Galuh Nur Rohmah, Ulil Fitriyah, Lina Hanifiyah


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 School—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 teachers’ 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) teachers’ 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 teacher’s situation. The situation was mostly influenced by teachers’ 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.


Best Practices; Integration; Islamic Values.

Full Text:



Azizah, D. M., & Surya, A. (2017).Implementasi Pembelajaran Bahasa Inggris SD Berbasis Budaya di Yogyakarta. DWIJA CENDEKIA: Jurnal Riset Pedagogik.

Brackett, M. A., Rivers, S. E., & Elbertson, N. A. (2011). Classroom Emotional Climate, Teacher Affiliation , and Student Conduct. Journal of Classroom Interaction, 46(CIC), 27–36.

Bremner, S., Peirson-Smith, A., Jones, R., & Bhatia, V. (2014). Task Design and Interaction in Collaborative Writing: The Students’ Story. Business Communication Quarterly, 77(2), 150–168.

Chang, A., & Cheong, S. (2008). Developing a model for the holistic learning and teaching of Chinese language in Singapore. New Horizons in Education, 56(2), 75–91. Retrieved from

East, M. (2008). Learning and Intercultural Communication Moving Towards ‘ Us-Others ’ Reciprocity : Language Learning and Intercultural Communication. Language and Intercultural Communication, 8(3), 156–171.

Göbel, K., & Helmke, A. (2010). Intercultural learning in English as foreign language instruction : The importance of teachers ’ intercultural experience and the usefulness of precise instructional directives. Teaching and Teacher Education, 26(8), 1571–1582.

Grauerholz, L. (2010). Teaching Holistically to Achieve Deep Learning, 49(2), 44–50.

Irfani, B., Meisuri, & Rohmatilah. (2018). Speaking Performance of Islamic Boarding School. JEELS, 5(1), 97–113.

Iwan, M., & Ulwiyah, I. (2012). Intercultural Approaches to the Cultural Content of Indonesia ’ s High School ELT Textbooks. Cross-Cultural Communication, 8(5), 67–73.

Izham, N. A., & Sharif, A. M. N. S. (2017). Integration of Naqli and Aqli Knowledge in English Language Subject. Journal of Education and Social Sciences, 7, 195–207. Retrieved from

Liddicoat, A. J. (2004). Intercultural language teaching : principles for practice. New Zealand Language Teacher, (30), 17–24. Retrieved from

Lie, A. (2017). English and Identity in Multicultural Contexts: Issues, Challenges, and Opportunities. TEFLIN Journal, 28(1), 71–92.

Mekheimer, M. A., & Aldosari, H. S. (2013). Evaluating an Integrated EFL Teaching Methodology in Saudi Universities: A Longitudinal Study. Journal of Language Teaching and Research, 4(6), 1264–1276.

Mirra, N., & Morrell, E. (2011). Teachers as Civic Agents : Toward. Journal of Teacher Education, 62(4), 408–420.

Octavita, R. A. I., & Saraswati, R. (2017). Integrasi Pendidikan Berkarakter Dalam Pembelajaran Bahasa Inggris. Jurnal Terapan Abdimas, 2, 33.

Patel, N. V. (2003). A Holistic Approach to Learning and Teaching Interaction : Factors in the Development of Critical Learners. The International Journal of Educational Management, 17(6/7), 272–284. 10.1108/09513540310487604

Rambe, R. N. K., & Salminawati, S. (2019). Integration of Islamic Values in English Learning at Madrasah Ibtidaiyah Teacher Training Program (PGMI) UIN North Sumatera. JURNAL TARBIYAH, 26(1).

Rohmah, G. N., Hanifiyah, L., Fitriyah, U., & Andriya, A. (2019). Islamic Values Integration in Engish Lesson at Madrasah Tsanawiyah : Teacher ’ Beliefs and Practices, 11(1), 93–106.

Rohmah, Z. (2009). Efl Materials in Madrasah Tsanawiyah: What Do They Really Need? TEFLIN Journal, 20(1), 104–117.

Sada, C., Pbs, D., Inggris, B., Keguruan, F., & Pendidikan, D. I. (2013). Model Integrasi Nilai-Nilai Cinta Pada Pembelajaran Bahasa Inggris Dalam Upaya Pembentukan Sikap Kebersamaan. Jurnal Pendidikan Dasar, 1(1), 22–24. Retrieved from

Sakhiyya, Z. (2011). Interrogating identity: The International Standard School in Indonesia. Pedagogy, Culture and Society, 19(3), 345–365.

Soviyah. (2007). Humanistic Approach in Action : EFL Writing Class. TEFLIN Journal, 18(2), 148–158.

Syafi’i, M. L., & Gestanti, R. A. (2017). Developing English Materials For EFL Learners at Islamic Junior High School. JEELS, 4(2), 199–220. : 10.30762/jeels.v4i2.339

Transinata, T. (2018). Integrasi Pendidikan Cinta Tanah Air dalam Kurikulum Tersembunyi Berbasis Karakter Kebangsaan. PHILANTHROPY: Journal of Psychology.

Umam, C. (2014). Maintaining Islamic Values in English Language Teaching in Indonesian Pesantrens. Didaktika Religia, 2(1), 227–242.

Wahyudi, R. (2012). Intercultural languages education and its complex insights: The case of Indonesian Islamic higher education. Theory and Practice in Language Studies, 2(9), 1783–1791.



  • There are currently no refbacks.

Creative Commons License
JEELS by IAIN Kediri is licensed under a Creative Commons Attribution 4.0 International License.
Based on a work at

View My Stats

Indexed in:

Flag Counter