ISLAMIC VALUE INTEGRATION IN EFL SPEAKING CLASSES: A LEARNING DESIGN FOR A PROJECT-BASED LEARNING MODEL
DOI:
https://doi.org/10.18623/rvd.v22.n2.3254Keywords:
Project-Based Learning, Islamic Values, EFL Speaking Skills, Moral EducationAbstract
This study addresses the dual challenge of linguistic barriers (grammar, vocabulary, pronunciation) and psychological obstacles (low confidence, fear of mistakes) faced by EFL learners in Islamic higher education. It aims to design an innovative English speaking instruction model integrating Project-Based Learning (PjBL) with Islamic moral values, bridging pedagogical and spiritual learning gaps. A mixed-methods approach was employed with 47 students from three Islamic universities in East Java. Data collection combined closed-ended questionnaires (quantitative) and semi-structured interviews (qualitative), analyzed via descriptive statistics and thematic analysis. The study evaluated student perceptions of PjBL and Islamic value integration to develop a preliminary instructional model. Results showed: (1) 89% student awareness of speaking skills’ importance, (2) 82% preference for contextual, collaborative learning, and (3) statistically significant acceptance (p<0.05) only for Islamic value integration through thematic content. The proposed model operationalizes four values—Fathanah (wisdom), Amanah (trustworthiness), Shiddiq (truthfulness), and Tabligh (conveying truth)—across PjBL stages. While the model holistically addresses linguistic, affective, and moral needs, findings are context-bound to Islamic universities in East Java. Generalizability requires validation across diverse Muslim-majority educational settings. This study pioneers a dual-focused framework enhancing both speaking proficiency and Islamic character development. It offers educators a culturally responsive pedagogical tool, aligning 21st-century skills with spiritual values. Future research should test the model’s efficacy through longitudinal classroom implementation.
References
Afrida, Y., Rivai, H. A., Syahrul, L., & Lukito, H. (2024). Readiness to change in Islamic banking: the significance of adaptability and Islamic work ethics. Journal of Islamic Marketing, 15(12), 3445–3463. https://doi.org/10.1108/JIMA-11-2023-0357
Aldobekhi, S. A., & Abahussain, M. O. (2024). “Enhancing English Language Students Productive Skills through Project-based Learning: A Mixed Method Research.” International Journal of Learning, Teaching and Educational Research, 23(1), 300–317. https://doi.org/10.26803/ijlter.23.1.12
Artini, L. P., Ratminingsih, N. M., & Padmadewi, N. N. (2018). Project based learning in EFL classes. Dutch Journal of Applied Linguistics, 7(1), 26–44. https://doi.org/10.1075/dujal.17014.art
Asfihana, R., Salija, K., Iskandar, I., & Garim, I. (2022). Students’ English Learning Experiences on Virtual Project-Based Learning Instruction. International Journal of Language Education, 6(2), 196. https://doi.org/10.26858/ijole.v6i2.20506
Chang, H., & Windeatt, S. (2024). Fluency issues in L2 academic presentations: Linguistic, cognitive and psychological influences on pausing behaviour. Language Teaching Research. https://doi.org/10.1177/13621688241233718
Dheressa, M. A., Olana, T., & Bekele, E. (2024). The Effects of Task Based Speaking Instruction on Students’ Speaking Perception as Shambu Secondary School. Journal of Languages and Language Teaching, 12(2), 1018. https://doi.org/10.33394/jollt.v12i2.8848
Djafar, H., Yunus, R., DJ Pomalato, S. W., & Rasid, R. (2021). Qualitative and Quantitative Paradigm Constellation In Educational Research Methodology. International Journal of Educational Research & Social Sciences, 2(2). https://doi.org/10.51601/ijersc.v2i2.70
Fakhrurrazi, F., Wasilah, N., & Jaya, H. (2023). Islam and Knowledge: Harmony between Sciences and Faith. Journal of Modern Islamic Studies and Civilization, 2(01), 45–57. https://doi.org/10.59653/jmisc.v2i01.416
Ghafar, Z. N., & M. Amin, M. Y. (2022). Difficulties in Speaking English among the EFL students in Iraqi Kurdistan Region. World Journal of English Language, 12(6), 286. https://doi.org/10.5430/wjel.v12n6p286
Ghosheh Wahbeh, D., Najjar, E. A., Sartawi, A. F., Abuzant, M., & Daher, W. (2021). The Role of Project-Based Language Learning in Developing Students’ Life Skills. Sustainability, 13(12), 6518. https://doi.org/10.3390/su13126518
Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102, 101586. https://doi.org/10.1016/j.ijer.2020.101586
Hartono, D., Basthomi, Y., Widiastuti, O., & Prastiyowati, S. (2022). The Impacts of Teacher’s Oral Corrective Feedback to Students’ Psychological Domain:A Study on EFL Speech Production. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2022.2152619
Hermagustiana, I., Astuti, A. D., & Sucahyo, D. (2021). Do I Speak Anxiously? A Correlation of Self-Efficacy, Foreign Language Learning Anxiety and Speaking Performance of Indonesian EFL Learners. Script Journal: Journal of Linguistics and English Teaching, 6(1), 68–80. https://doi.org/10.24903/sj.v6i1.696
Heron, M., Dippold, D., Aksit, N., Aksit, T., Doubleday, J., & McKeown, K. (2024). Tutors’ beliefs about language and roles: practice as language policy in EMI contexts. Teaching in Higher Education, 29(1), 251–265. https://doi.org/10.1080/13562517.2021.1973410
Hidayati, D., Novianti, H., Khansa, M., Slamet, J., & Suryati, N. (2023). Effectiveness Project-Based Learning in ESP Class: Viewed from Indonesian Students‘ Learning Outcomes. International Journal of Information and Education Technology, 13(3), 558–565. https://doi.org/10.18178/ijiet.2023.13.3.1839
Iskandar, I., Dewanti, R., Sulistyaningrum, S. D., & Santosa, I. (2024). Scaffolding Assignments to Conciliate the Disinclination to Employ Project-Based Learning of English Pronunciation and Autodidacticism. International Journal of Language Education, 8(2). https://doi.org/10.26858/ijole.v8i2.64087
Izzah, N. (2021). Exploring TESOL Teachers’ Perceptions of Project-Based Assessment in ELT Classroom. International Journal of Language Education, 5(2), 102. https://doi.org/10.26858/ijole.v5i2.16284
Leonita, N. N. S. N. A., Apriyanti, N. P. R., Krismayani, N. W., Joni, D. A. A. W., & Budiarta, I. K. (2023). SPEAKING SKILL IN 21ST-CENTURY: STUDENTSâ€TM PERCEPTIONS AND CHALLENGES IN ENGLISH LANGUAGE TEACHING. Premise: Journal of English Education, 12(2), 614. https://doi.org/10.24127/pj.v12i2.7262
Mahdi, D. A. (2024). Linguistic and non-linguistic barriers to English speaking ability among Saudi EFL learners. Journal of Pedagogical Research. https://doi.org/10.33902/JPR.202426853
Manorom, P., Hunsapun, N., & Chansanam, W. (2024). An investigation of English speaking problems of Chinese EFL students in Thailand. International Journal of English Language and Literature Studies, 13(2), 270–286. https://doi.org/10.55493/5019.v13i2.5046
Maulina, M., Hastianah, H., & Herianah, H. (2023). Undergraduate Students’ Perception of the Use of WhatsApp-Based Speaking Instructional Materials. Indonesian TESOL Journal, 5(1), 58–75. https://doi.org/10.24256/itj.v5i1.2584
Meilasari, T. A., Rofi’i, A., Kustini, T., & Herdiawan, R. D. (2023). Integrating Cooperative Learning in EFL Classroom to Alleviate Students’ Speaking (Fluency) Anxiety. IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW, 9(2), 1–11. https://doi.org/10.21009/ijlecr.v9i2.37859
Menggo, S., Pramesti, P. D. M. Y., & Krismayani, N. W. (2023). Integrating Project-Based Learning in Preparing Students’ Interpersonal Communication Skills on Speaking Courses in Indonesia. International Journal of Learning, Teaching and Educational Research, 22(9), 219–240. https://doi.org/10.26803/ijlter.22.9.12
Menggo, S., Suastra, I. M., Budiarsa, M., & Padmadewi, N. N. (2019). Speaking for Academic Purposes Course: An Analysis of Language Functions. E-Journal of Linguistics, 13(2), 308. https://doi.org/10.24843/e-JL.2019.v13.i02.p10
Muslim, A. B., Hamied, F. A., & Sukyadi, D. (2020). Integrative and instrumental but low investment: The English learning motivation of Indonesian senior high school students. Indonesian Journal of Applied Linguistics, 9(3), 493–507. https://doi.org/10.17509/ijal.v9i3.23199
Mustafa, S., Riana, R., Baharullah, B., & Maming, K. (2024). The Collaboration of Teaching at The Right Level Approach with Problem-Based Learning Model. Open Education Studies, 6(1). https://doi.org/10.1515/edu-2024-0046
Octaberlina, L. R., Muslimin, A. I., & Rofiki, I. (2022). An Investigation on the Speaking Constraints and Strategies Used by College Students Studying English as EFL Learners. International Journal of Learning, Teaching and Educational Research, 21(9), 232–249. https://doi.org/10.26803/ijlter.21.9.14
