Teacher Readiness for English Bilingual Program Implementation in Islamic Boarding Schools: A Case Study at Yanbu'ul Quran Pati

Abstract

English bilingual programs in Indonesian Islamic boarding schools (pesantren) have expanded rapidly in recent years, yet their effectiveness remains constrained by a persistent and underexplored challenge: the uneven readiness of teaching staff to deliver bilingual instruction. While existing studies have examined bilingual outcomes among students or focused narrowly on designated English teachers, little attention has been given to the readiness of all teaching staff in newly established bilingual programs, particularly those involving teachers from diverse non-English academic backgrounds. This study addresses that gap by examining teacher readiness at Yanbu'ul Quran Islamic Boarding School in Pati through a qualitative case study approach. Drawing on Freeman's (1989) Knowledge, Awareness, Skills, and Attitude (KASA) framework, this paper examines the four core dimensions of teacher readiness and analyzes how internal factors such as prior educational background and English proficiency, and external factors such as institutional support and professional development access, collectively shape teachers' capacity to implement bilingual instruction. The study further identifies the distinctive pedagogical and cultural challenges that teachers in pesantren bilingual settings must navigate, including the tension between religious identity preservation and the demands of English language use across all subject areas. Based on this analysis, the paper proposes a framework that maps the relationship between teacher readiness dimensions, contextual factors, and bilingual program implementation outcomes. The findings of this study are intended to inform both institutional efforts to strengthen teacher preparation and future research on bilingual program development in newly established bilingual pesantren programs across Indonesia.