Integrating Islamic Values into English Language Teaching

This study aims to investigate the integration of Islamic values into English language learning in an Islamic-based school, focusing on the methods of incorporation, the strategies used by teachers, and the challenges faced during the integration process. This research employed a qualitative approach with a case study design conducted at MAS Darul Ulum Banda Aceh. The participants consisted of two English teachers selected through purposive sampling. Data were collected through semi-structured interviews, classroom observations, and document analysis. The findings reveal that the integration of Islamic values into English language learning is largely implicit and contextual rather than systematic. Teachers incorporate these values through verbal explanations, classroom interactions, and the integration of learning materials with Islamic principles whenever possible. Strategies used include linking general material to Islamic values, providing moral reinforcement during learning, and the teacher's role as a role model. However, this integration is not fully reflected in lesson plans, learning objectives, or open-ended materials. Furthermore, several challenges were encountered, such as teachers' limited understanding of systematic integration, a lack of Islamic values-based teaching materials, limited learning time, and difficulties in assessing students' values and attitudes. This study concluded that although Islamic values have been incorporated into English language learning practices, their integration remains at an additive stage and requires more structured development. This study highlights the importance of providing support, training, and adequate learning resources to enable teachers to integrate Islamic values into English language learning more effectively and systematically.