Challenges And Opportunities For EFL Instruction With An Islamic Perspective
DOI:
https://doi.org/10.31004/joecy.v5i2.775Keywords:
EFL instruction, Islamic education, character building, educational technology, multimodal learning, moral valuesAbstract
This article explores the integration of Islamic values into English as a Foreign Language (EFL) instruction, emphasizing both the challenges and opportunities within Islamic educational contexts. As English serves as a global language for communication and knowledge, embedding Islamic principles into EFL teaching adds a moral and spiritual dimension to language learning. The paper draws on qualitative literature and empirical studies to propose strategies for addressing cultural, ideological, and material-related barriers. It highlights the importance of aligning language instruction with the cultural and spiritual backgrounds of Muslim learners through character education, teacher training in faith-based pedagogy, and the inclusion of Islamic content in teaching materials. Furthermore, the integration of educational technology and media such as multimodal digital content and Islamic-themed instructional tools is explored as a means to enhance both linguistic competence and moral development. This holistic approach aims to cultivate not only language skills but also critical thinking, intercultural awareness, and ethical values among learners.
References
Althafullayya, M. R., & Akbar, A. (2024). Tradition Nabawiyyah Pedagogy: Shaping an Excellent Generation Through Education Based on QS. Al-Ahzab: 21. International Journal of Educatio Elementaria and Psychologia, 1(2), 66–74. https://doi.org/10.70177/ijeep.v1i2.985
Althafullayya, M. R., Al-Qur’an Dan Tafsir, I., Ushuluddin, U., Islam, N., Sultan, S., & Kasim, R. (2024). Peran Pendidikan Karakter Untuk Generasi Muda Berdaya Tahan dalam Mendukung Ketahanan Nasional: Analisis Holistik. In Journal Education Innovation E-ISSN (Vol. 2, Issue 1). https://jurnal.ypkpasid.org/index.php/jei
Babaii, E. (2021). ELT Textbook Ideology (pp. 689–693). https://doi.org/10.1007/978-3-030-79143-8_120
Djamdjuri, D. S., Suseno, M., Tajuddin, S., Lustyantie, N., & Chaeruman, U. A. (2021). Multimodal Approach in Online EFL Class Using Islamic Learning Materials: Students’ Perspective. International Journal of Language Education, 5(4), 337. https://doi.org/10.26858/ijole.v5i4.22495
Halstead, M. (2004). An Islamic concept of education. Comparative Education, 40(4), 517–529. https://doi.org/10.1080/0305006042000284510
Hashim, R. (2005). Rethinking Islamic Education in Facing the Challenges of the Twenty-first Century. American Journal of Islam and Society, 22(4), 133–147. https://doi.org/10.35632/ajis.v22i4.1676
Hasibuan, K., Solikin, M., Fitrah, N. I., & Hamdy, M. F. (2024). EFL instructional materials development integrated with playing card games and Islamic perspectives. Proceeding of Conference on English Language Teaching (CELTI).
Maesaroh, D. T., Aridah, A., & Rusmawaty, D. (2022). Can Islamic Stories be Used as Supplementary English Materials at Islamic Elementary Schools? Southeast Asian Journal of Islamic Education, 4(2), 145–156. https://doi.org/10.21093/sajie.v4i2.4166
Mahboob, A. (2010). The NNEST Lens: Non Native English Speakers in TESOL.
Muhsinin, N., & Assapari, M. (2023). Repositioning EFL within Islamic worldview. Journal of Language & Religion.
Putra, S., Heraldo, D., Rizaq, M., Kurdi, M. S., Nasiruddin, N., & Althafullayya, M. R. (2024). Strategies of Religious Teachers to Overcome Students’ Difficulties in Learning Islamic History. Al-Hijr: Journal of Adulearn World, 3(1), 120–139. https://doi.org/10.55849/alhijr.v3i1.611
Putri Sakinaturrohmah, Sri Hartati, Muhammad Raffin Althafullayya, Dewi Kurniati, Insani Kamila. (2025). LINTAS-QS: Integrating Qur’anic and Sirah Literacy through Project-Based Learning and Role-Playing with Augmented Reality. Al-Muhajirin International Conference, 37–46.
Rahman, F. (1982). Islam and Modernity: Transformation of an Intellectual Tradition. University of Chicago Press.
Rassool, N. (2010). Language and cultural diversity. In Language, Identity and Education (pp. 95–120). Continuum.
Rohmah, Z. (2012). Incorporating Islamic messages in English teaching. IJLE.
Rohmana, W. I. M. (2020). Immersing Islamic Value in English Language Teaching: A Challenge for English Teachers. Scope : Journal of English Language Teaching, 5(1), 47. https://doi.org/10.30998/scope.v5i1.6404
Sahin, A. (2013). New Directions in Islamic Education: Pedagogy and Identity Formation. Markfield Institute of Higher Education.
Sidqurrahman, Z. (2024). The integration of Islamic perspectives in teaching English as a foreign language: A systematic literature review.
Suraijiah, Rusdiana, Rusdiah, M. Ramli, & Murdan. (2023). The Effectiveness of Using Media Technology in Islamic Religious Education in an Independent Curriculum: Technocultural Study of Religious Education. Jurnal Iqra’ : Kajian Ilmu Pendidikan, 8(1), 335–349. https://doi.org/10.25217/ji.v8i1.2760
T.N Fitria. (2023). Integrating English Language Teaching into Islamic Boarding Schools.
Zeera, Z. al. (2001). Wholeness and Holiness in Education: An Islamic Perspective. International Institute of Islamic Thought.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Kalayo Hasibuan, Salsabila Ramadhani Salsabila, Santy Agustin Agustin, Silvi Ramadhani Ramadhani, Siti Maulani Delfina Delfina
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
