Challenges and Strategies of EFL Students from Islamic Boarding School in Musical Drama
Abstract views: 18
PDF downloads: 9
Keywords:
challenges, strategies, EFL, Islamic boarding school, dramaAbstract
This study aimed to identify challenges and strategies in preparing an English musical drama performance by Islamic boarding school students as English as a Foreign Language (EFL). Data were collected through interviews, document analysis, and questionnaires. The results of the study indicate that there are linguistic challenges for participants, especially in terms of pronouncing dialogues and script texts that must be read fluently. In addition, students also face non-linguistic challenges outside of the language aspect that can have a significant impact on the preparation process, implementation, and final results of the performance. To overcome language barriers, guidance from educators, tiered exercises, intensive repetition, use of audiovisual references, and directed discussions are provided. Meanwhile, non-linguistic challenges were addressed through psychological support, optimal practice time management, application of a structured practice approach, and the use of video imitation techniques and creativity in adapting to resource limitations. Although there are still limitations, several strategies have proven effective. Overall, this drama performance is not only a medium for learning and showing off the students' learning outcomes, but also a means of instilling Islamic values that are in line with the goals of Islamic boarding school education.
Downloads
References
Abdelhalim, S. M. (2015). Children Literature Based Program for Developing EFL Primary Pupils’ Life Skills and Language Learning Strategies. English Language Teaching, 8(2), 178–195.
Abramova, G. S., & Mashoshina, V. S. (2021). On Differentiation Strategies in the EFL Mixed-Ability Classroom: Towards Promoting the Synergistic Learning Environment. European Journal of Contemporary Education, 10(3), 558–571.
Abrar, A., & Widiati, B. (2024). The Use of Drilling Method in English Speaking Skills. Jurnal Pendidikan : Riset Dan Konseptual, 8(3), 442. https://doi.org/10.28926/riset_konseptual.v8i3.1000
Akyıldız, S. T., & Ahmed, K. H. (2021). An overview of qualitative research and focus group discussion. International Journal of Academic Research in Education, 7(1), 7.
Alshraideh, D. S., & Alahmdi, N. S. (2020). Using drama activities in vocabulary acquisition. International Journal of English Language Teaching, 7(1), 48.
Amelia, M., & Komariah, E. (2017). Investigating English speaking skill problems encountered by students at Islamic modern boarding schools. Research in English and Education Journal, 2(2), 125.
Angelianawati, L. (2019). Using Drama in EFL Classroom. JET (Journal of English Teaching), 5(2), 132. https://doi.org/10.33541/jet.v5i2.1066
Annadawy, F. N. (2022). An Analysis of Speaking Anxiety in Public Speaking Performance. RETAIN: Journal of Research in English Language Teaching, 10(02), 35.
Aprilianti, E. (2024). Integrating Islamic psychological principles in enhancing students’ academic resilience. Nusantara Journal of Behavioral and Social Science, 3(2), 64.
Arochman, T., Madani, S. A., Welasiyah, S., & Setiandari, R. K. (2023). Exploring Students’ Difficulties in Memorizing English Vocabularies in A Higher Education. Journal of English Language and Education, 8(2), 181.
Ashirova, B. (2024). Analyzing the Roles of the Author, Narrator, and Characters in Narrative Texts. European International Journal of Philological Sciences, 4(12), 35.
Ashton-Hay, S. (2005). Drama: Engaging all learning styles. 9th International INGED (Turkish English Education Association) Conference, 14.
Asy’ari, M., & Aini, N. (2025). The Urgency of Time Perspective in Hadith (Thematic Study of Islamic Education in the Era of Generation z). AL-Ikhtiar: Jurnal Studi Islam, 2(2), 160–165.
