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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Anita Fatimatul Laeli
English Education Program, Faculty of Training and Education, University of Muhammadiyah Jember
Languange, Linguistic, Communication & Media

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Exploring Islamic Social Environment's Role in English Proficiency: ‘‘Mondok’’ vs ‘‘Nyolok’’ Students Sitti Surya Pramudita; Indah Werdiningsih; Anita Fatimatul Laeli
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.8431

Abstract

This study examines English proficiency differences between Mondok (full-time Islamic boarding) and Nyolok (daily commuting) students in an Islamic vocational Pesantren in Jember, Indonesia. Using mixed-methods with 40 female students (20 each group), tests revealed Mondok students scored significantly higher (68.50 vs. 63.25; p = .038). Despite this 5.25-point difference, both groups achieved intermediate proficiency through distinct pathways—demonstrating Complex Dynamic Systems Theory's principle of equifinality. Qualitative data showed Mondok students, despite technological constraints, developed adaptive strategies like peer learning and utilized limited "kiriman" time effectively. In contrast, Nyolok students with technological access struggled with consistency and speaking anxiety due to less structured environments. The findings illustrate how different environmental conditions within the same institution trigger unique adaptive patterns, highlighting CDST's value in explaining non-linear language development in Islamic educational contexts and offering practical implications for differentiated instruction in vocational Pesantren.
Navigating Problem-Based Learning in English Teaching in a Low-Tech Environment: A Case Study Novanda Elsa Ramanida Husein; Indah Werdiningsih; Anita Fatimatul Laeli
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.8451

Abstract

This study explores the implementation of Problem-Based Learning (PBL) in vocational high schools operating within low-technology environments. Conducted as a qualitative case study in a private vocational institution in rural Jember, Indonesia, the research specifically investigates the strategies and challenges faced by English teachers when applying PBL without adequate technological support. Data were collected from six English teachers through semi-structured interviews and open-ended questionnaires, all of whom had at least ten years of teaching experience and were familiar with PBL-oriented instruction. The findings reveal that teachers consistently demonstrated strong adaptability and creativity despite limited access to digital tools such as projectors, internet connectivity, or multimedia resources. Several low-tech instructional strategies emerged, including the use of printed case materials, real-life problem-solving activities, paper-based dictionaries, and collaborative group discussions. Approximately 70% of teachers reported relying heavily on printed materials to replace digital media, while more than half noted that vocabulary-focused techniques were essential to support students with limited digital literacy. These adaptations illustrate high levels of teacher agency and pedagogical resilience in maintaining the quality of instruction under technological constraints. The study concludes that PBL can still be effectively implemented in low-tech classrooms through context-responsive innovation and collaborative teacher practices. These insights offer practical implications for educators, policymakers, and teacher training institutions seeking to strengthen instructional quality in resource-constrained settings. However, the study is limited by its small sample size and its focus on a single school context, indicating the need for further research across broader vocational environments.
Co-Authors Indah Werdiningsih Novanda Elsa Ramanida Husein Sitti Surya Pramudita