JELP: Journal of English Language and Pedagogy, Volume 3, Nomor (1): January-2024

ISSN: 2988-4438 (Online) 12

The Psychological Issues Encountered by Students in Learning English

Within the Pesantren Environment
1.
Moh. Shofi Zuhri, 2. Muhammad Nashihin, 3 Moh. Kavin Lidinillah

Institut Agama Islam Tarbiyatut Tholabah, Indonesia

Article Info Abstract

Keywords: The prominence of the English language in various global

Keyword 1; Psychology of domains has positioned it as the most dominant international
Learning language. However, learning English, especially within
Keyword 2; Learning
English
Islamic boarding schools ("pesantren"), presents unique
Keyword 3; Pesantren challenges. This study focuses on the psychological issues
faced by students when learning English within the pesantren
context. Three significant psychological problems were
identified through observations and interviews with 30
Article History:
students: lack of learning motivation, lack of self-confidence,
Received : dd/mm/yyyy
Revised : dd/mm/yyyy and excessive anxiety. Firstly, the lack of learning motivation
Accepted : dd/mm/yyyy stems from factors like academic boredom, inadequate
Available Online: understanding of material relevance, and perceived irrelevance
dd/mm/yyyy of English. This study emphasizes the negative correlation
between learning motivation and academic performance,
highlighting the need for engaging teaching methods.
Secondly, the lack of self-confidence affects students'
academic performance. Social comparisons and feelings of
inadequacy due to past experiences hinder students' self-
assurance. Psychological support programs are necessary to
bolster self-confidence and overcome these challenges.
Thirdly, excessive anxiety in the academic environment
adversely impacts students' performance. The correlation
between anxiety levels and academic performance underscores
the importance of holistic approaches to manage anxiety.
Creating a relaxed environment, offering counseling support,
and teaching stress management skills can assist students in
coping effectively. The study highlights the crucial role of
addressing psychological challenges to enhance students'
academic performance. Teachers, institutions, and counselors
should collaborate to address learning motivation, self-
confidence, and anxiety, optimizing students' potential within
a supportive educational context

Introduction
The mastery of the English language is not only regarded as an additional skill
nowadays but also as an essential necessity for individuals to confront the challenges and
Moh. Shofi Zuhri, Muhammad Nashihin, Moh. Kavin Lidinillah/ The Psychological Issues
Encountered by Students in Learning English Within the Pesantren Environment 13

opportunities presented in this modern era. The fact, many Islamic students (Santri) do not
have enough capability in English. This is supported by research conducted by (Kamaliasari
& Amrizal, 2021) which examined English learning activities in Islamic boarding schools
(pondok pesantren). From this research, the findings indicated that the students (santri)
tended to speak English less and were more inclined to use Arabic. Some of the students also
struggled with pronouncing English vocabulary correctly, and the correction of errors was
not very effective. The importance of an in-depth comprehension of various English
language skills lies in the development of the most effective approaches for both teaching
and learning these skills.
English has firmly established itself as the most dominant international language
across various facets of global life. Serving as a universal means of communication, the
English language opens doors to opportunities in the realms of education, business,
technology, arts, and cross-cultural interactions. (Lauder, 2008) further elucidates that the
"expanding" or "extending circle" pertains to nations that acknowledge the significance of
English as a global language, even though they were not colonized by countries belonging
to the "inner circle" and have not granted English any distinct official status. In these nations,
English is imparted as a foreign language. Indonesia falls within this category.
The ever-evolving technological advancements and teaching methodologies offer
diverse ways to optimize learning, ranging from interactive media utilization to project-
based learning methods. In an increasingly interconnected and globalized world, proficiency
in the English language has become a key to accessing opportunities, engaging in cross-
cultural communication, and enhancing competitiveness across various domains. The
process of learning English involves the cultivation of four core skills: listening, speaking,
reading, and writing. These four skills collectively form a robust foundation for effective
communication in the English language. These four English language skills are
interdependent and play pivotal roles in effective communication. The development of each
skill necessitates practice, perseverance, and a profound understanding of the structure and
conventions of the English language. In an educational context, a well-balanced and
integrated instruction of these four skills is paramount in producing proficient English
language learners.
In the current era of globalization and interconnectivity, the English language has
emerged as one of the most pivotal languages in cross-cultural communication, the realm of
knowledge, and professional careers. Kachru and Smith (2008) affirm that amid the epoch
JELP: Journal of English Language and Pedagogy, Volume 3, Nomor (1): January-2024
ISSN: 2988-4438 (Online) 14

