Developing Islamic Tasks-Based Speaking English Materials for Islamic Elementary School Students: A Case Study at Elementary Schools in West Lombok, Indonesia

Abstract

The present study aims to develop English Speaking Materials specifically designed for Islamic Elementary School students that adequately meet their language learning needs and preferences. In this regard, the study employs a Research and Development (R&D) ADDIE model, comprising five stages: analysis, design, development, implementation, and evaluation. The researcher not only acted as a materials developer but also as a teacher, since the data collection was conducted in the Islamic Elementary School. The participants in this study included 35 Islamic students and 2 Islamic teachers, and the data collection techniques utilized were questionnaires and structured interviews. The developed materials are grounded on a Project-based learning approach. The study investigates the need analysis for English Speaking Materials for Islamic Elementary School, describes the speaking materials for Islamic Elementary School, and evaluates their quality. The findings of the needs analysis reveal that elementary Islamic students aspire to enhance their fluency in English speaking and acquire more vocabulary to effectively communicate in formal and informal discussions. Accordingly, the developed materials consist of five units, equipped with tasks that incorporate inputs in the form of texts and videos, designed to facilitate the learning process. Moreover, the materials encourage creativity in exploring student knowledge. The study concludes by recommending that future researchers interested in this area utilize this study as an object of research and build upon its limitations. It is hoped that the outcomes of this research are of value to university students, who conduct research in the area of English Language Teaching.

Investigating Students’ Speaking Difficulties and Finding Alternative Solutions at Islamic Affiliated Junior High Schools

“…Similarly, the teachers acknowledged the benefits of the joke approach in enhancing the students' speaking skills. They observed that the use of jokes during the language learning process made the sessions more enjoyable and interactive (Widhi et al, 2023;Hamidi et al, 2022). The teachers noted that the jokes helped create a relaxed and positive learning environment, which encouraged the students to actively participate and engage in conversations.…”

Self-Regulated Learning in the Teaching of Speaking and Listening Skills Integrated with Self-Confidence and Linguistic Awareness: A Lesson Learned from a University in Turkey

“…This academic paragraph explores the potential benefits of implementing such an integrated approach within Islamic-affiliated schools, where learners are empowered to take charge of their learning processes and enhance their academic achievement. By embracing self-regulated learning principles, learners at Islamic-affiliated schools can develop a deeper understanding of their individual learning needs and preferences, leading to increased engagement and motivation in the learning process (Karya et al, 2022;Widhi et al, 2023). The cultivation of self-confidence in communication and linguistic awareness further strengthens learners' abilities to actively participate in speaking and listening activities, fostering a conducive learning environment.…”

“…Speaking skills play a crucial role in enabling learners to effectively communicate in the target language (Hamidi et al, 2022;Hidayatullah & Haerazi, 2022). The development of speaking skills involves various interconnected components that contribute to a learner's ability to express themselves fluently, accurately, and appropriately (Assauri et al, 2022;Widhi et al, 2023). The key components of speaking skills in EFL contexts include pronunciation, vocabulary, fluency, and grammar (Kinasih & Olivia, 2022;Milanrianto et al, 2023).…”