STUDENTS' STRATEGIES FOR LEARNING ENGLISH AT AL-FARABI ISLAMIC BOARDING SCHOOL

DHIKA RIZKY, LUQMAN NURHAKIM (2026) STUDENTS' STRATEGIES FOR LEARNING ENGLISH AT AL-FARABI ISLAMIC BOARDING SCHOOL. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT English is an important international language used in communication, education, technology, and various global fields. However, many Indonesian students still experience difficulties in learning English, especially in vocabulary mastery, pronunciation, speaking skills, and maintaining learning motivation. Learning strategies are considered important because they help students improve their learning process and overcome difficulties in language acquisition. Islamic boarding schools provide a unique environment that allows students to practise English both inside and outside the classroom through structured activities and daily interactions. Therefore, this study investigated students’ strategies for learning English at Al-Farabi Islamic Boarding School and the factors influencing their strategy selection. Based on these conditions, this study aims to explore the learning strategies employed by students in learning English conversation at Al-Farabi Islamic Boarding School and to identify the factors influencing their choice of strategies within a boarding school environment. This research is classified as field research conducted at AlFarabi Islamic Boarding School. The research design is descriptive qualitative. The data sources consist of primary and secondary data. Primary data were obtained through interviews and documentation, while secondary data were collected from literature and previous studies to support the primary findings. Data collection techniques included observation, interviews, and documentation. The data were analyzed using qualitative analysis by organizing, interpreting, and describing the data to reveal patterns of learning strategies and influencing factors. The findings showed that students used cognitive and metacognitive strategies. Cognitive strategies included repetition, memorization, note-taking, translation, dictionary use, and conversation practice. Metacognitive strategies included planning, monitoring, self-evaluation, and time management. These strategies were influenced by motivation, confidence, teacher support, peer interaction, dormitory rules, and language programs such as muhadatsah and ilqoil mufrodat.

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