of globalization and the swift dissemination of knowledge, all nations are cognizant of the
imperative to equip their populace with skills that ensure their prosperity and prominence on
the global stage. Across various countries, including Indonesia, the acquisition of the English
language has seamlessly integrated into the educational curriculum. However, despite the
widespread recognition of the significance of English, it is undeniable that numerous learners
encounter psychological challenges during the process of mastering this language. The
psychological dilemmas that learners confront while acquiring the English language
encompass multifarious aspects, spanning from motivational factors and self-confidence to
feelings of anxiety and fear of failure. Learners often grapple with pressure when confronted
with the demands of acquiring a language as intricate and dynamically evolving as English.
These challenges hold the potential to exert profound implications on learning performance,
self-perception as learners, and ultimately hinder their progression in comprehending and
proficiently employing the English language. (Tambunsaribu & Simatupang, 2021)
confirmed that students found the problems in learning English in various aspects. They are
primarily challenging subjects, negative teacher influences and self-perception such as they
got confusing in learning English, they dislike English subject and they consider that English
is not important.
Learning English extends beyond merely comprehending grammatical structures or
memorizing vocabulary. It is a process that encompasses the acquisition of speaking,
listening, reading, and writing skills, along with an understanding of the cultural context
embedded within the language. For many individuals, learning English represents an
engaging challenge, yet it can also evolve into a perplexing or intimidating experience. One
of the key factors influencing psychological challenges in learning English is the teaching
method employed. Approaches that are not aligned with individual learning styles can lead
to feelings of frustration and confusion. Additionally, negative perceptions of language
proficiency can also emerge due to past negative experiences, whether in the form of
unfavourable assessments or experiences of feeling incompetent in English communication.
The importance of a deep understanding of the psychological issues faced by learners in
learning English not only impacts classroom teaching improvement but also opens doors for
the development of more effective strategies and interventions. By identifying the roots of
psychological issues, educators can design a more holistic and supportive learning approach,
while also providing emotional support to learners in need. (Jannah & Wuli Fitriati, 2016)
supported that psychological problems faced by the year-eleven students in MA Nurul
Moh. Shofi Zuhri, Muhammad Nashihin, Moh. Kavin Lidinillah/ The Psychological Issues
Encountered by Students in Learning English Within the Pesantren Environment 15

Ittihad Demak in speaking English were: 1) most of the students were afraid of making
mistakes because they were afraid if they cannot convey the message clearly and being
ridiculed by their friends; 2) most of them were shy because they felt that they did not have
good pronunciation and they were also ashamed if their friends laugh off their wrong
pronunciation; 3) most of them were anxious because when they spoke English, all of their
friends‟ eyes looked at them and gave full attention to them, including their teacher.
As an English teacher at Mts Sunan Drajat Lamongan, it was noticed that some
students seem reluctant to speak English especially in the classroom. Mts Sunan Drajat is an
Islamic high school located in Drajat Lamongan. From my intimate conversation with the
principal, most of the students at this school come from a difficult situation. They have a
high level of family education but never take extra lessons outside of school, such as English
and math. Therefore, they have difficulty learning English subjects at school. They are also
not very motivated study especially in English. Observations was conducted at this school
and found that most students do not speak English. During English teaching process
especially the eighth graders of Mts Sunan Drajat, it was found that most of them has
psychological problems in learning English.
The science of psychology is the investigation of how people and other creatures think
and act in relation to their surroundings. Psychological issues are those that frequently affect
one's mental or physical well-being. According to (Juhana, 2012) there are five kinds of
psychological problems. They are;
Fear of mistakes
The fear of making mistakes is called “atychiphobia”. Atychiphobia is an irrational
and persistent fear of failure or making mistakes, which can cause the individual to avoid
new experiences, challenges or tasks to avoid the possibility of making mistakes. This fear
can have a significant impact on self-esteem, confidence, and overall quality of life, as it
interferes with personal growth and learning opportunities.
Shyness
Shyness refers to feelings of discomfort or apprehension in social situations, often
accompanied by feelings of embarrassment, anxiety, and a tendency to avoid interactions
with others. Shy people can have a hard time initiating or engaging in conversations,
especially with people they don't know well. Shyness can manifest as a reluctance to speak
up, make eye contact, or engage in attention-grabbing activities. It is important to note that
shyness is a common and natural human emotion and many people experience it to varying
JELP: Journal of English Language and Pedagogy, Volume 3, Nomor (1): January-2024
ISSN: 2988-4438 (Online) 16

