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All Journal Journal of English and Arabic Language Teaching Indonesian Journal of Integrated English Language Teaching MODELING: Jurnal Program Studi PGMI Edu-Ling: Journal of English Education and Linguistics JURNAL PENDIDIKAN TAMBUSAI Jurnal Informasi dan Teknologi FOSTER: Journal of English Language Teaching The Journal of English Language Teaching, Literature, and Applied Linguistics (JELA) Joal : Journal of Applied Linguistics Jurnal Kajian Ilmu Pendidikan (JKIP) Takuana: Jurnal Pendidikan, Sains, dan Humaniora Jurnal Penelitian Ilmu Pendidikan Indonesia Innovative: Journal Of Social Science Research JELT: Journal of English Language Teaching IJLHE: International Journal of Language, Humanities, and Education Algebra ONTOLOGI: Jurnal Pembelajaran dan Ilmiah Pendidikan Jurnal Cendekia Ilmiah
Kalayo Hasibuan
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Religion Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Journal : JELT: Journal of English Language Teaching

 1 
Integrated Sylabus for Islamic, Enviromental, and Linguistic Competence in Indonesian EFL Classroom Perdana, Surya Putra; Fahira, Mayla Alya; Hasibuan, Putri Sakinah; Arini, Tasya; Hasibuan, Kalayo
JELT: Journal of English Language Teaching Vol 10, No 1 (2026): April
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/jelt.v10i1.231

Abstract

This study investigates the use of an integrated syllabus that combines Islamic, environmental, linguistic, and competence in Indonesian EFL classrooms. Data on integrated English teaching in Indonesia were gathered and examined from books, journal articles, and government reports using a descriptive qualitative approach through literature study. The findings indicate that integrating Islamic values into English learning strengthens students' moral and spiritual awareness while improving their English proficiency. By incorporating environmental awareness, english classes become forums for discussion about sustainability and encourage students' ecological responsibility and critical thinking. Moreover, linguistic competence remains the foundation of integration, ensuring language accuracy and communicative effectiveness. The study also shows that educators are important moral agents who create innovative, culturally appropriate curricula and contextualize lesson materials. However, challenges arise from limited teaching resources and inadequate teacher training for interdisciplinary integration.In conclusion, integrating Islamic, Environmental, and linguistic components offers a comprehensive educational framework that nurtures students' character, moral, and environmental consciousness while enhancing their English mastery. The study implies that in order to successfully implement this model and ensure alignment with Indonesia's educational, spiritual, and ecological goals, teacher training programs and institutional support are essential.
Designing a Thematic Syllabus for Islamic and Environmental Awareness in EFL Teaching Tesar, Fadila Nur Rahma; Afrianti, Nesa; Salsabila, Hanny; Hasibuan, Kalayo
JELT: Journal of English Language Teaching Vol 10, No 1 (2026): April
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/jelt.v10i1.218

Abstract

This paper will examine how a thematic syllabus for EFL classes can be developed that combines elements of Islamic Values and Environmental Awareness using the TEFLIN curriculum framework (Richards ,2013 dan UNESCO (2017). The TEFLIN curriculum places importance on communicative competency and culturally responsive pedagogy emphasizing gradual learning levels for English acquisition, starting from beginner to advanced stages so that students can develop skills step by step. The TEFLIN curriculum has undergone recent restructuring that emphasizes flexibility and need-driven syllabus design, including intercultural understanding and content-based learning. The key TEFLIN curriculum outcomes target learners acquisition both in linguistic competency and meaningful participation in cultural and moral issues, including ecological responsibility. The TEFLIN curriculum has supported several types of syllabus designs, including structural syllabus, functional syllabus, and thematic syllabus, for which the thematic syllabus can also be beneficial for incorporating large theme subjects like Islamic Environmental Values for English language acquisition classes. The proposed thematic syllabus will explore how TEFLIN’s content learning and culturally responsive teaching can equip English language learners for effective communication, observing Islamic values, and Environment awareness, enabling learners to become effective communicators and Global Citizens.
Green Curriculum Design: Embedding Ecological Awareness and Faith-Based Morality in EFL Teaching Herisa, Jenni; Putri, Nisa Aprilia; Dahria, Nurul; Hasibuan, Kalayo
JELT: Journal of English Language Teaching Vol 10, No 1 (2026): April
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study uses a literature review method to discuss how Green Curriculum Design can integrate ecological awareness and faith-based morality into English as a Foreign Language (EFL) teaching. The purpose of this study is to explain how English learning can include topics about nature and moral values based on students’ faith. The researcher collects and reviews previous studies about environmental education, moral values, and English teaching. The findings show that using ecological themes in English lessons can help students care more about nature and learn moral messages supported by their religious beliefs. Teachers also play an important role in connecting English learning with environmental and moral values in the classroom. In conclusion, Green Curriculum Design helps students not only improve their English skills, but also become responsible and caring individuals for nature and society.
EFL Curriculum Reform in Indonesia: From KTSP to Kurikulum 2013 to Kurikulum Merdeka Karimah, Laisa; Syafa'ah, Lailis; Angraini, Nuriska Julia; Hasibuan, Kalayo
JELT: Journal of English Language Teaching Vol 10, No 1 (2026): April
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/jelt.v10i1.219

