Empowering Primary Madrasah Teachers through an EMI-Informed English Training Module: A Design-Based Qualitative Research in Madrasah Ibtidaiyah, Magelang Regency

Abstract

The expansion of English Medium Instruction (EMI) is examined in higher education, while primary education, where language foundations develop, has received less attention. In Madrasah Ibtidaiyah (MI), English is a local-content subject and often taught by non-specialist teachers. This study employed Design-Based Research (DBR) to develop an EMI-informed English training module for non-specialist MI teachers in Magelang Regency. The study followed seven iterative stages: needs analysis, design, prototyping, expert validation, limited trial, reflection and revision, and module finalisation. Data were collected through interviews, focus group discussions, observations, document analysis, teacher reflections, and expert validation, then analysed using reflexive thematic analysis. Needs analysis generated four themes: limited classroom English, gaps in young learner pedagogy, limited media, and self-efficacy and professional identity. The module integrates EMI insights, professional development principles, sociocultural theory, and self-efficacy theory through gradual mastery, socially mediated collaboration, and planned translanguaging. The study provides a contextualised artefact while demonstrating that participatory design can function as professional development.