degrees. While shyness can limit social interactions, it is not the same as social anxiety
disorder, which involves a more intense and widespread fear of social situations that can
affect significantly to everyday life.
Anxiety
Anxiety is a normal and natural human emotion that involves feelings of unease,
worry, or fear in response to a perceived threat or stressful situation. It's a built-in response
that prepares the body and mind to deal with challenges. However, when anxiety becomes
excessive, persistent, and starts to interfere with daily life, it can develop into an anxiety
disorder.
Lack of confidence
Lack of confidence refers to a situation where an individual experiences a lack of self-
assurance or belief in their own abilities, skills, or judgment. It's characterized by feelings of
self-doubt, insecurity, and a general sense of not being capable or competent in various
aspects of life. People who lack confidence may avoid taking on new challenges or
opportunities, second-guess themselves frequently, and may have difficulty asserting
themselves in social or professional situations.
Lack of confidence can be caused by various factors, including past failures, negative
self-perception, comparison to others, external criticism, or a lack of positive feedback and
validation. It's important to note that lack of confidence is a common human experience and
can affect anyone at different times in their lives.
Lack of motivation.
Lack of motivation refers to a state where an individual experiences a lack of
enthusiasm, energy, or desire to engage in activities or pursue goals. It's characterized by a
lack of drive or initiative to take action, often resulting in procrastination, avoidance of tasks,
and a feeling of being stuck or unmotivated.
Learning foreign languages, especially English, in the context of Islamic boarding
schools (pesantren) is undoubtedly quite distinct from learning in regular schools, English
course, and similar institutions. Learning English within a pesantren environment presents
its own set of challenges and difficulties. It's no surprise, as students at pesantren, referred
to as "santri," bear a heavier load compared to students outside this environment. Aside from
learning English, santri also have mandatory activities such as Quranic studies, among
others. Consequently, they lack sufficient time for foreign language learning, particularly
English. The differences in the approaches to teaching English among regular schools,
Moh. Shofi Zuhri, Muhammad Nashihin, Moh. Kavin Lidinillah/ The Psychological Issues
Encountered by Students in Learning English Within the Pesantren Environment 17

English course, and Islamic boarding schools reflect disparities in educational contexts and
goals. Madrasah, as formal educational institutions, generally follow official curricula that
integrate English language learning with other subjects. The educational scope within
madrasas is more diverse, encompassing various scholarly aspects, whereas the educational
environment within pesantren is less comprehensive. In line with the aforementioned points,
(Amirudin, 2019) in his study also emphasizes the role of the language environment in the
acquisition of English within the pesantren setting. His study demonstrates that foreign
language learners within the pesantren environment show lower proficiency in
communication skills.
Meanwhile, in Islamic boarding schools (pondok pesantren), the approach to teaching
English tends to be more focused on understanding religious texts in English. Here, the main
objective is for the santri (boarding school students) to comprehend religious teachings
through original texts in English, such as the Quran or hadith. Therefore, emphasis is placed
on the ability to read and understand religious content in English. This reflects the role of
the pondok pesantren as an institution that combines religious education and formal
education, providing instruction within the framework of cultural and religious traditions. In
certain contexts, English language instruction in pondok pesantren can also serve as a tool
to broaden the santri's perspectives on global understanding. However, the differing focal
points in English language education between madrasas and pondok pesantren highlight
distinctions in educational priorities and instructional objectives. Both institutions have their
own values and roles in meeting distinct educational needs within society.
Several previous researchers have studied learning psychology issues, such as. The
first study by (Graesser et al., 2022) titled Developing Educational Psychology to
Accommodate Technology, Various Disciplines, and 21st Century Skills. In this study, the
focus is on educational psychology to reveal interdisciplinary aspects and accommodate 21st
century skills alongside traditional foundations of literacy, numeracy, science, reasoning
(problem-solving), and academic subjects. The study also discusses the use of technology to
address learning problems for students with diverse backgrounds, encompassing research
areas in literacy, collaborative problem-solving, motivation, emotions, and fields of science,
technology, engineering, and mathematics. In the subsequent research by (Tokuhama-
Espinosa, 2023) titled Mental Schema Theory: Contribution to a special edition in Frontiers
Psychology on enhancing learning and teaching through neuroscience. The research
emphasizes the underlying thinking skills of problem-solving – and more broadly – the more
JELP: Journal of English Language and Pedagogy, Volume 3, Nomor (1): January-2024
ISSN: 2988-4438 (Online) 18

