Students’ Needs for an Islamic-Integrated English-Speaking Program: A Needs Analysis in an Islamic English Dormitory
Keywords:
English Speaking Skill, Islamic-integrated ELT, Islamic English Dormitory, Faith-responsive PedagogyAbstract
This study investigated students' needs for an Islamic-integrated English-speaking program in an Islamic English dormitory in Medan, Indonesia. Using Hutchinson and Waters' needs analysis framework, it explored students' target needs, linguistic lacks, perceptions of Islamic content, and implications for the development of the speaking curriculum. A convergent parallel mixed-methods design was applied. Quantitative data were collected through a questionnaire administered to 30 students. In contrast, qualitative data were obtained from semi-structured interviews with two English teachers, classroom observation, and document analysis of existing materials. The questionnaire addressed preferred speaking tasks, enjoyable activities, linguistic challenges, perceived importance of Islamic content, and desired Islamic themes. Quantitative data were analyzed using frequencies and percentages, while qualitative data were analyzed thematically through coding, categorization, and cross-source verification. Findings revealed that students needed more practice in conversation, presentations, interviews, and discussions. Grammar and fluency emerged as the main linguistic challenges. Students also showed positive perceptions of Islamic content, especially themes on daily Islamic etiquette, worship practices, and Islamic history. Teacher and document data indicated a mismatch between students' needs and current materials. This study suggests the development of learner-centered and faith-responsive speaking materials for Islamic dormitory contexts.
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