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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Nur Hidayanto Pancoro Setyo Putro
Fakultas Bahasa, Seni, dan Budaya, Universitas Negeri Yogyakarta
Languange, Linguistic, Communication & Media

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Students’ Perception of Islamic Values Integration in English Language Teaching at an Islamic Junior High School Indawati; Nur Hidayanto Pancoro Setyo Putro
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10332

Abstract

The integration of Islamic values into English language teaching is relevant in the context of education at Islamic schools. This study aims to examine students’ perceptions of the integration of Islamic values into English language teaching. This study employed a descriptive quantitative design supported by qualitative data. The participants were 20 eighth-grade students at an Islamic junior high school in Sumenep, Madura. Data were collected through a Likert-scale questionnaire and open-ended questions as supporting data. Quantitative data were analyzed using percentage distribution and mean scores, while the qualitative data were analyzed using simple descriptive method to support the quantitative results. The results of the study indicate that most students have a positive perception of the integration of Islamic values into English language learning. students’ perceptions of the integration of Islamic values were categorized as high, with a mean score of 4.04. Similarly, students’ interest in learning English was also categorized as high, with a mean score of 4.02. The distribution of responses indicates that most students selected "Agree" and "Strongly Agree" on most items. Further qualitative findings support these results, showing that students consider the integration of Islamic values to be meaningful, beneficial for character development, and helpful in understanding the learning material. However, some students indicated that variations in teaching methods are still needed to enhance engagement. Overall, this study concludes that integrating Islamic values into English language teaching (ELT) positively influences students’ perceptions and interest in learning, particularly within the context of Islamic-based education.
Co-Authors Indawati