models one learns, the more tools they have for complex problems in the future. The research
is conducted starting from existing results, which can be further developed into broader
aspects and can span various fields. The third study is conducted by (Wang et al., 2020) with
the title Prevalence of anxiety and depression symptoms, and the demands for psychological
knowledge and interventions in college students during the COVID-19 epidemic: A large
cross-sectional study. This study focuses on the psychology of students during the learning
process in the COVID-19 era. The results of the study show that the prevalence of anxiety
in students is 7.7%. 42% of students reported needing psychological knowledge and 11.2%
required psychological interventions during the COVID-19 epidemic period.
From the above-mentioned researches that discuss educational psychology issues, all
of them encompass studies from various fields of knowledge; there has been no specific
inclusion of a particular field of science and a specific object of study. In this study, the focus
is on the psychological issues faced by students in learning English within the scope of
students in a boarding school environment. Therefore, this article primarily addresses why
students encounter difficulties in learning English and its causes. Despite English being one
of the most crucial assets for facing the evolving challenges of the global world according
to the current era.".
Method
This research will employ a qualitative case study approach to investigate the
psychological issues faced by students when learning English within the context of Islamic
boarding schools (pesantren). This approach will enable the researcher to gain in-depth
insights into the experiences, perceptions, and psychological challenges encountered by
students in the context of English language learning at pesantren. The first step of this
research will be conducted at the Sunan Drajat Lamongan Islamic boarding school, which
offers a language program and will serve as the research subject. Subsequently, the
researcher will select 30 students using purposive sampling, who will become key
informants in this study. Data were collected through observation and in-depth interviews
during the learning process to understand their perspectives regarding the psychological
issues that arise while learning English at the pesantren. Observation was carried out to
observe the interactions between students and the learning materials, instructors, and
learning environment at the pesantren. Additionally, interviews were conducted to analyze
the English language learning program, curriculum, and methods implemented at the
pesantren. The data analysis in this research utilized a qualitative descriptive approach. The
Moh. Shofi Zuhri, Muhammad Nashihin, Moh. Kavin Lidinillah/ The Psychological Issues
Encountered by Students in Learning English Within the Pesantren Environment 19

data obtained from interviews and observations will be thematically analyzed to identify
patterns, themes, and variations emerging from students' experiences. The results of the
analysis will be used to comprehensively depict the psychological issues that students face
in learning English at the pesantren.
Findings and Discussion
In this part, the thesis deals with the theoretical aspect meaning based on research
results which was described in the previous section answer the research questions of this
study. Therefore, this section has been divided into three parts based on goal of the study.
Students’ Psychological Problem
English language is a skill that is not easy to learn, especially for boarding school
students ("santri"). There are several issues that santri face in learning English within the
pesantren environment, one of which is psychological issues. This study focuses on the
psychological problems that santri encounter while learning the English language. Based on
observations and interviews, three psychological issues were identified, as follow:
Lack of Learning Motivation
This finding reveals that some students, or 21 of 30 participants, encounter
challenges in their learning motivation. Factors such as:
a. Academic Boredom
Students feel bored with learning the English language. They perceive learning
English as very dull. The absence of new methods and strategies in teaching is one of the
factors that contribute to their boredom. The use of monotonous methods, like constant
vocabulary memorization without practical application, burdens the students.
b. Insufficient Understanding of Material Relevance
The delivery of the material also affects students' motivation in learning English. On
the other hand, limited study time also impacts English language learning. In the pesantren
environment, students allocate most of their time to religious studies. As a result, students
struggle to comprehend English language learning.
c. Perceived Irrelevance of English Language
For students, learning English is not considered highly important. Consequently, they
lack the motivation to study English because students believe there is no correlation between
learning English and their status as religious students. They primarily focus on religious
studies.
JELP: Journal of English Language and Pedagogy, Volume 3, Nomor (1): January-2024
ISSN: 2988-4438 (Online) 20

