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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 The Journal of English Language Teaching, Literature, and Applied Linguistics (JELA) Joal : Journal of Applied Linguistics Jurnal Kajian Ilmu Pendidikan (JKIP) Educate: Jurnal Ilmu Pendidikan dan Pengajaran Takuana: Jurnal Pendidikan, Sains, dan Humaniora Jurnal Penelitian Ilmu Pendidikan Indonesia Innovative: Journal Of Social Science Research IJLHE: International Journal of Language, Humanities, and Education Algebra ONTOLOGI: Jurnal Pembelajaran dan Ilmiah Pendidikan J-CEKI
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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Adapting Global ELT Syllabuses for Local Needs in Indonesian Secondary Schools Hasibuan, Kalayo; Ramadhani, Allya; Nuralya, Chelsea; Al Fuadi, Ashabu Thifla
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 4 No. 3 (2025): Takuana (October-December)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v4i3.252

Abstract

The use of global English language teaching (ELT) syllabuses in Indonesian secondary schools often creates problems because the content and examples do not always match students’ cultural contexts and learning needs. This qualitative, descriptive literature review examines how globally designed ELT syllabuses are adapted for Indonesian classrooms. Drawing on fifteen Scopus-indexed studies published between 2020 and 2025, including works by Zein et al. (2020), Hanifa et al. (2024), Nurteteng et al. (2024), Fudiyartanto (2024), and Al Fikri (2025), the review identifies common adaptation strategies, challenges, and resulting teaching practices. Findings show that teachers frequently modify global syllabuses by adjusting cultural content and simplifying language to fit local realities (Hanifa et al., 2023; Andriani, 2024). However, obstacles remain, such as limited school support, insufficient teaching materials, and mismatches between curriculum demands and school policies (Nurteteng et al., 2024; Pajarwati, 2021). Although previous studies provide useful insights, most fail to offer concrete models for adapting global ELT materials to Indonesia’s Merdeka Curriculum, highlighting the need for further research.
From Policy to Practice: How Teachers Interpret Curriculum Levels in Indonesian TEFL Contexts Frhasty, Bianca Aalya; Winertah, Meisarah; Santoso, Bayu; Hasibuan, Kalayo
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 4 No. 3 (2025): Takuana (October-December)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v4i3.258

Abstract

This paper synthesizes findings from prior studies that investigate English teachers’ perceptions and practices in implementing English curriculum policies for Teaching English as a Foreign Language (TEFL) in Indonesian classrooms. A total of 25 national and international research articles published between 2013 and 2025 were reviewed to describe how teachers understand curriculum policy, respond to curriculum change, and engage in continuous professional development. The review also explores challenges teachers face and strategies they employ when translating curriculum documents into classroom practices. The analysis identifies four recurring themes: (1) varied perceptions of curriculum policy documents, (2) gaps between conceptual understanding and classroom implementation, (3) the influence of teacher competence on curriculum enactment, and (4) forms of resistance and constraints that limit teachers’ awareness and adoption of curriculum guidelines. Overall, the findings highlight the critical role of teacher knowledge, competence, and institutional support in shaping curriculum implementation across classroom contexts, and suggest the need for more sustained professional development aligned with actual teaching realities.
Aligning Institutional Syllabuses with National Curriculum Goals in English Language Education Saputra, Ahmad Rangga Ary; Wati, Anggi Lisna; Wardana, Eka Nugraha; Hasibuan, Kalayo
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 4 No. 4 (2026): Takuana (January-March)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v4i4.292

Abstract

The alignment between institutional syllabuses and national curriculum goals is essential for ensuring coherence, educational quality, and effective learning outcomes. This study examines how English Language Education programs at the State Islamic University of Sultan Syarif Kasim Riau align their institutional syllabuses with national curriculum standards, particularly the Kurikulum Merdeka. Employing a qualitative descriptive research design, data were collected through document analysis of institutional syllabuses and semi-structured interviews with lecturers and curriculum coordinators. The findings indicate partial alignment, in which learning outcomes generally reflect national competencies, while inconsistencies persist in the implementation of instructional strategies and assessment practices. Key challenges include limited understanding of the national curriculum framework, insufficient structured professional development, and minimal collaborative curriculum planning. The study identifies curriculum mapping, outcome-based syllabus design, and collaborative professional development as strategic approaches to strengthening alignment. It concludes that sustained institutional commitment, continuous evaluation, and faculty collaboration are essential for achieving coherent and meaningful curriculum implementation in English language education.
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.
Co-Authors Adha, Elsa Mulia Aini, Risma Sulistia Aisy Rambe, Fradhani Rihhadatul Aisyah Karlina Al Fuadi, Ashabu Thifla Amalia Putri Amalia, Anggiera Amanda Aindilalaty Amanda Azzahra Andini Putri Anisa Faizah Avrilia Anisa, Nurul Annisa Annisa Rahmadira Arianti, Yumna Asrol, Arini Rahman Astuti, Neli Athaya Dwi Insyra Az-Zahra, Fathia Zawatha Azzahra, Zuhudiah Bila, Yashara Salsa Dersa, Sovie Lindaita Desta, Mutiara Efendi, Rahmi Maldini Ersyadila, Ghina Fidaraini Esliana Fadly, Khairul Faisal Amir Toedien Farhansyah, Muhammad Fayza Nur Amalia Fithri, Fadhila Alya Fitri Rahayu Fitriadi, Awliya Dara Fiveronika, Fiveronika Frhasty, Bianca Aalya Frista, Athyah Hairani, Zahra Hasibuan, Ahmad Sakti Alhamidi Hasnah Luthfiyah Helmalia Azahra Helmalia Azzahra Herlinda, Silvi Ingriyani, Megy Intania, Annisa Irawansyah, Egi Jannah, Nur Miftahul Jasmine, Najiyah 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 Pertiwi, Agustina Pradita, Annisa Pujiati, Nayata Putri Putri Nilam Sari 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 Santoso, Bayu Saputra, Ahmad Rangga Ary Sari, Hannisa Wandan Siti Aisyah Rahayu, Siti Aisyah Siti Norfita Sari Steviona Eliza Sunawir, Nur Wulandari Suryani, Neni Fitri Dwi Syaharani, Cinta Nadhifa Syahrey, Rozaqey Alvey Vadilla, Nur Wardana, Eka Nugraha Waruwu, Wahyu Suhendra Wati, Anggi Lisna Winertah, Meisarah Yana, Lulu Dewi Yenita, Anjelina Yumna Arianti Zachry, Irena Sevia Zulhidah Zulhiddah, Zulhiddah