Pedagogical and Cultural Challenges in Teaching and Learning English at a Salafiyah Islamic Boarding School in Kendal: Teachers’ Coping Strategies and Students’ Responses

Abstract

This study aims to explore the pedagogical and cultural challenges of teaching and learning English at a Salafiyah Islamic boarding school in Kendal Regency, as well as to examine EFL teachers’ coping strategies and students’ responses to English language teaching practices. This study employed a qualitative method with a case study approach. Data were collected through in-depth interviews, classroom observations, and document analysis involving three EFL teachers as key informants and three students as supporting informants selected through purposive sampling. The data were analyzed using thematic analysis, while trustworthiness was ensured through triangulation, member checking, and thick description. The findings reveal that pedagogical challenges include students’ reluctance to speak due to fear of making mistakes, pronunciation difficulties, limited instructional resources and technology, insufficient learning time, student fatigue, and varied English proficiency levels. These challenges are reinforced by the culture of adab, the dominance of religious knowledge and Arabic, limited exposure to English outside the classroom, and the mismatch between some EFL materials and Islamic values. Teachers address these challenges through context-based material adaptation, scaffolding, integration of Islamic content, flexible language use, and affective encouragement. Students respond more actively when learning activities are culturally appropriate and relevant to their needs and future aspirations