Based on the above explanations, the regression results show a negative correlation
between learning motivation scores and students' academic performance. Therefore, there is
a need for more attention in designing teaching methods that encourage active participation
and relate the material to real-life situations Dornyei (2001) proposed some ways to
overcome the students who have low motivation. It can be applied by the teachers in order
to encourage the students‟ motivation. 1) The first stageis to create motivating condition for
learning. It means creating a pleasant and supportive environment in the classroom. 2) The
second stageis to introduce initial motivating techniques by creating materials that are
relevant for the students. 3) The next stageis to take care to maintain and to protect students‟
motivation by offering stimulating activities and fostering self-esteem, self-confidence, and
cooperation among students. 4) The last stageis to turn evaluation and feedback into positive
experiences.
Lack of Self-Confidence
The second factor found among 8 out of 30 students is a lack of self-confidence
among some participants. This can arise due to factors such as:
a. Social Comparison
Social status also plays a role within the pesantren environment. In this regard,
students might feel embarrassed due to the perception that learning English is associated
with peers who had previously taken English courses before becoming pesantren students.
Social comparisons between students who were able to attend English courses and those who
were not can encompass various aspects, such as accessibility, opportunities, and overall
social impact. It's important to note that these comparisons are not meant to judge or measure
a person's worth, but rather to understand the influence of English courses on their social
environment. Those with access and the ability to attend English courses may have the
chance to develop better English language skills during their time at the pesantren, while
those unable to attend may face limitations in learning English. This can restrict their access
to certain opportunities, especially if English proficiency is highly valued in their
environment, particularly within a pesantren that employs English communication.
b. Feelings of Inadequacy
Feelings of inadequacy in English language skills are commonly experienced by
many students. They might feel awkward and less confident when speaking or writing in a
language that is not their native tongue. Difficulties in grasping grammar, limited
vocabulary, and imperfect pronunciation can lead to frustration and decreased motivation to
Moh. Shofi Zuhri, Muhammad Nashihin, Moh. Kavin Lidinillah/ The Psychological Issues
Encountered by Students in Learning English Within the Pesantren Environment 21

learn English. Despite their efforts, feelings of inadequacy can sometimes hinder the learning
process and impact their self-confidence. It's crucial for educators and the learning
environment to create a supportive and nurturing atmosphere so that students can feel more
comfortable and motivated to overcome these feelings of inadequacy and continue
developing their English language skills.
The analysis results indicate that self-confidence levels have a positive correlation
with academic performance. Therefore, there is a need for psychological support programs
that can boost students' self-confidence and help them overcome feelings of inadequacy.
Clément cited in (Kubo, 2009) introduced a study that suggests that self-confidence resulting
from previous pleasant and successful experiences with the target language outside the
classroom is more relevant than self-confidence resulting from classroom success.
Anxiety
The third finding is the presence of excessive anxiety within the academic
environment. Heavy workloads, high competition, and pressure to achieve perfect results
can lead to overwhelming anxiety. Statistical analysis indicates a negative correlation
between anxiety levels and academic performance. Therefore, a holistic approach is needed,
involving the creation of a more relaxed environment, offering counselling support, and
teaching students stress management skills.
Conclusions
This study reveals three main factors that have a significant impact on students'
academic performance: lack of learning motivation, lack of self-confidence, and excessive
anxiety. These findings depict the challenges faced by some students in navigating a
complex academic environment.
First, the lack of learning motivation is triggered by various factors such as boredom
and unclear academic goals. The negative correlation between learning motivation and
academic performance indicates that increasing motivation can have a positive impact on
learning outcomes. Therefore, educators need to adopt teaching methods that connect the
material to the real world to stimulate participation and overcome boredom.
Second, the lack of self-confidence has a significant influence on academic performance.
Students who lack confidence tend to face obstacles in tackling academic tasks. The positive
correlation between self-confidence levels and academic performance underscores the
importance of psychological support in enhancing students' self-belief. Psychological
JELP: Journal of English Language and Pedagogy, Volume 3, Nomor (1): January-2024
ISSN: 2988-4438 (Online) 22

support programs can help students overcome social comparisons and develop strong self-
confidence.
Third, excessive anxiety in the academic environment can negatively affect students'
performance. High levels of anxiety can disrupt learning abilities and focus. Statistical
analysis showing a negative relationship between anxiety and academic performance
confirms the need for a holistic approach in addressing anxiety. Creating a more relaxed
environment, providing counselling support, and teaching stress management skills can help
students’ better cope with academic challenges.
Overall, this study highlights the need for a comprehensive approach to enhance
students' academic performance. Teachers, educational institutions, and counsellors need to
collaborate to address the lack of learning motivation, lack of self-confidence, and excessive
anxiety, enabling students to optimize their academic potential within a supportive
educational environment.
The implications of this study can provide valuable guidance for the development of
more supportive and effective learning strategies to address the psychological challenges
faced by students in the pesantren context.

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