Adapting Muhadharah as a Religious Activity-Based Strategy to Develop Students’ Speaking Confidence and Skills

Abstract

Limited opportunities for speaking practice and low self-confidence remain common concerns in elementary classrooms. This study examines the implementation of Muhadharah, a religious speaking activity adapted from an Islamic school program, and explores changes in students’ speaking confidence and behavior. A qualitative descriptive case study was conducted with fourth-grade students over two months. Data were collected through semi-structured interviews with four purposively selected students and teachers, participatory observation, field notes, and documentation. The data were analyzed thematically. Before Muhadharah, students reported nervousness, fear of ridicule, and limited experience with extended speaking. Observations revealed limited eye contact, stiff posture, and low voice volume. During implementation, students demonstrated gradual improvements in composure, voice projection, eye contact, and willingness to participate. Follow-up interviews indicated reduced fear of mistakes and greater readiness to speak voluntarily. Teachers considered the religious elements meaningful and familiar to students. These findings suggest that regular, structured speaking routines, role rotation, and a supportive setting may help develop speaking confidence. However, the findings are context-specific because the study involved one class and relied on interviews and observations.