Abstract

This article examines the trajectory of EFL curriculum reform in Indonesia from the decentralized KTSP model through the competency-based Kurikulum 2013 to the recent, more flexible Kurikulum Merdeka, highlighting shifts in curriculum aims, assessment practices, teacher roles, and classroom implementation; it synthesizes empirical and policy literature that reports a move from locally adaptable syllabuses (KTSP) to nationally standardized competency frameworks (Kurikulum 2013) and then toward learner-centered autonomy and contextualization under Kurikulum Merdeka, identifies persistent challenges including uneven teacher readiness, infrastructure and resource gaps, and assessment misalignment, and recommends sustained teacher professional development, clearer assessment-design alignment, and stakeholder engagement to ensure intended EFL learning outcomes.
Aligning Islamic Institutional School (Madrasah) and National Curricula for Eco-Islamic English Education Hasibuan, Kalayo; Astuti, Amelia Tri; Sassylia, Dizzy; Afifah, Nurul
JELT: Journal of English Language Teaching Vol 10, No 1 (2026): April
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/jelt.v10i1.215

Abstract

This article explores the alignment between Islamic institutional school (madrasah) curricula and Indonesia’s national curriculum to promote Eco-Islamic English Education. The integration aims to harmonize faith-based and national educational objectives by embedding Islamic environmental values into English language teaching. Madrasahs, as Islamic educational institutions, often emphasize moral and spiritual formation, while the national curriculum focuses on competency-based and global education. Aligning both can create a more holistic framework that fosters linguistic competence, ecological awareness, and spiritual responsibility. This study highlights that curriculum alignment can strengthen sustainable education by encouraging students to see environmental stewardship (khalifah fil-ardh) as both a linguistic and religious practice. Ultimately, this approach prepares learners to engage with global environmental issues through an Islamic worldview using English as a medium for understanding, reflection, and action.
Co-Authors Adha, Elsa Mulia Afrianti, Nesa Aisyah Karlina Al Fuadi, Ashabu Thifla Amalia Putri Amalia, Anggiera Amanda Aindilalaty Amanda Azzahra Andini Putri Angraini, Nuriska Julia Anisa Faizah Avrilia Anisa, Nurul Annisa Annisa Rahmadira Arianti, Yumna Arini, Tasya Astuti, Amelia Tri Astuti, Neli Athaya Dwi Insyra Athyah Frista Az-Zahra, Fathia Zawatha Azzahra, Zuhudiah Bila, Yashara Salsa Dahria, Nurul Dersa, Sovie Lindaita Desta, Mutiara Ersyadila, Ghina Fidaraini Esliana Fadly, Khairul Fahira, Mayla Alya Faisal Amir Toedien Farhansyah, Muhammad Fathia Zawatha Az-Zahra Fayza Nur Amalia Fithri, Fadhila Alya Fitri Rahayu Fitriadi, Awliya Dara Fiveronika, Fiveronika Frhasty, Bianca Aalya Frista, Athyah Hairani, Zahra Hasibuan, Ahmad Sakti Alhamidi Hasibuan, Putri Sakinah Hasnah Luthfiyah Helmalia Azahra Helmalia Azzahra Herisa, Jenni Herlinda, Silvi Ingriyani, Megy Intania, Annisa Irawansyah, Egi Jannah, Nur Miftahul Jasmine, Najiyah Karimah, Laisa Khairul Azmi Khairun Nisa Ledy, Aisan Lisaini, Ouvi M. Qaimul Adel El Hakiemy Maitri Ramadhani Mardiah, Diah Mohd. Rafi Riyawi Muhammad Afif Muhammad Lowelfit Mutmainah Mutmainah Nanda, Rizka Nasution, Rahma Nathasya Nuralya, Chelsea Nurhalimah Nurhalimah Nurul Auliyah, Nurul Oktarina, Elsa Perdana, Surya Putra Pertiwi, Agustina Pradita, Annisa Pujiati, Nayata Putri Putri Nilam Sari Putri, Nisa Aprilia Putri, Rizka Zhafira Rahman, Fathir Nur Rahmawati, Euis Rahmi, Rika Ramadhani, Allya Ramadhani, Nur Ismi Ramadhona, Cindy Lutvi Regar, Lila Aprina Rusli, Febprianty Sahdiana Rahmadani Salsabila, Hanny Santoso, Bayu Saputra, Ahmad Rangga Ary Sari, Hannisa Wandan Sassylia, Dizzy Siti Aisyah Rahayu, Siti Aisyah Siti Norfita Sari Steviona Eliza Sunawir, Nur Wulandari Suryani, Neni Fitri Dwi Syafa'ah, Lailis Syaharani, Cinta Nadhifa Syahrey, Rozaqey Alvey Tesar, Fadila Nur Rahma Vadilla, Nur Wardana, Eka Nugraha Waruwu, Wahyu Suhendra Wati, Anggi Lisna Winertah, Meisarah Yana, Lulu Dewi Yenita, Anjelina Yumna Arianti Zachry, Irena Sevia Zuhudiah Azzahra Zulhidah Zulhiddah, Zulhiddah