Brovchak, L., Starovoit, L., Likhitska, L., Todosienko, N., & Shvets, I. (2024). Integrating music, drama and visual arts in extracurricular programs: enhancing psychological development in early school-aged children. Sapienza, 5(3), 11. https://doi.org/10.51798/sijis.v5i3.791
Chen, W.-C., Yang, M.-C., & Lin, K.-M. (2016). A study of applying memorization method to enhance primary school students’ English oral ability. Journal of Economics, Business and Management, 4(11), 631.
Cohen, A. D. (2014). Strategies in Learning and Using a Second Language. https://doi.org/10.4324/9781315833200
Cvitkovic, R. (2024). Student Perceptions of Elicited Imitation and Shadowing for Improving L2 Speaking Skills. 帝京大学外国語外国文化, 15, 197.
Dariyanto, D., Farhana, H., Gumala, Y., & Syaodih, E. (2022). Analysis of the English Learning Process in Islamic Elementary Boarding Schools. Jurnal Basicedu, 6(1), 926. https://doi.org/10.31004/basicedu.v6i1.2053
Dimas, S., Hadi, J., & Mahbubi, M. (2025). The Teaching Of Sincere And Patience: Behavioral Values For Grades Of Islamic Junior High School. International Journal of Multidisciplinary Reseach, 1(1), 113–114.
Fajari, A. (2025). Integration of Islamic values in English as a foreign language at two upper secondary Islamic Boarding Schools in Bandung (p. iii). UIN Sunan Gunung Djati Bandung.
Farah, F., & Rahma, K. (2024). The Role of Time Management on EFL Learners’ Productivity. (p. 67). university center of abdalhafid boussouf-MILA.
Farah, R. R., & Sumarsono, P. (2025). Navigating Western and Islamic Cultural Values in English Education: A Narrative Case Study of Teachers at International Islamic Boarding School. Indonesian Journal of English Language Teaching and Applied Linguistics, 10(1), 58.
Fitria, T. N. (2023). Integrating English Language Teaching (ELT) Into Islamic Boarding Schools: A Review of Strategy and Challenges. Journal of English Language and Pedagogy (JELPA), 1(2), 65–75. https://doi.org/10.51826/jelpa.v1i2.772
Hanifa, R. (2018). Factors generating anxiety when learning EFL speaking skills. Studies in English Language and Education, 5(2), 236.
Harwinda, A. A. (2025). Investigating The Interplay Between Part-Time Work, Academic Engagement, And English Proficiency Among Efl Student’s: A Narrative Inquiry. Jurnal Penelitian, Pendidikan, Dan Pembelajaran, 20(1), 5–6.
Hibatullah, O. F. (2019). The challenges of international EFL students to learn English in a non-English speaking country. Journal of Foreign Language Teaching & Learning, 4(2), 102.
Hong, Y. D. (2025). The Implementation Of Shadowing Technique To Enhance Students ’ Speaking Skills At School Of Foreign Languages – Thai Nguyen University. International Journal Of All Research Writings, 6(11), 596.
Hua, X., Hashim, H., & Jamaludin, K. A. (2025). A Comprehensive Review of the Impact of Drama-Based Pedagogy on English-Speaking Proficiency. Eurasian Journal of Applied Linguistics, 11(1), 281.
Iwarzah, Y., Petaling, A. N., Yunus, I., Bungaraya, A., Yulian, I., Al-amin, M. P., Yulistianingsih, I., Sa, M., Kemuning, T., Yusniawati, I., Hidayah, M. A.-, & Maya, P. (2024). Efforts to Improve the Understanding of the Praiseworthy Morals of Husnuzzan , Tawadhu ’, Tasamuh , and Ta ’ awun by Implementing the Learning Together Learning Model at Mts An Najah Petaling. 1(January).
