Abstract
Indonesia does not guarantee legitimately English as a second language. However, numerous Indonesian schools officially teach English, including pesantren (Mawardi, Maulidiansyah, Kamal, Nasai, 2019). Historically, the pesantren is an Islamic educational institution that teaches students through classical Islamic books (Fadhilah, 2011). Now, pesantren has been teaching modern lessons, including foreign languages such as English (Tahir, 2015). This study was designed to investigate the pesantren's readiness for English programs. Data collection was done by interview, observation, and documentation. Participants are people who are closely related to the object of research. A total of two English language coordinators were interviewed to obtain data on the pesantren's readiness for the English programs. The researchers also did observation and documentation to obtain supporting data from the research objects. The findings reveal that the pesantren's readiness for English language programs is outstanding in terms of the kinds of English programs, teachers' contributions, supporting facilities, and the pesantren environment itself. These findings are in line with previous researchers' findings, such as Insan (2019), Yulistiya (2020), and Setiawati (2018), stating that there are excellent programs for the advancement of students a foreign language.
Highlights
In today's era of globalization, English is an official communication tool used in every international event
English programs in Indonesia are categorized as unsuccessful at some schools' levels due to the unpreparedness of schools to deal with such programs and the lack of students' and teachers' competence in mastering a foreign language education (Tahir, 2015, p. 45)
The interview guide contains questions about what pesantren's English programs are, how the program is implemented, what the coordinator prepares for the program, what learning resources are used, how are the readiness of supporting facilities, how are environmental readiness to face the program, and several related questions to achieve deep and broad results
Summary
In today's era of globalization, English is an official communication tool used in every international event. Syahfutra and Wibowo (2019) states that obstacles such as lack of teachers' competence, lack of educational facilities, and lack of learning preparation can have an impact on students' competence. He revealed the results of his research that students were less competent in speaking due to anxiety, lack of confidence, and feeling wrong in speaking English. Findings like these are certainly closely related to the level of readiness of an institution in learning languages, especially English
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