A DIGITAL MULTILITERACIES BASED ENGLISH TEACHING MODEL FOR ISLAMIC PRIMARY SCHOOLS

Abstract

The integration of digital technology into English Language Teaching (ELT) has become an increasingly significant pedagogical direction in response to the demands of 21st-century literacy and global communication. However, Islamic primary schools face distinctive challenges in adopting digital and multimodal ELT practices due to religious and ethical constraints related to the use of music, anthropomorphic imagery, and certain representational visuals. This study proposes and examines a Digital Multiliteracies-Based English Teaching Model specifically designed for Islamic primary school contexts. Employing a qualitative case study approach at SD Al Mubarak Cendekia Islamic School, the research explores how English teachers adapt multiliteracies pedagogy to align with Islamic educational values while sustaining student engagement and communicative competence. Data were collected through classroom observations, semi-structured interviews, and instructional document analysis. The findings indicate that ethically grounded digital multiliteracies—utilizing symbolic visuals, text-based animations, narration, and kinesthetic digital activities—can effectively support language learning without violating Islamic principles. The study concludes that digital multiliteracies offer a viable, culturally sustaining, and ethically appropriate framework for English instruction in Islamic primary education.