ENGLISH LEARNERS’ LITERACY PRACTICES IN PESANTREN EDUCATION 5.0: NEGOTIATING HYBRID IDENTITIES
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https://doi.org/10.18623/rvd.v22.n5.3688Palabras clave:
English Literacy Practices, Hybrid Identities, Pesantren Education 5.0, Narrative InquiryResumen
This study investigates the literacy practices of English learners in Pesantren Education 5.0 and how these practices shape the negotiation of hybrid identities. Pesantren, as a traditional Islamic boarding school, has undergone significant transformation by integrating digital literacy, global language exposure, and science-oriented curricula. Using a narrative inquiry approach, the research draws on interviews and students’ reflective documents collected from three senior santri at Pesantren Sains Tebuireng. The analysis employs Holland et al.’s framework of figured worlds and Norton’s concept of identity investment to trace how students negotiate between positional identities shaped by pesantren norms and figurative identities shaped by global English and digital culture. Findings reveal that learners’ literacy practices extend beyond classroom tasks to include digital engagement, popular culture, and peer collaboration. These practices foster hybrid identities that blend Islamic values, scientific aspirations, and global language competence. The study highlights the complexity of identity construction in religious educational contexts during the digital era and emphasizes the role of literacy as both a site of struggle and empowerment. The implications contribute to reimagining Education 5.0 in pesantren settings, where English literacy can bridge local traditions and global futures.
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