Puspitasari, E., & Yuliana, A. T. R. D. (2022). Syed Muhammad Naquib al-Attas’ Concept of Islamizing Science and its Relevance to Islamic Education. Al-Misbah (Jurnal Islamic Studies), 10(2), 91–108. https://doi.org/10.26555/almisbah.v10i2.6484
Putri, R., Johar, R., & Munzir, S. (2022). Teachers’ Perception About Islamic Values Integration Into Mathematics Learning Through Comics. Jurnal Ilmiah Peuradeun, 10(1), 105. https://doi.org/10.26811/peuradeun.v10i1.606
Schaddelee, M., & McConnell, C. (2018). Analysing student perceptions to enhance engagement. Journal of International Education in Business, 11(2), 161–177. https://doi.org/10.1108/JIEB-09-2017-0034
Scott, E. E., Wenderoth, M. P., & Doherty, J. H. (2020). Design-based research: A methodology to extend and enrich biology education research. CBE Life Sciences Education, 19(3). https://doi.org/10.1187/cbe.19-11-0245
Sharifian, F., Sadeghpour, M., Barton, S., Barry, J., Barton, G., & Yilmaz, I. (2021). English language learning barriers of Afghan refugee women in Australia. International Journal of Applied Linguistics, 31(1), 65–78. https://doi.org/10.1111/ijal.12320
Shi, C., Kassim, A., & Mohd Radzuan, N. R. (2024). Improving EFL Learners’ English Public Speaking Performance through Project-based Learning Strategy at Tertiary Level. Language Teaching Research Quarterly, 42, 126–144. https://doi.org/10.32038/ltrq.2024.42.08
Song, X., Razali, A. B., Sulaiman, T., & Jeyaraj, J. J. (2024). Impact of Project-Based Learning on Critical Thinking Skills and Language Skills in EFL Context：A Review of Literature. World Journal of English Language, 14(5), 402. https://doi.org/10.5430/wjel.v14n5p402
Suari, W. (2022). AN ANALYSIS OF STUDENTS’ DIFFICULTIES IN SPEAKING ENGLISH AT TENTH GRADE OF SMA SWASTA NURUL IMAN TANJUNG MORAWA. VISION, 18(1), 32. https://doi.org/10.30829/vis.v18i1.1376
Triana, A. Y., Supono, A., & Aini, A. N. (2023). Integrating Islamic Values on Math Learning in Welcoming the Society 5.0: How It Works? (pp. 203–211). https://doi.org/10.2991/978-2-38476-044-2_19
Tu, H.-L. (2024). The impact of project-based learning and local cultural content on EFL learners’ speaking proficiency. Journal of Infrastructure, Policy and Development, 8(13), 9750. https://doi.org/10.24294/jipd9750
Usman, A. Hi., & Mahmud, A. F. (2024). Addressing Low Speaking Proficiency in EFL Students: The Impact of Integrated Teaching Strategies in an Islamic Education Setting. International Journal of Language Education, 8(3). https://doi.org/10.26858/ijole.v8i3.66493
Vizhi, P. K., & Rathnasabapathy, M. (2023). Anxiety Experienced by Students with Learning Disability in English Speaking Classroom. World Journal of English Language, 14(1), 461. https://doi.org/10.5430/wjel.v14n1p461
Widiastuti, O., Ivone, F. M., Sulistyo, T., Hartono, D., Sudarwati, E., & Prastiyowati, S. (2022). CALL-Mediated task-based language teaching: A speaking project with online audience in Indonesia. Indonesian Journal of Applied Linguistics, 12(1), 224–234. https://doi.org/10.17509/ijal.v12i1.46427
Wulandari, B. A., Piscioneri, M., & Ikram, W. (2021). Examining Students Challenges in Oracy in Academic Context Classes. International Journal of Language Education, 598–615. https://doi.org/10.26858/ijole.v5i1.16002
Yessenbekova, K. (2024). Understanding the dynamics of English-speaking challenges for students in Kazakhstan. Asian Education and Development Studies, 13(4), 373–385. https://doi.org/10.1108/AEDS-04-2024-0083
Downloads
Published
How to Cite
Issue
Section
License
I (we) submit this article which is original and unpublished, of my (our) own authorship, to the evaluation of the Veredas do Direito Journal, and agree that the related copyrights will become exclusive property of the Journal, being prohibited any partial or total copy in any other part or other printed or online communication vehicle dissociated from the Veredas do Direito Journal, without the necessary and prior authorization that should be requested in writing to Editor in Chief. I (we) also declare that there is no conflict of interest between the articles theme, the author (s) and enterprises, institutions or individuals.
I (we) recognize that the Veredas do Direito Journal is licensed under a CREATIVE COMMONS LICENSE.
Licença Creative Commons Attribution 3.0
