Integration of Islamic Values in English Learning at Madrasah Ibtidaiyah Teacher Training Program (Pgmi) Uin North Sumatera

Rambe, Riris Nur Kholidah; Salminawati, Salminawati

doi:10.30829/tar.v26i1.410

Cited by 6 publications

(4 citation statements)

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“…The challenge would raise a tension since the subject being taught was not easy to be situated with Islamic values. Rambe and Salminawati (2019) find that there has been a conflicting situation on English teaching in Islamic schools since there is a view that learning English as the target language which is totally different from students' cultural norms. This phenomenon influences the effort of integrating Islamic values at EFL teaching.…”

Section: The Challenge Of Integrating Islamic Messages In Eltmentioning

confidence: 99%

Immersing Islamic Value in English Language Teaching: A Challenge for English Teachers

Rohmana

2020

scope

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Recently the issue of integrating religion view into all life aspects has emerged rapidly. It has something to do with building especially children’s character since they were a child. Moreover, cases of students who lack of norms and attitudes are growing immensely. Hence, the integration of religion in this case Islamic value into all subjects at school is urgently needed. In English Language Teaching (ELT), immersing Islamic value has been constrains by English Teachers because of the limitation of knowledge. Therefore, this paper presents and discusses the values and ethics in Islam its forms and sources. It shades more lights on the infusion of Islamic values and ethics in ELT, the role of teachers, challenges faced in embedding Islamic values into English materials. This paper uses qualitative descriptive research. Library research was used by taking into account some journals and sources related with instilling Islamic values in English teaching. The data then is explained by using descriptive analysis. Finally, this study concludes with some recommendations for tracking the challenges such as inserting exercise with Islamic values in the English topics, using Islamic names for person, event or places, connecting the relevant verse of Holy Book or using it as the material to be translated and using English books containing Islamic messages.

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Section: The Challenge Of Integrating Islamic Messages In Eltmentioning

confidence: 99%

Immersing Islamic Value in English Language Teaching: A Challenge for English Teachers

Rohmana

2020

scope

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show abstract

“…For EFL teachers, the challenge would raise a tension since the subject being taught was not easy to be situated with Islamic values. Rambe & Salminawati (2019) found that there has been a conflicting situation on English teaching in Islamic schools since there was a view that learning English as the target language which is totally different from students' cultural norms. There was common stereotyping that English is oriented to world life and does not give any benefits to their afterlife (Irfani, Meisuri, & Rohmatilah, 2018).…”

Section: Introductionmentioning

confidence: 99%

Best Practices on Islamic Values Integration at Madrasah English Classes: Teachers’ Practices in Contextualizing The Values

Rohmah

Fitriyah

Hanifiyah

2022

JEELS

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The idea of integrating Islamic values in non-religion subjects is still in the process of shaping its format. Many possibilities and flexibilities of the integration are existing and practiced by English teachers at Islamic Junior High Schoolâ€”knowingly as Madrasah Tsanawiyah (MTs). Also, in the middle of endless idea of integration, teachers have been trying to apply the integration based on their beliefs and situation. This study outlines the teachersâ€™ best practices on integrating Islamic values in English lesson at MTs in Jawa Timur. By using descriptive qualitative method, this study portraits 6 English as Foreign Language (EFL) teachersâ€™ best practices. Data were taken from classroom observation, interview, and documentation which then were analysed as best practices. Best practices refer to the practice of integration which is considered as working practice from each teacherâ€™s situation. The situation was mostly influenced by teachersâ€™ lack of confidence to contextualize and operationalize the values into the teaching materials and activities, and the lack of model for integration. Further study on how to operationalize the integration, and on developing the model of integration will be worth exploring.

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“…Lecturers and students can gain fruitful benefits from the use of some learning applications as part of educational technologies to take into hand this conflicting situation in English language teaching, which is totally different from students' cultural norms which they must have in distance learning (Rambe & Salminawati, 2019). There have been formerly several studies related to E-learning implementation in English language teaching across the globe, such as in China (Chai, 2012), Ghana (Arkorful & Abaidoo, 2014), Thailand (Saeheng, 2017), and Saudi Arabia (Mutambik, 2018).…”

Section: Introductionmentioning

confidence: 99%

Challenges and Opportunities in E-Learning Implementation: Lesson from the Past, Principles for the Future

Fitriyah

Masitoh²,

Syam³

2022

EDULINK

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The corona virus that we've been dealing with since December 2019 resulted in unexpected emergency online instruction. Schools and universities were shuttered, face-to-face teaching and learning activities were suspended, and an emergency online teaching policy was implemented. Consequently, the purpose of this study was to identify the strengths, weaknesses, challenges, and opportunities of EFL lecturers' implementation of E-learning in EFL online classes during the Covid-19 Pandemic. A questionnaire with open-ended questions was used to collect the data. As a result of E-learning implementation, EFL instructors have become more familiar with CALL, according to the study's findings. Considered to be the drawbacks of the E-learning implementation were an unstable internet connection, a lack of direct interaction between lecturers and students, and the inability of EFL teachers to control their students. In addition, EFL instructors were required to oversee, supervise, and direct the entire assessment procedure. On the other side, English online instruction through E-learning generated chances for EFL lecturers, such as supplying more creative media or making their own instructional video.

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Integration of Islamic Values in English Learning at Madrasah Ibtidaiyah Teacher Training Program (Pgmi) Uin North Sumatera

Cited by 6 publications

References 0 publications

Immersing Islamic Value in English Language Teaching: A Challenge for English Teachers

Immersing Islamic Value in English Language Teaching: A Challenge for English Teachers

Best Practices on Islamic Values Integration at Madrasah English Classes: Teachers’ Practices in Contextualizing The Values

Challenges and Opportunities in E-Learning Implementation: Lesson from the Past, Principles for the Future

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