Exploring Asnaf Students’ Acceptance of an Islamic-Integrated English Module in Malaysian Muslim Orphanage
Keywords:
English language learning, AI chatbots, ChatGPT, EFL students, Writing, Communicative competence, Communicativeness, Communicative Language Teaching, Focus Group Interview, Fundamental Reform Document of Education, Paradigm ShiftsAbstract
English language proficiency, particularly communicative competence, is essential for socio-economic mobility. Communicative competence in English refers to the ability to communicate effectively in all contexts. However, asnaf students—underprivileged Muslim individuals from Islamic backgrounds—often encounter Western-centric content that can lead to feelings of alienation and eventually limits their learning. Recognizing this need, the present study explores the integration of Islamic content into a communicative English module to create a more inclusive and responsive educational experience for asnaf students. Utilizing a Design and Development Research (DDR) model, this study comprises three phases: analyzing students’ learning needs, developing content for the module, and evaluating asnaf students’ acceptance of the module. Data were collected through semi-structured interviews and classroom observations, where researchers recorded students’ engagement in class and participants reflected on their learning experiences. Thematic analysis revealed four key themes: confidence in spoken English, connection to Islamic-integrated content, participation in tasks, and challenges in the English language. The study noted several limitations, including a small sample size and a relatively short intervention period, impacting generalizability. Future research could replicate the module in different socio-religious settings or employ quantitative approaches to further assess its effectiveness on language performance.
References
Amoah, S., & Yeboah, J. (2021). The speaking difficulties of Chinese EFL learners and their motivation towards speaking the English language. Journal of Language and Linguistic Studies, 17(1), 56–69. https://www.jlls.org/index.php/jlls/article/view/2394
Astrid, A., Hasanah, A., & Syafryadin, S. (2020). Creating full English atmosphere in teaching English to young learners: Teachers’ perspectives. Register Journal, 13(2), 351–370. http://dx.doi.org/10.18326/rgt.v13i2.351-370
Burns, A. (1999). Collaborative Action Research for English Language Teachers. Cambridge: Cambridge University Press.
Clark, J. R., Shlobin, N. A., Batra, A., & Liotta, E. M. (2022). The relationship between limited English proficiency and outcomes in stroke prevention, management, and rehabilitation: A systematic review. Frontiers in Neurology, 13, 790553. https://doi.org/10.3389/fneur.2022.790553
Creswell, J. W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (3rd ed.). Thousand Oaks, CA: SAGE Publications. https://www.ucg.ac.me/skladiste/blog_609332/objava_105202/fajlovi/Creswell.pdf?utm_source=chatgpt.com
Djazilan, M. S., & Hariani, M. (2022). Implementation of E-learning-based Islamic religious education. Bulletin of Science, Technology and Society, 1(2), 14–21. https://inti.ejournalmeta.com/index.php/inti/article/view/12/12
Fakhrurriana, R., & Ningsih, W. A. (2023). Developing digital English-learning supplementary media for students of Islamic studies. Proceeding International Conference on Education, 1, 369–376. https://jurnalfaktarbiyah.iainkediri.ac.id/index.php/proceedings/article/view/1742/660
Farangi, M. R., & Mehrpour, S. (2024). Iranian preschoolers' vocabulary development: Background television and socio-economic status. Journal of Early Childhood Literacy, 24(2), 422–444. https://doi.org/10.1177/14687984211073653
Farrell, T. S. C. (2015). Reflective Practice in ESL Teacher Development Groups: From Practices to Principles. New York: Palgrave Macmillan.
