated within EFL (English as a Foreign Language) and ESL (English as a Second Language) frameworks. Both regions represent Muslim-majority communities with strong religious schooling traditions, yet they differ in their national language policies, Malaysia's leaning toward ESL due to English's formal role in education, and Indonesia's maintenance of an EFL orientation. This research aims to investigate how these differing contexts shape students’ attitudes, motivation, and classroom experiences in English learning. The research involved 86 secondary students across 2 Islamic schools, one in Terengganu and one in East Java, who completed a structured perception-based questionnaire. The questionnaire assessed learners’ enjoyment of English, their motivation, preferences in instructional delivery, and perceptions of school support and teaching methods. The data were analyzed quantitatively using descriptive statistics and cross-regional comparison. Findings indicate that students in both regions generally exhibit a positive attitude toward learning English, particularly recognizing its global significance. However, Terengganu students reported higher engagement with interactive and multimedia-based learning, aligning with ESL environments that offer greater exposure. East Java students expressed stronger reliance on teacher explanation and reported limited facility support. These findings highlight the necessity of bridging ESL and EFL pedagogical strategies to foster more responsive English instruction in Islamic schools. The study underscores the importance of context-sensitive curriculum development that integrates communicative competence with religious-cultural values, contributing to more inclusive and effective English language education.
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