Dwi Titi Maesaroh, Susilo Susilo, Aridah Aridah, Weningtyas Parama Iswari, Yuni Utami Asih, Bibit Suhatmady

Contextualizing English Language Learning: Islamic Stories as Teaching Materials in ELT

Introduction

Contextualizing english language learning: islamic stories as teaching materials in elt. Develop culturally relevant English teaching materials integrating Islamic stories & values for Muslim learners in ELT. Fosters language proficiency & religious character.

Abstract

Driven by the growing awareness of cultural relevance in English language teaching (ELT), this study presents the development of English materials based on Islamic stories for Islamic schools. This study aims to describe the design of English teaching materials that integrate Islamic values in response to the lack of culturally appropriate resources available to teachers in Islamic educational settings. This study used a qualitative approach to describe the process of developing teaching materials from Islamic stories through the development stages. The primary data consists of drafts of teaching materials at each development stage, from initial design through revisions to the final prototype. Supporting data is obtained from literature, learning theories, and teaching materials design principles, which serve as the foundation for each development step. The development process involved determining learning goals, selecting and adapting content, texts, and tasks, instructions, and learning outcomes assessment. The materials were carefully designed to meet students’ linguistic level and moral development goals. In the process, the researchers do self-evaluation, consultation with experts, and revision to produce high-quality materials. This study highlights the broader framework of Islamization of knowledge in ELT, emphasizing the importance of aligning language learning with Islamic worldviews. By offering culturally and spiritually relevant learning resources, the materials developed in this study provide English teachers with practical tools to foster both language proficiency and religious character education in Muslim learners.

Review

This study offers a timely and highly relevant contribution to the field of English Language Teaching (ELT), particularly within Islamic educational settings. It effectively highlights a critical gap in available resources, addressing the inherent need for culturally and spiritually appropriate materials that resonate with the worldview of Muslim learners. The foundational premise of integrating Islamic values through storytelling is particularly compelling, offering a nuanced approach to language acquisition that also prioritizes character development. This initiative aligns strongly with contemporary discussions on cultural relevance and the broader "Islamization of knowledge" within educational frameworks. Methodologically, the research employs a clear qualitative approach to document the development process of these specialized teaching materials. The systematic collection of drafts at various stages, coupled with robust theoretical grounding from literature, learning theories, and instructional design principles, suggests a thorough and considered methodology. The outlined development steps—from goal determination and content adaptation to task design and assessment—demonstrate a comprehensive understanding of curriculum and material design. The commitment to quality is further evident in the inclusion of self-evaluation, expert consultation, and iterative revisions, ensuring the materials are not only culturally sensitive but also pedagogically sound and linguistically appropriate for the target learners. The primary significance of this study lies in its tangible output: providing practical, culturally and spiritually relevant English teaching materials for Islamic schools. By successfully crafting resources that aim to cultivate both language proficiency and religious character, the work offers a valuable model for contextualized language learning. It serves as an important step towards diversifying ELT curricula and offering an inclusive, learner-centric approach that respects and integrates students' cultural and religious identities. This research not only fills a specific pedagogical void but also contributes meaningfully to the broader discourse on decolonizing educational content and embedding local values into global language education.

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