Kartika Sari, D., & Jaya, A. (2025). Boosting Oral Proficiency Through Shadowing: a Study on Fluency and Pronunciation Gains in Efl Students. English Community Journal, 9(1), 29. http://jurnal.um-palembang.ac.id/index.php/englishcommunity/index
Khasyar, M. L., Haryono, R., & Ratnasari, A. (2021). Lesson of Drama in Language Education: Why do We Have to Learn English Through Drama Performance? Proceedings of the 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 2020), 535, 178. https://doi.org/10.2991/assehr.k.210304.038
Khasyar, M. L., & Ratnasari, A. (2021). Lesson of Drama in Language Education: Why do We Have to Learn English Through Drama Performance? 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 2020), 183.
Khildainy, H. (2023). Analyzing Students’ Difficulties in Reading Comprehension of Narrative Text at Senior High School (A Mixed-Method Study at the Tenth Grade Students of SMAN 6 Kota Tangerang and SMAN 25 Kabupaten Tangerang) (p. 48). Jakarta: FITK UIN Syarif Hidayatullah jakarta. repository.uinjkt.ac.id
Kuzmenkova, J. B., & Erykina, M. A. (2017). Songs and drama integrated in EFL learning. Вестник Московского Университета. Серия 19: Лингвистика и Межкультурная Коммуникация, 2, 47.
Liandry, E. (2022). Teacher’s Role In Teaching Speaking Fluency At State Senior High School 1 Bengkalis [Universitas Islam Negeri Sultan Syarif Kasim Riau]. https://repository.uin-suska.ac.id/60694/
Maheswari, P., Adnyani, N. L. P. S., & Suwastini, N. (2020). Interlanguage Analysis on Indonesian EFL Learners’ Compositions. Lingua Didaktika: Jurnal Bahasa Dan Pembelajaran Bahasa, 14(2), 130. https://doi.org/10.24036/ld.v14i2.108643
Mardiyah, K., & Santika, A. (2023). Effectiveness of using imitation technique through English video towards students’ English pronunciation ability. Madani: Jurnal Ilmiah Multidisiplin, 1(4), 65.
McGuirk, P., & O’Neill, P. (2016). Using questionnaires in qualitative human geography. 3.
Mendrofa, M., & Wijaya, M. (2022). Benefits of drilling repetition in enhancing second language learners’ speaking ability. International Journal of English and Applied Linguistics (IJEAL), 2(2), 268.
Miles, methew, Huberman, A, S. J. (2014). Book Review: Qualitative data analysis. A methods sourcebook. Sage publications Sage UK: London, England.
Mollaei, F., Taghinezhad, A., & Sadighi, F. (2017). Teachers and learners’ perceptions of applying translation as a method, strategy, or technique in an Iranian EFL setting. International Journal of Education and Literacy Studies, 5(2), 72.
Montero-SaizAja, A. (2022). Perceptual learning style preferences of monolingual and bilingual EFL learners. LFE. Revista de Lenguas Para Fines Específicos, 28(1), 221.
Muhayimana, T. (2017). The relevance of the Vygotsky’s sociocultural approaches to promote interaction in EFL classroom. Journal of English Language Teaching and Linguistics, 2(3), 273.
N. Rischi. (2021). The Correlation Between Students’ Self-Confidence And Their English Achievement At Sma Negeri 3 Pekanbaru [UIN Suska Riau]. In UIN Suska Riau (Vol. 75). https://repository.uin-suska.ac.id/48741/2/SKRIPSI COMPLETED.pdf
Nawangwulan, S. S., Putri, A. A., Anastasia, D., & Rohmana, W. I. M. (2024). Exploring Creativity Drama in Literature English Learning Teaching of Islamic Boarding School. EDULANGUE, 7(1), 11–12.
Nisa’, A. H. B. (2022). Exploring Secondary School Students’vocabulary Learning Experience In Drama Based Activities In Speaking Classroom [Islamic University Of Kh. Achmad Siddiq Jember]. digilib.uinkhas.ac.id
Okada, Y., Sawaumi, T., & Ito, T. (2017). Effects of Observing Model Video Presentations on Japanese EFL Learners’ Oral Performance. Electronic Journal of Foreign Language Teaching, 14(2), 141.