Hashim, C. N., & Langgulung, H. (2008). Islamic religious curriculum in Muslim countries: The experiences of Indonesia and Malaysia. Bulletin of Education & Research, 30(1), 1–19. https://pu.edu.pk/images/journal/ier/currentissue_pdf/5_Che%20Noraini%20Article_BER.pdf
Hassan, M. K. (1989). Values education framework based on Islamic concepts and precepts. Jurnal Pendidikan Islam, 2(3), 71–83. http://irep.iium.edu.my/71/1/kamal_hassan-values_education.pdf
Hoerudin, C. W., Syafruddin, S., Mayasari, A., Arifudin, O., & Lestari, S. (2023). E-learning as a learning media innovation in Islamic education. QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama, 15(1), 723–734. https://doi.org/10.37680/qalamuna.v15i1.4466
Hosaini, H., Zukin, A., & Firdaus, M. (2022). Development of Islamic religious education books with contextual teaching and learning. At-Tarbiyat: Jurnal Pendidikan Islam, 5(1), 113–125. https://pdfs.semanticscholar.org/22ff/2fdbb5ffaaea395e98766b583bbda732028a.pdf
Hussain, S. M., Rana, S., Aziz, F., Baloch, A. R. C., Jamil, F., & Arif, M. (2024). Challenges of AI in the classroom: A case study of English language learning for students in unprivileged areas of Pakistan. Journal of Applied Linguistics and TESOL, 7(4), 1294–1295. https://jalt.com.pk/index.php/jalt/article/view/227/183
Karim, A., Khemanuwong, T., Ferdous, T., Humaira, T., Sultana, S., & Ismail, S. A. M. M. (2024). Do gender, socioeconomic status and regional difference predict the reading comprehension of English as a foreign language (EFL) learners? MEXTESOL Journal, 48(4). Retrieved from https://files.eric.ed.gov/fulltext/EJ1468415.pdf
Krashen, S. D. (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press. https://www.sdkrashen.com/content/books/principles_and_practice.pdf
Mackey, A., & Gass, S. M. (2016). Second language research: Methodology and Design (2nd ed.). Routledge. https://doi.org/10.4324/9781315750606
Mardiana, H. (2020). Lecturers’ attitudes towards online teaching in the learning process. Register Journal, 13(1), 77–98. https://doi.org/10.18326/rgt.v13i1.77-98
Md Yazid, N. H., Sulaiman, N. A., & Hashim, H. (2024). A systematic literature review of web-based learning and digital pedagogies in grammar education (2015–2024). International Journal of Academic Research in Business and Social Sciences, 14(9), 2524–2535. http://dx.doi.org/10.6007/IJARBSS/v14-i9/22858
Metruk, R. (2022). Smartphone English language learning challenges: A systematic literature review. SAGE Open, 12(1), 1–15. https://doi.org/10.1177/21582440221079627
Mohamad, M., & Zakaria, N. Y. K. (2018). Development of English language camp module: Reception and perception of Asnaf pupils in Malaysia. Global Journal Al-Thaqafah, 8(2), 31–32. https://doi.org/10.7187/GJAT122018-3
Nattheeraphong, A. (2020). Underprivileged students’ second language motivation: Cases of three highly-motivated non-English major students. rEFLections, 27(2), 199–217. https://doi.org/10.61508/refl.v27i2.248392
Puad, M. H. M., Jamil, Z., Rahman, E., & Mukhtar, N. (2024). Kepentingan kemahiran kebolehkerjaan dalam kalangan graduan pendidikan dan latihan teknikal dan vokasional (TVET). In Proceedings of Seminar Kebangsaan Majlis Dekan Pendidikan Universiti Awam 2024 (pp. 344–365). Universiti Putra Malaysia.
Ramalingam, S., Yunus, M. M., & Hashim, H. (2022). Blended learning strategies for sustainable English as a second language education: A systematic review. Sustainability, 14(13), 8051. https://doi.org/10.3390/su14138051
Richards, J. C. (2003). Classroom observation in teaching practice. TESOL Journal, 12(1), 12–17.
Richards, J. C. (2005). Communicative Language Teaching Today. Singapore: SEAMEO Regional Language Centre.
