Enhancing Motivation and English Learning Outcomes through the SANTREE Model in a Pesantren-Based Senior High School

Abstract

Integrating religious values with 21st-century learning remains a significant challenge in Islamic boarding schools (pesantren), especially in English instruction, where low motivation and achievement persist. Addressing this gap, this study aims to examine the effectiveness of the SANTREE instructional model, an innovative learning design grounded in motivation theory, digital pedagogy, and collaborative learning, in enhancing students’ motivation and English learning outcomes. A quantitative approach with a one-group pretest–posttest design was employed. The participants were 128 tenth-grade students from a pesantren-integrated private senior high school in East Java, Indonesia. Data collection involved a Likert-type motivation questionnaire based on the ARCS model and a cognitive test on narrative texts. Instruments were validated through expert judgment and statistical testing. Data were analysed using descriptive statistics, paired sample t-tests, simple linear regression, and effect size calculations. The results indicated substantial improvements in students’ learning motivation and English achievement after the implementation of the SANTREE model. Furthermore, learning motivation emerged as a significant predictor of students’ English learning outcomes, underscoring its central role in supporting academic performance. These findings confirm the pedagogical value of SANTREE in fostering student-centred, contextualised, and effective language instruction. The study offers practical implications for curriculum innovation in pesantren and similar educational contexts.