English learning with academic concepts improves pupils' hearing, speaking, reading, and writing. Method for doing it?

Rafli Sandy Al-Hikam

doi:10.51773/ajrs.v2i2.326

Authors

Rafli Sandy Al-Hikam Yayasan Assyfa Learning Centre (YALC) Pasuruan, Indonesia

DOI:

https://doi.org/10.51773/ajrs.v2i2.326

Keywords:

English Learning, English Languages, Islamic Values, Level Integration

Abstract

Integrative theme learning, or integrated thematic learning, is the method of seamlessly merging teaching and learning. One consequence of implementing the 2013 curriculum at Madrasah Ibtidaiyah or State Madrasah Ibtidaiyah is the integration of many general lesson subjects into a unified theme. This combination automatically results in a more significant disparity or distinction between the diverse range of teachings provided and the study of Islamic religious education. Therefore, it is crucial to develop the talent of integration, which involves combining knowledge from broad studies with the principles and values of Islam. This study aims to evaluate the degree of integration of the Islamic tenets in English language teaching at Islamic primary schools in East Java. The selected methodology for this research is a qualitative approach employing a case study method. The process of data collecting will encompass conducting interviews, making observations, and analysing pertinent documents. The findings suggest incorporating Islamic principles into English language education at MI Regency in East Java enhances students' listening, speaking, reading, and writing proficiency. This enhancement is accomplished by incorporating Islamic principles across multiple dimensions, encompassing philosophy, research methodologies, materials, strategies, and assessment. The selected method for integration at the communication level is standard communication. The story of integration in MI also necessitates support from scientific data, which will be further examined in this article.

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