Arguments for

Integration of
Islamic Values in
English Language
Teaching
By. Ati Adzki Fikria
 ARGUMENTS ON THE
TEACHING OF VALUES
Veugelers & Vedder (2003) define 'value education' as the instruction of
positive values across various domains such as social, political, cultural,
and aesthetic aspects, all of which are encompassed by religion as a
guiding force.
Schwartz and Bilsky as cited by Van der Weide et al (2009) proposed a
consensus on five common features of values: values are

a) concepts or beliefs, (b) about desirable end states or behaviors, (c)

that transcend specific situations, (d) guide selection or evaluation of
behavior and events, and (e) are ordered by relative importance.
 According to Akgunduz (2010), Islamic values are the series
What are the of life principles on how human should live it. They are
Islamic values? divided into three levels namely (1) necessities (dharuriyyat);
(2) convenience (hajiat); and (3) refinements (kamaliat).

Sanchez (2005) stated that the teaching of value becomes the

basis for citizenship and the maintenance of the democratic
nation. Values refer to something valuable, qualified, and
useful to human beings. Besides, Values are beliefs about
what is right and wrong
and what is important in life (Hornby, 2000).
effectively taught?
As outlined by Ling
● Religious monopolism
and Stephenson, as
Values are taught within the framework of religion. This
referenced by paradigm seems inappropriate for heterogonous learners in
Irwansyah (2016), terms of religion. This paradigm is applicable for religion-based
there are a institutional context such Islamic schools (e.g.: MI, SDIT, MTs,
minimum of three MA, STAIN, IAIN and UIN).

paradigms that form ● Moral universalism

the foundation for Teaching moral principles with universal applicability that
the approaches to transcend specific religious affiliations involves focusing on
value education imparting shared and widespread meanings and
strategies. understanding.

● Consensus pluralism
The values and principles to be taught in the school are obtained
through consensus and negotiation. This paradigm is mainly
adapted to maintain a secular, democratic and pluralistic school.
STRATEGIES TO 1. Curriculum
SITUATE ISLAMIC
VALUES IN EFL Utilizing Kerr's curriculum development model offers a
CLASSROOM practical approach for an educational institution that
aims to devise, execute, and actualize an English
curriculum. This involves assessing the challenges and
benefits of incorporating the Islamic education model
rooted in tawhid, as highlighted by Shah, Muhamad, and
Ismail (2012).
1. CURRICULUM
 (Rohmah, 2012) provided learning materials that reflected
the amalgam of the Islamic messages in English language
2. Learning materials teaching. One of the available course books is "English in
Context" trainers under the Islamic Schools English
Language Project (ISELP). This book is used by the
teachers in pesantren. In this book, the Islamic messages
are included in two ways: 1) directly mentioning Islamic
topics like "How to wudhu", "Muslim to Muslim" and so
forth. 2) incorporating the Islamic messages in the
materials indirectly through pictures, names, building,
language activities, messages, etc.
 Then, Umam (2014)
revealed that the integration
of Islamic values in
2. Learning materials Indonesian pesantrens could
be done by using the
existing textbooks
containing Islamic values.
Referring to this research,
there are some books; one of
them is “English for Muslim
Learners” written by
Irwansyah (2015).
2. Learning materials

The other alternative was using value-based authentic materials.

Today it is easy to take authentic materials from newspapers, TV
programs, menus, magazines, the internet, movies, songs,
brochures, comics, literature (novels, poems and short stories), and
many others. The following is an example of a free access website
containing a number of Islamic stories. It really eases the teachers
to find materials containing Islamic messages.
 To situate the Islamic values in English language teaching
also can be conducted through the learning activities in
four ways :

(1)by performing code-mixing or code-switching between

3. Learning activities English and the Islamic expressions based on the
particular context
(2)by linking the topic discussed to the relevant Islamic
teaching which is done either by quoting the verses of
Al-Qur'an and/or Al-Hadith, or by explaining the
relevant Islamic teaching
(3)by using the Islamic names for persons like Ahmad
instead of John, places like Mecca, or events in making
the example of sentences or dialog script
(4)by giving students tasks to write or find a kind of text
related to the Islamic values relevant to the being
taught ( Khamdan, 2018., Amelia 2012 ).
 The character values as formulated and promoted on 2013
curriculum are relevant to the Islamic values that embrace:

What values (1) religiosity, (13)friendliness,

should be (2) honesty,
(3) tolerance,
(14)peace-loving,
(15)love to read,
taught? (4) self-discipline, (16)environmental sensitivity,
(5) hard work, (17)social awareness,
(6) creativity, (18)responsibility
(7) independence,
(8) democracy,
(9) curiosity, (Pusat Kurikulum, 2010).
(10)patriotism,
(11)nationalism, These 18 character values are
(12)respect for others, included in Islam.
 Contemporary English language teaching extends beyond
linguistic instruction to include fostering students' proficiency in
utilizing English in alignment with religious values, both in theory
CONCLUSION and practice. In the Indonesian context, the incorporation of
religious, particularly Islamic, values into English language
education can be executed through various approaches. These
approaches encompass adapting an integrated language curriculum
infused with an Islamic perspective, integrating Islamic content into
learning materials, and engaging in meaningful activities that reflect
the integration of Islamic values within the learning process. The
values should be recognized by delivering tips that would help
students to think of the current world issues positively and preparing
them for creativity. The values should be presented in different ways
in the style of description, modeling and then demonstration.
Thankyou