Faith, Language, and Technology: Developing a Multimodal ESP Textbook for Islamic Education
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Abstract
English textbooks in Islamic higher education often lack contextual relevance and multimodal features essential for English for Specific Purposes (ESP) instruction. This study developed and evaluated a multimodal ESP textbook integrating Islamic values and digital literacy, in alignment with the institutional vision of UIN Sjech M. Djamil Djambek Bukittinggi. An R&D design was employed. Practicality was assessed via a validated questionnaire (Cronbach's α = 0.87); effectiveness was measured through pre- and post-test scores analyzed using an independent samples t-test. Seventy-six students were assigned to an experimental group (n = 40) using the self-developed textbook and a control group (n = 36) using conventional materials across six weeks (100 min each). Pre-test results confirmed baseline equivalence (p > 0.05). The textbook achieved a high practicality rating (M = 4.25; 85.09%). Post-test scores showed a significant group difference (t = 7.496, p < 0.05), with the experimental group outperforming the control group (M = 77.93 vs. 56.06). Effect size was large (Cohen's d = 1.96). The self-developed multimodal ESP textbook is both practical and effective for Islamic Education study program students. Findings support faith-integrated multimodal design as a worthwhile approach for ESP curriculum development in Islamic higher education. Future research should explore long-term retention and cross-institutional replication.
Keywords:
multimodal learning, ESP, Islamic education, practicality, effectivenessCopyright
Copyright (c) 2026 Widya Syafitri, Merry Prima Dewi, Hilma Pami Putri, Nayara Syafrianti Putri
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
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