English Presentation, Faith, and Learner Identity: A Narrative Inquiry in an Indonesian Islamic Youth Community
DOI:
https://doi.org/10.51454/jet.v7i3.897Keywords:
English presentation, faith-based education, Islamic youth, narrative inquiry, senior high schoolAbstract
This study explored how senior high school students from an Islamic youth organization reflected on their experiences of learning and presenting English, and what these reflections revealed about their linguistic development, self-expression, and socio-religious identities. The study was conducted in a mosque-based youth organization in Tangerang City, Banten, Indonesia, involving eleven senior high school students aged sixteen to eighteen from different schools. Using a qualitative design grounded in narrative inquiry, data were collected through in-depth semi-structured interviews, written narratives, and non-participant classroom observation. The data were analyzed using thematic analysis. The findings showed that English presentations functioned as a space for developing voice and confidence, confronting anxiety and modesty expectations, expressing Islamic values through English, and strengthening learning through peer and community support. Theoretically, the study advances identity-oriented perspectives in EFL by showing that English presentation can operate as a socially situated practice through which learners develop linguistic confidence while expressing religious values and constructing a sense of self in relation to their community.
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