PONDOK PESANTREN STUDENTS MOTIVATIONS AND PERCEPTIONS IN ENGLISH: A LITERATURE REVIEW

Abstract

This systematic literature review analyzes pesantren students' perceptions and motivations toward English learning. Four primary motivational factors are identified: instrumental, integrative, extrinsic, and intrinsic. Instrumental motivation, driven by career and academic aspirations, is the most dominant. Integrative motivation is weaker due to pesantren’s religious focus, while extrinsic motivation is influenced by institutional policies, teacher encouragement, and peer support. Intrinsic motivation varies based on students’ exposure and learning experiences. This study also explores pedagogical strategies such as communicative language teaching, task-based learning, and technology-enhanced instruction. Institutional challenges, including a shortage of qualified teachers, limited learning resources, and curriculum inconsistencies, are discussed. By synthesizing existing research, this study offers insights for educators and policymakers to enhance English education in pesantren. Future research should explore digital learning platforms and cross-cultural exchanges to improve English proficiency while preserving pesantren students’ cultural and religious identity.