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All Journal Journal of English Education and Teaching (JEET) ELLITE Journal
Sahril, Mohamad
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Arts Humanities Languange, Linguistic, Communication & Media

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Systematic Literature Review: Integrating Islamic Education in English Language Teaching Djamdjuri, Dewi Suriyani; Gatot, Masitowati; Yusiyaka, Rahmi Alendra; Sahril, Mohamad; Mufaridah, Fitrotul; Pratama, Muhamad Ilsan
Journal of English Education and Teaching Vol. 7 No. 4 (2023): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.7.4.881-900

Abstract

Islamic literature, history, and customs are common subjects and resources incorporated into effective English teaching in Islamic nations since they are relevant to the culture. The aims of this study are to explore the integration of Islamic education in English language teaching as well as how teachers can teach English by instilling Islamic values to develop good character in their students. This study involves a systematic literature review (SLR). An SLR requires significant searching across multiple article databases as well as additional journal databases such as Google Scholar to supplement and expand the main database. The next step involved obtaining and locating additional supplies manually. This step entailed reading pieces of literature for which the only information provided was the author, source, or title. The study reveals that understanding culture and society can help integrate religious teaching into ELT. It is critical to understand the cultural and theological context. Teachers who are knowledgeable of Islamic customs, values, and sensitivities should teach them in the classroom. Moreover, to provide students with a well-rounded education, Islamic principles and ethics can be integrated into English language classes. Teachers can explore issues and subjects that are in line with Islamic principles while encouraging critical thinking, creativity, and intercultural understanding.
ENHANCING STUDENTS’ MOTIVATION IN LEARNING ENGLISH WITH CLIL APPROACH Sahril, Mohamad; Kamila, Qarira Muti Kamila
ELLITE ( Journal of Education, Linguistics, Literature and Language Teaching) Vol. 1 No. 3 (2024): September 2024
Publisher : LPPM STISIPOL Mujahiddin

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Abstract

This study aims to determine the extent to which the Content and Language Integrated Learning (CLIL) approach can increase students' motivation in learning English. Using a qualitative approach with a case study design, data were collected through semi-structured interviews with six students of the English Education study program who attended CLIL-based lectures. Data were analyzed thematically based on the Self-Determination Theory (SDT) framework. The results showed that CLIL had a positive impact on students' intrinsic and extrinsic motivation. Students feel more interested, involved, and internally motivated because the material is delivered contextually and relevantly. In terms of extrinsic motivation, academic demands and professional goals encourage them to study harder. The conclusion of this study shows that the implementation of CLIL can be an effective strategy in increasing motivation to learn English. The implication of this finding is the importance of curriculum development and teacher training that supports the sustainable implementation of CLIL in higher education.
EXPLORING SUPPORTING FACTORS TO ENHANCE PRE-SERVICE TEACHERS' WELL BEING DURING PRACTICUM PROGRAM Sahril, Mohamad; Maghfiroh, Rachel Aghny; Rahmawati, Movi Riana
ELLITE ( Journal of Education, Linguistics, Literature and Language Teaching) Vol. 2 No. 2 (2025): Juny 2025
Publisher : LPPM STISIPOL Mujahiddin

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Abstract

Pre-service teachers face both professional growth and emotional challenges during their practicum, making well-being a critical component of their development. This study aims to explore the supporting factors that enhance the well-being of pre-service English teachers during their teaching practicum program. Employing a qualitative case study approach, data were gathered from ten participants through close-ended questionnaires and semi-structured interviews. The findings revealed three main contributing factors to well-being: motivation, student engagement, and appreciation of the teaching profession. Motivation was reinforced by hands-on teaching experiences, while positive student responses and academic progress strengthened emotional satisfaction. Additionally, feeling appreciated—especially by students—boosted pre-service teachers' confidence and professional identity. These factors played a significant role in increasing resilience, fostering commitment, and enhancing the overall teaching experience. The study emphasizes the importance of nurturing these elements to support the psychological and emotional well-being of pre-service teachers, ultimately contributing to their long-term success in the profession.
Co-Authors Djamdjuri, Dewi Suriyani Emirza, Ferizka Gatot, Masitowati Kamila, Qarira Muti Kamila Maghfiroh, Rachel Aghny Mufaridah, Fitrotul Pratama, Muhamad Ilsan Rahmawati, Movi Riana Rahmi Alendra Yusiyaka