<![CDATA[Islamic Banking students often face difficulties in mastering English rhetorical skills needed for academic and professional communication, particularly in organizing ideas, developing arguments, and applying appropriate academic language. However, few studies have developed rhetoric-focused English for Specific Purposes (ESP) materials specifically tailored to Islamic Banking students. Therefore, this study aimed to develop English rhetoric learning materials for Islamic Banking students using the 7E learning cycle model. The study employed a Research and Development (RD) design adapted from Borg and Gall, involving needs analysis, material development, expert validation, revision, and limited field testing. The needs analysis involved 32 Islamic Banking students, semi-structured interviews with five Islamic Banking lecturers and two English instructors, and a focus group discussion with five Islamic bank managers in Bengkulu City. Three experts—a language expert, a teaching expert, and a subject-matter expert—validated the developed materials. Data were collected through student questionnaires, lecturer interviews, an FGD guide, and expert validation sheets. A limited try-out was conducted with ten Islamic Banking students enrolled in an English course. The materials incorporated the seven stages of the 7E learning cycle: elicit, engage, explore, explain, elaborate, evaluate, and extend. The findings from expert validation and student responses indicated that the materials were pedagogically feasible, contextually relevant, and appropriate for Islamic Banking students. The materials also supported students’ rhetorical competence, critical thinking, and learning engagement by helping them generate ideas, organize arguments coherently, and apply rhetorical strategies in academic presentations and professional communication related to Islamic banking practices.]]>
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