<![CDATA[This study aims to explore the factors contributing to the low effectiveness of English language instruction at SMP Manbaul Ulum Bondowoso. Employing a qualitative approach with a case study design, the research seeks to generate a comprehensive contextual understanding of the phenomenon. Data were collected through classroom-based participant observation, in-depth interviews with teachers and students, and analysis of instructional documents. Thematic analysis was conducted through systematic stages of data reduction, categorization, and interpretative meaning-making to identify recurring patterns. Data credibility was ensured through source and methodological triangulation. The findings reveal three principal dimensions underlying instructional ineffectiveness. First, the pedagogical dimension is characterized by the predominance of lecture-based instruction, limited opportunities for meaningful communicative practice, and insufficient reflective feedback. Second, the institutional dimension encompasses inadequate learning facilities and restricted exposure to authentic English usage within the school environment. Third, the individual dimension relates to students’ low intrinsic motivation, language anxiety, and the perception of English as a difficult subject. Collectively, these dimensions form a learning ecosystem that is insufficiently conducive to fostering students’ communicative competence.]]>
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