STORYTELLING FROM ISLAMIC HISTORY TO IMPROVE ENGLISH LANGUAGE SKILLS

Hamidah MutiaSari Hutagalung

Abstract


The difficulty of matching linguistic goals with students' cultural identities is still a recurring issue in modern English as a Foreign Language (EFL) instruction. Many teaching resources are culturally disconnected from students' real-world experiences, which could have a detrimental impact on their motivation, understanding, and long-term language development. The educational potential of Islamic history-based storytelling as a culturally sensitive method of enhancing English language proficiency is investigated in this study. This study uses a qualitative classroom-based design to investigate how Islamic historical narratives support students' vocabulary, speaking fluency, reading comprehension, and writing organization. It draws on sociocultural theory, narrative-based learning, and culturally responsive pedagogy. The results show that Islamic historical narratives foster learner engagement, identity affirmation, and meaningful English communication in addition to improving language proficiency. According to the study, incorporating culturally familiar tales into EFL instruction helps foster an inclusive learning environment that connects cultural awareness and language growth. There is discussion of the implications for teacher preparation and curriculum design.


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References


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DOI: https://doi.org/10.3059/insis.v0i0.29356

DOI (PDF): https://doi.org/10.3059/insis.v0i0.29356.g14826

DOI (PDF): https://doi.org/10.3059/insis.v0i0.29356.g14890

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