<![CDATA[Although English Fun Day (EFD) programs are increasingly adopted to foster English learning motivation, empirical studies examining EFD as a structured, program-based intervention within Islamic senior high schools remain scarce, leaving its motivational impact in this specific context insufficiently understood. To address this gap, this research investigates the implementation of the English Fun Day program in motivating Islamic senior high school students to learn English. The research employed an explanatory sequential mixed-methods design. The quantitative participants consisted of 20 students selected through total sampling, while the qualitative participants were selected using purposive sampling, involving one English teacher and four students. Quantitative data were collected through a questionnaire based on Keller’s ARCS model (Attention, Relevance, Confidence, and Satisfaction), followed by qualitative data from semi-structured interviews to support the findings. The quantitative results show that students’ overall motivation was high (M = 3.89), with all four ARCS dimensions also falling within the high category. Among these, Satisfaction was the highest, while Confidence was the lowest, indicating that students easily experienced enjoyment, but confidence in using English still needs further development. The qualitative findings support these results by highlighting that interactive and fun activities, such as games and group tasks, increased student engagement, created a comfortable learning atmosphere, and encouraged active participation. However, students’ confidence in speaking English was found to require more continuous practice. These findings offer practical guidance for English teachers in Islamic schools seeking to design structured, enjoyable English programs while embedding sustained speaking practice to strengthen learners’ confidence. The integration of both data sets indicates that the English Fun Day program effectively enhances students’ motivation through engaging, meaningful, and supportive learning experiences. In conclusion, the program is a valuable strategy for improving students’ motivation in learning English, although sustained practice is needed to further strengthen their confidence in language use.]]>
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