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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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The National Curriculum Changes and Their Effects on English Language Teaching in Indonesia Annisa; Siti Norfita Sari; Kalayo Hasibuan
Edu-Ling: Journal of English Education and Linguistics Vol. 9 No. 1 (2025): December
Publisher : English Education Study Program Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32663/edu-ling.v9i1.4911

Abstract

The objectives of this research are to explore the evolution and implications of curriculum reforms in English Language Teaching (ELT) in Indonesia, focusing on the challenges and opportunities these reforms present for educators and learners. This research is a qualitative study that examines the historical development of ELT curricula, pedagogical shifts, teacher and student adaptations, contextual challenges, and future recommendations. The sample of this research includes education policymakers, ELT educators, and students across different regions of Indonesia. The data were gathered by using interviews, surveys, and document analysis, and were analysed by employing thematic analysis to identify key trends and insights. The findings showed that while recent curriculum reforms have made significant strides in introducing competency-based learning, critical thinking, and digital literacy, they have also highlighted systemic challenges such as resource inequalities, regional disparities, and varying levels of teacher readiness. In conclusion, the research suggests that future curriculum reforms should focus on addressing these challenges through equitable resource distribution, enhancing teacher professional development, and adapting the curriculum to better meet the socio-cultural and linguistic diversity of Indonesia.
The Effect of an Integrated Islamic Curriculum in English Classes Fayza Nur Amalia; Esliana; Kalayo Hasibuan
Edu-Ling: Journal of English Education and Linguistics Vol. 8 No. 2 (2025): July
Publisher : English Education Study Program Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32663/edu-ling.v8i2.4912

Abstract

The impact of incorporating Islamic beliefs into English language training on students' language skills, character development, and cultural awareness is examined in this study. A comprehensive educational experience is produced by the curriculum's integration of ethical and culturally relevant material, such as Islamic history and moral quandaries, into English classes. This method fosters intercultural competency while improving vocabulary acquisition, critical thinking, and ethical reasoning, as evidenced by thematic analysis of case studies and existing literature. However, issues like inadequate teacher preparation and a lack of standardized resources underscore the necessity of institutional assistance. The study highlights the transformative potential of faith-based curricula in bringing language acquisition into line with cultural and moral goals, offering guidance to educators and policymakers on how to create inclusive and productive learning environments.
Harmonizing the National Curriculum and Islamic Values: A Study on Curriculum Development in Islamic Junior High Schools M. Qaimul Adel El Hakiemy; Hasnah Luthfiyah; Kalayo Hasibuan
Edu-Ling: Journal of English Education and Linguistics Vol. 8 No. 2 (2025): July
Publisher : English Education Study Program Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32663/edu-ling.v8i2.4914

Abstract

Curriculum development in Islamic education institutions at the junior high school level is a crucial process that ensures the alignment of educational practices with Islamic values and contemporary educational standards. This study examines the roles of teachers, challenges, and strategies in curriculum development as highlighted in various studies, including the integration of Islamic boarding school programs, principles of Islamic education curriculum design, and comparisons with international practices. The research also explores the management aspects and competitive strategies for enhancing the quality of Islamic education. The findings provide comprehensive insights into effective curriculum development for Islamic education in junior high schools, emphasizing adaptability, integration, and stakeholder collaboration.
The Role of Islamic Values in Enhancing The Effectiveness of English Language Teaching Amanda Azzahra; Athaya Dwi Insyra; Kalayo Hasibuan
Edu-Ling: Journal of English Education and Linguistics Vol. 8 No. 2 (2025): July
Publisher : English Education Study Program Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32663/edu-ling.v8i2.4917

Abstract

This study investigates the integration of Islamic values into English Language Teaching (ELT) in Indonesian Islamic secondary schools, focusing on its impact on students’ academic performance, character development, and intercultural competencies. In Muslim-majority settings, the introduction of English can raise concerns over potential conflicts between Western values and Islamic principles. To address these concerns, a culturally responsive approach, incorporating Islamic values such as adab (ethical conduct), ihsan (excellence), ikhlas (sincerity), and ta'awun (cooperation), can harmonize global education demands with local religious and cultural beliefs. A qualitative research design, utilizing semi-structured interviews, classroom observations, and document analysis, was employed to gather comprehensive data from English language teachers and classroom settings. The findings indicate that integrating Islamic values into ELT not only enhances students' language proficiency but also promotes moral development and intercultural understanding. By using Islamic texts such as Qur’anic verses and Hadith in lessons, teachers create a learning environment that is both academically enriching and spiritually grounding. This approach not only fosters a deeper understanding of the English language but also prepares students to engage with the globalized world while maintaining their cultural and religious identity. The study contributes to the development of a values-based pedagogy in ELT, which can offer a balanced approach to academic and moral education in Muslim-majority contexts.
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.
Integrating National Identity and Global Competence in Indonesia’s Hybrid Curriculum: A Systematic Literature Review Azmi, Khairul; Hasibuan, Kalayo
FOSTER: Journal of English Language Teaching Vol. 7 No. 2 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i2.337

Abstract

The adoption of an international curriculum in Indonesian schools creates a conceptual tension between the formation of national identity and the need for global competency development. Although the practice of hybrid curriculum is becoming more widespread, research findings are still fragmented and have not provided an adequate theoretical foundation to reconcile the two orientations. This study uses a Systematic Literature Review (SLR) with a thematic-conceptual synthesis approach to analyze the integration of national and international curricula. The search was conducted on Google Scholar, with a limit of 2016–2025. Out of a total of 127 initial recordings, 18 peer-reviewed articles met the eligibility criteria and were analyzed to map the pattern of curriculum integration and value orientation brought. The analysis identified three main integration models: additive (9 studies), subtractive (5 studies), and transformational (4 studies). The additive model shows the dominance of the practice of adding international curricula without recontextualizing grades, resulting in the fragmentation of learning objectives. The subtractive model shows the dominance of global epistemology that weakens the space for the articulation of national values. Meanwhile, transformational models, although at least quantitatively, show the highest level of coherence through the reconstruction of global competencies based on national values. A systematic review of 18 studies shows that the most sustainable curriculum integration practice and in line with the mandate of national identity formation, is a transformational model, as it links global competencies to the foundation of national values epistemologically and pedagogically. Follow-up studies are recommended to test the application of this model in the context of classroom learning and integrated assessment design.
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