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All Journal MAGISTRA: Media Pengembangan Ilmu Pendidikan Dasar dan Keislaman Dinamisia: Jurnal Pengabdian Kepada Masyarakat Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Indonesian Journal of Community Services Elsya : Journal of English Language Studies Journal of Education Research ELECTRUM: The English Language and Education Spectrum MAGISTRA: Media Pengembangan Ilmu Pendidikan Dasar dan Keislaman
Himawati, Ulya
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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English Language Teaching in Islamic Primary Education under Cambodia’s MoEYS Curriculum Himawati, Ulya; Rinjani, Ersila Devy; Yakin, El; Husna, Muhammad Ahsanul
MAGISTRA: Media Pengembangan Ilmu Pendidikan Dasar dan Keislaman Vol. 16 No. 2 (2025): December | Magistra - Media Pengembangan Ilmu Pendidikan dan Keislaman
Publisher : Universitas Wahid Hasyim Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31942/mgs.v16i2.15120

Abstract

This study examines English language teaching practices in Islamic primary education under Cambodia’s national curriculum, regulated by the Ministry of Education, Youth and Sport (MoEYS). Conducted in an Islamic primary school within a Muslim-minority context, the study addresses the gap between national curriculum policy and classroom practice. Employing a descriptive qualitative research design, data were collected through classroom observations, semi-structured interviews with school leaders and English teachers, and document analysis. The findings reveal that while English instruction generally aligns with national curriculum objectives, teachers actively adapt teaching materials, classroom strategies, and learning contexts to ensure cultural and religious appropriateness. Islamic values are implicitly integrated through teacher modeling and interaction patterns rather than through explicit religious instruction. From a policy implementation perspective, the findings demonstrate a clear gap between policy as intended and policy as implemented, with teachers functioning as key mediators who exercise professional discretion in enacting curriculum policy. This study contributes empirical insights into English language teaching in Islamic primary education within a secular national system. It highlights the importance of teacher agency in bridging policy demands and faith-based educational contexts.
Co-Authors Ali Imron Amal, Tri Akhsanul Arifa, Nur Aziza, Nailatul Azizah, Fadhilatul Amalya Danang Mahendra, Danang Devy Rinjani, Ersila Ersila Devy Rinjani Hamidaturrohmah, Hamidaturrohmah Herningtyasari, Gadis Indiyarti Putri, Linda Jauharin Farda, Ummu Lamik, Muhammad Munif Lia Sari, Risti Mazaya, Nur Widad Muhammad Ahsanul Husna NURUL AZIZAH Pratama Irwin Talenta Salma, Siti Sari Hernawati Shofiyuddin, Muh Suyati - Syailin Nichla Choirin Attalina Ulumuddin, Imam Khoirul Yakin, El Zulfa , Laila Ngindana Zulfahmi, Muhammad Nofan