Richey, R. C., Klein, J. D., & Tracey, M. W. (2010). The instructional design knowledge base: Theory, research, and practice. New York: Routledge. https://doi.org/10.4324/9780203840986
Sari, L. I., & Sari, R. H. (2022). Lecturers’ challenges and strategies in teaching Maritime English online to students with low English proficiency. Register Journal, 15(2), 222–244. https://doi.org/10.18326/rgt.v15i2.222-244
Shobikah, N. (2023). Factor analysis affecting English speaking proficiency based on open access articles on ScienceDirect database. Asian Journal of Islamic Education, 7(1), 11–24. https://doi.org/10.35723/ajie.v7i1.377
Singh Negi, J., & Laudari, S. (2022). Challenges of developing learner autonomy of English as foreign language (EFL) learners in underprivileged areas. International Journal of Research in English Education, 7(2), 65–76. https://doi.org/10.52547/ijree.7.2.65
Souriyavongsa, T., Rany, S., Abidin, M. J. Z., & Mei, L. L. (2013). Factors causes students low English language learning: A case study in the National University of Laos. International Journal of English Language Education, 1(1), 179–192. https://doi.org/10.5296/ijele.v1i1.3100
Suharsiwi, S., Lestari, J. T., & Karim, S. (2024). Islamic content-based learning: Kindergarten illustrated narrative song “Lulu and Tom.” Assyfa Journal of Islamic Studies, 1(1), 26–35. https://doi.org/10.61650/ajis.v2i1.331
Tan, L. Y., & Listyani, L. (2020). The use of communicative language learning (CLL) to teach speaking at a Taiwanese elementary school: Implementation and students’ responses. Register Journal, 13(2), 257–276. https://doi.org/10.18326/rgt.v13i2.257-276
Villacañas de Castro, L. S., Cano Bodi, V., & Hortelano Montejano, A. (2018). Teaching English as a non-imperial language in an underprivileged public school in Spain. TESOL Quarterly, 52(4), 943–970. https://doi.org/10.1002/tesq.442
Villacañas de Castro, L. S., Cano Bodi, V., Hortelano Montejano, A., Giner Real, C., Gómez Pons, I., Mesas Tomás, B., Sanz Martínez, C., & Tortosa Gozálvez, C. (2021). Matter, literacy, and English language teaching in an underprivileged school in Spain. TESOL Quarterly, 55(1), 54–79. https://doi.org/10.1002/tesq.572
Waluyo, B., & Bucol, J. L. (2021). The impact of gamified vocabulary learning using Quizlet on low-proficiency students. Computer-Assisted Language Learning Electronic Journal, 22(1), 158–179. https://old.callej.org/journal/22-1/Waluyo-Bucol2021.pdf
Wang, J., Abdullah, R., & Leong, L.-M. (2022). Studies of teaching and learning English-speaking skills: A review and bibliometric analysis. Frontiers in Education, 7, 880990. https://doi.org/10.3389/feduc.2022.880990
Xu, L., Abdullah, T., & Tang, X. (2024). Impacts of family environment on Chinese university students’ English language proficiency: The mediating effect of parenting styles. SAGE Open, 14(4), 21582440241289802. https://doi.org/10.1177/21582440241289802
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE Publications.
Yürekli, A., & Afacan, A. (2020). Journal writing and diary journal writing: Effects on students’ writing proficiency and student and teacher attitudes. Register Journal, 13(1), 1–48. https://doi.org/10.18326/rgt.v13i1.1-48
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Nur Yasmin Khairani Zakaria
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
COPYRIGHT NOTICE
REGISTER JOURNAL: https://ejournal.uinsalatiga.ac.id/index.php/register/index is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License
Copyright Notice
An author who publishes in REGISTER JOURNAL agrees to the following terms:
- The author retains the copyright and grants the journal the right of first publication of the work simultaneously licensed under the Creative Commons Attribution-ShareAlike 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal
- The author can enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book) with the acknowledgment of its initial publication in this journal.
- The author is permitted and encouraged to post his/her work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of the published work (See The Effect of Open Access).
Read more about the Creative Commons Attribution-ShareAlike 4.0 Licence here: https://creativecommons.org/licenses/by-sa/4.0/.
Privacy Statement
The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal. They will not be made available for any other purpose or to any other party.