Orosz, N., & Noémi, O. (2024). Development of Medieval English Drama. 48.
Plemenitaš, K. (2016). Songs as elements in the generic structure of film musicals. ELOPE: English Language Overseas Perspectives and Enquiries, 13(1), 32.
Pourhossein Gilakjani, A. (2016). English pronunciation instruction: A literature review. International Journal of Research in English Education, 1(1), 4.
Prchlík, M. (2017). Utilization of drama techniques in motivating EFL students to read English course-book texts. Masaryk University, Faculty of Education.
Putra, W. R. A. D. P. (2017). Teachers’ Roles in Motivating Students [Universitas Kristen Satya Wacana Salatiga]. http/repository.uksw.edu/handle/123456789/14463
Rahman, M. A., Jamalullail, J., & Handrianto, C. (2021). An overview of the implementation of musical drama in the introduction to literature course. Indonesian Journal of Educational Assessment, 4(2), 16.
Rzayeva, E. (2025). Drama in Foreign Language Education : Bridging Communication and Creativity. Euro-Global Journal of Linguistics and Language, 2(2), 37.
Sabata, Y. N., Mulyanti, R., Arrasul, A. R., Hardianti, S., & Nggolaon, D. (2023). Linguistics factors as speaking obstacle of the EFL students in classroom. 4th Borobudur International Symposium on Humanities and Social Science 2022 (BIS-HSS 2022), 730.
Schrodt, K., FitzPatrick, E., Lee, S., McKeown, D., McColloch, A., & Evert, K. (2024). The Effects of Invented Spelling Instruction on Literacy Achievement and Writing Motivation. Education Sciences, 14(9), 19.
Shiddiq, A., Ulfatin, N., Imron, A., & Imron, A. (2024). Developing student character education through Islamic boarding school culture in Islamic elementary schools. Al-Ishlah: Jurnal Pendidikan, 16(2), 2286.
Simbolon, V. (2025). Understanding The Strategies Employed By Efl Learners To Overcome Speaking Anxiety In The Classroom. MIREJ: Multidisciplinary Innovation Research Journal, 1(1), 48.
Sofyan, S., Widyantoro, A., & Adoma, P. O. (2023). Analysis of Students’ Difficulties in Learning English Skills at Boarding Islamic Schools. International Journal of Contemporary Studies in Education (IJ-CSE), 2(3), 239.
Sutanto, I., Sukirlan, M., & Yufrizal, H. (2019). Musical Drama To Improve Students’ Speaking Performance And Confidence. U-JET, 8(3), 1–3.
Tijani, A., & Husnah, R. L. (2022). Internalizing Ukhuwah Islamiyah Values in Junior High Schools at TMI Female Al-Amien Prenduan: Case Study of Bullying Behavior. IJIE International Journal of Islamic Education, 1(2), 99–106. https://doi.org/10.35719/ijie.v1i2.1665
W.Creswell, J., & N.Poth, C. (2018). Qualitative Inguiry Research Design:Choosing Among Five Approaches. In SAGE Publications, Inc. (Vol. 53, Issue 9).
Woodrow, L. (2006). Anxiety and Speaking English as a Second Language. RELC Journal, 37, 320–323. https://doi.org/10.1177/0033688206071315
Yang, Y., & Qin, K. (2024). Script analysis and directorial concept in the realm of drama and film. SHS Web of Conferences, 183, 3017.
Yudha, V. P., Jamaludin, U., & Hilaliyah, T. (2025). Drill Methods for Enhancing Reading Skills in the Era of Digital Disruption: A Systematic Literature Review. Jurnal Pendidikan Progresif, 15(1), 655.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Hisan Nor Addin, Taranindya Zulhi Amalia
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
All articles published in the Journal Corner of Education, Linguistics, and Literature are licensed under the Creative Commons Attribution-ShareAlike License (CC BY-SA).
