Empowering English Literacy of IIKNU Tuban Students through an Active Learning Approach

Abstract

This community service program aims to empower English literacy among IIKNU Tuban students through the implementation of an active learning approach. Recognizing that many Indonesian university students continue to experience difficulties in reading comprehension, writing, listening, and speaking, this program addresses the need for more engaging and student-centered learning strategies. The initiative involved 40–50 undergraduate participants and was conducted over six weeks through interactive workshops, collaborative tasks, problem-based learning, and peer-led activities. Data were collected using pre- and post-program assessments, observation notes, and student reflection journals.

The results indicate substantial improvement in participants’ English literacy, reflected in higher assessment scores and increased confidence in using English for academic and informal communication. Active learning strategies successfully enhanced engagement, reduced speaking anxiety, and encouraged meaningful interaction among students. Qualitative findings show that participants valued collaborative learning, immediate feedback, and opportunities to apply English in practical contexts.

The program demonstrates that active learning is an effective framework for strengthening English literacy in higher education settings, particularly within institutions transitioning from traditional teaching models. The findings provide empirical support for constructivist learning theories and highlight the relevance of student-centered approaches in fostering language development. This initiative contributes practically and theoretically to enhancing English education in Indonesian Islamic universities and offers a model that can be scaled or replicated in similar contexts.