One of the problems of English learning in Indonesia is the low effectiveness of formal instruction in secondary schools. This study investigates how an extracurricular program (namely English Camp) conducted by an Islamic State School based in a rural area in Riau province, Indonesia, was managed to enhance their students' English proficiency. We collected our qualitative study's data through a semi-structured interview with the English Camp initiator and analysis of a webinar conducted by the Ministry of Religious Affairs of the Republic of Indonesia and recorded on YouTube. We analyzed our data inductively and thematically to recognize major themes that will later enable us to answer our research questions. We found that the English Camp had comprehensive course contents covering the four English skills. In terms of learning methods, it applied some 'out of the box' strategies that are inspired by a contextual approach to learning. The school decided to go beyond the normal mainstream national curriculum practiced in such a state Islamic high school. Among the featured programs of the English Camp are taking the pledge (collective commitment) for English use, English Zone, weekly roleplay performances, and public speaking exams with university lecturers. Based on our findings, we suggest that other schools study the school's breakthroughs, especially with their "out of the box" and contextual programs to help students develop their English skills.

Implementing an English curriculum, especially one from outside Indonesia, is risky. Some schools produce positive outcomes, while others produce the opposite. This study aims to evaluate the difficulties of learning English from writing abilities using the Cambridge Curriculum in Indonesia. This study employed a qualitative approach that included interviews with students, school administrators, English instructors, and curriculum coordinators (n = 7) and documentation and observation, which served as data validation instruments. The results of the study indicate that, of the four language skills: reading, writing, speaking, and listening, the scores for reading and writing skills were not as predicted. The maximum score for Cambridge English was 6, and of the two skills measured, notably writing, the score was 3. This conclusion highlights the need to prepare English teacher credentials per Cambridge standards. This research has consequences for the design of learning English, which can help students improve their writing skills to meet Cambridge's maximum grade criteria.

This study sheds light on perceptions and attitudes toward obtaining competency of English teachers at Senior High Schools regarding the integration of Internet, communication, and technology (ICT) in the English classroom in Indonesia. The research involved 113 English teachers from 11 different sub-districts in Riau Province-Indonesia, and data were collected through online questionnaires utilizing Google Forms. Quantitative data were analyzed using SPSS 24.0, while qualitative data were analyzed using a three-stage analysis involving data reduction, data display, and verification. The study’s findings revealed positive perceptions and favorable attitudes toward the integration of ICT in EFL classrooms. Importantly, EFL teachers’ competency in ICT significantly influenced their teaching performance. Qualitative insights highlighted obstacles faced by English teachers, such as limited internet networking and inadequate facilities, impacting their experiences due to the absence of ICT training and socialization from schools. Based on the findings, there is an urgent need to address challenges faced by teachers in rural areas, emphasizing the pivotal role of ICT for effective teaching and learning in EFL classrooms.